zilongwang/ReadingBank huggingface dataset:
Magnificent Molecular Modeling each of the molecules below and complete the chart while looking at each model. Use the Molymod® “Shapes of Molecules Model Set” from Flinn Scientific, Inc. (AP5456). Molecule Electrons/ Bonds Lewis Dot Structure Ball-and-Stick Model (label with bond angles) Shape of molecule? Polar or nonpolar? BCl3 boron trichloride # valence electrons = # bonds = # bonds = H2S hydrogen sulfide # valence electrons = # = # bonds = NH3 Ammonia # valence electrons = # bonds = # bonds = NH4+ ammonium ion # valence electrons = # = # bonds = SO3 sulfur trioxide # valence electrons = # = # = C2H2 Acetylene # valence electrons = # = # bonds = Molecule Electrons/ Lewis Dot Structure Ball-and-Stick Model (label with bond angles) Shape of molecule? or nonpolar? IF5 iodine pentafluoride # valence electrons = # bonds =
# bonds = H2CO formaldehyde # valence electrons = # bonds = # bonds = C6H6 benzene # valence electrons = # = # bonds = RING AsF5 arsenic pentafluoride # valence electrons = # bonds = # bonds = SF6 sulfur hexafluoride # valence electrons = # bonds = # bonds = XeF4 xenon tetrafluoride # valence electrons = # bonds = # bonds =
Your system will use it to sense the ground’s proximity. Male-to-Male Jumper Wires: These wires are ideal for the prototyping phase, as they can be swapped out very easily. As you finalize your design you should transition to the smaller cut wires from your wire kit to keep the circuit compact and free from tangles. Required Tools: You will need eye protection, wire strippers, needle nose pliers, a pair of scissors, a box cutter, and a hot glue gun. Circuit Background: The completed circuit will the Arduino to interact with the range finder. The pushbutton is not essential for the range finder to operate, but it makes troubleshooting much easier. The most basic circuit will have three main components: The pushbutton; A “pull-down” resistor; and A capacitor The term “pull-down resistor” may seem foreign, but the concept is very simple. Imagine you have a wire that is connected to Digital Pin 2 on the Arduino and is wired to a push-button on the breadboard: When you the button, Pin 2 is connected to the 5V rail via the closed switch and the Arduino reads a HIGH input (a digital ‘1’). What does the Arduino read when the button isn’t pressed? Since the wire on Pin 2 isn’t connected to Ground or 5V without the button, it is actually very difficult to tell. The unconnected wire is referred to as a “floating pin” and can cause troubleshooting problems.
Example: Fill in the rest of the table below Table 8.4: Kw is temperature dependent Temp (C) Kw [H+] in pure pH of pure water 0 1.5 x 10-15 0.39 x 10-7 7.47 10 3.0 x 10-15 20 6.8 x 10-15 0.82 x 10-7 7.08 25 1.0 x 10-14 30 1.5 x 10-14 1.22 x 10-7 6.92 40 3.0 x 10-14 1.73 x 10-7 6.77 50 5.5 x 10-14 H+ and OH- are inversely related Because the product [H+] x [OH-] is constant at a given temperature, it follows that as one goes up, the other must go down (since Kw = [H+][OH-]) Table 8.5 Solutions are defined as acidic, basic, or neutral based on the relative concentrations of H+ and OH- Type of sol’n Relative concentrations pH at 25C Acid Neutral Alkaline Example: A sample of blood at 25C has [H+]=4.60 x 10-8 mol dm-3. Calculate the concentration of OH- and state whether the blood is acidic, neutral or basic. How you expect its pH to be altered at body temperature (37C)? pH and pOH scales are pOH= From the relationship: KW = [H+][OH-] -log KW = -log([H+][OH-]) -log KW = (-log[H+]) + (-log[OH-]) pKW = pH + pOH at 25C, KW = 1.0 x10-14, thus 14.00 = pH + pOH at 25C Given any one of the following we can find the other three: [H+],[OH-],pH and pOH Example: juice has a pH of 2.90 at 25C. Calculate its [H+],[OH-], and pOH.
Jacob Riis SP- RE- R- How could you help advocate for change that would lead to better living conditions for residents in Rochester, NY? Booker T. Washington W.E.B. DuBois SP- RE- R- What were the major differences between B.T.W. and W.E.B. DuBois’s ideologies (beliefs)? The Jungle by Upton Sinclair (An American Muckraker)
Example 1: Form: Example 2: Example 3: Find Axis of Symmetry: Find the Vertex Maximum or Minimum value? y-intercept What is known from a? Form: Vertex: Axis of Symmetry: What is known from a? Maximum or Minimum value? Change into Standard Form: Form: x-Intercepts: Axis of Symmetry: Vertex: What is from a? Maximum or Minimum value? Change into Standard Form: y-Intercept?
*Word Problem Example 4: How long will it take an object dropped from a 550-foot tall tower to land on the roof of a 233-foot tall building? (Textbook Lessons 1.6) Complex Numbers The imaginary number : i  1 What is ? What is ? What is ? Simplify Example 1: Solve 2x2  26  10
Complex Number: a  bi , where b  0 is the real number part is the imaginary number part Example 2: Plotting Complex Numbers in the Complex Plane Finding Absolute Values of Complex Numbers (Find the DISTANCE from the Complex # to the origin) Plot Find Find 3  2i 2i 1  5i Plot Find 3  5i 3  4i Example 3: Adding and Subtracting Complex Numbers ( Example 4: Multiplying Complex Numbers (2  3i)(6  2i) Conjugates (1  2i)(1  2i) Example 5: Dividing Complex Numbers 2 3  5i
Solve: 4x2 + 8x + 7 = 4 6x2 - 12x + 1 = 0 b2  4ac  0 b2  4ac  0 b2  4ac  0 Describe the nature of the solutions of each quadratic before you solve by calculating the discriminant! 2x2  6x  7 x2  6x  9  0
Zener Region Zener region Zener diode operation: The diode is in the reverse bias condition. At some point the reverse bias voltage is so large the diode breaks down. The reverse current increases dramatically. This maximum voltage is called avalanche breakdown voltage and the current is called avalanche current. Forward Bias Voltage No Bias condition to Forward Bias condition happens when the electron and ‘holes’ are given sufficient energy to cross the p-n junction. This energy comes from the external voltage applied across the diode. The Forward bias voltage required for a Silicon VT ≅ 0.7V Germanium diode VT ≅ 0.3V
LECTURE Basic Operations on signals The operations performed on signals can be broadly classified into two kinds Operations on dependent variables Operations on independent variables Operations on dependent variables The operations of the dependent variable can be classified into five types: amplitude scaling, addition, multiplication, integration and differentiation. Amplitude scaling Amplitude scaling of a signal x(t) given by equation 1.19, results in amplification of x(t) if a >1, and attenuation if a <1. y(t) =ax(t)……..(1.20) Amplitude scaling of sinusoidal signal. Addition The addition of signals is given by equation of 1.21. y(t) = x1(t) + x2 (t)……(1.21)
Theme: Dribbling Technical Warm Up Diagram Coaching Points Figure 8 Dribbling: Players are split into groups of two and asked to dribble around cones in a figure of 8. Each player gets 30 seconds to get as many as they can. Keep ball tight to feet Accelerate in straight areas Keep ball close to cone when turning Activity #1 Diagram Coaching Points 1v1 to End Zones: Players try to beat each across a line (end zone). 1 point awarded if a player crosses into zone under control. Keep ball close to feet Head up when dribbling Change speed and direction to beat opponent Make run across opponent when past Activity #2 Diagram Coaching Points 2v2 Four Goal Game: Coach plays the ball in from the side and players work with a teammate to score on either of the two goals they can attack Keep ball close to feet Head up when dribbling Change speed and direction to beat opponent Make run across opponent when past Risk vs. Safety Scrimmage Coaching Points Depending on numbers play a final game as close to the real game as possible. 5v5 or 6v6. All the same points listed above Make it as close to the real game as possible Encourage 1v1 opportunities
Theme: Defending Technical Warm-Up Diagram Coaching Points Pass/Defend: Have players dribble and pass with a partner inside a grid. When coach shouts “defend” partner without the ball closes down partner and shadow defends without trying to steal the ball. Close partner down quickly, making smaller steps as they come closer to their opponent. Curve run at opponent to take away one option. Knees bent and one foot in front of other (jockey position). When opponent turns drop foot and switch feet, never turn your back on the ball. Activity #1 Diagram Coaching Points 1v1 Defending in to End Players play 1v1 with the attacking player scoring by dribbling across an end zone. Players start with the ball at one partners feet. Progress to 2v2 Same as above Defender should look for visual cues to step and win the ball. Cues: bad touch, bouncing ball, head down, back turned. Tackle to win the ball, not to kick it away. In 2v2 focus on communication from player closest to step to the ball 2nd defender gives proper support and cover (angle and distance). Activity #2 Diagram Coaching Points 1v1, 2v2 to Goal: Players defend a goal in 1v1 and then 2v2 situation. Defenders try to score in two smaller counter goals. Coach delivers pass from the side Same points as When closer to the goal, force opponent away from the goal. If first defender is beaten, 2nd defender slides across and the 1st defender recovers centrally to take up space. Scrimmage Coaching Points Depending on numbers play a game as close to the real game as possible. 5v5 or 6v6. All the same points listed above Make it as close to the real game as possible Encourage 1v1 opportunities
PBIS Working Smarter Matrix Workgroup/ Committee/ Team Outcome/Link to SIP Who do we serve? (students/staff/both) What is the ticket in? (How do folks get access to support?) Names of staff on team District Mandate? How do we measure impact? Overlap? Modify?
PBIS School-Wide Acknowledgement Matrix (Students and Adults) Type What When Where Who Immediate/High Frequency In the moment, predictable (e.g., Gotchas, Paws, High Fives) Students: Adults: High frequency for a short time when first teaching desired behavior or re-teaching problem behavior from data All students, All adults Redemption of High Frequency (e.g., school drawings) Students: Adults: At least monthly All students, All adults Intermittent/Unpredictable (e.g., surprise homework completion random use of gotchas in hallway) Students: Adults: Maintaining a taught behavior (fading) All students, All adults Long-Term School-Wide Celebrations (school-wide not individually based) For: (e.g., ODR reduction, target met for certain setting/behavior area) Activity: (e.g., ice cream social, dance, games)
Colligative Properties depend on conc. of a sol’n Compared to solvent’s… a sol’n w/that solvent has a… …normal freezing point (NFP) …lower FP …normal boiling (NBP) …higher BP Applications (NOTE: Data are fictitious.) 1. salting roads in winter FP BP water 0oC (NFP) 100oC (NBP) water + a little salt –11oC 103oC water + more salt –18oC 105oC 2. antifreeze (AF) /coolant FP BP
Since [H+]·[OH-] = 10-14 at 25C, if [H+] is known, the [OH-] can be calculated and vice versa. pH = -log [H+] So if [H+] = 10-6 M, pH = 6 pOH = -log [OH-] So if [OH-] = 10-8, pOH = 8 Together, pH + pOH = 14. Complete the following chart: [H+] pH [] pOH Acidic or Basic 1. 10-5 M 5 10-9 M 9 Acidic 2. 7 3. 10-4 M 4. 10-2 M 5. 11 6. 12 7. 10-5 M 8. 10-11 M 9. 13 10. 6 pH and pOH CONTINUED Calculate the pH of the solutions below. 0.01 M HCl 0.0010 M NaOH 0.050 M NaOH 0.030 M HBr 0.150 M KOH
FORM A1 TRIAL ANNOUNCEMENT for Rugby League 12yrs DATE OF TRIAL Wednesday 14th March VENUE MacGregor State School - Oval 3:30pm – 5:00pm AGE (Birth Year) Born 2006 SPECIAL REQUIREMENTS Players MUST bring mouth guards, own personal protective playing gear, medical and consent forms. PLEASE identify any students you are nominating that suffer from HIGH risk medical conditions e.g. Diabetes, Epilepsy and Anaphylaxis. To the School Sport Representative Please identify students from your school of appropriate HIGH ability levels who may wish to be nominated for the above Mt Gravatt District Sport Trial. NOTE THIS IS NOT A HAVE A GO TRIAL. Please check all eligible students at your school and not just those who represent your school in Friday afternoon sport. NB. By trialling, your students are agreeing to make themselves available to compete in the MET EAST trial to be held on 23rd and 24th April 2018. Students not available for this date should not attend the Mt Gravatt trial. Please nominate students using the attached principal’s consent form and issue all student participation forms for completion. The participation (medical and consent forms) are to be handed to the convener AT THE TRIAL. Note for swimming, cross country and track and field the medical and consent information is to be held by the school’s team manager. Only those children nominated by their school will be able to attend the trials, provided they have completed and returned all participation forms TEAM MANAGER: CONTACT DETAILS:
opponent. Teams score points when a player o “take “time”, “take dribbles into the opponent’s end-zone under him on” control.  Correct and balance of Coach: Encourage players to recognize team opportunities to burst into space under control.  Deception and disguise  Attack at pace and set up the defender Time: 20 minutes Game Organization Coaching Pts. 3v3 or 4v4 3v3 in your area or 4v4 against the team  All of the above Next to you Time: 30 minutes COOL DOWN Activities to reduce heart rate, static stretching & review session – Time 10 min.
Shires League Badminton U13 Finals 2016 Positions for 2016, with the of the team managers Hertfordshire TM Mike Newlove Berkshire TM Scott Ellis Warwickshire TM Andy Moore Surrey TM Jackie Cunningham Yorkshire TM: John Ellis Kent TM Peter Oxley Cheshire TM Boopathy Dhanasekar Buckinghamshire TM Joanne Davies Shires League Badminton U13 Shires League Finals – Aldersley Leisure Village Sunday, 22th May 2016 Match 1 on courts 1, 2 and 3 Name of county Matches Name of county Warwickshire 15 5 Buckinghamshire U13 Warwickshire - U13 Buckinghamshire Score XD1 Nathan Moore (G) - Charlie Castle (I) 21-12 Mia Kirk (I) Estelle Van Leeuwen (H) XD2 Joseph (I) - Zack Hooton (I) 21-12 Catherine Wong (I) Tashvi (I) XD3 James Morgan (J) - Rhydian Boobyer (I) 21-17 Tessa Franks (J) Robinson-Smith (J) XD4 Robin Harper (I) - Josha Mital (I) 21-8 Natasha Morris (I) Rama Dhanda (J) MS1 Nathan Moore (F) - Charlie Castle (F) 18-21 MS2 James Morgan (G) - Zack Hooton (G) 21-18 MS3 Joseph Scott (G) - Isum Arachchige (G) 21-9 MS4 Robin Harper (G) - Rhydian Boobyer (G) 21-9 WS1 Mia Kirk (F) - Estelle Van Leeuwen (E) 14-21 WS2 Catherine Wong (G) - Tashvi Parab (F) 12-21
CLUB COUNCIL CONTACT Adelaide University Mitcham Council 8372 8888 Barossa Barossa Council 8563 8444 Elizabeth Playford City Council 8256 0230 Old Collegians City of Burnside Council 8366 4200 Woodville City of Charles Sturt Council 8408 1111 Brighton City of Holdfast Bay Council 8229 9999 Southern Suburbs Mitcham Council 8372 8888 Burnside City of Burnside Council 8366 4200 Onkaparinga City of Onkaparinga Council 8384 0666 Entertainment Book Individual sponsorship Individual Player Sponsorship- $300.00 Company name (text only) on an individual player’s shorts (Embroidery). Certificate of appreciation and an individual player photo. Link to your business and acknowledgement on the SA website.
Unit/Criteria reference To achieve the criteria, you must show that you are able to: A. D1 Analyse the types of reaction mechanisms undergone by non-carbonyl and carbonyl compounds. A.M1 Construct mechanisms for non-carbonyl and carbonyl compounds. A. M2 Plan a multi-step synthesis of carbonyl and non-carbonyl organic molecules in order to produce many organic substances, taking more than one reaction step. A. P1 Explain the reactions of a range of carbonyl and non-carbonyl functional group compounds. Sources of information to support you with this Assignment Edexcel A Level Science – A2 Chemistry Students Book ISBN 9781408206058 Edexcel A Level Science – AS Chemistry Students Book ISBN 9781405896351 Centres are encouraged to include local employers in delivery by asking them to give guest lectures and provide opportunities for industrial visits and work experience. Other assessment materials attached to this Assignment Brief
CLUB COUNCIL CONTACT Adelaide University Mitcham Council 8372 8888 Barossa Barossa Council 8563 8444 Elizabeth Playford City Council 8256 0230 Old Collegians City of Burnside Council 8366 4200 Woodville City of Charles Sturt Council 8408 1111 Brighton City of Holdfast Bay Council 8229 9999 Southern Suburbs Mitcham Council 8372 8888 Burnside City of Burnside Council 8366 4200 Onkaparinga City of Onkaparinga Council 8384 0666 Entertainment Book Individual sponsorship Individual Player Sponsorship- $300.00 Company name (text only) on an individual player’s shorts (Embroidery). Certificate of appreciation and an individual player photo. Link to your business and acknowledgement on the SA Rugby website.
Cell no: …………………………………………………………. 3. Name of Organization: ………………………………………………………… Example: SASRU; SASRA; Selectors & Referees Name: …………………………………………………………. Position: ……………………………………………………….. Address: …………………………………………………………. Cell no: …………………………………………………………. ANNEXURE C INFORMATION FOR TEAM MANAGERS 1. PHOTOS: See 5, PHOTOGRAPHS (Grand Street Studios). Sunday 05 July 2015. Photos are taken as teams arrive. TIME : 09:00 – 15:00 PLACE : De Jager Sport Complex, next to Queens Mall, Pick ‘n Pay, in Oudtshoorn PRICE : Team photo R100,00 per person. To be paid before or on MONDAY, 23 JUNE 2015. e.g. 22 players + 3 officials = 25 x 100 = R2 500,00 2. CHURCH SERVICE Sunday 05 July 2015 TIME : 18:00 (All teams and officials to be seated at 17:50 in Church) PLACE : Dutch Reformed Church, Park Community VIP area, middle block, in front - For Guests of Honour, SARU, SASRA, Schools’ Association Representatives and LOC.
Bantam/Midget (U16/U18) PR Grain & 3rd Ave Car Wash Sunday, April 29 – Practice at Men’s PR Grain 5-630pm, 3rd Ave Car Wash 630-8pm Thursday, May 3 – Game at Ladies Field 530-730pm Saturday, May 5 – Picture Day Sunday, May 6 – Game at Men’s Field 530-730pm Thursday, May 10 – Game at Ladies Field 530-730pm Sunday, May 13 – Practice - PR Grain at Men’s Field, 3rd Ave Car Wash at Ladies, 530-730pm Thursday, May 17 – Game at Ladies Field 530-730pm Sunday, May 20 – LONG WEEKEND – NO SOFTBALL Thursday, May 24 – Game at Ladies Field 530-730pm Sunday, May 27 – Game at Men’s Field 530-730pm Thursday, May 31 – Game at Ladies Field 530-730pm Sunday, June 3 – Practice – 3rd Ave Car Wash at Men’s Field, PR Grain at Ladies, 530-730pm Thursday, June 7 – Game at Ladies Field 530-730pm Sunday, June 10 – Game at Men’s Field 530-730pm Thursday, June 14 – Game at Ladies Field 530-730pm Sunday, June 17 – Practice - PR Grain at Men’s Field, 3rd Ave Car Wash at Ladies, 530-730pm Thursday, June 21 – Game at Ladies Field 530-730pm Sunday, June 24 – Game at Men’s Field 530-730pm Thursday, June 28 – Game at Ladies Field 530-730pm Bantam/Midget(U16/U18) Division will play and practice at Civic Centre Men’s and Ladies Fields. Roosevelt will be used as a backup if needed. Players and coaches are encouraged to be at the field a half hour before game time to warm up.
WESTERN AUSTRALIAN INDUSTRIAL RELATIONS COMMISSION CITATION : 2018 WAIRC 00220 CORAM : T HEARD : 12 2018, 14 2018, 7 MARCH 2018 19 2018 DELIVERED : 6 2018 FILE NO. : U 111 OF 2017 BETWEEN : Applicant AND Respondent CatchWords : Industrial law (WA) – Interaction between the jurisdiction of the Commission and the jurisdiction of constituent authorities – Whether a casual employee can be a government officer – Definition of ‘salary’ and ‘salaried staff’ – Definition of ‘government officer’ Legislation : Industrial Relations Act 1979 (WA): s 22A, s 23(1), s 23(3)(d), s 29(1), s 29(1)(b)(i), s 80C(1)(b), s 80E(1), s 80I Result : Application dismissed : K : P Cases referred to in reasons: Gerad McGinty v Department of Corrective Services [2012] WAIRC 00054; (2012) 92 WAIG 190 Capewell v Department of Corrective Services [2013] WAIRC 00390; (2013) 93 WAIG 1454 Re Shine; Ex parte Shine [1892] 1 QB 522 Ronald Thomas Bellamy v Chairman, Public Service Appeal Board (1986) 66 WAIG 1579 The Totalisator Agency Board v Edith Fisher (1997) 77 WAIG 1889 Reasons for Decision
Your over-all percentage score after 2 attempts. Which activities you tried and the results on “Click here to Email this summary” in “Teacher’s email Address” your own email in “My email address” on Email report to “Teacher and Me” on Submit.
Example 1: Nina deposited $800 into a savings account with an annual interest rate of 6%. If there are no withdrawals or deposits, how much money will be in the savings account after 10 years? In finance, future values of various accounts are computed using the function,, where F(t) is the future value, P is the present value (or principal), is the rate of change, and is time. However, the interest rates are almost always tied to a specific time period and only accumulate once this time period has elapsed (called compounding). In this context, we refer to the time periods as compounding periods. A compounding period is a fraction of one year. If interest is compounded monthly: How many times will interest be added per year (compounded)? 12 How would you represent this time period as a fraction of a year? Consider the questions above to complete the table below. Descriptive Adverb Compounding Period Number of Compounded Per Year Fraction of 1 Year annually 1 year 1 semi-annually 6 months 2 quarterly 3 months 4 monthly 1 12 weekly 1 week 52 daily 1 day 365 Interest rates for accounts are frequently given in terms of what is called the nominal annual percentage rate of change or nominal APR. The phrase “an interest rate of 6% per year compounded monthly” means a nominal APR of 6% compounded monthly. Typically, the nominal APR is given and the unit rate of the percent rate of change for the compounding period must be calculated. This means that the nominal APR of 6% compounded monthly will be multiplied by the fraction of the year for a monthly compounding period (i.e., or ). The resulting monthly unit rate of the percent rate of change is = 0.5% per month. Example 2: If a starting value of $800 was deposited in a bank and compounded monthly, after one month there would be dollars in the account. How much will be in the account after 2 months? After 3 months? After n months? Number of Compounding Periods Future Value Expression Future Value ($)
KEY WORDS ESSENTIAL TO UNDERSTANDING BIG IDEAS OF TEXT WORDS WORTH KNOWING Words to be part of systematic vocabulary instruction, not essential for understanding the big ideas of the text TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Style Passion, confidence Emergencies, wander Concentrate Dangerous Strange Impress Interrupt Splendid, admire Emerging, swashbuckling Master STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Bothering Racket Peer Complain, ignore, budge Educated, dangerous Serious Slunk Culminating Task
WESTERN AUSTRALIAN INDUSTRIAL RELATIONS COMMISSION CITATION : 2018 WAIRC 00663 CORAM : D J HEARD : 9 2018, 10 2018, 15 2018 DELIVERED : 23 2018 FILE NO. : U 145 OF 2017 BETWEEN : Applicant AND Respondent CatchWords : Industrial law (WA) – Claim of unfair dismissal – Application accepted out of time – Dismissal by small business – Denial of procedural fairness – Applicant unfairly dismissed – Reinstatement impracticable – Applicant would have been dismissed anyway – Clash of personalities in a small business – Applicant destroyed trust and confidence – Compensation for time it would have taken to dismiss fairly Legislation : Industrial Relations Act 1979 s 23A(8), s 29(3) Result : Application upheld in part : D : R Reasons for Decision As at 13 October 2017 the applicant had been employed by the respondent as a Pharmacy Assistant for 14 and a half years. On that date the respondent handed the applicant a letter terminating her employment. The letter said that the applicant was "no longer required to attend the workplace" but concluded "in view of your service I am prepared to provide you with the equivalent of 4 weeks pay."
A B C D STATION (Circle one): RED GREEN BLUE Cup No. of red removed Total candies removed Total red candies Time (s) Selection Accuracy (%) Completion Accuracy (%) Time per red candy A B C D Data Analysis Directions: Use the equations below to calculate the variables for each station: Station Avg. Selection Accuracy (%) Avg. Completion Accuracy (%) Avg. Time per Trial (s) Avg. Time per Red Candy Removed (s) White Red Green Blue Data Visualization
Describe how your results were different (or the same) from what you predicted (see Question 9). Describe any unexpected patterns that appeared in your data. Why do you think that happened? Using evidence from your graph, answer the driving question: Do colored lights affect the time spent in separating red candies from other candies? Driving Question: Did cup order affect the results? (Choose either completion accuracy, selection accuracy, or time.) Describe how your results were different (or the same) from what you predicted (see Question 10). Describe any unexpected patterns that appeared in your data. Why do you think that happened? Using evidence from your graph, answer the driving question: Did cup order affect the results?
Keeping Score Use the table below to keep track of your individual scores. Once your group is done with a habitat, put your AVERAGED score on the Group Score Card and give it to the instructor so it can be added to the Pooled Class Data. Record the Pooled Class Data when available. Individual Scores. Guppy Type: _______________________ Habitat Season 1 Season 2 Season 3 Season 4 AVERAGE Practice Pond Fish Tank Amazon Quiet Brook Murky Pond Clear Stream Pooled Class Data Habitat Fancy Female Fancy Male Wild Female Wild Male Mechanic Practice Pond Control Fish Tank Easy survival Amazon Difficult survival Quiet Brook Difficult reproduction Murky Pond Threshold reduced Clear Stream Threshold increased
The element is added similar to addition of a branch (case-b) to obtain the new matrix of order m+1. The extra fictitious node, l is eliminated using the node elimination algorithm. Case (d): If there is no mutual coupling, then elements of pq rs y , are zero. Further, if p is not the reference node, then
TASK 3: 6.RP.3a. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. Distance (mi) 120 150 240 Time (h) 2 3 5 The 6th grade class is going to Washington for the class trip. The train travels at a constant speed. The table shows the distance that the train travels in various amounts of time. Complete the table. How far does the train travel in one hour? How can you use your answer from Part B to determine the distance the train travels in a given amount of hours (for any number of hours)? You are in charge of making punch for an upcoming school dance. The punch recipe makes 5 cups of punch by mixing 3 cups of cranberry juice and 2 cups of apple juice. Complete the table to show the equivalent ratios of juice needed if the recipe was doubled and tripled. Cranberry Juice Apple Juice Mr. class has a girl-to-boy student ratio of 3:2. If Mr. Black’s class has 18 girls, how many boys does he have? Explain how you determined your answer. Ms. class has the same number of students as Mr. Black’s class. Her ratio is 2:1. Which class has the greater number of females? ________________
Under 20 Results Chelsea Nicoll F Sunshine Coast Club 0.0000 Laura Prior F Cougars Club 0.0000 Corey Smith M Bounce Club 0.0000 Shachris M Cougars Club 0.0000 Zac Schwitter 0.0000 Matthew Eichmann M Milton Club 0.0000 Maverick Meavao M Ipswich Barbell Club 0.0000 Ben Ward M Bounce Club 0.0000 Teal Hildebrand M Association Inc 0.0000 Braydan Fender M Ipswich Barbell Club 0.0000 Harrison Gaffney M Cougars Club 0.0000
5. Demographic Characteristics of Project Participants Indicate the service level: Direct Health Care Services Population-Based Services Enabling Services Services RACE (Indicate all that ETHNICITY American Indian or Native Asian Black or African American Native Hawaiian or Other Pacific Islander White More than One Race Unrecorded Total Hispanic or Latino Not Hispanic or Latino Unrecorded Total Pregnant Women (All Ages) Infants <1 year Children and 1 to 25 years CSHCN Infants <1 year CSHCN Children and Youth 1 to 25 years Women 25+ years Men 25+ TOTALS
licences that allowed them to practice their jobs. In this way, the Church was able to monitor other professions for the government. EXTENSION – Overall, how successful was the settlement and why? Puritans The Puritans were pleased that the new Church was Protestant, but felt that it did not go far enough. They believed that it was too much of a compromise with the Catholics. They wanted a more extreme form of Protestant service, along with churches that were plain and simple. The Puritans did try and persuade Elizabeth to make changes. Between 1559 and 1563, bishops pushed for the removal of those things they believed were ‘too Catholic.’ These things included Holy Days, using the sign of the cross, organ music and above all imposing rules about the wearing of dark, plain clothes. Elizabeth ignored the Puritans campaigns. Some MP’s who tried to make changes through Parliament in the 1570s were imprisoned.
Catalogue of On-site Inspection Varieties for the Drug Clinical Trial Data S.N. Pending Number Drug Name Applicant 1 JXHS1400100 Bedaquiline fumarate tablets Novartis Pharma Schweiz AG 2 CXHS0900125 Aildenafil citrate tablets Beijing Wannianchun High-tech Co., Ltd. 3 CXSS1300028 Pegylated interferon alpha-2b injection Xiamen Amoytop Biotech Co., Ltd. 4 CXHS1200151 Higenamine hydrochloride injection Zhuhai Rundu Pharmaceutical Co., Ltd. 5 CXSS1300001 Insulin glargine injection Zhuhai United Laboratories Co., Ltd. 6 CXHS1000303 Levornidazole Dispersible Tablets Hunan Warrant Pharmaceutical Co., Ltd. 7 CXHS1000304 Levornidazole capsules Hunan Warrant Pharmaceutical Co., Ltd. 8 CXHS1100186 Levornidazole tablets Nanjing Sanhome Pharmaceutical Co.,Ltd. 9 CXHS1200098 Palonosetron Hydrochloride Injection ChiaTai Tianqing Pharmaceutical Group Co., Ltd. 10 CXSS0800007 Live Attenuated Vaccine Against Varicella Shanghai Rongsheng Biotech Co., Ltd. 11 CXSS1100011 Recombinant human glucagon-like injection Shanghai Benemae Pharmaceutical Corporation 12 CXHS1400189 Tenofovir Disoproxil Fumarate Tablets Chengdu Brilliant Pharmaceutical Co., Ltd. 13 CXSS1300022 Adsorbed Tetanus Vaccine Chengdu Olymvax Biopharmaceuticals Inc. 14 CXZS0603416 Keyoudu ointment Chengdu Shengkang Medicine Industry Co., Ltd. 15 CXHS1200253 Tolvaptan Tablets Zhejiang Otsuka Pharmaceutical Co., Ltd. 16 CXHS1200254 Tolvaptan Tablets Zhejiang Otsuka Pharmaceutical Co., Ltd.
DFAR 252.239-7000-Protection Against Compromising Emanations. (Jun 2004) - "Contracting Officer" "Lockheed Martin." "Government" means "Lockheed Martin and the Government" in paragraphs (c) and (d). DFAR 252.239-7001-Information Assurance Contractor Training and Certification. (Jan 2008) DFAR 252.239-7016-Telecommunications Security Equipment, Devices, Techniques, and Services. (Dec 1991) - Applies if this contract requires securing telecommunications. DFAR 252.243-7002-Requests for Equitable Adjustment. (Mar 1998) - "Government" means "Lockheed Martin." DFAR 252.244-7000-Subcontracts for Commercial Items and Commercial Components (DoD Contracts). (Aug 2009) DFAR 252.245-7001-Tagging, Labeling, and Marking of Government-Furnished Property. (Feb 2011) DFAR 252.246-7000-Material Inspection and Receiving Report. (Mar 2008) - Applies if this contract requires delivery of directly to the Government. DFAR 252.247-7003- Pass-Through of Motor Carrier Fuel Surcharge Adjustment to the Cost Bearer. (Sep 2010) - Communication with the Contracting Officer shall be made through Lockheed Martin.
During turn-on and on-state conditions, the average junction temperature and second breakdown limit the power handling capability of a transistor. The manufacturer usually provides the FBSOA curves under specified test conditions. FBSOA indicates the Ic limits of the transistor and for reliable operation the transistor must not be subjected to greater power dissipation than that shown by the FBSOA curve. The dc FBSOA is shown as shaded area and the expansion of the area for pulsed operation of the BJT with shorter switching times which leads to larger FBSOA. The second break down boundary represents the maximum permissible combinations of voltage and current without getting into the region of ic plane where second breakdown may occur. The final portion of the boundary of the FBSOA is breakdown voltage limit BVCEO . Reverse Biased Safe Operating Area RBSOA During turn-off, a high current and high voltage must be sustained by the transistor, in most cases with the base-emitter junction reverse biased. The collector emitter voltage must be held to a safe level at or below a specified value of collector current. The manufacturer provide Ic limits during reverse-biased turn off as reverse biased safe area (RBSOA). Fig.2.8: RBSOA of a Power BJT The area encompassed by the RBSOA is somewhat larger than FBSOA because of the extension of the area of higher voltages than BVCEO upto BVCBO at low collector currents. This operation of the transistor upto higher voltage is possible because the combination of low collector current and reverse base current has made the beta so small that break down voltage rises towards BVCBO . Power Derating The thermal equivalent is shown. If the total average power loss is PT , The case temperature is Tc PTT jc . The sink temperature is Ts The ambient temperature is TA and Tj P RT jc Rjc : Thermal resistance from junction to case RCS : Thermal resistance from case to sink 0C . RSA : Thermal resistance from sink to ambient
Unit 1: Linear Equations Review Directions: Glue (or tape) this review sheet in your composition notebook. Show all work on a separate page in your notebook. Is the relation a function? ( 0, 3), (4, 0), ( 8, 0),( 4, -3)( -5, 8) _________ What is the domain of above?________________ Range?_______________ If , find f(-3)_______ If , find g( -2). A horizontal line has a slope of ______________. What is the slope of the line between (-2, 2) and (4, -4) ? What is the equation of a line with an undefined slope passing through (3, -4)? What is the slope of the line ? Write the equation of a line passing through (5, -3) with a slope of ⅜ Write an equation in point-slope form : slope of 2 through ( 3, 4 ) Write in slope-intercept form: What is the y-intercept of the line through ( 5, 2) and(-2, 5) What is the equation of a line parallel to through ( 1, -5 ) What is the equation of a vertical line through (6, -3 ) ? graph : graph: What is the slope of a line perpendicular to ? Write in standard form: Write the equation of the line in slope-intercept form Find the range for the following function given the domain {-2, 3, -5} : Write in standard form: A ski hill has a vertical drop of 1500 ft. over a distance of 4200 ft. What is the slope of the ski hill?
WESTERN AUSTRALIAN INDUSTRIAL RELATIONS COMMISSION CITATION : 2018 WAIRC 00795 CORAM : D J : 10 2018, 16 2018, 17 2018, 18 2018, 19 2018, 6 2018, 7 2018, 8 2018 10 2018, 17 2018, 1 2018 DELIVERED : 8 2018 FILE NO. : U 36 OF 2018 BETWEEN : R Applicant AND Respondent CatchWords : Unfair dismissal claim – Dismissal due to alleged substandard performance – Dispute as to whether performance substandard and fairness of dismissal process – Performance was substandard, dismissal process was fair – In all of the circumstances dismissal was not harsh, unfair or oppressive Legislation : Public Sector Management Act 1994 Result : Application dismissed Counsel: : R : W J Solicitors: :
Triangle PQR Triangle P’Q’R’ P (-3, 2) P’ Q (-3, 6) Q’ R (-7, 7) R’ Part A Fill in the table above for the coordinates of P’, Q’, and R’ after a reflection over the y-axis. Part B On the grid draw triangle PQR and triangle P’Q’R’. Part C On the lines below, explain how you determined the location of R’. ________________________________________________________________________ ________________________________________________________________________ 4. Triangle XYZ has vertices X (2, 1), Y (6,1), and Z (4, 4). On the graph, draw the image of triangle XYZ after a translation two to the left. Label the image X’Y’Z’
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 13. Reflect triangle ABC over the line shown. 14. What single transformation is equivalent to a reflection in the y-axis, followed by a reflection in the x-axis, followed by a reflection in the y-axis?
The following points may be noted from the above mathematical analysis: (i) If K = 0·2 (Say), then from exp. (iv), we get, V2 = 1·2 V1 and V3 = 1·64 V1. This clearly shows that disc nearest to the conductor has maximum voltage across it; the voltage across other discs decreasing progressively as the cross-arm in approached. (ii) The greater the value of K (= C1/C), the more non-uniform is the potential across the discs and lesser is the string efficiency. (iii) The inequality in voltage distribution increases with the increase of number of discs in the string. Therefore, shorter string has more efficiency than the larger one
UNIT - 3 LOSSES AND EFFICIENCY OF DC MACHINES: It is convenient to determine the efficiency of a rotating machine by determining the losses than by direct loading. Further it is not possible to arrange actual load for large and medium sized machines. By knowing the losses, the machine efficiency can be found by = (For generators) ……… 1 = (For motors) …………… 2 In the process of energy conversion in rotating machines - current, flux and rotation are involved which cause losses in conductors, ferromagnetic materials and mechanical losses respectively. Various losses occurring in a DC machine are listed below. Total losses can be broadly divided into two types. Constant losses Variable losses losses can be further divided as Constant losses – i) Core loss or iron loss Hysteresis loss Eddy current loss ii) Mechanical loss Windage loss Friction loss – friction loss and Bearing friction loss. Variable losses – i) copper loss ( ) Armature copper loss copper loss
But did you know that billions of years ago there was no silver anywhere in the Universe? So where did it come from? Like most other elements, silver was created in dying stars. As stars die they can explode in a giant flash of light called a supernova. A single supernova can create more energy than our Sun does in its entire life. Supernovas create most of the heavy elements in our Universe. Their explosions create temperatures hot enough to fuse hydrogen nuclei together to form larger atoms. These larger, heavier atoms helped form planets like Earth. So in a sense, silver, like everything else around you, was made from the first atoms of hydrogen. Where and when was hydrogen created? In the Big Bang itself. It turns out silver has a pretty big history!
The app is now in a second stage of development, including international distribution. It will be used in schools and other universities for a range of subjects. We have also developed a wholly online entity, Swinburne Online. The growth in online education has been fuelled by growth in the non-traditional student population including working adults and students from lower socio-economic backgrounds. Since we launched Swinburne Online five years ago, it has grown rapidly in response to student demand. Swinburne Online has allowed us to offer education to students who would never have found their way to a Swinburne campus, including a significant proportion of regional students and many students who are the first in their family to undertake university study. Recently, Swinburne Online extended its offerings into vocational courses. A pilot delivery of select higher education online programs also took place in Malaysia, a positive move for Swinburne and
Interpolation is estimating data points that fall within the range of the data you have (i.e., between your existing data points) use grid lines (marked in red) that guide your eye from the axis to the trend line, to estimate the answer Extrapolation is estimating data points beyond the range of your data set you will have to extend your line of best fit beyond the given range of data to extrapolate. Extrapolating Data Caution predictions made from extrapolating may not be accurate or realistic since they are beyond the given data What do you notice about your prediction for Julie's height at birth? This prediction was made by extrapolating data. answers will vary. feedback is provided Consolidate the difference between interpolation and extrapolation and add to the Word Wall Task 4: Line of Best Fit - Gizmo Students will: use this Gizmo to place a line of best fit for a random data set with either negative or positive correlation vary the type of correlation explore how correlation is reflected in the scatter plot and the trend line; check their line of best fit with the actual trend line This Gizmo uses y = mx + b notation, which is NOT an expectation for Grade 9 Applied Mathematics To use the ministry- licensed Gizmos teachers will need to set up a Class Code to create an account and give students a password. The teacher can do a class demonstration with an interactive whiteboard of the Gizmo Activity, or allow students to take turns using the Gizmo, and discuss the placement of trend lines The Gizmo activity may also be used for students who require additional review Journal Prompt and Sample Responses Add new information about the line of best fit in your journal. I noticed for strong positive or negative trends, the points are either on or very close to the line of best fit (trend line). When there is no trend, there is no possibility of a line of best fit (trend line). The points are scattered. Consolidation Task 5: and Curves of Best Fit Practice Exercise Students will:
Adding & Subtracting with Decimals 1. 12.5 – 3.7 2. 54.6 + 2.765 3. 35.4 – 8.9 4. 0.54 + 13.77 5. 20.27 – 5.79 6. 8.215 + 104.56 Adding & Subtracting with Decimals 1. 12.5 – 3.7 2. 54.6 + 2.765 3. 35.4 – 8.9 4. 0.54 + 13.77 5. 20.27 – 5.79 6. 8.215 + 104.56
WESTERN AUSTRALIAN INDUSTRIAL RELATIONS COMMISSION CITATION : 2017 WAIRC 00968 CORAM : S J HEARD : 2 2017 DELIVERED : WEDNESDAY, 29 NOVEMBER 2017 FILE NO. : U 93 OF 2017 BETWEEN : Applicant AND Respondent Catchwords : Industrial Law (WA) - Termination of employment - Harsh, oppressive or unfair dismissal - Whether the Commission has jurisdiction - Whether respondent is a trading corporation - Principles applied - Jurisdiction found Legislation : Industrial Relations Act 1979 (WA) Fair Work Act 2009 (Cth) Associations Incorporation Act 1997 (WA) Associations Incorporation Act 2015 (WA) Result : Jurisdiction found GREAT SOUTHERN EMPLOYMENT DEVELOPMENT COMMITTEE
WESTERN AUSTRALIAN INDUSTRIAL RELATIONS COMMISSION CITATION : 2015 WAIRC 00986 CORAM : P E : 19 2015, 20 2015, 21 2015, 7 2015 11 2015, 2 2015 DELIVERED : 3 2015 FILE NO. : U 99 OF 2014 BETWEEN : Applicant AND Respondent CatchWords : Unfair dismissal – Teacher – Breaches of discipline – Department of Education Code of Conduct – Breaches of the Code of Conduct – Maintaining professional boundaries with student – Teacher-Student relationships – Standards and Integrity Directorate – Application to receive new evidence – Whether to re-open the hearing – of evidence Legislation : Industrial Relations Act 1979 s 26(1)(b) Public Sector Management Act 1994 s 80(b) School Education Regulations 2000 reg 38 Result : Application dismissed : P : D
reaches the peak pointVP , the emitter base junction is forward biased and UJT turns on. Capacitor ‘C’ rapidly discharges through load resistance R1 with time RC1 1 When emitter voltage decreases to valley pointVv , UJT turns off. Once again the capacitor will charge towards VBB and the cycle continues. The rate of charging of the capacitor will be determined by the resistor R in the circuit. If R is small the capacitor charges faster towards VBB and thus reaches VP faster and the SCR is triggered at a smaller firing angle. If R is large the capacitor takes a longer time to charge towards VP the firing angle is delayed. The waveform for both cases is as shown below. (i) Expression for period of oscillation‘t’ The period of oscillation of the UJT can be derived based on the voltage across the capacitor. Here we assume that the period of charging of the capacitor is lot larger than than the discharging time. Using initial and final value theorem for voltage across a capacitor, we get VC tRC t V, C VP, initial VV , final Therefore VP RC/ T RCloge If V VV BB , VBB T VBB P 1 ln
VP VBB But VP If VD VP 1 Therefore T RCln Design of UJT Oscillator Resistor ‘R’ is limited to a value between 3 kilo ohms and 3 mega ohms. The upper limit on ‘R’ is set by the requirement that the load line formed by ‘R’ and VBB intersects the device characteristics to the right of the peak point but to the left of valley point. If the load line fails to pass to the right of the peak point the UJT will not turn on, this condition will be satisfied if VBB RP , therefore R VBB . IP At the valley point IE IV and VE , so the condition for the lower limit on ‘R’ to ensure turn-off is VBB RV , therefore R VBB . IV The recommended range of supply voltage is from 10 to 35V. the width of the triggering pulse tg R CB1 . In general RB1 is limited to a value of 100 ohm and RB2 has a value of 100 ohm or greater 104 and can be approximately determined as RB2 . PROBLEM A UJT is used to trigger the thyristor whose minimum gate triggering voltage is 6.2V, The UJT ratings are: 0.66, I p 0.5mA, Iv 3mA, RB1 RB2 leakage current = 3.2mA, Vp and Vv . Oscillator frequency is 2kHz and capacitor C = Design the complete circuit.
Solution 1 T R Here, 1 1 T f 2 3 , since f 2kHz and putting other values, 2 101 3 RC The peak voltage is given as, Vp Let VD 0.8, then putting other values, 14 0.66VBB VBB 20V The value of R2 is given by R2 0.7 5 R2 0.66 Value of R1 can be calculated by the equation VBB Ileakage RB1 RB2 20 R1 The value of is given by equation
The peak voltage is given as, Vp Let VD 0.8 and putting other values, Vp 20 0.8 12.8V The minimum value of Rc can be calculated from Vv Value of R2 can be calculated from 104 R2 104 R2 0.6 Here the pulse width is give, that is Hence, value of R1 will be, RC1 The width andC , hence above equation becomes, 50 1 Thus we obtained the values of components in UJT triggering circuit as, R1 , R2 Rc C . 3.9 Synchronized UJT Oscillator A synchronized UJT triggering circuit is as shown in figure below. The diodes rectify the input ac to dc, resistor Rd lowers Vdc to a suitable value for the zener diode and UJT. The