zilongwang/ReadingBank huggingface dataset:
Name: __________________________________ Period:_________ Date: ________________ Atom Review Worksheet Complete the following Particle Location Mass Charge Find the Missing Numbers (you should know how to find the information to complete the table below) Element Atomic Number Mass Number # of Protons # of Neutrons # of Electrons # of Valence Electrons Iron 26 56 Sulfur 16 32 Carbon 6 6 Fluorine 19 9 Calcium 20 40 Nitrogen 14 7 Copper 29 35 What is a covalent bond? What is a ionic bond? Isotope or Different Element? In each of the following statements, you are given a pair of elements and important information about each. Use this information to determine if the pair if elements are isotopes or different elements. Indicate your answer in the space below (either write Isotope or Different Element). Element D has 6 protons and 7 neutrons. Element F has 7 protons and 7 neutrons. _____________________________
Lipids C,H,O Greater than 2:1 H:O ratio (carboxyl group - COOH) Alcohol group - OH 3 Fatty acids and 1 glycerol (alcohol) Saturated (all single bonds) Monounsaturated (one bond) Polyunsaturated (two or more double bonds) Phospholipids (phosphate replaces a FA) Steroids (4 fused rings) Waxes ( –OH replaces a FA) Butter Soft margarine Olive oil Cell membrane Cholesterol Testosterone Progesterone Beeswax (paraffin) High calorie foods, energy storage Protect cell Chemical messengers Repel water (leaves) Proteins C,H,O,N -NH2 (amine group) + + group acids Dipeptide (2 amino acids) Polypeptide (many AA) Enzymes Muscles Skin Some hormones Storage Signal Structural Contractile Defensive Enzyme Transport Receptor Nucleic acids C,H,O,N,P -5-C ribose, phosphate, nitrogenous base Nucleotide (5-C ribose sugar, phosphate, nitrogenous base) DNA RNA Stores and transmits genetic information Genetic Carbohydrate Lipid
Protein Nucleic Acid Dehydration Synthesis (Condensation) - Bonds are formed through the removal of water. - It is the chemical reaction in which two molecules are joined covalently by the removal of -OH from one molecule and -H atom from the other molecule. - Most reactions involved joining monomers into polymers. Hydrolysis - Bonds are broken through the addition of water. - It is the chemical reaction in a molecule is split into smaller unites by the reaction with water's addition (H20). - Most reactions involve splitting polymers into monomers. - It is how we break down foods into smaller units that can be used for our cells. Biochemistry Concept Map the terms provided below, complete the concept map showing the characteristics of organic compounds. carbohydrates DNA enzymes fats lipids monosaccharides nucleic acids nucleotides phospholipids polysaccharides proteins RNA Unit 2: Enzymes Review What type of organic molecule is an enzyme? __________________________
Component Exemplary Nonperformance General Considerations Exemplary work will not just answer all components of the question but also answer correctly, completely, and thoughtfully. Attention to detail—as well as answers that are logical and make sense—is an important piece of this. Basic work may answer all components of the given question, but some answers are incorrect, or difficult to interpret given the context of the question. Basic work may also be missing components of a given question. Nonperformance occurs when students are missing large portions of the assignment, or when the answers simply do not make sense and are incorrect. 10 pts Two Maps 9–10 points: The student used the interpolation techniques correctly and produced two clean, well-designed maps. Maps should include: Title, legend, scale, the interpolated surface. 5–8 points: The student used the interpolation techniques correctly and produced two maps. Maps should include: Title, legend, scale, the interpolated surface, but may be missing 1–2 elements. 0–5 points: The student wasn’t able to make progress on the maps. and/or Maps are missing a significant number of elements. 10 pts Discussion Questions 9–10 points: The discussion is well written and includes all of the following components: Justification of preferred technique Cost/benefit analysis of the two techniques Discussion of how interpolation work with two research problems Should additionally identify that measurement errors directly translate to and decrease accuracy of interpolated surfaces. 5–8 points: The discussion is moderately well written and includes all of the components. or The discussion is well written but missing components or fails to answer some of the questions. 0–4 points: The discussion is poorly written and is missing several components. and/or The discussion fails to address more than 2 critical components or fails to answer questions.
Societal benefit is clearly articulated using nontechnical language. Figures and/or map is well designed and contains all requested components. It illustrates the change detected and associated uncertainty. A map should minimally include station locations, base station, and some indicator of the change detected. Missing 1–2 of the listed characteristics for an exemplary report and may be poorly written/unclear. Societal benefit is listed but not clearly justified. AND/OR All characteristics are present but lack detail or are incorrect, showing a lack of comprehension. incorrect, showing a lack of comprehension.
(b) cyclohexadiene + 2Br2 → ? (c) HBr + ? Problem 9 [ /4] When polymerization occurs between the two molecules below, will the product be a condensation polymer or an addition polymer? Explain and include a drawing of the monomer. Problem 10 [ /4] Draw the structure of the monomer used to prepare each polymer. CN CN | | (a) ... — CH2CH ═ CHCH2 — ... (b) . .. — C — CH2 — C — CH2 — ... | | C — OCH3 C — OCH3 || || O O
Calorie Log: Day One–Date____________________________ Calories Consumed Calories Expended Meal Type Food/Beverage Portion Size Caloric Value Physical Activity Minutes Caloric Value DAY ONE TOTAL CALORIES CONSUMED = ________ DAY ONE TOTAL EXPENDED ACTIVITY CALORIES = ________ Calorie Log: Day Two– Date__________________________ Calories Consumed Calories Expended Meal Type Portion Size Caloric Value Physical Activity Minutes Caloric Value DAY TWO TOTAL CALORIES CONSUMED = ________ DAY TWO TOTAL EXPENDED ACTIVITY CALORIES = ________
c. y = H(x+2) – 3 Transformations with Functions – Day 1 HW On each grid, R(x) is graphed. the given function. y = R(x) – 6. Graph: y = R(x + 6) Graph: y = R(x + 2) + 5 Graph: y = G(x – 4) – 5
Domain: ____________________ Domain: ____________________ ____________________ Range: ____________________ Consider a new function, P(x). P(x)’s Domain is . Its range is . Use your understanding of transformations of functions to determine the domain and range of each of the following functions. (Hint: You may want to write the effect to P(x) first.) P(x) + 5 2. P(x + 5) Domain: ___________________________ Domain: ___________________________ Range: ___________________________ Range: ___________________________ Transformations with Functions – Day 2 Today we will revisit F(x), our “parent” function, and investigate transformations other than translations. Recall that the equation for F(x) is y = F(x). Complete the chart with F(x)’s characteristic points. x F(x) Let’s suppose that G(x) is y = – F(x) Complete the table. y = – F(x)
Reread the conjecture you made in #7 on the previous page. Does it hold true or do you need to refine it? If it does need some work, restate it more correctly here. Checkpoint: Let’s revisit H(x). Describe the effect on H(x)’s graph for each of the following. Example: –5H(x) Each point is reflected in the x-axis and is 5 times as far from the x-axis. 3H(x) ____________________________________________________________________________ –2H(x) ____________________________________________________________________________ H(x) ____________________________________________________________________________ Use your answers to questions 1 and 2 to help you sketch each graph without using a table. y = 3H(x) b. y = –2H(x) c. y = H(x) Transformations with Functions – Day 2 HW This is the function B(x). List its characteristic points. Are these the only points on the graph of B(x)? Explain. What is the domain of B(x)? What is the range of B(x)? For each of the following, list the effect on the of B(x) and then graph the new function. y = B(– x) 6. y = – B(x) 7. y = B(x)
You Try 3: Find and graph the new critical points for the equation x y Determine the transformations that affect the x-values Determine the transformations that affect the y-values Graph the new points New Domain:_______________ New Range:________________ Transformations of Quadratic Functions – Day 4 HW Day 7: Characteristics of Quadratics
Use the information provided to write the vertex form equation of each parabola. 1) y = x2 + 16x + 71 2) y = x2 − 2x − 5 3) y = x2 − 14x − 59 4) y = x2 − 12x + 46 5) y = 4x2 + 16x – 21 6) y = 2x2 + 20x + 170 7) y = 3x2 − 18x + 5 8) y = 5x2 + 50x + 33 ©C O2B071W2v
________________________________________________________________ ________________________________________________________________. Vocabulary These words merit less time and attention (They are concrete and easy to explain, or describe events/ processes/ideas/concepts/experiences that are familiar to your students ) words merit more time and attention (They are abstract, have multiple meanings, and/or are a part of a large family of words with related meanings. These words are likely to describe events, ideas, processes or experiences that most of your student will be unfamiliar with) Page 2- dive- to travel down through the air to a lower level Page 2- swoop- moves suddenly down through the air, especially in order to attack something Page 2- swerve- to make a sudden sideways movement while moving forwards, usually in order to avoid hitting something Page 3- Important- of great value or means a lot Page 4- scary-frightening Page 5- shy- nervous and embarrassed about meeting and speaking to other people, especially people you do not know Page 2- Nocturnal-active at night Page 5- mammals-a type of animal that drinks milk from its mother's body when it is young. Humans, dogs, and whales are mammals. Page 7- membrane-a very thin piece of skin that covers or connects parts of your body Page 11- migrate-if or animals migrate, they travel regularly from one part of the world to another Page 11- roosts-a place where birds or bats rest and sleep
Label the above on the diagram below. Specular vs. Diffuse Reflection Applications of specular and diffuse reflection include: 1. 2. 3. Goal • Use this page to review your understanding of light rays. What to Do Use this diagram to answer questions 1 to 3. 1. Label the diagram above using the terms “reflected ray,” “normal,” “angle of reflection,” “angle of incidence,” and “incident ray.” (a) ________________________________________________ (b) ________________________________________________ (c) ________________________________________________ (d) ________________________________________________ (e) ________________________________________________
Scoring Guide Scoring Criteria Exemplary (20 /10/ 20) Proficient (16/ 8/1 6) Emerging (14/ 7/ 14) Incomplete 13/ 6/ 13) Ideas The presentation clearly identifies and analyzes Burton’s style, uses evidence from multiple films, and provides insightful commentary and research displays in-depth understanding of cinematic techniques and how they create specific effects. The presentation clearly identifies and describes the director’s using support from more than one film displays a clear understanding of the effect of the director’s cinematic choices. The presentation shows limited understanding of the director’s style; support is insufficient or inaccurate confuses how the director achieves an intended effect and/or may include a plot summary rather than an analysis. The presentation summarizes the plot with little attention to elements of style does not show an understanding of the director’s cinematic choices and their intended effect. Structure The presentation is logically organized introduces the topic clearly and develops a strong thesis; claims develop the topic with examples and details leading to a perceptive conclusion uses transitions effectively to clarify ideas and create cohesion. The presentation is well-organized introduces a clear thesis, uses detailed claims, and provides a conclusion that supports the explanation uses transitions to create clarity and cohesion. The presentation is not well-organized may have an unfocused thesis, undeveloped claims, and/or inadequate conclusion uses few, if any, transitions to create clarity or cohesion. The presentation is confusing and/or is missing key parts omits the thesis or does not develop it uses no transitions to create clarity or cohesion. Presentation Skills The presentation uses a formal style and demonstrates a precise and sophisticated use of terminology to knowledgeably discuss cinematic style has few or no errors in standard English usage. The presentation maintains a formal and demonstrates correct use of film and literary vocabulary to discuss style is generally error free. The presentation uses informal or inappropriate diction and demonstrates limited use of film vocabulary to discuss style contains errors that distract from meaning. The presentation shows little use of the vocabulary of literary and style analysis contains multiple errors in language and conventions that interfere with meaning.
and guidelines which is a great skill for when she becomes a grown adult and starts to contribute to society. Awesome job Mitch!! 3. Rizelle Dela Cruz, Block 1 Chapter outlines are used to review the material. It has a specific format, which includes the summary of each subsection, vocabulary words, figures, and section review question. This is beneficial to her because it will help her study the test and review the vocabulary from the textbook. Michelle has followed the format and it is really organized. She has done a good job on her chapter 8 outline. 4. Self-Evaluation Chapter outlines are simple to do and I like them because they really hammer in the topics. I never thought to annotate them. I like Neelam’s suggestion and will try it in the future.
AP Biology Unit 2 – Evolution Vocabulary adaptation adaptive radiation allele allopatric analogous structure artificial selection background extinction rate biogeography biological species coevolution common ancestor comparative anatomy convergent evolution Darwin fossil fossil record founder effect geologic time scale geology gene flow gene pool genetic bottleneck genetic genetic equilibrium genetic variation genotype gradualism (aka anagenesis) Hardy-Weinberg equation natural selection paleontology panspermia parallel evolution phenotype phylogeny polymorphism polyploidy population postzygotic isolating mechanism prezygotic isolating mechanism primordial environment radiometric dating random mating differential survival directional selection disruptive selection divergent evolution (aka cladogenesis endosymbiosis) epoch evo-devo evolution evolutionary fitness extinction fixation (of alleles) homologous structures homology hybrid Last Universal Common Ancestor mass extinction migration Miller-Urey experiments modern synthesis molecular clock mutation relative dating reproductive isolation RNA world rock strata speciation species stromatolite sympatric transitional fossil vestigial organ
Step 3: Standards-Based Performance Tasks …………………………………………………………………………………………. p. 14 Performance Task Synopses ……………………………………………………………………………………………………….... p. 14 Performance Task 1- In Detail ………………………………………………………………………………………………………. p. 14 Performance Task 2- In Detail ………………………………………………………………………………………………………. p. 15 Student Materials p. 17 Notes: Supporting standards may be embedded in performance tasks. If they are not embedded, they must be assessed through teacher-designed classroom measure. Supporting standards will not be embedded in common formative pre/post assessments. Unit Planning Organizer Subject(s) ELA Grade/Course 3rd Grade of Unit Recounts and Narrative Writing Estimated Duration of Unit 5 Weeks Unit Placement in & Sequence 1 2 3 4 5 6 Step 1: Unit Standards Iowa Core Standards- Priority Standards (to be instructed and assessed)
RI.3.2 Determine Recount Explain Main idea Key details 1, 2, 3 RI.3.7 Use Information from illustrations 2, 3 Writing Standards Priority Standard “Unwrapped” Skills (students need to be able to do) (verbs and verb phrases) “Unwrapped” Concepts (students need to know) (nouns and noun phrases) Depth of Knowledge W.3.3 Write Develop Using Narratives Real or imagined experiences Effective techniques Descriptive details Clear even sequences 3, 4 W.3.3b Use Develop Show Dialogue Description Actions Thoughts Feelings Experiences events Responses of characters W.3.3c Use Temporal words and phrases Speaking and Listening Standards Priority Standard “Unwrapped” Skills (students need to be able to do) and verb phrases) “Unwrapped” Concepts (students need to know) (nouns and noun phrases) Depth of Knowledge SL.3.1c, d Engage effectively Build on others’ ideas Express own ideas clearly Ask Stay Link Explain Range of collaborative discussions Diverse partners Questions Checking understanding Topic Comments Remarks 1, 2, 3 Unit Essential Question and Big Ideas Essential Questions Big Ideas
Historical accuracy -No errors -Demonstrates understanding of key events of the French Revolution - One error -Demonstrates some understanding of the French Revolution -Two or more errors -Does not demonstrate understanding of key events of the French Revolution Professionalism -Neat -No errors -One or two drawing mistakes -Spelling/GUM errors -Messy -No evidence of spelling/GUM check Images -Use of space -Demonstrates understanding of expression -Not all boxes used -Demonstrates some understanding of expression -Insufficient use of boxes -Does not demonstrate understanding of expression Historical facts and Perspective -Facts are accurate and used appropriately -Character perspective is clear and developed -Facts are mostly accurate and/or used appropriately -Character perspective is evident -Facts are inaccurate and/or not used appropriately -Character perspective is not evident Academic Habits ____/2 – Turned in on time= 2/2 Knowledge and Understanding ____/12
Silica TLC Colour of spot Calculation of distance travelled by pigments / Distance travelled by solvent (mm) Rf Values Teachers’ Rf values Paper Chromatography Colour of spot Calculation of distance travelled by pigments / Distance travelled by solvent (mm) Rf Values Teachers’ Rf values
SHOULD BE FILLED OUT/DEFINED BY: _____________________________________ Key to Define (and learn!) Product market Factor market Government transfer payments Disposable income Inventories Investment Spending Intermediate Value added Net exports Chain-linking Labor Force Participation rate Discouraged workers Underemployed Real Wage / Real Income Market basket Price index Producer Price index GDP deflator
Price Indices and Real versus Nominal Values Fill in the blanks of this chart below… Quantity bought in base year Unit in base year Spending in base year Unit price in Year 1 Spending in Year 1 Unit Price in Year 2 Spending in Year 2 Whole Pizza 30 $5 $7 $9 Flash Drive 40 $6 $5 $4 Six-pack of soda 60 $1.50 $2 $2.50 Total -- How much would $100 of goods and services purchased in the base year cost in year 1? What was the percentage increase in prices in this case? What is the percentage increase in prices from the base year to Year 2? Constructing a Price Index Year 1 Year 2 Year 3 Basic Market basket item No. of units Price per unit Cost of Market Basket Price per unit Cost of market basket Price per unit Cost of market basket Cheese 2 lbs. $1.75 $3.50 $1.50 $3.00 $1.50 $3.00 Blue Jeans 2 pair $12 $24 $15.50 $31 $20 $40 Gasoline 10 gals. $1.25 $12.50 $1.60 $16 $2.70 $27 Total -- -- $40 -- $50 -- $70 4. If Year 1 is selected as the base year, calculate the index for each year. Be ready to explain your work…
Surface Process Hazards, Unit 2: Example Rubric for Yosemite Student Exercise Component Exemplary Nonperformance Annotated map (4 points) 4 points: At 4 different landscape features accurately positioned and correctly labeled/identified. Clear to reviewer that, based on their locations, landscape features were interpreted using the datasets provided. 2–3 points: 2–3 different landscape features accurately positioned and correctly identified/labeled. Clear to reviewer that, based on their locations, landscape features were interpreted using the datasets provided. OR 3–4 different landscape features drawn with minor positioning/identification content errors. 0–1 points: 2–4 different landscape features drawn but major content errors in positioning and/or identification. OR Map not annotated. Topographic profiles (4 points) 4 points (all of the following criteria must be met): Accurate construction of profile grid with distance in km on x-axis, vertical elevation on y-axis, and A-A’ and B-B’ labeled Use of 8 tie points for profile A and 6 tie points for profile B Tie-point locations from map in correct locations and of correct elevations on profiles A and B Selection of appropriate vertical scale for profiles that clearly depicts topography 2–3 points: 2–3 criteria from exemplary response fully and accurately addressed OR 4 criteria from exemplary response addressed but 1–2 criteria have content errors OR 4 criteria from exemplary response accurately addressed but 1–2 criteria are incomplete 0–1 points: 1 criterion from exemplary response fully and accurately addressed OR 2–4 criteria from exemplary response addressed but major content errors OR No topographic profiles completed. For other questions on the assignment, a simple 2-point system can be used: 2 points = correct answer with thorough supporting evidence and/or complete description 1 point = answer not completely correct or lacking thorough supporting evidence or description 0 points = incorrect answer
Cytoplasm – a gel like material that fills the cell Nucleoplasm – a gel like material(cytoplasm) that fills the nucleus Cell membrane – controls what enters the cell (selectively permeable) Ribosomes – organelles that is the site of protein synthesis Nucleolus – a darker staining area within the nucleus (site where certain ribosomes are made) Mitochondria – the powerhouse of the cell; burns glucose to produce energy ** know how to identify the parts of the mitochondria if given a picture -Site of cellular respiration Glucose + oxygen -> water + carbon dioxide + energy
Practice: Skill 2: Identify Phases of Matter The phase that matter is in depends on: State (phase) Symbol (subscript) Shape Volume Visulize: Particle Arrangement SOLID (s) LIQUID Or aqueous (l) or (aq) Definite Volume GAS (g) Indefinite shape FYI: There are additional ones such as plasma, supercritical fluid, and degenerate gas. Practice:
Skill 4: Distinguish between physical and chemical CHANGES Physical Change Chemical Change It does NOT change ________________________, it just changes ___________________________________ A change that does NOT affect a substance’s chemical composition Changing ________________________________ into a ____________________________________ ________________________________________ There will be a “evidence of chemical change” Physical Change Phrases Chemical Change Phrases Remember: changes are ___________________ changes! Evidence of Chemical Change Gas is produced Temperature __________________ A substance disappears A solid is formed A color change occurs A new _____________ is produced Physical or Chemical Change: Determine whether C (chemical) or P (physical) change ____ Iron rusts in damp environment
_____________________________ - Examples: _________________________________________________ Number Real Number Imaginary Number Natural Number Whole Number Integer Rational Number Irrational Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 __________________________________________________________________________________________ Homework 2.1 Classify the following numbers the number system. Number Real Number Imaginary Number Natural Number Whole Number Integer Rational Number Irrational Number 1 2 3 4 5 6 7 8 9 10 Day 2: Simplifying Radicals and Complex Numbers Simplifying Radicals: Break down the radicand by using a ________________________________________.
Unit 2: Quadratics Part 2 By the end of the unit students will be able to: 1) Factor quadratic binomial, trinomial, and polynomials of 4 terms. 2) Solve quadratic equations by factoring. 3) Solve quadratic equations by graphing. 4) Graph quadratic functions using vertex, axis of symmetry, y-intercept, and zeros. 5) Use technology to solve quadratic equations and identify vertices. 6) Use properties of quadratics to answer application problems. 7) Solve quadratic inequalities 8) Solve systems of non-linear inequalities Day Date Lesson Assignment 1 Thursday February 4 Solving with the Quadratic Formula w/discriminant 2-1 2 Friday Feb. 5 Quadratic Inequalities 2-2 3 Monday Feb. 8 Solving Systems: Line and Parabola 2-3 4 Tuesday Feb. 9 Quiz on Days 1-3 Solving Systems: Line and Circle 2-4 5 Wed. Feb. 10 Solving Systems of Inequalities 2-5 6 Thursday Feb. 11 Review for Unit 2 Test REVIEW WORKSHEET 7 Friday Feb. 12 Superhero Project STUDY!!!! 8 Monday Feb. 15 Test on Unit 2
Unit 2: Accentuate the Negative Name: ____________________________ Using Positive & Negative Numbers Number Sentence A mathematical statement that gives the relationship between two expressions that are composed of numbers and operation signs. For example, 3 + 2 = 5 and 6 × 2 > 10 are number sentences; 3 + 2, 5, 6 × 2, and 10 are expressions. Make a number sentence that would result in the following answers: 10 -5 -8 1.2 Number Line with Negatives Graphing numbers Graph following numbers on the number line: –7, 5.5, , , –3.2, 1.2 Number Line with Inequalities Graphing Inequalities To graph an inequality: Put a closed dot for ≥ or ≤ or an open dot for > or <. Shade right for greater than or left for less than.
Additive Identity Zero is the additive identity for rational numbers. Adding zero to any rational number results in a sum identical to the original rational number. For any rational number a, 0+ a = a. For example, 0+ 4.375 = 4.375. Subtracting a number is the same as ___________________________________________ Subtract: 6 – 8 = 6 + -8 -5 – 9 = -5 + -9 – () = -1.2 – (-1.3) Evaluate a – b for the given values. a = -3 and b = 2 b) a = 4.2 and b = -6.5 3.2/3.3 Multiplying & Dividing Rational Numbers
Use order of operations to solve. Show all steps: 4 + (1 – 8 – 3) b) 24 ÷ -6 + (-1 – 10) -4 – [7 – (10 – 8)²] d) (-42 ÷ 6 + 4)² · 2 4.2 Distributive Property Distributive Property: A mathematical property used to rewrite expressions involving addition and multiplication.
Unit 1: Foundation of American Government Date Essential Question Key Vocab Highlight any terms that you missed on your quiz Reflection Quiz Grade Mastery on Test 1.1 to identify the English documents that influenced American colonial government Expert Practitioner Apprentice Novice / Y / N 1.2 Identify Enlightenment theories that have impacted significant American Documents Expert Practitioner Apprentice Novice / Y / N 1.3 To identify the causes of the American Revolution Expert Practitioner Apprentice Novice / Y / N 1.4 To identify the Enlightenment ideals in the Declaration of Independence Declaration of Independence Expert Practitioner Apprentice Novice / Y / N 1.5 To identify the problems of the American Revolution that caused the need for a stronger central govt Expert Practitioner Apprentice Novice / Y / N 1.6 To identify the compromises debated at the Constitutional Convention Expert Practitioner Apprentice Novice / Y / N 1.7 To identify the differences between ideas of Federalists and Antifederalists Expert Practitioner Apprentice Novice / Y / N 1.8 To identify the compromises that led to ratification of the Constitution Ratify Expert Practitioner Apprentice Novice / Y / N
Unit 1: Foundation of American Government Date Essential Question Key Vocab Highlight any terms that you missed on your quiz Reflection Quiz Mastery on Test 1.4 To identify the Enlightenment ideals in the Declaration of Independence Declaration of Independence Expert (perfect!) Practitioner (-1) Apprentice (-2) Novice (-3+) /3 Y / N 1.5 To identify the problems of the American Revolution that caused the need for a stronger central govt Expert (perfect!) Practitioner (-1) Apprentice (-2) Novice (-3+) /5 Y / N 1.6 To identify the compromises debated at the Constitutional Convention Expert (perfect!) Practitioner (-1) Apprentice (-2) Novice (-3+) /5 Y / N
Puritan Separatist Pilgrim persecute charter colony Mayflower Compact indentured servant Key People: William Bradford John Winthrop John Smith Powhatan Pocahontas First Permanent English Settlements: Jamestown Plymouth Massachusetts Bay Colony Colonial Regions: Middle Colonies New England Colonies Southern Colonies Squanto
Video Clip Notes – Domain and Range Example 1: Identify the transformations Graph the parent and the new function Parent Function Domain _________________ Parent Function Range __________________________
What are the factors of ? Written in simplest factored form, the binomial can be expressed as (1) 2(x – 5)(x – 5) (3) (x – 5)(x + 5) (2) 2(x – 5)(x + 5) (4) 2x(x – 50) Factor completely: If is one factor of , what is the other factor? 15. Use the diagram below to answer the following questions: Find the area of the shaded region, in terms of x. If the area of the shaded region is 40 , what is the value of x? Class work Sketch the graphs of the following functions, clearly marking all intercepts, the axis of symmetry, and the vertex of the curve. 1. y = (x - 2)(x + 4) a. x – int ______________________________ b. y – int ______________________________ c. Axis of Symmetry ____________________
Hint : Find the x – value for the axis of symmetry ! a. y = a. x – int ______________________________ b. y – int ______________________________ c. Axis of Symmetry ____________________ d. Vertex _____________________________ e. Domain _____________________________ f. Range ______________________________ b. y = a. x – int ______________________________ b. y – int ______________________________ c. Axis of Symmetry ____________________ d. Vertex _____________________________ e. Domain _____________________________ f. ______________________________
Polymer Atoms Function Subunits (monomer) Test Picture Important Simple Sugars C, H, O in a __:__:__ ratio Sugars end in -______ Ex: glucose, lactose Animals store starch as ______________! Plants store starch as ______________! Starch Lipids (fats) C, H, O ______________, ______________ energy, insulation ______________ & Glycerol ______________ ______________ ______________ test Non food examples: Proteins (polypeptides) C, H, O, & __ (Nitrogen) Build & repair __________ tissue Fight diseases (______________) Send messages (______________) Control reactions (______________) 5. Maintain homeostasis = regulate the body ______________ test ____________ bonds hold ________ ________ together. _________ matters! Shape determines function! Non food examples:
Nucleic acids C, H, O, N, & __ (Phosphorus) Control ___________ information Make __________ to make traits ______________ Found in ALL living things! Found in the _________ Examples:
Station 3: Enzymes are Specific Procedure: Label two depressions A, B. Place SIX drops of room temp yeast solution in depression A. Place SIX drops of Lactase solution in depression B. Now quickly 3 drops of H2O2 in depression A. Record the reaction time and bubble rating. If the reaction lasts longer than 1 minute, write “>1”. Repeat steps 4-6 for depression B. Data Table 3 Depression Complete Time for reaction Bubble Rating (0-10) A. catalase B. lactase Bar Graph 3: Graph the Bubble Rating for each solution 10 9 8 7 6 5 4 3 2 1 catalase lactase Station 4: Enzymes are Reusable Procedure: Place a small piece of avocado into a test tube. EIGHT drops of H2O2 onto the avocado. Record reaction time and bubble rating. Drain ONLY the water from tube! Use the SAME piece of avocado! Repeat steps 2-5 for 2. Repeat steps 2-5 for Trial 3. *NOTE: The liquid that drains off is H2O. The enzyme in the liver broke the H2O2 (the substrate) into H2O and oxygen (the products). Data 4 Depression Complete Time for reaction Bubble Rating (0-10) A. 1st B. 2nd C. 3rd Bar Graph 4: Graph the Bubble Rating for each solution 10 9 8 7 6 5 4 3 2 1 1st 2nd trial 3rd trial
However, are also of great importance, as sources of food (mushrooms) and antibiotics (penicillin); they are also used in brewing alcohol, baking, making soy sauce, Quorn, tempeh and blue cheese. Fungi are eukaryotic, this means that their DNA is enclosed within a nucleus and that their cells contain membrane bound organelles. They also have cell walls which contain chitin and store carbohydrates as glycogen. Fungi can reproduce asexually and sexually. One form of asexual reproduction is budding. This is when the parent cell forms a bud, the bud elongates and the DNA in the nucleus replicates. The cell nucleus then divides into two and one nucleus migrates into the bud. A wall forms between the bud and the parent cell with the bud eventually breaking away. Protozoa Protozoa are unicellular eukaryotic organisms. Protozoa, as traditionally defined, are mainly microscopic organisms, ranging in size from 10 to 52 micrometres. Some, however, are significantly larger. Most protozoa can be seen with a light microscope. They are a subgroup of the kingdom Protista which contains organisms which do not fit into the other four kingdoms (prokaryotes, fungi, animals and plants). Protozoans are pathogens and infections can cause malaria, sleeping sickness and amoebic dystentry.
Unit 2: Limited and Unlimited Government Standard 7-2 Goal: I will demonstrate an understanding of the concepts of limited government and unlimited government as they functioned in Europe in the 17th and 18th centuries. 7-2.1 Analyze the characteristics of limited government and unlimited government that evolved in Europe in the and 1700s. 7-2.4 Explain the effects of the English War and the Glorious Revolution on the power of the monarchy in England and on limited government. 7-2.2 Explain how the Scientific Revolution challenged authority and influenced Enlightenment philosophers, including the importance of the use of reason, the challenges to the Catholic Church, and the contributions of Galileo and Sir Newton. 7-2.3 Analyze the Enlightenment ideas of John Locke, Jean-Jacques Rousseau, Montesquieu, and Voltaire that challenged absolutism and influenced the development of limited government. Vocabulary Limited Government Unlimited Government Authoritarian Tyranny Monarch Divine Legislature Absolutism Magna Carta Executive Branch Judiciary Parliament War Glorious Revolution Scientific Revolution Reason Scientific Method Heliocentric Theory The Enlightenment Philosophers State of Nature Social Contract John Locke Abolish Consent of the governed Jean-Jacques Rousseau Popular Sovereignty Legitimacy Baron de Montesquieu Separation of Powers Checks and Balances Voltaire Liberties trial
Organs An organ is a combination of tissues that are coordinated to perform a range of functions. In animals for example the stomach is made up of tissues such as: - Muscle to and mix stomach contents. - Epithelium to protect the wall and produce secretions. - Connective tissue other tissues. In plants a leaf is made up of the following tissues: - Palisade mesophyll made of leaf palisade cells that photosynthesize. - Spongy mesophyll for gaseous diffusion. - Epidermis to protect the leaf and allow gaseous diffusion. - Phloem to transport organic materials away from the leaf. - to transport water and ions into the leaf. Organ systems - The digestive system: Digests and processes food, is made up of organs including the salivary glands, oesophagus, stomach etc. - The respiratory system: Used for breathing and gas exchange. It’s made up of organs that include the trachea, bronchi and lungs. - The circulatory system: Pumps and circulates blood. It is made up of organs that include the heart, arteries and veins. Exchange and transport Examples of things need to be interchanged between an organism and its environment include: Respiratory Nutrients Excretory products Heat This exchange can take place in two ways: Passively by diffusion and osmosis Actively by active transport Surface area to volume ratio For exchange to be effective, the surface area of the organism must be large compared to the volume.
59. is healthier than his twin brother because he developed with a better placental barrier against viruses. This best illustrates the impact of ________ on development. A) genetic predispositions B) temperament C) gender schemas D) prenatal environment 60. 1960, most Western cultures have changed with remarkable speed. The LEAST likely explanation for these variations involves changes in A) the gene pool. B) scientific knowledge. C) social norms. D) communication systems. 61. The social roles assigned to women and men A) have been virtually the same in all historical periods. B) differ widely across historical time periods but not across cultures. C) are virtually the same in all cultures. D) differ widely across cultures. 62. An organic methyl molecule attached to part of a DNA strand has been identified as a(n) A) gender schema. B) epigenetic mark. C) Y chromosome. D) X chromosome. 63. In a study of Welsh pedestrians, women rated a man as ________ if he was pictured at the wheel of an expensive rather than an inexpensive car. Men rated a woman as ________ if she was pictured at the wheel of an expensive rather than an inexpensive car. A) no more attractive; more attractive B) less attractive; no more attractive C) more attractive; no more attractive D) less attractive; more attractive 64. People whose gender identity feels mismatched with their biological sex are A) lesbian. B) heterosexual. C) transgender.
Lesson One “One Small Place in a Tree” Long i and Regular Plurals 1.lie 2. ties 3. fly 4. flies 5. halves 6. cycles 7. reply 8. replies 9. sigh 10. monkeys 11. lunches 12. fight 13. knights 14. spy 15. spies Challenge Words 16. dweller 17. outcry Selection Vocabulary: except maze bacteria hollow stored dwellers swarming Lesson Two “Make Way for Ducklings” Long O and Irregular Plurals 1.bow 2. mice 3. women 4. coach 5. deer 6. throw 7. roast 8. teeth 9. crow 10. oxen 11. low 12. loan 13. grow 14. float 15. fish Challenge Words 16. cacti 17. pillow Selection Vocabulary: strange enormous responsibility bringing up beckoned
Lesson Three “Wolf Island” Long o and Homographs 1.cue 2. Few 3. well 4. rose 5. argue 6. tire 7. hue 8. ring 9. value 10. change 11. spew 12. rescue 13. park 14. view 15. light Challenge Words 16. pitcher 17. nephew Selection Vocabulary: male female aboard mainland mild layer population balance Lesson Four “Two Days in May” Lesson Review and Homophone 1.groan 2. grown 3. seam 4. seem 5. piece 6. peace 7. by 8. buy 9. toe 10. tow 11. horse 12. hoarse 13. meet 14. meat 15. tale Challenge Words 16. waste 17. waist Selection Vocabulary: relocates stranded exclaimed sharp detect cautiously appreciate extended
Lesson Five “Crinkleroot’s Guide to Knowing Animal Habitats” Long o /oo/ 1.clue 2. tuna 3. root 4. June 5. flute 6. blue 7. chew 8. choose 9. glue 10. noodle 11. truth 12. blew 13. stew 14. duty 15. rude Challenge Words 16. jewel 17. duet Selection Vocabulary: habitats rich variety patch migrating vast prey recognize Lesson Five “Crinkleroot’s Guide to Knowing Animal Habitats” Long o /oo/ 1.clue 2. tuna 3. root 4. June 5. flute 6. blue 7. chew 8. choose 9. glue 10. noodle 11. truth 12. blew 13. stew 14. duty 15. rude Challenge Words 16. jewel 17. duet Selection Vocabulary: habitats rich variety patch migrating vast prey recognize
2. and 3. Students will then need to write a slogan for their candidate, and design a campaign button. Something simple! Example: VOTE FOR BOB. HE’LL DO THE JOB! (This has been gone over in class and examples given!) SCORE 4 3 SCORE 2 SCORE 1 List reflects strong understanding of characteristics of good citizens Slogans and buttons are extremely creative List reflects an understanding of characteristics of good citizens Slogans and buttons are fairly creative List reflects little understanding of characteristics of good citizens Slogans and buttons are somewhat creative List reflects no understanding of characteristics of good citizens Slogans and buttons are not creative
Scan Resolution Parameter Worksheet Use this worksheet to determine the optimal and realistic scan times based on desired scan resolution. Table 1. Scan spacing Scan site and scan number Distance to target (m) Spot size (m) [Dist*Diverg]+Diameter Angle of Incidence to target Ellipse max diameter (m): Spotsize/sine[Angle] Optimal measurement spacing (m) Actual spacing used (m) Comments Min Max Mean Min Max Mean Min Max Mean Min Max Mean Table 2. Scan time
Scan site and scan number Horiz scan dist (m) Optimal # horiz measurements Vert scan dist (m) Optimal # vert measurements Time for optimal scan [#horiz * #vert * time/measurement] Time for actual scan
Unit 2 Rubric - Geodetic survey of stratigraphic section This rubric covers the material handed in for Unit 2 student exercise and is the summative assessment for the unit. Component Exemplary Basic Nonperformance General Considerations Exemplary work will not just answer all components of the given question but also answer correctly, completely, and thoughtfully. Attention to detail—as well as answers that are logical and make sense—is an important piece of this. Basic work may answer all components of the given question, but answers are incorrect, or difficult to interpret given the context of the question. Basic work may also be missing components of a given question. Nonperformance occurs when students are missing large portions of the assignment, or when the answers simply do not make sense and are incorrect. Part A: Survey Design Description (10 points) 9–10 points: Research question and why geodesy (3 points) Map with scanner or collection path, target and GPS locations with justifications (3 points) Target verification, including a figure, degree of correlation, and 5–8 points: Missing 1–2 of the listed characteristics for an exemplary report and may be poorly written/unclear; AND/OR All characteristics are present but lack detail or are incorrect, showing a lack of comprehension 0–4 points: Missing 2–4 of the characteristics, poorly written and unclear; AND/OR Most characteristics are present (1–2 missing) but are incorrect, showing a lack of comprehension
Decision One: Content Map of Unit Topic: Unit 2: Do You Know What I Mean? 4 Key Learning(s): Unit Essential Question(s): Optional Instructional The goal of reading is to make meaning from the text. In what ways do the characters express themselves? (theme) What strategies should I use to help comprehend stories? (reading) Story: Story: Content: Content: Jose! Born to Dance Spelling/Grammar Writing Fluency Lesson Essential Questions: Lesson Essential Questions: Lesson Essential Questions: Lesson Essential Questions: What is the author’s purpose in writing the text? (author’s purpose) How does analyzing the text help to identify the author’s purpose? (analyze/evaluate) Vocabulary: Debut Towered Stubborn Triumph Permission Discouraged Hauling Toured Mournful Border What strategies can I use to learn how to spell words correctly? (spelling) What is an affix and how does it change the meaning of the word root? (suffixes, Greek and Latin roots) What strategies should I use to identify and interpret the meanings of figurative language? (idioms) How do I determine if a higher level synonym/antonym is appropriate to use? (antonym, analogies) How can I a quality piece that conveys a clear message to my audience? (response to lit, writing process) How does a writer effectively and creatively respond to a specific prompt? (Opinion paragraph/voice) How do I identify sound and structure in poetry? (poetry) How can I achieve understanding by reading with appropriate expression? (stress, intonation and expression) How can I achieve understanding by reading with appropriate phrasing? (phrasing) How can I achieve understanding if a text by and (accuracy) STUDENT LEARNING MAP
Discuss major functions of the brain and how psychotropic drugs can alter these functions. Compare and contrast physiologic responses in the sympathetic and parasympathetic nervous systems. Relate the dysfunction of select neurotransmitters to their corresponding psychiatric conditions. Describe how the use of imaging techniques can be helpful for understanding mental illness. Identify the main neurotransmitters that are affected by the following psychotropic drugs and their subgroups: antianxiety, antidepressants, mood stabilizers, antipsychotics, sleep inducers, and herbal treatments. Differentiate worldviews, values, and health practices of Western, Eastern, and Indigenous cultures. Discuss potential problems of applying Western cultural values, belief systems and nonverbal communication patterns with various other cultures. Relate knowledge of barriers to quality mental health care (language, misinterpretation of symptoms, syndromes). Distinguish genetic variations that affect drug metabolism. Distinguish the criteria for voluntary versus involuntary psychiatric hospitalization. Discuss civil rights and patient rights in the psychiatric setting. Outline the criteria and steps taken when patient’s rights are denied in the inpatient setting. Serotonin-Norepinephrine Reuptake Inhibitors Norepinephrine Reuptake Inhibitors Serotonin Receptor Antagonists/Agonists Norepinephrine Dopamine Reuptake Inhibitor Serotonin-Norepinephrine Disinhibitors Antidepressants Benzodiazepines Sedative/Hypnotics Melatonin Receptor Agonist Other Anxiolytics (non-benzodiazepines) Herbal Medicines St. John’s wort SAMe Kava kava Ginko biloba Ginseng Feverfew Garlic Cultural Implications for Psychiatric Mental Health Nursing Worldviews and mental health nursing Nonverbal communication patterns Cultural belief and value systems Culture-Bound Syndromes Ethnic variation in pharmacodynamics Barriers to quality mental health services Cultural competence Legal and Ethical Guidelines Admission criteria (voluntary versus mental health holds) Patient rights Competency Psychotropic medication consent Riese hearings Writ of Habeas Corpus
Reptiles: Order Testudines Turtles Family Emydidae Pond and River Turtles Chrysemys picta Painted Turtle Order Squamata Suborder Lacertilia Lizards Family Anguidae Anguids Elgaria coerulea Northern Alligator Lizard Family Crotaphytidae Crotaphytus bicinctores Mojave Black-collared Lizard Gambelia wislizeni Longnose Leopard Lizard Family Phrynosomatidae Phrynosoma douglassi Short-horned Lizard Phrynosoma platyrhinos Desert Horned Lizard Sceloporus graciosus Sagebrush Lizard Sceloporus occidentalis Western Lizard Uta stansburiana Side-blotched Lizard Family Scincidae Skinks Eumeces skiltonianus Western Skink Family Teiidae Teids Cnemidophorus tigris Western Whiptail Suborder Ophidia Snakes Family Boidae Boas Charina bottae Rubber Boa Family Colubridae Harmless Snakes Coluber constrictor Racer Diadophis punctatus Ringneck Hypsiglena torquata Night Snake Masticophis taeniatus Striped Whipsnake Pituophis catenifer Gopher Rhinocheilus lecontei Longnose Sonora semiannulata Ground Snake Thamnophis elegans Western Terrestrial Garter Snake Thamnophis sirtalis Common Garter Snake Family Viperidae Vipers
Using the Crystal Shape paper, list each unit cell shape. Then, for each shape, list the possible macro-structures. Cubic a. cube b. octahedron dodecahedron tetrahedron pyritohedron cube and pyritohedron Orthorhombic a. pinacoids b. and basal pinacoids c. pyramid orthorhombic sphenoid and prism, domes, and two pinacoids Monoclinic a. domes and pinacoid b. prism and pinacoid Triclinic na Trigonal a. rhombehedra b. trigonal trapezohedrom c. trigonal scalenohedron Hexagonal a. hexagonal prism and base b. hexagonal pyramid c. hexagonal prism and pyramid Tetragonal tetragonal and ditetragonal prism and base tetragonal pyramid prism and pyramid