zilongwang/ReadingBank huggingface dataset:
Table 2.6 – DES Positive Outcomes by State/Territory, June 20141 DES Employment Assistance/Post Placement Support (%) DES Employment Assistance/Post Placement Support through Disability Management Service (%) DES Employment Assistance/Post Placement Support through Employment Support Service (%) DES Ongoing Support (%) New South Wales and ACT 43.8 43.9 43.9 77.2 Victoria 42.5 43.0 41.9 68.2 Queensland 41.5 42.3 40.8 70.5 Western Australia 45.7 46.0 45.4 71.3 South Australia 46.0 47.7 43.7 72.5 Tasmania 39.9 40.5 39.4 83.5 Northern Territory 53.8 56.5 47.2 n.p Australia 43.2 43.7 42.5 72.4 Not published (n.p.) indicates that sufficient data were not available to produce a reliable estimate for the particular group of job seekers.
Table 1.9 – IEP Education Outcomes, March 2014 Studying full-time (%) Studying part-time (%) Studying at Year 10, 11 or 12 level (%) Studying at certificate level (%) Studying at diploma level or higher (%) Studying at 'other' or unspecified level (%) IEP Employment Related Activities 56.6 43.4 20.5 57.4 n.p. n.p. IEP Other Activities 75.7 24.3 n.p. 37.8 35.2 n.p. Not published (n.p.) indicates that sufficient data were not available to produce a reliable estimate for the particular group of job seekers. This table refers to education outcomes for job seekers who participated in employment assistance in the 12 months to December 2013, with outcomes measured around three months later.
Stream 4 23.7 65.3 11.1 50.0 8.7 41.8 15.8 This table refers to employment outcomes for job seekers who participated in employment assistance in the 12 months to December 2013, with outcomes measured around three months later. Table 1.8 – JSA Education and Training Outcomes, March 2015 Studying (%) Studying (%) Studying at Year 10, 11 or 12 level (%) Studying at certificate level (%) Studying at diploma level or higher (%) Studying at 'other' or unspecified level (%) Stream 1-4 55.4 44.6 4.1 51.1 33.0 11.8 Stream 1 55.7 44.3 2.0 43.2 43.1 11.6 Stream 2 54.9 45.1 4.1 54.2 30.0 11.6 Stream 3 53.5 46.5 5.4 59.2 22.9 12.5 Stream 4 57.1 42.9 7.4 56.6 24.1 11.9 Not published (n.p.) indicates that sufficient data were not available to produce a reliable estimate for the particular group of job seekers. This table refers to education outcomes for job seekers who participated in employment assistance in the 12 months to December 2014, with outcomes measured around three months later. See the 'Sampling, In-scope populations and Results' section on page 22 for further details. Table 1.9 – JSA Education and Training Outcomes, March 2014 Studying (%) Studying (%) Studying at Year 10, 11 or 12 level (%) Studying at certificate level (%) Studying at diploma level or higher (%) Studying at 'other' or unspecified level (%) Stream 1-4 55.7 44.3 4.9 54.5 28.1 12.5 Stream 1 55.1 44.9 2.8 48.3 37.8 11.2 Stream 2 61.0 39.0 6.6 54.1 27.0 12.3 Stream 3 49.1 50.9 5.4 62.0 16.5 16.1 Stream 4 55.5 44.5 6.6 62.5 18.5 12.4 This table refers to education outcomes for job seekers who participated in employment assistance in the 12 months to December 2013, with outcomes measured around three months later. time part-
3. Job Seeker Satisfaction These results refer to job seekers’ level of satisfaction with their employment services provider and the various aspects of the assistance received. Table 3.1 – DES job seeker satisfaction with the help suited to circumstances, September 2013 Satisfied or Very Satisfied (%) Neither Satisfied nor Dissatisfied (%) Dissatisfied or Very Dissatisfied (%) Employment Assistance/ Post Placement Support 77.8 2.7 19.5 Ongoing Support 86.1 1.5 12.4 Table 3.2 – DES job seeker satisfaction with provider consideration of individual needs, September 20132 Satisfied or Very Satisfied (%) Neither Satisfied nor Dissatisfied (%) Dissatisfied or Very Dissatisfied (%) Employment Assistance/ Post Placement Support 79.3 2.3 18.3 Ongoing Support 86.7 1.7 11.6 Table 3.3 – DES job seeker satisfaction with staff treatment of job seeker with respect, September 20132 Satisfied or Very Satisfied (%) Neither Satisfied nor Dissatisfied (%) Dissatisfied or Very Dissatisfied (%) Employment Assistance/ Post Placement Support 90.7 1.2 8.1 Ongoing Support 92.9 0.7 6.3 Table 3.4 – DES job seeker satisfaction with overall quality of service, September 20132 Satisfied or Very Satisfied (%) Neither Satisfied nor Dissatisfied (%) Dissatisfied or Very Dissatisfied (%) Employment Assistance/ Post Placement Support 81.8 2.2 15.9 Ongoing Support 87.1 1.8 11.2
Table 2.7 of the report presents the labour market assistance outcomes results for job seekers who have undertaken various JSA activities in the Intensive Activity or in the Work Experience or Compulsory Activity Phases (or at some other time). These include: Training – training provided through the Productivity Places Programme (PPP Training) and other training activities administered by the Government, or state or territory government programmes or services (Non PPP Training) – includes accredited and non-accredited vocational training; Work for the Dole – provides assistance for job seekers to develop work habits, generic work skills and work experience by participating in community projects and activities; Green Corps – designed to provide job seekers with opportunities to develop personal skills while working in a team and generating positive outcomes for the environment and Australia’s cultural heritage; Drought Force – designed to help job seekers gain skills and experience by providing assistance to individual farms and farming communities severely affected by drought; Training in Job Search Techniques – JSA activity that develops job search skills; Voluntary Work – a work experience activity undertaken for a not-for-profit community organisation and provides job seekers with the opportunity to engage in a workplace environment. Work Experience – a voluntary short-term placement with a host organisation which provides job seekers with the opportunity to obtain vocational skills; and Other Activity – includes activities that are not mentioned above but excludes part-time or casual employment (paid), non-vocational activities, Community Development Employment Projects and New Enterprise Incentive Scheme.
Table 1.9 – IEP education outcomes, September 2015 Studying full-time (%) Studying part-time (%) Studying at Year 10, 11 or 12 level (%) Studying at certificate level (%) Studying at diploma level or higher (%) Studying at 'other' or unspecified level (%) Employment Related Activities 59.5 40.5 12.8 56.6 23.0 7.6 Other Activities 68.5 31.5 n.p 50.6 32.2 n.p Not published (n.p.) indicates that sufficient data was not available to produce a reliable estimate for the particular group of job seekers. This table refers to education outcomes for job seekers who participated in employment assistance in the 12 months to June 2015, with outcomes measured around three months later.
Slide 11 Slide 12 Slide 13 % completed Year 12 or higher % attained Advanced Diploma, Diploma or Certificate III/IV level % attained Bachelor Degree or higher 2011 Change since 2006 2011 Change since 2006 2011 Change since 2006 Darwin Indigenous 36% 3% 30% 1% 6% 1% Non-Indigenous 71% 6% 34% 6% 30% 6% Northern Territory Indigenous 18% 5% 13% 3% 2% 0% Non-Indigenous 72% 6% 35% 1% 31% 6%
These labels are for your letters to government officials on the 11 cases (Avery Labels 5162 and 8162) GULZAR DUSHENOVA Please let us know if you sent letters: www.amnestyusa.org/w4r/report Speaker of Parliament Chui Prospekti, 205 Bishkek Kyrgyzstan 720000 Speaker of Parliament Chui Prospekti, 205 Bishkek Kyrgyzstan 720000 Speaker of Parliament Chui Prospekti, 205 Bishkek Kyrgyzstan 720000 Speaker of Parliament Chui Prospekti, 205 Bishkek Kyrgyzstan 720000 Speaker of Parliament Chui Prospekti, 205 Bishkek Kyrgyzstan 720000 Speaker of Parliament Chui Prospekti, 205 Bishkek Kyrgyzstan 720000 Speaker of Parliament Chui Prospekti, 205 Bishkek Kyrgyzstan 720000 Speaker of Parliament Chui Prospekti, 205 Bishkek Kyrgyzstan 720000 Speaker of Parliament Chui Prospekti, 205 Bishkek Kyrgyzstan 720000 Speaker of Parliament Chui Prospekti, 205 Bishkek Kyrgyzstan 720000 Speaker of Parliament Chui Prospekti, 205 Bishkek Kyrgyzstan 720000 Speaker of Parliament Chui Prospekti, 205 Bishkek Kyrgyzstan 720000
Labs for Lab Assessment: Wednesday, December 21 Lab 1: Metric Measurement Lab 2: Density Cubes Lab 3: Inertia Lab 4: Float Your Boat Lab 5: Roller Coaster Lab 6: Skate Park Lab 7: Heat Lab (Lab 8: Assessment) Lab 9: Sound and Light Labs for Lab Assessment: Wednesday, December 21 Lab 1: Metric Measurement Lab 2: Density Cubes Lab 3: Inertia Lab 4: Float Your Boat Lab 5: Roller Coaster Lab 6: Skate Park Lab 7: Heat Lab (Lab 8: Assessment) Lab 9: Sound and Light Labs for Lab Assessment: Wednesday, December 21 Lab 1: Metric Measurement Lab 2: Density Cubes Lab 3: Inertia Lab 4: Float Your Boat Lab 5: Roller Coaster Lab 6: Skate Park Lab 7: Heat Lab (Lab 8: Assessment) Lab 9: Sound and Light Labs for Lab Assessment: Wednesday, December 21 Lab 1: Metric Measurement Lab 2: Density Cubes Lab 3: Inertia Lab 4: Float Your Boat Lab 5: Roller Coaster Lab 6: Skate Park Lab 7: Heat Lab (Lab 8: Assessment) Lab 9: Sound and Light Labs for Lab Assessment: Wednesday, December 21 Lab 1: Metric Measurement Lab 2: Density Cubes Lab 3: Inertia Lab 4: Float Your Boat Lab 5: Roller Coaster Lab 6: Skate Park Lab 7: Heat Lab (Lab 8: Assessment) Lab 9: Sound and Light
Name: Date: Grade Level: Subject: Science Lesson Topic/Concept: Lab Safety EQ: • What procedures keep us safe during lab? Standard: TLW: Students will observe a video on “what not to do in the lab.” After receiving content specific instruction in laboratory safety guidelines students will make their own video to explain a specific rule. Students complete a quiz and safety contract independently upon completion of the lesson. “Inquiry” (students) What cooperative learning strategy can you use? Teacher: (Inquiry) Explore and make an observation: Lab Safety Video (1st half) - students will view the (1st Half-stop after viewing the scientist in the safety shower) In the video students will observe several lab safety “mistakes.” Safety Video Mistakes Rally Robin to answer the question “What were some safety mistakes you observed in the video?” “I DO” (Teacher Input & Modeling) 1. Teacher asks students what could have been done differently in the video they viewed. 2. Teacher delivers content specific safety instruction (i.e. Chemistry is geared more towards chemical safety etc) to include symbols. 3. Students view the (2nd Half). 4. Timed Pair Share “What is lab safety?” “WE DO TOGETHER”
TABLE OF CONTENTS Introduction Faculty 7 Tuition and Fee Policy 8 Student Records 9 Student Attendance 9 Tangipahoa Parish School System and State Policy for Admissions 9 Perfect Attendance 11 Tardiness 11 Early Check Out 11 Check Out By Someone Other Than Legal Guardian 11 Homebound Instruction 12 Makeup Work Policy 12 Medication Policy 13 Contagious Diseases 13 Religious and Cultural Accommodations 13 Transportation Policy 13 Student Transportation in Private Vehicles 14 Guidelines for Transporting Students To and From School 14 Dismissal/Departure From School 17 Visitors to the School 18 Emergencies 19 Emergency Forms 19 Fire 19 School Closures 19 Dress Code 19 Grading Policy 20 Testing 21 Student Programs 21 Accelerated Reading 22 Intervention Program 22 Gifted 22 Talented 22 Resource 22 Dyslexia/504 23 Student Activities 23 Junior Beta Club 23 Student Government Association (SGA) 23 Art Club 23 School Choir 23 Cheerleading 23 Band 23
General Terms and Conditions for Maintenance Contract LABU12 were jointly formulated in 2012 by representatives of the regions and county councils via LfMT and the contractors via Swedish Medtech. MAINTENANCE CONTRACT Medical device LABU12 Contract No. Client Contractor Equipment 1 Scope of Equipment In accordance with description below or as per Appendix No. Quantity Name/Type Serial No. (equiv.) Location Site where maintenance is to be carried out (if other than location) 2a Scope of maintenance work In accordance with description below or as per Appendix No. Price Variable price Travel time, travel and subsistence expenses Spare parts and materials Fixed price, SEK/year or SEK/hour Daily rate as per General T&C 7;7.2 (incl. or excl.) (incl. or excl.) Preventive maintenance Corrective maintenance Following updates, upgrades or action affecting, or potentially affecting, a system or functional chain, the Contractor must verify that the functions of the Equipment, system or functional chain have been checked and documented. 2b Scope of maintenance work -availability requirements In the event that the Agreement includes requirements concerning availability, criteria for “acceptable unavailability” should be selected from the matrix below (1A – 3C). apply to this agreement. Description Operating time A B C Tot. hours/year High Medium Low 1 24 hours/day, 365 days/year 8,760 DT=10 hours (99.9%) DT= 96 hours DT=4 days (98.9%) DT=264 hours DT=11 days (97%) 2 Daytime, extended 7-21, Mon-Fri (14 hours/day, 250 days/year) 3,500 DT=10 hours (99.7%) DT=84 hours DT=6 weekdays (97.6 %) DT=140 hours DT=10 weekdays (96%) 3 Daytime 8-17, Mon-Fri (9 hours/day, 250 days/year) 2,250 DT=72 hours DT=8 weekdays (96.8%) DT=99 hours DT=11 weekdays (95.6%) DT=126 hours DT=14 weekdays (94.4%) DT = downtime and refers to maximum acceptable unavailability/year. Scheduled time for preventive maintenance is not a basis for calculating downtime. 3 Performing maintenance The Contractor should notify the Client’s Contact person of preventive maintenance visits no later
[33] This submission contains an accurate summary of Mr van Vuuren’s evidence. However, I am satisfied, having heard Dr Hemberger’s evidence, that she had valid considerations underpinning the decisions she took from time to time and in changing circumstances, about the fate of the carcasses. From her testimony it is very clear that her main concern, and rightly so, was the safety of the public. What is also clear is that, because of the plaintiff’s insistence that the carcasses remain in the chillers until he had been exonerated by the results, the carcasses deteriorated to such an extent that they were no longer fit for human consumption and hardly fit for anything else. [34] Counsel for the defendant pointed to Mr van Vuuren’s evidence that the initial focus of his efforts were to have the carcass samples tested for any residue of Ivermectin and to assist the plaintiff in mitigating his losses. As the matter was urgent, he did not consult with the plaintiff in depth. He also did not recall that the plaintiff ever instructed him that according to the plaintiff’s version of the agreement, risk and ownership had already passed to the defendant upon delivery. Counsel submitted that it is reasonable to conclude that the plaintiff only came up with this version when cross-examined and that Mr van Vuuren’s evidence, in effect, explains why the plaintiff initially intended to take legal action against the State Veterinarian, and not the defendant for non-payment. I agree with these submissions. Dr Ian Baines [35] Dr Baines testified as an expert. He is a veterinarian by profession and in private practice. At the request of the plaintiff, he inspected the carcasses hanging in the chiller on 16 August 2007. I concentrate on the salient parts of his evidence. He testified that he saw no visible injection marks, although he did see marks where tissue samples had been removed for analysis. During cross-examination, however, he clarified that due to the fact that the carcasses had been hanging for such a long time, he could not commit to an opinion because he could not distinguish whether a mark was as a result of bruising caused during the slaughtering, or as a result of injections that had been made. I agree
If you already have a cluster control or indicator and want to make a cluster constant that contains the same data types, make a copy of the cluster control or indicator on the block diagram and then right-click on the copy and select Change to Constant from the shortcut menu. Cluster Functions This tutorial examines four main cluster functions often used to manipulate clusters. These are the Bundle, Unbundle, Bundle By Name, and Unbundle By Name functions. Use the Bundle function to assemble a cluster from individual elements. To wire elements into the Bundle function, use your mouse to resize the function or right-click on the function and selectAdd Input from the shortcut menu. Use the Bundle By Name or the Bundle function to modify an existing cluster. You can resize theBundle By Name function in the same manner as the Bundle function. The Bundle By Name function is very useful when modifying existing clusters because it lets you know exactly which cluster element you are modifying. For example, consider a cluster that contains two string elements labeled “String 1” and “String 2.” If you use the Bundle function to modify the cluster, the function terminals appear in the form of pink abc’s. You do not know which terminal modifies “String 1” and which terminal modifies “String 2.” However, if you use the Bundle By Name function to modify the cluster, the function terminals display the element label so that you know which terminal modifies “String 1” and which terminal modifies “String 2.” Use the Unbundle function to disassemble a cluster into its individual elements. Use theUnbundle by Name function to return specific cluster elements you specify by name. You can also resize these functions for multiple elements in the same manner as the Bundle and Bundle By Name functions. Cluster Order Cluster elements have a logical order unrelated to their position in the shell. The first object you place in the cluster is element 0, the second is element 1, and so on. If you delete an element, the order adjusts automatically. The cluster order determines the order in which the elements appear as terminals on
Hands on training with NI hardware will also be given to the participants. The experts from NI, Bangalore will conduct the training sessions. RESOURCE PERSONS Experts from National Instruments, Bangalore and Embedded Systems Solutions Pvt Ltd, Bangalore TARGET PARTICIPANTS. Faculty members from Engineering Colleges (Multidisciplinary Departments) Candidates Working in industrial/ research organizations. REGISTRATION FEE The Registration fee is Rs. 500/- for Faculty members and Rs.1000/- for industrial staff. The number of participants is limited to 40.The fee includes Course Materials, Lunch, and Tea. Registration form is included in this brochure. The completed form may be sent to the mailing address of Coordinator with a DD drawn in favour of “THE PRINCIPAL, GIT – Belagavi. WORKSHOP SCHEDULE Day 1 : 08.45 – 09.00 - Registration 09.00 – 09.30 - Inauguration 09.30 – 10.30- Key note on “How to LabVIEW help for Multidisciplinary Engineering applications & Research’’ 10.30 – 11.00- Tea Break 11.00 – 01.00 - Hands-on to LabVIEW Programming 01.00 – 02.00 - Lunch Break 02.00 – 03.30 - How to design parallel Programming, analysis and Execution control in LabVIEW 03.30 – 03.45- Tea Break 04.00 – 05.00 - Advanced programming Concepts Day 2: 09.00 – 10.30 - Introduction to Data Acquisition System myDAQ / Acquiring, Visualizing and Processing real-time signals from Sensors and actuators 10.30 – 10.45 -Tea Break 11.00 – 01.00 - Hands on training on myDAQ 01.00 – 02.00 -Lunch 02.00 – 03.30-Hands-on for RIO technology 03.30 – 03.45 - Tea Break 03.45 – 04.30 - Case studies and Discussions 04.30 – 05.00 - Valedictory and Certificate distribution IMPORTANT DATES Last date for receipt of application : 23 – 01 – 16 with Registration Fees Intimation about selection (E mail) :25 – 01 – 16 REGISTRATION FORM Two Days FDP on Graphical System Design approach in Engineering Education & Research Name : Designation : Qualification: (Degree, Specialization) Institution : Address for : Communication Mobile No. : E-Mail : Payment Details DD No: Bank: Date: Branch: Signature of the Applicant
Save a copy of this VI to Digital Oscilloscope (Express). Delete the Convert From Dynamic Data icon and the Numeric Indicator on the data output. Place a Waveform Graph on the Front Panel and wire it to the data output of the DAQ Assistant. Notice that the Waveform Graph automatically turns blue, indicating that it will graph the dynamic data from the DAQ Assistant. Delete the Timing icon and its Numeric Constant. Double-Click on the DAQ Assistant and change the setting to: Configuration>>Acquisition Mode>>N Samples>>OK Place the Digitizing Parameters Control onto the Front Panel as follows: Controls>>Select a Control>>Browse>>Digitizing Parameters.ctl Place an Unbundle By Name icon onto the Block Diagram: Functions>>Programming>>Cluster, Class, & Variant>>Unbundle By Name When the Unbundle By Name icon is wired to the Digitizing Parameters Control, it will automatically show one of the controls, as shown below: Expand the Unbundle By Name icon by pulling down the bottom edge:
Pictures English name (French name) It’s used to …………… (……………….) …………………… (………………….) weigh solid samples ………………… …………………..
Projectile Motion Lab Goals: To find, in three different ways, the initial speed v0 of the ball launched by a spring gun. To find the angle that will maximize the horizontal distance travelled by the projectile launched off of the table. Equipment: Spring gun Ball Meter sticks Carbon paper Safety: In this lab you will launch a plastic ball with a projectile launcher. Make sure the space is clear in front of the ball launcher when firing. Keep one group member at the end of your “firing line” to stop people from passing through while firing. When you launch the ball vertically, make sure the space below the ball is clear.
Use LoggerPro to estimate the force plate reading for each motion. Show your work in the attached graph. Add your force estimates to the table on the next page. Draw a free body diagram of the person riding the scale in each situation and write down the corresponding N2 equation. Note: forces don’t need subscripts. Calculate the magnitude and direction of the acceleration in each situation. Person’s mass and weight: In your attached printout, show how you use the force plate reading to find the person’s weight and mass. Person’s weight (N): ____________ Person’s mass (kg): _______________ Motion FBD (show relative length) Newton’s 2nd Law Eq. Reading Bathroom Scale Reading Force Plate acc. a (magn & direction) Is everything consistent? Y/N Not moving Up & Starting Up & Going Up & Stopping
7) Mode of Nutrition—Protists can be classified into two categories as far as their nutrition (ability to obtain energy) is concerned—AUTOTROPHS and HETEROTROPHS. The plant-like protists, predominantly referred to as algae, can create their own energy by the process of photosynthesis. Photosynthesis requires specialized organelles called chloroplasts filled with chlorophyll to trap light energy from the sun. Once that light energy is trapped, light energy can be used to break the bonds between water and carbon dioxide to convert it into oxygen and glucose (food/energy for the cell/organism). All algae are autotrophs because they can create their own energy. The animal-like protists referred to as protozoa cannot create their own energy…just like you! They can only get their energy from the life process, cellular respiration, that takes place in the mitochondria of every cell. They must eat or consume other organisms and through cellular respiration, they will convert glucose and oxygen into water, carbon dioxide and mechanical energy that fuels all their cells. All protozoans are heterotrophs (as are you!). Based on what you read above, create a graphic organizer or illustration to show you understand the two ways protists can obtain food/energy—be sure to include organelles, life processes and other specifics.
Island arc: Magma from Earth’s crust creates volcanoes that form arcs of islands in the ocean. Mid-ocean ridge: a string of underwater mountains, with a deep valley running along its crest. Rocks of the ocean floor are very young near it. Mountain building: Earth’s crust buckles, folds, and thickens, pushing up mountains. Coastal volcanoes: Magma from Earth’s mantle rises to surface and layer upon layer forms volcanoes along a coast.
SPSS STATISTICS BASICS SPSS WINDOWS Data View Used to display data Columns represent variables Rows represent individual units or groups of units that share common values of variables Variable View Used to display information on variables in dataset TYPE: Allows for various styles of displaying LABEL: Allows for longer description of variable name VALUES: Allows for longer description of variable levels MEASURE: Allows choice of measurement scale Output View Displays Results of analyses/graphs CREATING SPSS DATA FILES In this part we will learn two ways to create SPSS data files. The first one is creating data sets manually and the second one is importing data from other sources (excel or txt files) and converting them to SPSS data sets. 1. Entering Data Manually Using the SPSS Statistics Data Editor You can manually enter data directly into SPSS by using the Data Editor. Open the Data Editor window, click Variable View and define the variables to be entered. The properties of the data to be entered is given below.
__________________________________ ______________________________________ ______________________________________ _________________________________________ Metaphase Anaphase __________________________________ ______________________________________ ______________________________________ _________________________________________ Telophase _______________________________________ ____________________________________ Review Questions Lab 12: Understanding Cell Reproduction 1. What is the significance of the S phase of interphase? ______________________________________________________________________________
Interpretation of BMI for adults For adults 20 years old and older, BMI is interpreted using standard weight status categories that are the same for all ages and for both men and women. For children and teens, on the other hand, the interpretation of BMI is both age- and sex-specific. For more information about interpretation for children and teens, visit . The standard weight status categories associated with BMI ranges for adults are shown in the following table. BMI Weight Status Below 18.5 Underweight 18.5 – 24.9 Normal 25.0 – 29.9 Overweight 30.0 and Above Obese For example, here are the weight ranges, the BMI ranges, and the weight status categories for a sample height. BMI Weight Status 5' 9" 124 lbs or less 125 lbs to 168 lbs to Normal 169 lbs to 202 lbs to 203 lbs 30 or Obese low
______________________________________________________________________________ (b) While still touching this projection, alternately turn the hand palm down and up. Does the projection move? ______ (yes or no) (c) Which bone belongs to this projection? ___________________________________ In general, to identify a portion of a bone near a joint, move the body parts adjacent to the joint while touching the bone. Identify the bones that have the surface features listed in Table 39-2 on page 10. Table 39-2 Features and Bones Surface Feature Bone Knuckles Bump next to the wrist and on the same side of the upper appendage as the little finger Smaller bump next to the wrist and on the same side of the upper appendage as the thumb Bump next to and outside the ankle Bump next to and inside the ankle D. Structure of a bone 1. Look at the femur, the longest bone of the skeleton (Fig. 39-10). It consist of shaft, or diaphysis, with two knobby ends, or epiphyses (singular, epiphysis). One end has a narrow neck and a round head. Which bone does the femur join? __________________________________________________ (b) To which bone of the skeleton does the other end join? ________________________________ Note the other surface features on the femur, such as projections of various sizes and lines. These surface features are attachment sites for tendons and ligaments. Are these small tunnels openings onto the surface of the femur? __________ (yes or no)
(a) Do their heads remain at the same level, or do they bob up and down? ________ Pre Lab Questions ____ 1. Ligaments connect Bones to bones Skeletal muscles to bones Tendons to bones Skeletal muscles to tendons ____ 2. Tendons connect Bones to bones Skeletal muscles to bones Ligaments to bones Skeletal muscles to tendons ____3. Which bone is part of the axial skeleton? Clavicle Radius Coxal bone Sternum ____4. The two kinds of bones tissue are Compact and loos Compact and spongy Dense and spongy Loose and dense ____5. There are__________ classes of levers. 2 3 4 More than four ____6. The class of lever in which the effort is located between the fulcrum and the load is called Class I Class II Class III Class IV ____7. The end of the skeletal muscles that remains stationary during a movement is\ The actin The origin The insertion None of the above ____8. In an isotonic contraction of a skeletal muscles, The tension in the muscles increases Movement occurs No movement occurs Both a and c occur ____9. In an isometric contraction of a skeletal muscles, The tension in the muscles increases Movement occurs No movement occurs Both a and c occur ____10. The step cycle of walking consists of (a) A stance phase (b) A swing phase (c) Both a and b (d) None of the above Post - lab questions 39.1 Adult human skeleton 1. Match the following bones to their location in the body. Answer Bone Location Radius Pectoral girdle Coxal bone Leg
Once you have reached this point, your soil sample is considered to have reached its “plastic limit” (in terms of moisture content). D - Mass of cup + wet soil + stir-rod __________g E - Mass of water added to soil ( = D – B) __________g F - % moisture content @ plastic limit (PL) __________% Now add very small amounts of water (drops at a time) to your wet soil, and continue to stir until the soil attains the consistency similar to a “thick soup”…where if you take out the stir-rod, the slurry will form a peak and then fall back in on itself. *Check with instructors if unsure about proper consistency! *Note: soils will be more difficult to reach this consistency. G - Mass of cup + saturated soil + stir-rod __________g H - Total mass of water added to soil (= G – B) __________g I - % moisture content @ liquid limit (LL) __________% PART B – Soil Moisture Retention Determinations Procedure Steps: You are provided with the following materials:
Chemistry 121 Name: Lab 1 Data Sheet (attach answers to the lab questions) Part 1 — Measurement and glassware Glassware 100 mL beaker 10 mL graduated cylinder Large graduated cylinder Volumetric pipet Volume of water added (measured volume) (mL) Mass without water (g) (can be avoided) Mass with water (g) (can be avoided) Mass of water (g) Temperature of water (°C) Density of water (CRC) (g/mL) Calculated volume of water in glassware (mL) % error between meas. and calc. volume
Name: Block: Group Members: Due Date: Lab: 23A Molecular Model Building (Isomerism), Heath Chemistry, pg 317 Objective: Task Outline & What to Hand In: This cover page & self evaluation completed Data, Results & Calculations will include your completed diagrams from following Procedure #1-4 Follow-up Questions #1, 2 and 3 Conclusion: answers the objective of the experiment & explains why there is such a huge number of organic compounds. Presentation (cover page included, word processed-if needed, calculations may be hand written neatly with correct significant figures, includes appropriate section headings, completed in order) Safety (this mark will be given by teacher during the lab) Procedure Changes: Show the structural formula, not electron dot diagram Draw complete structural formula. There are several isomers for organic compounds. The number in brackets shows how many you are required to draw to answer this question. Butane (2 isomers) Pentane (3 isomers) Hexane (5 isomers) Cyclohexane (1) Methyl hexane (show 2 isomers only) Only 4 isomers required (note: butene has 1 double bond) Only 3 isomers required (note: butyne has 1 triple bond) Criteria Student Self Evaluation Teacher Assessment Objective: Clearly states the aim of the experiment and briefly outlines the related theory Procedure: refers to handout/textbook page by correct citation and note any changes to the method (as noted by your teacher) /2 /2 Data, Results & Calculations: (hand written neatly) Provides results/observations (and diagrams where appropriate) that are presented in correctly annotated tables and/or graphs /4 /4 Analysis & Discussion: Correctly identifies and explains the theory relating to the experiment and supports this with accurate observations n/a n/a Evaluation: Identifies and defines the appropriateness of the experimental method (and presents a model for future experimental investigations where appropriate) n/a n/a Follow up Questions: (hand written neatly) Questions as per Heath Chemistry Lab Manual /3 /3 Conclusion: (hand written neatly) Identifies and defines important concepts and principles relevant to the experiment by relating back to the aim and hypothesis. /2 /2 Presentation: Practical report is presented in the correct format, is written fluently and provides appropriate and accurate referencing /3 /3 Safety: Demonstrates an organized and safe approach to experimental work /2 /2 Results Summary /16 /16
Lab #4 – Chemical or Physical Change? # Reactants Description Before Combining Observations after/during Mixing Physical or Chemical Explain 1 Limewater (5 mL) + Cobalt Chloride (2 drops) 2 Limewater (5 mL) + Phenopthalein (2 drops) 3 Copper Sulfate (Mortar and Pestle) 4 Penny + Salt + Vinegar 5 Calcium Hydroxide + Ammonium Chloride
6 Limewater Exhale through a straw for 30 s 7 Vinegar (5 mL) + Baking Soda 8 Copper Sulfate + Water 9 Copper Sulfate solution (use half from #8) + Iron Nail 10 Copper Sulfate Solution (from #8) + Sodium Hydroxide 11 Magnesium + Hydrochloric Acid (5 mL)
Database by the Energy Research Centre of the Netherlands The above link points to a web page where you can enter for example “wood” as the name of the material you are looking for, or you can click the link under the green “Start browsing” text. Both take you to a navigation page where you can choose fuel type from the “search tree” structure on the left side of the page. After selecting material type, you need to press the “Average of selected” button at the top of the search tree to obtain the data. Åbo Akademi fuel database Choose ”Free Access” and follow instructions to start browsing. Select fuel type from “search tree” on left of the web page. Groups and schedule for laboratory demonstrations Group 1 Group 2 Group 3 Group 4 9.40 o’clock Fuel database PC-class Bomb calorimeter, Axelia II, 3rd floor TGA, Axelia II, 2nd floor, Lab of Inorganic chemistry Single Particle Reactor, Axelia II, “Apparathallen” 10.10 o’clock Single Particle Reactor, Axelia II, “Apparathallen” Fuel database PC-class Bomb calorimeter, Axelia II, 3rd floor TGA, Axelia II, 2nd floor, Lab of Inorganic chemistry 10.40 o’clock TGA, Axelia II, 2nd floor, Lab Single Particle Reactor, Fuel database PC-class Bomb calorimeter,
of Inorganic chemistry Axelia II, “Apparathallen” Axelia II, 3rd floor 11.10 o’clock Bomb calorimeter, Axelia II, 3rd floor TGA, Axelia II, 2nd floor, Lab of Inorganic chemistry Single Particle Reactor, Axelia II, “Apparathallen” Fuel database PC-class Group 5 Group 6 Group 7 Group 8 11.40 o’clock Fuel database PC-class Bomb calorimeter, Axelia II, 3rd floor TGA, Axelia II, 2nd floor, Lab of Inorganic chemistry Single Particle Reactor, Axelia II, “Apparathallen” 12.10 o’clock Single Particle Reactor, Axelia II, “Apparathallen” Fuel database PC-class Bomb calorimeter, Axelia II, 3rd floor TGA, Axelia II, 2nd floor, Lab of Inorganic chemistry 12.40 o’clock TGA, Axelia II, 2nd floor, Lab of Inorganic chemistry Single Particle Reactor, Axelia II, “Apparathallen” Fuel database PC-class Bomb calorimeter, Axelia II, 3rd floor 13.10 o’clock Bomb calorimeter, Axelia II, 3rd floor TGA, Axelia II, 2nd floor, Lab of Inorganic chemistry Single Particle Reactor, Axelia II, “Apparathallen” Fuel database PC-class PC-class reserved 9-13 and 15-17. Lunch at 13
Conservation of Energy at the Skate Park Part A: Thermal Energy Learning Objective: Describe how a change in thermal energy of the system affects the motion of molecules at the microscopic level, and the motion of the skater at the macroscopic level. PhET Friction Simulation:http://phet.colorado.edu/sims/html/friction/latest/friction_en.html PhET Energy Skate Park Simulation: Directions: 1. In the microscopic model boxes, draw and describe the motion of the skater’s molecules at her two different positions. Hint: Think about molecules in the friction simulation. 2. In the macroscopic model boxes, draw and describe the energy of the skater at the two positions. Microscopic Model (Left Image) Microscopic Model (Right Image) Macroscopic Model (Left Image) Macroscopic Model (Right Image) Part B: Energy Changes in the Skate Park System Learning Objectives: 1. Differentiate between total energy and various forms of energy in a system. 2. Explain how each model (bar graph and pie chart) shows the total energy of the system, and draw each model for a situation with a different amounts of initial energy. 3. Describe energy changes in a system over time using both words and graphical representations. Directions: Use the simulation investigate energy in the skate park. Use different tracks on the "Introduction" and "Friction" pages. 1. Describe the system represented by the bar graph and pie chart. Explain your reasoning. System description
Hot plate/stirrer mechanically mixes solutions while heating Mortar and pestle porcelain, used to grind crystals or lumpy chemicals into powder Petri dish used to hold materials Pipe-stem triangle holds crucible and lid in a flame Pipetter used to accurately draw up liquid into pipet Ring clamp used with wire gaze to support a beaker when heating over a flame
Test tube brush cleans a test tube Test tube holder holds a single test tube Test tube rack holds test tubes Test tubes mix small quantities of liquids and solids Thermometer measures temperature common range –10oC to 110oC Volumetric pipet most accurate in measuring volume
Consider the equation: Function? yes/no One-to-One Function? yes/no State any Symmetry: Domain using interval notation: Range using interval notation: x-intercept(s): y-intercept: Are there any Asymptotes? If yes, then give the equation(s) Where is f (x) 0 ? State the x-values using interval notation Where is f (x) 0 ? State the x-values using interval notation Where is f (x) 0 ? List the x-value(s) Where is f (x) increasing? State the x-values using interval notation Where is f (x) decreasing? State the x-values using interval notation Where is f (x) concave up? State the x-values using interval notation Where is f (x) concave down? State the x-values using interval notation 3. Graph function . Label two points. Domain:
How does your bottle represent Earth’s atmosphere? In what ways is Earth’s atmosphere different than your bottle? How does this lab showcase the “greenhouse effect”? Explain if you think that the term “greenhouse effect” is a good way to describe what is currently happening with heat in Earth’s atmosphere. Name_____________________________Period_____
Students should be very careful about any test. They should conduct the tests by taking maximum care of the equipment during test. Thoroughly clean your laboratory work space at the end of the laboratory session. Keep work area neat and free of any unnecessary objects. Never block access to exits or emergency equipment. Food and drink, open or closed, should never be brought into the laboratory. Know the location of all the exits in the laboratory and building at the time of emergency. Continuous Assessment Practical CONTENTS Exp No NAME OF EXPERIMENT Page No. Date Sign Remark 1 Determination of pH of Water Sample. 7 2 Determination of Conductivity of Water Sample. 10 3 Determination of Turbidity of Water Sample. 14 4 Determination Chlorides of Water Sample. 18 5 Determination of Solid’s (Suspended & dissolved). 22 6 Determination of Acidity of Water Sample. 26 7 Determination of Dissolved Oxygen of Water Sample. 30
Amino Acid Codons for this Amino Acids Alanine GCA, GCC, GCG, GCU Arginine AGA, AGG, CGA, CGC, CGG, CGU Asparagine AAC, AAU Aspartic Acid GAC, GAU Cysteine UGC, UGU Glutamic Acid GAA, GAG Glutamine CAA, CAG Glycine GGA, GGC, GGG, GGU Histidine CAC, CAU Isoleucine AUA, AUC, AUU Leucine UUA, UUG, CUA, CUC, CUG, CUU Lysine AAA, AAG Methionine - Start AUG Phenylalanine UUC, UUU Proline CCA, CCC, CCG, CCU Serine AGC, AGU, UCA, UCC, UCG, UCU Threonine ACA, ACC, ACG, ACU Tryptophan UGG Tyrosine UAC, UAU Valine GUA, GUC, GUG, GUU Stop Codons UAA, UAG, UGA 4. To determine what traits are present in your mystery organism, refer to the table below. Use the amino acid sequences from your data table to determine what characteristic is being called for. AMINO ACID SEQUENCE TRAIT Alanine – Histidine – Lysine Walks on four legs Proline – Serine – Phenylalanine – Glycine Freckles Tryptophan – Proline – Isoleucine Walks upright on two legs Serine – Tryptophan – Lysine Small purple ears Cysteine – Alanine Blue hair, very hairy Arginine – Histidine – Threonine Yellow eyes Histidine – Valine Very little red hair Alanine – Glycine – Proline – Serine No Freckles Serine – Lysine Short orange nose Lysine – Leucine Long red nose Tyrosine – Isoleucine – Aspartic Acid Blue eyes Proline – Alanine – Alanine Green elephant ears Copyright © Science Stuff
Lab – Wireless Power Charging Security Objective This lab is designed to offer an introduction into the concept of Cyber-Physical System Security. The purpose of the experiment is for students to understand how randomness is utilized to achieve wireless power charge security in a CPS system. Introduction and Background Cyber-physical systems (CPS) are systems that contain computational elements and physical components; both the “cyber” and the “physical” parts of the system interact with each other. One, specific example of CPS’s are implanted medical devices (IMD). A pacemaker is an IMD that has many benefits; however, an issue of security arises.1 General protection schemes cannot be applied to all CPS’s; the security measures taken need to be specifically integrated for that particular the system. For instance, during the wireless power charging of a pacemaker, it is vulnerable to potential cyber attacks. A general protection scheme like cryptography would only be effective in the transfer of data; the wireless charging process is a transfer of electromagnetic energy.2 A solution for security in this case could be achieved through secret resonance frequency tuning.3 Wireless power charging depends on a sender and receiver matching resonant frequency. Hackers could attack a wireless charge if resonant frequency is static. If the frequency was only known to the sender and receiver, and it was unknown to an attacker then security would be achieved. The experiment in this lab will focus on generating a random, resonant frequency using logistic maps. Equipment Microcontroller (Arduino), Breadboard, LED’s, Resistors, 5 cm Coils, Capacitors, 2N3904 Transistor, Mechanical Switches, Diodes
Name: __________________________ Lab: ________________________________ 4 3 2 1 0 Introduction X 1.5 Purpose is stated. Background information is researched and cited. Hypothesis is stated in “If…then…” format and explained. Purpose is stated. Background information is researched and cited. Hypothesis is stated but not explained and not in “If…then…” format. Purpose is not stated. Background information is vague or brief. Hypothesis is stated but not explained and not in “If…then…” format. Purpose is not stated. Background is vague or brief, hypothesis is vague, or background or hypothesis is missing. No purpose, introduction, or hypothesis presented. Materials and Procedure Materials and amounts are identified. Procedure is easy to follow and in numbered/bulleted form Materials are mentioned but without amounts. Procedure is easy to follow. Materials are mentioned but without amounts. Procedure is vague Doesn’t provide enough information to represent an experimental procedure. No materials or procedure described. Data and Discussion Questions X 1.5 Data is complete and relevant. Appropriate units and labels are provided. Questions are answered completely and correctly. Data is mostly complete and relevant. Most units and labels are provided. Most questions are answered completely and correctly. Data is partially complete and relevant. Some units and labels are provided. Some questions are answered completely and correctly. Data is not complete or relevant. Few units and labels are provided. Few questions are answered completely and correctly. No data reported, questions are not completed. Conclusion X 1.5 Conclusion summarizes experiment, cites data, addresses hypothesis, and cites sources of error. One component of conclusion missing: ___Summary ___Data ___Hypothesis ___Errors Two components of conclusion missing: ___Summary ___Data ___Hypothesis ___Errors Conclusion is brief and is missing significant pieces of information No conclusion present. Report Quality Report is well organized and cohesive and contains no mechanical errors. Presentation is typed and seems polished. Report is well organized and cohesive but contains some spelling or grammatical errors. Report is somewhat organized with some spelling or grammatical errors. Not everything is typed Report contains many errors. Report is not typed. No attention to detail evident.
CATEGORY 4 3 2 1 Introduction / Purpose History of the penny. Historical Percentages of elements in penny Purpose of the lab Describe reaction of how the cu will be isolated from the penny Excellent background information about the lab. . Good amount of background information. Almost all information in category 4 is covered. Sufficient amount of background information. Some information from category 4 is missing. Limited background information provided. Most information stated in category 4 is missing. Methods and Materials Past Tense No Pronouns Lab Equipment / Measuring Chemicals Used Quantities All requirements listed at the side are met. Written in paragraph format. Instructions are clear and written so that it is easily replicated. All lab equipment, measuring instrumentation, chemical materials and quantities used in the experiment are accurately described. Most requirements for this section are met and or most instructions are written so that it can be replicated will little ambiguity. Some requirements for this section are met. A few instructions may lead to a bit of confusion. More specific detail is needed in order to obtain accurate lab results and to carry out the lab safely. Few requirements for this section are met. A lot of instruction is missing. This lab can mot be easily replicated as written and will result in inaccurate lab results. Safety WHMIS symbol for Hydrochloric acid WHMIS symbol for Acetone Includes detailed information about safety precautions, including WHMIS symbols where applicable and proper disposal of material. Includes most information about safety precautions, including WHMIS symbols where applicable and proper disposal of material. Includes some information about safety precautions, and disposal. Includes limited information about safety precautions, and disposal. Data Table Table # Title Masses with units Qualitative observations Professional looking and accurate representation of the data in table format. Qualitative observations are thorough. Data tables are numbered with appropriate titles. Accurate representation of the data in tables. Qualitative observations are good. Observations are in table format. Information is sufficient. More detailed information is needed or some information is missing. Observations are not in distinctive tables. Qualitative observations are lacking significant points.