OpenLLM-France/wikimedia huggingface dataset:
# Intermediate Algebra

This Intermediate Algebra textbook is designed as a chronological course to guide you through High School Algebra (sometimes called Algebra II in some locations). This textbook assumes you have completed Arithmetic and Algebra. Although not required, Intermediate Algebra is normally taken the year after Geometry.
This book is part of a series on Algebra:
Basic Algebra Algebra Intermediate Algebra Vectors Introductory Linear Algebra Linear Algebra Abstract Algebra Intro to Rings and Algebras Associative Composition Algebra

## Algebra I
### Review of previous concepts

* Variables
* Real Numbers
* Exponents

### First Degree Equations and Inequalities

* Expressions
* Solving Equations
* Solving Word Problems
* Absolute Value Equations
* Solving Inequalities
* Compound & Absolute Value Inequalities
* Chapter Test
* Chapter Test Answers

### Linear Functions

* Functions
* Linear Equations
* The Coordinate (Cartesian) Plane
* Slope
* Writing Linear Equations
* (Optional) Scatter Plots
* Special Functions
* Graphing Inequalities

### Systems of Equations

* Solving Systems of Equations By Graphing
* Algebraically Solving Systems of Equations
* Systems of Inequalities
* Solving Systems of Equations In Three Variables

### Polynomials

Polynomials
* Binomial Theorem
* Factoring Polynomials

## Algebra II

Complex Numbers

### Conic Sections

Conic Sections

### Rational Expressions and Equations

$y={\frac {1}{x}}$
This is a hyperbola with center at (0,0) and asymptotes are $y=0$ and $x=0$. The transverse axis is $y=x$.

### Exponential and Logarithmic Relations

* Exponential Functions
$y=2^{x}$
* Logarithms

### Probability and Statistics
## Authors

* Jaden Mathos
# Intermediate Algebra/Linear Equations
## Linear Equations

A linear equation is an equation that forms a line on a graph.

### Slope-Intercept form

A linear equation in slope-intercept form is one in the form $y=mx+b$ such that $m$ is the slope, and $b$ is the y-intercept. An example of such an equation is: $y=3x-1$

#### Finding y-intercept, given slope and a point

The y-intercept of an equation is the point at which the line produced touches the y-axis, or the point where $x=0$ This can be very useful. If we know the slope, and a point which the line passes through, we can find the y-intercept. Consider:
$y=3x+b$ Which passes through $(1,2)$ $2=3(1)+b$ Substitute $2$ and $1$ for $x$ and $y$, respectively $2=3+b$ Simplify. $-1=b$ $y=3x-1$ Put into slope-intercept form.

#### Finding slope, given y-intercept and a point

The slope of a line is defined as the amount of change in x and y between two points on the line.
If we know the y-intercept of the line, and a point on the line, we can easily find the slope. Consider:
$y=mx+4$ which passes through the point $(2,1)$
$y=mx+4$
$1=2m+4$ Replace $x$ and $y$ with $1$ and $2$, respectively. $-3=2m$ Simplify. $-3/2=m$ $y=-3/2x+4$ Put into slope-intercept form.

### Standard form

The Standard form of a line is the form of a linear equation in the form of $Ax+By=C$ such that $A$ and $B$ are integers, and $A>0$.

#### Converting from slope-intercept form to standard form

Slope-intercept equations can easily be changed to standard form. Consider the equation: $y=3x-1$ $-3x+y=-1$ Subtract -3x from each side, satisfying $Ax+By=C$ $3x-y=1$ Multiply the entire equation by $-1$, satisfying $A>0$ $A$ and $B$ are already integers, so we don't have to worry about changing them.

#### Finding the slope of an equation in standard form

In the standard form of an equation, the slope is always equal to ${\frac {-A}{B}}$
# Intermediate Accounting/Ethics

Ethical behavior is the cornerstone of the accounting profession. There have been many corporate scandals involving individuals who acted in an unethical, and often times illegal, way.
Ethics is the belief system that permits us to distinguish right from wrong. It is something that we develop over our lifetimes and serves to help us identify good and bad behavior.
Everyone has faced ethical situations in school and will face similar situations at work. We should be capable of identifying ethical concerns and analyzing our options, that is, what is the right and wrong thing to do. Making an ethical decision means we choose the best option available under the circumstances.
# Intermediate Algebra/Expressions and Formulas
## Expressions

Throughout your mathematical journey through Arithmetic, Pre-Algebra, and Geometry, you have been introduced to (and analyzing) equations, and perhaps even expressions, but may have ignored these aspects of math. Equations, of course, involve an equal sign ($=$) while an expression is merely the calculations involved.
When you simplify an expression, you are answering simple arithmetic problems until you result in the simplest answer, most likely a single number, but sometimes a fraction. When you evaluate an expression, you are utilizing variables to find a single number. Of course, you are familiar with all this from the Arithmetics classes you previously took and the Arithmetic review, correct? If your memory needs some refreshing and some practicing the Order Of Operations (Please Excuse My Dear Aunt Sally), here are some practice problems.

### Practice Problems
## Formulas

Now that we understand how to simplify and evaluate expressions, we can analyze formulas. Formulas are expressions made primarily of variables that are plugged in to evaluate the expression. Formulas are used for science and mathematics often, especially Geometry.

### Practice Problems
## Lesson Review

Unlike equations, expressions contain no equal sign. In equations, there are two separate expressions that are equal to each other, and you are trying to make both sides of the equal sign... equal. Well, with expressions, you are either simplifying or evaluating them. To simplify an expression, you do as many of the Order of Operations as you can to get to the simplest answer. Meanwhile, to evaluate, you plug in numbers for variables and simplify from there. Formulas are special kinds of expressions and/or equations that are used for science and mathematics.
# IB Biology Practical Investigations/Microbes and Biotechnology
## TEACHING IDEAS

Practical investigations or activities included in this section are intended as a teaching resource rather than an assessment tool. Although all practical hours recorded may be counted on the form 4/PSOW, these activities are probably not suitable for assessment of the IA criteria.
Diversity of Microbes
Microbes and the Environment
Microbes and Biotechnology
Microbes and Food Production
Metabolism of Microbes
Microbes and Disease

## ASSESSMENT IDEAS

These ideas are included as a starting point for teachers planning investigations in this topic. Investigations included here are not endorsed by the IBO and may not match the criteria precisely. Please exercise caution and judgement when selecting IA topics for submission.
CRITERIA FOR FIRST EXAMS MAY 2009
Design
Data Collection and Processing
Conclusion and Evaluation
# IB Biology Practical Investigations/Neurobiology and Behaviour
## TEACHING IDEAS

Practical investigations or activities included in this section are intended as a teaching resource rather than an assessment tool. Although all practical hours recorded may be counted on the form 4/PSOW, these activities are probably not suitable for assessment of the IA criteria.
Stimulus and Response
Perception of Stimuli
Innate and Learned Behaviour
Neurotransmitters and Synapses
The Human Brain
Further Studies of Behaviour

## ASSESSMENT IDEAS

These ideas are included as a starting point for teachers planning investigations in this topic. Investigations included here are not endorsed by the IBO and may not match the criteria precisely. Please exercise caution and judgement when selecting IA topics for submission.
CRITERIA FOR FIRST EXAMS MAY 2009
Design
Data Collection and Processing
Conclusion and Evaluation
# IB Biology Practical Investigations/Physiology of Exercise
## TEACHING IDEAS

Practical investigations or activities included in this section are intended as a teaching resource rather than an assessment tool. Although all practical hours recorded may be counted on the form 4/PSOW, these activities are probably not suitable for assessment of the IA criteria.
subtopic
subtopic
subtopic
subtopic

## ASSESSMENT IDEAS

These ideas are included as a starting point for teachers planning investigations in this topic. Investigations included here are not endorsed by the IBO and may not match the criteria precisely. Please exercise caution and judgement when selecting IA topics for submission.
CRITERIA FOR FINAL EXAMS MAY/NOV 2008
Planning (a) and Planning (b)
Data Collection
Data Processing and Presentation
Conclusion and Evaluation
Manipulative Skills
Personal Skills (a) and Personal Skills (b)
CRITERIA FOR FIRST EXAMS MAY 2009
Design
Data Collection and Processing
Conclusion and Evaluation
# IB Biology Practical Investigations/Human Health and Physiology/Mock HIV test and Virtual ELISA test
## Mock HIV Test and Virtual ELISA for Lupus

TEACHING OBJECTIVE:
* to illustrate the use of antibodies in the diagnostic ELISA test for HIV and Lupus.
TASK OUTCOMES:
* By the end of this activity, students will be able to:
a. Follow a simplified ELISA test to determine which 'patients' are HIV positive.
b. Follow a detailed virtual lab protocol for the ELISA test for lupus.
c. Outline the use of antibodies in diagnostic medicine.
TIME REQUIRED:
* 60-90 minutes
INTRODUCTION:
The ELISA test detects antibodies to a pathogen in blood serum and shows a positive result with a colour change. Dilutions of blood serum allow levels of antibodies (and thus the development of the disease) to be estimated. In this activity, students will carry out a simple test on mock serum samples and will go through all the steps of the ELISA in the virtual lab activity from the Howard Hughes Medical Institution.
ESSENTIAL LINKS
* Description and worksheet for the HHMI virtual lab.
* Direct Link to HHMI Immunology Lab Activity
MATERIALS AND EQUIPMENT:
* Virtual lab: worksheet and internet link to site above (requires Flash)
* Mock HIV Test (for each pair/ group):
** Lead nitrate and potassium iodide solutions
** Dimple tray (min 11 wells)
** 11 x 100ml volumetric flasks, marked A-1:2 A-1:10 A-1:100; B-1:2 B-1:10 B-1:100; C-1:2 C-1:10 C-1:100; Positive Control; Negative Control; HRP
** A set of clean dropping pipettes
INSTRUCTIONS:
* Carry out the mock HIV test first, using it as a chance to explain the method of the ELISA.
* Follow this up with the virtual lab and the worksheet for students to add depth to their knowledge.
Prac Set Up:
* As outlined in the image 'setup'.
* Each group also needs a flask containing 20ml Lead nitrate. Label this 'HRP' (for anti-human antibody).
Instructions
* Explain that serum samples have been collected and diluted and are presented in the flasks. the ELISA plate (dimple tray) has been coated with HIV antigen.
* Add a few drops of 'serum' to the appropriate wells. Take care not to contaminate them.
* Explain at this point that they would normally be washed in buffer, to remove all traces of unattached antibodies.
* To each of the wells, add a few drops of 'HRP. If antibodies are present, a reaction occurs causing a colour change.
* Students record and analyse their results:
Who is positive/ negative/ needs more testing?
SAFETY/ RISK ASSESSMENT
* eye protection for KI and PbNO3
* wash all equipment thoroughly and do not ingest.
* we aren't using real HIV, so don't worry.
IMAGES AND PRAC SETUP
# IB Biology Practical Investigations/Genetics/DNA Microarray Virtual Lab
## DNA MICROARRAY

TEACHING OBJECTIVE:
* Observe a high-tech lab technique in action in this excellent Flash application, whilst learning how cancer cells and healthy cells express genes differently.
TASK OUTCOMES:
* By the end of this activity, students will be able to:
** describe the function and origin of the DNA Microarray
** perform a simple virtual lab to compare the microarrays of healthy cells and cancer cells
** illustrate how cancer cells express genes differently to healthy cells
** Explain the function of reverse transcriptase in a biotechnological application
TIME REQUIRED:
* 20-30 minutes
INTRODUCTION:
In this excellent Flash application from learn.genetics (Utah university), students are introduced to the 'new' science of genomics and are shown how a DNA microarray works. Thay are then instructed to carry out a virtual microarray that illustrates the genetic difference between a healthy skin cell and a melanoma cell. Students can use this task as a means to learn about genomics and the use of reverse transcriptase and to revise protein synthesis.
MATERIALS AND EQUIPMENT:
* DNA Microarray virtual lab from
* Teacher-set questions
OTHER RESOURCES NEEDED:
* Individual access to computers is beneficial
* Internet connection
* Macromedia Flah Player (latest version)
INSTRUCTIONS:
* Send students to the learn.genetics homepage and ask them to find the DNA microarray in the virtual labs section.
* Students complete the microarray learning exercise individually.
SAMPLE QUESTIONS
* What is the main difference between Genetics and Genomics? (scale of work and time consumption)
* Which of the following statements are true?
** An erythrocyte and a skin cell in the same body contain the same DNA. (T)
** Different genes are expressed in different cell types within the same organism. (T)
** Gene expression can be observed as production of tRNA. (F - mRNA)
** Each spot on a Microarray represents one gene. (T)
** A cancer cell will express most of the same genes as a healthy cell. (T)
** Reverse transcriptase makes a new strand of RNA. (F - it makes copy DNA (cDNA))
* Produce a flow-chart of the process of a microarray
* If a gene is not expressed, what would you expect to see on a microarray scan?
** green marker
** red marker
** yellow marker
** no marker (T)
IDEAS FOR FURTHER INVESTIGATION
* learn.genetics has a number of excellent Flash applications and podcasts suitable for DP Biology.
SOURCES AND REFERENCES:
* wikipedia: DNA Microarray
* learn.genetics at the University of Utah
# IB Biology Practical Investigations/Human Health and Physiology
## TEACHING IDEAS

Practical investigations or activities included in this section are intended as a teaching resource rather than an assessment tool. Although all practical hourse recorded may be counted on the form 4/PSOW, these activities are probably not suitable for assessment of the IA criteria.
Digestion
* Model Digestive System
Reproduction
* Menstrual Cycle Animation
Defense Against Infectious Disease
* Mock HIV test and Virtual ELISA test
* HIV Simulation
subtopic

## ASSESSMENT IDEAS

These ideas are included as a starting point for teachers planning investigations in this topic. Investigations included here are not endorsed by the IBO and may not match the criteria precisely. Please exercise caution and judgement when selecting IA topics for submission.
CRITERIA FOR FIRST EXAMS MAY 2009
Design
Data Collection and Processing
Conclusion and Evaluation
# IB Biology Practical Investigations/Human Nutrition and Health
## TEACHING IDEAS

Practical investigations or activities included in this section are intended as a teaching resource rather than an assessment tool. Although all practical hours recorded may be counted on the form 4/PSOW, these activities are probably not suitable for assessment of the IA criteria.
Components of the Human Diet
Energy in Human Diets
Special Issues in Human Nutrition

## ASSESSMENT IDEAS

These ideas are included as a starting point for teachers planning investigations in this topic. Investigations included here are not endorsed by the IBO and may not match the criteria precisely. Please exercise caution and judgement when selecting IA topics for submission.
CRITERIA FOR FIRST EXAMS MAY 2009
Design
Data Collection and Processing
Conclusion and Evaluation
# IB Biology Practical Investigations/Human Health and Physiology/Menstrual Cycle Animation
## MENSTRUAL CYCLE ANIMATION TASK

TEACHING OBJECTIVE:
* Produce an animation to illustrate the menstrual cycle
TASK OUTCOMES:
* By the end of this activity, students will be able to explain the menstrual cycle using Flash animation.
TIME REQUIRED:
* ongoing project
INTRODUCTION: Many students by now have ICT skills that surpass those of their teachers and seem to love fiddling with animations. This task takes a fairly dull topic and allows them to produce a resource that could be used in middle-school health classes or as a simple revision tool for later on.
MATERIALS AND EQUIPMENT:
* Macromedia Flash Professional (or other animation software)
* 1 computer per student or pair
OTHER RESOURCES NEEDED:
* text or revision guide
* input from counsellor if the results are to be used for middle-school education
INSTRUCTIONS:
* If all students in the class are strong on animation, work solo.
* If some have limited ICT skills, pair them with stronger members of the class. They can split the research/ animating elements of the task between them.
* Agree as a class on a time limit for the project - 2 weeks may be sufficient. If students have their own laptops, you may want to give up a few lessons for the project.
* Define the task clearly. At minimum, SL content must be covered effectively. HL students may want to add in extra detail, as either an option in their animation (selected from a menu), or as a more advanced presentation that would probably be insuitable for middle-school use but may be used for DP revision.
* Personally, I prefer that information is clear, not copied, and not too wordy. Animations are supposed to make learning more simple, not confuse the issue!
* I also prefer that students don't include any overpowering soundtrack, especially death-metal or happy-hardcore rave tunes, as this distracts from the point of the animation. Needless to say, they still do it.
* Emphasise substance over style.
SAFETY/ RISK ASSESSMENT
* In some cultures, parents may need to give approval before students are shown materials of this nature.
* Censor content before it is shown to younger students - be especially vigilant with errors or misconceptions that may lead students into poor life choices.
IDEAS FOR FURTHER INVESTIGATION
* This could be used as part of a parents' education day, or in a school health symposium.
* The task could be easily adapted to most topics in Biology.
SOURCES AND REFERENCES:
# IB Biology Practical Investigations/Human Health and Physiology/Model Digestive System
## MODELLING THE DIGESTIVE SYSTEM

TEACHING OBJECTIVE:
* To demonstrate and explain the basic steps in digestion
TASK OUTCOMES:
* By the end of this activity, students will be able to explain what happens to food as it makes the journey from the mouth to the anus.
TIME REQUIRED:
* 20 minutes if teacher-led, 1hr if student-led
INTRODUCTION: Digestion is simple, gooey and visual with this demonstration activity. The teacher can use the image to build a model digestive system to explain the steps 'from food to poo'. Alternatively, the teacher can provide the students with the materials needed and set them the task of preparing, practising and presenting the stages of digestion to an audience. In the canteen at lunch time would be a good crowd-pleaser!
MATERIALS AND EQUIPMENT:
(per model produced)
* plastic funnel
* long balloon, end cut off
* rubber glove, one finger chopped
* 30cm hose
* one leg of pantyhose
* large beaker/ bucket
* duct tape, scissors
* 5 sandwich-bag clips or strong clothes pegs
* some (brown) cereal, milk, juice and a spoon
OTHER RESOURCES NEEDED:
* Texbook/study guide
INSTRUCTIONS:
* TRY IT OUT BEFORE THE LESSON!
* Having made the model, use it to demonstrate the stages of digestion, beginning with chewing in the mouth (smash up the cereal and juice with a spoon), through to defaecation (squueze out the stool into a beaker).
* Along the way, use as much detail as relevant to the audience. For DP students, actions at each stage and enzymes used will be beneficial. If students are modelling to younger students, keep it simple and fill the blanks in class.
SAFETY/ RISK ASSESSMENT
* Clean up thoroughly
* Do not eat the food (though for an added 'eugh!' factor, you might want to dip younger finger in the 'stool' and taste it)!
* Be careful of food allergies
IDEAS FOR FURTHER INVESTIGATION
* Video the presentations
* flow-chart the digestive process, including enzymes at each stage
SOURCES AND REFERENCES:
# Foundations of Education and Instructional Assessment/Effective Schools/Mentoring

* “In the mentoring process, reflection enables us to slow down, rest, and observe our journey and the process of self-knowledge that is so important along the way.” - Huang and Lynch, 1995
# Foundations of Education and Instructional Assessment/Effective Teaching

    Are teachers born or made?
    What are the differences between direct instruction and discovery learning?
    How can we teach to meet all students' needs?
    What are the theories of multiple intelligences and emotional intelligence?
    What is the nature of cooperative learning?
    What is the effect of having high expectations for students?
    How can teachers continue to learn throughout life?
# Futurebasic/Language/Reference/usr fssendfiletotrash

USR FSSENDFILETOTRASH(FSSpec)
Revised February, 2002 (Release 6)
Description - Rather than deleting a file, it is often desirable to move it to the trash. In this way, your user has a chance to retrieve it from the trash if he changes his mind. This particular version of the function requires a file spec record for operation.
See Appendix H for information on file spec records.
Note: You will not be able to use this function unless you include the proper header file as follows:
INCLUDE "Util_Files.incl"
See Also SYSTEM function; USR MOVEFILE; RENAME;
Appendix H:File Spec Records
# Futurebasic/Language/Reference/usr getdoublebyte

USR GETDOUBLEBYTE
Revised July 26, 2000 (Release 3)
Description - If you have selected "Automate handlers for 1 & 2 byte strings" in the Preferences window under the Vars tab, this function will return a non-zero value when operating in double byte mode. Single byte mode is used for Roman fonts. Two byte script systems such as Chinese, Japanese, Vietnamese, and Korean require two bytes per character. This function will return zero if you selected "Automate handlers for 1 & 2 byte strings" and if you have not used DEF SETSINGLEBYTE (or have reset the system with DEF SETDOUBLEBYTE.)
In all other cases, it returns -1.
See Also DEF SETDOUBLEBYTE; DEF SETSINGLEBYTE, USR GETSINGLEBYTE
# Futurebasic/Language/Reference/usr getsinglebyte

boolean = USR GETSINGLEBYTE
Revised July 26, 2000 (Release 3)
Description - If you have selected "Automate handlers for 1 & 2 byte strings" in the Preferences window under the Vars tab, this function will return a non-zero value when operating in single byte mode. Single byte mode is used for Roman fonts. Two byte script systems such as Chinese, Japanese, Vietnamese, and Korean require two bytes per character. This function will return zero if you selected "Automate handlers for 1 & 2 byte strings" and if you have not used DEF SETSINGLEBYTE.
In all other cases, it returns -1.
See Also DEF SETDOUBLEBYTE; USR GETDOUBLEBYTE, DEF SETSINGLEBYTE
# Futurebasic/Language/Reference/usr getfoldername

Usr FSGetFolderName(fsSpec, folderName$)
Revised August, 2002 (Release 7)
Description - This function returns the name of the folder that contains the file specified by fsSpec.
Note: You will not be able to use this function unless you include the proper header file as follows: Include "Util_Files.incl"
Example:
Include "Util_Files.incl"
Dim fs As FSSpec
Dim x,name$ name$ = Files$(_FSSpecOpen,,,fs) x = Usr FSGetFolderName(fs,name$)
Print name$ Do HandleEvents Until 0
See Also FINDERINFO, FILES$; USR SCANFOLDER