zilongwang/ReadingBank huggingface dataset:
Factorise This is standard quadratic so just use the method you are happy with method:- Factorise This is standard quadratic so just use the method you are happy with From ax2 + bx + c find 2 numbers that multiply to give ac and add to give b and then split bx into 2 bits and factorise:- 12d2 + 5d – 2 What 2 numbers multiply to make -24 and add to make 5 :- 8 and – 3 12d2 + 5d – 2 = 12d2 +8d – 3d -2 = 4d(3d + 2) - (3d + 2) = (4d – 1) (3d + 2) Completing the square. You might be asked to complete the square or the question might ask you to find the minimum value of a quadratic expression. Use completing the square to find the minimum value. ax2 + bx + c. For this exam a will always just be 1 so the quadratic will be of the form x2 + bx + c. x2 + bx + c = (x + - + c Example: Complete the square in x2 – 6x + 7. Solution: The coefficient of x is –6, halve it to give –3. Squaring ( gives so to just create you need to subtract 9 from x2 – 6x + 7 = = (x – 3)2 – 2. Notice that the minimum of the expression is –2 when x = 3, since the minimum value of (x – 3)2 is 0. Be careful to give the answer the question is looking for – either the minimum value, the x value required to give the minimum or both. Solving quadratic equations. by factorising. Example: x2 – 5x + 6 = 0  (x – 3)(x – 2) = 0  x – 3 = 0 or x – 2 = 0  x = 3 or x = 2. Note that a quadratic could have just 2 terms, but it is solved in the same way. Example: x2 + 8x = 0  x(x + 8) = 0  x = 0 or x + 8 = 0  x = 0 or x = –8 N.B. Do not divide through by x first: you will lose the root of x = 0. Example: x2 - 4 = 0  (x+2)(x - 2) = 0  by using the formula
PDMSMA(57) macromonomer even at a 1:1 molar ratio; however, the statistical copolymers p(PDMSMA(9)48-stat-OEGMA12), p(PDMSMA(9)30-stat-OEGMA30), and p(PDMSMA(57)30-stat-OEGMA30) were all recovered with low Ð values (1.08 – 1.21) and molecular weights ranging from Mn = 33,300 – 350,600 gmol-1. When employing PDMSMA(9) both monomers appeared to be incorporated into the polymers well, however, the polymers derived from PDMSMA(57) were richer in OEGMA than targeted. Table 1 Characterization of the synthesized study copolymers. Brancher GPCa (THF) 1H NMRb Target Polymer Mn (gmol-1) Mw (gmol-1) Ð Polymer Conversion(%) Composition Composition PDMS OEGMA p(OEGMA60) - 24,800 30,400 1.23 p(OEGMA55) - 92 p(PDMSMA(9)60) - 51,200 59,400 1.16 p(PDMSMA(9)58) 96 - p(PDMSMA(57)60) - 376,000 439,900 1.17 p(PDMSMA(57)23) 38 - - 47,650 52,700 1.11 98 94 - 33,300 36,800 1.11 80 96 - 350,600 380,200 1.08 45 77 - 220,250 266,850 1.21 47 65 PDMS- DMA(12)0.95 56,200 74,200 1.32 - 94 98 PDMS- DMA(12)0.95 50,700 75,600 1.49 - 91 97 PDMS- DMA(55)0.95 423,900 3,590,000 8.47 - 91 98 PDMS- DMA(55)0.95 142,100 5,220,000 36.73 - 90 97 - 149,700 199,300 1.33 78 92 - 95,400 108,600 1.14 77 95 PDMS- DMA(55)0.95 174,100 389,900 2.24 - 92 89
REVISION SCHEDULE M Sep 21 - 1, 2, 3 T Sep 22 – 4 W Sep 23 - 5 T Sep 24 – 6 F Sep 25 - 7, 8, 9 HOLIDAYS M Sep 28 - 10, 11 T Sep 29 - 12 W Sep 30 - 13, 14 T Oct 1 - 15, 16, 17, 18 F Oct 2 - 19, 20, 21, 22 M Oct 5 - 23, 24, 25, 26 T Oct 6 - 27, 28, 29 W W Oct 7 - 30, 31, 32 T Oct 8 - 33, 34 F Oct 9 - 35, 36, 37, 38, 39 TERM 4 M Oct 12 - 40, 41, 42 T Oct 13 - 43, 44, 45 W Oct 14 - 46, 47 T Oct 15 – 48, 49, 50 F Oct 16 – 51, 52 M Oct 19 - 53, 54, 55 T Oct 20 - 56, 57 EXAM: Friday November 6 at 9.00 am [NB: These dates are only a guide. If you start the program earlier or later, adjust the dates accordingly.] In other words you can push the holiday times into terms times.
c) .......................................................................................................................................................................
Bonding Agent’s Name Signature Date ____________________________________ Title:_______________________________ Address ____________________________________ Business Address of Surety
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 5x Macbeth Macbeth extract on his worried mind Macbeth question on his worried mind J&H extract on contrasts 5 J&H Duality How does Stevenson present contrasts in the novella? Brainstorm 5adjectives to describe Macbeth throughout the play 5x Lady Macbeth How does Stevenson present contrasts in the novella? J&H extract: How does Stevenson present Hyde as a threat? 5 x J&H Animalism Lady Macbeth as a powerful character Macbeth extract: How does Shakespeare show Lady M’s power? Brainstorm 5 adjectives to describe Hyde Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 How does Shakespeare show Lady M’s power? Brainstorm 5 adjectives to describe Lady Mac through the play 5 x Macbeth – find quotations on guilt J&H extract on Hyde as pure evil How does Stevenson present Hyde as pure evil? Brainstorm 5 alternatives to SHOW 5 x Macbeth: quotations about murder How does Stevenson present Hyde as pure evil? 5 x J&H – violence Your choice! on which ever text you annotated yesterday! DO a timed response to one of the essays you have planned on your LEAST favourite text. Memorise quotations – LOOK, COVER, WRITE/SAY, CHECK Read and annotate an extract from the booklet Identify 3 points you would make in an answer to the question. Give yourself no more than 10 mins to do this. Go back, check the text and add more points Write a paragraph in response to the question. The first sentence should address the question (SIGNPOST it), include mini embedded quotations, techniques, explore connotations, link to effect and context. Spend no more than 15 mins on it – time yourself, them check it has all the above in it! Do a SPAG activity
Macbeth and Lady Macbeth – key moments Quotations by MACBETH 1. Macbeth 2. unseamed from nave to chaps 3. stars hide your fires, let not light see my black and deep desires 4. I have no spur to prick the sides of my intent, only vaulting ambition 5. Sleep no more! 6. O full of scorpions is my mind dear wife! 7. To be thus is nothing but to be safely thus 8. Thou canst not say I did it! Never shake your gory locks at me 9. Life’s but a walking shadow 10. Blow, wind! come, wrack! /At least we'll die with harness on our back Quotations said by Lady Macbeth 1. Too full o’th’milk of kindness 2. Unsex me here 3. When you durst do it, then you were a man 4. I would…have dashed its brains out had I so sworn 5. Look like the innocent flower but be the serpent under’t 6. If he had not resembled my father as he slept, I had done’t 7. A little water clears us of this deed 8. This is the very painting of your fears 9. Out, out damned spot 10. Who would have thought the old man to have so much blood in him? For each quotation, try and pick out a technique or word you could explore in more detail. What does each quotation reveal about the characters?
Anthology Poetry Possible Questions Compare the ways poets present ideas about pride in ‘Ozmandias’ and in one other poem from ‘Power and Conflict’ [30 marks] 2. Compare the ways poets present ideas about anger in ‘London’ and in one other poem from ‘Power and Conflict’ [30 marks] 3. Compare the ways present fear in ‘The Prelude’ and in one other poem from ‘Power and Conflict’ [30 marks] 4. Compare the ways poets present power in ‘My Last Duchess’ and in one other poem from ‘Power and Conflict’ [30 marks 5. Compare the ways poets present the effect of conflict in ‘The Charge of the Light Brigade’ and in one other poem from ‘Power and Conflict’ [30 marks] 6. Compare the ways poets present the reality of conflict in ‘Exposure’ and in one other poem from ‘Power and Conflict’ [30 marks] 7. Compare the ways present ideas about the power of nature in ‘Storm on the Island’ and in one other poem from ‘Power and Conflict’ [30 marks] 8. Compare the ways poets present the consequences of conflict and war in ‘Bayonet Charge’ and in one other poem from ‘Power and Conflict’ [30 marks] 9. Compare the ways poets present ideas about guilt in ‘Remains’ and in one other poem from ‘Power and Conflict’
30 marks] 10. Compare the ways poets present strong feelings in ‘Poppies’ and in one other poem from ‘Power and Conflict’ [30 marks] 11. Compare the ways present individual experiences in ‘War Photographer’ and in one other poem from ‘Power and Conflict’ [30 marks] 12. Compare the ways poets present the power of humans in ‘Tissue’ and in one other poem from ‘Power and Conflict’ [30 marks] 13. Compare the ways poets present ideas about loss and absence in ‘The émigree’ and in one other poem from ‘Power and Conflict’ [30 marks] 14. Compare the ways poets present ideas about conflict between groups of people in ‘Checking Out Me History’ and in one other poem from ‘Power and Conflict’ [30 marks] 15. Compare the ways poets present after effects of war in ‘Kamikaze’ and in one other poem from ‘Power and Conflict’ [30 marks]
Unit 4 – Immunology & Public Health Non – Specific Defences: 2013 Section C2B: Describe non-specific defences that the body uses to protect itself from pathogens. (10) Describe non-specific defences that the body uses to protect itself from pathogens 1 The skin prevents the entry of pathogens / is a physical barrier. 2 Epithelial cells (in cavity linings) produce (protective chemical) secretions 3 Description of one non-specific defence e.g. mucus in windpipe / acid in stomach / lysozyme or anti-bacterial substances in tears / coughing or sneezing / blood clotting 4 The inflammatory response is caused by the release of histamine from mast cells 5 Vasodilation / increased capillary permeability / increased blood flow (occurs) 6 Increased blood flow / secretion of cytokines results in the accumulation of phagocytes 7 It also results in the delivery of antimicrobial proteins / clotting elements to the site 8 Phagocytes recognise surface antigens/ protein markers on pathogens 9 They then destroy the pathogen by engulfing it / by phagocytosis 10 Natural killer (NK) cells induce the pathogen to destroy itself / apoptosis 11 (The NK cells cause) the pathogen to produce digestive / self-destructive enzymes 12 Phagocytes / NK cells release cytokines that stimulates the (specific) immune response 8 marks The coherence and relevance marks are only awarded when at least five marks have been scored from points 1 to 12 and the following criteria are met. Relevance – A single short reference to an irrelevant point is not penalised but development of the point is penalised. However, two irrelevant points without development are penalised.
Links to stimulus DANCE Revision Checklist Section A Knowledge and understanding of choreographic processes and performing skills. Physical Skills Posture Control Coordination Alignment Flexibility Stamina Mobility Balance Extension Strength Isolation Be confident in discussing expressive skills used during your own choreography and performance pieces: projection focus spatial awareness facial expression musicality sensitivity to other dancers communication of choreographic intent, including mood(s), meaning(s), idea(s), theme(s) and/or style/style fusion(s). Describe a motif and suggest developments.
Doctors and surgeons began to be more qualified and regulated, with an improvement in their status. However, many people continued to use ‘quack’ doctors. An increasing number of hospitals were set up to the sick. Edward Jenner discovered a vaccination for smallpox in 1798. He found that people who were given a dose of cowpox didn’t catch smallpox. His ideas were slow to catch on, but smallpox was such a dangerous disease that in 1853 the government made it compulsory for all children to be vaccinated against smallpox. Create a basic mindmap of the developments that took place during the Renaissance. Colour code them to show the influence of different factors (e.g. war, religion, government, individuals etc). Explain the significance of: Vesalius to the development of knowledge of anatomy and surgery. Paré to the development of surgery. Who do you think had the greater impact: Vesalius or Paré?
Subject Target grade Projected grade What I’ve done (tick columns when you’ve completed) Further plans / recommendations from teacher…. Mind map Memory cards Online revision Exam questions Read actively English Maths Science ICT Option 1 Option 2 Option 3 (where applicable) Possible Revision checklist – GCSE (can be adapted for A level) Potential Improving learning Log Target (specific, realistic, achievable, include date) How will I achieve this target? Action I took to improve my learning (evidence of what you did) Review date Achieved (yes/no) (Date) Comments
example To memorize the key terms and their meanings for the circulatory system (07/3/16) Make reference/memory cards and time how long it takes to repeat them perfectly until I can say them in 2 minutes Memory cards and now I can repeat all words and their meanings perfectly 14/3/16 Yes, 14/3/16 It was difficult at but now I have memorized them I think I can try to connect the cards together and explain the links between the words Target (specific, realistic, achievable, include date) How will I achieve this target? Action I took to improve my learning (evidence of what you did) Review date Achieved (yes/no) (Date) Comments
Date : CERTIFICATE OF COMPLIANCE This certificate of compliance validates the following TEST REPORT NUMBER ‘Assessment Reports’ are not acceptable CERTIFICATE NUMBER DATE OF ISSUE DATE OF ISSUE DATE OF EXPIRY DATE OF EXPIRY Manufacturer details NAME OF FACTORY/ MANUFACTURER NAME OF THE BRAND FACTORY ADDRESS / REGION (STREET / TOWN / CITY / COUNTRY ) MODEL / NO WEBSITE LOGO ON THE PRODUCT TEL EMAIL Product Details From Test Report Reference Test Report page NO DESCRIPTION OF THE PRODUCT
Revision Checklist for RMPS Prelim 2016/17 S4 National 5 Senior National 5 Higher Morality and Belief Morality and Medicine How non-Religious People make decisions. Religious and Non- Religious viewpoints about Embryos Euthanasia Strengths and Weaknesses of Euthanasia and alternative options to Euthanasia. Morality and Justice Purposes of punishment Aims of Punishment Advantages and Disadvantages of each of the Aims Moral Decisions How religious and non-religious people make decisions. Capital Punishment Religious and Views about Capital Punishment. Morality and Justice Purposes of punishment Aims of Punishment Advantages and Disadvantages of each of the Aims Moral Decisions How religious and people make decisions. Capital Punishment Religious and Views about Capital Punishment. Religious and Philosophical Questions Existence of God Beliefs about Attributes of God and why people question God’s existence. Strengths and Weaknesses of the: Origins Origins of the universe interpretations of religious creation accounts scientific theories cosmological argument Origins Origins of the universe interpretations of religious creation accounts scientific theories
Cosmological Argument Teleological Argument cosmological argument World Religion Christianity Nature of Human Beings freewill sin likeness of God Individual and Community Worship prayer forms of worship Eucharist Importance of worship. Beliefs About Jesus Life of Jesus Birth Death and Teachings Importance of following the teachings of Jesus Buddhism Nature of human beings Anatta Four Noble Truths. Beliefs about the Buddha spiritual awakening of the Buddha nature of the Buddha Living According to the Eightfold Path morality in the Eightfold Path wisdom in the Eightfold Path meditation in the Eightfold Path skilful and unskilful actions Buddhism Life and Teachings of the Buddha and their significance. The Eightfold Path and its significance and challenges.
Additionally, our tariff prices are aimed at ensuring that the revenue earned from each customer reflects how their consumption choices impact our actual network costs. While actual network tariffs for each year will be determined through the AER’s annual pricing proposal process, they must comply with the structures set out in our approved TSS. Changes from our initial TSS published in November 2015 We will a flat rate tariff structure for our existing small residential and business customers instead of the current declining block tariff (DBT) structure. We will introduce more cost-reflective charging windows and associated pricing to customers on time of use (TOU) and demand tariffs with an interval (or higher capability) meter. These charging windows are similar to our existing windows, but with the morning peak window being replaced with an extension of the day-time shoulder window. We will introduce a new TOU tariff structure for residential and small business customers with interval meters. These TOU tariffs will adopt the more cost-reflective charging windows noted above, rather than the legacy charging windows that are available to our customers with basic accumulation meters with TOU capability, or Type 5 meters. We will introduce opt-in demand tariffs for residential and business customers. From 1 July 2018 all new connections, upgrades and new solar PV installations for residential and small business customers will be assigned to the TOU tariff appropriate to their metering technology in the first instance, with the option to opt-out to an alternative tariff. We will implement a specific transitional tariff for approximately 1,000 low voltage business customers currently assigned to an incorrect tariff who need to move to a demand tariff and, in doing so, will experience an increase in their bills. What has not changed following the AER’s draft decision Given the cost imposition for customers and the introduction of meter contestability from 1 December 2017, we have not altered the proposed charging windows for existing TOU customers with basic accumulation meters. Since some areas of our network peak in winter, others in summer and many in both seasons, we have not implemented seasonal TOU windows. This decision is supported by most of our customers and stakeholders, who have stated that they favour simplicity in tariff design. On review, seasonal tariffs were seen as adding increased potential for significant seasonal price fluctuations to customer bills, and a layer of complexity that should be avoided if possible. Implementing seasonal tariffs for our accumulation meters with TOU capability would also involve a significant annual cost to customers that was not clearly outweighed by the benefits.
Qualifications for a Sponsor. A person sponsors a committee if: the committee receives 80% or more of its contributions from that person or its members, officers, employees, or shareholders; that person collects contributions for the committee by use of payroll deductions or dues from its members, officers, or employees; that person, alone or in combination with other organizations, provides all or nearly all the administrative services for the committee; or that person, alone or in combination with other organizations, sets the policies for soliciting contributions or making expenditures of committee funds. Multipurpose Organization as a Sponsor. A sponsor that is a multipurpose organization under § 82055 and that makes contributions or expenditures from its general treasury funds must comply with §§ 84700 and 84701. § 82071. Spouse. (18229) “Spouse” includes registered domestic partners recognized by state law. § 82072. State Agency. (82049) “State agency” means every state office, department, division, bureau, board, and commission, and the Legislature. § State Candidate. (82050) candidate” means a candidate seeking nomination or election to an elective state office. §82074. State Measure. (82051) measure” means a measure submitted or intended to be submitted to the voters of the state. § 82075. State-Measure Proponent. (82047.7) “State-measure proponent” means “proponent” as defined in Elections Code § 9001. § 82076. Statewide Candidate. (82052) “Statewide candidate” means a candidate who seeks election to a statewide elective office. § 82077. Statewide Election. (82052.5) “Statewide election” means an election for statewide elective office. § 82078. Statewide Elective Office. (82053) “Statewide elective office” means the office of Governor, Lieutenant Governor, Attorney General, Insurance Commissioner, Controller, Secretary of State, Treasurer, Superintendent of Public Instruction, and member of the State Board of Equalization. § 82079. Statewide Petition. (82054) “Statewide petition” a petition to qualify a proposed state measure.
Academic Skills and Development Quick guide to Revision and Exams Start early Make sure that your notes are complete, easy to follow and organised Plug any gaps – ask classmates and tutors for missing material Ask during the semester “is this likely to come up in an exam”? that way you can highlight it as a “key” topic Get organised Try out some places to see you work best – somewhere you will not be distracted – your room, the library, SPLASH etc. Organise a study group – revision with others can keep your motivation levels up and means you cover more material between you. Prioritise your revision Prioritise the topics you are going to revise; aim for a balance between your strong and weak subjects For each subject identify the topics to study – check with your tutor to ensure you have covered everything Make a revision timetable Keep the schedule flexible and realistic Plan regular breaks and do some exercise at least once a day Stick to the schedule. If you can’t, try and identify why not and seek out relevant support to develop strategies. Revise material As well as writing out notes, try using mind-maps and other visual techniques or record your notes and play them back Make A4 summaries for each topic being revised and test yourself on these summaries Make links between the different topics Use past papers Get past papers. They have examples of the types of questions that may be on the exam Identify recurring themes in exams on your subject Get accustomed to the of questions likely to be on the exam Practise writing answers in set time limits Over-learn each chosen topic – know it so well that is boring you and everyone else
Baghdad Barber-Surgeon Medieval barber who practiced surgery and dentistry. Bath-house Battle of Crecy BC The time before the birth of Christ. Belief Bishop of Lincoln Black Death Bleeding Releasing from a cut make in the patient’s body in order to restore the balance of the bodies humours. Bloodletting Medieval medical treatment of removing some blood from a patient by opening a vein or using leeches to suck it out. Bridlington Buboes A lump on the body; associated as a symptom of the Bubonic Plague. Bubonic Plague Plague spread by the bite of a flea. Cairo Cataracts
Period Main Events / Trends Individuals Factors Ancient Greek Development of natural explanations – Four Humours. Clinical observation improves knowledge of diseases. Supernatural ideas continue e.g. Asclepius. Asclepius Hippocrates Slaves Philosophy Interest in natural Ancient Natural and supernatural ideas continue. Galen (Use of Opposites) treat imbalanced humours. Knowledge of anatomy improved by Galen and dissection (mainly animal). Public health system across the Empire. Link between dirt and disease.. Salus Claudius Galen Need for a strong Empire Taxes Trade Engineering skills Observation Greek ideas and experience Medieval Western Europe Regression of supernatural explanations – God causes and Catholic Church controls and accepts Galen as expert on the human body. Decline in public health, knowledge and learning as Roman ideas lost to all but a few. Some natural ideas continue, e.g. humours. The Black Death. John of Arderne Roger Bacon Power of Christianity Loss of knowledge Wars with Islamic World Lack of organised government Medieval Islamic Continued interest in medicine – Greek and Roman books studied. Small developments made by individuals. No dissection Rhazes Avicenna Ibn an Nafis Religion Wars and Christian Europe Individuals
(Total 2 marks) 8. Write these temperatures in order. Start with the lowest temperature. 7ºC –2ºC 10ºC –5ºC 3ºC ………………………………………………………………………………………………….. for question = 1 mark)
Substitution Things to remember: There is always 1 mark just for writing down the numbers you have had to put into the expression. Your answer must be a number – don’t forget to finish the sum The question will always use the words “Work out the value of” Questions: 1. (a) Work out the value of 3x – 4y when x = 3 and y = 2 ........................................................... (2) (b) Work out the value of when p = 2 and q = –7 ........................................................... (3) (Total 5 marks) 2. Find the value of t² – 4t when t = -3 ........................................................... (Total 2 marks) 3. P = x² - 7x Work out the value of P when x = -5 P = ........................................................... (Total 2 marks) 4. T, x and y are connected by the formula
5. The top of a table is a circle. The radius of the top of the table is 50 cm. (a) Work out the area of the top of the table. ………………………cm² (2) The base of the table is a circle. The diameter of the base of the table is 40 cm. (b) Work out the circumference of the base of the table. ………………………cm (2) (Total 4 marks) 6. The diagram shows two small circles inside a large circle. The large circle has a radius of 8 cm. Each of the two circles has a diameter of 4 cm. Write down the radius of each of the small circles. ............................. cm (1) (b) Work out the area of the region shown shaded in the diagram. Give your answer correct to one decimal place. ...................................... cm² (4) (Total 5 marks)
Solving Equations Things to remember: means to find the value of the variable (what number the letter represents). The inverse of + is – and the inverse of x is ÷ Work one step at a time, keeping you = signs in line on each new row of working. Questions: 1. Solve 4x + 3 = 19 x =……………………… (Total 2 marks) 2. (a) Solve 6x – 7 = 38 x = ................................. (2) (b) Solve 4(5y – 2) = 40 y = ................................. (3) (Total 5 marks) 3. 5(2y + 3) = 20 y = ................................. (Total 3 marks)
Laws of Indices Things to remember: Questions: 1. (a) Simplify m5 ÷ m3 …………………………………… (1) (b) Simplify 5x4y3 × x2y …………………………………… (2) (Total for Question is 3 marks) 2. Write these numbers in order of size. Start with the smallest number. …........................................................................................................................................... (Total for Question is 2 marks) 3. Write down the value of 125 …………………………………… (Total for question is 1 mark) 4. (a) Write down the value of 10–1 …………………………………… (1) (b) Find the value of …………………………………… (2) (Total for Question is 3 marks) 5. (a) Find the value of 5° …………………………………… (1) (b) Find the value of 27 1⁄3 …………………………………… (1) (c) Find the value of 2-3
........................................................... cm (Total for question = 4 marks) Trigonometry – SOH CAH TOA Things to remember: 1. Label your sides first, you’ll need O, H and A... 2. Choose if you need SOH, CAH or TOA... 3. the one you need with your thumb, 4. Write the equation, 5. Solve it, then you’re done! Questions: 1. The diagram shows triangle ABC. BC = 8.5 cm. Angle ABC = 90°. Angle ACB = 38°. Work out the length of AB. Give your answer correct to 3 significant figures. ........................................................... cm (Total 3 marks) 2. PQR is a triangle. PQR = 90°. PQ = 12.5 cm. QR = 5 cm. Calculate the value of x. Give your answer correct to 1 decimal place.
4. Factorise x2 + 3x – 4 …………………………………… (Total for question is 2 marks) 5. Write x2 + 2x – 8 in the form (x + m)2 + n where m and n are integers. …………………………………… (Total for question is 2 marks) 6. (a) Expand 4(3x + 5) …………………………………… (1) (b) Expand and simplify 2(x – 4) + 3(x + 5) …………………………………… (2) (c) Expand and simplify (x + 4)(x + 6) …………………………………… (2) for Question is 5 marks) 7. (a) Factorise x2 + 5x + 4 …………………………………… (2) (b) Expand and simplify (3x −1)(2x + 5) …………………………………… (2) (Total for Question is 4 marks)
Averages from Tables Things to remember: The mode is the one with the highest frequency. To calculate the median, find where the middle value is located by using . The mean is given by , ie. the total frequency x midpoint divided by the total frequency. Always look back at the data to check your answer looks realistic. Questions: 1. Zach has 10 CDs. The gives some information about the number of tracks on each CD. Number of tracks Frequency 11 1 12 3 13 0 14 2 15 4 (a) Write down the mode. ........................................................... (1) (b) Work out the mean. ........................................................... (3) (Total 4 marks) 2. 30 adults took part in a survey. They were each asked how much money they spent on lottery tickets last week. The table shows the results of the survey. Money (£) Frequency 0 5 2 16 4 6 20 2 30 1 Work out the mean amount of money the 30 adults spent on lottery tickets. £ ........................................................... (Total 3 marks) 3. Josh asked 30 adults how many cups of coffee they each drank yesterday. The shows his results.
60 < t < 70 12 70 < t < 80 22 80 < t < 90 23 90 < t < 100 24 100 < t < 110 19 (a) Write down the modal class interval. ........................................................... (1) (b) Calculate an estimate for the mean time taken by the students. ........................................................... seconds (4) (Total 5 marks) 7. The table gives some information about the time taken by a group of 100 students to complete an IQ test. Time (t seconds) 60 < t ≤ 70 12 70 < t ≤ 80 22 80 < t ≤ 90 23 90 < t ≤ 100 24 100 < t ≤ 110 19 Calculate an estimate for the mean time by the students. ........................................................... seconds 4 marks)
Contents Page: Number: Surds 3 Bounds calculations 7 Algebra: Parallel and perpendicular graphs 11 Transformations of graphs 16 Algebraic fractions - simplifying 20 Algebraic fractions – solving 23 Solving quadratic inequalities 26 Space and Measure: Circle theorems 28 Vectors 32 Sine and cosine rules 40 Data Handling: Cumulative frequency and box plots 44 Histograms 51 Probability: Set theory 59 Ratio and Proportion: Proportion 62 Percentages – compound interest 66 Percentages – reverse 68
4. Solve the inequality x² - 2x + 8 < 0 ........................................................... for question = 3 marks) 5. Solve the inequality x² - x ≥ 12 ........................................................... (Total for question = 3 marks) 6. the inequality x² ≤ 4(2x + 5) ........................................................... (Total for question = 4 marks)
(3) (Total 5 marks) 3. The incomplete table and histogram give some information about the distances walked by some students in a school in one year. (a) Use the information in the histogram to complete the frequency table. Distance (d) in km Frequency 0 < d ≤ 300 210 300 < d ≤ 400 350 400 < d ≤ 500 500 < d ≤ 1000 (2) (b) Use the information in the to complete the histogram. (1) 3 marks) 4. The incomplete histogram and table show information about the weights of some containers. Weight (w) in kg 0 < w ≤ 1000 16 1000 < w ≤ 2000 2000 < w ≤ 4000 4000 < w ≤ 6000 16 6000 < w ≤ 8000 8000 < w ≤ 12000 8 (a) Use the information in the histogram to complete the table. (2) (b) Use the information in the table to complete the histogram. (2) (Total 4 marks)
Your at a glance You will achieve 2 GCSEs in English. You have no coursework. Everything you learn over the two years will be assessed by exams at the end of the two years. Paper One Language Reading Section A Writing Section B 1 hour 45 minutes in total 50% of the language GCSE One fiction text to read (extract from a piece of 20th Century Literature) 4 questions to answer 1 brief answer x 4 marks 2 x 8 marks 1 x 20 marks (40 marks) One fiction writing task -Creative writing 24 marks for communication 16 marks for technical accuracy (40 marks) Paper Two Language Reading Section A Writing Section B 1 hour 45 minutes in 80 marks 50% of the Language GCSE Two linked non-fiction to read 4 questions to answer: 1 multiple choice x 4 marks 1 x 8 marks 1x 12 1 x 16 marks (40 marks) One non-fiction writing tasks (e.g, write a letter, report, interview etc for a specific purpose, audience and format) 24 marks for communication 16 marks for technical accuracy (40 marks) Paper Two Literature Section A: Modern Prose or Drama Text Section B: Poetry Anthology Section C: Unseen Poetry 20% 2 15 minutes 96 marks 60% of overall Literature GCSE One question on the text studied Closed book exam (no copies allowed in the exam) One question Comparative question: One copy of a poem from the anthology in exam to compare with another example from the anthology but unseen in the exam. One question Two previously unseen poems Two questions Question one: Essay on poem one Question two: Comparative essay on poem one and the second unseen poem Writer’s Techniques
No dem never tell me bout dat Toussaint A slave With vision Lick back Napoleon Battalion And first Black Republic born Toussaint de thorn To de French Toussaint de beacon Of de Haitian Revolution Dem tell me bout de man who discover de balloon And de cow who jump over de moon Dem tell me bout de dish ran away with de spoon But dem tell me bout Nanny de Maroon Nanny See-far woman Of mountain dream Fire-woman struggle Hopeful stream To freedom Dem tell me bout Lord Nelson and Waterloo But dem never tell me bout Shaka de great Zulu Dem tell me bout Columbus and 1492 But what happen to de Caribs and de Arawaks too Dem tell me bout Florence Nightingale and she lamp And how Robin Hood used to camp Dem tell me bout ole King Cole was a merry ole soul But dem tell me bout Mary Seacole From Jamaica She travel far To the Crimean War She volunteer to go And even when de British said no She still brave the Russian snow A healing star Among the wounded A yellow sunrise To the dying Dem tell me Dem tell me wha dem want to tell me But now I checking out me own history I carving out me identity LITERATURE UNSEEN POETRY REVISION What do you need to remember?
Air Navigation Revision Notes LO1: Be able to carry out calculations to determine aircraft distance, speed and time travelled 1 degree of Latitude is equal to 60 nautical miles 1 minute of Latitude is equal to 1 nautical mile Latitude is measured in degrees and minutes to the North and South of the Equator The distance between two points on a navigation chart can be measured with dividers using the minute scale along a meridian, close to the area of interest on the chart Direction of Earth Rotation - West to East Aviation Speed is measured in knots (nautical miles/hour) Air Speed Indicator calculates speed by measuring the pressure difference between the pitot and static pressure Calibrated or Rectified Air Speed equals Indicated Air Speed after correction for Pressure and Instrument Error Rectified Air Speed after correction for Altitude and Temperature becomes True Air Speed (TAS) Universal Time is also known as Greenwich Mean Time and is the standard time used in military and commercial aviation LO2: Understand principles of vectors and triangle of velocities to establish aircraft’s and ground speed A vector is a straight line representing speed and direction. The length of the line is proportional to speed and the direction determined by the angle between the line and a datum line When one vector is added another vector the addition is known as the resultant A Velocity consists of Speed and direction together The Air Triangle Heading Vector (Heading & True Air Speed) Wind Vector (Wind Speed & Direction)
At Higher Tier – all of the foundation PLUS…. NUMBER Combinations Surds Bounds of accuracy for calculations (for example if a = b/c what are the bounds of accuracy of a) ALGEBRA Using the quadratic formula Functions – composite and inverse Exponential functions (eg, given 2 points find a and b such that y = abx) Estimate the gradient from a graph and interpret (velocity-time graphs or financial graphs?) Completing the square Iteration Quadratic inequalities Geometric sequences Estimating the area under a curve (and in context?) Changing the subject when the subject appears more than once. SHAPE Negative enlargements Bearings Similarity applied to area and volume Sine and cosine rules Three dimensional trigonometry HANDLING DATA + PROBABILITY Box and whisker diagrams – compare and contrast 2 Capture/Recapture method (eg in a pond, 100 fish are captured, tagged and released. In a further sample 20 are captured and 2 are tagged – estimate the fish population of the lake) Drawing a cumulative frequency diagram Drawing a histogram
Theme: The challenge of natural hazards Content Case studies / Concepts (add one or more examples) Revised? Natural hazards Natural hazards pose major risks to people and property. Definition of a natural hazard. Types of natural hazard. Factors affecting hazard risk. Tectonic hazards Earthquakes and volcanic eruptions are the result of physical processes. The effects of, and responses to, a tectonic hazard vary between areas of contrasting levels of wealth. Management can reduce the effects of a tectonic hazard. Plate tectonics theory. Global distribution of earthquakes, volcanic eruptions, and their relationship to plate margins. Physical processes taking place at different types of plate margin (constructive, destructive and conservative). Impacts and responses to tectonic hazards. Case study to show how the effects and responses to a tectonic hazard vary between two areas of contrasting levels of wealth. Reasons why people continue to live in areas at risk from a tectonic hazard. How monitoring, prediction, protection and planning can reduce the from a tectonic hazard. Pakistan Italy Weather hazards Global atmospheric circulation helps to determine patterns of weather and climate. Tropical storms (hurricanes, cyclones, typhoons) develop as a result of particular physical conditions. General atmospheric circulation model: pressure belts and surface winds. Global distribution of tropical storms (hurricanes, cyclones, typhoons). The structure, causes of tropical storms and the sequence of formation and development. How climate change might affect tropical storms.
environmental opportunities and challenges. the location and importance of the city in the UK and the wider world impacts of national and international migration on the city how urban change has created social, economic and environmental opportunities how urban change has created social, economic and environmental challenges: the impact of urban sprawl on the rural–urban fringe, and the growth of commuter settlements. An example of an urban regeneration project to show: • reasons why the area needed regeneration the main features of the project. Linked to Fieldwork Stafford regeneration Urban sustainability Urban sustainability requires management of resources and transport. Features of sustainable urban living: water and energy conservation recycling creating green space. How transport strategies are used to reduce traffic congestion. Brazil - Curitiba Theme: The changing economic world Content Case studies / Concepts (add one or more examples) Revised?
beginning, it seems like a happy ending but the whole story appears to begin again suggesting they still need to learn the lesson. YOU MUST KNOW THE PLAY REALLY WELL SO THAT YOU CAN REFER TO SPECIFIC EVENTS TO SUPPORT WHAT YOU KNOW ABOUT PRIESTLEY’S IDEAS ABOUT EDWARDIAN SOCIETY AND HOW HE USES LANGUAGE AND THE STRUCTURE OF THE PLAY TO SHOW THEM. Learn as many of these quotes as you can to SUPPORT your ideas! Mr Birling says …. ‘there isn’t a chance of war’ ‘there’s a very good chance of a Knighthood’ ‘Community and all that nonsense’ ‘Yes, yes. Horrible business’ ‘she had to go’ ‘I refused of course’ ‘ringleader’…..’troublemaker’ ‘Nothing much has happened’ ‘you allowed yourselves to be bluffed’ ‘By Jingo! A fake!’ Mrs Birling says ….. ‘I didn’t like her manner’ ‘She was giving herself ridiculous airs’ ‘I think she only had herself to blame’ ‘Go and look for the father of the child. It’s his responsibility’ ‘I’ve done nothing wrong’
‘He certainly didn’t make me confess’ Sheila says… ‘Now I feel really engaged’ ‘If I could help her now, I would’ ‘But Mother, do stop before it’s too late.’ ‘You were the wonderful Fairy Prince. You must have adored it, Gerald’ ‘You and I aren’t the same people who sat down to dinner here’ ‘It frightens me the way you talk’ ‘you’re pretending everything’s just as it was before’ ‘You began to learn something. And now you’ve stopped‘ ‘He inspected us alright’ Gerald says …. ‘I was awfully busy at the works’ ‘She was young and fresh and charming’ ‘I was for her’ ‘I didn’t ask for anything in return’ ‘it wasn’t disgusting’ Eric says… ‘I was in that state when a chap turns really nasty’ ‘I wasn’t in love with her or anything’ ‘we all helped to kill her’ ‘I’m ashamed of you as well’ (Mr and Mrs Birling) The Inspector says… ‘She kept a rough sort of diary’
ratio; longest life expectancy Causes of Sparse Population  Mountainous area  Very hot or very cold area  A heavily forested area  that flood a lot No jobs  Poor supply of electricity, gas and water  Poor communications  Shortage of natural resources  No schools or hospitals  Regular natural disasters Causes of Population  Coastal areas  Flat relief; easy to build on  Close to a supply of water  Areas with natural resources  Fertile agricultural land  Developed transport links  Plenty of available jobs  Available electricity and  Good communications  Good quality schools/hospitals
TRANSPORTATION  Traction: rolling stones along the bed  V-shaped valley: LANDFORMS  Saltation: particles bounce along bed in a leapfrog motion  Suspension: silt and clay-sized are carried within the water flow  Solution: minerals dissolve in the water EROSION  Attrition: large particles such as boulders collide and break into smaller pieces (occurs at higher part of river)  Hydraulic action: the sheer force of the river dislodges particles from its banks and bed  Abrasion: smaller particles rub against the river banks and bed like sand-paper; occurs at low part of river (smaller particles)  Solution: acids in river dissolve rocks (occurs at any part of river) DEPOSITION  When a river lacks the energy to carry its load; it begins with the heaviest particles; happens when there is less water or where the current slows down.  Large boulders are deposited at the top, and very small particles are deposited at the end, resulting in sorting. BRADSHAW MODEL o Valley is narrow with a narrow, shallow river channel o Valleys have steep sides o Channel has a steep gradient o Water is mainly slow flowing as most of the rivers energy is used to overcome the friction of the river bed & obstructions o Load is mainly large, angular and rough  Interlocking spurs: In the upper valley a river is in the mountains. Water takes the easiest path downhill so twists & turns around the high land (spurs) forming interlocking spurs.  Waterfalls: o They occur because the river flows over hard rock which erodes slowly. o Beneath is softer rock which is eroded faster to form a “step”. o The force of the water erodes the bottom of the waterfall to form a plunge pool. o The hard rock gets undercut as the soft rock erodes so that it eventually collapses.  Rapids: They form also where the river passes over hard rock, but either the band of rock is not very deep or there are a series of shallow rock bands.  Potholes: Can be found in the upper & middle valley where a river flows over solid rock.  Meanders: o Wide sweeping bends found in the lower part of the river. o They are formed by a combination of lateral erosion & deposition.  Ox-bow o Form when the neck of the meander becomes very narrow. o During high flow or floods the river cuts through the neck & straightens its course. o Deposition occurs on the bank of the river o The cut-off meander is an ox-bow lake.
BLUE PRINT SUB: PHYSICS XI TIME: 03 MAX. MARKS: 70 S.NO. NAME OF THE CHAPTER VSA (1M) SA-1 (2M) SA-2 (3M) VBQ (4M) LA (5M) (70) 1. PHYSICAL WORLD 1(1) 1(2) 2(3) 2. UNITS AND MEASUREMENTS 1(2) 1(3) 2(5) 3. MOTION IN STRAIGHT LINE 1(2) 1(3) 2(5) 4. MOTION IN A PLANE 1(3) 1(4) 2(7) 5. LAWS OF MOTION 1(3) 1(5) 2(8) 6. WORK AND ENERGY 1(1) 1(5) 2(6) 7 GRAVITATIONS 1(2) 1(3) 3(5) 8 SYSTEM OF PARTICLE AND ROTATION MOTION 1(2) 1(3) 2(5) 9 MECH. PROPERTIES OF 1(1) 1(3) 2(4) 10 MECH. PROPERTIES OF FLUID 1(3) 1(3) 11 THERMAL PROPETIES OF MATTER 1(1) 1(3) 2(4) 12 KTG 1(1) 1(3) 1(4) 13 THERMODYNAMICS 1(3) 1(3) 14 OSCILLATION 1(5) 1(5) 15 WAVE MORION 1(3) 1(3) TOTAL 5(5) 5(10) 1(4)
Section Task 1 Task 2 Complete Glossary? Practice Questions Complete? Structure & Organisation of DNA Draw and label a diagram of a nucleotide List three differences between prokaryotes and eukaryotes Draw a flow chart to show the stages of DNA being organised into chromosomes Try this Can be found here Pages 1-3 DNA Replication Watch this List the 5 requirements for replication Draw a diagram showing; template DNA, leading strand, lagging strand, DNA polymerase, okazaki fragments, DNA ligase and the 5’ and 3’ ends of each strand this and answer the review questions Pages 4-6 PCR Draw a flow chart of the three stages of PCR (try to include the temperatures) Try the virtual PCR lab Then the quiz Pages 4-6 Protein Structure & Function Give examples of three types of protein and their shape 7-10 Protein Synthesis Try this Describe the process of transcription Describe the process of translation Try another virtual And this 7-10 Differentiation & Stem Cells Read these Describe the position of meristems in plants Use to test your vocabulary Page 11 Mutation Draw or explain the types of gene mutation Draw or explain the types of chromosome mutation Watch the Page 12-14 Evolution Give the two types of gene transfer Describe conjugation, transduction and transformation as horizontal gene transfer Try the survival Pages 15-16 Speciation Draw a flow diagram of the stages of speciation Describe the difference between allopatric and sympatric speciation Try this Pages 17-18 Genomic Sequencing Describe (briefly) how DNA sequencing is done Give four examples of how sequencing is used Try the BBC bitesize None!
PERT For each activity in PERT we must specify an optimistic time, a most probable time and a pessimistic time estimate. We then use three time estimates to calculate an expected completion time and variance for each activity. We can use the formula: t = a + 4m +b and v = b – a 2 6 6 where: a = optimistic time for activity completion b = pessimistic time for activity completion m = most likely time for activity completion t = expected time of activity completion v = variance of activity completion time Activity a m b t v Clear Site 3 4 5 Dig Foundation 1 3 5 Pour concrete 5 6 7 Build wall 6 7 8 Exercise Calculate Expected Time & variance for each activity Act Predecessor Opt Most like Pest t v a - 3 6 8 b - 2 4 4 c - 1 2 3 d a,b 6 7 8 e c 2 4 6 f e 6 10 14
Page: of Person’s Name (First MI Last): Record #: Date of Admission: Organization/Program Name: DOB: Gender: Male Female Transgender Annual IAP-Date: Revised IAP-Date: Person’s Strengths, Preferences and Skills and How They Will be Used to Meet This Goal: Supports and Resources Needed to Meet This Goal: Potential Barriers to Meeting This Goal: Person Served Will: Parent/Guardian/Community/Other Will: ( Not Clinically Indicated) Goal #: Linked to Assessed Need(s): from form dated : CA CA Update Eval. Other: Start Date: Target Completion Date: Desired Outcomes for this Assessed Need in Person’s Words: GOAL(State Goal Below in Collaboration with the Person Served/Reframe Desired Outcomes): Objective # : Intervention(s) / Method(s) Start Date: Target Completion Date: 1. 2. 3. Service Modality: Individual Therapy Couple/ Family Therapy Medication Services Case Management Frequency: Type of Provider Service Modality: Group Other: Frequency: Type of Provider