zilongwang/ReadingBank huggingface dataset:
Patient Satisfaction Questionnaire We value your thoughts on our service. Please complete the questions below and leave any comments you feel are appropriate in the space provided. This information will enable us to identify things that we could do better. This will ensure patients will receive the best possible service from the Kildare/ West Wicklow Primary Care Physiotherapy Team. Was your consent sought at each treatment? ⁭ Always ⁭ Often ⁭ Sometimes ⁭Seldom ⁭ Never Did your therapist introduce themselves? ⁭ strongly agree ⁭Agree ⁭ not sure ⁭ Disagree ⁭ strongly Disagree Were you given a choice about when your appointment(s) would take place? ⁭Almost ⁭ Often ⁭ Sometimes ⁭ Seldom ⁭ Never How satisfied were you with the time you had to wait in the waiting room for your initial physiotherapy assessment? ⁭ Very satisfied ⁭ Satisfied ⁭ neither ⁭ Dissatisfied ⁭Very Dissatisfied My physiotherapist treated me with consideration, dignity and respect? ⁭ Always ⁭ Often ⁭ Sometimes ⁭ Seldom ⁭ Never My physiotherapist listened to me? ⁭ Always ⁭ Often ⁭ Sometimes ⁭ Seldom ⁭ Never Did you understand your physiotherapist’s explanation of your plan for treatment? ⁭ Always ⁭ Often ⁭ Sometimes ⁭ Seldom ⁭ Never Did you feel involved in decisions about your treatment? ⁭ Always ⁭ Often ⁭ Sometimes ⁭ Seldom ⁭ Never
During your appointment, did you feel that you were given enough privacy? ⁭ Always ⁭ Often ⁭ Sometimes ⁭ Seldom ⁭ Never How would you rate the level of information you received regarding the of your condition? ⁭ Very high ⁭ above average ⁭ average ⁭ below average ⁭ low Would you have an increased awareness of how to be fit and healthy since attending physiotherapy? ⁭ Much better ⁭ better ⁭ same ⁭ worse ⁭ much worse Did you find the treatment areas clean and tidy (if applicable)? ⁭Extremely ⁭ very ⁭ moderately ⁭ poor ⁭ very poor Did you find physiotherapy helpful in managing your condition? ⁭Extremely ⁭ very ⁭ moderately ⁭ poor ⁭ very poor Overall how would you rate your experience of the service? ⁭Excellent ⁭ above average ⁭ average ⁭ below average ⁭ very poor Would you recommend this service to friends/ relatives if necessary? ⁭ yes, always ⁭ yes, sometimes ⁭ maybe ⁭ no ⁭ never What did you find most useful about your physiotherapy intervention? Do you have any comments or suggestions to improve our service? Please write below.
The supervisor should request that the registrant observe the transfer of the specimen and the placement of the tamper-proof seals over the bottle cap and down the sides of the bottles. The registrant must sign the seals. After the specimen has been provided and submitted to the supervisor, the registrant will be allowed to wash his / her hands. Preparation for dispatch by the Supervisor The registrant and the supervisor must be present during steps (a) to (e) of the following preparation for dispatch procedures. The supervisor must securely place labels on the bottle. The label should list the date of collection and a minimum of two identifiers for the registrant. One of these must be the name, and the second, in the ID field, the registrant’s 12 digit Identifier provided by the Australian Health Practitioner Regulation Agency (AHPRA). The supervisor must enter the date and time of supervised collection into their record and sign the record. The registrant will be asked to read and counter-sign the record. The supervisor shall complete the request form. The supervisor must record the registrant’s name and AHPRA Registration Number as well as the date and time when the sample was collected. The name and AHPRA Registration Number must appear identical to the entries on the urine container. The urine bottles and the request form are then ready for shipment by the supervisor. If the specimens are not immediately prepared for transport, they must be appropriately safeguarded and refrigerated during temporary storage. Postage should occur as soon as possible. It is essential that the urine specimen(s) and request form are under the control of the supervisor at all times. At no stage should the specimen be in the registrant’s custody. Transportation to the Laboratory The supervisor must place the specimen(s) and request form in the containers provided. The containers must be securely sealed to eliminate the possibility of tampering. The supervisor should arrange postage to the laboratory as soon as possible. PaLMS Collection Sites
Course Identification and General Information 1. Course title General Physics Code # Phys 103 Section # 5 2. Name of course instructor Mohammed Shahabuddin Location- Main campus (Male) 3. Year and semester to which this report applies. 2015 – 2016 Level 1 4. Number of students starting the course? Students completing the course? 5. Course components (actual total contact hours and credits per semester): Lecture Tutorial Laboratory Practical/Field work/Internship Other: Total Contact Hours 45 - 24 - - 69 Credit 45 - 12 - - 57 - Course Delivery 1. Coverage of Planned Program Topics Covered Planned Contact Hours Actual Contact Hours Reason for Variations if there is a difference of more than 25% of the hours planned Physics and Measurement 3 4 Motion in One Dimension 6 5 Vectors 3 3 Motion in Two Dimensions 6 6 The Law of Motion 6 6 Circular Motion and Other Applications of Newton’s Laws 3 3 Energy and Energy Transfer 3 3 Potential Energy 3 3 Linear Momentum and Collisions 6 6 Rotation of a Rigid Object About a Fixed Axis 6 4 Un planned vacation declared by government due to bad weather
2. Consequences of Non Coverage of Topics For any topics where the topic was not taught or practically delivered, comment on how significant you believe the lack of coverage is for the course learning outcomes or for later courses in the program. Suggest possible compensating action. Topics (if any) not Fully Covered Effected Learning Outcomes Possible Compensating Action Work, Energy and Potential Energy in rotational motion No significant affect on the learning out come Self reading 3. Course learning outcome assessment. List course learning outcomes List methods of assessment Summary analysis of assessment results Knowledge 1 Units and Dimension of various physical quantities. Motion in One and Two Dimension: Freely Falling Objects, Projectile Motion, Uniform Circular Motion, tangential and radial acceleration. In-class discussion In-class problems solving. Pop Quizzes. Homework assignments 2 Law of Motion, work and energy concepts and solving the problems where there is force is not constant. In-class discussion In-class problems solving. Pop Quizzes. Homework assignments 3 Linear Momentum and Collisions: Rotation of a Rigid Object About a Fixed Axis: Rotational Kinematics, and dynamics In-class discussion In-class problems solving. Pop Quizzes. Homework assignments 4 Various physical concept were learnt through doing the experiments in the lab First brief introduction of the experiment given and explained about instrument to be used to carry out the experiments. The data analysis were taught Cognitive Skills
1. A person on the ground throws a stone up onto the roof of a building. The initial velocity is 30 m/s at an angle ϴ = 45° above the horizontal. The stone hits the roof when it is a horizontal distance of 64 m from its launch point. What is the value of h, in m? Ignore air resistance. 2. An airplane is flying with its nose pointed north with a speed of 120 mph with respect to the air. The air is moving at 50 mph in an easterly direction with respect to the ground. The speed of the airplane with respect to the ground is _____ mph. A. 130 B. 140 C. 150 D. 160 E. 170 3. A block rests on a horizontal table. Which of the following statements is TRUE? (a) The acceleration of the block is g. (b) The normal force by the table and the weight of the block are a Newton’s third law pair. (c) The weight of the block is a force exerted by the block on the table. (d) The normal force by the table and the weight of the block have the same magnitude because of Newton’s second law. (e) The weight of the block is not a force.
Worksheet #28 Sound Waves Supplemental Instruction Leader: Wesley Course: PHYS 221 Instructor: Whisnant Date: 04/09/2014 (Energy in Mechanical Waves) A piano wire with mass m and length L is stretched with a tension of F. A wave with frequency f and amplitude A travels along the wire. What is the average power carried by the wave? What is the average power when the amplitude of the wave is only half of what it was before? m = 3.00 g L = 80.0 cm F = 25.0 N f = 120.0 Hz A = 1.6 mm (Sound Waves) A loud factory machine produces sound having a displacement amplitude of A, but the frequency of this sound can be adjusted. In order to prevent damage to the workers, the maximum pressure amplitude of the sound waves is limited to P. Under the conditions of this factory, the bulk modulus of air is B. What is the highest frequency sound to which this machine can be adjusted without exceeding the prescribed limit? Is the frequency audible to the workers? A = 1.00 μm P = 10.0 Pa B = 1.42*105 Pa
(Sound Intensity) A fan at a Metallica concert is a distance x away from the stage, and at that point, the sound intensity level is β. Assume that the sound being generated propagates in the shape of a hemisphere because the point of generation is so close to the ground. How much energy is transferred to the fan’s eardrums each second? What speed would a mosquito of mass m have to fly to have this much kinetic energy? x = 30 m β = 110 dB m = 2.0 mg (Bringing It Together) A sound wave in air at temperature T has a frequency of f and a displacement amplitude of A. What is the pressure amplitude of this wave? What is the intensity of this wave (in W/m2)? What is the sound intensity level (in dB)? T = 20 ºC f = 150 Hz A = 5.00*10-3 mm Mair = 28.97 g/mol γair = 1.40 R = 8.314 J/mol-K ρ = 1.614 kg/m3
Worksheet #30 Temperature and Thermal Expansion Supplemental Instruction Leader: Wesley Course: PHYS 221 Instructor: Whisnant Date: 04/14/2014 Review Questions (56.2%) Which one of the following statements is true? The vector sum of the tangential acceleration and the centripetal acceleration can be zero for a point on a rotating disk. All points on a rotating disk have the same angular velocity. All points on a rotating disk have the same linear speed. All points on a rotating car tire have zero acceleration if the car is moving with constant linear velocity. All points on a rotating disk experience the same radial acceleration (52.2%) Vector A lies in the x-y plane, has a magnitude of 2.00, and makes angle of 60.0° with the positive x-axis, and vector B = 3.00i – 5.00j. What is the value of A•(B X A)? (Hint: Will the answer be a vector or a scalar?) (36.3%) A ball is thrown directly upward off the roof of a tall building at t = 0. The ball reaches its maximum height at t = 1.5 s, and hits the ground at the bottom of the building at t = 4.2 s. How tall is the building, in m? Assume there is no air resistance. Extra: How can you use the dot product to determine a vector that is perpendicular to another vector of known quantities?
Wed Feb 1 Phys 221 SI Session New Terms/Equations Forces Normal: Perpendicular or “normal” to surface Friction: Always opposes motion Tension: In this class, mostly just in ropes Weight: Force due to gravity Problems m = 12kg Ɵ = π/6 rad
Mon Jan 30 Phys 221 SI Session New Terms/Equations Forces Normal: Perpendicular or “normal” to surface Friction: Always opposes motion Tension: In this class, mostly just in ropes Weight: Force due to gravity Newton’s Laws Body at rest stays at rest & body in motion stays in motion in same direction unless acted upon by a force Problems m = 12kg Ɵ = π/6 rad
VCE Physics: Performance descriptors PHYSICS SCHOOL-ASSESSED COURSEWORK Performance descriptors Unit 3 Outcome 2 Analyse and evaluate an electricity generation and distribution system. DESCRIPTOR: typical performance in each range Very low Low Medium High Very high Fully guided approach to investigations of electric power. Mainly guided and partially systematic approach to investigations of electric power. Minimally guided and mostly systematic approach to investigations of electric power. Mostly independent, systematic and comprehensive approach to investigations of electric power. Independent, systematic and comprehensive approach to investigations of electric power. Very limited descriptions of the generation and distribution of electricity that include some links between qualitative and quantitative concepts. Limited explanations of the generation and distribution of electricity that include some links between qualitative and quantitative concepts. Sound explanations of the generation and distribution of electricity that include relevant links between qualitative and quantitative concepts. Well-developed explanations of the generation and distribution of electricity that include relevant links between qualitative and quantitative concepts. Comprehensive explanations of the generation and distribution of electricity that include multiple relevant links between qualitative and quantitative concepts. Very limited collection of relevant data. Limited collection of relevant data. Appropriate collection of relevant data. Purposeful collection of relevant data. Highly proficient collection of relevant data. Very limited analysis and interpretation of relevant experimental results and statement of their significance. Limited analysis and interpretation of relevant experimental results and statement of their significance. Sound analysis and interpretation of relevant experimental results and statement of their significance. Well-developed analysis and interpretation of relevant experimental results and statement of their significance. Highly proficient analysis and interpretation of relevant experimental results and explanation of their significance. Very limited analysis and application of data from experiments, texts, tables, graphs and diagrams to answer questions, to draw conclusions and to recognise experimental errors and limitations. Limited analysis and application of data from experiments, texts, tables, graphs and diagrams to answer questions, to draw valid conclusions and to recognise experimental errors and limitations. Sound analysis and application of complex data from experiments, texts, tables, graphs and diagrams to answer questions, to draw valid conclusions and to discuss experimental errors and limitations. Well-considered analysis and application of complex data from experiments, texts, tables, graphs and diagrams to answer questions, to draw valid conclusions and to discuss experimental errors and limitations. Integrated and insightful analysis and application of complex data from experiments, texts, tables, graphs and diagrams to answer questions, to draw valid conclusions and to discuss experimental errors and limitations.
Worksheet #26 Oscillations with Pendulums and Damped Oscillations Supplemental Instruction Leader: Wesley Course: PHYS 221 Instructor: Whisnant Date: 04/07/2014 (Simple Pendulum) After landing on an unfamiliar planet, a space explorer constructs a simple pendulum of length L. She finds that the pendulum makes N complete swings in time t. What is the value of the acceleration due to gravity on this planet? L = 50.0 cm N = 100 t = 136 s (Physical Pendulum) A holiday ornament in the shape of a hollow sphere with mass M and radius R is hung from a tree limb by a small loop of wire attached to the surface of the sphere. If the ornament is displaced by a small distance and released, it swings back and forth as a physical pendulum with negligible friction. What is its period? M = 0.015 kg R = 0.050 m
Very limited collection of relevant data and very limited use of data from experiments, texts, tables, graphs and diagrams to answer questions, to draw conclusions and to recognise experimental errors and limitations. Limited collection of relevant data and some use of data from experiments, texts, tables, graphs and diagrams to answer questions, to draw conclusions and to recognise experimental errors and limitations. Appropriate collection of relevant data and sound use of data from experiments, texts, tables, graphs and diagrams to answer questions, to draw conclusions and to recognise experimental errors and limitations. Purposeful collection of relevant data and accurate use of data from experiments, texts, tables, graphs and diagrams to answer questions, to draw conclusions and to recognise experimental errors and limitations. Highly proficient collection of relevant data and insightful use of data from experiments, texts, tables, graphs and diagrams to answer questions, to draw conclusions and to recognise experimental errors and limitations. Very limited use of physics terminology, units, representations and conventions. Some appropriate use of physics terminology, units, representations and conventions. Appropriate use of most physics terminology, units, representations and conventions. Effective and appropriate use of physics terminology, units, representations and conventions. Proficient and highly appropriate use of physics terminology, units, representations and conventions. KEY to marking scale based on the outcome contributing 30 marks Very Low 1–6 Low 7–12 Medium 13–18 High 19–24 Very High 25–30
VCE Physics: Performance descriptors PHYSICS SCHOOL-ASSESSED COURSEWORK Performance descriptors Unit 4 Outcome 2 Provide evidence for the nature of light and matter, and analyse the data from experiments that supports this evidence. DESCRIPTOR: typical performance in each range Very low Low Medium High Very high Very limited discussion of the use of wave and photon models to explain similarities between, and interactions of, light and matter. Limited discussion of the use of wave and photon models to explain similarities between, and interactions of, light and matter. Satisfactory discussion of the use of wave and photon models to explain similarities between, and interactions of, light and matter. Well-developed discussion of the use of wave and photon models to explain similarities between, and interactions of, light and matter. Integrated and insightful discussion of the use of wave and photon models to explain similarities between, and interactions of, light and matter. Very limited descriptions of the nature of light and matter that include some links between qualitative and quantitative concepts. Limited explanations of the nature of light and matter that include some links between qualitative and quantitative concepts. Sound explanations of the nature of light and matter that include relevant links between qualitative and quantitative concepts. Well-developed explanations of the nature of light and matter that include links between qualitative and quantitative concepts. Comprehensive explanations of the nature of light and matter that include highly articulated links between qualitative and quantitative concepts. Very limited collection of relevant data. Limited collection of relevant data. Appropriate collection of relevant data. Purposeful collection of relevant data. Highly proficient collection of relevant data. Very limited analysis and interpretation of relevant experimental results and statement of their significance. Limited analysis and interpretation of relevant experimental results and statement of their significance. Sound analysis and interpretation of relevant experimental results and statement of their significance. Well-developed analysis and interpretation of relevant experimental results and statement of their significance. Highly proficient analysis and interpretation of relevant experimental results and explanation of their significance. Very limited analysis and Limited analysis and Sound analysis and Well-considered analysis and Integrated and insightful
Limited description of the links between investigation findings and relevant scientific concepts, relationships and principles related to waves, fields or motion. Some appropriate analysis of the links between investigation findings and relevant scientific concepts, relationships and principles related to waves, fields or motion. Appropriate analysis and evaluation of the links between investigation findings and relevant scientific concepts, relationships and principles related to waves, fields or motion. Detailed analysis and evaluation of the links between investigation findings and relevant scientific concepts, relationships and principles related to waves, fields or motion. Sophisticated analysis and evaluation of the links between investigation findings and relevant scientific concepts, relationships and principles related to waves, fields or motion. Limited coherence and cohesion in the communication of investigation aims, methodologies, findings and conclusions in scientific poster with limited referencing and acknowledgments. Some coherence and cohesion in the communication of investigation aims, methodologies, findings and conclusions in scientific poster with some referencing and acknowledgments. Satisfactory coherence and cohesion in the communication of investigation aims, methodologies, findings and conclusions in scientific poster with appropriate referencing and acknowledgments. Mostly coherent and cohesive sequencing and communication of investigation aims, methodologies, findings and conclusions in scientific poster with complete referencing and acknowledgments. Coherent and cohesive sequencing and communication of investigation aims, methodologies, findings and conclusions in scientific poster with complete referencing and acknowledgments. KEY to marking scale based on the outcome contributing 35marks Very Low 1–7 Low 8–14 Medium 15–21 High 22–28 Very High 29–35
Transfer Model Curriculum (TMC) Template for Physics Template # 2005 CCC Major or Area of Emphasis: Physics Rev. 2: 03/01/13 TOP Code: 190200 CSU Major(s): Physics; Physics Education Total Units: 24 (all units are semester units) In the four columns to the right under the College Program Requirements, enter the college’s course identifier, title and the number of units comparable to the course indicated for the TMC. If the course may be double-counted with either CSU-GE or IGETC, enter the GE Area to which the course is articulated. To review the GE Areas and associated unit requirements, please go to Chancellor’s Office Academic Affairs page, RESOURCE section located at: or the ASSIST website: . The units indicated in the template are the minimum semester units required for the prescribed course or list. All courses must be CSU transferable. All courses must be submitted to C-ID prior to completing the Associate Degree for Transfer (ADT) proposal for Chancellor’s Office approval. Associate in Science in Physics for Transfer Degree College Name: MOORPARK COLLEGE TRANSFER MODEL CURRICULUM (TMC) COLLEGE PROGRAM REQUIREMENTS Course Title (units) C-ID Descriptor Course ID Course Title Units CSU GE/ IGETC Area REQUIRED CORE: (24 units) Calculus-based Physics for Scientists and Engineers: ABC (12) PHYS 200S OR Calculus-based Physics for Scientists and Engineers: A (4) AND Calculus-based Physics for Scientists and Engineers: B (4) AND Calculus-based Physics for Scientists and Engineers: C (4) PHYS 205 PHYS 210 PHYS 215 AND Single Variable Calculus I – Early Transcendentals (4) OR Single Variable Calculus I – Late Transcendentals (4) MATH 210 MATH 211 Single Variable Calculus II – Early Transcendentals (4) OR Single Variable Calculus II – Late Transcendentals (4) MATH 220 MATH 221 Multivariable Calculus (4) MATH 230 OR Single Variable Calculus Sequence (8) MATH 900S
The value of g can vary on different locations on Earth and on other planets. Research why that is and provide examples. Reference your sources. A Level Physics Kit List Our Kit List is here not only to remind you what the A Level Physics course is about, but also to let you know essential items you will need for the course. In the new A Level Physics specification you will need very good mathematical skills, along with an ability to use English Language clearly and concisely. In the first module in the 1st year we study the topics of waves, electricity and the mind boggling topic of quantum physics….when physicists threw away the rule book and started again. Don’t worry we do study astrophysics and use E=mc2, but that’s a bit later on. Practical Work – Practical work is carried out regularly in our well-equipped labs to reinforce theory work. It is assessed as a series of 12 investigations over two years called “Practical Endorsements”. You are graded as a pass or fail on the “Practical Endorsements” and they do not count towards your overall A Level Grade, but are required by universities as a measure of your competence in practical work. How we work – we use a variety of teaching and learning styles such as individual learning, paired problem solving, practical planning and investigations, research tasks, past paper questions, discussion and debate and structured tasks. We set weekly homework. What we need from you – to bring basic stationery to lessons, be punctual and engaged. To commit to at least 4.5 hours of time per week outside of lesson to be spent on homework, reading, research and revision for this subject. Skills we develop and test Recall skills – Like any job, there is key, factual information that successful physicists must know. Mathematical skills – Everyone will develop the appropriate mathematical skills for A Level Physics. Problem solving skills - Applying mathematical principles to investigate how the Universe around us works. Written Communication - Clear written self-expression in describing and explaining why the Universe works the way it does. Comprehension Skills - Understanding scientific text and extracting relevant scientific information. Graphical presentation and analysis – being able to interpret, present and analyse data Evaluation – to be able to make judgements using evidence provided Independent learning – your ability to go away and research to gain knowledge and answers.
48 Ms. Kavita Sh. Om Parkash 13079005 Dr. Ashish Agarwal Rietveld Refinement and Dielectric Properties of Modified Na0.5 Bi0.5 TiO3 Ceramics 04.04.2018 49 Ms. Preeti Sh. Krishan Sharma 13079007 Dr. Rajesh Punia / Dr. Neetu Ahlawat Synthesis and Characterization of Lead Free Multiferroics 29.08.2018 50 Mr. Karmvir Singh Sh. Hoshiar Singh 12079005 Dr. Rakesh Dhar Synthesis of Metal Oxide Thin Films and Study of their Optical/ Electrical Properties 03.08.2018 51 Mr. Sunil Kumar Sh. Atma Ram 12079013 Dr. Ajay Shankar / Dr. Nawal Kishore Investigation of Laser Induced Damage Threshold on Multilayer oxide Thin Film 03.08.2018 52 Ms. Bulkesh Sh. Jora Singh 13079006 Dr. Devendra Mohan Fabrication of Dye Sensitized Solar Cell and its Characterization for Better Performance 29.08.2018
Simple Machines: Levers Lab Purpose: ________________________________________________________________ ________________________________________________________________ Lab Materials: Data & Calculations: Part 2: 1st Class Levers Resistance Force (N) Predicted Mechanical Advantage (choose: >1, <1, or 1) Effort Force (N) Actual Mechanical Advantage 4.9 4.9 4.9 Part 3: 2nd Class Levers Resistance Force (N) Predicted Mechanical Advantage (choose: >1, <1, or 1) Effort Force (N) Actual Mechanical Advantage 4.9 4.9 4.9 Part 4: 3rd Class Levers Resistance Force (N) Predicted Mechanical Advantage (choose: >1, <1, or 1) Effort Force (N) Actual Mechanical Advantage 4.9 4.9 4.9 Analysis & Conclusions:
C. 2.4x105 N/C D. 8.2x105 N/C 25. Three positive charges are fixed as shown in the diagram. Calculate the net electric force on Q2 due to Q1 and Q3. Magnitude of Force Direction of Force A 3.1 N Left B 3.1 N Right C 5.9 N Left D 5.9 N Right 26. Which diagram shows the electric field near a negative point charge? 27. The magnitude of the net electric field at P in the diagram below is 5.0 x 103 N/C. Find the magnitude of charge Q2. A. 1.0x10-6 C B. 3.0x10-6 C C. 6.4x10-6 C D. 1.0x10-5 C Written 1. A -4.2 µC charge is placed between two stationary charges, Q1 and Q2 , as shown. What is the magnitude and direction of the net force on the -4.2 µC charge due to the two stationary charges? (7 marks) 2. Calculate the net electric field (magnitude and direction) at point P due to the two point charges shown in the diagram. (7 marks)
The quantitative relationship for the force between two point charges is Coulomb’s Law: F = force (N), Q = charge in coulombs (C), r = distance between point charges (m). k = 9.00 x 109 Nm2/C2 Example 3: Find the electrostatic force between two stationary electrons 8.0 µm apart. What is the instantaneous acceleration if one of the electrons is released? What if the distance is increased to 40 µm? 2 — Combining Forces between Multiple Particles Example 1: Three protons are placed on a line at 0 m, 0.40 m, 0.90 m. Find the force on each proton.
impact. Figure 11 shows that those who have seen the campaign only are more evenly spread across age, whereas those who have only seen the other media are skewed to older age groups (particularly Older Australians 70+). Figure 11: Awareness of the My Aged Care campaign compared to other messaging H1-H6. Do you recall seeing or hearing this or a similar version of it before today? A1: Over the past few months, have you seen or heard anything in the media about aged care/the aged care system? Diagnostically, in terms of claimed interpretation and actions taken, the campaign has performed strongly. Figure 12: Prompted response to campaign creative and content H11. Thinking about the ads, to what extent do you agree or disagree they made you aware that … (proportion ‘strongly agreeing’)? Creative style and campaign content was received positively (Figure 12), with over two thirds of all participants (68%) rating the campaign 4 or 5 out of five for clarity (‘They are clear’), believability (‘They are believable’) and relatability/relevance (‘They remind me of things I care about’). This figure rose further amongst those who had seen the campaign previously, sitting at around eight in ten. When looking at the spontaneous coded responses of likes and dislikes of the campaign (Figure 13), there are very few dislikes, with 71% having no dislikes whatsoever. The data shows that advertising content is a valuable asset to the campaign, with respondents spontaneously reporting that they like the campaign because it was informative (17%), easy/simple to use (11%) and concise / to the point (10%) - all three being top mentions and related to content rather than look and feel. Figure 13: Unprompted likes and dislikes H10. What, did you like about the ads? And what did you dislike? This positivity around the clarity of message and the informative nature of the advertising is likely, in part at least, due to the complex nature of aged care as a topic. Qualitative research has shown that there is much confusion around aged care and this, coupled with the somewhat confusing and concerning media coverage experienced this year, has resulted in people appreciating more information, making a murky topic clearer (and more positive!).
Physics: Warneck/DeHaan Week: S1W9 Objective Standards TEACH/ASSESS HW 10/29/Monday Demonstrate constructed knowledge of a particle with constant velocity on Part II of the Unit 2 Test. P2.1g Solve problems involving average speed and constant acceleration in one dimension. P2.2A Distinguish between the variables of distance, displacement, speed, velocity, and acceleration. P2.2B Use the change of speed and elapsed time to calculate the average acceleration for linear motion. P2.2C Describe and analyze the motion that a velocity-time graph represents, given the graph. P2.2e Use the area under a velocity-time graph to calculate the distance traveled and the slope to calculate the acceleration. Unit 2 Test: Part II 10/30/Tuesday Investigate motion that is not constant. Cart on a Hill Lab. 10/31/Wednesday *PLC Discuss the investigation of motion that is not constant. Whiteboard Discussion of Cart on a Hill Lab. 11/1/Thursday Discuss the investigation of motion that is not constant. Whiteboard Discussion of Cart on a Hill Lab. 11/2/Friday
Article Standard: SC.912.N.2.2 Video Standard: SC.912.N.2.3 Video Image Standard: SC.912.N.2.4 Video Standard: SC.912.N.2.5 Video Image Standard: SC.912.N.3.3 Video Standard: SC.912.N.3.4 Video Standard: SC.912.N.3.5 Video Image Standard: SC.912.N.4.1 Video Standard: Video Standard: Math Explanation
Standard: SC.912.N.1.2 Video Article Standard: SC.912.N.2.2 Video Standard: SC.912.N.2.3 Video Image Standard: SC.912.N.2.4 Video Standard: SC.912.N.2.5 Video Image Standard: SC.912.N.3.3 Video Standard: SC.912.N.3.4 Video Standard: SC.912.N.3.5 Video Image Standard: SC.912.N.4.1 Video Standard: Video
Claims for Payment enquiries Department of Human Services DHS – Medicare Programs 1300 550 017 Prior Financial Authorisation and Eligibility for Treatment (Admission Approvals) Phone Fax Business hours 8.30 am to 5.00 pm. 1300 550 457 (metro) 1800 550 457 (non metro) (08) 8290 0422 Department of Veterans’ Affairs Aids & Appliances (Rehabilitation Appliance Program RAP) Community Nursing Allied Health Oxygen Veterans’ Home Care Aged Care Respite care Reporting a death or Freedom of Information and Privacy 1300 550 457 (metro) 1800 550 457 (non metro) 133 254 Veterans’ Transport Services 1300 550 455 (metro) 1800 550 455 (non-metro) Pharmaceuticals Veterans’ Affairs Pharmaceutical Approvals Centre (VAPAC) 1800 552 580 (24 hours per day) Veterans and Veterans Families Counselling Service (VVCS) 1800 011 046 Notification of change in organisational details (Please notify both agencies) Department of Health Department of Veterans’ Affairs Ph: (02) 6289 9853 or Email: 1300 550 457 (metro) 1800 550 457 (non-metro)
Overload limit is set correctly. Running In All functions are to be operated without load, throughout their permitted range. If a hoist is fitted, the hoist drum should be rotated four times in each direction. Slew the loader crane fully, clockwise and anticlockwise. Calibration Check Test Weights The following test weights should be used. Weights of proven accuracy to within +/-1.0%. Weights proven on a weighbridge. The weighbridge must have been calibrated to within within the last 12 months. For weights suspended from a calibrated weighing device, the weighing device must have been calibrated to within +/-1.0% within the last 12 months. Check that the Rated Capacity Limiter operates to prevent dangerous movements and allows return movements to a safe condition. Remember that the test load shall be the combination of the test weight and any slings or chains. Dynamic Test The object of this test is to subject the structural members to dynamic conditions and fluctuating loads, in order to check functionality through its full range of travel. Dynamic tests should be performed separately for each loader crane motion. Testing shall be carried out at speeds to those appropriate for normal crane operation and shall include repeated starting and stopping of each motion throughout the range of the motion. However, aggressive shock loading should be avoided. The test load shall be 110% of the Rated Capacity for the maximum extension. All crane positions attainable in service should be reached during the course of the tests. The test shall be considered successful if all components have been found to perform their functions correctly in accordance with the design specification and if an examination after the test reveals no damage to the mechanisms or structural components. Overload Test Introduction The purpose of the overload test is to confirm the structural integrity of the lorry loader. This includes anchorages to the vehicle, vehicle structural parts and stabiliser legs.
(Total 10 marks) E-AQA P2 Questions Q1. (a) The diagrams represent three atoms, X, Y and Z. Which of these atoms are isotopes of the same element? ........................................................................................................................ Give a reason for your answer. ........................................................................................................................ ........................................................................................................................ (2)
(b) The drawing shows Susan on a diving board. She is 1.5 metres from point P and she weighs 500 N. Calculate her moment (turning effect) about point P. Show clearly how you work out your answer and give the unit. ..................................................................................................................................... ..................................................................................................................................... Moment about P = ................................................ (3) (c) Susan has a case with wheels.
TOPIC V: Constant Force Particle ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Apply Newton’s Second Law Force and Acceleration Identification Diagram Types Vectors Equilibrium Analyze Friction Review and apply the concept of Free-Fall Develop mathematical models from acceleration and force data gathered Draw accurate force diagrams Distinguish between force and net force Differentiate scalars and vectors and give common examples Explain how the law of inertia applies to objects in motion. State the relationship between acceleration, net force, and mass. Describe the factors that affect the frictional force between surfaces. Define force as part of an interaction. Explain the results of force pair interaction Describe how scientific inferences are drawn from scientific observations Discuss the role consensus plays in the historical development of a theory Recognize the role of creativity in constructing scientific questions, methods and explanations Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear). Recognize that Newton’s Laws are a limiting case of Einstein’s Special Theory of Relativity at speeds that are much smaller than the speed of light. Textbook: Ch. 4, Ch. 6 Vocabulary: Force, Fundamental forces, Normal force, Contact force, Frictional force, Newton (unit) Technology: Progressive Science Initiative (PSI) Teachers Domain: SC.912.P.12.1 SC.912.P.12.2 SC.912.P.12.3 Inclined Plane Sliding Objects SC.912.P.12.1 ;
SC.912.P.12.2 SC.912.P.12.3 Standard: SC.912.N.1.1 Video Image Standard: SC.912.N.1.2 Video Reading Passage Standard: SC.912.N.1.5 Video Standard: SC.912.N.1.6 Video Article Standard: SC.912.P.12.1 Video Math Overview Standard: SC.912.P.12.2 Video Standard: SC.912.P.12.3 Video Image
Standard: SC.912.N.1.1 Video Image Standard: SC.912.N.1.2 Video Reading Passage Standard: SC.912.N.1.5 Video Standard: SC.912.N.1.6 Video Article Standard: SC.912.P.12.1 Video Math Overview Standard: SC.912.P.12.2 Video Standard: SC.912.P.12.3 Video Image Article Standard: SC.912.P.12.8 Video
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning LAFS.910.WHST.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning LAFS.910.WHST.2.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts LANGUAGE ARTS: Research to Build and Present Knowledge BENCHMARK CODE BENCHMARK LAFS.910.WHST.3.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cognitive Complexity: Level 4: Extended Thinking &Complex Reasoning LAFS.910.WHST.3.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Cognitive Complexity: Level 4: Extended Thinking &Complex Reasoning LAFS.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning Range of Writing BENCHMARK CODE BENCHMARK LAFS.910.WHST.4.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
VIOLATION VIOLATION HISTORY - PENALTY AMOUNT FIRST SECOND THIRD PAPAHĀNAUMOKUĀKEA MARINE NATIONAL MONUMENT Failure of any person to notify NOAA at least 72 hours before entering the Monument or within 12 hours after leaving the Monument. $750 (1 missing entry or exit notification) $1000 (2 missing entry or exit notifications) $1500 (3 to 4 missing entry or exit notifications) $750 (1 missing entry or exit notification) $1000 (2 missing entry or exit notifications) $1500 (3 to 4 missing entry or exit notifications) NA
TOPIC VII: Energy ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Review Kinetic-Molecular Theory Review States of Matter from a molecular perspective Develop models to describe the 1st Law of Thermodynamics Energy storage modes Energy transfer mechanisms System schema Apply the Law of Conservation of Energy Hooke’s Law Elastic Potential Energy Gravitational Potential Energy Conservative vs. Non-Conservative Forces Discuss the 2nd Law of Thermodynamics Analyze Heat and Heat transfer Explore the connection between Work and Energy Review KE and W Work-Energy Theorem Power Differentiate among the four states of matter. Understand that energy is energy regardless of storage mode Distinguish between energy transfer and storage Develop graphical representations (system schema) to describe energy Utilize and interpret diagrams to develop algebraic expressions for the 1st Law of Thermodynamics and Law of Conservation of Energy Define and describe working as an energy transfer mechanism. Describe how forces acting on a system result in changes in energy. Discuss the work-energy theorem. Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter. Understand that average power is the rate at which work is done Compare and contrast work and power qualitatively and quantitatively Textbook: Ch. 9, Ch. 17, Ch. 18, Ch. 19, Ch. 20, Ch. 21, Ch. 22, Ch. 23, Ch. 24 Vocabulary: Work, power, watt, potential energy, kinetic energy, mechanical energy Technology: Progressive Science Initiative (PSI) SC.912.P.10.1 SC.912.P.10.2 SC.912.P.10.3 SC.912.P.10.4 SC.912.P.10.5 SC.912.P.10.1 Energy Skate Park: Basics
SC.912.P.10.2 SC.912.P.10.3 SC.912.P.10.4 SC.912.P.10.5 Energy Skate Park The Ramp Standard: SC.912.N.1.1 Video Standard: SC.912.L.18.12 Video Standard: SC.912.P.8.1 Video Standard: SC.912.P.10.1 Video Article Standard: SC.912.P.10.2 Video Math Explanation Article Standard: SC.912.P.10.3 Video Article
Standard: SC.912.P.10.4 Video Math Explanation Article Standard: SC.912.P.10.5 Video Math Explanation Article Standard: SC.912.P.10.6 Video Standard: SC.912.P.10.7 Video Standard: SC.912.P.10.8 Video Video
17.5 In the same way that prisoners may urgently require medication for acute medical needs, they may also require, or already have been issued, equipment provided by health or care and support services. This amendment clarifies prisons’ responsibility to provide the opportunity for prisoners to access equipment from care services. External Movements & Appearances Output 12: Prisoners’ immediate health and social care needs during external movement are addressed. 17.6 Local authority responsibility for care and support for those with eligible needs extends to ensuring the provision of necessary services when the prisoner is temporarily outside the prison. Prisons may have continuing responsibility for agreed elements of a care plan for which custodial services have responsibility during external movements. See paragraphs 6.1 – 6.10 and 7.4 Social Care policy theme: Relevant existing service specification outputs 17.7 The following is a complete list of those existing specification outputs which, in their current form, support the delivery of care and support in prisons: Court Work other than Assessments & Reports Output 14: Information relevant to risk and safeguarding is communicated to the receiving prison and other appropriate agencies. Output 15: The diverse needs of defendants are taken into account when planning the timing, location and conduct of contact. Residential Services Output 2: Information is shared with relevant stakeholders and is recorded Output 3: Prisoners are supported and their daily needs are met. Output 7: Prisoners have access to living accommodation, furnishings, fittings and equipment that are safe, decent and secure and which meet individual needs, as far as practicable. Output 10: Prisoners have access to washing facilities (not in living accommodation) for personal clothing. Output 11: Prisoners have access to toiletries necessary for health and cleanliness. Output 12: Prisoners have access to ablutions which meet personal hygiene needs other than those in living accommodation. Output 16: Prisoners are available to attend the activity to which they are allocated. Output 17: Prisoners are encouraged to participate positively in the regime. Output 23: Accommodation is allocated based on risk and/or need, where practicable. Specialist Units (HSE)
Highland James Maybee 01463 703475 Inverclyde Audrey Howard 01475 715372 Midlothian Margaret Brewer 0131 271 3833 Moray Tish Richford 01343 557200 North Ayrshire David MacRitchie 01294 317781 North Lanarkshire Jane Gilmartin 01698 524941 Orkney Islands Jon Humphreys 01845 873535 x2650 Perth & Kinross Nicola Rogerson 01738 444244 Renfrewshire Allison Scott 0141 618 2539 Scottish Borders Kim McPartland kim.mcpartland@scotborders.gcsx.gov.uk 01835 824000 X2605 Shetland Islands Denise Morgan 01595 744449 South Ayrshire Jackie Hamilton 01292 289749 South Lanarkshire Diane Dobbie diane.dobbie@southlanarkshire.gcsx.gov.uk 01698 455787 Stirling Mike Grassom 01786 471177 West Dunbartonshire Norman Firth Norman.firth@wdc.gcsx.gov.uk 01389 738484 West Lothian Gillian Oghene 01506 280999
Standard: SC.912.N.2.4 Video Standard: SC.912.N.2.5 Video Article Standard: SC.912.E.5.2 Video Standard: SC.912.P.8.3 Video Standard: SC.912.P.10.10 Video Standard: SC.912.P.10.13 Video Math Explanation Standard: SC.912.P.10.14 Video Video
TOPIC X: Electric Potential ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Discuss the Energy Implications of the Electric Field Changes in Potential Energy result of change in position of charge along field lines Changes in PE depend on field strength, change in position, and property of object Changes in PE result of energy transfers into & out of field Discuss Electric Potential Define Potential at a location Potential must be measured with respect to a reference point Define Potential Difference Map Equipotential Lines Maps (analogous to topographical ) Potential gradient (-E) Equipotential lines are perpendicular to Electric Field lines Relate the configuration of static charges to the electric field, electric force, electric potential, and electric potential energy. Explain why a charged object in an electric field is considered to have electrical potential energy. Draw and interpret electric field lines Distinguish between electrical potential energy and electric potential. Create and interpret potential energy diagrams. Core Text Book: Ch. 33 Vocabulary: Polarization, insulator, conductor, semiconductors, charge, electrostatic, Coulomb’s law, electrical force, grounding, capacitor, conductor ,dipole, Faraday ,flux, grounding, induction shielding, superposition Technology: The Physics Source: Teachers Domain: Lab Manuals from Pasco: Lab Manuals from Vernier: SC.912.P.10.13 SC.912.P.10.14 Pith Lab SC.912.P.10.13 SC.912.P.10.14 Voltage and Fields Field Hockey