zilongwang/ReadingBank huggingface dataset:
Unit 3 Problem Set Name: ____________________________ #______ AP Chemistry Block: __________ Section 1: Types of Bonding Atoms having greatly differing electronegativities are expected to form: no bonds covalent bonds nonpolar covalent ionic bonds covalent bonds Choose the compound with the most ionic character. LiCl KF NaCl LiF KCl Atoms with very similar electronegativity values are expected to form no bonds. covalent bonds. triple bonds. ionic bonds. none of these In the gaseous phase, which of the following binary molecules would be the most polar? CsF CsCl NaCl NaF LiF Which of the following groups contains no ionic compounds? HCN, NO2, Ca(NO3)2 PCl5, LiBr, Zn(OH)2 KOH, CCl4, SF4 NaH, CaF2, NaNH2 CH2O, H2S, NH3 In which pair do both compounds exhibit predominantly ionic bonding? PCl5 and HF Na2SO3 and BH3 KI and O3 NaF and H2O RbCl and CaO Metals typically have _______ electronegativity values. high low negative no two of The shared electron pair in a C-F bond could be considered closer to C because carbon has a larger radius and thus exerts greater control over the shared electron pair. closer to F because fluorine has a higher electronegativity than carbon. closer to C because carbon has a lower electronegativity than fluorine. an inadequate since the bond is ionic. centrally located directly between the C and F. When electrons in a molecule are not found between a pair of atoms but move throughout the molecule, this is called ionic bonding. covalent bonding. polar covalent bonding. delocalization of the electrons. a dipole moment. As the number of between two carbon atoms increases, which one of the following decreases? number of electrons between the carbon atoms bond energy bond length all of these none of these In which of the following compounds does the bond between the central atom and bromine have the greatest ionic character? LiBr KBr SeBr2 AsBr2 CaBr2
determine the mean monthly highest and lowest temperatures – writes and evaluates expressions to determine the difference in monthly means – writes and evaluates the projected ranges in temperature in 2100 determine the mean monthly highest and lowest temperatures – writing and evaluating expressions to determine the difference in monthly means – writing and evaluating the projected ranges in temperature in 2100 determine the mean monthly highest and lowest temperatures – writing and evaluating expressions to determine the difference in monthly means – writing and evaluating the projected ranges in temperature in 2100 expressions to determine the mean monthly highest and lowest temperatures – writing and evaluating expressions to determine the difference in monthly means – writing and evaluating the projected ranges in temperature in 2100 expressions to determine the mean monthly highest and lowest temperatures – writing and evaluating expressions to determine the difference in monthly means – writing and evaluating the projected ranges in temperature in 2100 – writing and evaluating expressions to determine the mean monthly highest and lowest temperatures – writing and evaluating expressions to determine the difference in monthly means – writing and evaluating the projected ranges in temperature in 2100 Problem-Solving Skills Uses appropriate strategies to solve the problems successfully and explain the solutions does not solve the problems successfully uses few successful strategies uses some appropriate strategies, with partial success, to solve the problems uses appropriate and successful strategies to the problems uses innovative and effective strategies to successfully solve the problems Communication Presents work and explanations clearly, using appropriate mathematical symbols unable to record and explain reasoning and procedures clearly and completely record and explain reasoning and procedures with little clarity and is incomplete records and explain reasoning and procedures with partial clarity; may be incomplete records and explains reasoning and procedures clearly and completely records and explains reasoning and procedures with precision and thoroughness
Core Standards…………………………….…….. 3 Objectives…………………………………....…….. 4 Kinetic particles 5 Thermal expansion….……..............................….. 18 Freezing water……...........................................….. 23 Density ……….……..........................................….. 26 Pressure………………….................................….. 34 Hydraulic system……….…….........................….. 41 Buoyancy............................................................….. 46 Questions………………………………............….. 55 References………………………..…………...…..... 61
B) when the speed of a fluid increases, the pressure exerted by the fluid decreases C) the buoyant force on an object is equal to the weight of the fluid it displaces D) pressure applied to a fluid is transmitted unchanged throughout the fluid 21- An object weighing 50 kg is floating in a What is the buoyant force of the fluid on the object? A) > 50 kg B) 50 kg C) < 50 kg D) Not enough information is given. 22- If a cube is submerged in where on the cube is the pressure exerted by the water the greatest? A) on the bottom B) The pressure is equal on all sides of a cube. C) on the sides D) on the top 23- The supporting force exerted by a fluid on an object immersed in it is called __________. A) viscosity B) density C) lift D) buoyant force Resources:
24 These short wars redrew the map of Europe. For the next 40 years the major nations of Europe would be at peace. 25 Nationalism continued to grow. American Revolutions (Standard 7-3.3) 26 The spread of revolutions would not be contained to Europe. In places like Haiti, Mexico, and South America nationalism would have a major impact on the people and cultures living there. Like countries in Europe, they were inspired by the ideas of freedom, equality, and independence. They were also inspired by the American and French Revolutions. 27 Haiti was a good example of nationalism leading to separation. The French colony had a large population of slaves. These slaves learned about the American Revolution, and it inspired them to fight for their own freedom. In 1791 they revolted, led by a former slave named TOUSSAINT L’OUVERTURE. Within 10 years L’Ouverture and his soldiers had taken control of Haiti and freed all of its slaves. Eventually L’Ouverture was captured by French soldiers. He was sent to France, and in 1803 he died in prison. Despite L’Ouverture’s death, the French could not stop the rebellion. In 1804 Haiti declared itself independent. This remains the only successful slave revolt in history. 28 Society in the Spanish colonies was similar to that of France before the French Revolution. Like France, Spanish society was divided on where you were born and who your parents were. At the top were the peninsulares, wealthy citizens who had been born in Spain. Peninsulares were the only ones who could hold the highest offices and positions of power. Below them were the creoles, people who had Spanish parents but who were born in the colonies. Creoles could do anything the peninsulares could do except hold political office. These two classes owned almost all the wealth, power, and land in Latin America. Below them were the mixed-race classes. Mestizos were mixed-race people who had both Spanish and Native-American ancestors. Mulattos were mixed-race people who had both Spanish and African ancestors. Below all other classes were the slaves.
I need to review the basics. 10-60 I feel comfortable, but could use some practice. 60-80 I get this. I’m to apply my knowledge. 90-100 Complete a crossword puzzle on important key terms of this unit. Write 3 Facts and a Fib for 5 topics in this unit. Analyze newspaper articles that describe modern-day “worthy poor”. Review the quiz you took. Using your notes, make corrections using a specific format. Create a poster for Oglethorpe to present to the king. The pictures must demonstrate the 3 reasons that the king should create the Georgia colony. Pictures should be detailed, demonstrate meaningful thought, and show creative effort. Pictures must be colored. Create a poem, rap, or song about this time period. Feel free to use an existing song and the lyrics to it. Create a cartoon that describes Georgia’s creations, and uses a of copy paper, has 8 cells, uses at least one important key term per cell, and creative, meaningful dialogue. Must be colored, if possible. Time: Create your own story for one of the immigrant groups that came to Georgia. Your story should mostly consist of dialogue. Choose 4 people from the time period and describe, in detail, the senses they would experience. Rubric Ideas Project includes all necessary information, as well as additional information to take the piece to a higher level. All information is accurate. Project includes most or all of the necessary information. Information is mostly accurate. Project includes some necessary information. Some information is missing or much of it is inaccurate. Organization All components of the project are present. Work is appropriate to the format. Work shows meaningful effort and creativity. Most or all components of the project are present. Work is appropriate to the format. Some or most of the components are present. The format of the project is somewhat unclear or inappropriate. Conventions Reader notices than 3 misspelled key terms. Proper spelling, grammar, capitalization and punctuation is used. No more than 5 important key are misspelled. Spelling, grammar, capitalization and punctuation are mostly accurate. Reader notices several misspelled terms and significant errors with spelling, grammar, capitalization and punctuation.
What are the two ways that bone can grow? When does each occur? What is the role of the sex hormones in the skeletal system? What is the role of growth hormone? What happens if you have excessive amounts as a teenager/ adult? Where can you find red bone marrow? What does it do?
91. The high positive correlations between scores received on comparable sections of the SAT and GRE provide evidence for the ________ of these test scores. A) reliability B) heritability C) standardization D) normal distribution 92. Women scoring in the highest 25 percent on the Scottish national intelligence test at age 11 tended to ________ than those who scored in the lowest 25 percent. A) live longer B) be less creative C) talk at an earlier age D) experience more stereotype threat 93. An IQ of approximately 70 or below and difficulty adapting to the normal demands of life is most clearly an indication of A) savant syndrome. B) divergent thinking. C) convergent thinking. D) an intellectual disability. 94. Those diagnosed with an intellectual disability score approximately 70 or below on an intelligence test and also demonstrate a limitation in A) hybrid vigor. B) physical health. C) adaptive behavior. D) intrinsic motivation. 95. Over the past 50 or so years, children with mental retardation have increasingly been likely to A) have difficulty adapting to the normal demands of independent living. B) be diagnosed as having a chromosomal abnormality. C) demonstrate symptoms of savant syndrome. D) be mainstreamed into regular school classrooms. 96. The restandardization of intelligence tests over the past decade renders ________ Americans eligible for special education and ________ Americans eligible for the death penalty. A) more; fewer
Unit 3 SCHEDULE climate, BIOMES, and evolution of biodiveristy Global Climates and Biomes Module 9: The Unequal Heating of Earth Module 10: Air Currents Module 11: Ocean Currents Module 12: Terrestrial Biomes Module 13: Aquatic Biomes Evolution of Biodiversity Module 14: The Biodiversity of Earth Module 15: How Evolution Creates Biodiversity Module 16: Speciation and the Pace of Evolution Module 17: Evolution of Niches and Species Distributions Monday Tuesday Wednesday Thursday Friday 9/26 9/27 9/28 9/29 9/30 - Early Dismissal 10/3 10/4 Module 10 +11 p. 110-120 10/5 10/6 Module 12 p. 122-131 10/7 - Early Dismissal Module 13 p. 133-138 10/10 10/11 Biomes Quiz Module 14 p. 149-152 10/12 Biomes Picture Quiz Module 15 p. 155-162 10/13 Module 16 p. 164-167 10/14 - Early Dismissal Module 17 p. 169-173 10/17 UNIT 3 EXAM (MC) 10/18 UNIT 3 EXAM (FRQ) 10/19 10/20 10/21 - Early Dismissal You must complete the textbook readings by the date listed on the calendar above. You don’t have to wait until the dates listed to read the sections of the chapter…you can read ahead. Just be ready for any possible quizzes over the reading on each assigned day. REMINDER: Each unit exam will include questions from the textbook readings that we may not actively discuss in class.
Unit 3 Spelling List Unit 3 Week 1 How Do You Raise a Raisin? Unit 3 Week 2 Pushing Up the Sky Unit 3 Week 3 Seeing Stars Unit 3 Week 4 A Symphony of Whales Unit 3 Week 5 Around One Cactus Let’s He’d You’ll Can’t I’d Won’t Haven’t Hasn’t She’d They’ll When’s We’d Should’ve Wasn’t Didn’t They’d Would’ve Could’ve Needn’t You’ve Unhappy Recall Disappear Unload Mistake Misspell Dislike Replace Mislead Disagree Rewrite Unroll Unknown Dishonest React Unfortunate Discourage Uncomfortable Recycle Mispronounce Clock Large Page Mark Kitten Judge Crack Edge Pocket Brake Change Ridge Jacket Badge Orange Ceiling Advantage Pledge Kentucky Pencil Beautiful Safely Kindness Finally Spotless Worthless Illness Helpful Daily Suddenly Wireless Quietly Fairness Cheerful Painful Anxiously Thoughtfully Cautiously Tardiness Breathless Thumb Gnaw Written Know Climb Design Wrist Crumb Assign Wrench Knot Wrinkle Lamb Knob Knit Wrestler Bologna Cologne Honeycomb knickknack
Scan Resolution Parameter Worksheet Use this worksheet to determine the optimal and realistic scan times based on desired scan resolution. Table 1. Scan spacing Scan site and scan number Distance to target (m) Spot size (m) [Dist*Diverg]+Diameter Angle of Incidence to target Ellipse max diameter (m): Spotsize/sine[Angle] Optimal measurement spacing (m) Actual spacing used (m) Comments Min Max Mean Min Max Mean Min Max Mean Min Max Mean 2. Scan time
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
Part B: Hillslope Diffusion Worksheet (10 points) 9–10 points: Each question is worth one point. 5–8 points: 0–4 points: Part C: Fault Scarp Analysis 1 (3 points) 3 points: Figures of profiles analyzed with a logical choice for data projection (1 point) Displacement measurements—all profiles (1 points) Earthquake profiles (1 point) 2 points: Missing 1 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 0–1 points: Missing 2–3 of the characteristics, maybe poorly written and unclear; AND/OR Two characteristics are present but are incorrect, showing a lack of comprehension Part D: Scarp Analysis 2 (10 points) 9–10 points: Scarp type (1 point) Model for recurrence interval or hillslope diffusion; paragraph on deformation history of fault and comparison to expected results (6 points) Detailed and thoughtful answer to reflection question about 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, may be 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
Keystone species Foundation species Chapter 5 Interspecific competition Predation Parasitism Mutualism Commensalism Predation Predator Predator-prey relationship Coevolution Resource partitioning Ecological succession Primary succession Secondary succession Inertia Persistence Resilience Tipping point Chapter 7 Biomes Desert Grasslands Permafrost Forest systems Chapter 8 Coastal zone Estuaries Coastal wetlands Intertidal zone Oligotrophic lakes Eutropic lakes Cultural eutrophication Hypereutrophic Mesotrophic lakes Surface water Runoff Watershed Drainage basin Inland wetlands Chapter 9 Background extinction Extinction rate Mass extinction Endangered species Threatened species Instrumental value Intrinsic value Existence value HIPPCO Precautionary principle Chapter 10 Old-growth forest Second-growth forest Tree plantation Tree farm Commercial forest Rangelands Pastures Overgrazing Wilderness Biodiversity hotspots Ecological restoration Reconciliation Applied ecology
Integer Operations Study Guide SCORE Write an integer for this situation. 1. a withdrawal of $82 1. -82 Evaluate the expression. 2. | –26 | 2. 26 3. | –12 | – | –7| 3. 5 Evaluate each expression. 4. –18 – (–7) 4. -11 5. –36 + (–14) 5. -50 6. 6(–15) 6. -90 7. 80 ÷ (–8) 7. -10 8. 14 – (–6) 8. 20 9. 9. 8 10. –12(–6) 10. 72 11. –6(–9)(–3) 11. -162 12. –15 + 18 – 25 12. -22______________________ 13. 12 – 28 – (–18) 13. 2_______________________ 14. – (–13) 14. 13_______________________ 15. 15. 22_______________________ Evaluate each expression.
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. Nonperformance occurs when students are missing large portions of the assignment, or when the answers simply do not make sense and are incorrect. Survey Design (10 points) 9–10 points: A well-written survey design that accurately assesses change and accounts for potential sources of error Map is well designed and contains all requested components. It illustrates the written survey design including points to be collected, station locations, and notations on features to be measured. 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. Survey Execution and Notes (10 points) 9–10 points: Students execute the survey and keep a detailed log of events. Students track equipment used, metadata, and other necessary field observations. 5–8 points: Missing 1–2 of the listed characteristics or 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.
IB MYP Year 1 Objective C. Communicating Exemplary 7-8 Meets Expectations 5-6 Approaching 3-4 Not Yet 1-2 Communicate information and ideas with clarity Communicate information and ideas in a way that is completely clear Communicates information and in a way that is mostly clear. Communicates information and ideas in a way that is mostly clear Communicates information and ideas in a style that is not always clear Organize information and ideas effectively for the task Completely organizes information and ideas effectively Mostly organizes information and ideas Somewhat organizes information and ideas Organizes information and ideas in a limited way List sources of information in a way that follows the task instructions Lists sources in a way that is completely clear. Lists sources in a way that often follows the task instructions. Lists sources in a way that sometimes follows the task instructions. Inconsistently lists sources, not following the task instructions. Grade Teacher Comments
___________________. Write configurations for Hydrogen through Neon H He Li Be B C N O F Ne Write configurations for Ni, Br, Sr Ni Br Sr Valence Electrons Valence Electrons = electrons in an atom’s ____________________ ______________ (furthest from ____________). When an atom undergoes a chemical reaction, only the ______________________________ are involved. These electrons are generally further from the nucleus are of the _______________________ and determine the _________________ __________________________ of an element -- they are the “__________________” electrons to chemists. Each element can have a maximum of _________valence electrons. (Except _________ has 2 and ___________________ CAN have 2.) Gas e- configurations Since the valence electrons are the “________________” electrons, we use a _______________________ to show an elements valence electrons. All ________________________ (family 18) have 8 valence electrons and for have a very stable configuration (most atoms want ________ valence electrons) Electron Configuration Shorthand Write configurations for K and Ar K Ar Write configuration for K using shorthand/Noble Gas
vertical and horizontal movement. 5 pts Questions 10–13 9–10 points: Students answer all questions and correctly identify: Campaign vs continuous measurements Different sources of signals can look similar on a time series Equipment changes or changes in technique can cause significant error. 3–4 points: Students recognize 2 of the 3 previous points. And/Or Are missing a critical aspect from one or more points. 0–2 points: Students recognize 1 of the 3 previous points. And/Or Are missing a critical aspect from one or more points. 10 pts or Discussion 9–10 points: The discussion is well written and includes all of the following components: Justification of survey type Social implication Discussion of accuracy and precision of results 5–8 points: The discussion is moderately well written and includes all of the components OR The discussion is well written but missing components or fails to answer some of the questions. 0–4 points: The discussion is poorly written discussion and is missing several components AND/OR The discussion fails to discuss more than 2 critical components or fails to answer questions.
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 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 portions of the assignment, or when the answers simply do not make sense and are incorrect. 10 pts Questions 1–8 and Vector Plots 9–10 points: Student actively participated in discussion and answers questions correctly. And Students correctly plot the vectors on page 6. And Students recognized that the stations were moving toward each other. 5–8 points: Missed minor details on: Student participated in discussion and answers questions correctly. And/Or Students correctly plot the vectors on page 6. And/Or Students recognized that the stations were moving toward each 0–4 points: Student did not participate in discussion and/or answers questions correctly. And/or Students failed to correctly plot the vectors on page 6. And/Or Students failed to recognize that the stations were moving toward each 5 pts Question 9 5 points: Students recognize that the movements in the area may have an impact on building, but are relatively small and not likely a large concern. It is important to discuss here the significance of the measurements Students discuss the differences between 3–4 points: Students recognize 2 of the 3 previous points. And/Or Are missing a critical aspect from one or more points. 0–2 points: Students recognize 1 of the 3 previous points. And/Or Are missing a critical aspect from one or more points.
vertical and horizontal movement. 5 pts Questions 10-13 9–10 points: Students answer all questions and correctly identify: Campaign vs continuous measurements Different sources of signals can look similar on a time series Equipment changes or changes in technique can cause significant error 3–4 points: Students recognize 2 of the 3 previous points. And/Or Are missing a critical aspect from one or more points. 0–2 points: Students recognize 1 of the 3 previous points. And/Or Are missing a critical aspect from one or more points. 10 pts Write-up or Discussion 9–10 points: The discussion is well written and includes all of the following components: Justification of survey type Social implication Discussion of accuracy and precision of results 5–8 points: The discussion is moderately well written and includes all of the components OR The discussion is well written but missing components or to answer some of the questions. 0–4 points: The discussion is poorly written discussion and is missing several components AND/OR The discussion fails to discuss more than 2 critical components or fails to answer questions.
UPDATING DATA UNIT 3: Measuring Water Resources Updating GPS (Plate Boundary Observatory) data: Found on UNAVCO website: Click “Instrumentation” at the top of the page Scroll to “Network Monitoring” section at the bottom of the page. Select “Plate Boundary Observatory (PBO)” link Search stations in the filter bar i.e. “P536” the station ID link the “NAM08 CSV” link next to “Time Series Data” under the Station Data section Data appears in a new window in .txt format The data must be copied/pasted into excel and delimited
Unit 3, Week 2, “Adelina’s Whales” Below are the skills and vocabulary we will be working on for the next 5 days. (*Please note: our literacy lessons are based on 5-day plans that may or may not align with a M-F schedule. In an effort to teach the entire grade level core, we will send home the “weekly study skills” on the day that we begin a new 5-day instructional sequence.) You can support your child’s literacy skills by reviewing, discussing, and practicing the skills and concepts below: Big Idea/Big Question (This is the theme of our unit in class.) Question of the Week (This is the theme/question for this week’s instruction in class.) What are some patterns in nature? What patterns in nature guide the lives of animals? Word Analysis (These are the word parts we are learning in class.) Spelling Patterns and associated Words (These patterns connect to our phonics skills we are learning this week.) Greek Roots: bio-, phon, graph Homophones two to too piece peace break brake there their they’re threw through by bye beat beet thrown throne aloud allowed Oral Vocabulary (Try using these words in your conversations at home.) Lesson/Tested Vocabulary (These reading words are words from this week’s main selection.) swans ascent altitude zone migration breaching flock herd ideal distances lagoon biologist bluff massive rumbling tropical Handwriting Practice (Students can practice the writing of letters in manuscript and cursive this week.) Cursive letters j, J Fourth Weekly Reading Study Skills Unit 3, Week 3, “How Came from the Sea” Below are the skills and vocabulary we will be working on for the next 5 days. (*Please note: our literacy lessons are based on 5-day plans that may or may not align with a M-F schedule. In an effort to teach the entire grade level core, we will send home the “weekly study skills” on the day that we begin a new 5-day instructional sequence.) You can support your child’s literacy skills by reviewing, discussing, and practicing the skills and concepts below: Big Idea/Big Question (This is the theme of our unit in class.) Question of the Week (This is the theme/question for
ME 2041 – ADVANCED I.C. ENGINES It Consists of a fixed value resistor, supplied with 5V. ECU Senses the change in voltage between the temperature sensor and the fixed value resistor. When the sensor is cold, resistance is high and voltage is increases. As the temperature increases, the sensor resistance and the voltage decreases. Knock Sensor: It detects the engine knock occurs during combustion process, it is located in the engine block. Engine knocks within a specific frequency range. It is a piezoelectric element, generates a voltage when a pressure or vibration is applied. Throttle and timing sensor: It provides the information about how fast the engine is running or where the crankshaft is in its rotation. ECU senses this information and adjusts the fuel injection and the timing so that the engine speed does not exceed the safe operating limits. These sensors use a target wheel with a missing or odd-shaped gear tooth to provide the reference position. Course material Compiled from: a) “A course in internal combustion engines” by V.M. Domkundwar. b) John B Heywood,” Internal Combustion Engine Fundamentals” c) Gupta H.N, “Fundamentals of Internal Combustion Engines” d) “Engineering fundamentals of Internal combustion engines” by Willard W. Pulkrabek. e) “Advanced internal combustion engine research” Peter Van Blarigan Sandia, National Laboratories, Livermore, CA 94550. f) And many more publications with the help of internet published materials and sites. COMPILED BY: SP.ARUNKUMAR, AP (SR.GR)/MECH SRI RAMAKRISHNA INSTITUTE OF TECHNOLOGY, PACHAPALAYAM, COIMBATORE-10. 99 out of 99
Title: Image #111 Unit:4 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:
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: Image #128 Unit:4 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?
Cultural Influences: Title: Image #144 Unit:4 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?
Name: __________________________________________ Date: ______________________________________ Things to remember Examples Find the measure of parts of a chord in a circle part part = part part 1. Find the of x 2. Find the of x Find the measure of segments when two secants intersect a circle. outside whole = outside whole 3. Find the value of x 4. Find the value of x. Find the measure of segments when a secant and a tangent intersect a circle. tan2 = outside whole 5. Find the value of x. 6. Find the value of x. Use the properties of congruent tangents Tangents coming from the same external point are congruent 7. Find JK. 8. Find JM. Use the properties of congruent chords to find the measures of chords and arcs. If two chords are congruent then their arcs are congruent 9. Find the value of KM. 10. Find the if . Determine if two chords are congruent Two chords are congruent if they are equidistant from the center of the circle 11. Are and congruent? 12. Are and congruent? Use the properties of congruent chords to find the Two chords are congruent if and only if they are 13. Find the measure of YX. 14. Find the measure of GF.
measure of arcs and segments equidistant from the center of the circle. Determine if a is a diameter. To be a diameter the chord must be a perpendicular bisector of another chord. 15. Is a diameter? Why or why not? 16. Is a diameter? Why or why not? Use the properties of diameters and perpendicular chords to find the radius of a circle. Set up the problem so that you can use Pythagorean theorem. 17. A chord in a circle is 18 cm long and is 5 cm from the center of the circle. How long is the radius of the circle? 18. The radius of a circle is 15 inches. A chord is drawn 4 inches from the center of the circle. How long is the chord? Use properties of tangents to determine if the line is a tangent You must satisfy the Pythagorean Theorem. 19. Is a tangent? Why or why not? 20. Is a tangent? Why or why not? Use properties of tangents to find missing measures. Pythagorean Theorem 21. Find the measure of x. 22. Find the value of x. Find the surface area of spheres. 23. Find the surface area of the sphere. 24. What is the diameter of a sphere with a surface area of 44 ?
Unit 4 - EOCT Review Adam recorded the number of flower blooms on each of his ten rose bushes. 9, 10, 4, 12, 15, 17, 18, 10, 12, 13 If he combined the number of blooms into one data set, which box plot correctly displays the data? A small company did an analysis if their pay scale versus years of experience and found that the line of best fit was . What does the 2035.6 mean in context of the problem? That employees on average earn $2035.60 per year. That if they had 2035.6 years of experience they would earn $0. That they should have 2035.6 years of experience in order to earn the most money. That for every year of experience they have their salary would increase by $2035.60. Use the following graph for question . Which linear equation BEST represents the line of best fit for the scatterplot? Victor, Vladimir, Venus, and Vivian each have a different set of data points. Each used the linear regression feature of his/her graphing calculator to find a linear function that models his/her data. The value of the correlation coefficient (r) associated with Victor’s function was –0.91, the value or r for Vladimir’s function was 0.73, the value of r for Venus’s function was –0.44, and the value of r for Vivian’s function was 0.88. Who has the BEST for his or her data? Venus Victor Vivian Vladimir Use the following table for question . Drink Soda Does Not Drink Soda Play Video Games 13 7 Does Not Play Video Games 6 4 Jordan interviewed her 30 classmates on whether or not they played video games and if they drink soda. She displayed her results in the two-way table shown. Which statement is true? About 67% of her classmates play video games. More than half of her classmates drink soda and play video games. There is a greater percentage of students who don't play video games then those who don't drink soda. The same percentage of students who don't play video games and don't drink
Sources of information Textbooks Meggitt C – Child Development: An illustrated Guide (Heinemann, 2006) ISBN 9780435420482 Squires G (editor) – BTEC National Diploma Children’s Care, Learning and Development (Heinemann, 2007) ISBN 978045499099 Stretch B and Whitehouse M – BTEC National Health and Social Care Book 1 (Heinemann, 2007) ISBN 9780435499150 Stretch B and Whitehouse M – BTEC Level 3 Nationals in Health and Social Care Student Book 1 (Pearson, 2010) ISBN 9781846907663 Stretch B and Whitehouse M – BTEC Level 3 Nationals in Health and Social Care Student Book 2 (Pearson, 2010) ISBN 9781846907470 Magazines Community Care Nursery World Nursing Times Websites www.communitycare.co.uk Community Care magazine www.dh.gov.uk Department of Health .net Nursing Times
Unit 4: Exponential and Logarithmic Functions www.mathinspires.weebly.com Date Core Homework Problems In Class Assignment Thu Nov 16 #1 4: 6: 7.1 Exponential Functions p. 494+ (7-13) ODD, 17, (21-29) ODD In Class 4.1 Mon (Tue) Nov 20 #2 7.2 Inverses of Functions Mini HW Quiz 1 p. 502+ (23-27) ODD, 31, 37 TUESDAY SCHEDULE Review Packet HAPPY THANKSGIVING! In Class 4.2 Tue Nov 28 #3 7.3 & 7.4 Logarithmic Functions & Properties of Logarithms p. 509+ (17-29) ODD, 39 p. 516+ (21-33) EOO, 41 In Class 4.3 Thu Nov 30 #4 7.5 Exponential and Logarithmic Equations Mini HW Quiz 2 p. 526+ (21-33) ODD, 37, 39 In Class 4 Fri Dec 1 Group Competency - Chapter Review Tue Dec 5 #5 Unit 4 Test (Chapter 7) Comp and All CW due
Extrapolate You are extrapolating when the value you are finding is before the first point or after the last point. This means you may need to extend the line. When you extrapolate, you are making a prediction _____________ the data. It requires you to _______________the line. These predictions are less ______________. Making Predictions - Use your line of best fit to estimate the following: Question Answer Method of Prediction A student’s mark if they studied for 4 hours. A student’s mark if they did not study. How long a student studied for if they received 60 out of 100. How long a student studied for if they received 100 out of 100. Assignment 4.4 Lines of Best Fit 1. Identify the outlier, if any then draw a line of best fit. Check your lines of best fit with your elbow partner, do they look the same? 2. Consider the following two scatter plots a) Describe each relationship and their correlation. Which one has the stronger correlation?
BILTON SCHOOL BTEC SPORT Learner Name Assessor Name M. Morse Date Issued 16/05/14 Completion Date 18/07/14 Qualification BTEC Sub. Dip. In Sport L2 Unit 4 – Fitness Training and Programming Assignment Title: Plan, Monitor and Review a Fitness Training Programme Criteria Reference To achieve the criteria the evidence must show that the student is able to: P3 Produce a 6 week fitness training programme for a selected individual that incorporates the principles of training and periodisation P4 Monitor performance against goals during the 6 week training programme P5 Give feedback to an individual following completion of a 6 week fitness training programme, describing strengths and areas for improvement M3 Give feedback to an individual following completion of a 6 week fitness training programme, explaining strengths and for improvement D2 Give feedback to an individual following completion of a 6 week fitness training programme, evaluating progress and providing recommendations for future activities Assessor Feedback Learner Declaration I certify that the work submitted for this assignment is my own and the research sources are fully acknowledged. Learner Signature: Date: Unit Title Unit 4 – Fitness Training and Programming Qualification Edexcel BTEC Level 2 Extended Certificate in Sport Start Date 16/05/14
“Gene doping” has recently been added to the WADA prohibited list. What do you think this term means? They take control of gene transfer techniques in order for the body to use the maximum amount of muscles. Finnish cross-country skier Eero Mantyranta won two gold medals in the 1964 Winter Olympics. It was not until decades later that scientists identified a genetic mutation in Eero’s family that causes an excessive response to EPO. How do you think this “natural advantage” contributed to Eero’s success in endurance sports? EPO controls red blood cell production and so if a person has more red blood cells then the body is more oxygenated. The muscles won’t get as tired if they receive more oxygen. So Eero’s body could push it harder for a longer time than the average athlete. Describe at least two other genetic changes (either natural or through genetic enhancement) that might improve the performance of an athlete. Make sure to explain how the gene change is linked to increased chances for success. A person can have manipulated that enhance lung-power so they can handle more work on their lungs and they can also have genes that are resistant to weight gain no matter what the person eats. Throughout this course, we have been looking at medical interventions as a to preserve and better life as we know it. Explain how performance enhancers show another side of medical interventions. Instead of trying to improve the unhealthy person into a healthy person, performance enhancers are taking an already healthy person and trying to push their health to the max which can affect the body in both positive and negative ways.
UNIT 5: Discussion Questions Becca Walker and Leigh Stearns New York City Discussion Questions Figure 1 in your handout shows the current floodplain (blue), the floodplain that will exist by projecting sea level rise estimates to 2020 (orange), and the floodplain that will exist by projecting sea level rise estimates to 2050 (red). 1) Are most of the floodplain differences between current estimates and 2020 or between 2020 and 2050? 2) In some places the floodplains extend quite far inland. What can you infer about these regions? 3) What floodplain zone do you the city should be planning for now? Why? 4) Figure 2 shows the location of electricity generating facilities in New York City and which ones were shut down during Hurricane Sandy. Why do you think so many power plants are located near the water? 5) Describe two impacts that electricity outages had on the city during Hurricane Sandy. 6) Why were so many gas stations shut down Hurricane Sandy? 7) What are some health concerns associated with flooding in the city?
THREE BRANCHES OF GOVERNMENT – GEORGIA BRANCHES COMPARED Separation of Power (Branches) Federalism (Levels) Legislative Branch Purpose: Make Laws Executive Branch Purpose: Enforce Laws Judicial Branch Purpose: Interpret Laws National/Federal Level Example: United States State Level Example: Georgia Level Example: Atlanta QUESTIONS 1. What do we call the U.S. legislative branch? ___________________________________: The Georgia legislative branch? _______________________________ 2. What do we call the chief executive of the U.S.? ____________________________ What do we call the chief executive of Georgia? __________________________
Unit 4: Radical and Reciprocal Equations & Functions By the end of the unit students will be able to: Extend the properties of exponents to rational exponents. Solve equations using radicals and reciprocal functions Day Date Lesson Assignment Check 1 Friday Oct. 6th Monomial Rules / Properties of Exponents Homework 4-1 2 Monday Oct. 9th Types of Variation Homework 4-2 3 Tuesday Oct. 10th Systems involving Inverse Variation Homework 4-3 4 Wednesday Oct. 11th Solving Radical Equations Homework 4-4 5 Thursday Oct. 12th Solving Radical Equations TBD 6 Friday Oct. 13th Review and Quiz 7 Monday Oct. 16th Graphing Radical Functions Homework 4-7 8 Tuesday Oct. 17th Graphing Reciprocal Functions Homework 4-8 9 Wednesday Oct. 18th Review for Test Review Sheet 10 Thursday Oct. 19th Unit 4 Test Unit 5 Placemat Homework 4-1
circle protractor or geometry software) Introduce the unit of measurement of a circle (degrees). Students need to understand that a whole circle is 360 degrees by taking a circle and dividing it into etc. so that is 360 divided by 2, Is 360 divided by 4, etc. 4.MD.C.5b An angle that turns through n one-degree angles is said to have an angle measure of n degrees. Essential Skills and Knowledge Knowledge that each angle measure is a result of how much of the circle is covered (e.g., shading in 50 parts of the 360 would equal a 50 degree angle) 4.MD.C.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. Essential Skills and Knowledge See the skills and knowledge that are stated in the Standard. Before students begin measuring angles with protractors, they need to have some experiences with benchmark angles. They transfer their understanding that a 360º rotation about a point makes a complete circle to recognize and sketch angles that measure approximately 90º and 180º. They extend this understanding and recognize and sketch angles that measure approximately 45º and 30º. They use appropriate terminology (acute, right, and obtuse) to describe angles and rays (perpendicular). (As shared in the Arizona Academic Content Standards)
Placard 6E: Jesus; according to Eastern Orthodox belief, he is the ruler of all. Emperors; Orthodox Christians during Byzantine times believed that emperors were living representations of God and Jesus. Greek writing; Greek is the language of the Orthodox liturgy. Placard 6F: Mary; according to Eastern Orthodox belief, she is the according to Eastern Orthodox belief, he is the ruler of all. Brightly colored mural; Orthodox Christians believe sacred pictures help bring them closer to God and remind them of what it will be like to enter God’s kingdom. Placard 6G: Icon; many Orthodox Christians believe sacred pictures them closer to God. St. Cyril; he helped create the Cyrillic alphabet, which allowed scholars to translate the Bible for people in Eastern Europe to read. Placard 6H: Patriarch; he is a leading member in the Orthodox Church hierarchy. Rich decorations; according to Orthodox belief, such decorations remind worshipers of what God’s kingdom will be like.
Use the relationships demonstrated in the factor pairs to justify thinking. Look for and express regularity in reasoning Use the patterns illustrated in the multiplication chart to express the regularity in multiple progressions. Use the relationships demonstrated in the within a group of multiples for a given one-digit factor to justify thinking. Content Standards with Essential Skills and Knowledge Statements and Clarifications: The Content Standards and Essential Skills and Knowledge statements shown in this section come directly from the Maryland State Common Core Curriculum Frameworks. Clarifications were added as needed. Educators should be cautioned against perceiving this as a checklist. All information added is intended to help the reader gain a better understanding of the standards. Standard Essential Skills and Knowledge Clarification 4.OA.B.4 Find all factor pairs for a whole number in the range Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given number. Determine whether a given whole number in the range 1–100 is prime or composite. Essential Skills and Knowledge • Knowledge of multiplication as arrays and its connection to area of rectangles to determine factor pairs • Knowledge of and ability to apply multiplication facts to determine multiples of one-digit numbers • Ability to apply knowledge of basic multiplication facts to determine if products are prime or composite by determining all possible factor combinations for specific products It is best to allow students some time for exploration so they can discover factor pairs on their own. Asking questions of students as they work can get them thinking and applying some of the Standards for Mathematical Practice. Examples: How did you figure out whether or not you have all of the factors? Is this true for all numbers? What patterns do you notice in the factors you found? Provide students with counters or pennies to find the factors of numbers. Have them find ways to separate the counters into equal subsets. Example: