zilongwang/ReadingBank huggingface dataset:
Sample Item The law of gravity describes a relationship between two masses. The more massive an object is or the closer it is to another body, the more the gravitational attraction between the two objects. However, the law is limited because it cannot explain which of the following? *A) Why there is a gravitational attraction in the first place B) What gives the larger object more mass C) Why does the smaller object also attract the larger object D) Why we experience gravity on earth and not in space Reporting Category Nature of Science Standard Role of Theories, Laws, Hypotheses & Models Benchmark Number SC.912.N.3.4: Benchmark Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Also Assesses Item Types MC Benchmark Clarification Students must differentiate between the criteria that define a theory versus the criteria that define a law. Content Limits The test item should pertain to laws and models covered within the physical science course. Stimulus Attributes Students are given examples of current laws and/or theories and asked to identify differences between them, or be asked to identify why theories and models are used in science. Response Attributes None Specified
3.3 w// = w sin Ɵ or w// = m g sin Ɵ w// = (25)(9.8)sin 22o w// = 91.78N (4) 3.4 tan = tan = 0.5 = 26.57 o (3) 3.5 fs(max) = w┴ or fs(max) = mgcos fs(max) = (0.5 ) (25) (9.8) Cos 26.57 o fs(max) = 109.56N (4) [16] QUESTION 4/VRAAG 4 4.1 When a net force is applied to an object of mass m, it accelerates in the direction of the force. The acceleration is directly proportional to the magnitude of the force and is inversely proportional to the mass of the object. / Indien ‘n netto krag uitgeoefen word op ‘n liggaam met massa m, sal die voorwerp versnel in die rigting van die krag. Die versnelling is direk eweredig aan die grootte van die krag en omgekeerd eweredig aan die massa van die voorwerp. 2 kg block/blok 4 kg block/blok (2) 4.2 T w T w (4) 4.3 Consider the mass m1, the 2 kg-block/Beskou massa m1, die 2 kg blok: Fnet = ma T – w = m1a T – (2)(9.8) = (2)a T – 19.6 = 2a ………………. (1) Consider the mass m2, the 4 kg-block/ Beskou massa m2, die 4 kg blok: w -T = m1a (4)(9.8) - T = (4)a 39,2 - T = 4a ………………..(2) (5)
Physical Security for systems containing EPHI An important step in protecting electronic protected health information (EPHI) is to implement reasonable and appropriate physical safeguards for information systems and related equipment and facilities. In order to do so, it is necessary to have a proper inventory of all physical devices and properly secure access to areas where any equipment reside. Partners HealthCare information systems containing EPHI must be physically located in areas where unauthorized access is minimized. [Ref. Policy, Ref. Inventory] PH-529 Facility Security Plan 1.0: All physical access rights to Partners HealthCare areas where information systems containing EPHI are maintained must be clearly defined and documented. Such rights must be provided only to Partners HealthCare workforce members having a need for specific access in order to accomplish the responsibilities of their positions. All physical access rights to Partners HealthCare areas where information systems containing EPHI are maintained must be regularly reviewed and revised as necessary. All Partners HealthCare workforce members must visibly wear the organization’s employee identification. Employees should be encouraged to report unescorted strangers or anyone not wearing visible identification. Some common controls to prevent unauthorized physical access, tampering, and theft that covered entities may want to consider include: Locked doors, signs warning of restricted areas, surveillance cameras, alarms Property controls such as property control tags, engraving on equipment Personnel controls such as identification badges, visitor badges and/or escorts for large offices Institution security service or patrol for the facility Reference: Security Standards: Physical Safeguards Workstation Security Device and Media controls Paper
APPENDIX C: TABLES Table 1 Demographic Data of Respondents % n Gender (N = 24) Male Female 37.5 62.5 9 15 CPRP Status (N = 24) Yes No 33.3 66.7 8 16 Level of Education (N = 24) High School Equivalent 4.2 1 Associate’s Degree Bachelor’s Degree Master’s Degree Job Title Park and Recreation Director Other Years in Profession 1 – 7 12.5 75.0 8.3 66.7 29.2 25 3 18 2 16 7 6
Table 2 Health Partnership Characteristics (N=26) School Systems Churches/Religious Organizations 84.6 (22) 46.2 (12) 76.9 (20) 7.7 (2) YMCAs 19.2 (5) 3.7 (1) Boys and Girls Clubs 30.8 (8) 11.5 (3) Public Transportation 19.2 (5) 7.7 (2) Hospitals/Healthcare Providers 38.5 (10) 11.5 (3) Landowners 19.2 (5) 15.4 (4) Conservation Agencies 42.3 (11) 19.2 (5) Public Housing Authority 19.2 (5) 7.7 (2) Colleges/Universities 42.3 (11) 7.7 (2) Other 11.5 (3) 11.5 (3) Table 3 Importance of partnerships to promote physical activity (N=27) Mean SD
Health partnerships help us to… better meet the needs of our constituents. gain access to additional recreation facilities. increase our organization’s visibility. avoid duplication of services. avoid unnecessary competition. Contribute to community development efforts. help reduce or limit out organizational costs. contribute to solving complex problems in our community increase the number of staff/volunteers that we utilize. meet our organizational goals and mandates. Increase access to additional funding enhance our organization’s prestige in the community. Acquire and/or provide access to land and/or natural areas. Create flexibility in our organizational structure. Enhance our staff’s expertise in specialized areas. Create opportunities for growth and development for staff. 4.28 4.28 4.24 4.08 4.08 4.04 3.96 3.96 3.92 3.88 3.76 3.76 3.72 3.64 3.60 3.60 .678 .678 .597 .759 .702 .676 .611 .841 .759 .680 .926 .597 .936 .907 .707 .645 Table 5 Importance-performance analysis of partnerships to promote physical activity (N=27) Partners Importance % (n) Performance % (n) Difference Variable % (n)
Monday Tuesday Wednesday Thursday Friday 9.30am Strength for Life Walking Group Strength for Life 10.00am Stretch & Strength Heartsmart 10.30am Better Mobility Falls Prevention 11.00am Strength for Life 11.00am Mums/Bubs Pilates 11.30am Warm Water Warm Water 12.00am Warm Water 12.30pm Tai Chi 12.30pm Cooking for 1 or 2 Warm Water Warm Water 1.30pm Warrina Balance 2.15pm Keeping your Balance 6.00pm Pregnancy Pilates Strength for Life Strength Training improves joint mobility, muscle strength and increases bone density. Progressive Strength Training can be very beneficial and assist with the management of chronic conditions like diabetes, heart disease, arthritis and osteoporosis. Duration 60 minutes. Please bring a personal water bottle & shoes with good support are recommended. A doctor’s referral & initial assessment is required for this class. Cost $7.50 per class. Stretch & Strength A combination of floor, seated and standing exercises using resistive bands to strengthen core abdominals and muscles of the upper and lower limbs. Duration 60 minutes. Please bring a personal water bottle and a yoga mat, wear comfortable clothes and yoga socks. A doctor’s referral & initial assessment is required for this class. Participants will need to purchase a Theraband @ $5. Cost $7.50 per class – or reduced fee with Private Health Insurance
13. State the property of alcohol that makes it suitable for use in the chamber (1 mark) …….. …………………………………………………………………………………………… …………………………………………………………………………………………………… 14. Explain how the radiation from the radioactive source is detected in the chamber. (4 marks) 15. On the axes provided in the figure below, sketch a frequency-wavelength graph for an electro-magnetic wave. (1 mark) SECTION B: (55 MARKS)
Shin splints A free weekly running club who support those who want a gentle introduction to running. Wed 6:30pm Saturday 9am Base point: Coate Water Car Park Visit: Cycling for health Friendly, safe environment—cycle around the athletics track. No need to book—cost £3.15 for age 16+ or supervised children by prior arrangement Monday 10-11am Thursday 1-2pm County Ground Athletics Track Contact Ros Hughes on 01793 464907 or email Football Fans in Training 13 week weight management and lifestyle programme running weekly for men aged 35-65 years old with a BMI of >28 kg/m2 or a waist circumference of >38 inches. Training is by club community coaches and you will also receive a programme of advice on how to eat more healthily and become more active, including being given a pedometer to count the number of steps walked each day. Cost £5/ session. 2 programm-es per year: Jan-April Sep-Dec Thursday Legends Lounge, Country Ground Email with Football Fans in Training as the subject line Or visit Or call 01793 421303 (Swindon Town Football Club) Hydrotherapy Referral from GP/physiotherapist with suggested gentle exercises for unlimited sessions within a 3 month—1 year period (£6 a session). Hydrotherapy has been shown to have many health benefits and can be particularly helpful to those with physical disabilities Monday-Friday and weekends 9am-1pm Thamesdown Hydrotherapy Pool, Stratten, Ring 01793 496002 or visit to download a referral form or see your GP/physiotherapist
Gentle Aqua Classes More structured hydrotherapy class at the hydrotherapy pool for £3.15 a session, gentle exercise in water. You will need to be referred by a weight management group Thursday 12-1pm Hydrotherapy pool Hill Contact Ros Hughes on 01793 464907 for more details Disability Sport Swindon Exercise classes available for people with learning or physical disabilities including swimming, cycling, climbing, walking, tennis (cost: free to £3.50 a session. Visit the website for full timetable. Throughout the week Various Locations around Swindon Visit or contact Ben on 01793 465404 or email Sport club for people with learning disabilities Swindon Champions is a weekly multi-sport club, £1.50 a session Thursdays Dorcan Recreation Club Visit or contact Ben on 01793 465404 Group exercises arranged by the Swindon Health Improvement Team Various group exercises Monday-Friday lasting an hour for all abilities/disabilities. Examples include cardio care (circuits at the Hayden Centre) exercise to music (for older adults), supervised gym session (referral required from a medical professional), chair-based exercises among many others. Costs £3-£3.15 a session Monday-Friday daytimes Various locations including Hayden Centre, Ellendune Community Centre For a timetable and more information contact Ros Hughes on 01793 464907 or email
Alfred Jeffrey Analysis of survey; development of lay summary Bobbi Piche, Sandy Kennedy, Charl Stafleu, Robin Cater, Jana Scott Website design & development Lucas Ferreira, Ian Foster, Juan (Sarah) Sun Advisory Committee Janet Bauer Patient representative, PasP|PVN Fibromyalgia, Chronic Fatigue, Osteoarthritis, Deg Disk Disease Jean Shepard Patient representative, PasP|PVN Mitochondrial disease Dr Karim Khan Professor, UBC Dept of Family Practice Activity for Public Health Sports Medicine Hip Health Dr Garey Mazowita Department of Community and Family Medicine (PHC); Clinical Professor, BC MOH physician rep on the General Practice Services and Shared Care Family Practice Dr Darren Warburton Co-Director Physical Activity Promotion and Chronic Disease Prevention Unit (UBC) Director Cardiovascular Physiology and Rehabilitation Laboratory UBC Co-Director Physical Activity Support Line Researcher – Kinesiology Physical Activity and chronic disease Dr Shannon Bredin Associate Professor, Co-Director Physical Activity Promotion & Chronic Disease Prevention Unit, and Director Cognitive & Functional Learning Laboratory and the Systematic Reviews Research Laboratory UBC Researcher – Physical Activity Dr Janice Eng Interim Head – UBC Department of Physical Therapy. Professor Researcher – Neurology - stroke Dr Mary Jung Assistant Professor School of Health and Exercise Sciences | Faculty of Health and Social Development Researcher Self-regulation of health behavior – physical activity Dr Linda Li Associate Professor Harold Robinson / Arthritis Society Chair in Arthritic Diseases Researcher - Physiotherapist Clinician, Arthritis, Model of Care, Help-seeking, Communication Technology, Knowledge Translation Dr Michael Hunt Associate Professor, UBC Dept of Physical Therapy Researcher – Physiotherapist, Biomechanics, Musculoskeletal
In an experiment to investigate the relationship between energy of radiation and stopping potential, the results were shown in a graph below. (Velocity of light = 3 x 108 ms1 and e = 1.6 x 1019c). From the graph determine: The threshold frequency. (1 mark) The threshold wavelength. (2 marks) Planck’s constant. (3 marks) The work function. (3 marks) a) A ray of light is incident on a plane mirror as shown in figure 9 below. Figure 9 What is the angle of reflection? (1 mark)
Cycling (non competitive, path or school-based) Introduction All activities and personnel must be approved by the principal. These procedures cover cycling (excluding dirt bike track – refer to Mountain Biking in Outdoor Adventure Activities) as a class activity, based within school grounds or on cycle paths as part of bike education. Leader Qualifications/Experience A minimum of two adults are required for this activity or event in primary schools. The leader must be suitably qualified. The leader must have experience on the route to be ridden and be aware of the potential danger areas to students, such as road crossings, obstructions, etc. If an adult other than a teacher is engaged for instruction, a teacher should be present to take overall responsibility. One adult present must have a current senior first aid certificate. Where the activity or event takes place within a school, the nominated first aid officer may satisfy this requirement. A first aid kit must be available. Students, Teachers and other participants Where this activity or event takes place at a venue other than the school or its immediate environs, the appropriate procedures as outlined in the Excursions Policy must be followed. Students, teachers and other participants must: remove jewellery and other ornaments where it is deemed to represent a threat to safety secure long hair have reached the level of cycling competency appropriate to the demands of the activity or event at the selected location. Location The leader or teacher in charge must ensure that the location has been selected with consideration of the following: the route to be taken must be within the capability of the weakest rider(s) access to telephones along the route must be known, or a mobile phone must accompany the ride road crossings should be minimised (especially for primary aged children) and where they are necessary, pedestrian crossings should be utilised wherever possible; by law, bicycles must be wheeled across any marked crossings rest stops should be built in when planning the route (consider shade, extra
Physical Education Descriptors Grade 1 Beginning 2 Developing 3 Consolidating 4 Embedding 5 Secure 6 Mastered E Expert Year Y7/Y8 Y7/Y8 Y7/Y8/Y9 Y8/Y9 Y9 Y9 Y9 Fitness Very Poor Fitness Poor Fitness Fair Level of Fitness Good Level of Fitness High Level of Fitness Very High Level of Fitness Excellent Level of Fitness Criteria Beginning to grasp some of the main ideas and skills in a unit of work. Can perform very basic skills for some sports in isolated practice showing minimal control. Basic understanding and can make some decisions. Some of the main ideas and skills in a unit of work are emerging, whilst others require development. Can perform basic skills for some sports in isolated practise showing some levels of control. Responds to simple situations. Can do most of the main concepts and skills in a unit of work and is consolidating performance. Can link some skills more accurately, performing them in some more challenging practices, showing some levels of accuracy and control. Can sometimes adapt according to situations in gameplay. Has a secure understanding of the main concepts and skills, when applied to familiar contexts. Has embedded the main skills when applied to familiar contexts, within increasingly challenging practices. Can consistently demonstrate control in practise situations. Has a secure grasp of the main concepts and skills in a unit of work and can extend these to new contexts, demonstrating increasing levels of accuracy and control. Able to adapt skills to best suit the situation. Sometimes effective in use of a range of tactics and strategies. Able to respond and occasionally influence outcomes. Demonstrating a range of skills for a variety of sports within performances, showing increasing levels of accuracy and control. Perform advanced skills effectively. Performance shows control and quality regardless of circumstance. Effective in the use and the range of tactics and strategies. Able to respond and influence outcomes. Excellent knowledge and performance of advanced technique, showing fluency and autonomous movement. Consistently show originality in performance demonstrating clear confidence. Able to respond and influence outcomes. Effective in the use and the range of tactics and strategies, showing originality and flare. Able to respond and influence outcomes.
Sample assessment outline Physical Education Studies – ATAR Year 11 Units 1 and 2 Assessment component Assessment type (from syllabus) Assessment type weighting (from syllabus) Weighting for combined mark When/due date/start and submission date Assessment task Practical Practical assessment 30% 5% Term 1 Week 10 Task 2: skill performance – developing physical skills and tactics 10% Term 2 Week 10 Task 5: skill performance – developing physical skills and tactics 15% Term 3 Week 9 Task 8: competitive performance – developing physical skills and tactics Total 30% 30% Written Investigation 15% 7.5% Term 2 Week 3 Task 3: biomechanical analysis – biomechanics; functional anatomy 7.5% Term 3 Week 2 Task 6: physiology lab – exercise physiology Response 15% 7.5% Term 1 Week 5 Task 1: topic test – functional anatomy 7.5% Term 3 Week 5 Task 7: topic test – exercise physiology; motor learning and coaching Examination 40% 15% Examination week Task 4: Semester 1 written examination – 2 hours including a representative sample of the syllabus content from Semester 1 25% Examination week Task 9: Semester 2 written examination – 2.5 hours including a representative sample of the syllabus content from Unit 1 and Unit 2 Total 70% 70%
Correct identification and biomechanical explanation of the movement involved during the follow through phase of the front set Arms and fingers point in direction of target projectile motion: preparing for correct angle and height of release of ball Ball is released into a parabolic flight with no spin projectile motion: trajectory of ball determines where the ball will be placed for opponents Total /20 Sample assessment task Physical Education Studies – ATAR Year 11 Task 7 – Topic test – Unit 1 and Unit 2 Assessment type: Response Conditions Time for the task: 40 minutes in class Total marks: 40 Task weighting: 7.5% of the school mark for this pair of units __________________________________________________________________________________ Structure of this paper Section Number of questions available Number of questions to be attempted Suggested working time (minutes) Marks available One: Multiple-choice 5 5 5 5 Two: Short answer 3 3 15 15 Three: Extended answer 1 1 20 20 Total marks 40 Instructions to candidates 1. Section One: Answer all questions on the separate multiple-choice answer sheet. 2. Section Two: Answer all questions on the lines provided on this paper.
20 Exercise physiology utilisation of carbohydrates, fats and proteins as energy sources for physical activity, and their role in the onset of fatigue Task 5: skill performance (10%) 21 Exercise physiology response of to physical activity anaerobic – adenosine triphosphate-creatine phosphate (ATP-CP) lactic acid aerobic 22 Exercise physiology relationship between energy systems and types of physical activity the energy system continuum Task 6: physiology lab (7.5%) 23 Exercise physiology definition of training types resistance training – isometric, isotonic, isokinetic interval training continuous training circuit training fartlek flexibility plyometrics 24 Exercise physiology principles of training specificity in relation to the nature of activity, positions and roles intensity duration frequency progressive overload reversibility components of fitness cardiorespiratory endurance muscular strength muscular endurance flexibility body composition agility balance coordination reaction time speed power 25 Exercise physiology interrelationship between training types, principles of training and fitness components Task 7: topic test (7.5%) 26–27 Sports psychology mental skills required for improving performance and achieving the ideal performance state (‘the zone’) intrinsic motivation self-confidence stress management concentration or attentional control – Nideffer’s model arousal regulation related to individual performance inverted U hypothesis 28–29 Sports psychology mental skills and strategies used to manage stress, motivation, concentration and arousal levels Task 8: competitive performance (15%)
Sample assessment outline Physical Education Studies – General Year 11 Units 1 and 2 Assessment component Assessment type (from syllabus) Assessment type weighting (from syllabus) Weighting for combined mark When Assessment task Practical Practical assessment 50% 12.5% Term 1 Week 9 Task 2: skill performance (netball) – developing physical skills and tactics 12.5% Term 2 Week 4 Task 3: game performance (netball) – developing physical skills and tactics 12.5% Term 3 Week 4 Task 6: skill performance (soccer) – developing physical skills and tactics 12.5% Term 3 Week 10 Task 9: game performance (soccer) – developing physical skills and tactics 50% Written Investigation 25% 12.5% Term 3 Week 7 Task 7: skill observation and analysis – motor learning and coaching 12.5% Term 2 Week 9 Task 4: fitness testing – exercise physiology Response 25% 7.5% Term 1 Week 9 Task 1: topic test – functional anatomy 7.5% Term 2 Week 10 Task 5: topic test – exercise physiology 10% Term 3 Week 10 Task 8: end of year examination – motor learning and coaching; functional anatomy; sports psychology; exercise physiology 50%
Preparation feet shoulder width apart (staggered stance) knees bent straight back head and eyes up Execution extension of the elbow to create a pushing action finger pads used to contact the ball ball below waist level at all times non-dribbling hand (lead) between waist and shoulder height (parallel to the ground) ball contacts the ground adjacent to trail foot (rear) Completion ball comes back into the hand at hip height Outcome ball possession is maintained D. MARK ALLOCATION Mark Observable key skill components described in C: Preparation, Execution, Completion and Outcome 6 Always demonstrates the observation points 5 Almost always demonstrates the observation points 4 Demonstrates reasonable skill level more than 50% of the time 3 Demonstrates adequate skill level approximately 50% of the time 2 Demonstrates adequate skill level less than 50% of the time 1 Rarely demonstrates adequate skill level 0 Does not demonstrate minimum skill level Skill 2: Shot – free throw A. SKILL – demonstration of skills in competitive situations will be assessed, taking into account the combination of four elements of an action, i.e. consistency, precision, fluency and control B. CONTEXT – game pressure, pace, skill and intensity of opponent and team mates, playing area, environmental conditions etc. may affect performance and should be taken into account when marking C. KEY SKILL COMPONENTS Preparation body balanced with weight on balls of feet eyes focused on the target finger pads spread on the ball with elbow under the ball knees flexed Execution extension of legs to provide vertical lift
supporting and sustaining the wellbeing of individuals, the community, and the environment as a whole, now and into the future. Students will develop an understanding of their potential to contribute to sustainable patterns of living, and develop their world view by exploring the concepts of social justice and consumerism, as they relate to the promotion and maintenance of health and performance. Through movement experiences, students are provided with opportunities to develop a connection in and with environments and to gain an appreciation of the interdependence of people and the health of environments. Unit 1 Unit description The focus of this unit is to explore anatomical and biomechanical concepts, the body’s responses to physical activity and stress management processes to improve their own performance and that of others in physical activity. Unit content This unit includes the knowledge, understandings and skills described below. Developing physical skills and tactics develop a range of sport-specific movement skills and techniques to enhance performance select and adapt skills and techniques in games and other competitive situations Motor learning and coaching classification of motor skills gross fine open closed discrete serial continuous Fitts and Posner phases of motor learning and how they can be used to develop/improve specific physical skills types of cues used to improve performance visual verbal proprioceptive phases of information processing during skill performance identification of stimuli/input response identification/decision making response/output
CLASS 9 Ch- 2 Physical Features of India India has practically all major physical features of the earth i.e. mountains, plains, deserts, plateaus and islands. India is a large landmass formed during different geological periods which has influenced its relief. Besides geological formations, a number of processes such as weathering, erosion and deposition have created and modified the relief its present form. The movement of the plates results in the building up of stresses within the plates and the continental rocks above, leading to folding, faulting and volcanic activity. Broadly, these plate movements are classified into three types. Convergence : While some plates come towards each other and form convergent boundary. Divergence : Some plates move away from each other and form divergent boundary. Transform : In the event of two plates coming together they may either collide and crumble, or one may slide under the other. At times, they may also move horizontally past each other and form transform boundary. The physical features of India can be grouped under the following physiographic divisions :- (i) The Himalayan Mountains (ii) The Northern Plains (iii) The Peninsular Plateau (iv) The Indian Desert (v) The Coastal Plains (vi) The Islands Formation of Himalayas The oldest landmass, (the Peninsula part), was a part of the Gondwana land. The Gondwanaland included India, Australia, South Africa and South America as one single land mass. The convectional currents split the crust into a number of pieces, thus leading to the drifting of the Indo-Australian plate after being separated from the Gondwana land, towards north. The northward drift resulted in the collision of the plate with the much larger Eurasian Plate. Due to this collision, the sedimentary rocks which were accumulated in the geosynclines known as the Tethys were folded to form the mountain system of western Asia and Himalaya.
Sitting Kneeling Floor (Prone) Floor (Supine) Standing RESPONSE AND VIEW OF THE PUPIL: (this field must be completed) DETAILS OF ANY RESULTING INJURY: (injury to whom and action taken as a result, e.g. first aid, medical treatment) ANY OTHER RELEVANT INFORMATION: NAME OF SENIOR PERSON NOTIFIED: TIME/DATE
Step On training must be refreshed every 12 months (Minimum 3 hours) Step Up training must be refreshed every 12 months (Time needed will depend on audited need) COMPLAINTS It is intended that by adopting this policy and keeping parents and governors informed we can avoid the need for complaints. All disputes which arise about the use of force by a member of staff will be dealt with according to Child Protection and Safeguarding policies. Any concerns regarding the application of this policy by staff should in the first instance be reported to the Headteacher and if this is not possible then the procedures outlined in the Whistleblowing Policy should be applied. Behaviour on Trips Outside School Children whose behaviour is such that the Group Leader is concerned for their safety, or for that of others, should be withdrawn from the activity. On residential visits the Group leader should consider whether such children should be sent home early. Parents and children should be told about the procedures for dealing with misbehaviour, how a child will be returned home safely and who will meet the cost. Policy to be reviewed September 2018
ABC Name of Child : Day, date and time A – where are you? What’s happening? B – what the behaviour looks like C – what was the response? Outcome e.g. Monday 26th November, 10.45am e.g. Play time. Playing with X & Y. e.g. Screaming and hitting X. e.g. Removed from the playground to the Lilac room. e.g. Took X minutes to calm down. Issue discussed with both X & Y. Mutual apology. Returned to class. (or could be negative e.g. attacked X on return to class.
Description of any injury/injuries sustained by injured pupil and any subsequent treatment: Date parent/carer informed of incident: By whom informed: Outline of parent/carer response: Signature of staff completing report: __________________________________________________________________ Date: Signature of AHT: Staff and Student Wellbeing: ___________________________________________________________________ Date: Brief description of any subsequent inquiry/complaint or action:
Florida State College at Jacksonville Course Learning Outcomes and Assessment SECTION 1 Course Prefix and Number: PHY 1020C Semester Credit Hours (Credit): 3 Contact Hours (Workforce) Course Title: Physics for Liberal Arts with Laboratory SECTION 2a (To be completed for General Education courses only.) TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) X General Education Core (If selected, core discipline area will be identified in Section 4.) General Education (If selected, you must also complete Section 4, Section 5, and Section 8) SECTION 2b TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) A.A. Elective A.S. Required Course A.S. Professional Elective A.A.S. Required Course A.A.S. Professional Elective Technical Certificate PSAV/Clock Hour/Workforce Development Education Apprenticeship Upper Division/Bachelors Other: If selected, use this space to title “other” option. SECTION 3 INTELLECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.) X Reading Speaking Critical Analysis X Qualitative Skills X Scientific Method of Inquiry X Writing Listening Information Literacy Ethical Judgement Working Collaboratively SECTION 4 (To be completed for General Education courses only.) GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.) Communications Humanities Mathematics Social and Behavioral Sciences X Natural Sciences SECTION 5 (To be completed for General Education courses only.) GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.) Communication X Critical Thinking Information Literacy X Scientific and Quantitative Reasoning Global Sociocultural Responsibility SECTION 6 LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Explain and apply major concepts in Physics including mechanics, heat, electricity, magnetism, light and some modern physics. Course Written tests, reports and/or use of equipment to demonstrate student competency in field. Demonstrate knowledge of scientific method Program Students will demonstrate mastery of topic through assignments, written tests, and/or laboratory work.
Section I. Correlation with the 2010 Science Standards of Learning and Curriculum Framework Physical Science Summary Rating Adequate Limited No Evidence PS.1 PS.1a PS.1b PS.1c PS.1d PS.1e PS.1f PS.1g PS.1h PS.1i PS.1j PS.1k PS.1l PS.1m PS.1n PS.2 PS.2a PS.2b PS.2c PS.2d PS.2e PS.2f PS.3 PS.3a
4. The writing style, syntax, and vocabulary are appropriate. Adequate Limited No Evidence Readability is appropriate for the grade level. Writing style and syntax are varied and appropriate to enhance student understanding. Vocabulary consists of both familiar and challenging words. Readability may be appropriate but is inconsistent throughout the text. Writing style and syntax may be inappropriate or lack variety, offering limited support for student understanding. Vocabulary may be too challenging or too familiar. Readability is not appropriate for the grade level. Writing style and syntax are often inappropriate and lack variety to enhance student understanding. Vocabulary is too challenging or unfamiliar. Comments: 5. Graphics and illustrations are appropriate. Adequate Limited No Evidence Visuals are accurate, support the text, and enhance student understanding. Visuals are somewhat unclear and offer limited support for the text and student understanding. Visuals are inaccurate, do not support the text, and do not enhance student understanding. Comments: 6. Sufficient, high-quality instructional strategies are provided to promote depth of understanding. Adequate Limited No Evidence Materials (investigations, laboratories, and inquiry activities) provide students with opportunities to integrate skills and concepts. Materials (investigations, laboratories, and inquiry activities) provide students with limited opportunities to integrate skills and concepts. Materials (investigations, laboratories, and inquiry activities) provide students with no opportunities to integrate skills and concepts. Comments:
C: The right side of the control panel allows you to see what’s going on in the lab. Use the Pan-Tilt-Zoom controls to move the selected camera and see different parts of the apparatus. Figure 7 - Camera Controls Hovering over the Preset buttons will cause a text box to pop up that tells you what each button will show you. This activity has two cameras connected to it. You can see Camera 2 at the right side of the screen. It is the one you will use to view the electron beam inside the discharge tube. D: The Helmholtz coils and discharge tube are located inside the box on the right side of the apparatus. Camera 2 is looking down a tube directly at the device. Figure 8 - Helmholtz Coil Case When you send amperage to the Helmholtz coils and voltage to the electron emitter inside the discharge tube, you will form a ring of electrons. Switch to Camera 2 to view this (Figure 9). Figure 9 - Looking down the tube with Camera 2 Notice that the electron ring looks far away. To get a close-up view and make measurements, select Preset 2. See the next figure for the close-up view.
7) Identify energy transformations within a system. In photosynthesis, light energy is transformed into chemical energy. Types of energy: chemical, electrical, electromagnetic, mechanical, nuclear, radiant or light, sound, & thermal. Chemical = stored in bonds that hold atoms together in molecules Electrical = movement of ____________--electricity Electromagnetic = motors and generators Mechanical = movement Nuclear = ________________ and fusion Light = movement of electrons from higher to lower energy level Sound = ____________________ of molecules Thermal = _____________content Kinetic = energy in ________________. Potential = stored energy Energy sources: fossil fuels, geothermal, hydroelectric, nuclear, solar, & wind. 8) Investigate molecular motion as it relates to thermal energy changes in terms of conduction, radiation, and convection. Convection currents utilize liquids and gasses (fluids) to transfer heat. Conduction occurs when heat is transferred by direct contact in ___________________. Radiation can transfer heat through empty space. 9) Friction Frictional forces = slow down the motion of objects. Sliding friction = one solid slides over another. Rolling friction = one object rolls over another. Static friction = objects touch but don’t move.
conduction p. 169 Lab – Convection in Gases and Liquids – How can convection currents be modeled and observed? p. 171 Lab – Conduction in Gases – Measure temperature changes in air near a heat source - pp. Science Stats – Surprising Thermal Energy p.182 home as either good conductors or good insulators. Plan the organization of the slideshow. Finish the show with a summary table that classifies all of the materials in your presentation. Present your show to your class. – Thermal Energy and Heat – Students will make a graphic organizer to help them understand thermal energy and heat. Integrate Earth Science – Nature’s Heat Engine – Hurricanes are storms that form over the ocean in regions of low pressure. Because hurricanes use heat from warm ocean water to produce strong winds, they are sometimes called nature’s heat engines. Students will research hurricanes and draw a diagram showing how they are like a heat engine. Air Temperature On a hot day a friend suggests that you can make your kitchen cooler by leaving the refrigerator door open. Explain whether leaving the refrigerator door open would cause the air temperature in the kitchen to decrease. Research this scenario and then write an argument for or against leaving the refrigerator door open. Standard 2 - Energy – 2 Weeks GCLE 3202.2.1 Investigate the properties and behaviors of CLE 3202. Inq.3 Use appropriate tools and technology to collect Investigate the properties of waves using a variety of wave makers, Prentice Hall Physical Science: Concepts in Action, Mechanical Academic Vocabulary Mechanical wave, medium, crest,
STUDENT INFORMATION Student’s Name: NAU ID: E-mail Address: @nau.edu Phone Number: Enrollment Term: (ex. Summer 2016) Expected Graduation: (ex. Spring 2019) Advisor: Total Required Credits for this Degree Program: 100-104 This is the: Initial (upon admission) Final (submitted with Graduation Application) Program of Study * Course No. Course Title Replacement Course Semester Year Hours Grade T/E/P/I** Required Courses (100-104 units required) * PT 510 Foundations of Physical Therapy Evaluation * PT 511 Normal Human Gait * PT 560 Neurosciences Pre-req: (PT 525 and PT 550: Flag) or (PT 535 and PT 545: PBC) * PT 582 Therapeutic Exercise * PT 586 Clinical Communication * PT 601 Clerkship * PT 602 Life Cycle I * PT 603 Life Cycle II Pre-req: PT 602 * PT 608 Fieldwork Experience * PT 611 Abnormal Gait Pre-req: PT 511 * PT 620 Musculoskeletal Therapeutics I Pre-req: (PT 510 and PT 525: Flag) or (PT 510 and PT 535: PBC) * PT 621 Musculoskeletal Therapeutics II Pre-req: PT 620 * PT 630 Cardiopulmonary Therapeutics Pre-req: (PT 510, PT 526, PT 550, and PT 582: Flag) or (PT 510, PT 535, PT 545 and PT 58: PBC)
CALCULATING THE pH OF A WEAK ACID If you were asked, say, to calculate the pH of a 0·010 mol l-1 solution of methanoic acid (a weak acid), you would use the relationship pH = pKa - log10 c, which is given on p.4 of the SQA Data Booklet. The pKa of methanoic acid is given as 3·75 on p. 13 of the SQA Data Booklet. So, substituting this value into the equation pH = pKa - log10 c gives pH = (3.75) - log10 0·010 = 1·875 - (-2) = 2·875 or 2·88
ANSWER Q2 Most indicators are weak acids of general formula HIn. Their dissociation in aqueous solution can be represented as: HIn H+ + colour A In- colour B K indicator = [H+].[In-]. [HIn]. At the end point, [In-] = [HIn] and therefore K indicator = [H+].
17 All Unit revision 18 Unit revision Unit 2 Physical activity, sport and society Week Area Topics Practical activities 1 What are the relationships between physical activity, sport health and society? Types of physical activity Concepts of physical activity, inactivity and sedentary behaviour Participate in minor games 2 Sociocultural influences on participation in physical activity across the lifespan Enablers and barriers to physical activity Participate in a variety of physical activities including – active transport, gardening, playing at a local park, mopping/vacuuming floors School or community audit of enablers and barriers to physical activity 3 Population trends in physical activity, sport and sedentary behaviour Participate in a range of activities suitable for different age groups – eg. Kindergym, Auskick or Netta netball, Action indoor sports, lawn bowls 4 Benefits of regular physical activity and health risks of inactivity Participate in a Lift for Life session- diabetes prevention 5 Physical activity and sedentary behaviour guidelines Principles of frequency, intensity, time and type SAC task – Part A: Physical activity plan Record using a diary or log, current levels of physical activity and sedentary behaviour to compare to the relevant age appropriate guidelines 6 Subjective and objective methods of assessing physical activity and sedentary behaviour Participate in activities outlined in the physical activity plan 7 Social-ecological and/or Youth Physical Activity Promotion model Participate in activities outlined in the physical activity plan 8 Promotion of physical activity Participate in activities outlined in the physical activity plan 9 Settings based approaches Participate in activities outlined in the physical activity plan
SAC task- laboratory report* minutes and then perform a wall sit (squat) for 1-minute *the asterisked practical activities are identified as possible data collection tasks for use in a SAC Unit 4 Training to improve performance Week Area Topics Practical activities 1 What are the foundations of an effective training program? Activity analysis Record class participation in a team sport for activity analysis* 2 Fitness components Activity analysis* Design and implement a fitness assessment protocol that ensures that the testing procedure is ethically sound, valid and reliable 3 SAC task – written report* Participate in a variety of physical activities that utilise each of fitness components 4 Assessment of fitness Perform a battery of fitness tests 5 How is training implemented effectively to improve fitness? Recording of training data Components of a training session (warm up, conditioning phase and cool down) Visit a research facility to experience the use of high technology, laboratory based fitness testing equipment to analyse fitness. Compare the protocols, techniques and outcomes of the laboratory based testing to field tests conducted at school Design and lead the class in an appropriate warm up for a selected sport or activity. 6 Training principles – frequency, intensity, time and type, progressions, specificity, individuality, diminishing returns, variety, maintenance, overtraining and detraining Record participation in physical activity for a week using a personal activity tracking devices (wearable technologies, smart phone apps, computer based software).
Participate in a continuous training session* 7 Training methods Participate in a fartlek training session* Participate in a plyometric training session* 8 Training methods Participate in a variety of interval training sessions (including short, medium, long and high intensity interval training)* 9 Training methods Participate in a resistance training session* Participate in a flexibility training session* 10 Training methods Participate in a circuit training session* 11 SAC task – reflective folio* SAC task- written report 12 Psychological strategies to enhance performance Nutritional and rehydration strategies Participate in a psychological strategies (mental imagery, arousal motivation etc.) laboratory 13 Chronic adaptations Participate in a high intensity, small sided (2 v 2 or 3 v 3) soccer game. Each team rehydrates using a different source (water, Powerade®, Lucozade® etc.) 14 SAC task – structured questions 15 All Unit 3 - 4 revision 16 Unit 3 - 4 revision 17 Exam preparation 18 Exam preparation *the asterisked practical activities are identified as possible data collection tasks for use in a SAC
# Facility: Location: Reviewer: # Bathroom #1 Yes No # Images Comments 14 Can the faucet handle be operated with one hand, with no tight grasping, pinching, or twisting of the wrist? 15 Is there clearance around the toilet measuring 60 inches minimum perpendicular from the side wall and 56 inches minimum perpendicular from the rear wall for the most accessible stall? Note: These are the dimensions required in the most recent version of the Standards, the 2010 ADA Standards. Other configurations may be encountered and may be acceptable under safe harbor provisions. 16 Does the centerline of the toilet measure from 16 inches to 18 inches from the side wall?
# Facility: Location: Reviewer: # Bathroom #3 Yes No # Images Comments 16 Does the centerline of the toilet measure from 16 inches to 18 inches from the side wall? 17 In the most accessible stall is there a 42 inches minimum long grab bar on the side wall nearest the toilet, installed minimum 33 inches and maximum 36 inches above the floor? Note: The grab bar should be installed 12 inches maximum and 54 inches minimum from the rear wall. 18 In the most accessible stall is there a 36 inches minimum long grab bar behind the toilet, installed minimum 33 inches and maximum 36 inches above the floor? Note: The grab bar should extend from the centerline of the toilet 12 inches minimum on one side and 24 inches minimum on the other side.
# Facility: Location: Reviewer: # Addl. Access - Public Telephones Yes No # Images Comments 8 Do signs that provide directions to public telephones also provide direction to TTY? 9 Do telephones that do not have a TTY provide direction to the TTY? # Addl. Access – Fire Alarm Systems Yes No # Images Comments 1 If there are fire alarm systems, do they have both flashing lights and audible alerts?
Tentative Lab Schedule: GEOL 1103 Intro to Physical Geology Lab Date Lab Number Title Objective 18-Jan No Labs No Labs No Labs 25-Jan Lab 1 Thinking Geologically How to think geologically. Fact vs. theory. Introduction to the Rock Cycle and Earth system. Layers of the Earth and geologic time. 1-Feb Lab 2 Density Studying the property of density. Starting at elemental level and moving through minerals to rocks. Precision and accuracy. Errors. 8-Feb Lab 3 Buoyancy and Viscosity Observing the buoyant properties of materials and relating them to the Principle of Isostasy. Understanding the concept of viscosity and its importance. 15-Feb Lab 3 Minerals Understanding the properties and characteristics of a mineral. Looking into what minerals are used for and their economic value. 22-Feb Lab 4 Igneous Rocks Introducing igneous rocks using Bowen's Reaction Series. Igneous environments. Types of volcanoes. 29-Feb Lab 5 Sedimentary Rocks Sedimentary minerals, rocks, and processes. Weathering and erosion. Depositional environments. 7-Mar Lab 6 Metamorphic Rocks Metamorphic minerals and rocks. Types of metamorphism. Why, where, & how it occurs. Understanding metamorphic grade using PT diagrams. 14-Mar Spring Break No Labs No Labs 21-Mar Lab 7 Plate Tectonics Observing the movements and interactions of Earth's lithospheric plates. Processes, cause of movement, locations, types of tectonic boundaries. 28-Mar Lab 8 Earthquakes Defining what an earthquake is. Where and why they occur. Types of faults. 4-Apr Lab 9 Structure and Maps Types of deformation, brittle vs. ductile. Using 3D blocks to illustrate structures. Practice strike and dip. Interpret topographic and geologic maps. 11-Apr Lab 10 Relative and Absolute Dating Using principles of geology to interpret a sequence of geologic events. Understand what, why, & how materials are used for absolute dating. 18-Apr Lab 11 Groundwater Groundwater movement and processes. Water issues and hazards. Local focus. 25-Apr Lab 12 Geologic Hazards Natural disasters. Local and political issues. 30-Apr Lab 13 Climate Change Past civilizations and current climate issues. Discussions, presentations, & timeline. 2-May Lab 14 Make Up Lab Make Up Lab: Dependent on TA
SOLID LIQUID GAS Properties of Solids, Liquids, and Gases Property Solid Liquid Gas Shape Has a definite shape Takes the shape of the container Takes the shape of the container Volume Has a definite volume Has a definite volume Fills the volume of its container Arrangement of particles Fixed, very close Random, close Random, far apart