zilongwang/ReadingBank huggingface dataset:
Unit 1 – Grading rubric (22 total points) Task 2 Points 0 Points Earned Points Pre-module quiz Completed Did not complete /2 Task 5 Points 3 Points 1 Points 0 Points Earned Points Mapping Hazards Identified and accurately placed top three hazards. Credible data sources provided. Identified top hazards but did not accurately place them. Shapes extend beyond hazard zones. Or hazards correctly placed but credible data sources not provided. Identified 1 hazard or less. Credible data sources not provided. Did not complete assignment /5 Mapping Vulnerability Identified and accurately placed 3–5 important vulnerabilities. Credible data sources provided. Identified 2–3 important vulnerabilities but missed at least one important vulnerability. Or vulnerability correctly identified but credible data sources not provided. Identified <2 vulnerabilities. Credible data sources not provided. Did not complete assignment /5 Mapping Risk Students identified risk based on their mapping of hazards and vulnerability. One or more hazardous areas that overlap with vulnerabilities were not ranked in terms or risk. More than three hazardous areas that overlap with vulnerabilities were not ranked in terms or risk. Students did not demonstrate understanding of risk Did not complete assignment /5 Map Reasoning Students clearly used reasonable logic in their explanation behind assigning risk levels. Students did not clearly use logic in their explanations of how they assigned risk levels. Students did not use logic or reasoning for their explanations of how they assigned risk levels. Did not complete assignment /5 Total Points /20
Possible Organization of Unit Standards: This table identifies additional grade-level standards within a given cluster that support the over-arching unit standards from within the same cluster. The table also provides instructional connections to grade-level standards from outside the cluster. Over-Arching Standards Supporting Standards within the Cluster Instructional Connections outside the Cluster 1.MD.C.4 Organize, represent, and interpret data with up to categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 1.OA.A.1 Use addition and subtraction within 20 to word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.OA.A.2 word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.OA.D.7 Understand the meaning of the sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Connections to the Standards for
Counting Up: a subtraction counting strategy in which a student counts up from one part to the whole in order to find the missing part. Example: 9 – 6 = ? The student would count starting at 6, saying “7, 8, 9” determining that, by counting up three numbers, the missing part of the number sentence is ‘3’. Counting Back: a subtraction counting strategy in which a student counts back from the total in order to find the missing part. Example: 9 – 6 = ? The student would count starting at 9, saying “8, 7, 6” determining that, by counting back three numbers, the missing part of the number sentence is ‘3’.
Please, please parents – you can start too early to teach your child the art of conversation… and that food is for nourishment not reward…. It is a ‘slippery slide’ once the ‘little electronic baby sitter’ makes it’s way to the dinner table. I know you want them to sit still and be quiet, but most people in the restaurant do understand that kids are kids – and often express themselves enthusiastically. That is a good time for table games – like ‘eye spy’ (I remember playing that one with my son before he knew the alphabet – everything was a ‘pig’ or a ‘star’ – it was such a laugh.) Take a moment to dream with your young one’s – to share a story – and to listen to them… and the rest of us in the restaurant will look on in awe. Besides these are future employees and leaders in our community and we need them to be articulate and healthy, not just to sit still and be mesmerized by electronic pictures. COLLINS WRITING ASSIGNMENT #1: Respond to the question – What is the purpose of having both of these articles together in one lesson? Use Collins FCA paper. Assignment #1, 10 lines. FCA – Correct Punctuation (2), Complete Sentences (2), Viable Answer (4). Name______________________________ Date________________ Pd.____ 5 LINES: Do you think video games should be allowed in school? Why or why not?
4 + 3 = 3 + 4 6 – 1 = 1 – 6 12 + 2 – 2 = 12 9 + 3 = 10 5 + 3 = 10 – 2 3 + 4 + 5 = 3 + 5 + 4 3 + 4 + 5 = 7 + 5 13 = 10 + 4 10 + 9 + 1 = 19 Students can use a clicker (electronic response system) or interactive whiteboard to display their responses to the equations. This gives them the opportunity to communicate and justify their thinking. 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _. Essential Skills and Knowledge • Ability to represent the problem in multiple ways including drawings and or objects/manipulatives (e.g., counters, unifix cubes, Digi-Blocks, number lines) • Ability to take apart and combine numbers in a wide variety of ways • Ability to make sense of quantity and be able to compare numbers • Ability to use flexible thinking strategies to develop the understanding of the traditional algorithms and processes • Ability to solve a variety of addition and subtraction word problems (CCSS, Page 88, Table 1) Find the missing number in each of the following equations: 9−3=□ 8+□=15 16−□=5 □=7−2 13=□+7 6=14−□ Students may use a number balance or pan balance to explore finding the missing number in an equation.
Unit 1 Standards of Learning Outline: Nature of Science (Many of standards for Unit 1 will be incorporated throughout the semester) H.B.1 The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. H.B.1A (A.1-A.8): The practices of science and engineering support the development of science concepts develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers. H.B.1B (B.1): Technology is any modification to the natural world created to fulfill the wants and needs of humans. The process of engineering design often leads to the development of a new or improved technology. Performance Indicators Objective: I Can… Key Vocabulary Activities Student Understanding A.1: Ask questions to generate hypotheses for scientific investigations that are based on credible, accurate, and relevant sources of scientific information. Hypothesis Clear Kinda Unclear A.1 continued: Ask questions to refine models, explanations, or designs, or to extend the results of investigations or challenge scientific arguments or claims. Data Observation Clear Kinda Unclear A.2: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships (2) test devices or solutions, or (3) communicate ideas to others. Mean Range Optimum Clear Kinda Unclear A.3: Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations. Controlled Experiment Independent Variable Dependent Variable Constant Control Clear Kinda Unclear A.3 continued: Identify materials, procedures, and variables and use appropriate lab equipment, technology, and techniques to collect qualitative and quantitative data and represent data in an appropriate form. Qualitative Quantitative Kinda Unclear A.4: Analyze and interpret data from informational and data collected from investigations using a range of methods (tabulation, graphing) to (1) reveal patterns and construct meaning (2) support or refute hypotheses, explanations, claims, or Inference Theory Law Clear Kinda Unclear
Definition Examples S_____ Protein synthesis, T_____ E_____ R_____ N_____ G_____ R_____ R_____
Scientific Method Notes STEP KEY THINGS TO REMEMBER EXAMPLES MUST BE _________________ & ________________. Be specific. (Best what???) a. Which fertilizer will lead to the most plant growth? b. gum is the best? c. Why doesn’t my crush like me? GATHER ___________________ _____________________: (FACTS ONLY) _____________________: (assumptions/judgments) Observation: Inference: __________ AN OUTCOME If (_______), then (_______). MUST: BE TESTABLE MEASUREABLE Make sense based on observations If I put on cologne or perfume, then If he __________________, then he will lose body fat. COLLECT ________ (perform the experiment) Quantitative data: (Quantity) Qualitative data: (Quality)#&$"while they recite the ord he word "10 minutes. y! ANALYZE & ____________ Summarize data Return to your hypothesis Hypothesis ≠ Conclusion: Hypothesis = Conclusion: Let’s do it ourselves! STEP PAPER TOWEL LAB Which brand of paper towels is the most absorbent? #&$"while they recite the ord he word "10 minutes. y!
What we are learning about: Unit 1 Linear Equations and Inequalities One way you can help your student succeed in the unit is by discussing the lesson targets in the chart below. When a lesson is completed, ask your student the following questions: What are the targets (goals) of the lesson? What new words and formulas did you learn? How can you apply the ideas of the lesson to your life? Target Examples Key Vocabulary Writing Verbal Phrases Chapter 1 Section 1 Two more than a number is 24 X+2=24 Verbal Phrase Words on Chart that tell you the four operations-X, /, +, - Solving One Step Equations Chapter 1 Section 8 X+5=8 -5 -5 X=3 All operations, x, /, +, - Equation Solution of equation Formula Solving Two-step Equations Chapter 2 Section 1 and 2 2x + 3 = 9 -3 = -3 2x = 6 = X = 3 Two-step equation Coefficient Additive inverse Inverse operation Solving Multi step Equations Chapter 2 Section 3 2x+5x+3=31 7x+3=31 -3 -3 7x=28 ÷7 ÷7 X=4 Like terms Distributive Property Reciprocal Inverse operation Solving Equations with Variables on Both sides Chapter 2 Section 4 5x+3=4x+8 -4x -4x 1x+3= 8 -3 -3 X= 5 Like Inverse operation Solution
Solving Literal Equations Chapter 2 Section 5 Solve for V 2v+x=l -x -x 2v=l-x ÷2 ÷2 V=(l-x)/2 Literal equation Inverse operation Solving One Step inequalities Chapter 3 Section 2 and 3 x + 5 > 10 -5 > -5 X > 5 All operations, x, / , +, - Inequality Solution of an Inequality Graphing solutions Quotient Product Sum Difference Word for inequality in notes Open and closed circles Solving Multi Step Inequalities Chapter 3 Section 4 5(b+6) < 5b +45 5b+30 < 5b + 45 -5b -5b 30<45 All Real Numbers are Solutions Inequality Solution All Real Numbers No Solutions Distributive Property Like Terms Inverse Operation If you or your students have any questions about the unit or math class, feel free to contact me at or call 217-223-0373 Extension 1309
CHV2O – Civics Unit 1 – Lesson 2 she is offering to help subsidize an annual donation of $200 over the next four years to one student that best exemplifies an outstanding commitment to volunteer work within the school and community, and consistently elevates themselves far and beyond the required 40 hours of community service that high school students need to graduate. "When (Dylan) passed away, it was really hard for me. My mother always said he and I were inseparable," said Laura. "This award is kind of therapeutic to me in a way. It makes me feel better to think his memory will live on through others' charity work." Key Question #4 How Can You Be a Junior Citizen? (25 marks) Review the previous article entitled, “Laura Newton Proves To Be a Special Junior Citizen”. List 5 ways Laura is currently participating in society. Provide a brief description of each example. (5 marks) On a separate piece of paper, design a slogan for Laura. (10 marks) A slogan is a phrase or expression conveys the nature of a specific goal or aim. It is intended to be memorable, and is often very brief. Most slogans use a short phrase, and have a unique graphic. Some examples of slogans are as follows: Your slogan should correspond with Laura’s goals. Your slogan must be colourful, include a short phrase, and include an illustration to correspond with Laura’s goals. On a separate piece of paper, design a slogan that best describes your goals. Your slogan must correspond with your include a short phrase, include an illustration, and be neat and colourful. (10 marks) Copyright © 2005, Durham Continuing Education Page 27 of 60
EXAMPLE Nurses & Midwives Union Carlos Davida cdavida@nu.org 0998 765 287 High High Maintaining working conditions for nurses Agree for union members to implement the new reforms Going on strike Monthly roundtable discussions Patient Advocacy Group Viki Chan vchan@pag.org 888 587 101 High Medium Maximizing quality of care for patients Communicate with other stakeholders to express their support for reforms Making complaints about quality of service after the reports Information and feedback meetings every 6 months Sunday Times Newspaper Jane jsmith@stn.com 888 587 101 Low High Getting a good story Print stories that support the new reforms Printing stories that oppose the new reforms Quarterly press meetings http://www.tools4dev.org/resources/stakeholder-analysis-matrix-template/
4 Advanced 3 Proficient 2 Basic 1 Below Basic Fictional Lineage Graph Linage graph is done appropriately. It fully documents the lineage progression over time & includes 5 or more stages. Linage graph is done appropriately. It fully documents the lineage progression over time & includes 3-5 stages. Linage graph mostly done appropriately. It documents the lineage progression over time & includes 3-2 stages. Linage graph is not done appropriately. It partially documents the lineage progression over time & includes less than 1 stage. Epic Boast Poem Poem or boast includes ALL criteria given. Poem or boast includes MOST of the criteria given. Poem or boast includes SOME of the criteria given. Poem or boast includes fewer than 1component of the criteria given. Family heraldry (motto and coat of arms) Family motto & coat of arms are done creatively and purposefully. The family motto aligns with the hero. The coat of arms is colorful and well done. Both go above and beyond of what was asked. Family motto & coat of arms are done creatively and purposefully. The family motto aligns with the hero. The coat of arms is colorful and well done. There is a family motto & coat of arms. The family motto somewhat aligns with the hero. The coat of arms is colorful and/or well done. There is either a family motto or a coat of arms. The family motto does not align with the hero. Mechanics No spelling or grammatical errors. Text is written in author’s own words. Few spelling and/or grammatical errors. Text is written in author’s own words. Some spelling and/or grammatical errors. Most of text is in authors’ own Many spelling and/or grammatical errors. Many slides are copied from the internet. Boast Poem 16-20 lines in length ______/ 16 points 3 examples of alliteration (with at least 3 matching ______/ 30 points
consonants!) Highlight in green. Caesuras – At least one line demonstrating the beat or a break in the rhythm. Put a box around it. ______/ 2 points At least three original kennings. Highlight yellow. ______/ 15 points At least three references to family and/or friends. Highlight blue. ______/ 6 points Mention at five accomplishments or positive attributes. Highlight pink. ______/ 15 points Mention at least two future plans or the ways the hero will accomplish them. Highlight orange. ______/ 10 points Correct Spelling ______/ 6 points Total Points Earned ______/ 100 points
21. Which mineral is the most resistant to scratching and a number 10 on the Mohs hardess scale? A. fluorite B. talc C. diamond D. gypsum ID: 256674 — Correct: C — DOK: 1 — Standard: E.5.b 22. Which of the following definitions best describes a mineral? A. a substance that cannont be seperated or broken down into simpler substances by chemical B. a substance made up of of two or more different elements joined by chemical bonds C. a naturally formed, inorganic that has a definite crystalline structure D. a solid whose atoms, ions, or molecules are arranged in a definite pattern ID: 256963 — Correct: C — DOK: N — Standard: GPS04 E.5.b 23. The four properties of a mineral are: A. Definite crystal system, inorganic, naturally occurring, solid B. Definite crystal system, organic, naturally occurring, solid C. Definite crystal system, inorganic, vitreous, solid D. Definite crystal system, inorganic, high density, solid ID: 257077 — Correct: A — DOK: N — Standard: GPS04 E.5.b 24. Why is streak testing MORE RELIABLE to identify a mineral than color testing? A. Many minerals are found in many colors. B. The streak of a mineral will never change. C. Some minerals don’t come in any color because they are clear. D. All of the above ID: 257088 — Correct: D — DOK: N — Standard: GPS04 E.5.b
25. fThe color of powder that a mineral leaves behind on a piece of unglazed porcelain is called A. streak. B. scratch. C. color. D. luster. ID: 257093 — Correct: A — DOK: N — Standard: GPS04 E.5.b 26. On which type of surface does mineral fracture happen? A. Curved B. Smooth C. Flat D. Bright ID: 257105 — Correct: A — DOK: N — Standard: GPS04 E.5.b
PRESTWICK ACADEMY Chemistry department National 5 Unit 1 – Rates of Reaction Notes Revision of prior knowledge Chemical reactions When a chemical reaction takes place, a new substance is always formed. We can detect changes that show a chemical reaction has taken place. Eg. Colour change – Iron rusting, making toast Gas given off – An alka seltzer added to water Precipitate - When a solid is formed Energy changes also take place: – burning a candle. Heat – adding acid to alkali. These energy changes can be either exothermic or endothermic. Exothermic When a candle heat energy is given out. (the heat EXITS the reaction) This is known as an EXOTHERMIC reaction. In an exothermic reaction, energy is released to the surroundings, causing the surroundings to heat up. The products have less energy than the reactants because some of the energy has been released. Endothermic Here, energy is taken in from the surroundings (the heat ENTERS the reaction). The surroundings lose heat (cool down). So, in an endothermic reaction, the temperature falls. The products have more energy than the reactants because they have taken in extra energy from the surroundings. The speed of reactions Chemical reactions take place at different speeds (RATES). Some reactions are very fast like a firework going off; others are very slow like the forming of coal. The majority of reactions rates lie between these 2 examples.
Determine the answers for the following addition & subtraction problems, reporting your answer to the appropriate number of sig figs: 263.36 + 236 = 258 + .0123 = 568 – 236.23 = 255.55 + 20.0 = Determine the answers for the following Multiplication & division problems, reporting your answer to the appropriate number of sig figs: 50.5 x 0.15 = 135.90 x 0.1250 = 250.00 ÷ 25.00 = 0.305 ÷ 0.1050 = Record the following conversion factors: 1 km = cm 1 s = ms 1 W = kW 1MV = V Complete the following metric conversions. Report your answers in scientific notation. 0.0145 s = ms 537000 cm = km 15.07 g = kg 0.540 MW = W A school bus full of students weighs 10638 lbs. What is the mass of this bus in kg? Washington State covers a land area of 66544 mi2. What is this land area in square kilometers? You have been told that the highway speed of a car was 1.5 m/s. Is this a reasonable speed, or has someone done a conversion wrong? Show a conversion from 1.5 m/s to miles per hour using the factor label method to justify your answer.
Component Exemplary Basic Nonperformance Societal Support Infrastructure (4 points) 4 points: Three to five examples of societal support infrastructure, including the student’s reflection on how his/her understanding of the complexity of infrastructure damage has changed. 2–3 points: Characteristics of a 4-point response but only two or three examples and/or minor conceptual errors and limited reflection comments. 0–1 point: One example labeled with major conceptual errors and/or Processes are labeled but not explained and/or No physical processes labeled on diagram. No reflection comments. Evidence of Data Collection (4 points) 4 points: An equal or greater number of resources documented with proper citations. 2–3 points: Lesser numbers of resources documented. 0–1 Few resources documented and no documentation. Creation of a Map Display (6 points) 6 points: Creation of a map with accurately positioned overlays of infrastructure with clear legend and explanation. 3–5 points: Map has been created with errors and may not include legend and explanations. 0–2 points: Map is of poor quality and provides an inaccurate portrayal of infrastructure. Hazard Scenario (6 points) 6 points: Creation of an organized hazard ranking with a clear, logical discussion of the criteria. 3–5 points: Scenario lacks organization; ambiguous hazard ranking with minimal discussion of the criteria. 0-2 points: Scenario is of poor quality and provides an inaccurate portrayal of infrastructure hazard risk Imaging Active Tectonics Unit 1 – Example Assessment Rubric
Example 4.2 Example 4.3 Find the perimeter of △ABC with vertices A(−2, 3), B(3, −3), and C(−2, −3). Example 4.4 Find the perimeter of the polygon with the given vertices. 3. D(−3, 2), E(4, 2), F(4, −3) 4. G(−3, 2), H(2, 2), J(−1, −3) 5. K(−1, 1), L(4, 1), M(2, −2), N(−3, −2) 6. Q(−4, −1), R(1, 4), S(4, 1), T(−1, −4) Example 4.5 Find the area of △DEF with vertices D(1, 3), E(4, −3), and F(−4, −3).
/10 collage and reflection Poor selection of images/symbols in the collage collage and reflection Adequate selection of images/symbols in the collage collage and reflection A good selection of images/symbols in the collage between collage and reflection Excellent selection of images/symbols used in the collage Application /10 Little to no organization of images/symbols Little to no application of course content into reflection Satisfactory organization of images/symbols Adequate application of course content into reflection Good organization of images/symbols Good application of course content into reflection Excellent organization of images/symbols Outstanding application of course content into reflection Communication /10 No evidence of explaining image/symbol selection in your reflection Reflection is hard to follow A few explanations provided in your reflection Reflection does a decent job of explaining your collage A good amount of explanations provided in your reflection Reflection does a good job of explaining your collage Great explanations provided for each image/symbol in your reflection Reflection does an outstanding job of explaining your collage Total marks: ________ / 40 Feedback:
Specifically describe the transformation: ________________________________________ Translations Practice Graph and label with vertices L(-3, -1), I(-1, 4), and P(2, 2) Graph and label the image of under the translation . L’ _____ I’ _____ P’ _____ the rule in vector notation: ________ Write the shift using words: Graph and label quadrilateral with vertices D(2,2), U(4, 1), C(3, -2), and K(0,-1) Graph and label the image of Quadrilateral DUCK when the Quadrilateral is shifted left 4 and up 3. D’ U’ C’ _____ K’ _____ Write the rule in vector notation: ________ Write the rule in algebraic notation: ______________________________ and label quadrilateral with vertices M(4, 1), A(2, 4), T(0,6), and H(1,2). Graph and label the image of Quadrilateral MATH when the Quadrilateral is shifted according to the vector <-3, -4> M’ _____ A’ _____ T’ _____ H’ _____ Write the rule in algebraic notation: ______________________________ Write the rule mapping the pre-image to the image. Write the rule in vector notation: _______ Write the rule in algebraic notation: ______________________________ Describe in the shift:
R’ (___,___) S’(___,___) T’(___,___) F’ (___,___) U’(___,___) N’(___,___) 3) ΔTRL: T(2, -1), R(4, 0), and L(1, 3) 4) ΔCDY: C(-4,2), D(-1, 2), and Y(-1, -1) 90° clockwise the origin. 180° counter clockwise about the origin. T’ (___,___) R’(___,___) L’(___,___) C’ (___,___) D’(___,___) Y’(___,___) 5) ΔSCR: S(-3,1), C(-1,3), and R(-1,-1) 6) ΔSCR: S(-3,1), C(-1,3), and R(-1,-1) 90° clockwise about the origin 90° counter clockwise about the origin S’ (___,___) C’(___,___) R’(___,___) S’ (___,___) C’(___,___) R’(___,___) Practice – Rotations Transformation Graphic Organizer Watch Video Clip and take notes Definition Real – Life Examples
Picture Additional Information Reflect, Translate & Rotate your initials Practice – Rotations, Reflections and Translations Translate QRS if Q(4,1), R(1,-2), S(2,3) by the rule (x , y) (x –3, y -4). Reflect Q’R’S’ if Q’(1,-3), R’(-2,-6), and S’(-1,-1) over the x-axis. Translate CAR if C(-1,-4), A(2,6), R(-4,-2) down 2 units and right 3 units. Reflect C’A’R’ if C’(1,4), A’(-2,-3), and R’(3,2) over the line y = x.
Verb – is a word that expresses time while showing an action, a condition, or the fact that something exists. R40 Inverted – an arrangement of the elements of a sentence (as subject, predicate) that is the reverse of the usual order and is designed to achieve variety or emphasis (as in “among them were the following” “again she called”) or to indicate a question (as in “what does he say”) – compare. Merriam-Webster. Indefinite pronoun – refers to a person, place, or thing, often without specifying which one. R40 Coordinating conjunction – connects similar kinds of groups of words. R40 Correlative conjunction – are used in pairs to connect similar words or groups of words. R40
Identify the training methods and complete the training sessions: Hollow Sprints Similar to interval training broken up by a ‘hollow’ period of either rest or lower level work. Session: 50m Sprint (6-7 sec) 50m Jog (25 sec) 50m Sprint (6-7 sec) 50m Walk (30 sec) 50m Sprint (6-7 sec) 150m walk (90 seconds) Repeated 5 times before a 10 minute rest. Acceleration sprints A form of anaerobic training running speed is increased from jogging to striding and finally to sprinting at maximum speed. Each change usually takes place after 50m and rest periods of jogging or walking are between each sprint. Can start from a static, rolling or sport specific starting point Session: Face away from finish line on ‘go’ turn and sprint to line Lie face down on ‘go’ stand and run toward finish line Jog to first cone, stride to second cone, sprint to third cone Interval training Can be used to develop Work periods should be short and close to maximal speed and recovery periods should be longer. Session: 6 x 50m sprints with 40 seconds rest
Normative tables for age and gender. Maximum Oxygen consumption (ml/kg/min) Male Female Age 15 20 15 20 Superior 57+ 56+ 54+ 53+ Excellent 56-52 55-51 53-49 52-45 Very good 51-47 50-46 48-44 47-43 Good 46-42 45-41 43-39 42-38 Fair 41-37 40-36 38-34 37-33 Poor 36-32 35-31 33-29 32-28 Very poor <32 <31 <31 <28 (Barsby et al, 2013)
Body stat Body Composition Results Name …………………………………………………….. Date ………………………. Age ……………………... Weight ………………………. Activity levels Very low Low/ medium Medium Medium/ high Very high Results Readings Recommended
Fitness Component Name of Fitness Test Result Rating from Normative Data Fitness Component Name of Fitness Test Result Rating from Normative Data Aerobic endurance Multi Stage Fitness Test Speed 35m sprint test Flexibility Sit and reach Muscular endurance One minute ups One minute press ups Strength Hand Grip Dynamometer L= R= Body Composition Skin BMI Sum= %= Power Vertical Jump Takei meter Lewis nomogram
9. (NH4)2SO4 Ammonium sulphate (NH4)2SO4(s) → 2NH4+(aq) + 10. 11. LiBr Lithium bromide LiBr(s) → Li+(aq) + Br-(aq) 12. 13. AlBr3 Aluminum bromide AlBr3(s) → Al3+(aq) + 3Br-(aq) 14. 15. NaBr Sodium bromide NaBr(s) → Na+(aq) + Br-(aq) 16. 17. MgF2 Magnesium Fluoride MgF2(s) → Mg2+(aq) + 2F-(aq) 18. 19. NH4F Ammonium Fluoride NH4F(s) → NH4+(aq) + F-(aq) 20. 21. LiNO3 Lithium nitrate LiNO3(s) → Li+(aq) + NO3-(aq) 22. 23. Al(NO3)3 Aluminum nitrate Al(NO3)3(s) → Al3+(aq) + (aq)
24. 25. Sodium nitrate NaNO3(s) → Na+(aq) + NO3-(aq) 26. 28. AlPO4 Aluminum phosphate AlPO4(s) → Al3+(aq) + PO43-(aq) 29. 30. Na3PO4 Sodium phosphate Na3PO4(s) → 3Na+(aq) + 31. 32. MgS Magnesium sulphide MgS(s) → Mg2+(aq) + S2-(aq) 33. 34. (NH4)2S Ammonium sulphide (NH4)2S(s) → 2NH4+(aq) + S2-(aq) 35. 36. 37. MgC2O4 Magnesium oxalate MgC2O4(s) → Mg2+(aq) + C2O42-(aq) 38. (aq)
1. 2Al + 6HCl → 2AlCl3 + 3H2 2. Zn + 2KOH → K2ZnO2 + H2 3. B2O3 + 3Mg → 3MgO + 2B 4. 2C6H11OH + 17O2 → 12H2O + 12CO2 5. 2C12H26 + 37O2 → 26HOH + 24CO2 6. 2Na + 2H2O → 2NaOH + H2 7. 2PbS + 3O2 → 2PbO + 2SO2 8. SiCl4 + 4Na → Si + 4NaCl 9. 2Mg + CO2 → 2MgO + C 10. 2Al + 3H2SO4 → Al2(SO4)3 + 3H2 Write Formulas for each 11. Zinc phosphate Zn3(PO4)2 12. Ammonium carbonate (NH4)2CO3 13. Iron III oxalate Fe2(C2O4)3 14. Copper II tripolyphosphate pentahydrate Cu5(P3O10)2.5H2O 15. Cobalt II borate Co3(BO3)2 16. Triphosphorus tetroxide P3O4 17. Dicarbon hexachloride C2Cl6 18. Trisilicon octafluoride 19. Sodium tetraborate Na2B4O7 20. Aluminum dichromate Al2(Cr2O7)3 21. Calcium oxide CaO 22. Silver thiosulphate Ag2S2O3
3. 2P + 3I2 → 2PI3 4. Na2S + 2HCl → 2NaCl + H2S 5. 3NaOH + FeCl3 → 3NaCl + Fe(OH)3 6. 3KOH + H3PO4 → K3PO4 + 3H2O 7. 2NaOH + CuSO4 → Na2SO4 + Cu(OH)2 8. 2HNO3 + Ca(OH)2 → 2H2O + Ca(NO3)2 9. 2NH3 + 3CuO → 3H2O + 3Cu + N2 10. N2 + 4C + Na2CO3 → 2NaCN + 3CO 11. 2NH3 + 5O → 2NO + 3H2O 12. 4NH3 + 7O2 → 4NO2 + 6H2O 13. 2NH3 + 4O2 → N2O5 + 3H2O 14. 2P + 5N2O → P2O5 + 5N2 15. 2Al + 6HCl → 2AlCl3 + 3H2 16. Zn + 2KOH → K2ZnO2 + H2 17. B2O3 + 3Mg → 3MgO + 2B 18. 2CH3OH + 3O2 → 4H2O + 2CO2 19. C6H12O6 → 2C2H5OH + 2CO2 20. 2Na + 2H2O → 2NaOH + H2 21. 2PbS + 3O2 → 2PbO + 2SO2 22. SiCl4 + 4Na → Si + 4NaCl 23. 2Mg + CO2 → 2MgO + C 24. 2Al + 3H2SO4 → Al2(SO4)3 + 3H2
Image #39 Unit:2 Artist/culture: Medium: Location: Size: Date: Key Vocabulary: Form: How is it made? How does it look? What artistic decisions were made during its creation? What formal elements are emphasized and why? What materials were used and why? Function: Why was it made? What reaction was intended? Content: What is the subject matter? What is the narrative? What are we looking at? What components of the work can you identify? Context: Where is it situated and why? What religious, philosophical, political, social, or economics factors influenced the work? How would you characterize the work’s patron or intended audience?
Title: Image #21 Unit:2 Artist/culture: Medium: Location: Size: Date: Key Vocabulary: Form: How is it made? How does it look? What artistic decisions were made during its creation? What formal elements are emphasized and why? What materials were used and why? Function: Why was it made? What reaction was intended? Content: What is the subject matter? What is the narrative? What are we looking at? What components of the work can you identify? Context: Where is it situated and why? What religious, philosophical, political, social, or economics factors influenced the work? How would you characterize the work’s patron or intended audience?
Problem 1: Mike mixes gallons of red, blue and white paint together in the ratio of 8:6:7. If Mike buys 15 gallons of red paint, how many gallons of blue and white paint would Mike need? Problem 2 A farmer used 9 square yards of grass to feed 4 horses. How many horses could a farmer have if there was 420 square yards of grass? Problem 3: It takes 17 minutes to ride miles on a bike. How many miles can Peter ride in 1 hour? Problem 4: A bag of sand covers 470 square feet. How many bags would be needed to cover 1070 square feet? Problem 5 Hotel guests have 4 activities to chose from. The table below shows the number of people who have signed up for each activity. If 90 guests are expected to sign up for one of the four activities. Could the hotel expect 20 guests to sign up for snorkeling? Justify your answer Problem 6: Amelia is baking brownies for her bake sale. She adds cups of flour, cocoa and sugar to the mix in the ratio of 10:5:2. She needs to make the recipe smaller but use the same ratio. If she uses of a cup of cocoa how much flour and sugar will she need? Justify your answer using mathematical terminology. Aim: How can we determine if two ratios are equivalent? Warm up: Reduce the ratio to its lowest form. 42:54 Homework: NOTES: Proportion: two equivalent fractions set _________ to each other.
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 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. Part 1: Questions 1–8 9–10 points: Answered all questions correctly. Students should illustrate: They know how local vs fixed-reference frames affect how you interpret positional measurement Depending on reference frames, distances measured can be significantly different on large scales (over 10+ km) Accuracy, Precision, and Error must all be accounted for in measurements. Errors from multiple sources add up and must be accounted for, along with estimated accuracy of the tools used. Error must be less than the amount of change detected in order for change to be considered significant. 5–8 points: Answered all the questions, missing 1–2 critical points 0–4 points: Missed more than 2 of the questions or did not complete them. Question 9: 5 points: Student provides the amount of change they need to detect and makes a reasonable estimate of the accuracy and error measurement. The 3–4 point: Student demonstrates they understand the system and up with a survey that could be accomplished with GPS, but may make some unreasonable 1–2 points: The student makes unreasonable assumptions on the accuracy of equipment or completely fails to justify how an RTK
Statistic Pre-expansion Post-expansion without LID Controls Post-expansion with LID Controls % Runoff % Infiltration %Evaporation Average Annual Rainfall (in) Average Annual Runoff (in) Days per Year with Rainfall Days per Year with Runoff Percent of Wet Days Retained Smallest Rainfall w/ Runoff (in) Largest Rainfall w/o Runoff (in) Max Rainfall Retained (in)
Assessor declaration I certify that the evidence submitted for this assignment is the learner’s own. The learner has clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice. Assessor signature Date Date of feedback to learner ASSESSMENT RECORD SHEET Programme Learner name Assignment title Assessor name Unit no. & title Targeted learning aims/assessment criteria Retake – for QCF only Deadline Date submitted Targeted Pass criteria Criteria achieved? (Yes / No) Assessment comments
BTEC Assignment Brief Qualification Pearson BTEC Level 3 National Extended Diploma in Health and Social Care Unit number and 20:Understanding Mental Wellbeing Learning aim(s) (For NQF only) A: Understand different on the nature of mental wellbeing and mental health B: Examine how the main forms of mental ill health are classified Assignment title What is mental wellbeing? (1) Assessor Issue date Hand in deadline Vocational Scenario or Context You are a healthcare assistant on a ward for young adults with different forms of mental ill health. In to support your understanding of the work undertaken with the young adults, the ward manager has asked you to conduct some research and present your findings. Task 1 You have been to produce a report that evaluates the nature of mental health and wellbeing. Your report should also evaluate the role of the current classification systems, in improving the diagnosis of two different mental ill-health conditions and their symptoms. Your report should also: Analyse the factors that influence mental health and wellbeing, referring to one model of mental wellbeing and mental health Analyse the contribution of current classification systems in the diagnosis and symptoms of your two, selected conditions, explaining the impact of current classifications on the diagnosis and discussing their strengths and limitations Checklist of evidence required Report Criteria covered by this task: Unit/Criteria reference To achieve the criteria you must show that you are able to: 20/AB.D1 Evaluate the nature of mental health and wellbeing and the role of current classification systems in improving the diagnosis of selected mental ill-health conditions and their symptoms. 20/A.M1 Analyse factors that influence mental wellbeing and mental health with reference to a view on the nature of mental wellbeing and mental health.
produced in the form of a formal document. DISTINCTION 1 Discuss the legal and ethical issues applicable to your planned advertising campaign. The evidence could be presented as a written report or slide presentation with recorded voice over. LO3 Be able to produce the planned media components PASS 4 Produce planned media components to be used in the advertising campaign. You should provide an introduction to your advertisement components and present, as evidence, views of your advert and supporting material. The evidence could be as a written report, slide presentation or video interview. 3 Explain how the required codes and conventions have been met when creating your media advertising components. Complete a short evaluation/analysis of your components to show: how what has been created has utilised understanding of and research undertaken on real media products in the genre they have chosen; how the codes and conventions they considered in your planning have been met and how this was achieved. The evidence could be presented as a written report or a presentation with recorded voiceover. DISTINCTION 2 Demonstrate how the advisements technical and aesthetic properties meet the requirements of the clients brief and their preproduction plan. Evaluate your final components against the client brief and demonstrate how the components support the advertisement campaign. The evidence could be presented as a written report, slide presentation or a fact file with illustrations in a digital format.
To achieve the criteria you must show that you are able to: Unit Criterion reference Explain how legislation/ guidance applies to challenging behaviour 27 P2 Sources of information Textbooks Michie V – Working in Care Settings (Nelson Thornes, 2004) ISBN 0748774831 Y – S/NVQ Level 3 Health and Social Care Candidate Book Options Plus (Heinemann, 2006) ISBN 9780435464653 Nolan Y – S/NVQ Level 3 Health and Social Care Candidate Handbook (Heinemann, 2005) ISBN 9780435453732 Riddal-Leech S – Managing Children’s Behaviour (Heinemann, 2003) ISBN 043545532X Stretch B and Whitehouse M – BTEC 3 Nationals in Health and Social Care Student Book 1 (Pearson, 2010) ISBN 9781846907663 Stretch B and Whitehouse M – BTEC Level 3 Nationals in Health and Social Care Student Book 2 (Pearson, 2010) ISBN 9781846907470 Tait T and Genders N – Caring for People with Learning Disabilities (Hodder Arnold, 2002) ISBN 9780340807095 Willis B and Gillett J – Maintaining Control (Hodder Arnold, 2003) ISBN 9780340810361 Magazines Community Care Websites www.bild.org.uk British Institute of Learning Disabilities www.csci.org.uk Commission for Social Care Inspection www.learningdisabilities.org.uk Foundation for People with Learning Disabilities www.thecbf.org.uk The Challenging Behaviour Foundation www.gscc.org.uk The General Social Care Council www.mind.org.uk Mind: The National Association for Mental Health
Learner Name Assessor Name Programme BTEC DIPLOMA/ EXTENDED DIPLOMA in Health & Social Care Unit No: & Title Unit 27: Dealing with Challenging Behaviour Assignment title How legislation affects the way that challenging behaviour is with in a health and/or social care setting Target learning aims Understand legislation and guidance concerned with challenging behaviour Issue date: Submission deadline: Date submitted: FIRST SUBMISSION or RESUBMISSION Resubmission authorised by (name/date) All resubmissions must be authorised by the Lead Internal Verifier. Only one resubmission is possible per assignment, providing: The learner has met initial deadlines set in the assignment, or has met an agreed deadline extension. The tutor considers that the learner will be able to provide improved evidence without further guidance. Evidence submitted for assessment has been authenticated and accompanied by a signed and dated declaration of authenticity by the learner. Any resubmission evidence must be submitted within 10 working days of receipt of results of assessment. Target criteria Criteria achieved (Y/N) Assessment/general comments P2 - Explain how legislation/ guidance applies to challenging behaviour Assessor declaration - I certify that the evidence submitted for this assignment is the learner’s own. The learner has clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice. Assessor signature & date Learner comments Learners signature & date
Learner Name Assessor Name Programme BTEC DIPLOMA/ EXTENDED DIPLOMA in Health & Social Care Health & Social Care Assessment Record Unit No: & Title Unit 28: Caring for Older People Assignment title Theories of the Ageing Process Target learning aims Learning Aim 1: Understand the Ageing Process Issue date: Submission deadline: Date submitted: FIRST SUBMISSION or RESUBMISSION Resubmission authorised by (name/date) All resubmissions must be authorised by the Lead Internal Verifier. Only one resubmission is possible per assignment, providing: The learner has met initial deadlines set in the assignment, or has met an agreed deadline extension. The tutor considers that the learner will be able to provide improved evidence without further guidance. Evidence submitted for assessment has been authenticated and accompanied by a signed and dated declaration of authenticity by the learner. Any resubmission evidence must be submitted within 10 working days of receipt of results of assessment. Target Criteria Criteria Achieved (Y/N) Assessment/ General Comments P1: Explain theories of ageing M1: Compare two theories of ageing Assessor declaration - I certify that the evidence submitted for this assignment is the learner’s own. The learner has clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice. Assessor signature & date Learner comments Learners signature & date
Determine the slope of the line that contains the given points. 41. B(–4, 4), R(0, 2) 42. I(–2, –9), P(2, 4) Find the slope of each line. 43. 44. 45. A line parallel to 46. A line perpendicular to Write an equation in slope-intercept form for each line shown or described. 47. b 48. c 49. Parallel to line b, contains (3, –2) 50. Perpendicular to line c, contains (–2, –4)
Oranges Bananas Grapes Apples Strawberries black best bring been better buy before blue baby rubbed brother beside break broke build built behind birthday breakfast bought believe because beautiful brick bump blank blue begin break broke rabbit bought bucket build built able babies bath basket balloon became believe because beautiful probably business submerge beat blown below busy busier brooch budget became beneath bought brought scribble suburb board obtuse belief believe because beauty beautiful probable believable horrible terrible business beat blown busy busier brooch budget became beneath bought brought scribble suburb obtuse belief believe because beauty beautiful probable believable horrible terrible business Extension Words: abbreviation behaviour beneficial broaden bureau bury obey tremble cabbage rubbish bicycle biscuit describe absent cupboard library librarian obedient brilliant ambulance burial debatable combination celebration elaborate resemblance abbreviated ambitious responsible biography
In the following chart, show how confident you feel about each statement by drawing one of the following: , , or . Then discuss this with your teacher BEFORE you write the test! Statement After completing this unit; I can calculate gross pay if I know a rate of pay and amount of time worked I can calculate the total time worked from a weekly work schedule I can describe different methods for earning an income (a salary, piecework, a salary plus commission, etc.), and give examples of jobs that fall into different categories I can calculate earnings from the combination of a salary plus commission, bonuses, or tips I can calculate gross pay based on piecework I can describe the advantages and disadvantages of a method of earning an income (contract work, piecework, salary, or commission, etc.) I can determine CPP, EI, and income tax deductions (federal and provincial/territorial) for a given gross pay, both from tax tables and by calculation, and can use these to calculate net pay I know what deductions are used when calculating taxable income Vocabulary: Chapter 2 benefits biweekly bonus commission contract deductions gross pay minimum wage net pay overtime pay statement piecework salary self-employment semi-monthly shift premium taxable income tip wage Times to Know 1 year = 365 days 1 year = 52 weeks 1 year = 12 months weekly = 52 times/year biweekly = 26 times/year semi-monthly = 24 times/year annually = yearly WAYS OF EARNING AN INCOME