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Emm9625

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Python File write() Method The method write() writes a string str to the file. There is no return value. Due to buffering, the string may not actually show up in the file until the flush() or close() method is called. Following is the syntax for write() method: fileObject.write( str ) str -- This is the String to be written in the file. This method does not return any value. The following example shows the usage of write() method. This is 1st line This is 2nd line This is 3rd line This is 4th line This is 5th line #!/usr/bin/python # Open a file in write mode fo = open("foo.txt", "rw+") print "Name of the file: ", fo.name # Assuming file has following 5 lines # This is 1st line # This is 2nd line # This is 3rd line # This is 4th line # This is 5th line str = "This is 6th line" # Write a line at the end of the file. fo.seek(0, 2) line = fo.write( str ) # Now read complete file from beginning. fo.seek(0,0) for index in range(6): line = fo.next() print "Line No %d - %s" % (index, line) # Close opend file fo.close() Let us compile and run the above program, this will produce the following result: Name of the file: foo.txt Line No 0 - This is 1st line Line No 1 - This is 2nd line Line No 2 - This is 3rd line Line No 3 - This is 4th line Line No 4 - This is 5th line Line No 5 - This is 6th line

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CC-MAIN-2014-15

http://www.tutorialspoint.com/python/file_write.htm

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en

No one can forecast exactly when the next big volcanic eruption is going to happen. But research examining a volcano's history might someday help scientists predict when the next one could blow its top. In a new study in Science, Kate Saunders from the University of Bristol and her team used a collection of more than 300 orthopyroxene crystal samples that date to the 1980 to 1986 eruptions of Mount St. Helens. The layers or "zones" of the crystals—produced by the interaction of magma, rock, and gas inside a volcano—grow in something like concentric circles (think tree rings). Because the researchers could chemically distinguish the division between one zone and another, they were able to estimate how long it took for each zone to form. "Elements move between one zone and another to maintain equilibrium," Saunders says, "and we know how fast elements move in different crystals, so we can work out how long it took them to reach equilibrium." This kind of "zoning" occurs because of changes in pressure, temperature, and water content in the volcano's magma. The upshot is that, depending on the kind of elements found within each zone, the team got a sense of what forces were at play inside the volcano as the zone was made. By studying St. Helens, for instance, Saunders and colleagues pieced together that increases in seismic activity cause these kinds of crystals to crank up their growth. When magma pulses into a chamber where crystals are already forming, the crystals develop iron-rich cores and magnesium-rich rims. On the other hand, crystals already stuck inside the magma as it enters a new chamber could cool off, causing exactly the opposite kind of zoning—magnesium-rich cores and iron-rich rims. False color image of zoned crystals used in analysis of Mount St. Helens' 1980 eruption. Credit: Kate Saunders. Today most techniques for monitoring volcanoes are focused on obvious signs, such as small earthquakes and gas releases. Researchers have analyzed crystals before, but this study is one of the first to use those chemical markers to put a time stamp on each zone within the crystal. Connecting crystal formation with a specific time frame could have implications for predicting the next big eruption. Only not directly, says Daniel Morgan, a professor of volcanology and petrology at the University of Leeds. "It's still tricky," he says. "Obviously if you're looking at crystals from erupted volcanoes it's not going to be a predictive tool." And there's currently no safe or practical way of taking crystal samples from inside an active volcano. "But now we can start seeing things like the heartbeat or the pulse of a volcano," Morgan says. By understanding what conditions led to a past eruption, scientists may be able to calculate what phase comes next in the volcano's life cycle. "We can use these techniques at every volcano, even if they aren't monitored now," Saunders says. "We can examine the rocks and understand what happened in the past. If it reawakens, we will have a better idea of what to anticipate."

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CC-MAIN-2017-39

http://www.popularmechanics.com/science/environment/a7756/can-a-volcanos-past-predict-its-future-9119041/

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en

According to the theory of plate tectonics, the Earth's crust and upper mantle are broken into moving plates of "lithosphere." The Earth has two types of crust. Continental crust underlies much of the Earth’s land surface. The ocean floors are underlain by oceanic crust. These material have different compositions; the continental crust is like the igneous rock granite, and the oceanic crust is like basalt, another igneous rock. and many adults often equate the geographic continents, i.e., land, with the plates. This is incorrect. The Earth’s various units of continental crust are actually embedded into plates. You may wish to explain this to your students by saying that the continental crust "ride on the back" of a plate. Moreover, continental and oceanic crust are often part of the same plate. For example, the North American plate has continental crust (essentially the land area of North America) at its core and is surrounded on most sides by oceanic crust. they move, plates interact at their edges or boundaries. There are three basic directions or types of boundary interactions. In some places, two plates move apart from each other; this is called a diverging plate boundary. Elsewhere two plate move together, which is called a converging plate boundary. Finally plates can also slide past each other horizontally. This is called a transform plate boundary. Volcanoes and earthquakes help define the boundaries between the plates. Volcanoes form mostly at converging and diverging plate boundaries, where much magma is generated. Earthquakes occur at all three types of boundaries. Because the plates are rigid, they tend to stick together, even though they are constantly moving. This builds up stress in the rocks at the plate boundary. When the strength of the rocks is exceeded, they move rapidly, "catching up" with the rest of the plates. We feel this release of energy as an earthquake. One of the first observations used to suggest that the outer portion of the Earth is mobile is the fit of the continents, particularly the west coast of Africa against the east coast of South America. This observation predates plate tectonics. It was first noticed in the 18th century, and most recently proposed by a German scientist, Alfred Wegener in 1912. Wegener called his theory "continental drift", referring to the apparent movement of continents alone. However, "continental drift" is a only historical term. We now know it is not the continents that move, but the plates, in which the continents are embedded. South America and Africa were once together, but were split apart by the formation of a diverging plate boundary. This is also confirmed by matches between the rocks and fossils of the two continents. The two continents are still moving away from each other This exercise looks at the continents of North America, South America, Africa, Antarctic, and Australia, and how they have moved over the last 200 million years. At that time, these five continents were all part of a single large super continent, called Pangaea. Starting about 180 million years ago, Pangaea began to break up; new diverging plate boundaries formed within it. This eventually created the continents we see today. In this exercise, the students will reconstruct Pangaea. They will use the fit of the continental crust to put Pangaea back together. - Remind the students of the information they learned in the Pre Lab. Explain again that the plates are moving, due to convection and gravity. Explain that this movement causes stress within the plates, which generates earthquakes and volcanoes. You may want to show students a map of the plates. - Review the composition of the plates with the class. Make sure the students understand that the continents make up the non-oceanic part of the crust. Discuss with them that the edges of the continents look as if they may have fit together at one time. - Have the students label, color, cut out, and fit the continents together. The lines and numbers make this puzzle a little easier. You may want your students to work in pairs. Matching up the continents is not as easy as it looks. - Once the students have placed the continents together have them move the pieces apart very slowly. They are to move the pieces until they reach their present positions. - Ask students if they think this movement could have happened. Let them come up with stories about why it took place. Remind them of convection and the moving of the plates. This is a difficult concept to get across to the students.

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CC-MAIN-2014-15

http://www.msnucleus.org/membership/html/k-6/pt/plate/2/ptpt2_2a.html

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en

Place Value Cards In this math worksheet, learners investigate the place value of numbers by using the place value cards. Students build numbers on these blank grids; one, two, three and four boxes up to the hundreds place. There are no directions for use. 3 Views 3 Downloads Formative Assessment Task: Number and Operations in Base Ten Engage your class in developing their understanding of place value with this simple hands-on activity. Presented with a multi-digit number, young mathematicians use the provided digit cards to create numbers in response to a series of... 3rd - 5th Math CCSS: Designed Place Value - Butterflies Floating Place to Place Learn about butterflies and place value in a series of interdisciplinary lessons! With several worksheets that reference butterfly facts in word problems, kids can practice science and math in one activity. Additional worksheets are... 3rd Math CCSS: Adaptable Number and Operations: Place Value If your learners are learning about place value and number value comparisons, this set of engaging activities and worksheets will make your job easy! Scholars use math manipulatives to estimate and then determine how many seeds a colony... 1st - 3rd Math CCSS: Adaptable Understand the Value of a Digit in a Multi-Digit Number What's that number worth? That's what learners will walk away knowing at the end of this lesson. A review of our number system and base ten blocks is used in conjunction with a place value chart to remind the viewer of these tools. Arrow... 4 mins 2nd - 4th Math CCSS: Designed

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CC-MAIN-2017-39

https://www.lessonplanet.com/teachers/place-value-cards-2nd-3rd

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Introduction to Short Vowels What makes a sound a short vowel? The term short vowel is used to refer to the sounds that most often correspond to the letters 'a,' 'e,' 'i,' 'o,' and 'u' when the vowel occurs individually between consonants (Consonant-Vowel-Consonant, or CVC pattern). It is important to note that the term short is not referring to the length of time the vowel sound is pronounced—it is merely a label. When learning the common spellings of vowel sounds, note that long vowels--not short vowels--often have a silent 'e' at the end of a word (see the long vowel VCe pattern). Listen to the following sounds and words for to become familiar with pronouncing these challenging sounds. The Consonant-Vowel-Consonant (CVC) pattern All of the short vowel key words use the Consonant-Vowel-Consonant (CVC) pattern. The CVC pattern states that when a single vowel is between two consonants, the vowel is pronounced as a short vowel sound (if the letter 'e' follows the second consonant, the vowel will be pronounced as a long vowel sound due to the Vowel-Consonant-e pattern). Additionally, when a vowel is pronounced with a short vowel sound, it may be followed by two consonants. Both consonants are not necessary for short vowel identification purposes, but do often offer an additional clue that the particular sound in that instance is a short vowel sound. The CVC pattern still applies when a word begins with a vowel sound and is followed by one or more consonants. Consonant-vowel-consonant spelling examples short a /æ/: back /bæk/, at /æt/ short e /ɛ/: bend /bɛnd/, end /ɛnd/ short i /ɪ/: sick /sɪk/, it /ɪt/ short o /ɑ/: lock /lɑk/, opt /ɑpt/ short u /ʌ/: such /sʌʧ/, us /ʌs/ It must be remembered when applying spelling patterns to English pronunciation there is the possibility that two or more pronunciations may have the same spelling. For instance, when the letter 'o' is between two consonants there are three potential pronunciations: 'short o' (top), 'long o' (most), and 'aw sound' (dog). Consulting a dictionary is the only way to be certain of the pronunciation of an unfamiliar word.

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CC-MAIN-2017-39

https://pronuncian.com/introduction-to-short-vowels

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Click on the image at right to get the lesson app with instructor notes. Or you can install right from here by clicking the logo below: In this lesson, students review multiplying fractions by whole numbers (5.NF.B.4a) in mathematical and real-world contexts, with the fraction in this case being a percent—a fraction with a denominator of 100. Students thus learn how to determine the percent of a number. Students also practice converting percents into fractions in simplest form. A mental math method of working with percent-of problems is also covered. Module 1 Video This video begins with three examples of “value of a number” constructions to show that they all involve multiplication—2 of the boxes, one half of a box, and 30% of a box. A percent is defined as a ratio with a denominator of 100. So, 100% is 100/100, which is equal to 1. Thus, students can use percents like fractions (which are part-to-whole ratios). Module 2 Video In this video, students participate in a demonstration of comparing ratios by plotting points on the coordinate plane. Students use plotted ratios for 6 rectangles height-to-length ratios in order to estimate the height-to-length ratio of the original rectangle presented at the beginning of the video.

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CC-MAIN-2020-24

https://guzintamath.com/textsavvy/percent-of/

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Our Polygons and Coordinate Planes lesson plan introduces students to the coordinate plane and give them an opportunity to work with that plane by drawing polygons. The lesson begins by introducing the coordinate plane and defining vocabulary like quadrants, x-axis, y-axis, and ordered pair. Then the lesson introduces polygons and defines related vocabulary like vertices and line segments. Students are asked to work collaboratively, in pairs, to draw various shapes. Students are also asked to individually complete practice problems in order to demonstrate their understanding of the lesson. At the end of the lesson, students will be able to draw polygons on the coordinate plane and find the length of various sides. State Educational Standards: LB.Math.Content.6.G.A.3

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CC-MAIN-2023-40

https://learnbright.org/lessons/math/polygons-and-coordinate-planes/

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What Are Glacial Landforms? Glacial landforms are created by the action of the glacier through the movement of a large ice sheet. The glacial landforms can either be erosional or depositional depending on the action of the glacier. When glaciers retreat leaving behind crashed rocks and debris they create depositional landforms, but if the glaciers expand as a result of their accumulating weight crushing in the process and abrade scoured surface rock or bedrock, then it will lead to the formation of erosional landforms. Depositional landforms include eskers, kame, and Moraine while erosional landforms include Cirque, glacial horns, and arête. Apart from landforms, glaciers may also be striking features including lakes and ponds, particularly in the Polar Regions. What Is A Cirque? A cirque, or Corrie, is an amphitheater-like valley created by glacial erosion. The glacial cirque is opened on the downhill side while the cupped section is steep. The cliffs on the sides slope down and combine and converge from three or more higher sides. The floor of the cirque is bowl-shaped because of the convergence zones of combining ice flows from a different direction and the debris accompanying them. A Cirque experiences greater erosion because of the accompanying rock burdens which may also over deepen the level of a cirque. Cirques subjected to seasonal melting often form small lakes called tarns behind the Moraine. Formation Of Cirque Cirque can be formed through glacial erosion or fluvial erosion. Cirque formed through glacial erosion is called a glacial cirque while fluvial cirque is formed by fluvial erosion. Glacial cirques are found in mountain ranges across the world and are typically about one kilometer long and one kilometer wide. Glacial cirques are situated high on mountainsides near the firn line and are surrounded on three sides by a cliff. For glacial cirques to be formed the slopes must be protected from sun’s energy and prevailing wind. The sheltered side encourages the accumulation of snow which turns into glacial ice. A hollow on the slope is then enlarged by ice segregation and glacial erosion. The ice segregation erodes the rock causing it to disintegrate resulting in avalanche bringing down more snow and rock to the already growing polar ice. The hollow becomes bigger allowing for more glacial erosion leading to the formation of a bowl shape on the side of the mountain with a weathered headwall. The bowl becomes deeper with the increased ice erosion creating a glacial cirque. An arête, which is also a glacial landform, will be formed if two adjacent cirques erode toward one another. Cirques formed from fluvial erosion are less common compared to glacial cirque. For fluvial-erosion cirques to be formed there must be a terrain which includes an erosion resistant upper structures which are overlying the easily eroded material. Some erosional cirques were formed by the river flow cutting through limestone and chalks. Location Of Cirques Around The World An example of Cirque formed through fluvial erosion is found on the Reunion Island and include the tallest volcanic structure in the Indian Ocean. The cirques in Europe include Circo de Gredos in Spain and Cirque de Garvanie in France, Summit Lake and Great Gulf in the US, and Chandra Taal in India. Cirques are famous tourist destinations because of their striking features. They are also major small lakes which feed smaller streams around the mountains.

<urn:uuid:9b9c0c14-c117-4273-abc2-71877aa74b21>

CC-MAIN-2017-39

http://www.worldatlas.com/articles/mountain-and-glacial-landforms-what-is-a-cirque.html

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en

Atoms consist of protons and neutrons in the nucleus, surrounded by electrons that reside in orbitals. Since electrons are wave-like in behavior, it is impossible to determine the exact position of an electron. Instead, orbitals describe regions in space where electrons are likely to reside. Orbitals are classified according to the four quantum numbers that represent any one particular orbital's energy, shape, and orientation. Electrons fill up these orbitals in a systematic fashion, with two electrons per orbital. When considering the electron configuration of atoms it is useful to consider the valence electrons separately from the inner electrons, since much of the chemistry that elements undergo occurs as a result of the octet rule. The octet rule is the tendency for atoms to gain a full valence shell of electrons. For that reason, elements with similar valence shell configurations have similar chemical properties, giving rise to much of the periodicity of the Periodic Table. Two such period properties are an atom's ionization energy and its electron affinity, which are the energies involved when an atom loses and gains electrons, respectively. An atom's ionization energy and electron affinity determine how easily that atom can lose or gain electrons and thereby form ions with a full valence shell. In gaining and losing electrons atoms also can become positively or negatively charged. When positive and negative ions interact, this gives rise to attractive forces that form the basis of ionic bonding. Take a Study Break!

<urn:uuid:c3306fe0-8125-4f3e-9799-a5fb643214d7>

CC-MAIN-2017-39

http://www.sparknotes.com/chemistry/organic1/atomicstructure/summary.html

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Language, Literacy and Communication Skills Oracy Outcomes. - Children listen to and join in with songs and rhymes, and with support begin to engage in word play. - They follow spontaneous one-step instructions and show an understanding of simple phrases. - They ‘talk’ to themselves, other children and familiar adults using simple sentences. - They talk about familiar objects, use newly learned words in their play and begin to show a curiosity in stimuli, expressing enjoyment or interest. - They imitate short real-life and make believe experiences and verbalise within symbolic play. - They begin to take part in activities alongside adults or other children. - Children listen to and join in with songs and rhymes and engage in sound and word play. - They listen with growing attention and concentration and show understanding of two-step instructions and basic concepts, and ask or answer simple questions. - They use sentences of five or more words, speaking clearly with other children and familiar adults. They use newly learned words in their play and participate in discussions and activities alongside others. - They respond to creative stimuli and in simple terms retell an event or experience and talk about things they have made or done. - They imitate real-life and make believe experiences within play and make believe play and use talk within symbolic play. - They take part in discussions and activities alongside adults or other children. - Children, with support, memorise and perform songs and rhymes and show recognition of rhythm, alliteration and rhyme. - They play with sounds in words including initial sounds. - They demonstrate they have listened to others and understand three-step instructions and basic concepts. - They usually respond appropriately to others and stimuli and ask appropriate questions about something that has been said. - They speak clearly and audibly with growing confidence and clarity with most sounds and words pronounced correctly. - They use an appropriate and increasing range of vocabulary in complete sentences and exchange ideas and interact with others. - They respond to creative stimuli, retell stories and share information and talk about things they have made or done, expressing likes and dislikes. - They imitate real-life and imaginative experiences, using some relevant language and use talk to create storylines. - Children join in, repeat or memorise rhymes, songs and poems, use alliteration and rhyme to create their own. - They blend and segment sounds in words. - They listen to other speakers or stimuli with growing attention, usually responding appropriately to complex information and instructions and ask detailed questions to clarify understanding. - They speak clearly and audibly, conveying meaning to a range of listeners. - They use an increasing range of appropriate vocabulary in play or structured activities, making themselves clear by choosing words deliberately and organising what they say. - They talk to and respond to others during shared activities and extend ideas or accounts on familiar topics by including some detail. - They express opinions and explain processes, showing awareness of the needs of listeners. - They act out real or make believe roles using appropriate language. - Children recall an expanding repertoire of rhymes, songs, poems and nonsense verse and they use rhythm and rhyme to create their own. They blend and segment polysyllabic words. - They listen to other speakers or stimuli with concentration, ask more detailed questions to clarify their understanding, respond to key points and relate their understanding to their own experience. - They use a growing range of appropriate vocabulary, organise what they say, use more complex sentences and include relevant details to make themselves clear, in play, structured activities and formal situations and to a wider range of audiences, with increasing confidence and fluency choosing words deliberately, using variety to add interest. - They contribute to discussions and share activities and information to complete a task. - They show an awareness of the needs of listeners, express opinions and talk in detail about a wide range of subjects. - They act out specific real or imaginative roles, using appropriate language.

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CC-MAIN-2017-39

http://www.glangele.conwy.sch.uk/curriculum/the-foundation-phase/foundation-phase-outcomes/foundation-phase-outcomes-numlit-1/literacy-outcome-1-1

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en

The Internet owes its power to countless light pulses with which enormous amounts of data are sent around the globe via optical fibers. To steer and control these light pulses, various technologies are employed. One of the oldest and most important is the diffraction grating, which deflects light of different colors in precisely determined directions. For decades, scientists have been trying to improve the design and production of diffraction gratings to make them suitable for today's demanding applications. Researchers now have developed a new method by which more efficient and more precise diffraction gratings can be produced. Diffraction gratings are based on the principle of interference. When a light wave hits a grooved surface, it is divided into many smaller waves, each emanating from an individual groove. When these waves leave the surface, they can either add together or cancel each other, depending on the direction in which they travel and on their wavelength (which is related to their color). This explains why the surface of a CD, on which data is stored in tiny grooves, generates a rainbow of reflected colors when it is illuminated by white light. For a diffraction grating to work properly, its grooves need to have a separation similar to the wavelength of the light, which is around one micrometer — a hundred times smaller than the width of a human hair. Traditionally, these grooves are etched into the surface of a material using manufacturing techniques from the microelectronics industry; however, this means that the grooves of the grating are square in shape. Physics indicates that grooves should have a smooth and wavy pattern, like ripples on water. Grooves made with traditional methods can, therefore, only ever be rough approximations, which in turn means that the diffraction grating will steer light less efficiently. The new approach is based on the scanning tunneling microscope in which material surfaces are scanned by the sharp tip of a probe with high resolution. The images resulting from such a scan can even show the individual atoms of a material. One can also use the sharp tip to pattern a material and thus produce wavy surfaces. To do so, the researchers heat the tip of a scanning probe to almost 1000 °C and pressed it into a polymer surface at certain locations. This causes the molecules of the polymer to break up and evaporate at those locations, allowing the surface to be precisely sculpted. In this way, the scientists can write almost arbitrary surface profiles point-by-point into the polymer layer with a resolution of a few nanometers. Finally, the pattern is transferred to an optical material by depositing a silver layer onto the polymer. The silver layer can then be detached from the polymer and used as a reflective diffraction grating. This allows the researchers to produce arbitrarily shaped diffraction gratings with a precision of just a few atomic distances in the silver layer. Unlike traditional square-shaped grooves, such gratings are no longer approximations but practically perfect and can be shaped in such a way that the interference of the reflected light waves creates precisely controllable patterns. The perfect gratings enable new possibilities for controlling light; for example, to build tiny diffraction gratings into integrated circuits with which optical signals for the Internet can be sent, received, and routed more efficiently.

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CC-MAIN-2023-40

https://www.techbriefs.com/component/content/article/tb/pub/briefs/photonics-optics/37819?r=45764

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Age Range: Elementary, Middle School Learning Objective: Students will understand that music is a cultural expression by identifying characteristics of music from different cultures. PLAY. Play a game. Ask students students to name a song, and then ask (or research) where it’s from. Repeat several times. If examples seem to all be from a very specific time or place, encourage them to think of a song from someplace else. After a few rounds, students will begin to draw the connection that music is a cultural expression, and that music comes from everywhere. EXPLAIN. Show students a blank map of the world like this one. Explain that you will visit various locations. During each “visit” you will learn about a particular style of music that originated in that area. You may choose to execute this lesson briefly during one class or more thoroughly over several class periods. CHOOSE. Select locations/musical styles from the options below, or others of your own choosing. Once you select your places, mark the locations on a map. MUSICAL STYLES with CORRESPONDING REGION: Traditional Ojibwe singing-Minnesota/the Dakotas/Canada Ragtime-St. Louis, MO Tuvan throat singing-Mongolia Kwv Thxiaj-Southeast Asia LEARN. Choose a country to “visit.” Start by listening to music in that style. Using this printable worksheet, fill out a fact grid, so that students learn core characteristics of each style. You may present the material to students or have them do research on their own. Visit as many places as your time frame allows. The completed grid below is a sample and should be used as a starting point. For further guidance, download all eight completed grids. RESEARCH. Continue researching countries/regions throughout the year. Customize the lesson by visiting a region that you or one of your students has lived in. Composer Shruthi Rajasekar was inspired to write a piece of music that helps us explore and think about all the ways numbers influence our lives. Learn a little about the Arctic and Antarctic regions. Listen to some musical pieces inspired by these places! Literacy meets music in this creative, hands-on lesson. Use favorite books and vocal and instrument exploration to create a musical soundtrack. Learn the science behind pendulums and how composer Steve Reich used pendulums to create a unique piece of music. Understand different types of maps and consider what it means to map out a piece of music. Build on your understanding of musical mapping to create an instrument map for Bach's Brandenburg Concerto #2. This is part two of a two-lesson series. Cryptograms are puzzles and can also be used as a way to structure a musical composition. For elementary and middle school students.

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CC-MAIN-2023-40

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The students are asked to consider how to draw a perfect circle, and learn to do so using a line segment called a radius. They also learn to fold a circle in two directions symmetrically to find its center. This activity is motivated by a CYBERCHASE episode in which the CyberSquad set out to rescue a magic ring from Hacker and deposit it in a safe place. Part I: Learning Activity 1. Read the following: "Hacker has stolen the Totally Rad Ring from Radopolis, home of all the skating radsters. He can fill every one of his wishes, including attacking MotherBoard. The CyberSquad join up with Slider, a radster, to switch the real ring with a fake one." 2. To make the fake ring, the Cyberchase kids and Slider must figure out how to draw a perfect circle. Ask students to try to: a) draw a perfect circle by hand, and b) figure out how they could use a piece of string or a piece of spaghetti to draw a more perfect circle. 3. Tell the students that they will watch a video in which the CyberSquad tries to solve this problem and that they will hear a new word. Ask them to listen carefully for it and figure out what it means. 4. Suggest that they could try to write something down to help them remember the new word [To the teacher only: the word is "radius."] 5. Show the Tricking Hacker QuickTime Video . 6. After watching the video segment, a) discuss the new word and its meaning: (a radius is the distance from the center of a circle to any point on the edge); b) what machine Slider used, and why it worked; and c) why they needed two radii to make a ring (because of the width of the ring itself). 7. Distribute rulers and pre-cut paper circles (coffee filters are a good inexpensive choice). 8. Ask students to a) approximate or estimate the location of the center; b) find the center; c) prove that the point they find as the center IS in fact the center of their paper circles, and d) measure the radius of the circle, based on their center. 9. Tell the students they will watch another video segment, in which: "The Cyberchase kids, Slider and Digit switch the ring that Hacker has stolen with a fake one. To keep the real ring safe, they must put it in the exact center of the Circle of Supreme Safety, a place in the woods with a protective spell. Jackie and Inez must find the center quickly. Watch and see how they do it and compare their method to yours." 10. Show the Finding the Circle's Center QuickTime Video . 11. Lead a class discussion of the students' ways of finding the center, and comparing their methods to the method Jackie and Inez used in the video segment. 12. Ask the students to identify circles around the classroom, and to see if they can find the centers and radii. Part II: Assessment Assessment: Level A (proficiency): Students are asked to measure the radii of several circles of different sizes, and of a ring. Assessment: Level B (above proficiency): Students are asked to measure the radii of several circles which are even multiples of each other, and are introduced to and asked to deduce the size of a diameter.

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CC-MAIN-2017-39

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Title: What Makes A Legend,…A Legend? Grade Level: Fourth of the lesson: 30-40 minutes Overview: This lesson introduces students to the defining characteristics of a legend. Through the use of examples and non-examples, students will be able to distinguish between the story genres of legends, myths, tall tales, and fantasy. Learning Objective: Students will be able to define the characteristics of a legend. Students will be able to distinguish between the characteristics of myths, tall tales, and fantasy stories. Students will be able to explain why a legend is not a myth, tall tale, or fantasy story. Content Standard(s): EL(4) 3. Use a wide range of strategies including distinguishing fiction from nonfiction and making inferences to comprehend fourth-grade recreational reading materials in a variety of genres. EL(4) 4. Identify literary elements and devices, including characters, important details, and similes, in recreational reading materials, and details in informational reading materials. EL(4) 6. Compare the genre characteristics of tall tales, fantasy, myths, and legends, including multicultural literature. Materials and Equipment: One toy plastic shining knight costume, matrices for each student, book examples of legends, tall tales, fantasy stories, and myths, and worksheets Technology Resources Needed: Classroom Smart board and/or computer Background Preparation: Students will already have knowledge on how to define a topics basic characteristics. Students will have also been introduced to legend, myth, tall tale, and fantasy stories. Procedures/Activities: 1. Teacher 1 will engage students by asking for a volunteer. Teacher will then have volunteer put on a toy knight shield and Student will be given a toy sword to hold. The class will be asked to pretend that the shield, helmet, and sword, are real. Class will then be asked to define the characteristics of each piece. Teacher 2 will write class responses on the board. 2. Teacher 1 will read a short excerpt from King Arthur And The Knights Of The Round Table. Students will not know the book title. They will guess what the title is and the kind of story. 3. Teacher 1 will then define the characteristics of a legend. Students will record characteristics on their matrices. 4. Teacher 2 will define the characteristics of myths, tall tales, and fantasy stories. Teacher 1 will write characteristics on the smart board. Students will record characteristics on their 5. Teacher 1 will then engage class in whole group discussion. Teacher 1 will briefly discuss Johnny Appleseed and Rip Van Winkle. Class will be asked if these stories are legends. 6. Teacher 2 will provide other examples for the purpose of understanding which stories are legends and which stories are of another genre. 7. Teacher 2 will give students a worksheet. The worksheet will assess students understanding of legend characteristics. 8. Teacher 1 will conclude by summarizing the defining features of a legend. Assessment Strategies: Students will be given a worksheet. Students will have to identify and write the characteristics of a legend. Time permitting, students will write a short legend. They must include all of a legends’ defining characteristics. Accommodations for Special Ed.: Student A will be asked to be the volunteer for the lesson introduction. Student B will be seated in the front of the classroom. Instructional Model: Guided Discovery Model This lesson defining legend characteristics, will be taught using the Guided Discovery Model. This model focuses on a specific topic and through a series of examples helps to guide students learning to an understanding of that topic. The specific topic of the story genre, legend, is a topic well suited for this model. The topic of the legend has specific defining features/characteristics. Concepts associated with this topic are easily exemplified as well as the ability to provide non-examples. Generalizations will be communicated through the initial introduction of the topic and throughout the lesson. All four phases of the model will be utilized in implementing the lesson. The introduction is described in the above lesson plan. The open-ended phase will include examples and non-examples of the topic. During the convergent phase the students will be questioned and guided to a better understanding of the topic. The closure and application phase of the lesson will incorporate a summary of the definition of the topic. The assessment will consist of a worksheet. Students will demonstrate their understanding of the topic by answering the questions on the worksheet.

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Intersections, Unions, and Compound Inequalities In this algebra worksheet, learners graph inequalities on number lines. Two problems are written in interval notation. The other five problems require students to graph and then write in interval notation. 7 Views 22 Downloads Solving and Graphing Inequalities Joined by “And” or “Or” Guide your class through the intricacies of solving compound inequalities with a resource that compares solutions of an equation, less than inequality, and greater than inequality. Once pupils understand the differences, the lesson... 9th - 10th Math CCSS: Designed New Review Algebra I: Critique Reasoning and Solve Problems Using Inequalities Don't throw this resource into the gutter. Individuals analyze given steps for solving an inequality in a bowling context. They provide justifications for correct steps and explanations for incorrect steps, and then find the correct... 9th - 12th Math CCSS: Designed Teaching and Learning Plans: Inequalities Which number is bigger? Using a variety of activity sheets, this unit starts with the basics of inequalities and progresses through solving compound linear inequalities. Problems cover the range of inequalities including inequality word... 7th - 9th Math CCSS: Adaptable Absolute Value Equations and Inequalities Demonstrate the meaning of an absolute inequality using three different methods. Here, scholars explore absolute value inequalities through graphing, number line distance, and compound inequalities. Pupils complete various activities to... 9th - 12th Math CCSS: Adaptable Relationships Between Quantities and Reasoning with Equations and Their Graphs Graphing all kinds of situations in one and two variables is the focus of this detailed unit of daily lessons, teaching notes, and assessments. Learners start with piece-wise functions and work their way through setting up and solving... 6th - 10th Math CCSS: Designed How Do You Solve a Word Problem Using an Absolute Value Inequality? After reading this inequality word problem, young learners might just skip over it and not even make the attempt to solve it. It seems rather complicated. So watch this video as the teacher explains all that needs to be done to solve... 7 mins 8th - 11th Math

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The children should be very familiar with multiples and what they are. Complete the BBC Bitesize activity, watch the Corbettmaths video on multiples and then work through the different activities (Circles could probably leave the first two; Triangles the first one). It may be worth looking at the rules of divisibility poster to help identifying larger multiples that go beyond the usual times table facts. This is optional but Circles, and possibly some Triangles, could be extended by starting to learn about common multiples and identifying the lowest common multiple (LCM) of two or more numbers. They will find out more about these at their next school but most of the children would be more than capable of understanding them. Watch the Corbettmaths video on common multiples and the LCM and have a go at the two worksheets.

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Tsunamis are large, potentially deadly and destructive sea waves, most of which are formed as a result of submarine earthquakes. They can also result from the eruption or collapse of island or coastal volcanoes and from giant landslides on marine margins. These landslides, in turn, are often triggered by earthquakes. Tsunamis can be generated on impact as a rapidly moving landslide mass enters the water or as water displaces behind and ahead of a rapidly moving underwater landslide. Research in the Canary Islands (off the northwestern coast of Africa) concludes that there have been at least five massive volcano landslides that occurred in the past, and that similar large events might occur in the future. Giant landslides in the Canary Islands could potentially generate large tsunami waves at both close and very great distances, and could potentially devastate large areas of coastal land as far away as the eastern seaboard of North America. Rock falls and rock avalanches in coastal inlets, such as those that have occurred in the past at Tidal Inlet in Alaska's Glacier Bay National Park, have the potential to cause regional tsunamis that pose a hazard to coastal ecosystems and human settlements. On July 9, 1958, a magnitude 7.9 earthquake on the Fairweather Fault triggered a rock avalanche at the head of Lituya Bay, Alaska. The landslide generated a wave that ran up 524 meters (1,719 feet) on the opposite shore and sent a 30-meter-high wave through Lituya Bay, sinking two fishing boats and killing two people. Learn more: Tsunamis and Tsunami Hazards

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The result of division is to separate a group of objects into several equal smaller groups. The starting group is called the dividend. The number of groups that are separated out is called the divisor. The number of objects in each smaller group is called the quotient. The results of division can be obtained by repeated subtraction. If we are separating 24 objects into 6 equal groups of four, we would take (or subtract) four objects at a time from the large group and place them in 6 equal groups. In mathematical terms this would be: 24-4-4-4-4-4-4.

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Elements of the Hyperbola The foci are the fixed points of the hyperbola. They are denoted by F and F' in the above graph. To find the foci of the hyperbola, we use the Pythagorean theorem. The Pythagorean theorem says that the square of "c" will be equal to the sum of the square of "a" as well as square of "b". The coordinate of focus is written as . If the transverse axis is x-axis then the focus coordinate will be and if the transverse axis is y-axis then the coordinates of focus will be . If we talk about the origin then you will consider h and k equal to zero. Transverse Axis or real axis The transverse axis is the line segment between the foci. In simple words, the transverse axis is the axis that passes through both foci. One of the most frequent questions that many students ask is how to find the transverse axis? The answer is in the equation. You need to look at the equation carefully. If you notice, the hyperbola equation contains one term negative and another term positive. If the positive sign is on the "x term" then it means the transverse axis is the abscissa. However, if the positive sign is on the "y term" that means the transverse axis is the ordinate. For example, the equation of the hyperbola is , the transverse axis is the ordinate because the the first term () is negative. Another example, the equation of the hyperbola is , this time, the transverse axis is x-axis because the second term () has a negative sign. Conjugate Axis or imaginary axis The conjugate axis is the perpendicular bisector of the line segment (transverse axis). The axis perpendicular to the transverse axis is called the conjugate axis. You can also call it an imaginary axis. For instance, in the above graph, the y-axis the conjugate axis and the x-axis is the transverse axis. If you notice, hyperbola has 2 lines of symmetry. It means that if you fold the graph either in the x-axis direction or the y-axis direction, it will overlap. After folding, you will see 2 lines. The point at which both (the vertical line of symmetry and horizontal line of symmetry) intersect is known as the point of the center of the hyperbola. In conclusion, the center is the point of intersection of the axes and is the center of symmetry of the hyperbola. The points A and A' are the points of intersection of the hyperbola with the transverse axis. If the vertex of the parabola is opening up, we will call it the highest point on the parabola, however, if the vertex of the parabola is opening down, we will call it the lowest point on the parabola. Do note that hyperbola is made of 2 parabolas so don't get confused by the word parabola. In short, the vertices of the hyperbola is the vertex of each branch of the hyperbola. The focal radii are the line segments that join a point on the hyperbola with the foci: PF and PF'. In simple words, it is the distance from a specific point (in this case, it is P) to the foci (F & F'). The focal length is the line segment , which has a length of 2c. The semi-major axis is the line segment that runs from the center to a vertex of the hyperbola. Its length is a. The semi-minor axis is a line segment that is perpendicular to the semi-major axis. Its length is b. Axes of Symmetry The axes of symmetry are the lines that coincide with the transversal and conjugate axis. If you look carefully, the branches of hyperbola are symmetric. There are 2 axes of symmetry, the horizontal axis is called the horizontal line of symmetry and the verticle axis is called the verticle line of symmetry. The point where both axes strike each other is known as the center of the hyperbola. In the above graph, can you see a liner line between the braches of the hyperbola? They are called Asymptotes. The point at which both lines intersect is called the center of the hyperbola. Asymptotes are the lines that are very near to the branches of hyperbola but they never cross it. If the term is positive, then the equation of asymptotes will be: In case, if the term is positive then you need to replace with . The Relationship between the Semiaxes:

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CC-MAIN-2020-29

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In the construction of a histogram, there are several steps that we must undertake before we actually draw our graph. After setting up the classes that we will use, we assign each of our data values to one of these classes. We count the number of data values that fall into each class, and then draw the heights of the bars. These heights can be determined by two different ways that are interrelated: frequency or relative frequency. Frequency is an easy concept to understand. The count of how many data values fall into a certain class constitutes the frequency for this class. Classes with greater frequencies have higher bars and classes with lesser frequencies have lower bars. Relative frequency requires one step more. Relative frequency is a measure of what proportion or percent of the data values fall into a particular class. A straightforward calculation determines the relative frequency from the frequency. All that we need to do is add up all of the frequencies. We then divide the count from each class by the sum of the frequencies. To see the difference between frequency and relative frequency we will consider the following example. Suppose we are looking at the history grades of students in 10th grade and have the classes corresponding to letter grades: A, B, C, D, F. The number of each of these grades gives us a frequency for each class: - 7 students with an F - 9 students with a D - 18 students with a C - 12 students with a B - 4 students with an A - 0.14 = 14% students with an F - 0.18 = 18% students with a D - 0.36 = 36% students with a C - 0.24 = 24% students with a B - 0.08 = 8% students with an A Either frequencies or relative frequencies can be used for a histogram. Although the numbers along the vertical axis will be different, the overall shape of the histogram will remain unchanged. This is because the heights relative to each other are the same whether we are using frequencies or relative frequencies. Relative frequency histograms are important because the heights can be interpreted as probabilities. These probability histograms provide a graphical display of a probability distribution.

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Welcome to Lesson 5 of Everyday Math! Today, we’ll learn more about geometry, which is a wide field of mathematics covering everything from lines and angles to multidimensional shapes. We will focus primarily on aspects of two-dimensional and three-dimensional shapes. Two-dimensional shapes are flat shapes that can be represented on a piece of paper, such as a rectangle, triangle, or circle. Three-dimensional shapes have length, width, and height and can be represented as a solid shape. All shapes have properties concerning the lengths of their sides and the measurements of their interior and exterior angles. When working with two-dimensional shapes, it is often useful to understand the perimeter and area. The perimeter is the distance around a shape. For example, a rectangle has a length and a width; the perimeter of a rectangle is found by adding together two lengths and two widths (length + length + width + width). The perimeter of any polygon (a two-dimensional closed shape with straight edges) is the sum of its side lengths. The perimeter of a circle is slightly more challenging to determine; it involves the mathematical constant π (Pi). The formula for finding the perimeter of a circle is twice the radius multiplied by π (or 2πr). Area tells us the size of a shape or surface. There are different formulas for area based on the type of shape, but in general, knowing the formula for the area of a rectangle and the formula for the area of a triangle will tell you what you need to know because complex shapes can often be broken down into rectangles and triangles. Once you find the areas of the rectangles and triangles, you simply add all the areas together to find the area of the complex shape. The area of a rectangle is the length multiplied by the width (A = l × w). Because a triangle is 1/2 of a rectangle, the area of the triangle is 1/2 of the product of the base of the triangle and the height of the triangle (A = 1/2 (b × h)). The area of a circle once again requires the use of π, it is π times twice the radius squared (A = π × r2). Three-dimensional shapes have an additional component, their height or depth. This additional dimension allows us to calculate the volume of these shapes. Volume tells us how much the solid could hold. We can also calculate the surface area of solids, which tells us the size of all the shape’s surfaces. Volume and surface area formulas are dependent on the specific type of solid, and solids cannot be broken down so easily into simple shapes. However, these formulas are easy to look up as needed. Two-dimensional and three-dimensional shapes show up in many everyday applications, including home improvement and baking. When planning a home improvement project such as painting or flooring, it is important to understand the area of the wall or floor in order to purchase the correct amount of materials. Floors and walls are usually polygons that can be broken into rectangles and triangles in order to find the area. When planning fencing, flower beds, or other outdoor garden borders, the perimeter of polygons becomes useful to determine the necessary quantities of supplies. By adding up the sides of the space, you can calculate how much material you will need. Any building project will require both two-dimensional and three-dimensional geometry in order to accurately create a space and obtain the required materials. Any garden feature that requires filling (such as a pool) will necessitate volume calculations to ensure the correct quantity of water or other material is ordered. In baking, surface area is useful for determining the quantity of ingredients needed. For example, when icing a cake, it is important to know how large a surface you will need to cover. When scaling a recipe or determining the appropriate pan/dish size, it is important to understand volume, as well as surface area, to ensure that the selected cookware will meet the quantity of ingredients. Perimeter is also a useful calculation in baking, as decorations on cookies or cakes can be placed around the edges of the baked goods. We’ve only touched the surface of geometry and its applications in our lives; it can also be found in building, furniture, design, sewing, and fashion. Congratulations on making it halfway through the Everyday Math course! I look forward to seeing you tomorrow, when we discuss the all-important number sense. Share with friends

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Black holes are an interesting and mystifying phenomenon that have been the center of research since they were first discovered. NASA has been able to put decades of research into a supercomputer simulation to better understand black holes. Black holes are, essentially, gravity vortexes that prevent any light or mass from escaping. As to how they are formed, theories include the gravitational collapse of a large star, collision between galaxies or the sheer density of material present shortly after the Big Bang. Black holes are observed indirectly, through the radiation given off by stars as they are consumed or through predicting a black hole’s existence due to the effect of gravity on its neighbors. The new analysis of black holes was conducted by astronomers from NASA, Johns Hopkins University and the Rochester Institute of Technology and was led by astrophysicist Jeremy Schnittman, from NASA's Goddard Space Flight Center. The study was published in the Astrophysical Journal. The research observed gas on the edge of a black hole, one of the most hostile environments in nature, and could prove to be a useful way to study black holes. NASA’s simulation follows gas as it reaches the accretion disk, or zone of material that has been pulled in by gravity, of a black hole. In that zone, gas is heated up to 20 million degrees Fahrenheit, giving off soft X-rays, according to NASA’s release. As the dust gets sucked into the center of the black hole, traveling close to the speed of light, it begins to give off harder X-rays, hundreds of times stronger than those found in the accretion disk. This area near the center, known as the corona, is made up of extremely hot gas, with temperatures in the billions of degrees, NASA notes. Past the corona is the event horizon, where all matter and light go inward due to the sheer force of gravity. The simulation helped solved the mystery surrounding soft and hard X-rays being emitted by the black hole, explaining its cause as a result of gas traveling inward to the center of the black hole. Julian Krolik, from Johns Hopkins, and Scott Noble, from RIT, created the simulation. Noble was able to create algorithms that replicated the complex nature, including the varying temperatures and effects of gravity, as well as the shifting magnetic fields. These magnetic fields are intensified as gas travels to the center and the researchers were able to track the different properties of the gas. The astronomers were able to confirm the hypothesis surrounding a black hole’s corona, similar to that of our Sun’s corona, above the accretion disk as a result of the intensifying magnetic fields. It is believed the soft X-rays hit fast-moving electrons, thus increasing their energy. Krolik said, “Black holes are truly exotic, with extraordinarily high temperatures, incredibly rapid motions and gravity exhibiting the full weirdness of general relativity,” Krolik said. “But our calculations show we can understand a lot about them using only standard physics principles.”

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This term Room 12 have been learning all about the place value of whole numbers. Why is learning place value important? Learning place value is important so that children understand that each digit in a whole number has a different value. It helps to support their understanding that all numbers are made up of the digits 0,1,2,3,4,5,6,7,8 and 9. Depending on where these digit are in a number decides the digits value within that number. Here is a video that can help support your child's understand of the place value of numbers. Delilah and Aaliyah share their learning of how many hundreds, tens and ones make up a whole hundreds number. Tristan and Katie working out the place value of a whole number using our magnetic place value pieces. Ethan working out the place value of 1302.

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Documenting the characteristics of geological structures is used to understand the geological history of a region. One of the key features to measure is the orientation, or attitude, of bedding. We know that sedimentary beds are deposited in horizontal layers, so if the layers are no longer horizontal, then we can infer that tectonic forces have folded or tilted them. The orientation of a planar feature, such as a bed of sedimentary rock, can be described with two values. The strike of the bed is the compass orientation of a horizontal line on the surface of the bed. The dip is the angle at which the surface tilts down from the horizontal (Figure 13.35). The dip is measured perpendicular to strike, otherwise the dip angle that is measured will be smaller than the actual tilt of the bed. It may help to imagine a vertical surface, such as a wall in your house. The strike is the compass orientation of the wall and the dip is 90˚ from horizontal. If you could push the wall so it is leaning over, but still attached to the floor, the strike direction would be the same, but the dip angle would be less than 90˚. If you pushed the wall over completely so it was lying on the floor, it would no longer have a strike direction because you could draw a horizontal line in any of an infinite number of directions on the horizontal surface of the wall. Its dip would be 0˚. When reporting the dip, include the direction. For example, if the strike runs north-south and the dip is 30˚, it would be necessary to specify “to the west” or “to the east.” Similarly if the strike is northeast-southwest and the dip is 60˚, it would be necessary to say “to the northwest” or “to the southeast.” In the case of the vertical wall with a dip angle of 90˚, there is no dip direction. The dip points straight down, not toward any compass direction. Measurement of geological features is done with a special compass that has a built-in clinometer, which is a device for measuring vertical angles. The strike is measured by aligning the compass along a horizontal line on the surface of the feature (Figure 13.36, left). The dip is measured by turning the compass on its side and aligning it along the dip direction (Figure 13.36, right). Strike and dip are used to describe any other planar features, including joints, faults, dykes, sills, and even the foliation planes in metamorphic rocks. Figure 13.37 shows an example of how we would depict the beds that make up an anticline on a map. The beds on the west (left) side of the map are dipping at various angles to the west. The beds on the east side are dipping to the east. The beds in the middle are horizontal; this is denoted by a cross within a circle on the map. The dyke is dipping at 80˚ to the west. The hinge line of the fold is denoted with a dashed line on the map, with two arrows pointing away from it, indicating the general dip directions of the limbs. If it were a syncline, the arrows would point inward toward the line. Exercise: Putting Strike and Dip on a Map This cross-section shows seven tilted sedimentary layers (a to g), a fault, and a steeply dipping dyke. - Place strike and dip symbols on the map to indicate the orientations of the beds shown, the fault, and the dyke. - What type of fault is shown? - What kind of stress created the fault?

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Teaching students about grammar can be a challenge for any educator. Understanding sentence structure, however, is one of the most basic fundamentals of the English language. A subject is a noun or pronoun, which is doing the action in a sentence. For example, in the sentence, "The girl is eating an apple," the subject is "the girl." The predicate contains the verb or action that the subject is doing. In the previous sentence, the predicate is "is eating an apple." Practice differentiating subjects and predicates with these fun-learning activities. In this hands-on game, help students to make their own sentences. Write several sentences on a piece of paper. Cut out all the subjects and predicates from each of the sentences. Place all of the pieces of paper in a hat. Have each student draw a paper. Give students 30 seconds to make as many full sentences as they can, using their own subject or predicate. The winner receives a prize. Multi-Sensory Grammar Lesson Use colored markers to help students easily visualize the different parts of the sentence. Give each student markers and a worksheet with sentences. Ask the students to circle subjects in red and underline all the predicates in blue. Discuss with students the usual placement of subjects (front) and predicates (end) and the exceptions. You can also use different colors and sentence parts, such as circle green for all nouns, or cross out the verb in yellow. Students can also practice this on the chalkboard. Write down several scenes or simple scenarios on a piece of paper, such as: friends going to the movies, winning a baseball game, etc. Have volunteers pick sentences from a hat and act out the scenario without using words. Take turns allowing the audience to guess what kind of scene is being acted out. When an audience participant makes a guess, ask him to make make a complete sentence, such as "Bill is riding a bike." Then ask him to identify the subject and the predicate in the sentence. Play this fun version of Mad Libs and come up with some wacky sentences. Come up with a story or use an existing Mad Libs page. For students who are unfamiliar with adverbs or other sentence parts, limit the blanks to just nouns and verbs. Ask students to shout out suggestions for the fill-ins. When finished, recite the Mad Libs aloud to the students. After each sentence, call on a student and ask him which part is the subject and which is the predicate. - Hemera Technologies/AbleStock.com/Getty Images

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Click on the image at right to get the lesson app with instructor notes. Or you can install right from here by clicking the logo below: In the first module, students will learn a process they can use to create an equation to represent a linear relationship. Students will identify the proportion that represents the rate of change, then they cross multiply and isolate to write the equation in the form px + q = r, and finally, they add (a positive or negative) to adjust for the initial, or starting, value in the problem situation. Students will then figure out the function hidden inside each of several linear function machines by entering inputs and observing the outputs generated by the machine and recorded in an x-y (input-output) table. Functions involve positive, negative, and 0 slopes and positive and negative y-intercepts. Students determine the rate of change, or slope, whether the linear function is increasing, decreasing, or neither, and the value of the function at x = 0 (the y-intercept). Finally, students write and evaluate linear functions, given a small variety of different problem situations. Students use function notation to evaluate functions at given inputs, and they determine ordered pair solutions for functions. Students write linear functions for situations by identifying whether the function is increasing, decreasing, or neither, and determining the y-intercept. Module 3 Video This video introduces the basics of linear functions. Ask students to tell whether the first function, f(x) = 2x + 3, is increasing, decreasing, or neither, and why. Do the same for the skier function and for the plane function at the end. Have students compare the graphical representation of the skier’s function with the table representation for the plane’s function.

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July 2, 2012 Greenland looks like a big pile of snow seen from space using a regular camera. But satellite radar interferometry helps us detect the motion of ice beneath the snow. Ice starts flowing from the flanks of topographic divides in the interior of the island, and increases in speed toward the coastline where it is channelized along a set of narrow, powerful outlet glaciers. In the east, these glaciers make their sinuous way through complex terrain at low speed. They form long floating extensions that deform slowly in the cold north. As we move toward sectors of higher snowfall in the northwest and centre west, ice flow speeds increase by nearly a factor 10, with many, smaller glaciers flowing straight down to the coastline at several kilometers per year. This complete description of ice motion was only made possible from the coordinated effort of four space agencies: the Japanese Space Agency, the Canadian Space Agency, the European Space Agency, and NASA's Jet Propulsion Laboratory. The data will help scientists improve their understanding of the dynamics of ice in Greenland and in projecting how the Greenland Ice Sheet will respond to climate change in the decades and centuries to come. This animation shows how ice is naturally transported from interior topographic divides to the coast via glaciers. The colors represent the speed of ice flow, with areas in red and purple flowing the fastest at rates of kilometers per year. The vectors indicate the direction of flow.

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Do you ever wonder how reactions actually happen? What are the conditions necessary for a reaction to happen? Is it certain that a reaction will take place even after the conditions are fulfilled? The answer to all these questions is Collision Theory. Let’s understand what collision theory is and learn about the conditions mentioned in the collision theory. Collision theory basically explains how reactions occur and why different reactions have different reactions rates. It states that: - Molecules must collide in order to react. - In order to effectively initiate a reaction, the molecules in the collisions must have sufficient energy to bring about disruptions in the bonds of molecules. - A rise in temperature will cause the molecules to move faster and collide more vigorously, increasing the likelihood of bond cleavages and rearrangements greatly. - The reactions containing neutral molecules cannot take place at all until they have acquired the activation energy needed to stretch, bend or distort one or more bonds. Browse more Topics under Chemical Kinetics - Rate of a Chemical Reaction - Integrated Rate Equations - Pseudo First Order Reaction - Factors Influencing Rate of a Reaction - Temperature Dependence of the Rate of a Reaction Activation energy is the energy that must be overcome in order for a reaction to occur. It is the minimum energy that is required to start a chemical reaction. Explanation of Collision Theory As we discussed, collision theory qualitatively explains how chemical reactions occur and why different reactions have different rates. Consider a simple biomolecular step: - Clearly, if two molecules A and B are to react, they must approach closely enough to disrupt some of their existing bonds and to permit the creation of new bonds that are required to form products. We call this a collision. The frequency of collision between A and B in a gas will be proportionate to the concentration of each. If we double the concentration of A, the frequency of A-B collision will double. Doubling the concentration of B will have the same effect. - It is not enough that the molecules just collide. They need to be oriented in a specific manner that is appropriate for the process to occur. The molecules must collide with one another from the correct side. If they do not do so, the collision will not lead to the reaction. - The molecules must collide with energies greater than or equal to the activation energy of the reaction. If this does not happen the reaction will not take place. The molecules need the energy to break their existing bonds and form new bonds. This is the kinetic energy that the molecules possess. If this energy is not equal to or greater than the activation energy, the reaction will not proceed. Temperature dependence of Collison theory Thermal energy relates direction to motion at the molecular level. As the temperature rises, the molecules move faster and collide more vigorously, therefore causing more collisions and increasing the likelihood of bond cleavages. In most cases, the activation energy is supplied in the form of thermal energy. As the reaction is completing and products are being formed, the activation energy is returned in the form of vibrational energy which is quickly released as heat. Therefore, it very important for the molecules to collide with energies greater than or equal to the activation energy of the reaction. Rate of Reaction according to Collison theory For a bimolecular elementary reaction, A + B → Products, the rate of reaction is, Rate = ZAB e -Ea/RT where ZAB represents the collision frequency of reactants A and B and e –Ea/RT represents the fraction of molecules with energies equal to or greater than the activation energy of the reaction. This is why different reactions have different reactions rates. Different reactions have different frequencies of reactants and different activation energies. A collision that satisfies all the conditions in the collision theory and succeeds in forming a new product is known as an effective collision. Thus, the two important criteria in collision theory are the activation energy and proper orientation of molecules. A Solved Question for You Q: Mention the important criteria in order for a reaction to occur. - The molecules must collide. - The molecules must have correct orientation, that is, they must collide from the correct side. - The colliding molecules must collide with energies greater than or equal to the activation energy of the reaction. - The molecules can be given kinetic energy in the form of thermal energy in order to increase the chance of bond cleavages. Therefore, if all the criteria are fulfilled, the collision will lead to fruition.

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The Polar Coordinate System The most familiar graphing plane is the one using the Cartesian coordinates. You find two perpendicular lines called axes. The horizontal axis (or x-axis) and vertical axis (or y-axis) intersect at the origin, the point labeled (0, 0). The points on this Cartesian plane are labeled with an ordered pair (x,y) where the two coordinates represent the positive or negative distance from the origin, parallel to their respective axis. Another way of representing points is to use polar coordinates. One major difference between this graphing plane and the Cartesian plane is that you need only one axis, the polar axis. The pole is a point on the polar axis somewhat corresponding to the origin on the Cartesian plane. To use the polar coordinates, first recall that an angle sketched in standard position on the Cartesian plane has its vertex at the origin, its initial side along the positive x-axis, and its terminal side consisting of a ray with its endpoint at the origin. Positive angles are measured in a counterclockwise direction. Points are graphed, in polar coordinates, using the ordered pair (r, θ). The r represents a radius or distance from the pole, and the θ is the measure of an angle. When graphing points using these coordinates, first find the terminal ray of the angle in standard position. (Yes, you usually graph the first coordinate first, when graphing points (x,y) on the Cartesian plane. But this works better.) After you’ve found the terminal ray, find the point representing r (a distance) on that ray. If r is a positive number, you start at the pole and move along the ray for that distance and plot the point. If r is a negative, you find the ray that goes in the opposite direction, along the same straight line, and graph that point. Another way of saying this is: When r is negative, move to the ray that is 180 degrees greater than θ and graph the absolute value of r. Polar coordinates have a special quality not found with Cartesian coordinates. You may think this is a problem, or you may think it’s a bonus. This quality or property is that the points in the polar plane can be represented by more than one set of coordinates. For example, the point could also be labeled Two labels for the same point. The polar coordinates allow you to graph many very interesting curves that use trigonometric functions. You can graph circles, of course. But you can also graph cardioids (heart-shaped figures), lemniscates (flower-petal shapes), and many more.

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Age Range: 5 to 11 There are five worksheets related to the topic of Shape, which you can print and photocopy in school. They can be used with all children in the primary classroom, although may be more suitable for the younger children. Worksheet 1 is a picture which shows the main two dimensional shapes with their names. This worksheet may be used in a number of situations: As a reference sheet when the children are working on related activities As a detective's tool - ask your class to hunt around the classroom, looking for different shapes (e.g. square windows, rectangular tables). They can use the sheet to help them with the names of the shapes. Shapes Game - Cut out the shapes and turn them over, so the name is facing down. The teacher should point to a shape, and the children should shout out the name of that shape. The shape is then turned over to see if the children were correct. Worksheet 2 is a picture of lots of shapes. The children should colour in the different shapes using the colours identified in the key. When the children have coloured their shapes in, the worksheet should look like this: Worksheet 3 is a matching exercise. The children should draw a line from the shape to its name. Worksheet 4 requires the children to count the different types of shapes, and fill in their answers in the table on the worksheet. The correct answers are as follows: Worksheet 5 asks the children to complete a table, filling in the properties of different shapes. They are required to work out the number of edges and corners each shape has. The correct answers are as follows: |Shape||Number of Sides||Number of Corners| Find more shape resources on our 2D Shapes page. Comments powered by Disqus

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After the war ended, freed blacks who had faced injustices from white soldiers decided to take various actions so that they could better their lives. Some had to join the federal army later, after 1963, and others accompanied it because they had no idea on what to do. In addition, through the Freedmen's Bureau established in March 1865, the freed blacks enrolled in schools so as to access education and this led to the establishment of many learning institutions, some of which were private. This was later on followed by the establishment of colleges for the blacks where students were trained by black teachers. However, some decided to leave and seek opportunities elsewhere through ownership of land. Nevertheless, this did not go well with them as there were many restrictions and laws that were placed upon them such as curfews and the carrying of identity cards everywhere they went. In addition, freed blacks, through the bureau, had the opportunity to introduce themselves to a free labor economic system. This was to enable them find their way out of the labor category by being granted ownership of land that was abandoned during the war (Dickson, 1996). As the freed blacks tried to better their lives after the war, land was a very essential item to them. Land could enable them erect homes where they would stay comfortably. With this in place, they could stay in peace and at their own will and delight. In addition to this, having their own land could liberate them from white domination and farm labor which reminded them of the slavery period. Since planters wanted cheap labor, they ensured that freed blacks remained in the plantations, but the freed blacks wanted to own land that could have enabled them to work independently. The land that they were to acquire was also to enable them plant crops and get harvests that could sustain them. With that in place, they could have done away with the small wages which they were being paid and had to share with the whole work force. Moreover, freed blacks disliked the introduction of a wage system where planters competed for labor. They termed some of them as inefficient and lazy which made land owners to lack labor and the freed blacks to lack land (Dickson, 1996). In conclusion, freed blacks took various actions so that they could improve their living standards. This was due to the fact that slavery was still fresh in their minds. Therefore, they needed to establish themselves through opportunities and resources that were available. One way for them to do this was to get land where they could plant crops and work for themselves. This could have eliminated the need for them to work for white planters who paid low wages compared to the returns which they got from their farms. Lastly, through various bureaus, freed blacks managed to get lands and were also able to get an education through various schools and colleges that were established. You are About to Start Earning with EssaysProfessors Tell your friends about our service and earn bonuses from their ordersEarn Now Include FREE Plagiarism Report (on demand)$15 Include FREE Bibliography/Reference Page$15 Include FREE Revision on demand$30 Include FREE E-mail Delivery$10 Include FREE Formatting$5 Include FREE Outline$5

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All children are encouraged to read with fluency, accuracy, understanding and enjoyment and are taught to use a range of strategies to make sense of their reading materials. Reading goals include: * Phonemic awareness and phonic knowledge * Hear, identify, segment and blend phonemes in words * sound and name the letters of the alphabet * Link sound and letter patterns, exploring rhyme, and other sound patterns * Identify syllables in words * Recognize that the same sounds may have different spellings and that the same spellings may relate to different sounds * Word recognition and graphic knowledge * Read on sight high-frequency words and other familiar words * Recognize words with common spelling patterns * Recognize specific parts of words, including prefixes, suffixes, inflectional endings, plurals * Understand how word order affects meaning * Decipher new words, and confirm or check meaning * Work out the sense of a sentence by rereading or reading ahead Focus on meaning derived from the text as a whole Use their knowledge of book conventions, structure, sequence and presentational devices Draw on their background knowledge and understanding of the content. Reading for information * Children should be encourage to use the organizational features of non-fiction texts, including captions, illustrations, contents, index and chapters, to find information * Understand that texts about the same topic may contain different information or present similar information in different ways *Use reference materials for different purposes. * Children should be encouraged to develop their understanding of fiction, poetry and drama * They are taught to identify and describe characters, events and settings in fiction * Use their knowledge of sequence and story language when they are retelling stories and predicting events * Express preferences, giving reasons * Learn, recite and act out stories and poems * Identify patterns of rhythm, rhyme and sounds in poems and their effects * Respond imaginatively in different ways to what they read [for example, using the characters from a story in drama, writing poems based on ones they read, showing their understanding through art or music]. Language structure and variation Children are encouraged to read texts with greater accuracy and understanding, pupils should be taught about the characteristics of different types of text [for example, beginnings and endings in stories, use of captions]. During their primary years, children should be taught knowledge, skills and understanding through the following ranges of literature and non-fiction and non-literary texts. *The range should include stories and poems with familiar settings and those based on imaginary or fantasy worlds * Stories, plays and poems by significant children's authors * Traditional folk and fairy stories * Stories and poems from a range of cultures * Stories, plays and poems with patterned and predictable language * Stories and poems that are challenging in terms of length or vocabulary * Texts where the use of language benefits from being read aloud and reread. Non-fiction and non-literary texts The range should include information texts, including those with continuous text and relevant illustrations, dictionaries, encyclopedias and other reference materials. Anthropology Art Cooking skills Exercise skills Foreign languages Geography-History Language Mathematics Music Science Technology Who we Are HOME

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Accurately graphing slope is the key to graphing linear equations. In the previous lesson, Calculating Slope, you learned how to calculate the slope of a line. In this lesson, you are going to graph a line, given the slope. We are still going to use the definition of slope, which is: Slope = rise/run Instead of counting the rise and run until you reach the next point, you are going to count the rise and run to plot the next point. You must have at least two points to draw a line. Let's take a look at the directions and an example. Example 1 shows how to graph a line with a slope of 2/3. In this example, we are only focusing on how to count the slope and plot the next point. We are not graphing an actual equation. If you need help with graphing an actual equation and need to know which point to plot first, visit our lesson on Slope Intercept Form. Start with the point (0,-2). Graph a line with a slope of 2/3. Slope of 2/3 Slope = 2 rise/ 3 run 1. Plot the 1st point. (0,-2) 2. Count the rise. Since the rise is positive 2, I counted up 2. 3. Count the run. Since the run is positive 3, I counted to the right 3. 4. Plot your second point. This point is (3,0) 5. Repeat the process to plot a third point. 6. Draw a straight line through your points. In the next example, we will graph a line with a negative slope. One other thing to think about as we complete Example 2... Let's say the slope is -3. Can we write -3 as a fraction? Yes.. we can make any integer a fraction by dividing by 1. So, -3/1 is the fraction used to graph slope. Start with the point (0,7). Graph a line with a slope of -3. Slope = -3 Slope = -3 rise/1 run 1. Plot the 1st point. (0,7) 2. Count the rise. (We went down 3 since the slope was negative. 3. Count the run. (The denominator is 1, so we went right 1) 4. Plot the 2nd point. 5. Repeat the process if you'd like to plot a 3rd point. 6. Draw a line through your points. Take a look at the following video if you need this concept explained further. Let's take a look at a few notes that will help you make sure your graphs are correct when graphing linear equations. Remember these tips about graphing slope because as you start to graph equations and you will be able to check your work to make sure that your graph is correct! Now that you know how to graph slope, you are ready to move onto using Slope Intercept Form to graph your equations.

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The advance and retreat of ice sheets has been occurring for millennia. Ice sheets grow when snow accumulates faster than it melts. As the snowfall accumulates, its weight presses down on earlier snows and compacts this into glacial ice. An ice sheet is an accumulation of glacial ice on land covering more than 20,000 square kilometers or 50,000 square miles. Currently there are two ice sheets on Earth, one in Greenland and the other in Antarctica. In the past ice covered much of North America – this is called the Laurentide ice sheet; Europe’s ice sheet is named the Weichselian; and in South America, the Patagonian ice sheet. The motion in glacial ice is caused by stress from the weight of overlaying ice accumulations. The water molecules move from one ice crystal of greater stress to another of less stress. This motion is called glacial creep. In mountain glaciers, this creep tends to follow the force of gravity downhill and will follow valleys and land contours. In an ice sheet this creep is from the central regions where snow is accumulating to the edges where the stress is the least. The ice above this creeping or plastic ice, which is not under enough stress to creep, is fractured and carried along with accumulated dust and debris much like a raft on a stream. As the ice moves toward lower elevations or warmer areas, it melts, evaporates or caves into icebergs if over water. The faster moving extremities of ice sheets are called ice streams, glaciers, or when over water, ice shelves. When the melting at the edges matches the creep rates, the glacier is stationary. When the creep rate exceeds the melt rate, the glacier is said to be advancing. Retreating glaciers occur when the melt rate exceeds the creep rate. The periods of extensive ice creation and growing ice sheets are called ice ages or glaciations. The periods in between are called interglacial. The creation or demise and motion of ice sheets follow general climate conditions. Colder temperatures at lower latitudes allow less snowfall to melt; warmer temperatures cause increased melting. Colder temperatures alone are not enough to cause an ice sheet to grow, another factor involved is the amount of snowfall. The Earth is at the end of a glaciation or ice age that peaked about 10,000 years ago and still has two remaining ice sheets. Even though the average global temperature has increased, the Greenland ice sheet is still growing due to increased snowfall during the winter and local conditions not fully explained that have kept Greenland cooler than it was only a thousand years ago when the Vikings settled it. At this time, it is worthy to note that the summer of 2012 saw the greatest surface melt in Greenland that has ever been observed.

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A register machine is an easily accessed location on a computer which contains a series of random access memory (RAM) patterns called register positions. Each virtual register represents a single operation that has been done and can be accessed by a series of instructions known as programmable logic units (PLU). A typical register machine has at least two registers. The register machine is built on a microchip – a circuit board that contains the micro circuitry to control the operation of the register machine. The microchip controls all the processes of the register machine, including generating the output from each instruction that is performed on the computer. Some registers may be write-only or read-write, and generally have a small but fixed number of bits. A microchip is arranged so that it contains only a few elements – a series of binary or integral commands and data registers, and a storage area for the RAM contents. The register assignments are made on a particular plan of sequence and address, so that the desired result is brought about in the correct order. The address of a register is a single-bit word or address that identifies a particular data register. The binary format of an instruction is a series of binary digits that represent one or more bits to be stored in the data register. The value of the register depends on the order, or execution order of the instruction. There are different types of registers: shift register (LS), rotate register (RO), combination register (CV), and direct register (DPR). A shift register controls a single shift instruction. A RO shifts one bit and CV shifts two bits, while DPR adds one bit and then shifts the next bit. A combination register combines two or more shift instructions. The instructions are combined together in a logical manner, and only one operation is performed at a time. A PC performs operations through general purpose registers (GP), that can hold any data that is significant to the PC. A GP register can hold words, names, addresses, or other types of significant data. General purpose registers are used in the execution of computer programs. A register machine acts as the central control device of a PC by executing a program in this register and storing the result back onto the main memory. Every instruction requires a particular instruction code. The instruction code is a series of binary-coded symbols that specify the operation to be performed. Instructions are executed in GP registers during PC processing. All the memory access and result generation is done in RAM, so all instructions need to get translated into that form. A computer memory buffer register stores both PC instructions as well as various types of data, such as strings, in a temporary memory structure. When an instruction needs to be executed, it gets translated into the PC code. When an operation is performed on a register, the computer gets the result, which is stored in the PC register result register. A PC also refers to the register of a particular function, such as add, sub, multiply, division and bitwise or logical high and low X and Y division operations.

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en

Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie? Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

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CC-MAIN-2017-47

https://betterlesson.com/common_core/browse/205/ccss-math-content-4-nf-number-operations-fractions/browse/205/ccss-math-content-4-nf-number-operations-fractions?from=breadcrumb_domain_dropdown

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en

Assess your students' knowledge of verb tenses with this 5-question quiz. Use this worksheet when teaching students about verb tenses. Students will find the sentence that contains the specified verb tense. This resource can be used as independent practice after a lesson or as a whole-class activity in the middle of a lesson. Simply project the worksheet on the dry-erase board and work through the questions together. Looking for a more interactive way to use the resource? Why not print it out, cut out the questions, and spread them around the room? Then, have student pairs rotate through the questions, answering each one. Use the drop-down menu to choose between the PDF or Google Slides version. An answer key is included in the download. This resource was created by Madison Schmalz, a teacher in California and a Teach Starter Collaborator.

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https://www.teachstarter.com/us/teaching-resource/verb-tenses-quiz/

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Close Reading promotes careful analysis of text while building the 21st century skills of critical thinking, collaboration, and communication. With the Close Read Passages, students read a short, engaging text multiple times. Each read has a defined purpose supported by text-dependent questions that can be answered through discussion. In the Close Reading Packs, students contemplate a Key Question as they read passages on a common topic, and then participate in small-group and whole-class discussions. Why Close Reading Close reading requires students to analyze, evaluate, and think critically about a given text. The Close Read Passages help students practice these skills as they read a text multiple times. The Close Read Question Guides include text-dependent questions that help teachers guide students to use annotation and other close reading skills to find the layers of meaning within a text. Some passages are also connected to Leveled Books at a similar reading level, allowing teachers to take close reading further by creating cross-textual connections. The Close Reading Packs combine close reading skills with collaboration and communication skills to help students answer a text-dependent Key Question, giving teachers with a powerful tool to meet rigorous standards. How to Use Close Reading Resources Close Reading Packs The Teaching Tips that accompany each Close Reading Pack provide suggestions to help teachers act as discussion leaders as well as address important skills such as comprehension, author's craft, and critical thinking. - Four Student Passages allow for close reading practice on cross-curricular topics in individual and group work settings. - The Connecting Passage lets students apply their learning. Student Response Sheet - This two-page form lets students record evidence needed to answer the text-dependent Key Question. - This document provides suggestions to help you act as a discussion leader as well as address important skills such as comprehension, author's craft, and critical thinking. - The tips also set a purpose for note-taking and re-reading skills and strategies that help students answer Key Questions and meet Common Core State Standards. Close Read Passages Begin by reading the Close Read Overview provides information on close reading, using the Close Read Question Guide and Close Read Questions, annotating, extension activities, and more. - The individual Close Read Passages can be printed, projected, or assigned digitally for whole-class, small-group, or individual instruction. The two- to four-page grade-appropriate passages are on fascinating topics that will engage students through each read. - Passages connected to Multilevel Leveled Books are written at three different levels to help teachers easily differentiate instruction. The three levels are indicated by dots on the passage, with one dot ( ) being the lowest level, two dots ( ) being the middle level, and three dots ( ) being the highest level. Close Read Questions & Question Guide - Close Read Questions contain meaningful text-dependent questions for each reading of the text. Project the Close Read Questions for the whole class or print out and cut up individual questions for discussion groups or independent responses. - The Close Read Question Guide provides a set of optional questions, an answer key, details about the passage text, including the correlated Learning A-Z level, and information about cross-textual connections for those passages connected to Leveled Books. Science InvestigationsHelp students dig deeper into science content with Investigation Packs from Science A–Z. Students practice close reading and working in groups while answering text-dependent questions. Close Reading PacksTips

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CC-MAIN-2017-47

https://www.readinga-z.com/comprehension/close-reading/

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en

Calling All Characters! Students will determine specific character traits through characters' behaviors and actions. Students will brainstorm future actions of a character based on developed character traits. Students will complete a creative writing narrative using a character's specific traits. Introduction (5 minutes) - Tell your students that a character trait is a quality of a character, which could include a variety of descriptive words. Ask your students to list some character traits. Possible answers include: shy, jolly, creative, etc. - Play the game “Character Trait Charades.” To play the game, invite a volunteer to pull a Character Trait card from a bag. Without showing the other students, have the student demonstrate an action that could reveal that trait. For example, a character who is worried might pace back and forth with a furrowed brow and a concerned facial expression. - Invite other students to take turns choosing a card, and have them show an action that represents that particular trait. Ask your class to guess the trait that the student is demonstrating. Explicit Instruction/Teacher Modeling (10 minutes) - Read Super-Completely and Totally the Messiest or something similar aloud to the class. - Ask students how the main character's actions help show that she is a messy character. For example, Sophie left all of her belongings on the floor, showing that she is messy. - Conduct a think-aloud, thinking aloud and telling the class about all of the actions that prove that Sophie is a messy character. - Use the Character Trait Wheel worksheet to model the process of recording the character’s actions and then determining specific character traits. Complete half of the wheel using the character trait messy. See the sample for reference. Guided Practice/Interactive Modeling (5 minutes) - Invite your students to come up with other traits that could be used to describe the main character. - Using the Character Trait cards, select the trait careless. Based on the specific character trait, brainstorm actions that the character would display. For example, the word careless could describe Sophie because she doesn't pay attention to what she is doing. She might trip over her belongings because she is not paying attention. - Finish the remainder of the Character Wheel on the board, inviting students to add their ideas to it. Independent Working Time (20 minutes) - Ask your students to complete their own individual Character Trait Wheel. Using a book that they have recently read, have them each identify one character's actions and connect these actions to one or more character traits. Have them write down the characters' actions and traits on their Wheels. - After the students have completed their Character Wheels, tell them that you would like them to write extensions or new scenes of the book they read. As needed, model the process of focusing on a particular trait and imagining what the character might do next. For example, since Sophie is messy, she might get spaghetti sauce all over her face when she is eating spaghetti. - By the end of independent work time, make sure students have written at least one paragraph. - Enrichment: Pair students and have them take turns telling about the character that they wrote about. Have the partner guess what character trait the student used. Advanced students can also use the Character Comparison worksheet to compare three different characters from a book that they have read. - Support: Use one of the Describe a Character worksheets to guide students in identifying character actions and tracing specific character traits. Utilize the questions on the right side of the worksheet to prompt thinking. Provide sentence frames or scenarios for students who have difficulty brainstorming an extension of a story and what a character might do in a story. - As an extra activity, have students work in groups of two or three to create a paper slide video using one or more characters. In the video, have them represent something the character might do, based on a specific character trait. Assessment (10 minutes) - Ask each student to complete the Character Trading Card worksheet based on the traits discovered from the character’s actions. - Conference with students individually, and ask them to justify their reasoning for the character traits they chose. Review and Closing (5 minutes) - Invite two students to share what they identified as a character’s actions and traits. - Ask these students to imagine how these characters would respond if they were in different books and different situations. For example, if a character’s trait is bossy, that character might constantly tell Sophie to stop making a mess. - Invite your students to swap characters and consider how a character might respond in different settings. Ask your students to turn and talk to a partner about their individual characters and imagine how the characters would act in the partner’s book.

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CC-MAIN-2017-47

https://www.education.com/lesson-plan/calling-all-characters/

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When we have two fractions on either sides of an equality or inequality symbol, we can multiply the numerator on the right hand side (RHS) with the denominator of the left hand side (LHS) and the numerator of LHS with denominator of RHS. The process of multiplying across the symbol and down is referred to as cross-multiplication. Of course, when we have only one fraction on one side, we multiply only one side. The basic idea is to eliminate fractions. a/b = c/d implies a*d = b*c x/y = z implies x = y*z With examples, discuss how cross-multiplication works in the context of inequalities Cross multiplication works the same in inequalities as it does in equalities. I'll explain how to cross-multiply in a general sense (using the letters a-d like in your equality example), and I'll show some examples using numbers. Start off with the inequality a/b < c/d (everything we're doing with < holds true for >) Multiply both sides by b: a < bc/d Multiply both ... The solution explains how to solve an inequality involving fractions in a general way, and using specific examples.

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CC-MAIN-2017-47

https://brainmass.com/math/consumer-mathematics/fractions-inequalities-and-cross-multiplication-96012

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A phrase is a single unit that functions as a single unit of a sentence. Any group of words, in simple parlance, can be called a phrase. In a sentence there are many stops which can serve as indications of the complete meaning of a sentence. This happens in speech very often. For example; Peter asks Jim, ‘Why don’t you come out more often?’ Peter just replies, ‘a huge wall’. Peter immediately understands that Jim is saying that he has built a wall and is unable to come out of it figuratively. This is something a human being can do as he/she has world knowledge. Computers would struggle to complete sentences as they go purely by what is in the syntax of the text/speech. A phrase is enough to indicate what the speaker wants to convey. ‘Stops’ are also occurrences in ‘Phonetics’ but they serve a different purpose there. In speech we do not follow a linear approach to understand one another. We can make out the meaning just by hearing the phrases. Although in written communication sentences have to be completed, meanings can still be understood by the core units or constituents. These constituents are typically phrases. Phrases generally have an important word determining the linguistic feature of a sentence. This word is the head of the phrase. Then a sentence also has a dependent which is the rest of the phrase other than the head. The phrase is also called a full subordinate clause but that is only because some linguists are not comfortable with the term phrase as the sentence without formal meaning can be understood only with reference to a context which may not be mentioned. There are rare cases where there may be non-headed phrases. If this is the case then subordinate clauses are phrases. Phrase structures need not be used in online tutoring as they are of specific relevance more so to linguists. Students need to clearly differentiate phrases from other features of a sentence. There are two types of phrases- exocentric and endocentric. Exocentric phrases don’t have a head and endocentric phrases have heads. The method of introducing a constituency tree is useful in determining the various features of a phrase. A noun phrase has a noun as its head word. It is also called nominal phrase. ‘Present financial crisis’ is an example of a noun phrase. A verb phrase has one verb and the dependents of that verb. In the sentence ‘John saw the star through a telescope’, ‘saw the star through a telescope’ is an example of verb phrase. By mentioning these details online tutors reinforce each subsequent feature thus strengthening the schema.

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CC-MAIN-2020-34

https://www.etutorworld.com/blog/a-phrase-can-say-it-all/

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Comets consist essentially of lumps just a few kilometres across that are made of a mixture of ice, carbonaceous material and rock dust. A comet can develop a spectacular million kilometre-long tail of gas and dust when its elongated orbit brings it sufficiently close to the Sun for the temperature to become high enough to vaporise the water, carbon monoxide and other volatile substances that are otherwise held as ice. At such times jets of gas escape from the solid part of the comet (its nucleus) to feed the growing tail. However, for most of the time a comet is too far from the Sun, and it is simply a dark, dusty potato shaped object too faint to detect even using the largest telescopes. Two classes of comets are distinguished by their orbital characteristics. Long period comets spend most of their time in a diffuse cometary halo called the Oort Cloud which begins more than 10,000 times further out from the Sun than the Earth’s orbit, and 300 times further away than Neptune’s orbit. We can see one of these when it appears unexpectedly (and from any direction) as a result of having been dislodged, causing it to shoot inwards towards the Sun. Such a comet will swing past the Sun before receding into the distance, and is likely to make only one passage through the inner Solar System during human history. On the other hand, short period comets have much smaller (and therefore faster) orbits. They appear to have been scattered inwards from the Kuiper Belt, which is the home of icy debris left over from the birth of the Solar System just beyond the orbit of Neptune. Because gas is lost each time a comet’s orbit brings it close to the Sun, short period comets tend to become less spectacular as time goes by. Many short period comets take only a few years to complete an orbit. The famous Halley’s comet is a short period comet, but has a relatively large orbit that takes 76 years to complete. Impacts by comets are responsible for maybe one crater in ten on the Moon’s surface (the others being formed by asteroid impacts), and comets also hit the Earth from time to time. For example, in 1908 an explosion in Siberia that was heard 1000 km away was found to have flattened trees up to 30 km from a central point in the Tunguska valley. This was probably the result of the nucleus of a small comet entering the Earth’s atmosphere at more than 30 km per second, which failed to produce a crater because it was vaporised by friction just before it reached the ground. In June 1994 fragments of the comet Shoemaker Levy 9 hit the planet Jupiter in spectacular fashion. Large cometary impacts such as these towards the end of the Earth’s formation 4.5 billion years ago may have delivered much of the water now found in the oceans. Unlike all the other bodies in the Solar System, comets are traditionally named after their discoverers. These days comets are often discovered by teams, or by several observers simultaneously, and so have quite complicated names. Halley’s comet is an exception, Edmond Halley did not discover it, but he was the first to realise that a comet that he had observed in 1682 was the same one that had appeared in 1531 and 1607. In 1705, using his friend Isaac Newton’s recently formulated laws of motion, he correctly predicted the comet’s return in 1758, but he died in 1742 and so did not live to see it again. Halley’s comet has in fact been seen many times, and its 1066 appearance is even recorded on the Bayeux tapestry.

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CC-MAIN-2017-47

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When we put air into a balloon, it expands. When we let the air out, it contracts. Picture this analogy when you think about what a contraction is in English. A contraction is word that is a shortened form of two words put together. Can and not go together to make the contraction can’t. Do and not go together to make the contraction don’t. We take two words, take some letters out, put in an apostrophe, and then make them contract into one smaller word. Using contractions in your writing often sounds more natural, especially if you are writing dialogue and want the conversation to sound real. Listen to the differences between these two sentences. We cannot go to the store today because we did not behave. Kids often find online practice to be a fun way to learn and reinforce these skills. There are plenty of learning tools online that can be used to supplement what children learn in school. Elementary contraction games are just one way to become more familiar with using contractions, and kids might even look forward to homework!

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CC-MAIN-2014-41

http://www.learninggamesforkids.com/vocabulary_games/contractions.html

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Learn what works Explicit vocabulary instruction leads to gains in comprehension. If vocabulary words are not essential to the understanding of the story, but add richness to it and have long-term benefit for children’s vocabulary development, they can be taught after reading. Look at the context in which the words are found to determine if they are necessary for comprehension of the plot of the story, but may be useful words to add to children’s repertoires. Actively Engaging Students with Words Reading widely and often is the single most powerful activity for vocabulary growth. Exposing children to rich oral language experiences is another. However, when a word needs to be taught, there are effective methods that can and should be employed. While there is no one proven method better than another to instruct vocabulary, research has shown that active student engagement with a word using a variety of methods is best. For this reason, we must use a myriad of ways to engage students with words and their meanings. See the chart under Engaging in Vocabulary Activities – See How It Works. Using Multiple Contexts Keep in mind that to truly “know” a word is to understand its subtle variations and forms, and to be able to use it in both oral and written language with ease. Vocabulary instruction always begins with the context from the story because it provides a situation that is already familiar to children and provides a rich example of the word’s use. However, it is important to move beyond the context by providing and eliciting examples of the word’s uses. This is important for two reasons, one because multiple contexts are needed for learners to construct a meaningful representation of the word and secondly, without multiple contexts, students have a tendency to limit a word’s use to the context in which it was initially presented. Do what works - Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing Words to Life. New York, NY: The Guilford Press. - Stahl, S. (1999). Vocabulary Development. Cambridge, MA: Brookline Books. - Stahl, S. & Kapinus, B. (2001). Word Power: What Every Educator Needs to Know About Teaching Vocabulary. National Education Association of the United States.

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CC-MAIN-2017-47

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en

emancipation of enslaved african americans in the south became official on 1 jan. 1863, when president abraham lincoln issued the emancipation proclamation freeing the slaves in areas of armed rebellion against the u.s. government, including north carolina. although the proclamation marked lincoln's attempt to end slavery, many slaves in north carolina had engaged in actions toward the same end from the outset of the civil war. african american men constituted a large portion of the confederate labor force working on the fortifications of pamlico and albemarle sounds, as well as along north carolina's coastal rivers prior to open hostilities between north and south. but this new use of slaves separated black men from their families and subjected them to military overseers, both of which alienated many slaves from the confederacy. as the war progressed, they fled not only military labor but also confederate impressment and their owners' actions to move them away from union lines. despite the efforts of north carolina slaveholders, thousands of slaves crossed union lines to freedom. when union commander maj. gen. ambrose e. burnside launched his expedition into northeastern north carolina in february 1862, he unknowingly provided slaves with a new sanctuary. initially, burnside hoped not to become involved in the slavery issue, but on 21 march he reported to the u.s. secretary of war that "it would be utterly impossible if we were so disposed to keep [slaves] outside of our lines, as they find their way to us through woods & swamps from every side." the massive influx of fugitive slaves created tension between burnside and edward stanly, whom lincoln appointed military governor of north carolina in april 1862. stanly believed it his duty to protect north carolina law in order to promote unionism in the state. this conviction led him to disband schools for african americans in new bern, to return a local unionist planter's young female slave, and to protest the emancipation proclamation. ultimately, it was his government's emancipation policy that prompted stanly to resign on 15 jan. 1863 because he feared that it would needlessly lengthen the war. perhaps there was some truth in stanly's protests. despite lincoln's cautious path to emancipation, his acceptance of it as a military necessity in july 1862 rattled north carolinians. burnside-like other union commanders already inundated with fugitive slaves when lincoln issued the preliminary proclamation following the battle of antietam (sharpsburg) in september 1862-encountered swelling numbers afterward. the emancipation proclamation exacerbated rising class tensions in north carolina. in the wake of the confederacy's april 1862 conscription act exempting 1 white male per farm with 20 or more slaves, nonslaveholders' commitment to the southern cause waned. the north carolina press viewed the preliminary proclamation as an indication of the union's intention to abolish slavery and subjugate white men and predicted that southerners would further rally behind the confederacy. yet the opposite occurred in north carolina: class conflict between nonslaveholders and slave owners increased, as did desertion from the confederate armies. after january 1863, yeoman farmers could no longer conceive of sacrifice for an institution in which they possessed only a "casual interest." ira berlin and others, eds., freedom: a documentary history of emancipation, 1861-1867, ser. 1, vol. 1 (1985). william c. harris, "lincoln and wartime reconstruction in north carolina, 1861-1863," nchr 63 (april 1986). harold d. moser, "reaction in north carolina to the emancipation proclamation," nchr 44 (january 1967). mark e. neely jr., the last best hope of earth: abraham lincoln and the promise of america (1993). "emancipation proclamation." state library of north carolina. http://statelibrary.ncdcr.gov/ghl/themes/emancipation.html (accessed november 29, 2012). "abraham lincoln and his emancipation proclamation / the strobridge lith. co., cincinnati. " c. 1888. courtesy of the library of congress prints and photographs division washington, d.c. available from http://www.loc.gov/pictures/item/97507511/ (accessed may 21, 2012). 1 January 2006 | Nash, Steven E.

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CC-MAIN-2017-47

https://www.ncpedia.org/emancipation

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A cast is a special operator that forces one data type to be converted into another. Both C and C++ support the form of cast shown here: where type is the desired data type. For example, the following cast causes the outcome of the specified integer division to be of type double: double d; d = (double) 10/3; C++ supports additional casting operators. They are const_cast, dynamic_ cast, reinterpret_cast, and static_cast. Their general forms are shown here: const_cast<type> (expr) dynamic_cast<type> (expr) reinterpret_cast<type> (expr) static_cast<type> (expr) Here, type specifies the target type of the cast and expr is the expression being cast into the new type. The const_cast operator is used to explicitly override const and/or volatile in a cast. The target type must be the same as the source type except for the alteration of its const or volatile attributes. The most common use of const_cast is to remove constness. dynamic_cast performs a runtime cast that verifies the validity of the cast. If the cast cannot be made, the cast fails and the expression evaluates to null. Its main use is for performing casts on polymorphic types. For example, given two polymorphic classes B and D, with D derived from B, a dynamic_ cast can always cast a D* pointer into a B* pointer. A dynamic_cast can cast a B* pointer into a D* pointer only if the object being pointed to actually is a D object. In general, dynamic_cast will succeed if the attempted polymorphic cast is permitted (that is, if the target type can legally apply to the type of object being cast). If the cast cannot be made, then dynamic_ cast evaluates to null if the cast involves pointers. If it fails on a reference, a bad_cast exception is thrown. The static_cast operator performs a nonpolymorphic cast. For example, it can be used to cast a base class pointer into a derived class pointer. It can also be used for any standard conversion. No runtime checks are performed The reinterpret_cast operator changes one type into a fundamentally different type. For example, it can be used to change a pointer into an integer. A reinterpret_cast should be used for casting inherently incompatible pointer types. Only const_cast can cast away constness. That is, neither dynamic_cast, static_cast, nor reinterpret_cast can alter the constness of an object.

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CC-MAIN-2020-34

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If statements are control flow statements which helps us to run a particular code only when a certain condition is satisfied. For example, you want to print a message on the screen only when a condition is true then you can use if statement to accomplish this in programming. In this guide, we will learn how to use if statements in Python programming with the help of examples. There are other control flow statements available in Python such as if..else, if..elif..else, nested if etc. However in this guide, we will only cover the if statements, other control statements are covered in separate tutorials. Syntax of If statement in Python The syntax of if statement in Python is pretty simple. if condition: block_of_code If statement flow diagram Python – If statement Example flag = True if flag==True: print("Welcome") print("To") print("BeginnersBook.com") Welcome To BeginnersBook.com In the above example we are checking the value of flag variable and if the value is True then we are executing few print statements. The important point to note here is that even if we do not compare the value of flag with the ‘True’ and simply put ‘flag’ in place of condition, the code would run just fine so the better way to write the above code would be: flag = True if flag: print("Welcome") print("To") print("BeginnersBook.com") By seeing this we can understand how if statement works. The output of the condition would either be true or false. If the outcome of condition is true then the statements inside body of ‘if’ executes, however if the outcome of condition is false then the statements inside ‘if’ are skipped. Lets take another example to understand this: flag = False if flag: print("You Guys") print("are") print("Awesome") The output of this code is none, it does not print anything because the outcome of condition is ‘false’. Python if example without boolean variables In the above examples, we have used the boolean variables in place of conditions. However we can use any variables in our conditions. For example: num = 100 if num < 200: print("num is less than 200") num is less than 200

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A child’s listening skills also depends on a number of aspects of auditory abilities such as determining the direction from which a sound comes, recalling or memorising auditory information, intonation of voice and awareness of rhythmic patterns. This provides the basis for the development of expressive language and is important in the acquisition of early literacy. Listening involves many different aspects: - Alertness e.g. at what level is your child’s awareness of sound? - Auditory acuity e.g. how well does he hear? - Sequencing e.g. is he able to identify the order of what he hears? - Discrimination e.g. can he distinguish similarities and differences in sounds? - Figure-ground e.g. can he isolate one sound from a background of sounds? - Memory e.g. can he remember what he hears? Is he able to retrieve that information? - Sound-symbol e.g. is he able to connect a sound to a particular written symbol? - Perception e.g. does he comprehend what he hears? (Adapted from Pamela Strickland, 1993, Auditory Processes, Revised Edition, Academic Therapy Publication. There are many activities and games that you can play with your child to develop the skills, concepts and abilities necessary to meet the auditory requirements of listening activities. Ideas to help your child: - Play listening games to identify animal or environmental sounds i.e. CD’s with animal noises or everyday sounds that occur at home or at school. - Play guessing games i.e. have a bag with objects that make different noises i.e. bell, clock, drum etc and allow your child to guess what object is making the noise. - Play musical instruments and allow your child to copy different rhythms. - Play clapping games and your child can copy your clapped rhythm. - Demonstrate high and low pitched sounds, fast and slow rhythms and loud and soft sounds. - Play games like “Simon Says” using 3-4 instructions i.e. clap your hands, snap your fingers and stamp your feet. - Read stories to your child and ask him to listen for a certain word i.e. every time he hears the word “dog” he must make a sound like a dog or every time you say the word “happy” he must clap his hands. - Read a familiar Nursery Rhyme to your child and leave out a word. He must recognise which word is missing. - Playing games where blindfolds are used can help children develop a sense of directionality of sounds. - Say 2 words to your child and ask him to say whether the words sound the same or different i.e. pop/bop; dog/dock. - Read to your child as often as you can. During the story, pause and ask various questions to ensure your child is listening to specific details of the story. - Play story CD’s in the car, without pictures, to encourage active listening. - Play auditory listening games in the car based on the traditional game “My Grandmother went to the market and she bought…..” You can change the format and make it “I went to the shops and bought some bread”. The next person repeats your item and then adds his own. See how many words you can remember together. Good listening strategies: - Teach your child to listen to you the first time that you speak. - Get down to your child’s level and obtain eye contact. - Be clear and concise when giving an instruction. - Give your child your full attention. Stop what you are doing to reduce any distractions for you and your child. - Tell your child how many things you need him to remember i.e. “I am going to ask you to do 3 things. Put your lunch box in your room, pick up your shoes and hang up your towel.” - Repeat the important words to help him remember i.e. “lunch box; shoes and towel”. - Praise and reward your child for good listening strategies and for responding after the first instruction.

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Do your students need help breaking down words? One way to read big words is to break them into parts. When a word has a vowel, two consonants, and then another vowel, you can divide the word into syllables between the two consonants. Common Core Objectives: RF 1.3 d & e Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Decode two-syllable words following basic patterns by breaking the words into syllables. This packet helps you teach and practice this important skill with your students. Here is a closer look at what's included: ~ Syllabication Poster for your room ~ Teaching page - 20 word cards ~ Bubble Sort - Sorting words by Syllable Pattern- 2 recording sheets ~ Syllable Split - Splitting words into Syllables - recording sheet ~ Bubble Match - Matching Syllables to build words - recording sheet ~Syllabication Practice Page ~3 Syllabication Assessment pages - that can be used for practice or assessment I hope you can use these activities in your classroom. First Grade Fabulous Fish

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On 26 December, the most powerful earthquake for 40 years — measuring 9.0 on the Richter scale — struck off the coast of Indonesia. It unleashed a massive wave called a tsunami that travelled across the Indian Ocean, killing more than 100,000 people when it reached land. In this article, Annie Schleicher of the US Public Broadcasting Service (PBS), draws on information from scientists to explain what causes tsunamis, how they cause the damage they do, and how they can be detected. Last week's earthquake caused two plates on the Earth's crust to collide. This forced millions of gallons of water to rise, creating a massive wave, which then travelled for thousands for kilometres with little loss of energy. Tsunamis travel at the speed of a commercial jet in all directions from the epicentre of the earthquake. As they reach land, friction forces the waves to slow down. This causes them to 'stack up', reaching up to ten metres in height. The force of the waves is enough to flatten trees and buildings and can carry them miles in land. The earthquakes that cause tsunamis are hard to predict. But ocean sensors can be used to determine the size and direction of tsunami waves. The Pacific Ocean has a system of these sensors but the Indian Ocean — where tsunamis are relatively rare — has no such system in place.

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Today Mars has only a thin atmosphere, and its surface is very dry with the possible exception of some localised and temporary water seeps. However, ancient eroded valley networks that were discovered by orbiting spacecraft in the early days of exploration prove that water flowed across the surface in the remote past. The branching nature of the oldest valleys, which have many tributaries, shows that the water was most likely supplied by rainfall. This means the surface was very likely habitable for life back then. When clay minerals were detected from orbit and subsequently confirmed by surface rovers, it was taken as further evidence that Mars once had a wet surface environment, hospitable to life. This is because when most rocky minerals weather away under humid conditions they rot to form various kinds of clay. Clay minerals cannot form unless there is water available – it is an essential ingredient in their microscopic crystalline structure. Clays are found virtually nowhere on the red planet except in Mars’s most ancient terrains, dating back to an epoch about 3.7-4.1 billion years ago, called the Noachian. Understanding these martian clays is difficult, because they can be seen only sparsely across the surface. Some of the detected clays are in bedrock that has been exposed by erosion, others have been washed downstream from such sources by the Noachian rivers. On Earth, clay forms by weathering of mineral grains chemically attacked by water. Most scientists believe that a similar process took place on Mars during its wet, Noachian period. However, some researchers have suggested that most of the detected clay was not formed in this way at all. They argue instead it formed prior to that, while warm water was circulating through the bedrock in response to nearby volcanic and intrusive activity. Heat and steam from the magma ocean Now a new study by a group from Brown University, Rhode Island, published in Nature, further challenges the idea that clay on Mars formed just like that on Earth. The team has done experiments suggesting that the origin of most of Mars’s clays was even earlier. They considered the likely conditions on the hot, infant Mars, 4.5 billion years ago. At that time, the primordial magma ocean that once covered the planet was still cooling, and the first crystals had floated to the surface to grow Mars’s original “primary crust”. At this time, Mars very likely had a hot and steamy atmosphere, which was still degassing from inside the planet and had not yet had a chance to escape to space. Conditions would have been perfect to make clays by chemical reactions between the atmosphere and the minerals within the warm and porous top of the crust. The team suggests that such clay formation would have pervaded a layer up to 10km thick. This, they say, was subsequently buried by material spread across the surface by asteroid impacts and by lava from volcanic eruptions. Surface traces of clay are rare today, because they depend on the buried layer having been re-exposed by later, smaller, impacts or erosional processes that have acted locally to strip away the cover. Not like Earth? The evidence for flowing water in the Noachian is robust, and has not been undermined. However, if the new study is right, Mars may not have experienced a prolonged period when the surface conditions were right for clays to be made by weathering under humid, Earth-like, conditions. The next Mars landers, NASA’s Mars 2020 and ESA’s ExoMars 2020, are both targeted at sites where clays have been detected. That’s precisely because these may mark sites where Earth-like habitable conditions formerly prevailed, and may have once hosted microbial life just like Earth. On the balance of probabilities, these are still good places to look for traces of ancient microbial life. The new research suggests ancient life is unlikely to be found where the clays initially formed by chemical reactions with the atmosphere – it doesn’t rule out habitability at the sites where clays have been deposited. Yet, one link in the chain of logic may just have have been at least partially severed.

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6.EE.2 6.EE.4 6.EE.6 Watch the video for Act 1. Ask students what they noticed and what they wonder (are curious about). Record student responses. Have students hypothesize how the trick works. How can the performer know the number at the top of the triangle so quickly for any number chosen? Students work on determining how the trick works based on their hypothesis. They should be guided to show what is happening in the trick first through the use of some model that can be represented in a diagram, and then later written as an expression. Students may ask for information such as: “How were the other numbers generated after the start number was chosen?” When they ask, you can tell them the bottom row are consecutive numbers after the start number. Each number in the middle row is the sum of the 3 numbers below. The top number is the sum of the numbers in the middle row. OR you can give them the technology link below for further investigation. Students may ask if they can investigate the trick using technology: http://scratch.mit.edu/projects/20831707/ Students may also ask for materials to use (they may even ask to use similar materials from the previous task) – these can also be suggested, carefully, by the teacher. Students will compare and share solution strategies. - Share student solution paths. Start with most common strategy. - Students should explain their thinking about the mathematics in the trick. - Ask students to hypothesize again about whether any number would work – like fractions or decimals. Have them work to figure it out. - Be sure to help students make connections between equivalent expressions (i.e. the expressions 9n + 18 and 9(n + 2). - Revisit any initial student questions that weren’t answered.

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What does the return statement in python do It returns a value such that when the function is called, the value is returned. In simple explanation return is used in python to exit or terminate a function and return a value. In example if you use def myfunction(): return 3+3 print("Hello, World!") print(myfunction()) We call the function myfunction() And you will notice that it only print the return value 6 and terminate there. It'll not print the remaining code after return. Frankly it does exactly what it does in any other programming language, which is exit a subroutine or a main program. it may or may not return a value which could be a number or a list of values or a string. ☀️☀️ Even if you don't use "return" a None-Type object is returned by default. It assigns the current result to the function and terminates further iteration but does not print the result. And returns program flow to the point just after where the function was called from. Lets say that your code looks like this: def Hello(): x = print("hello") return x a = Hello() a print(a) a will be equal to "print("hello") basically it does what its say This is a question that needs to be rephrased replacing "Python" with "ANY". It takes you out of the program like an EXIT condition. It returns the valur of the function Return statement give results that can store in variables It returns the value that you have given for that function and exits from that function. it returns value for future use. It can be accessed later other than that function. It returns the output of your function routine. Like you can check if your routine succeeded by returning a boolean (true or false) or return the output of some math The Python return statement is a special statement that you can use inside a function or method to send the function's result back to the caller. A return statement consists of the return keyword followed by an optional return value. The return value of a Python function can be any Python object. Returns values above it return the value of the function Basically when you write a function Def addTwoNums(a, b): return a + b print(addTwoNums(1, 2)) Result: 3 This is because when called the function and put in two parameters, the function will return the sum of the two, and then we print it to the screen which is also three so therefore, you have three Return is as it's named, it will exist you from a function with or without value. The value could be anything. Like: def some_function(): return 3+2 print (some_function()) A return statement ends the execution of the function call and "returns" the result, i.e. the value of the expression following the return keyword, to the caller. Return statement in python like other programming languages is use to return a defined value or command in a function when it's been called

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NRICH's School Maths Topics is a dynamic math resource primarily for grades 3 and 4, although many activities are also appropriate for grades 2 and 5. Topics include number patterns, basic operations, measurement, 2-D and 3-D shapes, and data analysis. You can supplement what you're already doing with these activities, or use them to give kids an extra challenge. As a supplement, choose an activity for kids to complete in small groups -- have them discuss their solutions as a class. Relate the activity to what kids are learning in your more formal lessons. If working directly on the computer, make sure kids don't access the solutions until after the class discussion. If you're giving kids an extra challenge, assign them from time to time as homework -- follow up by asking kids to share their results with the class. Many activities include printable worksheets; however, in some cases, additional materials are needed so be sure to plan accordingly.Continue reading Show less Key Standards Supported Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. Measurement And Data Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Number And Operations In Base Ten Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Operations And Algebraic Thinking Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. There aren’t any teacher reviews yet. Be the first to review this tool.Write a review

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The concept of current density is introduced to specify the current with direction at microscopic level at a point. “Current density is defined as a vector whose magnitude is equal to the magnitude of the current flowing per unit area normal to that point.“ Always remember that area is normal to the direction of charge flow (or current passes) through that point. Current density at point is given by If the cross–sectional area is not normal to the current, but makes an angle θ with the direction of current then current density Current density is a vector quantity. It’s direction is same as that of Electric Field Intensity . S.I. unit :- Ampere/m2 & Dimension:- [L–2A] If a steady current flows in a metallic conductor of non uniform cross section, then along the wire current (I) is same but current density (J) is different. Here I1 = I2 , A1 < A2 , J1 > J2 The current density at a point is . Find the rate of charge flow through a cross sectional area . The rate of flow of charge = current A potential difference applied to the ends of a wire made up of an alloy drives a current through it. The current density varies as J = 3 + 2r, where r is the distance of the point from the axis. If R be the radius of the wire, then find the total current through any cross section of the wire. Consider a circular strip of radius r and thickness dr Current passing through strip of thickness dr, Total current passing through any cross section of the wire, Figure shows a conductor of length L carrying current I and having a circular cross – section. The radius of cross section varies linearly from a to b. Assuming that (b – a) << L. Calculate current density at distance x from left end. Increase in radius over length L = (b – a) ⇒ rate of increase of radius per unit length = ∴ Increase in radius over length x = Since radius at left end is a so radius at distance x, Area at this particular section at a distance x, Hence current density, Next Topic :- Drift Velocity Previous Topic :- Electric Current

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We may think of a point as a "dot" on a piece of paper or the pinpoint on a board. In geometry ,we usually identify this point with a number or letter. A point has no length, width, or height - it just specifies an exact location. It is zero-dimensional. Every point needs a name. To name a point, we can use a single capital letter. The following is a diagram of points A, B, and M: We can use a line to connect two points on a sheet of paper. A line is one-dimensional. That is, a line has length, but no width or height. In geometry, a line is perfectly straight and extends forever in both directions. A line is uniquely determined by two points. Lines need names just like points do, so that we can refer to them easily. To name a line, pick any two points on the line. The line passing through the points A and B is denoted by A set of points that lie on the same line are said to be collinear.Pairs of lines can form intersecting lines, parallel lines, perpendicular lines and skew lines. Because the length of any line is infinite, we sometimes use parts of a line. A line segment connects two endpoints. A line segment with two endpoints A and B is denoted by . A line segment can also be drawn as part of a line. The midpoint of a segment divides the segment into two segments of equal length. The diagram below shows the midpoint M of the line segment . Since M is the midpoint, we know that the lengths AM = MB. A ray is part of a line that extends without end in one direction. It starts from one endpoint and extends forever in one direction. A ray starting from point A and passing through B is denoted by Planes are two-dimensional. A plane has length and width, but no height, and extends infinitely on all sides. Planes are thought of as flat surfaces, like a tabletop. A plane is made up of an infinite amount of lines. Two-dimensional figures are called plane figures. All the points and lines that lie on the same plane are said to be coplanar. Space is the set of all points in the three dimensions - length, width and height. It is made up of an infinite number of planes. Figures in space are called solids. Figures in space This video explains and demonstrates the fundamental concepts (undefined terms) of geometry: points, lines, collinear, planes, and coplanar. The following video gives the definitions of a point, a line, a plane, and space, as well as the symbols that are used in Geometry to represent each figure. General Angle Basics: Angle Characteristics - rays, vertex, Angle Classification - acute angle, right angle, obtuse angle, Complementary and Supplementary Angles Understanding basic ideas in geometry and how we represent them with symbols We welcome your feedback, comments and questions about this site or page. Please submit your feedback or enquiries via our Feedback page.

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Does your Primary 1 child have trouble understanding how to arrange a list of numbers in the correct order, especially from biggest to smallest? If so, here are some tips for you to help him or her. Make sure your child knows how to read and write numbers. Children are very familiar with counting small numbers up to maybe 20. It is important that your child can recognize numbers up to 100 or greater. Give them a chart of numbers so there is something they can use as a reference. They will feel more confident this way. The chart will help them realize that there is a specific way that numbers come about, for example 37 always comes after 36. There is a logical order to how numbers are formed. Here is a free chart you can print out. Print out the chart a second time to cut out the numbers. Give your child 4 or 5 consecutive numbers at a time for them to arrange in order. Start with numbers within a range, for example, 20's. Go on to overlapping ranges, for example 28 to 32. I hope you find these tips useful. Share your methods in teaching your child Maths.

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The documents below aim to demonstrate how we have taught the children to calculate particular arithmetic questions. Some of these they may be able to calculate mentally (particularly adding and subtracting fractions) but for most they will require a written method. The documents outline what this method looks like, and where appropriate, resources or bar models that we might encourage the children to draw, particularly if they are struggling and benefit from visualising / drawing the problem out. In school, we would revise these methods daily at the start of our maths lessons through '5-a-day'. The only method that we have not explored yet in class, is dividing by 10 and 100, as this requires the children to have a secure understanding of decimal place value (tenths and hundredths). This will be new learning for all children and so I wouldn't expect them to get these questions correct on an arithmetic paper, unless taught by an adult at home. I have included the method we would encourage, should you wish to do this.

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Gerunds are a form of verbs, but they are not actually verbs. Instead, they are a verbal noun. A verbal is a verb that functions as another part of speech. As verbal nouns, gerunds can act as subjects, direct and indirect objects, subject complements and objects of prepositions. All gerunds end with “-ing,” but do not confuse a gerund with the present participle. The present participle acts as a verb or adjective, whereas a gerund acts as a noun. Consider the following examples: Gerund (noun): Dancing is good exercise. (“Dancing” is a gerund because it is the subject of the sentence.) Verb: Meredith is dancing. (“Is dancing” is the verb phrase, consisting of “is” as a helping verb and “dancing” as the main verb.) Adjective: The dancing class is open to all ages. (“Dancing” is an adjective that modifies “class.”) Gerunds can act as the subject of the verb, a direct or indirect object of the verb or a subject complement. A subject complement follows a linking verb. Consider the following examples: Example 1: Writing is a viable way to earn an income online. (“Writing” is the subject of the verb “is.”) Example 2: Shawn’s skills include writing. In Example 2, “writing” is the direct object of the verb “include.” You know it is a direct object because if you ask, “what do Shawn’s skills include,” the answer is “writing.” Example 3: Shawn gives writing her full attention. In Example 3, “writing” is the indirect object of the verb “gives.” Remember that when you ask “Shawn gives what,” the answer is “her full attention,” making it the direct object. The indirect object is what receives the direct object. Example 4: Shawn’s passion is writing. In Example 4, “writing” is the subject complement because “is” is a linking verb, and when you replace the linking verb with an equal sign, the sentence still makes sense. Keep in mind that gerunds sometimes have adjectives that modify them in the same way that nouns do. See the below example: Example 5: Shawn’s passionate writing is her strength. (“Writing” is the gerund, and “passionate” is an adjective that modifies it.) When a “-ing” form of a verb is used following a preposition, it is always a gerund. A good way to remember this is that when a gerund follows a preposition, it is easily replaced with another noun. The gerund is the object of the preposition it follows. Make sure not to confuse a gerund with a full infinitive (to working); in the case of the gerund, the use of “to” is as a preposition, with the noun replacement check remaining applicable. Consider the following examples: Example 6: Karen stopped by her co-worker’s office before leaving. In Example 6, “leaving” is a gerund and is the object of the preposition “before.” The gerund is easily replaced with a noun; Karen stopped by her co-worker’s office before her exit.) Example 7: Karen does not object to socializing with her co-workers. In Example 7, “socializing” is a gerund and is the object of the preposition “to.” A noun is easily inserted to replace the gerund; Karen does not object to lunch with her co-workers.

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When solving basic algebraic equations, there is no one perfect way, but one tip is to rearrange the equation so it reads x = something. The process is similar to solving a puzzle, and it includes several rules or tips. These tips tell the student what he can and cannot do.Continue Reading Because algebraic fractions are difficult to manipulate, students begin solving equations involving fractions by multiplying every term of the equation by the denominator of the fraction. In order to isolate a term, such as x, the rules allow adding or subtracting the same number from both sides of the equation. They also allow combining like terms, so it is possible to add 8x and 3x to get 11x. Algebra rules also allow students to factor an equation to find a solution. When solving by factoring, there is often more than one solution to the equation. Solving the equation only gives a list of potential solutions and students should check each of the possible solutions in the original equation. In some cases, substituting a possible answer into the equation causes problems, such as dividing by zero. When one of the possible answers causes such issues, it has to be ruled out of the solutions, and the student should include the reason he rules it out.Learn more about Algebra

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After the Civil War, there was a system called Black codes, they limited the freedom of the African Americans. Though the Union freed some 4 million slaves, the question of freed blacks’ status was still unresolved. In 1865, Lincoln proposed limiting the right to vote for African Americans that shocked many; however, his assassination days later changed the course of history. His successor Andrew Johnson would be the one to preside over the beginning of Reconstruction. Johnson’s Reconstruction policies were that the Confederate states were required to uphold the abolition of slavery. The states and their ruling class that traditionally dominated were white planters and they were given a relatively free hand in rebuilding their own governments. Former slaves fought to assert their independence and gain economic self-sufficiency during the earliest years of Reconstruction. White landowners acted to control the labor force through a system similar to the one that had existed during slavery. They were still burdened by the color of their skin. Mississippi and South Carolina enacted the first Black codes. Mississippi’s law required blacks to have written evidence of employment for the coming year each January; if they left before the end of the contract, they would be forced to forfeit earlier wages and were subject to arrest. In South Carolina, a law prohibited blacks from holding any occupation other than farmer or servant unless they paid an annual tax of $10 to $100. Under Johnson’s Reconstruction, nearly all the southern states would enact their own Black. While the codes granted certain freedoms to African Americans including the right to buy and own property, marry, make contracts their primary purpose was to restrict African American labor and activity. Anyone who broke labor contracts were subject to arrest, beating and forced labor. After passing the Civil Rights Act (over Johnson’s veto), Republicans in Congress effectively took control of Reconstruction. The Reconstruction Act of 1867 required southern states to ratify the 14th Amendment which granted “equal protection” of the Constitution to former slaves and enact universal male voting before they could rejoin the Union. Still limits, males only could vote! After the Civil War and the Reconstruction era, white supremacy was largely restored across the South in the 1870s, and the segregationist policies known as “Jim Crow” soon became the law of the land. In 1877, when the last federal soldiers left the South and Reconstruction ended, African Americans had seen little improvement in their economic and social status. Discrimination would continue in America with the rise of Jim Crow laws, but would inspire the Civil Rights Movement to come. The Great Migration was the relocation of more than 6 million African Americans from the South to the cities of the North, Midwest and West in 1916. Driven from their homes by unsatisfactory economic opportunities and harsh segregationist laws, many African Americans headed north, where they took advantage of the need for industrial workers that arose during the First World War. During the Great Migration, African Americans began to build a new place for themselves in public life, actively confronting racial prejudice as well as economic, political and social challenges to create a Black urban culture. The Ku Klux Klan had been officially dissolved in 1869, however, the KKK continued underground after that, and intimidation, and violence even lynching of black southerners were not uncommon practices in the Jim Crow South. With war production kicking into high gear, recruiters persuade African Americans to come north, to the dismay of white Southerners. On Saturday, July 28, 1917, a group of between 8,000 and 10,000 African American men, women and children began marching through the streets of Manhattan in what became one of the first civil rights protests in American history 103 years ago. In 1933, President Franklin D. Roosevelt’s New Deal provided more federal support to African Americans than at any time since Reconstruction. Even so, New Deal legislation and policies continued to allow considerable discrimination. During the mid-thirties, the NAACP launched a legal campaign against inequalities in public education. By 1936, the majority of black voters had abandoned their historic allegiance to the Republican Party and joined with labor unions, farmers, progressives, and ethnic minorities in assuring President Roosevelt’s landslide re-election. The election played a significant role in shifting the balance of power in the Democratic Party from its Southern block of white conservatives towards this new coalition. In addition, the fight continues today…

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Monday - Starting the Discussion Toolkit October is National Bullying Prevention Month. Schools, organizations, and communities are raising awareness of bullying prevention and teaching students how to respond effectively to bullying situations. Today's topic is "Bullying 101." Bullying can take many forms. It can be physical, and it also can be emotional and social—using words to hurt someone, leaving someone out, or gossiping and spreading rumors. Bullying also happens over cell phones and the Internet. In your classroom today, you will learn what bullying is, how to identify it, and why it happens. Classroom Education and Activities Active Learning and Discussion Bullying 101 – Review what bullying is, how to identify it, and why it happens. - Visit PACERTeensAgainstBullying.org>Bullying Defined Definitely True or Now Way!? – Introduce a true/false activity about the stigmas attached to bullying. (To make sure all students participate, you may want to break the class into groups of 5 to 8 students. Appoint one student in each group to take notes and report results to the class. Consider using that feedback for future bullying prevention projects.) - What is bullying? - Why might kids be bullied? - Why might kids bully? Video and Discussion Watch "Cyber Set-Up" Video. Visit PACERTeensAgainstBullying.org>>Experiencing Bullying - What is the bullying situation? - Who was involved in the bullying? - How could this situation have been resolved more positively?

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The American Dawes Commission, named for its first chairman Henry L. Dawes, was authorized under a rider to an Indian Office appropriation bill, March 3, 1893. Its purpose was to convince the Five Civilized Tribes to agree to cede tribal title of Indian lands, and adopt the policy of dividing tribal lands into individual allotments that was enacted for other tribes as the Dawes Act of 1887. In November 1893, President Grover Cleveland appointed Dawes as chairman, and Meridith H. Kidd and Archibald S. McKennon as members. (pictured above) During this process, the Indian nations were stripped of their communally held national lands, which was divided into single lots and allotted to individual members of the nation. The Dawes Commission required that individuals claim membership in only one tribe, although many people had more than one line of ancestry. Registration in the national registry known as the Dawes Rolls has come to be critical in issues of Indian citizenship and land claims. Many people did not sign up on these rolls because they feared government persecution if their ethnicity was formally entered into the system. People often had mixed ancestry from several tribes. According to the Dawes Commission rules, a person who was 1/4 Cherokee and 1/4 Creek had to choose one nation and register simply as ‘1/4 Cherokee’, for instance. That forced individuals to lose part of his or her inheritance and heritage. Although many Indian tribes did not consider strict ‘blood’ descent the only way to determine if a person was a member of a tribe, the Dawes Commission did. Many Freedmen (slaves of Indians who were freed after the Civil War), were kept off the rolls as members of tribes, although they were emancipated after the war and, according to peace treaties with the United States, to be given full membership in the appropriate tribes in which they were held. Even if freedmen were of mixed-race ancestry, as many were, the Dawes Commission enrolled them in separate Freedmen Rolls, rather than letting them self-identify as to membership. The result of the Dawes Commission was that the five Indian nations lost most of their national land bases, as the government declared as “surplus” any remaining after the allotment to individual households. The US sold the surplus land, formerly Indian territory, to European-American settlers. In addition, over the next decades, settlers bought land from individual Indian households, thus reducing overall land held by tribal members. The Indians received money from the overall sale of lands, but lost most of their former territory. *Please note these links are not associated with the Cherokee National Historical Society, Inc., the Cherokee Heritage Center, the Cherokee Family Research Center or its partners. The link below may take you to other sites which require a fee to join such as Fold3.com or Ancestry.com. To search the link below for free please scroll down to the mid-section of its page to where you see the search engine titled: Search the Final Rolls by Last Name We recommend that you do not enter information into any other search engine on this link. Thank you for your visit to our website, www.cherokeeheritage.org.

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10.2 Doppler Effect The apparent change in frequency of a sound wave, detected by an observer, in relative motion with respect to the source of sound waves, is called Doppler effect. For elastic or mechanical waves such as sound waves, in some material medium, the effect depends on whether the listener is moving towards the stationary source or the source is moving towards the stationary listener. This can be seen even though the relative velocity of motion between the listener and the source is the same. Source (S) in motion and Listener (L) at rest, relative to some fixed interval frame of reference..asp.asp.asp.asp.asp.asp.asp.asp (a) Source (S) moving towards the stationary listener (L). n : Frequency of Sound waves emitted by 'Source' S n' : Apparent frequency of these wave received by listener L S : initial position of 'source' at t = 0 sec S' : final position of 'source' at t = 1 sec v : velocity of approach of S to L along the line joining them. c : velocity of sound in air (Still) For convenience, we choose initial distance between S and L to be numerically equal to 'C', so that if S were stationary then all n waves emitted by source in 1 sec. will be received by L within interval of 1 sec. To the listener all the n waves emitted by the source appear to be compressed in the distance S'L = C - V, (b) Source (S) moving away from the stationary listener (L) Source (S) stationary and listener (L) in motion, relative to some fixed reference frame (inertial) (a) Listener (L) moving towards the stationary Source (S) If L were stationary then only x waves will be received in 1 sec, but as L is approaching S, the extra number of waves within distance V = LL' will be received therefore, the number of waves received by L in 1 sec. = n + number of waves in distance v. (b) Listener (L) moving away from the stationary source (S)

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This lesson explains ratios. • To be able to write ratios from sentences given. To be able to convert ratios into fractional notation. To be able to solve for an unknown in a ratio. A ratio is simply a comparison between two different things. For example, if a pet store has 25 animals and we want to know the ratio of cats to dogs, we would count the cats and dogs. If we count 15 cats and 10 dogs, we would say that the ratio of cats to dogs is 15 to 10. We could also represent this ratio by saying the ratio of cats to dogs is 15:10. This is called odds notation. It is important to note the order of your terms when talking about ratios. Since we are saying the ratio of cats to dogs, we put the number of cats first. The number of dogs is second because it is the second term. It is what we are comparing the number of cats to.

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Number lines are a great aid to tricky calculations, particularly if they involve negative numbers. Traditionally, our number lines are horizontal, with negative numbers to the left of zero, and positive numbers to the right. You will also be familiar with vertical number lines, in thermometer scales and height/depth levels. Number lines are useful to help illustrate the solution to an inequality. See how well you can do in this GCSE Maths quiz! If you have tried the Linear Inequalities quiz you will know that an inequality has a range of solutions. This can be displayed on a number line, with a circle drawn at the number that is the limit, and an arrow to indicate all numbers above or below the limit. Whether or not the circle is filled in or left open will depend on the nature of the inequality. If the solution is ‘greater than’ (>) or ‘less than’ (<) then the circle stays open. If the solution includes ‘equal’, as in ≤ (less than or equal to) and ≥ (greater than or equal to) then the circle should be filled in. The direction of the arrow is important – ‘Less than’ goes Left, ‘gReater than’ goes Right. When an inequality is bounded by an upper and a lower limit, such as -2 < x ≤ 5, this can be drawn as a line with a circle at each end – open at -2, and closed at 5. If you use a number line to help work out a sum involving negative numbers, it doesn’t need to be drawn to scale. In fact, it doesn’t need all the numbers written in, just the key ones – the numbers from the question, plus the all-important zero. Then decide if you are moving left or right from the start point, and do you go across the zero line?

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Symmetric Encryption is the most basic and old method of encryption. It uses only one key for the process of both the encryption and decryption of data. Thus, it is also known as Single-Key Encryption. A few basic terms in Cryptography are as follows: Plain Text: original message to be communicated between sender and receiver Cipher Text: encoded format of the original message that cannot be understood by humans Encryption (or Enciphering): the conversion of plain text to cipher text Decryption (or Deciphering): the conversion of cipher text to plain text, i.e., reverse of encryption The Symmetric Cipher Model: A symmetric cipher model is composed of five essential parts: 1. Plain Text (x): This is the original data/message that is to be communicated to the receiver by the sender. It is one of the inputs to the encryption algorithm. 2. Secret Key (k): It is a value/string/textfile used by the encryption and decryption algorithm to encode and decode the plain text to cipher text and vice-versa respectively. It is independent of the encryption algorithm. It governs all the conversions in plain text. All the substitutions and transformations done depend on the secret key. 3. Encryption Algorithm (E): It takes the plain text and the secret key as inputs and produces Cipher Text as output. It implies several techniques such as substitutions and transformations on the plain text using the secret key. E(x, k) = y 4. Cipher Text (y): It is the formatted form of the plain text (x) which is unreadable for humans, hence providing encryption during the transmission. It is completely dependent upon the secret key provided to the encryption algorithm. Each unique secret key produces a unique cipher text. 5. Decryption Algorithm (D): It performs reversal of the encryption algorithm at the recipient’s side. It also takes the secret key as input and decodes the cipher text received from the sender based on the secret key. It produces plain text as output. D(y, k) = x Requirements for Encryption: There are only two requirements that need to be met to perform encryption. They are, 1. Encryption Algorithm: There is a need for a very strong encryption algorithm that produces cipher texts in such a way that the attacker should be unable to crack the secret key even if they have access to one or more cipher texts. 2. Secure way to share Secret Key: There must be a secure and robust way to share the secret key between the sender and the receiver. It should be leakproof so that the attacker cannot access the secret key. Share your thoughts in the comments Please Login to comment...

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Exponents are sometimes referred to as powers and means the number of times the 'base' is being multiplied. In the study of algebra, exponents are used frequently. In the example to the right, one would say: Four to the power of 2 or four raised to the second power or four to the second. This would mean 4 x 4 or (4) (4) or 4 · 4 . Simplified the example would be 16. If the power/exponent of a number is 1, the number will always equal itself. In other words, in our example if the exponent 2 was a 1, simplified the example would then be 4. When working with exponents there are certain rules you'll need to remember. When you are multiplying terms with the same base you can add the exponents. This means: 4 x 4 x 4 x 4 x 4 x 4 x 4 or 4 · 4 · 4 · 4 · 4 · 4 · 4 When you are dividing terms with the same base you can subtract the exponents. This means: 4 x 4 x 4 or 4 · 4 · 4 When parenthesis are involved - you multiply. (83)2 =86 yayb = y (a+b) yaxa = (yx)a Squared and Cubed and 0's When you multiply a number by itself it is referred to as being 'squared'. 42 is the same as saying "4 squared" which is equal to 16. If you multiply 4 x 4 x 4 which is 43 it is called 4 cubed. Squaring is raising to the second power, cubing is raising to the third power. Raising something to a 1 means nothing at all, the base term remains the same. Now for the part that doesn't seem logical. When you raise a base to the power of 0, it equals 1. Any number raised to the power 0 equals 1 and 0 raised to any exponent or power is 0!

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The Civil Rights Act of 1875 was enacted as law on March 1st 1875 by President Ulysses Grant. It was introduced by Massachusetts senator Charles Summer in 1870. The Act declared: - All persons regardless of color, race or previous condition (slaves) were entitled to full and equal employment of accommodations in “inns, public conveyances on land or water, theaters and other places of public amusement” - No citizen could be denied the right to serve on grand or petite juries. - Enforcement fell to federal districts and circuit courts. - Those who break the law faced a fine of between five hundred and one thousand dollars for each offence as well as forfeiture of five hundred dollars to the aggrieved individual. In 1883 the United States Supreme Court ruled the Civil Rights Act of 1875 unconstitutional. “The XIII Amendment relates to slavery and involuntary servitude (which it abolishes);… yet such a legislative power extends only to the subject of slavery and its incidents; and the denial of equal accommodations in inns, public conveyances and places of public amusement, imposes no badge of slavery or involuntary servitude upon the party, but at most, infringes rights which are protected from State aggression by the XIV the Amendment” The Civil Rights Act of 1875 was the last of two acts passed during the Reconstruction period, the previous one was the Civil Rights Act of 1866. The decision to overturn the act led to legalized discrimination and segregation, a set of laws known as Jim Crow.

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Discussions can be important learning activities for students, partly because they reflect how controversial topics are often addressed in the real world. Discussions encourage students to listen to others' ideas, articulate their thoughts, and support their opinions. Effective discussions, however, don't happen by accident. They require careful planning and implementation. Ask students to prepare for discussions. If students are to bring content knowledge to a discussion, along with their experiences and opinions, they need time to expand their understanding of a topic and form their own questions. Tasks that ask students to explore various aspects of a topic and different points of view help them bring new insights to a discussion. Teach discussion skills. A good discussion is a lively dance, made up of giving and taking, leading and following, and speaking and listening. Modeling specific discussion skills for students communicates the criteria for good discussions. Some skills that can be taught are: - Active listening - Asking good questions - Disagreeing agreeably - Summarizing, paraphrasing others' comments - Elaborating and extending peers' contributions Assess discussion skills. If a discussion is worthy of class time, it is worthy of assessment, both of quality of participation and learning. Many discussion skills can be assessed by teachers and/or peers. For example, you can designate a few students to observe groups of students during a large- or small-group discussion. Ask the observers to note how often each person in their assigned group speaks. As students develop observation skills, they can also record other observations, such as body language and the type of student contributions. The data can be shared with either individual students or the whole class for reflection and goal-setting. At the end of a discussion, students can self-assess their participation by responding to prompts: - How did I prepare for this discussion? - What was my level of participation? - What discussion skills do I need to improve? - What goals can I set for myself for the next discussion? Assess content learning from a discussion. Discussions are not just exercises in student interaction. They should have an impact on students' content learning as they think about new, unfamiliar, or contradictory information. Journal writing is also an excellent method for students to expand on ideas they encountered during a discussion. Journals can also help students take charge of their learning by asking them to take responsibility for their own learning, with prompts such as: - What did I learn from this discussion? - What comments of my classmates made me think? - What did I do to ensure that I learned something from the discussion? - What can I do in the next discussion to improve my learning? A great discussion is a dynamic learning event as well as a social experience. When students learn the skills necessary for effective participation and approach discussions as learning activities, their learning of content and communication skills is enhanced.

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Sine and Cosine Day 2 of 2 Lesson 6 of 13 Objective: SWBAT determine sine and cosine of an angle on the coordinate system Today we formalize the ideas and discuss questions 3 and 4 from Computing Sines and Cosines by Using a Circle. The purpose of the Bell Work is to remind students of what we started yesterday. As we begin the lesson my students have 3-4 minutes to complete the Bell Work problem. The second page of the resource shows how some of my students explained their thinking (students are explaining how they determined the value of sine and cosine in yesterday's activity). I now want to review Computing Sines and Cosines Using a Circle from yesterday. I begin the review by asking students to share their answer in Question 2. I make sure students see that the hypotenuse of the triangle is the radius of the circle and that the opposite leg is the y while the adjacent leg is the x. This will help students as they discuss Question 3. I now move to question 3: In question 3 the term unit circle is introduced, what is meant by a unit circle? Some students will understand that this is a circle with a radius of 1. If so, I will ask for justification for this choice, "Why is a Unit Circle an productive choice? What does this enable?" If no one volunteers a circle with a radius of 1, then I will explain what this means, then discuss why this might be a choice that can be helpful in a lot of different problems. For Question 3 I have my students share their answers for Parts a-d. I will ask students to explain how they found the answers. To assist them, I display a unit circle on the board. I ask to students identify the ordered pairs for the points on the x and y axis. Then we discuss whether or not it is necessary to draw a triangle. I'll ask "What did we say the hypotenuse was for the triangle? So do we need to show the triangle?" Once students make a firm connection between the hypotenuse and the radius, then I know that they are understanding how to find the values of sine and cosine on a coordinate plane. It will take some students longer than others to make this connection. I think Questions 4 and 5 can lead to some great conversations and a deeper understanding of the trigonometric functions. I put both diagrams from Question 4 on the board and let students show how they estimated the values of the trigonometric functions. When we move to Question 5, I will be listening for students to say how the y is larger so sine is larger (or vice versa). I hope that they are beginning to identify patterns that can help them to make estimates that inform their calculations. As we move through the last two questions, I will make note of how many students are struggling with estimation. I plan to use the last page of the resource as extra problems for groups that need more practice. I now look at the angles that were more than 90 degrees. I'll say, "When we learned about reference angles I stated that they would be important to find the trigonometric values of an angle." Then I will have my students look at Problem 1b. As they think about the problem I will ask the following questions: - What is the reference angle? - What are the lengths of the legs for the reference angle? - How is the reference angle used to determine the trigonometric values of an angle over 90 degrees or over pi/2? My goal is to clarify for my students why we use reference angles. I want my students to understand how the (x,y) point can be the same for the reference angle, and, the original angle. Seeing this relationship deepens students understanding of how to evaluate real valued functions. To conclude, we'll refer back to special angles. I will ask my students to find sin 150 degrees. I will give students some time to work on the problem, and then I will have a student share their answer on the board. Afterward, I will give my students other special angles calculations so they can become more fluent using reference angles for commonly used calculations. As class ends I give the students a prompt to consider: If you have a point (x,y) on the terminal side of an angle is standard position, how can you find all six trigonometric functions? Write a formula for each function. Use the formula to find the value of the six trigonometric functions if (-12, -5) a point on the terminal side of an angle in standard position. Once we read these out loud as a class, I will ask my students to work in pairs and turn in their work as an Exit Slip.

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On the northern coast of the Yucatan Peninsula, near the town of Chicxulub, Mexico, is a crater about 120 miles (193 kilometers) in diameter. The asteroid that created this crater was about 6 miles (10 kilometers) wide and hit the Earth 65 million years ago. In spite of these immense measurements, the crater is hard to see, even if you're standing on its rim. To get a good map, NASA researchers examined it from space. Ten years before the 1990 discovery of the Chicxulub crater, physicist Luis Alvarez and geologist Walter Alvarez, a father-son team, proposed a theory about the impact that created it. They noted increased concentrations of the element iridium in 65-million-year-old clay. Iridium is rare on Earth, but it's more common in some objects from space, like meteors and asteroids. According to the Alvarez theory, a massive asteroid had hit the Earth, blanketing the world in iridium. But a shower of particles wasn't the only effect of the collision -- the impact caused fires, climate change and widespread extinctions. At the same time, dinosaurs, which until then had managed to survive for 180 million years, died out. Geophysicist Doug Robertson of the University of Colorado at Boulder theorizes that the impact heated the Earth's atmosphere, causing most big dinosaurs to die within hours [source: Robertson]. This mass extinction definitely happened. Fossil evidence shows that about 70 percent of species living on Earth at the time became extinct [source: NASA]. The massive die-off marks the border between the Cretaceous and Tertiary periods of the Earth's history, which are also known as the Age of Reptiles and the Age of Mammals, respectively. Today, scientists call the extinction the K-T event after the German spellings of "Cretaceous" and "Tertiary." The K-T event had an enormous effect on life on Earth, but what would have happened if the asteroid had missed? Would it have led to a world where people and dinosaurs would coexist -- or one in which neither could live?

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CC-MAIN-2018-09

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Darwin had part of the answer on the Galapagos islands. The answer to the origin of the Galápagos was only available after 1958, when continental drift, or plate tectonics, was discovered. We now understand that the surface of the earth is divided into massive tectonic plates which slowly drift across the globe. The formation of the Galápagos is intimately tied to the history of the Nazca plate, on which they lie. The Galápagos are located on the very northern edge of the Nazca plate, which is bounded by the Cocos (north) and the Pacific (west) plates (see map). The Nazca plate itself is currently drifting southeast, away from the Cocos plate and from the Pacific plate. This movement of the Nazca plate relative to the Cocos plate is responsible for producing the cluster of volcanic islands we call Galápagos. There is a large body of geophysical evidence for the existence of enormous plumes of hot mantle material that originate near the earth’s core and rise all the way to the crust. These plumes seem to be stable over many millions of years. and with time, they burn through the crust to form an underwater volcano which may eventually grow big enough to become an island. But, because the crustal plate is in constant motion, the island will eventually move off of the hot spot. thereby making room for a second volcanic island. And a third, and a fourth…. Thus are archipelagos like the Galápagos formed. In regions of extensive and repeated fissure eruptions, ridges are formed. Often these underwater ridges have substantial height (as much as 2,000 to 3,000 meters) and are considered to include the longest mountain chains in the world. As new oceanic crust forms at the ridges, older crust is progressively moved farther and farther from the ridge, creeping along at a rate of a few centimeters per year. This process is referred to as seafloor spreading. For this reason, we often refer to divergent boundaries as spreading boundaries. As the new oceanic crustal rock moves away from the heated ridge, it cools and contracts, decreasing the ridge height (i.e., increasing the water depth) of the ridge flanks. Recently, the use of undersea submersibles has provided a window to view the mid-ocean ridges. Scientists have actually observed new ocean floor being produced as red-hot lava extrudes from active fissures, instantly œfreezing, or cooling, in the 2°C bottom water. Associated with the ridges are hydrothermal vents, where super-heated water, gases, and minerals escape from deep within the Earth. Islands farthest from the hot spot are older and more eroded while islands near or on the hot spot are younger and steeper. Thus Isla San Cristóbal, the nearest to the mainland, is approximately four million years old and composed of eroded, rounded cones, while Isla Fernandina dates at less than 7000 years and is considered to be one of the most active volcanoes in the world. Recently former Galápagos islands, now submerged, have been discovered between Isla San Cristóbal and the mainland. This discovery may double the age of the islands. Indeed, several million years from now the present islands may likewise sink beneath the waves only to be replaced by a new set of Galápagos Islands. Who can imagine what course further evolution will take!? Although the Galapagos area is mainly a Hot Spot where the Nazca plate and the Cocos plate are pushed away from each other (divergent boundaries) , which allows molten lava to reach the earth’s surface, a small portion of the fault line is a transform fault where the 2 plates are striking along each other with regular earthquakes as a result (see graphic) Mid-ocean islands like the Galapagos are formed from basalt, the most basic of all types of lava. Basalt has a very different chemical composition from the lavas that erupt from continental volcanoes, and is much more fluid. Consequently, as the lava flows build up to produce a volcanic cone, the island cones have a much shallower slope than those on the mainland. These shallow-sloped volcanoes are called shield volcanoes and in the Galapagos, they are often compared to over-turned soup bowls. Such shield volcanoes can clearly be seen in the younger western islands of Isabela and Fernandina. To the east, the volcanoes are lower and more eroded. (some text Courtesy – Dr. Robert Rothman, Professor Biological Sciences) (Pictures and graphics : Dr. Robert Rothman, Armand Vervaeck and NOAA oceanexplorer)

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Language Arts Review the meaning of abbreviation, provide examples. Create an activity sheet that contains a column of words that are often abbreviated (e.g., Doctor, Street, Thursday, Mister, February, etc.). Make another column that contains in random order the abbreviations for the given words. Give each student a copy of the activity sheet. Have them draw a line from each word to its abbreviation. Then on the chalkboard, list sentences using the words (e.g., Mister Smith had supper with Doctor Hall.). Then have your students copy each sentence and substitute the abbreviation for each underlined word. How to Use Abbreviations Here is a look at the rules of use for abbreviations. It also teaches the difference between an abbreviation and a contraction and how students can use abbreviations correctly. OMG!!! Exploring Slang In this lesson, students consider the slang words they use daily and the role slang plays in our culture. Then, they explore the etymologies of these and other slang words and display their findings in a visually interesting way, as well as compile a class dictionary. Audience, Purpose, and Language Use in Electronic Messages This lesson explores the language of electronic messages and how it affects other writing. Furthermore, it explores the freedom and creativity for using Internet abbreviations for specific purposes and examines the importance of a more formal style of writing based on audience. Students look at the differences between standard and non-standard English and use text-speak to rewrite a plot summary and a news story.

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This affects its format, style and language and characterises it as part of a genre. Many genres provide opportunities to practise specific reading skills such as identifying topic and supporting sentences. We can also use genres to show examples of cohesion. Cohesive devices are words that ‘glue together’ words in a sentence or sentences in a paragraph. This unit looks at different reading and writing genres. Part 1 highlights how genres are exploited in the classroom, helping learners to identify the purpose and intended audience of a text and how this affects format, style and language. Part 2 shows an example of how a teacher exploits a model text for a film review. Part 3 looks at how a teacher uses authentic texts to introduce her learners to the genre of advertising. Download the session notes below the videos. The notes contain discussion, video-viewing and reflection tasks. Follow the tasks by going through the video in sequence. The video and session notes are designed as self-study resources to be worked through together. Techniques are transferable to other classes in other contexts.

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CC-MAIN-2018-09

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Theme: Grief, Guilt, and Revenge! Grades: Grades 11-12 Hamlet, Shakespeare's most well-known and most frequently performed play, is a tragedy of revenge, betrayal, and inner conflict. The Danish prince Hamlet is outraged by the hasty marriage of his uncle, Claudius, to his mother after the death of his father. When he is told in a terrifying encounter with his father's ghost that Claudius had in fact poisoned the king, Hamlet agrees to avenge the murder. Throughout the play, however, he faces a struggle between his desire to act and the uncertainties, fears, and obstacles that prevent him from doing so. In the midst of his anguish and ambivalence, he feigns madness, spurns the woman he had loved, and leaves a trail of death and destruction before finally killing Claudius and dying himself. - Concept Web. Ask students to work independently or in small groups to create a word web or other graphic organizer that explores one or more of the following concepts: fate, revenge, ambition, guilt. You might encourage students who are having difficulty in getting started to define the concept, give examples that illustrate it, and list their personal reactions to the concept. Have students discuss or role-play the following situation. Ask them to imagine that they feel guilty about a crime they have committed. They want to have peace of mind, but they are unwilling to give up what they gained from their crime. Have students role-play a discussion of their situation with a psychologist or spiritual advisor. Out for Blood. Have students tell revenge stories to the class. They can read contemporary stories, folk tales, or stories they have made up. After each story is read, ask the class to compare the story's hero with Hamlet. - A Deadly Game. Hamlet must overcome many obstacles before finally achieving his goal of revenge. Have students develop a Hamlet game in which the characters advance along squares on a board by throwing dice. The squares may have situations from the play that either reward or penalize the player who lands on them, or they may call on the player to make - The History of Blood Revenge. Discuss the concept of blood revenge with students. Blood revengepersonal injury inflicted by an individual in revenge for an injury to that individual or a family memberis most commonly practiced in communities or societies where no formal legal system exists. Ask students to research the history of this primitive form of justice and write a research paper about it. - Mourning Practices. Inititate a discussion about mourning in Hamlet. Claudius complains that Hamlet grieves for too long, and Hamlet complains that Laertes grieves too loudly. In this project, students will give oral reports on mourning practices in different cultures. - Have the class brainstorm a list of questions about mourning, such as, What rituals do family members perform? How are people supposed to express sorrow? How are the dead memorialized? Then ask students to name cultures whose mourning practices they would like to learn more about. - Divide the class into small groups, assign each group a different culture, and then have students in each group research the mourning practices of that culture. Research might include interviewing family members, classmates, or friends. Encourage students to find artistic expressions of mourning to share with the class, such as songs, music, poems, and artwork. - Students should decide among themselves how they will share in the presentation of information. After they finish their research, have each group give an oral report to the class.

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CC-MAIN-2018-09

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A teacher’s personal attitudes will have a real impact on students, including students with disabilities. Always be caring, understanding and think of things from the student’s perspective. Be aware of how you speak with the parents of a child with a disability, as well as with the child. Words can reinforce negative stereotypes and limit expectations. Some prefer a person-first approach and say ‘child with a disability’ instead of a ‘disabled child’. This puts the focus on the person and not on their disability. Others may prefer identity-first language, such as saying an ‘autistic child’ instead of a ‘child with autism’. Identity-first language can help individuals “claim” their disabilities with pride. Ask each child and family what they prefer and use their language. Get to know the child Get to know each child as an individual with their own strengths and interests. Learning more about what a child likes and dislikes can provide starting points to engage them in the classroom. For example, teachers can design developmentally-appropriate learning tasks in which a child’s favourite colours, story characters, animals or sporting heroes are included. Using a child’s interests can motivate them, help them learn new material in a familiar context, and connect them with other children. Develop consistent routines to support daily wellbeing Use predictable routines throughout the day. Visual timetables, stories about social situations and structured play activities will benefit all children, especially those who get worried or anxious or don’t like sudden change. Use each child’s unique strengths and abilities All children have unique strengths and abilities. Create opportunities for the child to use these to help them experience confidence and success in their learning. For example, a child may find writing or drawing by hand challenging but be very good at creating diagrams and illustrations on the computer. Allow the child to use their computer skills in some of their projects while encouraging them to keep working on their writing and drawing skills. Asking a child to teach a skill to other children can also reinforce their strengths and boost their self-esteem. Consider the child's learning style Get to know how each child learns best. Observe whether a child is most engaged during visual, verbal, musical, hands on/kinaesthetic, social, solitary, active, or problem-solving/logical experiences. Designing experiences that cater to their learning style can help engage them, motivate them, and help them learn.. Have the same expectations Have high expectations for all children. Tailor the curriculum to each child’s strengths and abilities so that they are challenged yet able to complete the activity. Support children’s participation in school activities. For example, if everyone is expected to pack up at the end of the class, a child with a disability should also help. If needed, give them more time or a task that matches their abilities and strengths. Use evidence-based strategies Use evidence-based strategies, such as those found on AllPlay Learn, when making reasonable adjustments to support the inclusion of a student at school. Evidence-based strategies have been tested in classroom settings or other relevant settings, and are proven to lead to effective change or improvements for students with disabilities or developmental challenges.

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Thomas Peters 18th c. — ? Throughout the Atlantic world, enslaved men were able to gain freedom through military service. Thomas Peters displayed leadership during the American Revolution, in Nova Scotia (Canada) and in Sierra Leone, West Africa. When the British offered freedom to slaves who fled their rebel (American Patriot) masters, Thomas Peters escaped from his owner, William Campbell of Wilmington, North Carolina. Eventually, Peters made his way to New York, where he joined the Black Pioneers Company of the British Regiment of Guides and Pioneers. Wounded twice in battle, he continued to fight against the American Continental forces until the end of the war. Thomas Peters’s military service earned him a certificate of freedom, which allowed him to board a British ship evacuating New York, on route to Nova Scotia in 1783. Black and white loyalists who migrated to Nova Scotia competed for land grants and other resources. In Annapolis County, Thomas Peters pressed authorities to provide land grants that had been promised to black war veterans. Harsh conditions forced many veterans to perform roadwork in order to receive food rations. After the governor of Nova Scotia continued to delay land grants, Peters took action and wrote a series of petitions to government officials, seeking a solution to their grievances. Frustrated by discrimination and delay, Peters decided to travel to England to advocate for the black community of Nova Scotia. When he arrived in England, he met abolitionists and members of the Sierra Leone Company. Peters negotiated with the company to allow the black immigrants of Nova Scotia to settle in Freetown, Sierra Leone. Peters returned to Nova Scotia with John Clarkson, brother of abolitionist Thomas Clarkson, to recruit people for the Freetown relocation with the promise of a better life, land grants, education, self-government, equality with whites, and Christian missionary work. Peters and Clarkson convinced hundreds of people to board a fleet of ships destined for Freetown in January 1792. They arrived in March. Upon their arrival, the black immigrants and Clarkson were surprised and angered to learn that the Sierra Leone Company’s board members had broken many of their promises. Thomas Peters was at the forefront of leadership and protest. The crisis fractured Peters and Clarkson’s relationship. In a letter, Clarkson described Peters as a troublemaker and a threat to his authority. Soon thereafter, Peters died—before he could secure a better life for those he had brought to Sierra Leone.

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We know the stories of disruptions and destruction caused by massive volcanic eruptions, but scientists are still learning how to predict such events. A study published in Nature details how scientists studied the 'Minoan' eruption on the island of Santorini around 1600 BC, in order to learn more about the changes that volcanoes undergo ahead of such eruptions. The challenge with predicting the most powerful volcanic eruptions, known as caldera-forming eruptions, is that they happen so infrequently that there's simply not enough information to interpret a volcano's warning signs easily. Volcanologists - scientists dedicated to studying volcanoes - can monitor active volcanoes, but studying dormant ones to try and predict the next event requires forensics. The scientists who studied the Minoan eruption looked at pumice rocks from the volcano using a technique called diffusion chronometry. They figured out that between 100 years and a few months before the Minoan eruption, the volcano's magma reservoir underwent some serious changes. More, hotter magma was added to the reservoir in spurts, as indicated by the chemistry of the pumice's crystal structure. More immediately, the impending eruption was also heralded by increased seismic and volcanic activity in the region, which provided some warning to the area's residents. For a detailed description of the study results and methodology, pay Nature a visit.

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CC-MAIN-2014-52

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Age Range: 5 to 11 There are five worksheets related to the topic of Shape, which you can print and photocopy in school. They can be used with all children in the primary classroom, although may be more suitable for the younger children. Worksheet 1 is a picture which shows the main two dimensional shapes with their names. This worksheet may be used in a number of situations: As a reference sheet when the children are working on related activities As a detective's tool - ask your class to hunt around the classroom, looking for different shapes (e.g. square windows, rectangular tables). They can use the sheet to help them with the names of the shapes. Shapes Game - Cut out the shapes and turn them over, so the name is facing down. The teacher should point to a shape, and the children should shout out the name of that shape. The shape is then turned over to see if the children were correct. Worksheet 2 is a picture of lots of shapes. The children should colour in the different shapes using the colours identified in the key. When the children have coloured their shapes in, the worksheet should look like this: Worksheet 3 is a matching exercise. The children should draw a line from the shape to its name. Worksheet 4 requires the children to count the different types of shapes, and fill in their answers in the table on the worksheet. The correct answers are as follows: Worksheet 5 asks the children to complete a table, filling in the properties of different shapes. They are required to work out the number of edges and corners each shape has. The correct answers are as follows: |Shape||Number of Sides||Number of Corners| Find more shape resources on our 2D Shapes page. Comments powered by Disqus

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http://www.teachingideas.co.uk/maths/shapes.htm

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Work in groups on these problems. You should try to answer the questions without referring to your textbook. If you get stuck, try asking another group for help. For each of the following reactions, designate the acids and the bases and use curved arrows to show the flow of electrons as the reaction proceeds from left to right. Circle the major species at equilibrium. Start by drawing complete Kekulé structures showing all bonding and nonbonding electron pairs at the reaction centers. Draw complete Kekulé structures of reactants and products using lines for bonds, show nonbonding electron pairs, and indicate formal charges on atoms. Identify the acid and the base for each reaction. Use curved arrows to show the movement of electron pairs as the reactions proceed from left to right. Where appropriate identify and name the reactive species: carbocation, cabanion or free radical. 3. Predict the product(s) for the following reactions. The ideas that you used in the previous problems will be useful. 4. For each of the following pairs, one reaction proceeds to the specified products and the other does not. Predict which is which and clearly explain your choice. It will help to start with curved arrows to show which bonds are made and which bonds are broken in each reaction. Structure: Properties: Acids and Bases This Workshop is an example of a carefully structured development from the familiar (proton transfer) to the unfamiliar (predicting products of new reactions). There is also a structured progression from equilibrium concepts in Problem 1 to rate concepts in Problem 4. The switch from equilibrium (first-year chemistry) to rate (second-year chemistry) is a stumbling block for many students. Drawing complete Kekulé structures, as directed in Problem 1, is the proper starting point for all four of these problems. Using curved arrows to show the flow of electron pairs is an important aid to understanding reactions and is an important prelude to their use in complex mechanistic problems. - Problem 1: If students have a problem getting started, the leader might ask them to identify which species are giving up (donating) protons (acid) and which are taking on (accepting) protons (base). - Take-Home Point. Proton transfer occurs from one electron pair to another. Think of the equilibrium as a competition for the proton; the weaker acid wins the competition (predominates at equilibrium). - Problems 2 and 3: These problems are collections of Bronsted and Lewis acid-base reactions. The big idea is to help students see that proton transfers belong to a subset of Lewis donor-acceptor interactions. Work with them to find the electron pair donor and acceptor character of all the reactions. That is, of course, the basis for predictions in Problem 3. Problem 3 is a very big intellectual and psychological jump for students because they must make predictions (go out on limbs). - Problem 4: For Problem 4, the big idea is that the more favorable reaction involves transferring negative charge to the more electronegative atom. Problem 4 introduces the idea of competitive reactions without saying much about it. The problem looks ahead to the transition from thinking about equilibrium to thinking about rate. We will return to this issue in full form in Workshop 5. - Take-Home Points. This Workshop addresses a major dilemma for students: How does one know what reacts with what? How can one predict products?

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CC-MAIN-2018-09

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Greater Than, Less Than, Equal To This program covers the important topic of teaching students how to use the greater than, less than and equal to symbols to compare two numbers together. The number line is used to illustrate the concepts and a simple rule is illustrated to make the process easy for any student. The entire lesson is taught by working example problems beginning with easier problems and gradually progressing to harder problems. Emphasis is placed on giving students confidence in their skills by gradual repetition so that the skills learned in this section are committed to long term memory.

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The Age of Dinosaurs was so many millions of years ago that it is very difficult to date exactly. Scientists use two kinds of dating techniques to work out the age of rocks and fossils. This considers the positions of the different rocks in sequence (in relation to each other) and the different types of fossil that are found in them. Sometimes, scientists already know the age of the fossil because fossils of the same species have been found elsewhere and it has been possible to establish accurately from those when the dinosaur lived. Geologists call this the principle of lateral continuity. A fossil will always be younger than fossils in the beds beneath it and this is called the principle of superposition. In an undisturbed sequence of rocks, such as in a cliff face, it is easy to get a rough idea of the ages of the individual strata – the oldest lies at the bottom and the youngest lies at the top. This is because new sediments are always laid down on top of sediments that have already been deposited. So, when looking at the history of a cliff face, it is important to read the story it tells from the bottom layer up. Index fossils are fossils that can be used to date the rock in which they are found. The best examples are fossils of animals or plants that lived for a very short period of time and were found in a lot of places. Ammonites, shelled relatives of today’s octopus, make ideal index fossils. Suppose a dinosaur fossil has been found in the beds of an ancient delta (the mouth of a river leading to the sea). The sediment of this area was laid down after ammonite A appeared 199 million years ago, and before ammonite B became extinct 195 million years ago.

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Functions are statements performing various tasks. They have blocks of codes outside the main function and fulfill the assigned task whenever they are called. The 3 characteristics of a function are:- Function name : The name of the function has to be unique. The name of the function can not be the same as a predefined function and the same program can not have 2 functions with the same function name. Return type : Every function returns a data type. The return type can be of any data type like void, int, bool, float, etc.. Number of arguments :- A function can be given several arguments of various data types. These data types can be passed by reference or by value (We’ll be looking at pass by reference and pass by value later in this article). Suppose we have to find factorials several times, then we write the whole block of code for factorials every time we need the factorial of any number. To reduce this repetition of code, we use functions. In the below example, we create a factorial function with the number as the argument and the return type can be int. Let's look at 2 examples, in the first one we won't be using functions:- Now lets see how to calculate factorial with a function :- Function name :- fact. Return type :- int. Number of arguments :- 1. We can see that the code with functions is significantly shorter and is more convenient. Whenever a function is called in a main function or any other function, it needs to be defined or declared before the function which is invoking it. Otherwise, the calling function cannot find the called function, and it will lead to a compile time error. If there are any parameters to be given to the function, they are also passed within the parenthesis. We can see how a function is defined and declared before the calling function in the example given earlier. Lets see how the function can be declared before the calling or invoking function and defined later on :- Here we can see that the function was declared before the calling function that is the main function ( because factorial function is invoked in the main function ) and the function was defined after the calling function. We can declare the functions inside the functions they are being called. These functions are local functions and are called only via the function in which they are created. Here we can see that the function hello is declared and executed inside the main function. Whenever we execute a program, the variables and codes are all stored in a memory pool. The memory pool is of 2 major types :- Stack Memory :- Variables declared statically i.e. the size is known at compile time. Heap Memory :- Variables that are created dynamically i.e. their size is unknown at compile time. The functions keep stacking one above the other in the order of their calls. When the function returns, it is erased from the stack and all its local variables are destroyed. The variables that are present in one function are local to only that function. It cannot be accessed outside that function. For instance a variable made in the main function is not available to the add function unless we pass it as a parameter to it. However, using pass by reference, a variable defined in one function can be accessed in other functions. Output :- After swapping by value : a= 10 and b= 20 After swapping by reference : a= 20 and b= 10 Here we can see that only when the variables were passed by reference =, the changes were valid outside that function. Whenever a variable is declared by Let's look another example :- Output :- The value of a is 20 The value of b is 20 Here we can see that only the value of the variable which is passed by reference is changed. Pass by Value Pass by Reference Changes in the formal parameters are not reflected back to the actual parameters Changes in the formal parameters are reflected to the actual parameters. New variables are created. Already existing variables are given new names. Happy Coding 😊 By Programmers Army Contributed by: Tanmay Garg

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Although the surface is cold, the base of an ice sheet is generally warmer due to geothermal heat. In places, melting occurs and the melt-water lubricates the ice sheet so that it flows more rapidly. This process produces fast-flowing channels in the ice sheet — these are ice streams. The present-day polar ice sheets are relatively young in geological terms. The Antarctic Ice Sheet first formed as a small ice cap (maybe several) in the early Oligocene, but retreating and advancing many times until the Pliocene, when it came to occupy almost all of Antarctica. The Greenland ice sheet did not develop at all until the late Pliocene, but apparently developed very rapidly with the first continental glaciation. This had the unusual effect of allowing fossils of plants that once grew on present-day Greenland to be much better preserved than with the slowly forming Antarctic ice sheet. The Antarctic ice sheet is the largest single mass of ice on Earth. It covers an area of almost 14 million km² and contains 30 million km³ of ice. Around 90% of the fresh water on the Earth's surface is held in the ice sheet, and, if melted, would cause sea levels to rise by 61.1 meters. The Antarctic ice sheet is divided by the Transantarctic Mountains into two unequal sections called the East Antarctic ice sheet (EAIS) and the smaller West Antarctic Ice Sheet (WAIS). The EAIS rests on a major land mass but the bed of the WAIS is, in places, more than 2,500 meters below sea level. It would be seabed if the ice sheet were not there. The WAIS is classified as a marine-based ice sheet, meaning that its bed lies below sea level and its edges flow into floating ice shelves. The WAIS is bounded by the Ross Ice Shelf, the Ronne Ice Shelf, and outlet glaciers that drain into the Amundsen Sea. The Greenland ice sheet occupies about 82% of the surface of Greenland, and if melted would cause sea levels to rise by 7.2 metres. Estimated changes in the mass of Greenland's ice sheet suggest it is melting at a rate of about 239 cubic kilometres (57.3 cubic miles) per year. These measurements came from NASA's Gravity Recovery and Climate Experiment (GRACE) satellite, launched in 2002, as reported by BBC News in August 2006 . The IPCC projects that ice mass loss from melting of the Greenland ice sheet will continue to outpace accumulation of snowfall. Accumulation of snowfall on the Antarctic ice sheet is projected to outpace losses from melting. However, loss of mass on the Antarctic sheet may continue, if there is sufficient loss to outlet glaciers. According to the IPCC, understanding of dynamic ice flow processes is "limited".

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|Nelson EducationSchoolMathematics 4| Lesson 1 - Sketching Faces To encourage students to have fun on the Web while learning about Sketching Faces, here are some games and interactive activities they can do on their own or in pairs. Describe relationships between 3-D shapes and their 2-D faces. Book pages 294 Instructions for Use The Platonic Solids helps students predict the number of edges, faces, and vertices on different objects. To use The Platonic Solids, click and drag the left mouse button to rotate each object. Click in the text field to input the number of faces, vertices, and edges for each object. Click 'Check' to check your answers. Getting to Know Shapes prompts students to describe 3-D shapes. To use Getting to Know Shapes, click the 'Click to use the Tools'. Click 'New Shape' to select a shape. Rotate a shape by dragging the mouse across the surface. Click the 'Transparent' box to show a skeleton model of the object. Use the slider to increase and decrease the size of the object. Record your answers to the questions in the chart.

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An angle is the distance, measured in degrees, between two lines that share one endpoint. The exact degree of the angle is measured by a protractor or calculated based on other angles, if using a triangle, which as three sides and three angles total. As an angle increases, the name of the angle changes. A right angle is exactly 90 degrees. The two lines are perfectly perpendicular to each other. If one line is horizontal, the right angle is created by drawing a second line 90 degrees away from it. This second line is not closer to the first line on either side. A right angle is indicated by drawing a small square in the angle, as shown in the first picture. Imagine a right angle as 1/4 turn of a circle. Obtuse angles are larger than 90 degrees, but smaller than 180 degrees. Make an obtuse angle by drawing a right angle and then adding more degrees to the second line. Obtuse is defined as blunt, referring to the less pointy characteristic of an obtuse angle. An obtuse angle looks like you are opening a book, before the front cover hits the table, but after the point where it would close if you let the cover go. Acute angles are less than 90 degrees, but larger than zero degrees. Subtract degrees from a right, 90 degrees, angle to get an acute angle. Acute is defined as sharp, referring to the angle being more drastic than a right or obtuse angle. You can add together two or more acute angles to equal a right angle. A straight angle is exactly 180 degrees. This is half a circle -- a full circle is 360 degrees total. A straight angle can also be called a straight line. A reflex angle is larger than 180 degrees, but less than one turn, or an entire circle. It will look like a piece taken out of a pie, where the remaining pie is the reflexive angle.

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CC-MAIN-2018-13

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Ozone occurs about 18 miles above the surface. Ozone is both caused by and provides protection from damaging ultraviolet energy emitted by the sun. The development of an atmospheric “ozone layer” allowed life to move out of the oceans and onto land. The ozone hole occurs high over the continent of Antarctica. It is not actually a hole, but rather the appearance of very low values of ozone in the stratosphere. Typically, the Antarctic ozone hole has its largest area in early September and lowest values in late September to early October. The Antarctic ozone hole varies in size each year, from nearly zero in 1980 to an area larger than North America in 2000. The amount of ozone in the atmosphere is now routinely measured from instruments flying on satellites. The size of this year’s ozone hole reached a maximum size in September of about 7 million square miles. It is about the same size as the ozone hole in 2011 and 2012. The ozone hole forms through the destruction of ozone over Antarctica. The winter atmosphere above that continent is very cold. The cold temperatures result in a temperature gradient between the South Pole and the Southern Hemisphere middle latitudes, which results in strong westerly stratospheric winds that encircle the South Pole region. These strong winds prevent warm air from the equator from reaching these polar latitudes. These extremely cold temperatures inside the strong winds help to form unique types of clouds called polar stratospheric clouds, or PSCs. PSCs begin to form during June, which is winter time at the South Pole. Chemicals on the surface of the particles composing PSCs result in chemical reactions that remove the chlorine from the atmospheric compounds. When the sun returns to the Antarctic stratosphere in the spring (our fall), sunlight splits the chlorine molecules into highly reactive chlorine atoms which rapidly deplete ozone. The depletion is so rapid that it has been termed a “hole in the ozone layer.” Thanks to the Montreal Protocol’s phased global ban on chlorofluorocarbon (CFC) use and the natural decay of these chlorine compounds, the stratosphere will be CFC-free near the end of the 21st century. In their absence, the ozone layer will repair itself naturally. The good news is that the size of this ozone hole is showing signs of shrinking. This recovery is a prime example of the power of employing science research in the shaping of public policy. We would be wise to learn from this example to inform our collective approach to climate change.

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In this adding the suffix er worksheet, students observe pictures comparing two things, read the base word, read the base word + er, and write the new word. Students write four words with suffixes. 12 Views 23 Downloads Suffixes- School-Home Links In this grammar instructional activity, students and parents review the definition of a suffix. They practice using the suffix "er" as they add it to words while completing 6 sentences. They independently write sentences using words that... 3rd - 4th English Language Arts Prefix/Suffix: Build a Word You've never seen Chutes and Ladders like this; scholars review prefix and suffix examples as they move along the game board. Small groups get a deck of six cards with given prefixes and suffixes and a number on each card. The... 2nd - 3rd English Language Arts CCSS: Adaptable

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At the height of the last ice age, the Earth was dramatically more covered with ice than scientists previously believed, and while much of that ice has melted, Harvard researchers say relatively little of the melting occurred in Antarctica. As described in a paper recently published in Nature Geoscience, Jacqueline Austermann, a Harvard graduate student working in the lab of geophysics Professor Jerry Mitrovica, developed a new, more accurate model of what the Earth looked like during the last ice age and found that more ice — enough to equal the present Greenland ice sheet — then covered the globe. As the climate warmed, most of that melted. But while popular opinion may hold that the Antarctic ice area is far smaller than it was long ago, Natalya Gomez, another graduate student in Mitrovica’s lab, found that melting Antarctic ice contributed less than 10 percent to the change in sea level from the ice age to today. “There are really two parts to this story,” Austermann said. “What we found in our study is that there was actually more ice present at the last glacial maximum than had previously been thought. Together with what Natalya has found in her work — that the Antarctic ice sheet wasn’t much larger than it is today — there is ice missing from our models that we need to put somewhere.” To understand how much ice was once on the planet, Austermann began in a place that’s more likely to be associated with fun in the sun: Barbados. By examining fossilized corals contained in borehole cores, she was able to estimate how sea levels changed over thousands of years. “Certain corals only live within a specific distance of the sea surface,” she explained. “So if we see a coral at a depth of 100 meters, we can make some assumptions about where the sea level was at that time the coral was alive. To get a global average of sea level, however, we have to make a correction because sea level doesn’t rise uniformly. It has a spatial pattern. If we have a record from one site, we have to correct for this spatial pattern.” Making that correction, however, is tricky. Earlier studies showed that a host of factors can contribute to variation in sea level, including how close or far a measurement is from a melting ice sheet. Another factor, Austermann said, is that as ice sheets melt, the sea floor beneath them rises because it has less mass on top of it. “The amount of rebound is spatially variable and can be calculated assuming certain physical properties of the Earth’s interior. Normally people use an onion-shell model for the Earth. They assume that it has a structure that varies with depth alone,” she explained. “But it’s actually very heterogeneous. There is a great deal of lateral variation that we’ve introduced into this model, and that gave us the additional ice volume.” Austermann was able, for the first time, to create a computationally complex model that accommodates for variation in rebound due to a heterogeneous Earth. Where the additional ice might have been leads to Gomez’s work on understanding the physics of how massive ice sheets behave, particularly those in Antarctica. “One of the places that people often put that ‘missing’ ice is Antarctica,” she said. “But recent estimates that use dynamic ice sheet models show that, from the last glacial maximum to today, only about 10 meters of sea level change can be attributed to Antarctica melting, and Natalya’s work supports that. By comparison, the overall sea level change over that time is approximately 130 meters.” By examining how ice sheets in the Antarctic interact with the oceans that surround them, Gomez was able to create one of the most dynamic pictures of how massive ice sheets move and change over time. “The rate at which an ice sheet loses ice is dependent on the depth of the water around it,” she said. “I look at coupling predictions of sea level, which are spatially variable, to an ice sheet model, and what we can see is that as an ice sheet retreats, sea level changes at its edge, and that feeds back into how the ice sheet evolves. For now, the question of where the additional ice might have resided remains unsolved. Popular candidates, such as the Laurentide ice sheet, which covered most of what is now Canada and parts of what is now the United States, don’t fit the model perfectly. Austermann said additional work is needed before a definitive answer emerges. “There are constraints on where this additional ice might have been,” she said. “You can’t just pile it up as high as you want.”

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CC-MAIN-2015-06

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Students learn how to convert between fractions and decimal numbers using place value and equivalent fractions. As learning progresses mixed numbers are introduced. At the start of the lesson students recap comparing the size of fractions with different denominators and decimal numbers. In the development phase they learn how to use equivalent fractions and the place value table to convert between fractions and decimal numbers. At the end of the lesson students apply their learning to find the perimeter of a composite shape. Differentiated Learning Objectives - All students should be able to use the place value table to convert between a decimal and fraction over 10 or 100. - Most students should be able to convert between fractions and decimals using the place value table. - Some students should be able to convert between fractions and mixed numbers and decimals using written methods.

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CC-MAIN-2018-17

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When Crispus Attucks earned his unfortunate claim to fame as a victim in the Boston Massacre, he was not a slave. He was one of the relatively few African Americans to achieve freedom in colonial America. Although freedom is clearly desirable in comparison to a life in chains, free African Americans were unfortunately rarely treated with the same respect of their white counterparts. There were several ways African Americans could achieve their freedom. Indentured servants could fulfill the terms of their contracts like those brought to Jamestown in 1619. In the early days, when property ownership was permitted, skilled slaves could earn enough money to purchase their freedom. Crispus Attucks and many others achieved liberty the hard way — through a daring escape. It only stands to reason that when faced with a perpetual sentence of bondage many slaves would take the opportunity to free themselves, despite the great risks involved. Another way of becoming free was called manumission — the voluntary freeing of a slave by the master. Masters did occasionally free their own slaves. Perhaps it was a reward for good deeds or hard work. At times it was the work of a guilty conscience as masters sometimes freed their slaves in their wills. Children spawned by slaves and masters were more likely to receive this treatment. These acts of kindness were not completely unseen in colonial America, but they were rare. In the spirit of the Revolution, manumission did increase, but its application was not epidemic. Free African Americans were likely to live in urban centers. The chance for developing ties to others that were free plus greater economic opportunities made town living sensible. Unfortunately, this "freedom" was rather limited. Free African Americans were rarely accepted into white society. Some states applied their slave codes to free African Americans as well. Perhaps the most horrifying prospect was kidnapping. Slave catchers would sometimes abduct free African Americans and force them back into slavery. In a society that does not permit black testimony against whites, there was very little that could be done to stop this wretched practice.

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CC-MAIN-2015-11

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Students will have a basic understanding of fractions coming into 4th grade. In this unit students will get to explore new ways of representing fractions, including in a set of data, on number lines and using area models. Students will use their knowledge of fractions to compare fractions with like and unlike denominators. This lesson helps your students become confident mathematicians when it comes to representing fractions visually in a variety of ways. Use this lesson as a pre-lesson to Fraction Hunt or teach it independently.

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NASA has discovered the first evidence the solar system has a tail. Scientists assumed there was a tail, but this was the first observation of it and its structure. NASA was able to observe the solar system’s tail, called a heliotail, by combining three years of data collected by the Interstellar Boundary Explorer, IBEX. NASA’s IBEX is a small satellite tasked with studying the boundary between our solar system and the interstellar space, the space not occupied by stars or planets, of the Milky Way galaxy. The discovery was published in the Astrophysical Journal. Many space objects have tails, such as stars and comets, NASA notes, that could be observed using a telescope, but observing the tail produced by the sun proved difficult. The material making up the tail and the heliosphere, the space in the solar system that is affected by the sun, do not shine nor reflect light and cannot be picked up by telescopes. Lead author David McComas, IBEX principal investigator at Southwest Research Institute in San Antonio, said IBEX was able to image neutral particles, which allowed for the observation of the solar system’s tail. IBEX can take images of these neutral particles, particles that have no electric charge and are created by collisions at the boundary of the solar system, through energetic neutral atom imaging, NASA reports. Many models have suggested the heliotail might look like this or like that, but we have had no observations. We always drew pictures where the tail of the solar system just trailed off the page, since we couldn't even speculate about what it really looked like,” McComas said. The neutral particles are not affected by the solar magnetic field, which means they travel in a straight line allowing IBEX to determine their origin and what is happening at the edge of the solar system.[[nid:1340889]] The tail consists of slow and fast neutral particles in the shape of a four-leaf clover, NASA reports. The slow-moving particles form loops to the side of the tail’s structure. The fast-moving particles are on top and below of the slow-moving particles. The tail’s structure is due in part to solar winds, faster moving winds at the poles and slower wind from the equator, NASA notes. The solar system’s tail is rotated slightly due to the effect of another galaxy’s magnetic field and the weakened influence of the solar magnetic field. Future research could determine how long the streams out from the solar system. A video of the solar system's tail, courtesy of NASA, can be viewed below.

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On this day in 1889, the Wyoming state convention approves a constitution that includes a provision granting women the right to vote. Formally admitted into the union the following year, Wyoming thus became the first state in the history of the nation to allow its female citizens to vote. That the isolated western state of Wyoming should be the first to accept women’s suffrage was a surprise. Leading suffragists like Susan B. Anthony and Elizabeth Cady Stanton were Easterners, and they assumed that their own more progressive home states would be among the first to respond to the campaign for women’s suffrage. Yet the people and politicians of the growing number of new Western states proved far more supportive than those in the East. In 1848, the legislature in Washington Territory became the first to introduce a women’s suffrage bill. Though the Washington bill was narrowly defeated, similar legislation succeeded elsewhere, and Wyoming Territory was the first to give women the vote in 1869, quickly followed by Utah Territory (1870) and Washington Territory (1883). As with Wyoming, when these territories became states they preserved women’s suffrage. By 1914, the contrast between East and West had become striking. All of the states west of the Rockies had women’s suffrage, while no state did east of the Rockies, except Kansas. Why the regional distinction? Some historians suggest western men may have been rewarding pioneer women for their critical role in settling the West. Others argue the West had a more egalitarian spirit, or that the scarcity of women in some western regions made men more appreciative of the women who were there while hoping the vote might attract more. Whatever the reasons, while the Old West is usually thought of as a man’s world, a wild land that was “no place for a woman,” Westerners proved far more willing than other Americans to create states where women were welcomed as full and equal citizens.

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Enzymes. Magical proteins necessary for life. So how do enzymes work? How do they catalyze just one specific biochemical reaction? In a puzzle, only two pieces will fit together properly. Understanding that is one of the main steps in understanding how enzymes work. How do enzymes speed up biochemical reactions so dramatically? Like all catalysts , enzymes work by lowering the activation energy of chemical reactions. Activation energy is the energy needed to start a chemical reaction. This is illustrated in Figure below . The biochemical reaction shown in the figure requires about three times as much activation energy without the enzyme as it does with the enzyme. The reaction represented by this graph is a combustion reaction involving the reactants glucose (C 6 H 12 O 6 ) and oxygen (O 2 ). The products of the reaction are carbon dioxide (CO 2 ) and water (H 2 O). Energy is also released during the reaction. The enzyme speeds up the reaction by lowering the activation energy needed for the reaction to start. Compare the activation energy with and without the enzyme. Enzymes generally lower activation energy by reducing the energy needed for reactants to come together and react. For example: - Enzymes bring reactants together so they don’t have to expend energy moving about until they collide at random. Enzymes bind both reactant molecules (called the substrate ), tightly and specifically, at a site on the enzyme molecule called the active site ( Figure below ). - By binding reactants at the active site, enzymes also position reactants correctly, so they do not have to overcome intermolecular forces that would otherwise push them apart. This allows the molecules to interact with less energy. - Enzymes may also allow reactions to occur by different pathways that have lower activation energy. The active site is specific for the reactants of the biochemical reaction the enzyme catalyzes. Similar to puzzle pieces fitting together, the active site can only bind certain substrates. This enzyme molecule binds reactant molecules—called substrate—at its active site, forming an enzyme-substrate complex. This brings the reactants together and positions them correctly so the reaction can occur. After the reaction, the products are released from the enzyme’s active site. This frees up the enzyme so it can catalyze additional reactions. The activities of enzymes also depend on the temperature and the pH of the surroundings. Some enzymes work best at acidic pHs, while others work best in neutral environments. - Digestive enzymes secreted in the acidic environment (low pH) of the stomach help break down proteins into smaller molecules. The main digestive enzyme in the stomach is pepsin , which works best at a pH of about 1.5. These enzymes would not work optimally at other pHs. When an enzyme is put in a different pH or temperature it will denature or change shape. Once an enzyme's shape is changed it can no longer fit together with its substrate and activity will decrease or stop.

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The fundamentals of chemistry take place at the atomic level. Chemistry is defined by how individual atoms bond with other dissimilar atoms to form new molecules. Every atom has a core of densely packed protons and neutrons, surrounded by a more loosely packed cloud of orbiting electrons. These electrons must be held in their orbits by a force from the core of the atom, and also are subject to being pulled away by more powerful cores that are introduced into the mixture. The result is a molecule that has properties different from those of the constituent atoms. Electronegativity is fundamental to this process. Electronegativity is the power of an atom in a molecule to attract electrons to itself. Use these tips to learn how to calculate electronegativity. 1Access a periodic table. Find a periodic table that lists the elements and their native electronegativity. These can be found in a variety of chemical textbooks and technical articles. Atomic properties listed in this article that will be needed for the calculations described in this article can be found in chemical textbooks and technical articles.Ad 2Understand the problem. Understand that electronegativity cannot be precisely calculated. It can be inferred from the reactions that occur when atoms bind together to form molecules. The list on the periodic table that you obtained is derived from measuring these molecule forming reactions. The calculations listed further on in this article are accepted as being only approximate predictions. 3Look up the electronegativity of 1 of the 2 atoms involved in a molecular bond. The Pauling method has a disadvantage in that it calculates the difference in electronegativity between 2 atoms that have bonded. Therefore, the electronegativity of 1 of the atoms must be known to calculate the electronegativity of the other atom. 4Figure the expected bond strength of a 2-atom molecule. Add the bonding energies of the 2 atoms and divide by 2. 5Look up the measured bonding strength of the 2-atom molecule. This will be different from the calculated expected bond strength. 6Calculate the difference in electronegativity of the 2 atoms. Subtract the expected bond strength of the molecule from the measured bond strength of the molecule. Take the square root of the result. This result will be the difference in the electronegativity of the 2 atoms. 7Figure the electronegativity of the desired atom. The electronegativity of the desired atom will be the electronegativity of the known atom plus or minus the difference calculated, as necessary to balance the equation. Method 1 of 2: Find the Milliken Electronegativity Method 2 of 2: Determine the Sanderson Electronegativity 1Figure the electron density. The electron density of the atom of interest is the atomic number divided by the atomic volume. The atomic volume of the atom of interest is the cube of the covalent radius of the atom. 2Find the Sanderson electronegativity. Divide the electron density of the atom of interest by the expected electron density of that atom. The result is the Sanderson electronegativity of the atom.Ad We could really use your help! Things You'll Need - Periodic table of the elements In other languages: Español: Cómo calcular la electronegatividad, Português: Como Calcular Eletronegatividade, Русский: рассчитать электроотрицательность, Français: Comment calculer l'electronégativité, Deutsch: Elektronegativität berechnen, Italiano: Come Calcolare L'Elettronegatività Thanks to all authors for creating a page that has been read 78,239 times.

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This is a drawing of magma rising up through the crust, causing the volcano to expand prior to eruption. Click on image for full size Volcanoes form when hot material from below risesand leaks into the crust. This hot material, called magma, comes either from a melt of subducted crustal material, and which is light and buoyant after melting, or it may come from deeper in the interior of a planet and is light and buoyant because it is *very* hot. Magma, rising from lower reaches, gathers in a reservoir, in a weak portion of the overlying rock called the magma chamber. Eventually, but not always, the magma erupts onto the surface. Strong earthquakes accompany rising magma, and the volcanic cone may swell in appearance, just before an eruption, as illustrated in this picture. White arrows in the picture show the volcano getting bigger as magma rises inside. Scientist often monitorthe changing shape of a volcano, especially prior to an eruption. The different reasons why a volcano forms are - via plumesor hot spots in the lithosphere - as a result of subduction of the nearby lithosphere Shop Windows to the Universe Science Store! You might also be interested in: A "mantle plume" is a bubble of material which rises to the surface layers from the deep interior of the planet. The plume is the red portion shown in the drawing to the left. Such plumes are thought to...more Magma consists of remelted material from Earth's crust and fresh material from other regions near the Earth's surface. When magma is erupted onto the surface in the form of lava, it becomes silicate rock....more The Hawaiian Islands are an example of the way some volcanoes are made. A rising hot bubble of material finds it's way into the crust of the Earth from the deep interior, and erupts material unto the surface....more When two sections of the Earth's crust collide, one slab of crust can be forced back down into the deeper regions of the Earth, as shown in this diagram. This process is called subduction. The slab that...more As the Earth cools, hot material from the deep interior rises to the surface. Hot material is depicted in red in this drawing, under an ocean shown in blue green. The hotter material elevates the nearby...more Mountains are built through a general process called "deformation" of the crust of the Earth. Deformation is a fancy word which could also mean "folding". An example of this kind of folding comes from...more Ash is made of millions of tiny fragments of rock and glass formed during a volcanic eruption. Volcanic ash particles are less than 2 mm in size and can be much smaller. Volcanic ash forms in several ways...more

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Students use colourful experiments to investigate the properties of colour and its use in chemistry. If you teach primary science, see the headings below to find out how to use this resource: Children will develop their working scientifically skills by: - Drawing conclusions and raising further questions that could be investigated, based on their data and observations. - Use knowledge of solids, liquids and gases to decide how mixtures might be separated. Children will learn: - The colour of inks and other coloured objects can be made up of a mixture of multiple colours and dyes. Suggested activity use This activity can form the basis for a group discussion where children look at how dyes and colours in pens and sweets are made. Alternatively, the resource can be used to generate questions and discussions around the topics of light, or dissolving and reversible changes. The activity shows children how chromatography can be used as a separation technique – in this case as a way of separating mixtures of dyes and colours. It may be best to test different pens ahead of the lesson(s) in order to determine which ones give the best results. Also, it may be difficult for primary schools to source the necessary equipment for the traffic light activity, in particular the sodium hydroxide pellets. - Experiment | PDF, Size 2.51 mb

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(*View/Download .pdf file*) A. Modular math is simply working with MOD. MOD is the remainder after dividing by a specific value. For example, 35 MOD 3 = 2 since the remainder after 35 is divided by 3 is 2. B. Modular math works with congruencies. It is true that 35 MOD 3 = 2, but it is also true that this is congruent to 32 MOD 3 or even 26 MOD 3, since they all produce the same value of 2 after being divided by 3. C. In general, n MOD a (n + ab) MOD a, where b is any integral. So 35 MOD 3 (35 + 3b) MOD 3. If b = -4, then we learn that 35 MOD 3 23 MOD 3, which we can see is true since they both produce the value 2. D. Number sense uses this in a few different forms. Ex 2x 3 MOD 7, 0<x<12, then x = _____ a. On problems like these, think of this as being 2x 3a + 7. We are looking for a value of a that produces an integer value for x that is between 0 and 12. Basically, we are adding multiples of 7 to 3 until a value can be found for x in the given range. b. Go through each value mentally (usually starting with 0) until you find a value that works. With a = 0, we get x = 3/2 which is not an integer. With a = 1, we get x = 5 which is in the range. So x = 5. Ex 1314 divided by 5 has a remainder of _____ a. One property of MOD's is that ab MOD n (a MOD n)b MOD n. So for this problem, we know that 13 MOD 5 = 3. So we can first think of this as being 314 MOD 5. b. There are several ways to go from here. I would probably then say this is equal to 97 MOD 5. We know that 90 ends in a 1 and 91 ends in a 9. After this the last digit repeats itself. So 9n 9n MOD 2. So 97 91 which has a remainder of 4 after dividing by 5. c. The answer is 4. d. The goal of these types of problems is to reduce the value using congruencies, until you get something that is easy to compute. In this case, we got 9 MOD 5. Sometimes, you can know the answer earlier. It just takes a lot of practice. E. Sometimes, there are special cases where finding the answer is easier. 1. We know from a theorem (Euler's Totient Theorem) that ab MOD b = a, if a and b are relatively prime. Ex 1517 MOD 17 = ________ a. The answer is 15 since 15 and 17 are relatively prime. Back to top

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