zilongwang/ReadingBank huggingface dataset:
Unit 2 STRAND 2: Students will explore changing nutritional need through the lifespan and health concerns related to diet. Abstract Students will explore changing nutritional needs throughout a lifespan; sports nutrition; diet related health concerns. Mrs. Baines Foods 2 NUTRITION THROUGH LIFE Children: Ages 12 months to 11 years Young children are ______________ and _______________. Nutrient dense foods in _____________ amounts often. Encourage children to drink _____________ instead of _____________ drinks Make ________. Serve foods with: Bright _____________
Unit 3 Unit Major Concepts “I can…” Statements Instructional Resources Food History & Cultures F.M.N.14.1.2 Analyze the effects of psychological, cultural, and social influences on food choices and other nutrition practices. Know how food developed and how culture, geography, and customs affect what we eat I can... Identify social influences on food choices Describe how food choices are influenced by available resources and technology Identify personal influences on food choices Identify my family’s food history or culture Give examples of cultural food customs Describe cultural, geographical and historical influences on food choices Ch. 1-2 Ch. 1-3 Meaning of Food (PBS) Family Interview Internet research Color me for fun! Nutrition & Wellness Assignment Checklist—Food History
This episode of The Meaning of Food examines the symbolic importance of food and eating. While taking notes look for evidence of this symbolic importance and think/wonder/connect to your own personal relationship to food and eating. EVIDENCE from the video I saw/heard the following statements, facts, etc. INTERPRETATION from the I thought/I wondered about/I made a connection ***When you have completed this worksheet, go to the N&W Assignment Checklist and put a in the “Complete” column
Title: Image #51 Unit:3 Artist/culture: Medium: Location: Size: Date: Key Vocabulary: Form: How is it made? How does it look? What artistic decisions were made during its creation? What formal elements are emphasized and why? What materials were used and why? Function: Why was it made? What reaction was intended? Content: What is the subject matter? What is the narrative? What are we looking at? What components of the work can you identify? Context: Where is it situated and why? What religious, philosophical, political, social, or economics factors influenced the work? How would you characterize the work’s patron or intended audience?
12/10 Wordly Wise Quiz 5 12/11 Distribute syllabus, introduction to The Awakening 12/12 Introduction to Feminist Theory- how to apply it to literature 12/13 19th century view of Battle between true vs. new woman 12/14 Who was Kate Chopin? Read “A Story of an Hour” together and discuss H.W. Wordly Wise Lesson 6 12/17 Wordly Wise Quiz 6 12/18 12/19 12/20 12/21 12/24 NO SCHOOL 12/25 NO SCHOOL 12/26 NO SCHOOL 12/27 NO SCHOOL 12/28 NO SCHOOL 12/31 NO SCHOOL 1/1 NO SCHOOL 1/2 1/3 1/4 1/7 1/8 1/9 1/10 1/11 Unit Test- The Awakening
Revision Questions: Explain the use/purpose of a cash flow forecast for a business Name 5 inflows and outflows for a business Be able to complete a cash flow forecast Be able to read a cash flow forecast and comment on why the business may have a positive or negative cash flow balance Be able to suggest how a business can improve its inflows and reduces its outflows for the long and short term Previous Exam Questions Range is a national chain of discount stores in the which has expanded rapidly. It sells a variety of products from furniture to stationery. From October of each year a quarter of each store’s floor space is used to stock Christmas products such as Christmas trees, lights and decorations. To do this The Range de-stocks its summer products, such as garden furniture and barbecues. This involves selling off its summer products at lower prices. (a) Which of the following is a cash inflow? (1 mark) Select one answer. A Payments to suppliers. B Purchasing assets. C Longer credit terms for customers. D Taking out a bank loan. (b) Identify two reasons why The Range might want to establish more favourable credit terms with suppliers. (2 marks)
Other than wages, identify two methods of remunerating workers. (2 marks) What is meant by the term salary? (2 marks) Identify two other methods of remuneration, apart from salary and payment by the Hour (2 marks)
January 3 Storyboard I drew a diagram on the paper of the layout of future my website which I will be creating 3 hours January 7 Diagram of the website I structure a navigation diagram routes through my website takes you to the page which contains my work or about me. 2 hours January 10 Selected my design I found a great design for the website which I will fully complete once I structure it like my storyboard. 30mins January 15 Fully structure my website I implemented the design I made with the storyboard to my website which looks great. 2 January 17 A list of ready-made assets I listed the assets I used for my website. 1 hour January 24 Prepare portfolio content 1 hour February 4 Unit 1: Online World page This will show my skills and knowledge I gained working towards my Unit 1 online exam. 1 hour February 4 Unit 2: technology systems page This will show my skills and knowledge I gained working towards my Unit 2 online exam. 1 hour February 6 Unit 3 : Digital Portfolio page This will show my work and planning of my Unit 3 digital portfolio website 1 hour February 6 Unit 8: Mobile Apps This will contain the work of my unit 8 mobile apps 1 hour February 12 Unit 11: Computer Network This will show my Unit 11 assignment and also added a video. 1 hour February 12 Unit 14: Computer Hardware This will show my Unit 14 assignment and also added a video 1 hour February 18 Unit 15: Computer Software This will show my Unit 15: Computer Software 1 hour February 18 Unit 16: Automated Computer Systems This will show my Unit 16: Automated Computer Systems 1 hour April 24 Questionnaire for the Digital Portfolio website Made a questionnaire for my website and see other people’s opinions on it. 30mins April 26 Slideshow About me This will show a slide show of my hobbies, skills and what I like. 1 hour
Unit 3 Cram Packet 600 CE to 1450 Complete the following tasks. Place in order in a folder to be turned in on the due date. Unless specified, all information must be hand written. SECTION 1: SPECIFICS YOU NEED TO KNOW (According to the CB) For each section below, choose the specified number of terms to do the following in complete sentences. Everything must be relevant to THIS time period What is it? (define/identify) When was it? (date as specifically as possible) Where was it? (as specific as possible) Illustration (may be hand drawn or printed, but must be a clear representation of the term) Why is this important? Each section must be separated in your folder. (i.e. one page for key figures, one page for key states, one page for architecture/art, etc…) Key Figures (Choose 6) Key States/Empires (Choose 12) Architecture/Art (Choose 5) Key Topics (Choose 3) Bedouins Charlemagne Genghis Khan Ibn Battuta Justinian Kublai Khan Mansa Musa Marco Polo Muhammad Ottoman Turks Sundiata William the Conqueror Zheng He Abbasid Aztec Byzantine Delhi Sultanate Feudal Japan (Fujiwara/Heian) Ghana Zimbabwe Incas Khmer Kingdom Kievan Rus Mali Mongol Empire Song Swahili Coast Sui Sunni/Shia Tang Toltec Umayyad Vikings Holy Roman Empire Alhambra Angkor Wat Grand Canal Great Zimbabwe Sophia Ka’aba Notre Dame Quba Mosque Relationships with other Asian States (Japan, Korea, Vietnam) Christian Church during the Middle Ages European Middle Ages Hanseatic League Islam Key Technologies (Choose 4) Key Terms (Choose 12) Key Events (Choose 5) Key Trade Routes (Choose 3) Champa Rice Al-Andalus Battle of Manzikert Indian Ocean Sea Lanes
Chinampas Gunpowder Horse collar Terracing Three-field Rotation Waru waru Caesaropapism Diaspora Excommunication Feudalism Foot Binding Guilds Hierarchy Interregional Khanate Mit’a Monastic Neoconfucianism Patriarchy People of the Book Tribute Battle of Tours Bubonic Plague Crusades Great Schism Hijrah Hundred Years War Mansa Musa’s Pilgrimage Norman Conquest of England Siege of Baghdad Mediterranean Sea Lanes Silk Roads Trans-Saharan Caravan Routes SECTION 2: TIMELINE Place all of the terms that you identified in section 1 on a timeline in chronological order. You may use the timeline below or create your own (may be done electronically and printed out).
Unit 3: Biological (8-10% combined) – 3A Neural Processing & Endocrine System An effective introduction to the relationship between physiological processes and behavior — including the influence of neural function, the nervous system and the brain, and genetic contributions to behavior — is an important element in the AP course. This Unit is split up into 3 mini units to help one digest the information Learning Objectives • Identify basic processes and systems in the biological bases of behavior, including parts of the neuron and the process of transmission of a signal between neurons. (3A) • Discuss the influence of drugs on neurotransmitters (e.g., reuptake mechanisms, agonists, antagonists). (3A) • Discuss the effect of the endocrine system on behavior. (3A) • Describe the nervous system and its subdivisions and functions: — central and peripheral nervous systems; (3A) Vocab 27 terms (* = app) Biological psychology* Neuron Sensory neurons* Motor neurons* Interneurons Dendrite Axon myelin sheath action potential threshold synapse neurotransmitter* reuptake endorphins nervous system central nervous system peripheral nervous system nerves somatic nervous system* autonomic nervous system* sympathetic nervous system* parasympathetic nervous system* reflex* endocrine system* hormones* adrenal glands pituitary glands Key Figures none none Readings Neural Communication (pgs. 51-58) The Nervous System (pgs. 59-61) The Endocrine System (pgs. 62-63) Chapter Outline Neural Communication Neurons How Neurons Communicate How Neurotransmitters Influence Us How Drugs and Other Chemicals Alter Neurotransmission The Nervous System The Peripheral Nervous System The Central Nervous System The Endocrine System PLANNER DATE ASSIGNMENT DUE DATE 9/17 Neural Communication 9/18 9/18 Writing Assignment: Action Potential and Toilets 9/19 9/19 The Nervous System & The Endocrine System 9/20 9/20 Study for Unit Exam 3A Unit Exam 3A on 9/21
Name: ___________________________________________ Date: _______________ Use the following to review for you test. Work the Practice Problems on a SEPARATE SHEET OF PAPER What you need to know & be able to do Things to remember Problem Problem Simplify Exponential Expressions Multiplying – Multiply #s, add exp. Dividing – Divide #s, subtract exp. Exp with ( ) – Distribute to #, multiply exp. Anything raised to 0 is 1 Always move negative exponents Solving Exponential Equations Must have SAME base Use factors of bases to determine “SAME base” Set exponents = (don’t forget to distribute) Solve for x Characteristics of Functions Domain Range Y-int X-int Inc/Dec Asymptote Rate of Change Graph the funtion (Hint: use T-table) Asymptote: ______________ Domain: __________ Range: ___________ X-Int:________ Y-Int: _______ Inc or Dec
3.NF.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram. 3.NF.2a: Represent a fraction on a number line diagram by defining the interval from 0 to 1 as the and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 3.NF.2b: Represent a fraction a/b on a number line diagram by marking off a lengths of 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. 3.MD.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units – whole numbers, halves, or quarters. 3.NF.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. 3.NF.3a: Represent two fractions as equivalent (equal) if they are the same size, or the same point on the number line. 3.NF.3b: Recognize and generate simple equivalent fractions, e.g., ½ = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. 3.NF.3c: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
3.NF.3d: Compare two fractions with the same numerator or the same denominator by reasoning their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Ability to use benchmarks of 0, ½ and 1 to explain relative value of fractions Knowledge that as the denominator increases the size of the part decreases Knowledge that when comparing fractions the whole must be the same Ability to use a variety of models when comparing fractions (e.g., number line, equivalence table, and manipulatives such as Cuisenaire rods, fraction towers, fraction circles, fraction strips) Fluency Expectations and Examples of Culminating Standards: The Partnership for the Assessment of Readiness for College and Careers (PARCC) has listed the following as areas where students should be fluent. No Fluency Recommendations are included in Grade 3 related to fractions. Fluency Recommendations for 3 are: Multiply and divide within 100 Add and subtract within 1,000.
Go to the Database, and on the Advanced Search. Under the Country scroll-down menu, select Canada. For each Time Frame (example: 2000-2009) type dates under Period, select Natural under Disaster Classification. In Group Results select three fields: Year, Disaster type and Disaster sub type. Then click on Search, read the data and record the information on the organizer below. Note: You may also to the charts on the following pages. Time Frame/Period Number of disasters At two types of disasters that occurred most often Type of disaster that affected the most people Type of disaster that killed the most people Type of disaster that caused the most economic damage 2000-2009 1990-1999 1980-1989 1970-1979 1960-1969 1950-1959 1944-1949 1930-1939 1920-1929 1910-1919 1900-1909
1. Define the following terms: Amplitude Wavelength Frequency 2. What is a photon? 3. List the six colors of the visible light spectrum in order of increasing energy. 4. What is the difference between a photon of yellow light and a photon of violet light? 5. How are frequency and wavelength of an electromagnetic wave related? II. Solve the following problems. Show all work as directed in class or no credit will be given. 6. An excited hydrogen atom emits light whose frequency is 1.14 x 10 14 Hz. What is the wavelength of this wave? 7. Calculate the frequency of light that has a wavelength of 2.00 x 10-7 m. 8. A certain green light has a frequency of 6.25 x 1014 Hz. What is the wavelength of this light? 9. A certain violet light has a wavelength of 4.13 x 10-7 m. What is the frequency of this light? 10. Mercury vapor lamps, used for highway and street lights, produce light corresponding to the atomic spectrum of mercury. One of the lines is green and has a wavelength of 546 nm. What is the frequency of this light? (1 m = 109 nm). Homework #2: Electron Configuration Fill in the chart below:
Element Name Orbital Notation Diagram # of Valence Electrons Lewis Structure # of Unpaired Electrons Electron Configuration Calcium Arsenic Cadmium Cesium Fluorine Iron Argon Sulfur Zinc Nitrogen Magnesium Xenon Element Name Orbital Spin Diagram # of Valence Electrons Lewis Structure # of Unpaired Electrons Electron Configuration Lead
Once you have completed your assignment, sign and date all of your evidence and hand to your assessor. BTEC Level 2 Certificate in Work Skills Assessment Feedback Form Unit 3 – Managing your own Assessment Criteria Ref 1.1 – Carry out suitable calculations to plan outgoings and income . Learner must draw up a simple budget in the form of outgoings planned against income for a period of time. 2.1 – Identify different sources of credit . Must be two examples. 3.1 – Describe the responsibilities of credit for outgoings and investing . Must be three responsibilities, the learner must also state borrowers responsibility. 4.1 – Describe the potential problems of credit . Must be two problems. Learner Feedback:
0.52 km __________ = _______ mm 8.5 m ___________ = ________ mm 2460 mm _________ = ________ cm 155 cm __________ = _________ m 1.6 m ___________ = _________ km 1245 m __________ = ________ km 247 cm _________ = ________ mm 16.5 m _________ = _________ cm 2500 mm ________ = ________ km Note: These units above are the common units used. Students are also responsible for knowing the less common units as illustrated in the following conversions. 30 dam ________ = _________ m 67 dm _________ = ________ cm 456 m __________ = _______ dam 920 mm _________ = ________ dm 7800 hm _________ = ________ km 11 km __________ = _________ dm
A football game customarily begins with a coin toss to determine who kicks off. The referee tosses the coin up with an initial speed of 6.00 m/s. In the absence of air resistance, how high does the coin go above its point of release and what is the total time the coin is in the air before returning to its release point? (1.84 m; 1.22s) Standing on a bridge, you throw a stone straight upward. The stone hits a stream, 44.1 m below the point at which you release it, 4.00 s later. (a) What is the velocity of the stone just after it leases your hand? (b) What is the velocity of the stone just before it hits the water? (8.60 m/s; -30.6 m/s)
Condensation Polymerisation When the monomers do not contain carbon to carbon double they cannot undergo an addition reaction. Instead when the small molecules combine to form a polymer, a small molecule, often water, is removed between the monomer molecules in a condensation reaction. i.e. H O O H H H HO OH 2H2O NOTE both ends of the monomers have to be reactive. Polyesters Like esters, polyesters are formed from alkanols (OH) and carboxylic acids (COOH). As both ends of the molecules have to be reactive polyesters are often formed from alkanols containing two OH groups – diols. – 1,2 - diol The carboxylic acids also contain two COOH groups – dicarboxylic acid, e.g.
CATEGORY High Performing (30-50 pts) Proficient (20-29 pts) Emerging (0-19 pts) Total Worksheet Student completes the worksheet in its entirety; answering all questions fully with complete sentences. Student completes most of the worksheet; answering all questions fully with complete sentences. Student completes little or none of the worksheet; answering all questions fully with complete sentences. Paper The paper Has 5 paragraphs (intro, body and conclusion) Is entirely written using proper English Grammar Includes a case study about the impressions evidence chosen The paper Has 4 paragraphs body and conclusion) Is mostly written proper English Grammar Includes a case study about the impressions evidence chosen The paper Has 3 paragraphs (intro, body and conclusion) Is not written using proper English Grammar Includes a case study about the impressions evidence chosen GRADING RUBRIC CATEGORY High Performing (30-50 pts) Proficient (20-29 pts) Emerging (0-19 pts) Total Worksheet Student completes the worksheet in its entirety; answering all questions fully with complete sentences. Student completes most of the worksheet; answering all questions fully with complete sentences. Student completes little or none of the worksheet; answering all questions fully with complete sentences. Paper The paper Has 5 paragraphs (intro, body and conclusion) Is entirely written using proper English Grammar Includes a case study about the impressions evidence chosen The paper Has 4 paragraphs (intro, body and conclusion) Is mostly written using proper English Grammar Includes a case study about the impressions evidence chosen The paper Has 3 paragraphs (intro, body and conclusion) Is not written using proper English Grammar Includes a case study about the impressions evidence chosen
colour schemes. Just checking Why is it important to use a folder structure for the material you will be using in your portfolio? Why are different styles of headings important? What do they tell you? Give an example of three different types of heading. What does ‘alignment’ mean? Page content Introduction Learning aims: B There is no point in having a beautifully designed portfolio unless it also contains good content. You will need to consider why you are including each piece of content and make sure it is of the highest quality you can produce. Getting started Find examples of different digital portfolios or web that are design-led (where the focus is on how the portfolio/web pages are designed, the visual impact and the story they tell). Compare these with examples of digital portfolios that are more focused on the content and the messaging around the content. How does the approach to design and content differ between these two styles? Text
ANSWERS Identify which athlete is the trained and untrained athlete? Justify your response Trained athlete is Athlete B as their LIP is delayed (reached at higher intensities) Untrained athlete is Athlete 1 as they achieve LIP at intensities, indicating that they rely on their Anaerobic Glycolysis energy system earlier. Has athlete 2 reached LIP and how did you come to this conclusion? Yes at around the 20 min mark of exercise LIP is the last point at which Lactate is at a steady state (lactate production=lactate removal) After the LIP, lactate will continue to rise rapidly in the blood stream What would be the most suitable method of recovery for athlete 2? As Athlete 2 has completed an Aerobic ES dominant activity (longer than 90 secs) and also had an increased contribution from the anaerobic glycolysis energy system it would be best to perform an ACTIVE recovery. This will aid the removal of Metabolic by-products by maintain a higher O2 levels whilst also having a higher Q. What is the predominant energy system during each speed for athlete 1? Aerobic ES would be dominant for all three speeds, however there would be an increased contribution from the Anaerobic Glycolysis ES during the 3rd stage (13km/h). This is evident due to the increase in Lactate, which is a by-product of this system. What is the main cause of fatigue in stage 3? During 3, blood lactate levels are increasing which indicates that H+ would also be accumulating in the muscles. Increased H+ concentrations will result in an increased acidity in the muscle which intern slows the breakdown of glycogen and release of energy. Identify which energy system utilises fats as an energy source? The Aerobic energy system as the graph indicates that fats are utilised at lower intensities (% of HR).
Measuring Water Resources Unit 3 – Example Assessment Rubric Responses to individual numbered tasks/questions 5 points: Methodology described and appropriate; equations or methodology components defined; calculations/products are correct; and comments made regarding expected results and variations 4–3 points: Characteristics of response but lacking in details; incorrect results or products; AND/OR demonstration of having minor conceptual errors. 2–1 points: conceptual errors for methodology and selection of equations; lacking definitions or clarifications; no comments 0 points: No effort made to respond to task 1 2 3 4 5 6 7 8 9 10 11
3.1 – Factors and Multiples p 140 ace for # (3 - 6, 8 - 11), 14, 17, 20, 21, 22 3.2 –Perfect Squares, Cubes, and their Roots p 146 # 6 - 10, 12 - 13, 16 - 18 3.7A – Multiplying Monomials & Binomials p 186 # 5aef, 6, 7, 15adf, 16, 17 3.7B – Multiplying Polynomials p 186 # 9 - 12, 13, 18, 19abde, 21, 22a, 22bcd 3.3 – Factoring Polynomials by GCF p 155 # 8, 10, 11, 14, 16 - 18, 20, 21 3.4/3.5 – Factoring Trinomials of the form p 165 # 4, 9ad, 11aceg, 13 - 15, 19ab, 20a, 21, 23 3.6 – Factoring Trinomials of the form p 177 # 5cd, 12, 13aceg, 14, 15aceg, 19acegi, 20ace, 21 3.8 – Factoring Special Polynomials p 194 # 5, 6, 8, (ace for 10 - 13), 14, 18, 20 - 21 3.9 – Factoring Synthesis Use this flow chart as a review for some of the questions on the handout Math 10C: Practice Exam. Do all questions #1-26. I’ve attached the answers BUT you need to show working possible on the worksheet. Chapter 3 Part 1 Review (3.1.2.7) Chapter 3 Part 2 Review (3.3.4.5.6.8.9) p 198 # 1 - 3, 6, 7, 9, 28, 29a, 30, p 140 #19a p 198 # 11 - 13, 19, 25, 32, 34
Plan your lessons with the calendar below Month: Sun Mon Tues Wed Thurs Fri Sat 10 Day 1 Intro 11 What is HECT p.4-8 12 Pretzels 15 HECT p. 9-16 16 What is FCCLA 17 18 19 22 23 24 25 26 29 30 31 Sept.1 2
Writing- Communicates thoughts, information, and messages in writing; and creates documents such as letters, directions, manuals, reports, graphs, and flowcharts. Arithmetic/Mathematics- Performs basic computations and approaches practical problems by choosing appropriately from a variety of mathematical techniques. Listening- Receives, attends to, interprets, and responds to verbal messages and cues. Speaking- Organizes ideas and communicates orally. THINKING SKILLS: Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn, and reasons. Creative Thinking- Generates new ideas. Decision Making- Specifies goals and constraints, generates alternatives, considers risks, and evaluates and chooses best alternative. Problem Solving- Recognizes problems and devises and implements plan of action. Seeing Things in the Mind’s Eye- Organizes and processes symbols, pictures, graphs, objects, and information. Knowing How to Learn- Uses efficient learning techniques to acquire and apply new knowledge and skills. Reasoning- Discovers a rule or principle underlying the relationship between two or more objects and applies it when solving a problem. PERSONAL QUALITIES: Displays responsibility, self-esteem, sociability, self-management, integrity, and honesty. Responsibility- Exerts a high level of effort and perseveres towards goal attainment. Self-Esteem- Believes in own self-worth and maintains a positive view of self. Sociability- Demonstrates understanding, friendliness, adaptability, empathy, and politeness in group settings Self-Management- Assesses self accurately, sets personal goals, monitors progress, and exhibits self-control. Integrity/Honesty- Chooses ethical courses of action. JOB TASK AND SKILLS Directions: Using the Matrix comparing SCANS Skills and Content Standards chart and a blind-draw of a given HECT career pathway and complete this form by identifying tasks and skills required of this job. Career Pathway: Entry Level: Job Title:
C2.4d: The Electromagnetic Spectrum: How light travels The spectrum is the arrangement of all the various forms of electromagnetic radiation in order of decreasing wavelengths or increasing frequencies. Examples of using electromagnetic radiation include listening to the radio, using a microwave oven, a remote control, or a cell phone. The bright lights of a neon sign, getting an x-ray, or even a rainbow are also examples of electromagnetic radiation. All of these are different examples of light energy known as electromagnetic radiation that travels as waves through space. Visible light at wavelengths from 700 to 400 nm is the only form of light our eyes can detect. The longer the wavelength, the lower the energy is. The wavelength is the distance from one peak to another and the frequency is the number of waves that pass a certain point in 1 second. C1.2i: The Wave-Mechanical Model String Theory: Quantum Mechanics In the 1920’s it was becoming apparent that there were some difficulties with the Bohr model of the atom. One difficulty was that Bohr used classical physics to calculate the orbits of the hydrogen atom but this could not be used to explain the ability of electrons to stay in only certain energy levels without the loss of energy. The Bohr model could also not be used to explain that the only change of energy occurred when an electron “jumped” from one energy level to another and could not exist in the atom at any energy level between these levels. In short classical physics could be use to explain how a baseball travels in three dimensional space but it could not be used to explain how an electron travels in three dimensional space, at the subatomic level; the level of the atom. A new approach to the laws governing the behavior of electrons inside the atom was needed and such an approach was developed in the 1920’s by the combined work of many scientists. Their work dealt with a more mathematical model usually referred to as quantum mechanics or wave mechanics. C1.2i, C4.8h, C4.8i: Quantum Mechanics: Electrons Particles or
Name_____________________________________________ Foundations of Math III Name____________________________________ Foundations of Math III Name_____________________________________ Foundations of Math III Name________________________________ Problem 1 – Coin Toss Simulation: Exponential
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Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Graph points on the coordinate plane to solve real-world and mathematical problems. Classify two-dimensional figures into categories based on their properties. Solve real-world and mathematical problems involving area, surface area, and volume. Draw, construct, and describe geometrical figures and describe the relationships between them. Solve real-life and mathematical problems involving angle measure, are, surface area, and volume. Understand congruence and similarity using physical models, transparencies, or geometry software. Possible Organization of Unit Standards: This table identifies additional grade-level standards within a given cluster that support the over-arching unit standards from within the same cluster. The table also provides instructional connections to grade-level standards from outside the cluster. Over-Arching Standards Supporting Standards within the Cluster Instructional Connections outside the Cluster 3.GA.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. 3.MD.D.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. 3.GA.A.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, 3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
High School Progress Monitoring Data Sheet Building Understanding of Words and Stories: Marcelo in the Real World Directions: Score each step during instruction or as soon as the lesson is complete. Score the step as unprompted correct with a “+.” Use a system to code level of prompting required for incorrect responses (e.g., V = verbal prompt, G = gesture, P = physical). Graph the number of unprompted correct responses to monitor progress. BUILD ESSENTIAL UNDERSTANDING: Teaching Story Elements Materials and Directions for Teacher Instructional Cue Student Expected Response Date: X X X X X X Present student with adapted text and vocabulary response options. Before we read our story, let’s review some key words we will read in the first chapter. Read (or listen for) the word and then show me the picture that goes with the word. (Go through the vocabulary at a rapid pace, show or read each word). Marcelo (pronounced Marselo, not Marchelo) Reads/selects “Marcelo.” Matches to picture. See above. Arturo Reads/selects “Arturo.” Matches to picture. See above. Aurora Reads/selects “Aurora.” Matches to picture. See above. research (study to learn things; how the brain works) Reads/selects “research.” Matches to picture. See above. straightforward (someone who says what they think Reads/selects “straightforward.” Matches to picture. See above. Asperger Syndrome (a form of high functioning Autism) “Asperger Syndrome.” Matches to picture. See above. independent (to do things without help) Reads/selects “independent.” Matches to picture.
What does Arturo want Marcelo to do? (Step 19) work at the law firm for the summer clean the grill when he is finished work in the stable live in a tree house Where does Marcelo want to go to school? (Step 20) Patterson Oak Ridge High School
Key Concept 3.2: Continuity and Innovation of State Forms and Their Interactions Empires collapsed and were reconstituted; in some regions new state forms emerged. Following the collapse of empires, most reconstituted governments, including the Byzantine Empire and the Chinese dynasties (Sui, Tang, and Song) combined traditional sources of power and legitimacy with innovations better suited to the specific local context. EXAMPLES OF TRADITIONAL SOURCES OF POWER AND LEGITIMACY AND INNOVATIONS - KNOW ONE of each: Patriarchy Religion Land-owning elites New methods of taxation Tributary systems Adaptation of religious institutions. In some places, new forms of governance emerged, including those developed in various Islamic states, the Mongol Khanates, city-states, and decentralized government (feudalism) in Europe and Japan. EXAMPLES OF ISLAMIC STATES - KNOW ONE: Abbasids Muslim Iberia Delhi Sultanates EXAMPLES OF CITY-STATES - KNOW ONE: In the Italian peninsula In East Africa In Southeast Asia In the Americas Some states synthesized local and borrowed traditions. EXAMPLES OF LOCAL AND BORROWED TRADITIONS - KNOW ONE: Persian traditions that influenced Islamic states Chinese traditions that influenced states in Japan In the Americas, as in Afro-Eurasia, systems expanded in scope and reach: Networks of city-states flourished in the Maya region and, at the end of this period, imperial systems were created by the Mexica (AZTECS) and Inca. Interregional contacts and conflicts between states & empires encouraged significant technological and cultural transfers, including transfers across the Mongol empires, transfers during the Crusades, and transfers during Chinese maritime activity led by Ming Admiral He. EXAMPLES OF TECHNOLOGICAL AND CULTURAL TRANSFERS - KNOW TWO: Paper-making techniques between Tang China and the Abbasids Gunpowder during the Mongol Empire Neoconfucianism from China to Korea and Japan Key Concept 3.3: Increased Economic Productive Capacity and Its Consequences
The value of a truck can be modeled by the function V(t) = 16,000(0.76)t, where t is the number of years since the car was purchased. To the nearest tenth of a percent, what is the monthly rate of depreciation? Unit 3 Practice Simplify Solve Solve Sr-85 is used in bone scans. It has a half-life of 64.9 hours. Write the exponential function for a 12 mg sample. Find the amount remaining after 72 hours. Show work algebraically. Write exponential function given (2, 18.25) and (5, 60.75). Show your work algebraically. A 4 feet tall grows 3 percent each year. How tall will the tree be at the end of 12 years? Round your answer to the hundredths place. A BMX bike purchased in 1990 and valued at $6000 depreciates 7% each year. a next-now formula for the situation an explicit formula for the situation How much will the BMX bike be worth in 2006? In what year will the BMX bike be worth $3000? Day 9: Transformations of Graphs…kf(x) and f(kx) Warm-Up Day 9: Transformations How are the following graphs changed from their parent graph, F(x) = x2? (If you don’t remember some of the transformations, graph the transformed equation and the parent equation in the calculator ) 1) F(x) = (x – 4)2 2) F(x) = x2 – 4 3) F(x) = x2 + 1 4) F(x) = (x + 3)2 5) F(x) = 4x2 6) F(x) = ½ x2 7) F(x) = 3(x - 4)2 8) F(x) = 1/4 x2 + 3
Time Amount of 0 ½ 1 1 2 2 3 4 4 8 5 16 9) Use the following data to graph on each of the following coordinate planes. Be sure to pay attention to the labels on each axis. Explain how the graphs are alike and different. 11) 2(4x-5)2/3 = 18 12) Solve (3x-11)1/2 – x = -3 Today’s Material ~ Graph the parent function using a table of x and y values. Also, CLEARLY INDICATE the horizontal asymptote. x F(x) -1 0 1 2 3 HA:__________ Domain: ___________ ___________ Definition: An Asymptote is…. On the same grid, graph using a different color or mark. Also, CLEARLY INDICATE the horizontal asymptote.
quotient: the number resulting from dividing one number by another. inverse operation: two operations that undo each other. Addition and subtraction are inverse operations. Multiplication and division are inverse operations. Examples: 4 + 5 = 9; 9 – 5 = 4 6 x 5 = 30; 30 ÷ 5 = 6 fact families: a collection of related addition and subtraction facts, or multiplication and division facts, made from the same numbers. For 7, 8, and 15, the addition/subtraction fact family consists of 7 + 8 = 15, 8 + 7 = 15, 15 – 8 = 7, and 15 – 7 = 8. For 5, 6, and 30, the multiplication/division fact family consists of 5 x 6 = 30, 6 x 5 = 30, 30 ÷ 5 = 6, and 30 ÷ 6 = 5. properties of operations: Here a, b and c stand for arbitrary numbers in a given number system. The properties of operations apply to the rational number system, the real number system, and the complex number system. Associative property of addition (a + b) + c = a + (b + c) Commutative property of addition (a + b) + c = a + (b + c) Additive identity property of 0 a + 0 = 0 + a = a Existence of additive inverses For every a there exists –a so that a + (–a) = (–a) + a = 0 Associative property of multiplication (a b) c = a (b c) Commutative property of multiplication a b = b a Multiplicative identity property of 1 a 1 = 1 a = a Existence of multiplicative inverses For a ≠ there exists 1/a so that a 1/a = 1/a a = 1. Distributive property of multiplication over addition a (b + c) = a b + a c decomposing: breaking a number into two or more parts to make it easier with which to work.
Front End estimation Rounding Compatible Numbers 366 → 300 366 → 370 366 → 360 + 423 → 400 + 423 → 420 + 423 → 420 700 790 780 area: the number of square needed to cover a region. Examples:
Unit 3.5 Rubric - Geodetic survey of fault scarp This rubric covers the material handed in for Unit 3.5 student exercise and is the summative assessment for the unit. Component Exemplary Basic Nonperformance General Considerations Exemplary work will not just answer all components of the given question but also answer correctly, completely, and thoughtfully. Attention to detail—as well as answers that are logical and make sense—is an important piece of this. Basic work may answer all components of the given question, but some answers are incorrect, or difficult to interpret given the context of the question. Basic work may also be missing components of a given question. Nonperformance occurs when students are missing large portions of the assignment, or when the answers simply do not make sense and are incorrect. Part C: Fault Scarp Analysis 2 (10 points) 9–10 points: Figure of locations (1 point) Hillslope diffusion for traditional profile (2 points); Hillslope diffusion for LiDAR profile (2 points); paragraph on deformation history of fault (2 points) Detailed and thoughtful answer to reflection question learning experience and societal impetus (2 points) If all of the above is included and the material is presented in a clear, concise and well-written fashion (1 point) 5–8 points: Missing 1–2 of the characteristics for an exemplary report and may be poorly written or unclear; AND/OR All characteristics are present but lack detail or are incorrect, showing a lack of comprehension. AND/OR Answer to reflection question not considered or thoughtful 0–4 points: Missing 3 of the characteristics, maybe poorly written and unclear; AND/OR Two characteristics are present but are incorrect, showing a lack of comprehension. AND/OR Did not answer reflection question
Name ___________________________________________________________________ Date __________________________ Class _____________________________________ LISTENING ASSESSMENT: AN AUTOMATED MESSAGE Read and listen to the questions. Then listen to the automated telephone message and answer the questions. Circle the correct answer. What is the caller’s name? Piper Alicia Applebee Sam Gonzalez Dr. Oz What is his telephone number? 555-23-1597 92173 619-429-5555 858-588-8888 What is his date of 11/18/42 25/12/88 03/01/55 12/25/88 What is his marital status? Single Married Divorced Widowed What is his address? 911 Emergency Road 91910 1312 Lorna Street Chula Vista What is his height? 200 pounds 6 feet 4 inches 4 feet 6 inches 62
look a book about the president. I read I’m reading I watch I’m watching Do you _____ biographies? reading like to like to read liking Yes. _____ them whenever I can. I read I’m reading I like I like to _____ swim? You like You like to You do like to Do you like to No. _____ a very good swimmer. I don’t I’m not You’re You aren’t _____ exercise? You often How often you How often do you Do you how often I exercise _____. three times three times a week weeks every What do you like to do _____? in your free time in your time in your free when your free time I like to _____. tennis player tennis playing tennis play tennis WRITING ASSESSMENT: PERSONAL INFORMATION FORM Fill in the blanks with the correct information. Name: (35)__________________________________________________________________________________
Water and carbon dioxide are the raw ingredients for photosynthesis. Plants use energy from sunlight to rearrange the atoms of water and carbon dioxide, producing glucose and oxygen. Oxygen is used by both plant and animal cells during cellular respiration to release the energy stored in glucose. The released energy enables cells to produce ATP. Cellular respiration also produces carbon dioxide and water. The result is a continual cycling of these chemical ingredients. Assignments: Poster: Create a poster showing the photosynthesis / respiration cycle including all the reactants, products and stages. Use visuals to communicate ideas. Narrative: Write a story tracing the path of each of the following through the photosynthesis / respiration cycle: O, C, N and energy Role-Play: Create nametags for each person in your group. One person is the narrator. Enact the processes of photosynthesis and respiration.
Cellular Respiration (Equation): ____________________________________________________________ Process Location Reactant Ending Products Glycolysis Kreb’s Cycle ETC (Electron
Name Period ______________ Unit 4: Basic Nutrition and MyPlate # Assignments Pts. Pts. 1 Dietary Guidelines, Exercise & Nutrition 10 2 MYPLATE 15 3 Carbohydrates 15 4 Fiber & Protein 15 5 Fat 10 6 Vitamins, Minerals & 10 TOTAL 75 Unit Calendar Monday Tuesday Wednesday Thursday Friday A-Day 25 Nutrition Basics/MyPlate B-Day 26 MyPlate & Nutrient Project A-Day 29 LAB: MyPlate Pizza B-Day 30 LAB: MyPlate Pizza A-Day 31 Carbs & Fiber LAB: Fiber Cookies B-Day Nov. 1 & Fiber LAB: Fiber Cookies A-Day 2 Protein, LAB: Crepes B-Day 5 Protein, LAB: Crepes A-Day 6 Fat LAB: Homemade Mac and Cheese B-Day 7 Fat LAB: Homemade Mac and Cheese A-Day 8 Vitamins and Minerals LAB: Veggie Stir Fry B-Day 9 Vitamins and Minerals LAB: Veggie Stir Fry A-Day 12 Water LAB: Muffins and Smoothies B-Day 13 LAB: Muffins and Smoothies A-Day 14 Unit 4 Test PACKET DUE B-Day 15 Unit 4 Test PACKET DUE The Basics of Nutrition NUTRITION: the study of how your _____________ uses the _____________ ______________ _______________
What goes in? does it happen? What comes out? When does it happen? Who does it? Photosynthesis CO2 H2O (water) ______________ _______________ Chloroplasts are because they contain _______________: a pigment that absorbs ______ & _________ light and reflects __________ light. _____________ O2 (oxygen) when is enough ______________ ________________: plants, algae, some bacteria They make their OWN FOOD using the sun! CO2+ H2O C6H12O6 + O2 Cellular Respiration ______________ O2 (oxygen) _______________ (eukaryotes) _________________ (prokaryotes- they don’t have a mitochondria!) CO2 H2O (water) ______ ____hours a day _____ ______________: plants, animals, bacteria, fungi, etc. C6H12O6 + O2 CO2 + H20 + ___
Adding and Subtracting Fractions with Unlike Denominators Parent Unit Summary Overarching Student Learning Goals In this unit, your child will work to build an understanding of the following: Resources/Tasks to support your child at home. Students can explain why a common denominator can be used to express a sum or difference. Students learn to identify a common denominator by finding a multiple that the denominators have in common. See below for an example ( 12 is a common multiple of both 3 and 4). Renaming fractions- Using area models to rename fractions- Students can create equivalent fractions (with common denominators) to add and subtract. Adding and subtracting with unlike denominators- Creating equivalent fractions through area models
B F He Se Zn Ra Put a check in each box that correctly describes the element given. 4. Write in the space, “metals”, “metalloids”, or “nonmetals” to indicate which type of element. Located on the left side of the P.T. b. Located on the right side of the P.T. c. Solids are brittle d. Majority of the elements e. Gain electrons to form negative ions f. Located along the “staircase” g. Have luster h. Malleable i. Lose electrons to form positive ions j. Ductile k. Excellent conductors of heat & electricity l. Poor electrical & heat conductors m. Low electronegativity values n. Low ionization energy o. High ionization energy p. High electronegativity values q. Ions are larger than their atoms r. Ions are smaller than their atoms 5. Check all the boxes which describe the element. Name Physical Properties Chemical Properties State at STP (s, l, or g) Brittle Malleable /ductile Conductor Ionization energy Electro- negativity Electrons Good Poor Low High Low High Lose Gain C Ag Mg I S Au Fe
Which is the first period on the periodic table that these elements could be in? Explain. Why are the second ionization energies of both elements larger than their respective first ionization energies? It is found that Y has the largest first ionization energy in the period that it is found. What does this tell us about Y? It is found that element Q, which is in the same period as X and Y but lies to the left of element X in the periodic table, only has values for its first four ionization energies. Suggest a reason for this observation. (a) Define ionization. (b) Write an equation to show the second ionization energy of calcium. Why does N have a higher first IE than O? Explain using orbital notations. Why does Be have a higher IE than B? Explain using orbital notations. BONDING REVIEW 1. Use information in the table below to identify each compound as Ionic or Covalent Compounds. Compound Phase at Room Temperature Conductivity as a pure solid Conductivity as a liquid (aq or molten) Melting Point Ionic or Covalent A solid no yes 1049oC B solid no no 223oC C liquid no no 20oC D solid no yes 378oC E liquid no no -94oC F solid no yes 650oC List the properties of compounds: _________________________________________________________