zilongwang/ReadingBank huggingface dataset:
As you read, note what each program or law did or was intended to do. Note how the Court ruled in each case or what the decision accomplished. Journal 5 Essential Question – What impact did the politics of the 50’s and 60’s have on the United States? Journal Entry titled, “Environmental Activism (Graphic Organizer)” As you read about the nation’s efforts to address environmental problems, take notes to describe how American attitudes were affected by each event or how the event affected the environment itself. Essential Question – What impact did the politics of the 50’s and 60’s have on the United States? Journal titled, “The Farm Worker Movement (Primary Source)” César Chávez, himself a migrant worker, and Dolores Huerta established the National Farm Workers Association (NFWA) in 1962 to bargain for higher wages and other benefits. This is Chavez’s account of the NFWA’s first strike. Be sure to complete all of the discussion questions about The Farm Worker Movement. Essential Question – What impact did the politics of the 50’s and 60’s have on the United States? Journal Entry titled, “Women Fight For Equality (Graphic Organizer)” As you read about the rise of a new women’s movement, take notes to explain how each of the following helped to create or advance the movement. The Equal Rights Amendment would have guaranteed equal rights under the law, regardless of gender. Who opposed this amendment? Why? Journal Entry 6 Essential Question – How did the United States change socially and culturally after the Vietnam War? Journal Entry titled, “A Nation Divided (Guided Reading)” In the last section, you read about America’s war effort in Vietnam. In this section, you will read about how the United States became divided over the war in Vietnam. Use this diagram to take notes on the beliefs and actions of the New Left organizations. Read each section and answer the critical thinking questions connected to section. Essential Question – How did the United States change socially and culturally after the Vietnam War? Journal Entry titled, “Watergate: Nixon’s Downfall (Time Line)” As you read about Watergate, answer the questions shown on the following time line. Journal Entry 7 Essential Question – What affect did the opening of China and the fall of the Berlin Wall have on the United States and its involvement in World affairs? Journal Entry titled, “The Ford and Carter Years (Guided Reading)”
What price will result in that maximum? Do you think this model would still hold true today? 2. Architecture The of the Gateway Arch in St. Louis, Missouri, is a catenary curve, which loosely resembles a parabola. The function models the shape of the arch, where y is the height in feet and x is the horizontal distance from the base of the left side of the arch in feet. According to the model, what is the maximum height of the arch? What is the width of the arch at the base? 3. Field Hockey Suppose a player makes a scoop that releases the ball from the ground with an upward velocity of 34 ft/s. a. Write a function rule to model the flight of the ball. b. Will the ball ever reach a height of 20 ft? Explain. 4. Business The weekly revenue, R, for a company is , where p is the price of the company’s product. When will the weekly revenue reach $1500? Explain. 5. Woodland Jumping Mouse The woodland jumping mouse can hop surprisingly long distances given its small size. A relatively long hop can be modeled by where x and y are measured in feet. How far can a woodland jumping mouse hop? Can a woodland jumping mouse jump a tree stump that is 2.5 ft high?
2004) ISBN 978435462451 Moore S – Social Welfare Alive Third Edition (Nelson Thornes, 2002) ISBN 9780748765614 Moore S, Chapman S and Aiken D – Sociology for AS-level (Collins educational, 2001) ISBN 9780007113149 Stretch B and Whitehouse M – BTEC Level 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 Journal Sociology Review (Phillip Allen Updates) Websites www.dh.gov.uk Department of Health Government website that contains the 1998 Independent Inquiry into Inequalities in Health Report www.ohn.gov.uk/ohn/ohn.htm Our Healthier Nation website www.statistics.gov.uk/socialtrends Office for National Statistics
Retake – for QCF only Deadline Date submitted Targeted Pass criteria Criteria achieved? (Yes / No) Assessment comments General comments 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 declaration is a form of malpractice. Assessor signature Date Date of feedback to learner
emergency procedures contribute to safe practice in a selected health or social care setting. CD. D3- Justify the effectiveness of health and safety legislation, policies and procedures in maintaining health and safety in a selected health or social care setting. CD. D4- Evaluate the importance of safe practice principles in maintaining and promoting the health, safety and welfare of service users in a selected health or social care setting. General comments 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 declaration is a form of malpractice. Assessor signature Date Date of feedback to learner Resubmission authorisation by Lead Internal Verifier* 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.
Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That any person who is the head of a family, or who has arrived at the age of twenty-one years, and is a citizen of the United States, and who has never borne arms against the United States Government or given aid and comfort to its enemies, shall, from and after January 1, 1863, be entitled to enter one quarter section of unappropriated public lands… Document B: Late 19th Century Political Cartoon Document C Document D: Cover of Puck Magazine, 1882 The answer is b Maishka is the best!! Document E: Excerpt from the Sherman Anti-Trust Act, 1890 Section 1: "Every contract, combination in the form of or otherwise, or conspiracy, in restraint of trade or commerce among the several States, or with foreign nations, is declared to be illegal." Section 2: "Every person who shall monopolize, or attempt to monopolize, or combine or conspire with any other person or persons, to monopolize any part of the trade or commerce among the several States, or with foreign nations, shall be deemed guilty of a felony [. . . ]" Document F: President Cleveland’s Letter to Illinois Governor Regarding the Pullman Strike, 1894 Sir: Federal troops were sent to Chicago in strict accordance with the Constitution and laws of the United States, upon the demand of the post-office department that obstruction of the mails should be removed, and upon the representations of the judicial officers of the United States that the process of the Federal courts could not be executed through ordinary means, and upon competent proof that conspiracies existed against commerce between the States. . . .
Possible Organization of Unit Standards: This table identifies additional grade-level standards within a given cluster that support the overarching unit standards from within the same cluster. The table also provides instructional connections to grade-level standards from outside the cluster. Overarching Unit Standards Supporting Standards within the Cluster Instructional Connections outside the Cluster 7.G.B.4: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. N/A 7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. 4a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers; solve equations of these forms fluently; compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. 4b. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers; graph the solution set of the inequality and interpret it in the context of the problem. 7.G.B.5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. N/A 7.G.B.6: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. N/A Connections to the Standards for Mathematical Practice: This section provides examples of learning experiences for this unit that support the development of the proficiencies described in the Standards for Mathematical Practice. proficiencies correspond to those developed through the Literacy Standards. The statements provided offer a few examples of connections between the Standards for
chord: A chord is a line segment that has both endpoints on the circumference of a circle. center of a circle: pi: Pi (π) is the ratio of the circumference of any circle to its diameter. π ≈ 3.14 or . near-parallelogram: The “near parallelogram” diagram offers a visual 7.G.B.5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Ability to explore the relationship between the angles of intersecting lines and figures supplementary angles: Two angles whose measures add to 180° are supplementary angles. complementary angles: Two angles whose measures add to 90° are complementary angles. vertical angles: adjacent angles: 7.G.B.6: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, See the skills and knowledge that are stated in the Standard.
order of operations: The steps for simplifying expressions are: 1. compute inside grouping symbols, including parentheses ( ), brackets [ ], and braces { }, and above or below division bar —— 2. compute with exponents 3. multiply and divide in from left to right 4. add and subtract in order from left to right vertical number line: Part II – Instructional Connections outside the Focus Cluster factor: A factor is a term that divides a given quantity evenly (with a remainder of 0). As a verb, factor means to resolve (divide) a given quantity in the form of its factors. For example, 6 is factored in the form of 2 x 3. The terms 2 and 3 are factors of the given quantity 6. 4x3 – 5x 2 is factored in the form of x 2 (4x – 5). The terms x 2 and (4x – 5) are the factors of 4x3 – 5x 2. expand linear expression: The form a quantity takes when written as a continued product, using the distributive property of multiplication over addition. For example, the quantity x 2 (4x – 5) in expanded form is 4x3 – 5x 2. linear expression: A linear expression can be comprised of a variable, a number, or a combination of variables, numbers, and operation symbols such that the exponents for all variables in the expression are limited to 0 and 1. For example: , y (or ), 16, 47 + 19, 2x – 3. properties of operations: The properties of operations apply to the rational number system, the real number system, and the complex number system, when a, b and c stand for arbitrary numbers in a given number system. The properties include: associative property of addition (a + b) + c = a + (b + c) commutative property of addition a + b = b + a additive identity property of 0 a + 0 = 0 + a = a existence of additive inverses a + (–a) = (–a) + a = 0 associative property of multiplication (a x b) x c = a x (b x c) commutative property of multiplication a x b = b x a
VOCABULARY PERSONALITY psychoanalysis psychodynamic perspective free association unconscious id superego ego psychosexual stages fixation defense mechanisms repression regression reaction formation projection rationalization displacement sublimation denial Oedipus complex collective unconscious Sigmund Freud Alfred Carl Jung Karen Horney projective tests Thematic Apperception Test (TAT) Rorschach inkblot test personality inventory Minnesota Multiphasic Personality Inventory (MMPI) social cognitive perspective self-concept unconditional positive regard unconditional positive regard humanistic psychology Gordon Allport Raymond Cattell Hans Eysenck Paul Costa Robert McCrae Abraham Maslow Carl Rogers reciprocal determinism external locus of control internal locus of control spotlight effect positive psychology self-serving bias collectivism individualism Albert Bandura Martin Seligman TESTING AND INDIVIDUAL DIFFERENCES Intelligence test Intelligence General intelligence (g) Spearman – The “g” factor Factor analysis Savant syndrome Emotional intelligence (EQ) ---Goleman Mental age Stanford-Binet (Test) Intelligence quotient (IQ) Achievement tests Aptitude tests WAIS (test) Howard Gardner Robert Sternberg Charles Spearman Lewis Terman Standardization Normal curve of reliability equivalent form reliability, test-retest) Types of validity (face, content, criterion, construct) Down syndrome Stereotype threat Bias in Testing Nature v. Nurture: Intelligence Alfred Binet David Wechsler Francis Galton
1. Function: yes Domain: -4 ≤ x Range: y = 2 2. Function: yes Domain: all Reals Range: all Reals 3. Function: no Domain: -2 ≤ x ≤ 4 Range: -5 ≤ y ≤ 4 4. Function: yes Domain: all Reals Range: all Reals 5. Function: yes Domain: all Reals Range: -4 ≤ y 6. Function: no Domain: x ≤ 6 Range: -5 ≤ y 7. Function: yes Domain: {256, -256, 81, -81, 16, -16, 1, -1} Range: {4, 3, 2, 1} 8. Function: no Domain: {3, 2, 1, 0} Range: {-27, -8, -1, 0, -1, 8, 27} 9. 13, 100,000 vehicles 10. 950,000 vehicles 11. 600,000 personnel 12. 110,000 13. yes 14. no 15. no 16. yes 7.3 Piecewise Functions A “piecewise” function is a function that comes in multiple pieces. Below are examples of piecewise functions: The function f(x) graphed below. The function f(x) with equation: Questions: 1) Based on the graph and the equation, calculate each of the following values. a) f(0) = ______________ b) f(6) = ______________ c) f(-1) = ______________ d) f(-5) = ______________ 2) What is the value of x when f(x) = -1?
We will use the situation above to help explain how _______________________ functions work. First, let’s define two functions: d(x) = ___________________________________ r(x) = ___________________________________ We will write our two scenarios like this: a. d(r(x)) = ____________________________________________________________________
1. What percentage of the air consists of nitrogen? 2. Nitrogen fixing bacteria in the soil convert atmospheric nitrogen to a _____________form. 3. How do plants obtain the nitrogen they need? 4. How do herbivores and carnivores obtain the energy they need? 5. How is nitrogen returned to the atmosphere? What is this process called? Water Cycle – In the space provided, copy, paste, and LABEL the water cycle and answer the following questions. 1. How does water from rain travel from the land that it falls on to large bodies of water like the oceans? 2. How does a cloud form from water vapor in the air? 3. List at least 3 forms of precipitation. 4. How does transpiration differ from evaporation? 5. Describe how water is cycled through throughout the ecosystem. Notes 4: Population Growth
____ 12. Encouraging people to elaborate on why their own personal views on an issue are correct is most likely to promote a. fixation. b. use of the representativeness heuristic. c. linguistic determinism. d. belief perseverance. e. the framing effect. ____ 13. A $100 coat marked down from $150 can seem like a better deal than the same coat priced regularly at $100. This best illustrates the importance of a. belief perseverance. b. confirmation bias. c. framing. d. the availability heuristic. e. heuristics. ____ 14. Experienced chicken sexers can tell you a chick's sex at a glance, yet cannot tell you how they do it. Their acquired expertise is such an automatic habit that it feels like a. an algorithm. b. fixation. c. intuition. d. telegraphic speech. e. semantics. ____ 15. In the words “helped” and “called,” the “ed” ending is a(n) a. prototype. b. morpheme. c. heuristic. d. algorithm. e. syntax. ____ 16. Semantics refers to the a. logical and methodical procedures for solving problems. b. orderly arrangement of into grammatically correct sentences. c. simple thinking strategies that facilitate quick decision making. d. by which we derive meaning from morphemes, words, and sentences. e. typical schemes we use to form concepts. ____ 17. A European visitor to the United States asked a taxi driver, “Can you please a ride to the airport me give?” This visitor has apparently not yet mastered the ________ of the English language. a. phonemes b. syntax c. semantics d. phenotypes e. nomenclature ____ 18. Babies' first demonstration of productive language occurs a. to the babbling stage.
BTEC Assignment Brief Qualification Pearson BTEC Level 3 National Diploma in Health and Social Care Pearson BTEC Level 3 National Extended Diploma in Health and Social Care Unit number and Unit 7: Principles of Safe Practice in Health and Social Care Learning aim(s) (For NQF only) A: Examine how a duty of care contributes to safe practice in health and social care settings. B: Understand how to recognise and respond to concerns abuse and neglect in health and social care settings. Assignment title Keeping People Safe (1) Assessor K.Goodrum Issue date 16/12/16 Hand in deadline 27/01/17 Vocational Scenario or Context The principles of safe practice should underpin all of the care support that is delivered in health and social care settings. All health and social care workers need to have working knowledge of these principles, in order to maintain the safety and wellbeing of the service users. You are asked to provide evidence of your understanding of the Principles of Safe Practice, by completing the tasks below. The research for the evidence you must produce will support your preparation for a career in health and social care. Task 1 In the context of either your work experience setting and one of the case studies attached to this Assignment Brief, or two case studies referring to one adult and one children’s health and social care setting. You must produce a report that: evaluates the significance of a duty of care, explaining its significance in promoting safe practice. evaluates the significance of a complaints procedure in promoting safe practice, and justifies the procedures used when responding to concerns about abuse and neglect assesses the importance of balancing individual rights with the duty of care and discusses ways in which complaints and appeals procedures address failures in a duty of care. If you choose to include information from your work experience setting, you must obtain permission from: your teacher b) the setting
CCM 7 Plus Unit 7 Study Guide: Data Collection and Analysis Calculator Active Part 1: Identify the choice that best completes the statement or answers the question. Circle your final answer. 1) A random sample of which group would be best to survey about their experience learning how to program computers? A) Nursing students B) Law students C) Architecture students D) Computer engineering students 2) At Sunnyside Middle School, the librarian is trying to determine the interests of the students so she can purchase appropriate books with the money the PTA has donated. Which survey option would produce a random sample that could be helpful to the librarian? A) Survey every third 6th grade student to enter the school one morning B) Survey bus riders C) Survey 5 randomly selected students out of few 7th and 8th grade classes D) Survey 8 randomly selected students out of each homeroom 3) Kelly took a survey of two different sets of 100 students to see what their favorite ice cream toppings are and displayed the results in the table below. What is the best inference that can be drawn based on the results? A) More students prefer caramel than sprinkles. B) No students like hot fudge. C) More students prefer hot fudge than caramel. D) More students prefer sprinkles than caramel and hot fudge combined. 4) A worker takes a random sample of 200 bolts and finds that 30 of them are either too long or too short, thus making them unusable. Estimate the number of unusable bolts in a production of 17,000 bolts. A) 2,260 bolts B) 1,610 bolts C) 2,140 bolts D) 2,550 bolts 5) Mr. Grant is comparing test scores of his 2nd period and 4th period. The MAD of 2nd period is 3.2. The MAD of 4th period is 8.4. What is a conclusion Mr. Grant can draw about the two classes? A) 4th period had the highest test score. B) 2nd period scored higher on the test overall. C) 2nd period scores were relatively consistent compared to 4th period. D) 4th period scored higher on the test overall. 6) The widths of five bushes, in inches, selected at random from a park with 50 bushes are shown below: 32, 45, 54, 72, 48 Which is a reasonable prediction of the mean width of all the bushes in the park? A) 4.65 B) 30 C) 51 D) 80
4. Benzoic acid is a weak monoprotic acid (Ka = 6.3 x 10-5). Calculate the pH of the solution at the equivalence point when 25.0 mL of a 0.100 M solution of benzoic acid is titrated against 0.050 M sodium hydroxide. 5. When 50.0mL of 0.100M nitric acid is titrated with 0.050M NaOH: A. Calculate the initial pH of the solution. B. Calculate the pH after 95.0mL NaOH is added. 6. Calculate the pH of the solution formed by adding 10.0mL of 0.050M NaOH to 40.0mL of 0.250M benzoic acid (Ka= 6.3x10-5). Additional pH Calculations 1. strong acid solution – determine [H+], calculate pH Calculate the pH of 0.00125M HNO3 2. strong base solution – determine [OH-], calculate pOH, calculate pH Calculate the pH of 0.00125M KOH 3. weak acid solution – determine [H+] using ICE box, calculate pH Calculate the pH of 0.00125M HOCl Ka = 3.5 x 10-8 4. weak base solution – determine [OH-] using ICE box, calculate pOH, calculate pH Calculate the pH of 0.00125M NH3 Kb = 1.8 x 10-5 5. salt of a weak acid – write hydrolysis, calc Kb, determine [OH-] using ICE box, calc pOH, calc pH Calculate the pH of 0.00125M NaOCl 6. salt of a weak base – write hydrolysis, calc Ka, determine [H+] using ICE box, calc pH Calculate the pH of 0.00125M NH4Cl 7. diprotic acid solution – assume all [H+] from first ionization, determine [H+] using ICE box, calculate pH Calculate the pH of 0.00125M H2CO3 Ka1 = 4.2 x 10-7 Ka2 = 4.8 x 10-11
2.00×10–3 mole sample of pure acetylsalicylic acid was dissolved in 15.00 mL of water and then titrated with 0.100 M NaOH(aq). The equivalence point was reached after 20.00 mL of the NaOH solution had been added. Using the data from the titration, shown in the table below, determine (i) the of the acid dissociation constant, Ka, for acetylsalicylic acid and (ii) the pH of the solution after a total volume of 25.00 mL of the NaOH solution had been added (assume that volumes are additive). Volume of 0.100M NaOH Added (mL) pH 0.00 2.22 5.00 2.97 10.00 3.44 15.00 3.92 20.00 8.13 25.00 ? 20. HOBr(aq) ↔ H+(aq) + OBr–(aq) Ka = 2.3  10–9 Hypobromous acid, HOBr, is a weak acid that dissociates in water, as represented by the equation above. Calculate the value of [H+] in an HOBr solution that has a pH of 4.95. the equilibrium constant expression for the ionization of HOBr in water, then calculate the concentration of HOBr(aq) in an HOBr solution that has [H+] equal to 1.8  10–5 M. solution of Ba(OH)2 is titrated into a solution of HOBr. (i) Calculate the volume of 0.115 M Ba(OH)2(aq) needed to the equivalence point when titrated into a 65.0 mL sample of 0.146 M HOBr(aq).
Overarching Unit Standards Related Standards within the Cluster Instructional Connections outside the Cluster 8.EE.A.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions. 8.EE.A.2: Use square root and cube root symbols to represent solutions to equations in the form = p and = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that is irrational. 8.NS.A.1: Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. 8.NS.A.2: Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., 8.G.B.6: Explain a proof of the Pythagorean Theorem and its converse. 8.G.B.7: Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. 8.G.B.8: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. 8.G.C.9: Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. 8.EE.A.3: Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very
solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form of x = a, a = a, or a = b results (a and b are different numbers). 8.EE.C.7b: linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. See the skills and knowledge that are stated in the Standard. no solution: An example of a linear equation in one variable with no solutions is x + 1 = x + 2. equivalent equation: Equations with the same value are equivalent, for example: 2 + 3 = 11 − 6 is equivalent to 5 = 5 OR y +3 = 5 is equivalent to y = 2. distributive property: The distributive property states that for all numbers a, b, and c, a(b + c) = ab + ac Examples are a(b + c) = ab + ac and 3x(x+4) = 3x(x) + 3x(4) = 3x2+12x collecting like terms: This process is also known as “combining” like terms. Example: 2x + 3 + 5x = 7x +3 8.EE.C.8: Analyze and solve pairs of
Gas Stoichiometry Only gas volumes at __________ (Avogadro’s Principle: 1 mol = 22.4 L) can be entered into a stoichiometry equation If gas is at a different __________________ and _______________, use PV=nRT to convert ____________ to ____________ and then continue with stoichiometry Sample Problem 3 H2 + N2 2 NH3 A chemist commonly perform this reaction (______________ process) in a chamber at 327oC under a pressure of 900. mm Hg. How many grams of ammonia would be produced from 166.3 liters of hydrogen at the above conditions?
reflections, and translations. 1a. Lines are taken to lines, and line segments to line segments of the same length. 1b. Angles are taken to angles of the same measure. 1c. Parallel lines are taken to parallel lines. translations of lines and line segments are rigid Ability to use transformation notation (A A’ A”) Ability to use physical models and software to demonstrate transformations rotation: It is also called a turn. Rotating a figure means turning the figure around a point. The point can be on the figure or it can be some other point. The shape still has the same size, area, angles and line lengths. reflection: It is also called a flip. When a figure is flipped over a line. Each point in a reflection image is the same distance from the line as the corresponding point in the original shape. The shape still has the same size, area, angles and line lengths.
distance formula: The distance 'd' between the points A = (x1, y1) and B = (x2, y2) is given by the formula: The distance formula can be obtained by creating a triangle and using the Pythagorean Theorem to find the length of the hypotenuse. The hypotenuse of the triangle will be the distance between the two points. This formula is an application of the Pythagorean Theorem for right triangles: volume of cones:
Discrimination and segregation African Americans had limited freedoms What were the “Jim Crow” laws? __________________________________________________________ Intimidation and crimes (lynchings) were directed against __________________________________ In Plessy v. Ferguson the Supreme ruled that “________________________” did not violate the 14th Amendment, upholding the “Jim Crow” laws of the era. African Americans began the “Great Migration”. What was it? __________________________________________________________________ _____________________________________________________________________ African American Responses Ida B. Wells -- Booker T. Washington -- ______________________________________________________________________ W.E.B. DuBois -- ___________________________________________________________________________
What was the percentage breakdown between Hutu and Tutsi? How did the International community react to this genocide? Who was Shaka Zulu? And what is he reported to have done? What is the Ethiopian Red Terror? What was happening to Pygmies in the Congo in the early 2000’s? What took place in Darfur in 2004? What is apartheid and how did it impact South Africa? Who was Nelson Mandela and how did he impact South Africa?
Korean War GI Bill McCarthyism HUAC Alger Hiss Julius & Ethel Rosenberg CIA “Fair Deal” Levittown Employment Act of 1946 Baby Boom Benjamin Spock Hungarian Uprising Dixiecrats Military Industrial Complex Checkers Speech v. BOE, 1954 Greensboro Sit-ins Montgomery Bus Boycott Rosa Parks Civil Rights Act of 1957 Suez Crisis Sputnik SCLC Federal Highway Act of 1956 Renewal OPEC Rock n’Roll Beat Generation Southern Renaissance Presidential Election of 1960 John F. Kennedy Berlin Wall Nikita Khrushchev Lee Harvey Oswald Warren Commission Congress on Racial Equality (CORE) Barry Goldwater Economic Opportunity Act Vietnamization Laos Cambodia Castro Bay of Pigs Missile Crisis Ho Chi Minh Gulf of Tonkin Resolution Tet Offensive Fall of Saigon Lyndon Johnson Great Society War on Poverty Voting Rights Act of 1964 Miranda vs. Arizona, 1966 Gideon v Wainwright, 1963 George Wallace Richard Nixon Nixon Doctrine Henry Kissinger Black Panthers Malcolm X Martin Luther King, Jr. Birmingham, Alabama Civil Rights Act of 1964 Stokely Carmichael Student Non-violent Coordinating Committee Affirmative Action Bakke v Board of Regents, 1978 Kent State Watergate Clean Air Act Ralph Nader Rachel Carson/Silent Spring Betty Friedan/ The Feminine Mystique NOW ERA Griswold v. CT, 1965 Roe v. Wade, 1973 EPA Stagflation Economic Opportunity Act Michael Harrington/ The Other America Jimmy Carter Iranian Revolution Iranian hostage crisis Ronald Reagan Washington Outsiders Reaganomics Mikhail Gorbachev majority Gulf War of 1991 with America Parenthood v. Casey, 1992 Responsibility & Work Opportunity Reconciliation Act, 1996 Cole bombing Trade Center Bombing, 1993 Qaeda Growth & Tax Relief Act, 2001 Graib prison Recovery & Reinvestment Act, 2009
a) What is the upper quartile? a) ___________ b) What is the range? b) ___________ c) What percent of the data is 26 or lower? c) ___________ d) What is the median? d) ___________ e) What percent of the data is 19 or higher? e) ___________ f) What is the lower extreme? f) ___________ 16) The table shows the prices for parking at various beaches along the same coastline. Beach Parking ($) 2.50 3.75 1.25 2.25 3.00 Which of the following is the mean absolute deviation for the set of data(Do not select the MEAN)? A. $0.25 B. $0.66 C. $2.50 D. $2.55 17 – 18: Which sample is more likely to be random? Explain. 17) You want to survey seventh-grade students about their computer use. a. You ask seventh-graders leaving the cafeteria after lunch. b. You ask the seventh-graders entering a local library on Friday night. 18) You want to know the most popular book among students at your school. a. You ask students from different grades at your school. b. You ask a group of your friends. 19 – 20: Is each question biased or fair? Explain. 19) Do you prefer getting invigorating exercise or being a couch potato? 20) Do you prefer to exercise or watch television? Considering the formula, , answer the following. 21) There are 20 marked sea otters in a coastal region. In a survey, marine biologists counted 42 sea otters, of which 12 were marked. About how many sea otters are in the area?
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? Cultural Influences: Title: Image #219 Unit:9 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?
Unit aim: Provide students with an opportunity to develop a focused, in-depth, understanding of the range, characteristics, complexity and contexts that define media and communication activity. It will require the student, through exploration and investigation to enter into a more formal dialogue of personal interrogation and understanding designed to confirm strengths, enthusiasms and ambitions. Learning outcomes On successful completion of this unit the student will: 1. Understand the characteristics and context for a chosen media and communication activity. 2. Be able to use knowledge of the characteristics and context of a media and communication activity. 3. Be able to use evaluation in support of creative media production. LO1.1 Research: Analyse at three examples of your chosen specialism across different genres/formats. Discuss how and why different techniques are used depending on the context.
March 1 Unit 8 Test 2 Radicals Review and Practice 5 Pythagorean Theorem Review & Practice 6 Review Day 7 EARLY RELEASE Quiz 901 8 Discovering Special Right Triangles 9 Special Right Triangles 45 – 45 – 90 12 -----SPRING BREAK----- 13 -----SPRING BREAK----- 14 -----SPRING 15 -----SPRING BREAK----- 16 -----SPRING BREAK----- 19 Special Right Triangles 30 – 60 – 90 20 Review Day 21 EARLY RELEASE Quiz 902 22 THE UNIT CIRCLE 23 THE UNIT CIRCLE 26 Quiz 903 27 Intro to Trig 28 SOH-CAH-TOA Finding Missing Sides 29 SOH-CAH-TOA Finding Missing Angles 30 Quiz 904 2 Review Day 3 Unit 9 Test
9. Propane, C3H8, is a hydrocarbon that is commonly used as fuel for cooking. a balanced equation for the complete combustion of propane gas, which yields CO2(g) and H2O(l). the volume of air at 30C and 1.00 atmosphere that is needed to burn completely 10.0 grams of propane. Assume that air is 21.0 percent O2 by volume. heat of combustion of propane is -2,220.1 kJ/mol. Calculate the heat of formation, Hf, of propane given that Hf of H2O(l) = -285.3 kJ/mol and Hf of CO2(g) = -393.5 kJ/mol. that all of the heat evolved in burning 30.0 grams of propane is transferred to 8.00 kilograms of water (specific heat = 4.18 J/g.K), calculate the increase in temperature of water. 10. Lead iodide is a dense, golden yellow, slightly soluble solid. At 25C, lead iodide dissolves in water forming a system represented by the following equation. PbI2(s)  Pb2+ + 2 I- H = +46.5 kilojoules does the entropy of the system PbI2(s) + H2O(l) change as PbI2(s) dissolves in water at 25C? Explain the temperature of the system were lowered from 25C to 15C, what would be the effect on the value of Ksp? Explain. additional PbI2 were added to the system at equilibrium, what would be the effect on the concentration of I- in the solution? Explain. equilibrium, G = 0. What is the initial effect on the value of G of adding a small amount of Pb(NO3)2 to the system at equilibrium? Explain. 11. C2H2(g) + 2 H2(g)  C2H6(g)
(ii) The value of the molar enthalpy of neutralization, ∆Hneut, for the reaction between HCl(aq) and NaOH(aq) (d) The student repeats the experiment with the same volumes as before, but this time uses 2.0 M HCl and 2.0 M NaOH. (i) Indicate whether the value of q increases, decreases, or stays the same when compared to the first experiment. Justify your prediction. (ii) Indicate whether the value of the molar enthalpy of neutralization, ∆Hneut, increases, decreases, or stays the same when compared to the first experiment. Justify your prediction. that a significant amount of heat were lost to the air during the experiment. What effect this have on the calculated value of the molar enthalpy of neutralization, ∆Hneut? Justify your answer. 15. Answer the following questions that relate to the chemistry of nitrogen. nitrogen atoms combine to form a nitrogen molecule, as represented by the following equation. 2 N(g) N2(g) Using the table of average bond energies below, determine the enthalpy change, ∆H, for the reaction. Bond Average Bond Energy (kJ mol–1) N–N 160 N=N 420 NN 950 (b) The reaction between nitrogen and hydrogen to form ammonia is represented below. N2(g) + 3 H2(g)  2 NH3(g) ∆H˚ = –92.2 kJ Predict the sign of the standard entropy change, ∆S˚, for the reaction. Justify your answer. value of ∆G˚ for the reaction represented in part (b) is negative at low temperatures but positive at high temperatures. Explain.
Unit and Lesson Plan: Charlotte’s Web What are the Big Ideas? What is the Essential Learning? the elements of narrative writing summarizing a text importance of friendship What is the Big Question? What makes a good friend? Overall Curriculum Expectations Oral: 1.3, 1.4, 1.5 Reading: 1.3, 1.4, 1.5, 1.6, 2.1, 3.2 Writing: 1.5, 2.1, 2.7, 2.8, 3.3, 3.8 Media: 1.3, 3.3, 3.4 Essential Skills Identify & understand theme & plot Identify & explain Parts of Narrative & how they work plot foreshadowing antagonist protagonist of conflict Using Context Clues for vocabulary – sentences/synonyms/antonyms Summarizing: Someone/Wanted/But/So/Then Descriptive Writing strong verbs adjectives 5 senses 5+1 W’s Reader Response format Culminating Task 1) Book Jacket 2) Friendship Story e.g., Toy Story Wall-E: create a storyboard that identifies Key Narrative Elements 3) Vocabulary Booklet with new words Possible Report Card Comments Assessment for Learning 1 Assessment for Learning 2 Assessment for Learning 3 Somebody/Wanted/But/So Book Jacket Storyboard Lesson 1
research indicates that these particular omega-3 fatty acids MAY provide the following protective effects to the cardiovascular system: Risk Factors of Heart Disease: over 65 years old family history of cardiovascular disease diet high in cholesterol diet high in saturated fats overweight little physical activity high blood pressure smoker (or exposure to second hand smoke) stress excessive alcohol use Topic 1.4 Summary: Diseases or disorders of the heart and blood vessels that impair the functioning of the cardiovascular system are called cardiovascular diseases. Your risk for developing a cardiovascular disease may depend upon inherited genetic factors and lifestyle choices. Atherosclerosis is a condition where a buildup of fatty substances, called plaque, coats the lining of arteries. This results in impaired circulation and heart pain (angina). Atherosclerosis can lead to the production of blood clots and even a vessel blockage. A blood clot in the coronary artery can cause a heart attack or, if it’s located in the arteries leading to the brain, can cause a stroke. Cardiovascular Diseases: What can go wrong? Science of Nutrition
7. was reported in scientific journal with evolutionary interpretation. H. The Benefits and Limitations of Statistical Studies (Nature of Science reading) Benefits of Statistical Studies Benefits of statistical studies include: basis for supporting null or alternative hypotheses, gaining information and insights into problems scientists are trying to solve. Limitations of Statistical Studies One of the main limitations to statistical studies is that data collected supports correlations, not causations. are always additional details that could be identified and quantified. There is no scientific study that has collected the perfect quantity and quality of data. Connecting the Concepts with the Big Ideas Evolution Energy and Homeostasis Information and Signaling Interactions and Systems Evolution is the core concept of biology, and explains how species develop adaptation in an ever-changing environment. Natural selection is the mechanism by which evolutionary change occurs. life is based on atoms and molecules, which in turn are involved in the information of cells, the basic units of all life. life is characterized by energy flow and chemical cycling. The key to life’s diversity lies in differing sequences of DNA molecules, and the key to survival lies in maintenance of homeostasis using feedback and other signaling mechanisms. Biological organization starts with and cells, moves to organisms, populations, and communities which form ecosystems. Biodiversity is influenced by the environment and is impacted by evolution and extinctions.
The hydrogenation process involves heating and exposing oil to hydrogen gas. A consequence of the hydrogenation process is the formation of trans-fats, which increase LDL (“bad”) cholesterol and lower HDL (“good”) cholesterol, and increases the risk of CHD. Scientific Evidence Changes our Perceptions there has been scientific evidence to support the health risks associated with intake of trans-fat, the food service industry has clear labeling of trans-fats on food products, and many restaurants use trans-fat-free oil. Connecting the Concepts with the Big Ideas Evolution Energy and Homeostasis Information and Signaling Interactions and Systems -Molecules undergo evolution. A change in nucleic acid sequence often affects amino acid sequence change which may alter the structure and function of the protein produced, leading to a change within a species. -Specific molecular building blocks seem to be universally used in all life forms. -Carbon from the environment is the basis of the carbohydrates, lipids, proteins, and nucleic acids that make up living things. -Genetic information is stored and transmitted in the form of specific sequences of DNA and RNA nucleotides. -Nucleotide sequences encode biological information; while amino acid sequences dictate the shape and function of proteins. -Lipids and carbohydrates serve in structural and energy storage roles. -The orientation of biomolecules influences structure, replication, and bond formation.
Animal Creation The animal has no adaptations. The animal's adaptations do not meet the needs of the environment. The animal has 1 adaptation for the environment. The animal and has several realistic adaptations for the chosen environment. Illustration of the Environment. It is not clear what environment has been selected. The illustration does not resemble the environment fully. The illustration identifies the environment, but does not show the need for adaptation. The illustration clearly shows the reasons an animal would need to adapt. Explanation of Adaptations and Environment There is no mention of the adaptations. The description lists the adaptations, but does not describe their purpose. The description defines some of the adaptations. The description clearly identifies the purpose of the adaptations in the environment. Interdependence Each and every species depends on many other species within an environment in order to survive and prosper. Food chains and Food webs represent different types of ongoing relationships between and among all the organisms, within a particular environment. Symbiosis There are different types of symbiotic relationships: Relationship +, -, o +, -, o Commensalism Mutualism Parasitism Predator-Prey Commensalism
Intercept 10 Tackles on opposition 16 Disposals 22 Corners 0 Change of Direction 30 Lunges 25 Traps 18 Figure 1. HEART RATES (IF MONITORS AVAILABLE) Insert own heart rate(s) in similar table Work to Rest Ratio (Timemotion) Analysis Date 19 June 2012 Player Name Player 1 Analysis Time 9:49 Category Frequency Frequency % Time Time % Stand 8 8 0:54 9 Walk 26 27 3:29 35 Jog 25 26 2:51 29 Run 14 15 0:41 7
Fiber helps move food through digestive tract Recommended to have 55-65% in our diets Fats Insulates our bodies (keep us warm) Absorb fatsoluble vitamins Enable cells to function Is used once carbs run out Provides as much energy as carbs do. Saturated Fats = increased risk of heart disease (come from animal fats and oils) Unsaturated Fats = reduced risk of heart disease (come from vegetable and olive oils) Recommended to have 30% or less in our diets • lack of energy • weight loss Proteins Builds and repairs tissue Regulates chemical activity Provides energy only when carbohydrates and fats are not available Gives same amount of energy as carbs, but are harder for the body to break down into energy • lack of energy • slowed growth • weakened immune system (get sick easier) • poor body function
Modified Knowledge and Skill for KS4: Demonstrated ability to respond to prompts WEEK: SEQUENCED LEARNING INTENTIONS: RESOURCES: SKILLS AND KNOWLEDGE: Why are we learning this? Rewarding Real Revealing LESSON SEQUENCES: What are the students going to learn? Expected skills and concepts to be taught. Teaching Strategies Explicit Literacy Strategies Teaching for understanding Making connections Rigorous Rich in Thinking – making connections Understanding beyond the possession of skills – applied knowledge and skills Problem solving – Inquiry ASSESSMENT AND ELABORATIONS: (Are: non-mandated, advisory examples that provide guidance on how the curriculum may be transformed into a classroom activity or learning opportunity) How are you to know that the students have learned the concepts from the lesson? Requires independence, Rich in thinking, Reflective, Observations, Conversations, Products Formative and Summative Problem solving PowerPoint Booklet News Articles Poems Song Lyrics Week: 1. Why are we learning this? We are learning this topic: 1. To explore the idea of how prejudice and prejudicial ideas impact on Australian society. 2. To gain a deeper understanding of equality. 3. To develop independent thinking regarding ethics and morals linked to prejudicial thinking. 4. To improve students’ confidence with both writing and speaking on this topic. What are the students going to learn? We are going to: 1. Developing a deeper understanding of the terminology and history of: Prejudice, Discrimination, Stereotype 2. Deepening their understanding of the ethical issues linked to this topic in discussion and written forms. 3. Read and respond to the ideas presented in songs and poems from a variety of artists. 4. The students will have deepened their understanding of how these How are you going to know that the students have learned the concepts from these lessons? By the end of this lesson: 1. Demonstrating their oral communication skills by discussing their ideas with a partner. 2. Annotating different documents, which are linked to the context of prejudice: Song lyric, poem and a news article. 3. Produce notes linked to the context from the PPT presentation. 4. Students will write their own ‘analogy’ linked to Prejudice, Discrimination and/or Stereotyping from the notes Resources. PPT