zilongwang/ReadingBank huggingface dataset:
is indicated/implied DO NOT CREDIT wrong reaction type (e.g. oxidation) 2 F / pyruvate, accepts hydrogen (atoms); ACCEPT pyruvic acid DO NOT CREDIT hydrogen ions (unless also e–) / molecule 3 hydrogen from, reduced NAD / reduced E; ACCEPT NADH / NADH2 / NADH + H+ 4 (catalysed by) lactate dehydrogenase; for pyruvate → lactate ACCEPT LDH 5 no, oxygen / O2, to act as (final), hydrogen / electron, acceptor; 6 (so) link reaction / Krebs cycle / ETC, cannot take place; a clear statement of not taking place CREDIT no, electron transport chain / electron carrier chain / chemiosmosis / oxidative phosphorylation 7 NAD / E, regenerated / recycled / able to be re-used; IGNORE reduced NAD, oxidised / reoxidised (as this does not give the idea of reusing it) 8 allows glycolysis to continue / pyruvate continues to be made; Needs a clear statement 9 limited / small amount of / some, ATP can be produced; CREDIT 1 ATP (per pyruvate) / 2 ATP (rather than 28-38 per glucose) / only substrate level phosphorylation IGNORE ‘enough ATP for ...’ [5] 6. physical (probably from diagrams) 1 nostrils (open) to take in air; ACCEPT oxygen 2 (when submerged) nostrils close / nose closes, to, keep air in / stop air from escaping; ACCEPT oxygen IGNORE ref to keeping water out 3 lungs / airways, have high (vital) capacity; ACCEPT deep / barrel / large, chest IGNORE big lungs
Unit 4 Remediation Learning Goal 4.1– Radicals and Rational/Irrational Homework Assignment Delta Math Lessons Day 1 4.1 Remediation Day 2 Learning Goal 4.2 – Polynomials Homework Assignment Math Lessons Day 4 4.2 Remediation Day 5 Date I would like to re-test: The date I would like to re-test is ________________________ in the AM or PM Teacher Approval: ________
27. Polysaccharides are large, polar molecules. How would you expect them to enter and exit a cell? ________________________________________________________________________________ 28. Please Label Each Picture correctly (isotonic, hypertonic, or hypotonic) A B C 29. This graph is from data collected on shell-less eggs, which were placed in solutions of three different concentrations. The data shows the changes in egg weight over time. Label Each (A-C) with the correct type of solution (isotonic, hypertonic, hypotonic). 30. Please label the three beakers correctly (isotonic, hypertonic, hypotonic). Then draw arrows to show which way water will move (into or out or the cell). ***Remember solutes suck!*** A B C 31. Label each picture correctly (endocytosis or exocytosis) A B
Name__________________________________________________________ Period#______________ Period 5 Chapter 22 1863-1877 Reconstruction Video Q’s Directions: Answer the following using the video, Pageant and AMSCO. Some questions are better answered out of order as they may need more information from other sources. 1. What does reconstruction mean in relation to the Civil War? 2. What was the job of the Freedmen’s Bureau in 1865? 3. What was one success of the Freedmen’s Bureau? Failure? a) b) 4. Compare Lincoln’s reconstruction plan to Johnson’s: 5. What were the Black Codes and what were they meant to do? 6. What is a sharecropper? 7. Explain how the 13th Amendment DID change African-American lives after the civil War. 8. Explain how the 13th Amendment DID NOT change African-American lives after the civil War. 9. How does Congress react to President Johnson’s actions?—list 3 & explain significance a) b) c) 10. Explain how the executive, legislative and judicial branches of government were involved in Reconstruction. Use evidence for each. Executive: Lincoln:
Thoroughness and rigor (5) Exemplary (5 points) Good (4 points) Basic (3 points) Needs improvement (1–2 pnts) Nonperformance (0 points) Excellent content. Multiple lines of evidence are insightfully and creatively addressed with an exemplary level of detail. AND Multiple examples of environmental and built characteristics are used as lines of evidence. AND Uncertainties/ambiguities in the data are explicitly discussed in the report. AND Includes concepts, ideas, and terminology in addition to those addressed during previous module exercises. Additional work and research has been done to enhance report. Content is very good. Multiple lines of evidence are addressed with an above average level of detail. AND Both environmental and built characteristics are used as lines of evidence. AND Uncertainties/ ambiguities are mentioned in the report. AND Includes concepts, ideas, and terminology addressed during module exercises. Content is adequate. Multiple lines of environmental and/or built characteristics are addressed as evidence. AND Includes concepts, ideas, and terminology addressed during module exercises. Content needs improvement. Only one line of evidence is addressed. AND Content does not include concepts, ideas, or terminology addressed during module exercises. Content is unacceptable. Report does not provide evidence to support the conclusions made about hazards in the Boulder Creek area. Accuracy (5) Exemplary (5 points) Good (4 points) Basic (3 points) Needs improvement (1–2 points) Nonperformance (0 points) Scientifically accurate report with no content errors. 1 minor content error. 1–2 minor content errors that do not detract significantly from overall presentation. Several minor content errors OR 1–2 major content errors. Major content errors throughout report. Part 3 Reflection (3) Exemplary (3 points) Basic (1–2 points) Nonperformance (0 points) Reflection clearly states how the student’s understanding has evolved AND How that affect future action or thinking AND Statements are clearly but concisely linked to evidence or experience. Reflection states how the student’s understanding has evolved AND How that might affect future action or thinking BUT The supporting evidence is not strongly and/or clear stated. Reflection not effectively tied to course experience OR Completely lacking supporting evidence OR Missing
10. “I am not, nor ever have been, in favor of bringing about in any way the social and political equality of the white and black races.” How can this 1858 statement of Abraham Lincoln be reconciled with his 1862 Emancipation Proclamation? Devonique 11. Analyze the economic consequences of the Civil War with respect to any TWO of the following in the United States between 1865 and 1880. Agriculture Transportation Labor Industrialization Lina 12. How do you account for the failure of Reconstruction (1865 – 1877) to bring social and economic equality of opportunity to the former slaves? Deeba 13. Analyze the social, political, and economic forces of the 1840s and early 1850s that led to the emergence of the Republican Party. Tayyaba
_______________________ and ________________________ G. Is the function positive or negative over the interval ? ________________________ H. State one interval where the function is negative ______________________________ B C B A B A B A D C C B D A –3x + 1 a. h(2) = 5 b. h(-1) = 2 A, no repeating x-values a. f(9) = 1 & f(-6) = -9 b. x = -15 D = {-2, 0, 1, 4} R = {-6, -1, 2, 4} Not a function a. f(-5) = 1 f(0) = 3 b. x = -3, c. x = -4, -1, 1 d. y = 3 e. Max (0, 3) Min (3, -3) f. (-5, -3) and (0, 3) g. Positive
HW 5D VSEPR YOU NEED TO KNOW ALL OF THIS BY Electronic Structure (Family) Molecular Structure (Geometry) Areas of e- density # of bonded # of lone pairs Bond angles Molecular polarity * Hybridization 2 2 0 3 3 0 3 2 1 4 4 0 4 3 1 4 2 2 5 5 0 / 5 4 1 / 5 3 2 5 2 3 ** 6 6 0 6 5 1 6 4 2 ** Note: This chart is filled in based on the assumption that everything attached to the central atom is the same. A molecule automatically becomes polar if more than one type of atom is attached to its center. Family
Answer is 2801+ narrator = 2802 but students need to show the series and the use of the sum formula. Now the actual nursery rhyme does not say assume everyone is going to St. Eves. It just starts with “As I was going to St Ives” so the man with his 7 wives etc. was returning and hence only the narrator of the rhyme was going with perhaps others that are not mentioned. But the man with wives, kits and sacks and cats totals 2801. A similar but not a trick question is problem 7 of the Rhind Papyrus written about 1650 B.C. There were 7 houses each with 7 cats, each with 7 mice, each with 7 spelt, each with 7 hekat. How many are there in all? Sum is 19,607. Vocabulary Closed form expression Finite Finite geometric series Geometric series Infinite Infinite geometric series Mortgage Sequence Series Sierpinski Resources and Materials Activities 5.6.1 – 5.6.3 should be completed. If time permits do Activity 5.6.4. Activity Sheet 5.6.1 Finite Geometric Series Activity Sheet 5.6.2 Sam’s Story Activity sheet 5.6.3 Rumors, Worms, and Viruses Activity sheet 5.6.4 Return to Sierpinski Graphers or equivalent technology
What do you think is a common BLUNDER in this type of problem? ___________________________________________________________________________ Solve the problem correctly below.
UNIT 5 NERVOUS SYSTEM SUMMARY NOTES RESPONSE TO STIMULI STIMULUS – a detectable change in the internal or external environment of an organism that produces a response RESPONSE – something that aids survival which includes movement, secretion from glands and behaviours such as stalking, prey, communication and reproducing RECEPTORS – cells or organisms that detect stimuli. They transfer the energy of a stimulus into a form that can be processed by the organism and leads to a response EFFECTOR – the cells, tissues, organs and organ systems that bring about a response COORDINATOR – interneurons connecting the sensory and motor systems. They connect information from each receptor with its appropriate effector. Taxis – A simple response that’s direction is determined by the direction of the stimulus An organism can respond directly to a change in the environment by moving its body either: Toward the stimulus (positive taxis) Away from the stimulus (negative taxis) Kinesis – A response which results in an increase of random movements (instead of the direct movement towards a stimulus) which ultimately brings the organism back into favourable conditions. Tropism – a growth movement of part of a plant in response to a directional stimulus Nervous Control The nervous system has two main divisions: The central nervous system (CNS) – brain and spinal cord The peripheral nervous system (PNS) – Made up of pairs of nerves that originate either from the brain or the spinal cord
Finding Missing Angles using Trigonometry Trig Ratio: ____________________ When solving for _________, you must use the ________________________ !!!! Practice: Find the missing angle. Round to the nearest tenth when needed. 7. X = ________________________ 8. X = ________________________ 9. X = ________________________ 10. X = ________________________ 11. X = ________________________ 12. X = ________________________
Homework 5.4 - Solve for the missing side or angle. Round to the nearest tenth when needed. 1. X = ________________________ 2. X = ________________________ 3. X = ________________________ 4. X = ________________________ 5. X = ________________________ 6. X = ________________________ 7. X = ________________________ 8. X = ________________________ 9. X = ________________________
Mighty Tee: C = 49 + n No-Shrink Tee: C = 4.5n y-intercept & what it represents Coefficient of n & what it represents Cost for 12 T-shirts Cost for 20 T-shirts How many T-shirts for $120? A4) For what number of T-shirts is the cost of the 2 companies equal? What is the cost? 3.1: Solving Equations Using Tables and Graphs 2.4: Connecting Tables, Graphs and Equations Ex: Match the following equations, tables and graphs: x y -1 4 0 4 1 4 x y -1 2 0 -1 1 -4 x y -1 5.5 0 4 1 2.5 y = -3x – 1 y = x + 4 y = 4
AP Human Geography Name _________________________ Unit 5 - Agriculture, Food Production, and Rural Land Use Ch. 10 – Food and Agriculture Key Issue 1: Where did agriculture originate? Information Examples Defining agriculture – two purposes: 1. 2. Agricultural Revolutions: 1. 2. 3a. 3b. Early crop hearths: 1. 2. 3. 4. Early animal hearths: 1. 2. Types of agriculture: 1. 2.
Progressions from Common Core State Standards in Mathematics: For an in-depth discussion of the overarching, “big picture” perspective on student learning of content related to this unit, see: The Common Core Standards Writing Team (10 September 2011). Progressions for the Common Core State Standards in Mathematics (draft), http://commoncoretools.files.wordpress.com/2011/05/ccss_progression_cc_oa_k5_2011_05_302.pdf Vertical Alignment: Vertical curriculum alignment provides two pieces of information: (1)a description of prior learning that should support the learning of the concepts in this unit, and (2) a description of how the concepts studied in this unit will support the learning of additional mathematics. Key Advances from Previous Grades: In grade 3, students should solve word problems with four operations knowing how to perform operations in the conventional order. In grade 4, students use multistep word problems with whole numbers knowing to perform operations in the conventional way. Additional Mathematics: Students will use previous knowledge to write and interpret numerical expressions: In grade 6, when simplifying expressions with exponents; simplifying algebraic expression; and solving one-variable equations and inequalities. In grade 7, when working with rational numbers; using properties of operations to generate equivalent expressions; and solving authentic problems using numerical and algebraic expressions and equations. In grade 8, when working with radicals and rational and irrational numbers. 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. Overarching Unit Standards Supporting Standards within the Domain Instructional Connections outside the Cluster
5.OA.A.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.. Ability to build on knowledge of order of operation (3.OA.C.8) to find the value of an expression without variables. parentheses: ( ) A grouping symbol. This is commonly used as the grouping symbol. They indicate in which order the operations should be preformed. brackets: [ ] A grouping symbol. Brackets are used when a second grouping symbol is needed. braces: { } A grouping symbol. Braces are used when a grouping symbol is needed. Grouping symbols are often used in order of operation problems. Example: 4 + 2{3 + 1[5(3 + 2)] + 6} 4 + 2{3 + 1[5 6] + 6} 4 + 2{3 + 1 30 + 6} 4 + 2{3 + 30 + 6} 4 + 2 {39} 4 + 78 82 5.OA.A.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. See the skills and knowledge that are stated in the Standard. expression: a mathematical phrase that has no equality or inequality signs. Examples: 7 5 2(3 + 4) 3 – 9 + 7 2 + 4 – 6 8
5.OA.A.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Knowledge that corresponding terms are used to create ordered pairs. Ability to apply knowledge of the coordinate system. corresponding terms: Given a rule, generate a number pattern with two sets. For example given one rule to multiply the first number by 2 to get the second number and given a second rule to multiply the first number by 4 to get the second number. The second number in second rule should be twice the size of the second number in the first rule. First rule: (1,2) (2,4) (3,6) (4,8)… Second rule: (1,4) (2,8) (3,12) (4,16)… coordinate plane:
Core Standards …………………………………..… 3 Objectives ………………………………..………… 4 Reflection of light ………...………………………… 5 Refraction of light ………………………………..... 14 Thin Lens ………………………………………….. 25
Spoon appears bent in water due to refraction. الملعقة تظهر أن منحنية في الماء بسبب الانكسار Pencil appears bent in water due to refraction. قلم الرصاص يظهر أنه منحنٍ بسبب الانكسار Using a laser to demonstrate refraction from air to water. استخدام ضوء الليزر لبيان الانكسار من الهواء إلى الماء The index of refraction for a substance is the ratio of the speed of light in a vacuum to the speed of light in that substance. الانكسار للمادة هو النسبة بين سرعة الضوء في الفراغ إلى سرعته في المادة. Indices of Refraction (n) for Various Substances معامل الانكسار لمواد مختلفة
Unit 5 Part 1: Filling and Wrapping Guided Notes 2013 Lesson 1: Circles Essential Question – How can I find the circumference and area of circles? Vocabulary – Circle - Radius - Diameter - Circumference - Circumference of a Circle: The circumference of a circle is the ________ of ____ and the ________, or twice the product of ____ and the ______. Formulas: C = πd or C = 2πr Example 1: Finding the Circumference of a Circle Find the circumference of the clock. Use 3.14 for π. Example 2: Finding the Circumference of a Circle Find the circumference of the circle. Use for π. Example 3: Finding the Diameter of a Circle The largest tree in the United States is growing in Sequoia National Park in California. The tree is a sequoia whose trunk is roughly circular and has a circumference of 998 inches. What is the tree’s diameter? Area of a Circle The area A of a circle is the _______ of π and the ________ of the radius. Formula: A = πr2 Example 4: Finding the Area of a Circle The central performance area at a circus is a circular ring having a diameter of 42 feet. Find the area of the ring. Your Turn: Find the circumference of the circle. Use . 1. 2. 3. The circumference of a circle is 22 inches long. Find the circle’s diameter. Round your answer to the nearest whole number. 4. Find the area of the circle. Use . Lesson 2: Area Essential Question – How can I find the area of different shapes? ____________
LESSON 3: LEWIS (ELECTRON) DOT DIAGRAMS FOR IONIC COMPOUNDS Ion Diagram Electron Configuration Ion structure Electron Configuration a. sodium Na+ e. O2 b. aluminum Al3+ f. bromide Br c. calcium Ca2+ g. phosphide P3 d. magnesium Mg2+ h. sulfide S2 Complete the table below (electron dot diagrams for ions) Ionic compound (name & formula) Electron-dot Diagram Total # of ions Ionic compound (name & formula) Electron-dot structure Total # of ions a. sodium fluoride NaF f. aluminum chloride b. potassium chloride KCl g. sodium sulfide c. calcium iodide CaI2 h. lithium hydride d. magnesium oxide MgO i. aluminum oxide e. rubidium oxide Ru2O j. calcium phosphide Complete the below (electron dot diagrams for ionic compounds)
LESSON 3: LEWIS (ELECTRON) DOT DIAGRAMS FOR IONIC COMPOUNDS Ion Diagram Electron Configuration Ion structure Electron Configuration a. sodium Na+ e. O2 b. aluminum Al3+ f. bromide Br c. calcium Ca2+ g. phosphide P3 d. magnesium Mg2+ h. sulfide S2 Complete the table below (electron dot diagrams for ions) Ionic compound (name & formula) Electron-dot Diagram Total # of ions Ionic compound (name & formula) Electron-dot structure Total # of ions a. sodium fluoride NaF f. aluminum chloride AlCl3 b. potassium chloride KCl g. sodium sulfide Na2S c. calcium iodide CaI2 h. lithium hydride LiH d. magnesium oxide MgO i. aluminum Al2O3 dot
BCl3 NO2 Write IUPAC Names for the following molecular (covalent) substances LESSON 7: LEWIS (ELECTRON) DOT DIAGRAMS FOR COVALENT SUBSTANCES Complete the chart. Molecule (name & formula) Total # of valence e-’s Electron-dot structure Molecule (name & formula) Total # of valence e-‘s Electron-dot structure a. methane CH4 g. carbon tetrachloride CCl4 b. nitrogen N2 h. carbon dioxide CO2 c. ammonia NH3 i. phosphorus trichloride PCl3 d. water H2O j. dihydrogen monosulfide H2S e. oxygen O2 k. carbon monoxide CO f. fluorine F2 l. hydrogen H2
Accounts for _________ __________ in chemical changes occurring at: -Constant pressure -No forms of work are performed other than pressure-volume (P-V) work ΔH represents the _______________ in enthalpy ΔH = Endothermic – _____________________________________________________________ Exothermic – ______________________________________________________________ Heat and Work Identify each energy exchange as heat or work and determine whether the sign of heat or work (relative to the system) is positive or negative: An ice cube melts and cools the surrounding beverage. (The ice cube is the system.)
When 50.0 mL of 0.100 M AgNO3 and 50.0 mL of 0.100 M HCl are mixed in a constant-pressure calorimeter, the temperature of the mixture increases from 22.3°C to 23.1°C. The temperature increase is caused by the following reaction: + HCl(aq) AgCl(s) + HNO3(aq) ΔH = ? Calculate ΔH for this reaction in kJ/mol AgNO3, assuming that the combined solution has a mass of 100.0 g and a specific heat of 4.18 J/g·°C. When a 6.50-g sample of solid sodium hydroxide dissolves in 100.0 g of water in a coffee cup calorimeter, the temperature rises from 21.6°C to 37.8°C. Calculate ΔH (in kJ/mol NaOH) for the solution process: NaOH(s) Na+(aq) + OH-(aq) ΔH = ? Assume the specific heat of the solution is the same as pure water. NOTE: Mass of solution includes solute AND solvent. When a 4.25-g sample of solid ammonium nitrate dissolves in 60.0 g of water in a coffee-cup calorimeter, the temperature drops from 22.0°C to 16.9°C. Calculate the ΔH (in kJ/mol NH4NO3) for the solution process: NH4NO3 (s) NH4+ (aq) + NO3-(aq) ΔH = ? Assume that the specific heat of the solution is the same as that of pure POTENTIAL ENERGY DIAGRAMS (ENTHALPY OF A REACTION) Diagrams relative energies of reactants and products in a reaction. The difference between the levels represents the change in enthalpy (ΔH). Exothermic energy is released
Scan site and scan number Horiz scan dist (m) Optimal # horiz measurements Vert scan dist (m) Optimal # vert measurements Time for optimal scan [#horiz * #vert * time/measurement] Time for actual scan
Unit 5 Rubric – High Resolution Imaging Module Summative Assessment This rubric covers the material handed in for Unit 5 student assignment 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. work may answer all components of the given question, but answers are incorrect, ill-considered, or difficult to interpret given the context of the question. Basic work may also be missing components of a given question. Nonperformance occurs when students are missing large portions of the assignment, or when the answers simply do not make sense and are incorrect. Part A: Survey Design Description (10 points) 9–10 points: Survey design to highlight scarp (2 points) Map with camera locations / collection path or scanner, target, and GPS locations with justifications (2 points) Scan resolution material including a worksheet for their scan, diagram of geometries, calculation of spot size/shape, comparison to scanner resolution (2 points) Target tie-point verification, including a figure, degree of correlation, and explanation of the goodness of fit and how it may improve (3 points) OR reflection on collection path / camera locations with figure showing photo overlap and some discussion of 5–8 points: Missing 1–2 of the listed characteristics for an exemplary report and may be poorly written/unclear; AND/OR All characteristics are present but lack detail or are incorrect, showing a lack of comprehension 0–4 points: Missing 2–4 of the characteristics, may be poorly written and unclear; AND/OR Most characteristics are present (1–2 missing) but are incorrect, showing a lack of comprehension
how survey design may improve (5 points) If all of the above is included and the material is presented in a clear, concise and well-written fashion (1 point) Part B: Scientific Question Analysis (10 points) 9–10 points: Depends on feature scanned (7 points) Detailed and thoughtful answer to reflection question about learning experience (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 1–3 (depending on which ones) 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. In addition, answer to reflection question is not thoughtful/considered. 0–4 points: Missing 3–5 of the characteristics, may be poorly written and unclear; AND/OR Most characteristics are present (1–2 missing) but are incorrect, showing a lack of comprehension. In addition, reflection question is not answered.
Use the Figure above to answer the following question(s). 24. Choose the portion of the graph that represents the number of reindeer that can be sustained indefinitely in a given area. 25. Choose the portion of the graph that represents the number of reindeer that exceeded the capacity of their environment. 26. Choose the portion of the graph that can also be called a dieback. Use the Figure above to answer the following question(s). 27. Choose the portion of the curve that results from the biotic potential and environmental resistance. 28. Choose the portion of the curve that results from reproductive time lag. 29. Although levels of CFCs in the atmosphere are much lower than those of CO2, CFCs are still potent greenhouse gases because they remain in the atmosphere for only a brief time lack natural sources are much more efficient at absorbing thermal radiation *2010 circulating through the troposphere more easily than CO2 does are more difficult to remove from smokestacks and tailpipes Global climate change occurs because increasing concentrations of greenhouse in the troposphere absorb outgoing IR radiation * the stratosphere absorb outgoing IR radiation the troposphere absorb incoming UV radiation the stratosphere absorb incoming UV radiation neither the troposphere nor the stratosphere absorb incoming UV radiation 31. Energy is always conserved. This principle is stated in the 2nd law of thermodynamics 2nd law of enthalpy 1st law of entropy 1st law of thermodynamics * 3rd law of thermodynamics In any energy transformation, some energy is always degraded to low quality energy. This principle is stated in the 2nd law of thermodynamics * 2nd law of enthalpy 1st law of entropy 1st law of thermodynamics 3rd law of thermodynamics When fossil fuels are burned, adding to greenhouse gases and creating global warming, it is known as biodiversity lithification gasification deforestation dissolution enhanced greenhouse effect *
Quebec French colonized province. Speak French as official language bilingual Speaking two languages fluently Separatist Person who wants Quebec to break away from Canada and form their own country. Constitutional Monarch Monarch is limited by a constitution Parliamentary Democracy Citizens elect their leaders-> leaders elect their head of government (HOG) Federal System Power is SHARED NAFTA North American Free Trade Agreement- creates a FREE TRADE ZONE between CANADA, USA, and MEXICO
Acid rain can fall on both land and water, resulting in a change of pH level. Soil – plants/crops are sensitive to the pH of the soil that they grow in. Farmers have to monitor the pH of their soil to make sure it bests suits their crops. Water – rivers and lakes need constant monitoring; if the pH gets too low aquatic plants and animals will not be able to live there.
11. Calculate the energy in KJ produced by the reaction of 10.0 g of hydrogen with excess oxygen. 2H2 + O2 → 2H2O + 213 KJ 10.0 g H2 x 1 mole x 213 KJ = 527 KJ 2.02 g 2 mole 12. Calculate the theoretical yield in grams of Fe produced by the reaction of 5.67 g of iron III oxide. If the actual yield is 2.00 g calculate the percentage yield. 2Fe2O3 + 3C → 4Fe +3CO2 5.67 g x 1 mole x 4 mole Fe x 55.8 g = 3.96 g Fe 159.6 g 2 mole Fe2O3 1 mole % = 2.00 g x 100 % = 50.4 % 3.96 g 13. Calculate the amount of CO2 produced by the reaction of 8.45 g of iron III oxide. If the percentage yield is 75 %, calculate the actual yield. 2Fe2O3 + 3C → 4Fe +3CO2 8.45 g Fe2O3 x 1 mole x 3 mole CO2 x 44.0 g = 3.49 g CO2 x 0.75 = 2.6 g CO2 159.6 g 2 mole 1 mole 14. Calculate the number of moles CO2 produced by the reaction of 8.45 g of C. 2Fe2O3 + 3C → 4Fe +3CO2 8.45 g C x 1mole x 3 mole CO2 = 0.704 mole CO2 12.0 g 3 mole C
H2SO4(aq) + 2NaHCO3(s) → Na2SO4(aq) + 2H2O(l) + 2CO2(g) What volume of CO2, measured at STP, is available from 8.58 g NaHCO3? 2.29L 19. What quantity of magnesium must a student react with excess hydrochloric acid to produce 85.0 ml hydrogen, measured at STP? Mg(s) + 2HCl(aq) → H2(g) + MgCl2(aq) Worksheet # 6 Limiting and Excess Reactant Fill in the ICE charts- all units are in moles. 1. 1 A + 2 B → 1 C + 2 D I 8.00 6.00 0.00 0.00 C 3.00 6.00 3.00 6.00 E 5.00 0.00 3.00 6.00 2. 3 A + 4 B → 4 C + 3 D I 9.00 14.00 0.00 0.00 C 9.00 12.00 12.00 9.00 E 0.00 2.00 12.00 9.00
Unit 5: Fahrenheit 451 – Literary Analysis Writing Workshop Teacher Ms. Megan Kang E-Mail Telephone (949) 293-5028 “You don’t have to burn books to destroy a culture. Just get people to stop reading them." —Ray Bradbury, Fahrenheit 451 April Monday Tuesday Wednesday Thursday Friday 13 Introduce Prompts and Literary Analysis Essay 14 – Prewriting Developing your thesis Working thesis statement due by the end of class 15 – Prewriting Outlining & Components of strong close ready essay HW: Complete outline 16 – Prewriting Outline due at the beginning of class Integrating textual evidence into my 17 No School 20 – Drafting Reviewing the 9 part essay 21 – Drafting body paragraphs: background of story and summary of selected passage 22 – Drafting Body paragraphs: Close read body paragraphs 23 – Revising Revise thesis & draft introduction and conclusion paragraphs Final thesis statement due at end of class 24 – Revising Rough Draft due at beginning of class Peer Reviews 27 – Editing & Proofreading MLA Formatting 28 – Editing & Proofreading Final proofreading 29 – Publishing Day! Final Draft due 30 1 Literary Analysis Essay — The culmination of our Fahrenheit 451 Unit will be a literary analysis essay, which is an attempt to evaluate and understand the work of an author, either a single work or an entire body of work. This essay will be your opportunity to explore a particular character, theme, or idea from the novel that you found interesting and want to understand more deeply. Writing a literary analysis essay includes: 1) composing a clear, literary thesis that offers a significant interpretation of the text, 2) offering a variety of types of literary evidence to support the claim, including effective analysis of that evidence; 3) offering clearly defined and developed paragraphs, each with its own defined topic sentence with a literary claim; 4) demonstrating a grasp of grammar and style.
***Redo Any Group Competency or Unit Test *** for 5 points extra credit Tue Jan 9 HAPPY NEW YEAR! HW 2: Linear Programming Handout District Review In Class 5a.2 Thu Jan 11 Complete Linear Programming Matrices In Class 5a.3 Fri Jan 12 #1 Review Pages ___________ (Unit 1-2 ) Please complete and come to class with questions Mini Quiz on Unit 1-2 Review Tue Jan 16 #2 Monday - Holiday Review Pages ___________ (Unit 3-4) Please complete and come to class with questions Mini Quiz on Unit 3-4 Review Thu Jan 18 #3 Review Pages _______________ (Unit 5-5a) Please complete and come to class with questions Mini Quiz on Chapter 5-5a Review Mon Jan 22 Fri Schedule Wed Jan 24 4th Block Final (10:00 - 11:30am) Thu Jan 25 6th Block Final (10:00 - 11:30am)
Title: Image #175 Unit:6 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? Cultural Influences:
Unit 6 Task 2A For this task, we have been told to choose 2 magazines or websites to analyse, just from looking at the cover page. So, I am going to be making two tables for two completely different magazines and then elaborating my thoughts in detail below it. As you can see below, the two magazines I have selected to analyse is the Glamour UK magazine and the Empire magazine, I have chosen these because I read them a lot, which will help make my analysis more detailed and accurate. Glamour Magazine Empire Magazine Beauty/Fashion Film Entertainment Selection of Content WORDS Glamour Success! You’ve got this Love in 2015 Empire The Hunger Games (popular trilogy) This Time Its War! IMAGES Female celebrity (Anna Kendrick) Apocalyptic background Katniss Everdeen (main character) Cowboy
She’s wearing black clothing, possibly to symbolise that there’s still loss and sadness to come for her and the other characters LAYOUT Basic, but effective Eye-catching Easy to read Nicely spread out Dramatic Exciting Eye-catching Includes enough interesting facts/information CAPTIONS Success! You got this! 100 winning looks for NOW Anna Kendrick (draw fans in) Hair Every Day What to Wear All Summer THIS TIME ITS WAR! THE HUNGER GAMES “It feels unfinished” – makes the readers curious as to what it is referring too. AT LAST! A TRULY GREAT VAMPIRE COMEDY BATMAN V GOD ANCHORAGE Very feminine Independent Dramatic Adventurous Exciting War – ready for battle Codes & Conventions LINGUISTIC SUCCESS! Kendrick chooses to hold her up to her thigh, as if to say this is her choice (intended to be sexy?) WAR! Fighting Action VISUAL Nicely spread out Welcoming Organised ‘girly’ Nicely spread out BOOM (stands out) Also quite organised
Work Hard. Get Smart. World History Homework: 7.WH.6.4 Topic: Florence Mr. Welch 937-657-1521 Name: ______________________________ Date: Homeroom: Directions: the terms on the left with the definition on the right. Write the letter on the line. For short answer, make sure to write a complete sentence that restates and answers the question. _____ Dante Alighieri Leonardo da Vinci _____ Raphael Donatello _____ Filippo Brunelleschi Galileo Galilei to have no religious or spiritual basis famous poet, wrote The Divine Comedy a philosophy balancing religious and the power of the human mind
ALG U6 L6: Percent Increase & Decrease 1.) Increase 350 by 5% 1.05(350) 367.5 2.) Increase 120 by 10% 1.10(120) 132 3.) Increase 34 by 2% 1.02(34) 34.68 4.) Increase $450 by 3.5% 1.035(450) $465.75 5.) Increase $1,300 by 6.5% 1.065(1300) $1,384.50 6.) Increase 2,698 by 2.75% 1.0275(2698) 2,772.195 7.) Decrease 160 by 10% 0.9(160) 144 8.) Decrease 450 by 6% 0.94(450) 423 9.) Decrease 122,000 by 12% 0.88(122,000) 107,360 10.) Decrease $1,820 by 3% 0.97(1,820) $1,765.40 11.) Decrease $12,500 by 15% 0.85(12,500) $10,625 12.) Decrease $4.50 by 8% 0.92(4.50) $4.14
No Solution (No numbers work in the equation) Ex: x + 3 = x + 5 Infinitely Many Solution (Any number works in the equation) Ex: x + 3 = x + 3 e) 5n + 1 + 5n = 10n + 2 – 1 f) 2k + 3k + 1 = 5k + 7 DAY 10 Ex: Solve these multi-step equations. Check 2( x – 5) = 8 b) 6(t + 2) – 7 = 23 c) 4(m – 3) – 4m = 5 d) 2y + 5(y + 6) = 7y + 30 e) –2(2x – 3) = –2 f) 2 – 3(x + 1) = 6x
distributive property: The property of distributing one operation over another and the answer is the same. Distributive Property of Multiplication over Addition a(b + c) = ab + ac 2(5 + 1) = 2×5 + 2×1 2(6) = 10 + 2 12 = 12 Distributive Property of Multiplication over Subtraction a(b – c) = ab – ac 2(5 – 1) = 2×5 - 2×1 2(4) = 10 - 2 8 = 8 Part II – Instructional Connections outside the Focus Cluster: NOTE: None of the vocabulary, terminology, and concepts in this cluster are new, nor should they be particularly problematical for instruction of the related standards. Resources: This section contains to materials that are intended to support content instruction in this unit. http://ime.math.arizona.edu/progressions/#products
AFM Name: ____________________ Unit 6: Probability Homework 11/27 Monday Binomial Theorem & Factorials Counting Principle 11/28 Tuesday Counting Principle Permutation & Combinations 11/29 Wednesday Permutations & Combinations 11/30 Thursday Review/Quiz 12/01 Friday Probabilities with Multiplication 12/04 Monday Adding Probabilities 12/05 Tuesday Expected Values & Fairness 12/06 Wednesday Geometric Probability 12/07 Thursday Binomial Theorem & Probability 12/08 Friday Review Day! 12/11 Monday Unit 6 Test
A square with vertices and Transform so that dilates based on the scale factor of . Triangle with vertices and using a scale factor of and centered at What is coordinate of ? Which words correctly complete the statement below? ΔPQR is dilated with the center of dilation at the origin and a scale factor of 2 to obtain ΔP’Q’R’. The triangles’ corresponding angles are __________ and their corresponding sides are ____________; therefore, the triangles are ____________. congruent; proportional; similar congruent; congruent; congruent proportional; proportional; similar proportional; congruent; congruent Rectangle with vertices and . Dilate to by using the scale factor of . Given : , . Use the graph to the left to transform the figure using the scale factor of centered at . State the y-coordinate of .
Lesson 1 "Tomas and the Library Lady" Antonyms, Synonyms, Compound Words, Contractions and Related Words Spelling Words: 1.strange 2.concert 3.peanut 4.washcloth 5.mute 6.these 7.wrap 8.didn’t 9.pupil 10.limb 11.jacket 13.orphan 14.knuckle 15.you’re Challenge words: 17.package 18.wristband Selection Vocabulary gulps cot howling lap setting borrow eager package Lesson 2 "Storm in the Night" Regular and Irregular Plural Nouns, Homophones and Homographs Spelling Words 1.they’re 2.there 3.geese 4.moose 5.cue 6.train 8.throat 9.steal 10.steel 11.weighty 12.cries 13.bright 14.rubies 15.lead Challenge 16.statue 17.hyena 18.swallow Selection Vocabulary streaming mantel siren scarcely drenched errand overcome natural
Unit 6 Spelling List Unit 6 Week 1 The Story of the Statue of Liberty Unit 6 Week 2 Happy Birthday Mr. Kang Unit 6 Week 3 Talking Walls: Art for the People Unit 6 Week 4 Two Bad Ants Unit 6 Week 5 Atlantis: The Legend of a Lost City Few School True Goose Fruit Cookie Cushion Noodle Bookmark Balloon Suit Chew Glue Tuesday Bushel Bamboo Mildew Soothe Barefoot Renewal Above Another Upon Animal Paper Open Family Travel Afraid Nickel Sugar Circus Item Gallon Melon Character Cardinal Oregon Particular dinosaur Question Creature Furniture Division Collision Action Direction Culture Vacation Mansion Fiction Feature Sculpture Vision Celebration Fascination Legislature Manufacture Possession Declaration Leadership Impossibly Gracefully Refreshment Uncomfortable Overdoing Remarkable Carefully Unbearably Ownership Unacceptable Reappeared Unprepared Oncoming Misbehaving Outrageous Undoubtedly Independence Disadvantage Cloth Clothes Nature Natural Able Ability Mean Deal Dealt Please Pleasant Sign Signal Signature Equal Equation Equator Major Majority
x y 1. Describe the transformations that have occurred to exponential function f(x) = 4x f(x) = –2(4 x +3) – 5 Simplify 2) 3(x – 4) (x + 5) 3) 4 (x + 5) (x – 5) by completing the square. 4) x2 + 10x – 5 = 0 5) 2x2 – 12x + 10 = 4
American History Name: _______________________________ Chapters 7 & 8 – Nationalism, Sectionalism & Reform Due: ____________________________ Study Guide Unit 6: Nationalism, Sectionalism, & Reform; Oh My! Vocabulary Directions: Using Chapter 7 & 8 in your textbook, a dictionary, or other online source, to locate and define the following terms. For people, places, and events give a brief, but adequate description. Turnpike National Road Erie Canal Industrial Revolution Samuel Slater Francis Cabot Lowell Lowell girl Interchangeable parts Eli Whitney Samuel F.B. Morse Tariff of 1816 Labor Union Nativist Cotton gin Nationalism Henry Clay John Quincy Adams Monroe Doctrine Missouri Compromise Caucus Andrew Jackson Martin Van Buren Jacksonian Democracy Spoils system Indian Removal Act Trail of Tears Tariff of Abominations John C. Calhoun Nullification Whig Joseph Smith Mormon Second Great Awakening Utopian community Transcendentalist Ralph Waldo Emerson Henry David Thoreau Nathaniel Hawthorne Hudson River School of the Arts Alexis de Tocqueville Abolition movement Temperance movement Horace Mann Dorothea Dix Nat Turner William Lloyd Garrison Fredrick Douglass Sarah and Angelina Grimke Sojurner Lucretia Mott Elizabeth Cady Stanton Seneca Falls Convention 1848 Declaration of Sentiments 1848
Learner Objective(s) Essential Question(s) Students will: Analyze how the War of 1812 and the Monroe Doctrine fostered nationalism in the United States. Analyze how regional differences fostered sectionalism in the United States Examine sectionalism and nationalism. Predict what effect new inventions will have on agriculture. Contrast the northern and southern economies. Evaluate how the role of the presidency was greatly changed under the administration of Andrew Jackson by considering his policies on Indian removal, the Second Bank of the United States, and the nullification crisis. Analyze why the decades of the 1830s-40s were periods of intense social reform, including the Second Great Awakening, the women's suffrage movement, abolition, transcendentalism, and temperance. Apply historical thinking skills to predict how these reforms shaped American identity to the Civil War and beyond. How does geography affect the type of economy people have? How has the relationship between state, and national government changed over time? How can rhetoric and text structure advance ideas? What role should government play in the economy? How do economic differences lead to other conflicts? How does scientific progress influence history? What rights should noncitizens have? How should we definite citizenship? How should we commemorate the past? What qualities make a good president? What are the tensions between freedom, equality, and power? How did the reform movements influence each Why is equality so difficult to achieve?
Unit 6 Vocabulary trusts, monopolies, impact of railroads on other industries and the West, transcontinental rail road (1869), Chinese labor, Thomas Edison: electric light bulb, motion pictures, phonograph and impact on American life transatlantic cable, telegraph catalogs, vertical and horizontal integration, land grants, Taylorism: scientific management, Irish workers Hawaii, Alaska, China, Japan, Puerto Rico, Virgin Islands, Cuba John D. Rockefeller, J.P. Morgan Standard Oil Andrew Carnegie, interlocking directorates, Herbert Spencer, William Sumner, Origins of Species department stores (Macy’s, Montgomery Ward, Sears), Jacob Riis’s How the Other Half Lives Ellis Island, Southern and Eastern Europeans during 2nd Wave of Immigration Lewis Hine photography Knights of American Federation of Labor, Mother Jones Samuel Gompers, Pullman Strike (1894) and labor unrest Haymarket Square riot Henry W. Grady U.S. Fish Commission, Sierra Club, Department of the Interior the Grange, Las Gorras Blancas, Colored Farmers’ Alliance Farmers’ Alliances Ocala Platforms, Tom Watson, Mary E. Lease, reforms: political and economic, including money issue, graduated income tax, government ownership of railroads, etc. conservation movement, development of national parks and forests, Theodore Roosevelt John Muir (Muir Woods), Yosemite, Yellowstone, Chinese Exclusion Act of 1882, anti-Asian sentiments exodusters, Chinese and Japanese immigrants, urbanization, “allures of the cities,” Boomtowns street cars, Central Park, ethnic ghettos ethnic enclaves: Little Italy, Chinatown National American Woman Suffrage Association (NAWSA), Woman’s Christian Temperance Union (WCTU) Jane Addams and Hull House Boss Tweed and Tammany Hall, Florence Kelley subsidies, land-grant colleges Dawes Severalty Act, tribes of Great Plains, Homesteaders, “land conflict”
Sitting Bull, Indian Wars, Geronimo Dawes Act, Chief Joseph, Ghost Dance movement Wounded Knee “communal/tribal” mentality referendum, socialism, Interstate Commerce Act Progressives, initiative, recall, direct election of senators, labor laws, living conditions of urban poor, Sherman Antitrust Act American Protective Association, Plessy v. Ferguson, Jim Crow laws, “separate but equal” doctrine George, Edward Bellamy, Gospel of Wealth Andrew Carnegie, philanthropy, “Social Darwinism,” Horatio Alger Booker T. Washington, Ida B. Wells-Barnett, Elizabeth Cady Stanton 19th Amendment W.E.B. DuBois
1. 2. 3. 4. Domain: ____________________________ Range: ______________________________ 5. a.) ____________________________ b.) ____________________________ c.) ____________________________ 6. a.) ___________________________ b.) ___________________________ c.) ___________________________ 7. Domain: ______________________________ ________________________________
Unit 7 Unit Concepts “I can…” Statements Instructional Resources MyPlate F.M.N. 14.2 14.3.1 14.3.2 14.5.1 Use dietary guidelines to create a healthy balanced diet I can... Name and give examples of healthy food group choices Apply the MyPlate guidelines to plan nutritious meals Utilize MyPlate to track and analyze my food intake Create healthy meals using dietary guidelines Identify recommended serving sizes Ch. 3-1 Dietary Guidelines Ch. 3-2 The Food Guide Pyramid Ch. 6 Energy and Calories Ch. 7 The Dietary Guidelines Ch. 8 The Food Guide Pyramid Color me for fun! Nutrition & Wellness Assignment Checklist—MyPlate Due Date(s) Assignment Complete Pre-Quiz MyPlate Collage MyPlate, My Health Video Notes
Staple and turn in: Rubric Meal summary Report Food Groups and Calories Report Nutrients Report Physical Activity Report One Page Typed Self-Reflection & Evaluation Food Journal SuperTracker One Week “What I Really Ate” Evaluation Rubric Description Points Possible Points I think I Earned Food Journal (checked beginning of the hour day 1) 2 Meal summary report (7 days) 2 Food Groups & Calories Report (highlighted) 2 Nutrients Report (highlighted) 2 Physical Activity Report 2
Fill out day! No question = NQ Absent = A No School = NS Daily Journals Week of: Date Journal Question Journal Answer Fill out day! No question = NQ Absent = A No School = NS ***When you successfully complete all your journals for the unit go to the N&W Assignment Checklist page and put a in the “Complete” column. MyPlate Learning Check
ownership in Texas occurred mainly in which areas of the state of Texas? Which pair of events best completes the graphic organizer from left to right? Disputed Border between Texas/US and Mexico...Bloodshed at Brownsville Disputed Border between Texas/US and Mexico...Rio Grande Becomes Official Border Migration of Americans to of Europeans to Hill Country Financial Debt of the Republic of Texas...Annexation I idea of expanding the United States from the Atlantic Ocean to the Pacific Ocean is known as… Which phrase on the advertisement may demonstrate a bias against the Mexican army? heroine of Ft. success of American arms battles fought treacheries and cruelties Which characteristic of the Early Statehood era is evident from the advertisement? an eagerness for conflict a support of new Texas immigration a spirit of compromise between nations and people an expansion of new industry in Texas Which area of Texas did German immigrants settle?