zilongwang/ReadingBank huggingface dataset:
10 Investigate Fast Food Industry in of responsibility to wellbeing of individuals, families and communities Analyse food items identify poor food choices and impact on health, research how to address current practices and responsibility to ensure wellbeing of all. 11 Identify aspects of an Analytical exposition to analyse nutritive impact on health suggest recommendations to improve including a healthy fast food recipe. an analytical exposition in response to fast food design issue. a number of fast food recipes to produce a healthy menu item for a fast food outlet to promote healthy choices- keep journal 12 Create healthy dishes using a range of preparation and cookery skills that enhance the quality and nutritional value of individual, family and community Plan , prepare and cook healthy dishes using variety of cookery skills which enhance quality and nutritional value of individual, family and community 13 Synthesise appropriate management kitchen safety, food safety and hygiene Develop and display safe and hygienic work practices with appropriate planning and management practices
MARKET DESIGN UNIT PLAN UNIT OVERVIEW: Exploring practices within the fashion and textile industry to develop recommendations to ensure individual and family wellbeing in context of maintaining healthy and sustainable local and global communities. Through inquiry process and production create and produce a fashion /textile item that will contribute to local community ASSESSMENT: 1. Report (Instrument 5) and 2.Product and Process Journal (Instrument 6) UNIT DETAILS: No Learning Goal Success Criteria (I Know I’ve got it when I can …) 1 Explain processes involved of clothing and textiles from fibre through to end of life Provide means and reasons of processes involved in clothing and textiles from fibre to end of life 2 Identify innovations and emerging textile technologies and current fashion trends Recognise characteristics of new technologies and trends in T&FI 3 Identify rights, responsibilities and decisions of both textile and fashion industry and consumers in relation to sustainable practices. Recognise rights and responsibilities of decisions of T&F industry and consumers to demonstrate sustainable practices 4 Investigate and evaluate the textile and fashion manufacturing practices and consumer behaviours in of being socially just choices that impact wellbeing of individuals, families and communities synthesising to make appropriate recommendations Describe current practices of T&F I and consumers that cause concern (environmentally and socially) and examine their possible impact on future generations formulating recommendations of more appropriate sustainable practices to ensure 5 Apply report writing skills Complete report on LG 4 using appropriate conventions 6 Identify characteristics of a market niche Describe distinct characteristic of Maryborough Markets 7 Use the inquiry process to synthesise an appropriate design to solve design issue justifying choice with consideration of target market, time, cost, design features, fabric construction, ethics,socially. Displaying refinement of a range of practical skills etc to produce a product/s, document processes in a process journal Create a quality textile product with a range of skills that satisfies design issue considering various criteria capturing inquiry process in a process journal 8 Compare fabrics made from a variety of fibres and construction methods to decide which is best suited for specific end uses. Justify choices Identify similarities and differences of fabrics to decide which is best suited for specific end uses supported by appropriate justification
right down to the inclusion of director’s remuneration should be classed as general overheads. Both general and site overheads are the essential costs incurred in the operation of the construction firm. When, during the time of tender, consideration is given to the way that overheads and profit are to be allocated, the result may be to spread both uniformly throughout the unit rates, or to apportion each against specific items. Looking at the way in which the construction firm apportions overheads and profits in a broader sense, the firm may attach percentages for both of these uniformly over all projects, or may apportion them against each individual project. Forecasts The budget is and is not adjusted, but it should be reviewed regularly and revised forecasts produced. During the forecast the original budget is re-evaluated; this involves examining each project as in the preparation of the original budget. Both the original budget and the revised forecasts are used to monitor the company’s performance. The next section looks in detail at the way in which performance of individual projects is monitored on a monthly basis by the use of cost / value comparisons or reconciliations. Data from the cost / value reconciliations is used in producing the revised forecasts of the budget. The data used for the revisions can be broken down into three main headings which are sub-divided as follows in figure 6.2, taken from Walker and Wilkie1. Cost Value Reconciliations To remind you, the term ‘cost’ refers to the estimated and total expenditure incurred by the contractor on a specific project, and includes all overheads associated with the project. The term ‘value’ refers to all costs as above plus the margin of profit. ‘Value’ is the figure paid by the client to the contractor following interim and final certification. Before the project begins, will be an analysis from the tender of the project in terms of: Net cost of production (NCP) Overheads Profit.
Fig. 6.3 Sub-contractors liabilities SHOALHAVEN CONSTRUCTION plc Analysis of Sub-Contractor Liabilities and Profit Contract: Public Library Valuation No. 2 Job No. SC/03/301 Period ending: 28/05/03 Sub-contractor Shoalhaven Construction plc Sub-Contractor Profit Order Work on site Value Work on site Sub Total Deduct Discount Liability % Disct all. Concrete 88,000.00 0 0 2.5 2,500.00 97,500.00 4,615.21 Lift installation 0 94,200.00 0 94,200.00 2.5 2,355.00 91,845.00 10,156.01 M & E 0 0 3.5 10,842.28 28,062.97 Total 0 0 - 15,697.28 42,834.19 8
TRENDY FOOD UNIT PLAN UNIT: Trendy Food UNIT OVERVIEW: Investigate the origins and influences of classic Australian dishes and how they impacted the wellbeing of individuals, families and communities at the time. Explore contemporary influences including changes in government and community health policies, lifestyle, technology and values and attitudes. Apply changes to re-create classics recipes. ASSESSMENT: Product and Process Journal (Instrument 7) Extended Writing Task ( 90 mins + perusal ) (Instrument 8) UNIT DETAILS: No Learning Goal Success Criteria (I Know I’ve got it when I can …) 1 Identify Australian food history including aboriginal, colonial and migrant influences List the development of Australian 2 Define what is a ‘Classic Australian Dish’ with reference to specific recipes Identify suitable recipes that demonstrate ‘classic Australian food’ 3 Create (prepare, cook and present) a of Australian Dishes with contemporary modifications considering HACCP, Food Quality Control Measures, Safety etc. to suit various needs/issues Generate new Australian dishes 4 Summarise impact of contemporary lifestyles, consumer demands, marketing practices and other factors affecting contemporary food choices main points of contemporary food choices 5 Explain innovations and trends of contemporary foods influence on consumer behaviour Provide changes in food technologies and trends and how impact consumer behaviour (decisions) 6 Justify decision making relating to appropriate selection of recipes to meet design issue. Provide logical reasons and evidence to support validity of decisions 7 Synthesis of contemporary changes to create final dish, prepare, cook and present Develop new recipe and plan prepare, cook and present 8 Evaluate and reflect on cookery and inquiry process Examine success of new dish and improvements needed supported by evidence 9 Investigate Biotechnologies with focus on Genetically Modified Foods (GMF) and impact on wellbeing of individuals, families and communities. Explore Biotechnologies identifying how, why and what effects has on wellbeing of individuals, families and communities. 10 Construct an analytical response in support for or against GMF, justify choice. Write analytical response aptly justified with supporting evidence
1. Define precedent 2. Define habeas corpus 3. What are enumerated/ expressed/ delegated powers? Provide 3 examples. (They all mean the same thing.) Explanation: 1. 2. 3. 4. What are “reserved powers”? Provide 3 examples. Explanation: 1. 2. 3. 5. What are “concurrent powers”? Provide 3 examples. Explanation: 1. 2. 3. 6. Identify how each branch of government applies “checks & balances” to the other. Ch.5Les.4 Executive checks on Legislative: Executive checks on Judicial: Legislative checks on Executive: Legislative checks on Judicial: Judicial checks on Executive: Judicial checks on Legislative:
V O C A B U L A R Y Unit 6: Statistics Term What does it mean? What does it look like? Frequency The number of times a value appears in a set of data. Frequency Table Lists the number of times that a piece of data occurs in a set. For sets of data with a large spread the frequency is often grouped into equal intervals. Dot Plot (Line Plot) A display of data that is along a number line with points, or symbols, indicating the frequency of information about a single question or category. Histogram A type of bar graph used to display numerical data grouped in equal intervals. It shows the number of data items that occur within each interval. Stem-and-Leaf Plot Organizes numerical data by place value. Box-and-Whisker Plot (box plot) A diagram that summarizes data using the median, the upper and lower quartiles, and the extreme values (Five Number Summary.) Interquartile Range (IQR) The difference between the upper and lower quartiles. It indicates the spread of the middle 50% of the data. Measures of Spread A number that indicates the variability of the data. Ex. Range, IQR, MAD.
Unit 7, Part 1: Evolution by Natural Selection Date Topic Objective(s) Homework 03/13/14 Natural 1, 2, 6 View: 7.1, Natural Selection Read: Ch. 22, pages 452-462 Think: Natural Selection Submit: 03/14/14 Natural Variation 3, 4, 5 V: R: Ch. 23, pages 469-472 T: NS, Phenotypic Variation S: 03/17/14 Natural and Behavior 7, 8 V: R: T: NS, Communication & Behavior 03/18/14 Equilibrium 1, 9 V: R: Ch. 23, pages 473-476 T: HW Equilibrium S: 03/19/14 Hardy-Weinberg Equilibrium 9, 10 V: R: Ch. 23, pages 476-480 T: HW Equilibrium S: 03/20/14 Hardy-Weinberg Equilibrium 11, 12 V: R: T: HW Equilibrium S: 03/21/13 Speciation 13, 14, 15 V: 7.2, Speciation R: Ch. 24, pages 488-492 T: Selection and Speciation S: 03/24/13 Speciation 16 V: R: Ch. 24, pages 493-495 and 501-503 T: Selection and Speciation 03/25/14 Mid Unit 7 Quiz Masteringbiology assignments – Due Monday, March 24, 2014 at 11:59 pm #36, Natural Selection #37, Hardy-Weinberg Equilibrium #38, Speciation Objectives: Convert a data set from a table of numbers that reflect a change in the genetic makeup of a population over time and apply conceptual understandings to investigate the cause and effect of this change (SP 1, Convert) Evaluate evidence provided by data to investigate the role of natural selection in evolution (SP 5. Determine) Evaluate data-based evidence that describes evolutionary changes in the genetic makeup of a population over time (SP 5, Determine) Predict how a change in genotype, when expressed as a phenotype, provides a variation that can be subject to natural selection (SP 6, Formulate) Explain the connection between genetic variation in organisms and phenotypic variations in populations (SP 7, Connect)
Core Standards …………………………………..… 3 Objectives ………………………………..………… 4 Current and charge………...……………………… 5 Potential difference and energy ………………..... 13 Current, potential difference and resistance………. 16 Resistivity ………………………………..…………………………. 32
Look at the figures below انظر إلى الإشكال التالية في الأسفل Van de Graaff generator producing sparks جهاز فان دي جراف يصدر شرارة In electrolysis of copper sulphate solution when ammeter is connected in series, the pointer of the ammeter moves عند التحليل الكهربي لمحلول كبريتات النحاس، وتوصيل اميتر على التوالي فأن المؤشر يتحرك If a bulb connects to battery, it lights up عند توصيل مصباح ببطارية فإنه يضىء
These observations show that there are: المشاهدات تبين أن: • Movement of charge can be seen (e.g. sparks, the deposit of copper on a cathode, movement of ammeter pointer). يمكن مشاهدة حركة الشحنات ( الشرارة الكهربية، ترسب النحاس عند المهبط، حركة مؤشر الأميتر) • Continuous flow of charge which can be detected with an ammeter. تدفق الشحنات يمكن كشفها عن طريق الأميتر. • Current can involve a flow of positive and/or negative charge (e.g. ions, electrons). التيار الكهربي يتضمن تدفق شحنات سالبة /أو شحنات موجبة ( ايونات ‘ الالكترونات) Electric current is a flow of electric charges. التيار الكهربي هو عن تدفق للشحنات الكهربية In metals the mobile charges are electrons. في المعادن الشحنات المتحركة هي الالكترونات. At the first scientists thought that a current was made up of positive charges moving from positive to negative and it is called conventional current.
Core Standards …………………………………..… 3 Objectives ………………………………..………… 4 Current and charge………...……………………… 5 Potential difference and energy ………………..... 13 Current, potential difference and resistance………. 16 Resistivity ………………………………..…………………………. 32
Look at the figures below انظر إلى الأشكال التالية في الأسفل Van de Graaff generator producing sparks جهاز فان دي جراف يصدر شرارة In electrolysis of copper sulphate solution when ammeter is connected in series, the pointer of the ammeter moves عند التحليل الكهربي لمحلول كبريتات النحاس، وتوصيل أميتر على التوالي فإن المؤشر يتحرك If a bulb connects to battery, it lights up عند توصيل مصباح ببطارية فإنه يضىء
ما هي قدرة المصباح؟ 11- The diagram below shows a circuit in which the current is 100 mA: الشكل التالي يوضح دائرة كهربية التي فيها شدة التيار تساوي 100 mA (a) What is 100 mA in amps? ما قيمة 100 mA بالأمبير؟ (b) What is the current in each resistor? ما هي قيمة شدة التيار في كل مقاومة؟ (c) What is the voltage across each resistor? ما هي قيمة الجهد في كل مقاومة؟ (d) What is the total resistance? ما هي المقاومة المكافئة؟ (e) What is the battery voltage? ما هي قيمة جهد البطارية؟ 12- The diagram below shows a circuit. التالي يوضح دائرة كهربية.
Week Tuesday B02 Wednesday B02 Thursday B02 Friday B02 1 Compounds and Mixtures Unit Outline Pure Substances, Mixtures Compounds and Mixtures Elements, Compounds Compounds and Mixtures Heterogeneous and Homogeneous Mixtures 2 Compounds and Mixtures Experiment Bonding and Properties Ionic Bonding Bonding and Properties Covalent Bonding Bonding and Properties Metallic Bonding 3 Chemical Reactions Chemical Reactions and Energy Changes Chemical Reactions Completing chemical equations Chemical Reactions Changes in State Chemical Reactions Changes in State 4 Chemical Reactions Balancing Equations Chemical Reactions Balancing Equations Exothermic and Endothermic Reactions Law of Conservation of Energy Exothermic and Endothermic Reactions Enthalpy and Exothermic and Endothermic Reactions 5 Exothermic and Endothermic Reactions Enthalpy Level Diagrams Exothermic and Endothermic Reactions q= mCAT Mandatory Calorimetry Experiment Mandatory Calorimetry Experiment 6 Mole Concept Atomic Weight Mole Concept Mole definition n= m/M Mole Concept from Equations Mole Concept Mass from Equations 7 Mole Concept Mass from Equations Mole Concept Mass from Equations Mole Concept Moles to Atoms/Molecules Mole Concept Moles to Atoms/Molecules 8 Mole Concept Limiting Reagent Mole Concept Limiting Reagent Mole Concept Limiting Reagent Mole Concept % Yield 9 Mole Concept % Yield Mandatory Empirical Formula Experiment 10 Data Test Exam
Bazaar Beta World City Bid-rent Theory Blockbusting Boomburb Central Business District Central Place (Theory) Commuter zone Concentric Zone Model (Burgess) Counterurbanization Dendritic pattern Edge cities Favelas Fiscal squeeze Gamma World City Gateway city Gentrification Greenbelts Grid-street system Hamlet High-tech corridors Hinterland Informal sector Invasion and succession Megacity Megalopolis Metrolpolis Multiple Nuclei Model (Harris and Ullman) Non-basic industry Overurbanization Primate city Range Rank-size Rule Redlining Sector Model (Hoyt) Segregation Smart growth Squatter settlements (barriadas) Suburb Suburbanization Threshold Town Urban sprawl Village flight World City Zone in transition
Weekly Agenda Monday, May 11 Tuesday, May 12 Wednesday, May 13 Thursday, May 14 Friday, May 15 Activities: 1) Review (Units 2,3) Activities: 1) Review (Units 4,5) Activities: 1) Review (Units 6,7) 2) Issue Final Exam Review Packet Activities: 1) Review (Practice Test, FRQ Prep) 2) Last minute details about APHG Exam Activities: 1) AP Human Geography College Board Exam 8AM in Presidential Gym Homework: AP Exam Prep Homework: AP Exam Prep Homework: AP Exam Prep Homework: AP Exam Prep Homework: 1) work on STATE Portfolio Differentiation: Differentiation: Differentiation: Differentiation: Differentiation: Assessment: Formative-review in STATE Portfolio Assessment: Assessment: Assessment: Assessment: Summative-Final Exam
Weekly Agenda Monday, May 18 Tuesday, May 19 Wednesday, May 20 Thursday, May 21 Friday, May 22 Activities: 1) Work on STATE Portfolio Activities: 1) Work on STATE Portfolio 2) Portflio due Activities: 1) Final Exam (2.3) Activities: 1) Final Exam (5) Activities: 1) Review Homework: 3) Work on STATE Portfolio 4) Final Exam Prep Homework: Final Exam Prep (?) Homework: Final Exam Prep (?) OR ENJOY YOUR SUMMER!!! Homework: ENJOY YOUR SUMMER!!! Homework: Differentiation: Differentiation: Differentiation: Differentiation: Differentiation: Assessment: Formative-review in STATE Portfolio Assessment: Assessment: Assessment: Assessment: Summative-Final Exam
If one boy makes one model car in 2 hours, Proportional Non-Proportional then he can make three of the same model in 6 If Huck can the fence in 2 days, then Proportional Non-Proportional Huck, Tom and a boy can paint the same fence in 6 days. If one girl has 2 cats then 4 girls have 8 cats. Proportional Non-Proportional You Try #’s 1 – 3: Does the table below show a proportional or non-proportional relationship? Cost ($) 3 6 9 15 Number of Ice Cream Cones 1 2 3 5 Total Time (minutes) 8 18 39 78 Number of Miles 1 2 3 4 1) _________________________ _________________________ 3) The following table shows a proportional relationship between total cost and number of DVD’s purchased. Number of DVD’s purchased 1 3 4 6 8 Cost ($) 18 54 72 108 216 Use the information in the table to fill in the missing values in the table above. What is the constant of proportionality? _______________ 4) The graphs below show the number of points you earn in each level of a game.
UNIT 7: Z-TRANSFORMS – 1 1.Find the Z-transform of (June 15, 06 Marks) Solution: 2. Determine the inverse Z- transform of X(z)=1/(2-z-1 +2 z-2) by long division method [June 13, 4marks] Solution: 3. Determine all possible signals of x(n) associated with Z- transform X(z)= (1/4) z-1 / [1-(1/2) z-1 ][ 1-(1/4) z-1 ] [June 14, 10marks] Solution: 39
Signals and Systems 10EE52 4. Consider a system whose difference equation is y(n - 1) + 2y(n) = x(n) Determine the zero-input response of this system, if y( -1) = 2. Determine the zero response of the system to the input x(n)=(1I4t u(n). What is the frequency response of this system? iv) Find the unit impulse response of this system. [June13,10marks] Solution: 40
Week Monday B04 Tuesday B04 Wednesday B04 Thursday B04 1 recall that waves transfer energy • the term mechanical wave • the terms transverse wave and longitudinal wave • examples of transverse and longitudinal waves, such as sound, seismic waves and vibrations of stringed instruments • recall the terms compression, rarefaction, crest, trough, displacement, amplitude, period, frequency, wavelength and velocity, them on graphical and visual representations of a wave Wave Properties • and calculate the amplitude, period, frequency and wavelength from graphs of transverse and longitudinal waves • solve problems involving the wavelength, frequency, period and velocity of a wave • Formulas: Wave Properties • solve problems involving the wavelength, frequency, period and velocity of a wave • Formulas: 2 Wave Properties • the reflection, refraction, diffraction and superposition • using the wave model of light, phenomena related to reflection and refraction • the reflection and refraction of a wave at a boundary between two media Wave Properties the principle of superposition to determine the resultant amplitude of two simple waves • Suggested practical: Conduct an experiment to the behaviour of both longitudinal and transverse waves on springs in relation to reflection from fixed and free ends and transmission/reflection at a medium boundary. Wave Properties constructive interference and destructive interference of two simple waves 3 Wave Properties • the formation of standing waves in Wave Properties Sound solve problems involving standing Sound Suggested practical:
find the location, orientation and size of an formed by a single concave lens and a single convex lens. find the location, orientation and size of an image formed by a single concave lens and a single convex lens. find the location, orientation and size of an image formed by a single concave lens and a single convex lens. 7 Light problems involving the refraction of light at the boundary between two mediums Formula: Snell’s Law: Light Solve problems involving the refraction of light at the boundary between two mediums Formula: Snell’s Law: Light problems involving the refraction of light at the boundary between two mediums Formula: Snell’s Law: Light the speed of light and the speed of mechanical waves • the concept of intensity • solve problems involving the proportional relationship between intensity of light and the inverse-square of the distance from the source. Formula: 8 Light • solve problems involving the proportional relationship between intensity of light and the inverse-square of the distance from the source. Formula: Light • solve problems involving the proportional relationship between intensity of light and the inverse-square of the distance from the source. Formula: Light Mandatory practical: Conduct an experiment to the refractive of a transparent substance. Light Mandatory practical: Conduct an experiment to the refractive index of a transparent substance. 9 Light Assessment Item 2: Data Test Revision Revision Revision 10 Revision Revision Revision Revision 11 Assessment Item 3: WHOLE OF SEMESTER EXAM (EXAM BLOCK)
Which statement below is NOT true? A. -3 < -10 B. -2 ≥ -5 C. -4 ≤ -4 D. 3 > -4 It is 90 degrees above zero in Miami. It is 34 degrees below zero in Anchorage. Use the number line below to determine how many degrees warmer it is in Miami than in Anchorage. A. 56⁰F B. 66⁰F C. 124⁰F D. 134⁰F On a number line, you start at -1 and jump 6 units to the left. Where are you now on the number line? A. -7 B. 5 C. -5 D. 7 20. John is fencing a rectangular section of his yard for his puppy. If he wants to give his dog an area of 100 square feet to run around, determine a possible set of dimensions and answer the questions below. a. Graph the rectangle on the coordinate plane, and label the ordered pairs. b. What is the length?___________ the width? _____________________________ c. How did you choose your length and width? d. What is the perimeter of your rectangle? _______________ units e. If the fencing costs $10.50 per foot, how much will Dylan have to pay (before taxes)?
AP Human Geography—Unit 7 Vocabulary Urban Patterns and Resource Issues Chapter 13—Urban Pattern Annexation Bid-rent curve Blockbusting Census tract Central place theory (Christaller) Concentric zone model (Burgess) Council of government Density gradient Edge City Filtering Gentrification Greenbelt Latin-America city model (Griffin-Ford) Megacity Metropolitan statistical area (MSA) Multiple nuclei model (Harris-Ullman) New urbanism Peripheral model Public housing Rank-size rule Redlining Rush (peak) hour Sector model (Hoyt) Smart growth Southeast Asian city model (McGee) Sprawl Squatter settlement Suburbanization Underclass Urbanization Urbanized area Zoning ordinance Chapter 14—Resource Issues Acid deposition Acid precipitation Active solar energy systems Air pollution Animate power Biochemical oxygen demand (BOD) Biodiversity Biomass fuel Breeder reactor Chlorofluorocarbon (CFC) Conservation Ferrous Fission Fossil fuel Fusion Geothermal energy Greenhouse effect Hydroelectric Inanimate power Nonferrous Nonrenewable energy Ozone Passive solar energy systems Photochemical smog Photovoltaic cell Pollution Potential reserve Preservation Proven reserve Radioactive waste Recycling Renewable energy Resource Sanitary landfill Sustainable development Some Important Notes About Vocabulary—in general not just this list: Not all the terms are in the book. The terms that are not will be discussed in class. You are responsible for any information discussed in class (or in any assigned readings) that pertain to these terms when it comes to taking a vocabulary quiz. The vocabulary quizzes are NOT typically based on definitions straight from the glossary. Rather than memorizing a book definition that may or may not mean something to you, your goal should be to know everything you can about each term and understand how it relates to what you already know as well as how it relates to the other terms on the list. Your task is to learn the terms as you go rather than waiting until the night before a quiz. Remember, our goal here is to acquire and retain knowledge and understanding. Cramming doesn’t do much to help accomplish this goal.
Assignment Qualification BTEC Diploma in Computer Games Design Unit number and title Unit 72: Computer Game Design Unit 74: Computer Game Story Development Unit 2: Communication Skills for Creative Media Production Unit 1: Pre-production Techniques for the Creative Media Industries Start date WC: 19/02/2018 Group A & B Deadline WC: 05/03/2018 Group A & B Assessor name James Tedder Assignment title Assignment 2 – Pre-Production Learning Outcomes: Unit 1: Pre-production Techniques for the Creative Media Industries Unit 2: Communication Skills for Creative Media Production Unit 72: Computer Game Design Unit 74: Computer Game Story Development
1 α11  α21  α12  α31  α13  2K 3 α22  α32  α23  2K 5 α33  2K Deflection at point 1 is:  α11m1g  α12m2g  α13m3g  mg 2  2  1  5mg  5g 2K 2000 2K Deflection at point 2 is: y2  α21m1g  α22m2g  α23m3g y2 2  6  3   11g 2K 2000 2K Deflection at point 3 is: y3  α31m1g  α32m2g  α33m3g  mg 2  6  5  13mg  13g 2K 2000 2K Rayleigh’s formula is: n ω2  i 1 n ∑mi yi2 i 1 5 11 13 2 2x  2x  2x g ω2  2000 2000 52 11 2 13 2 2 2  2  2 g 2000 2000 2000 ω  12.41 rad/s Examples: 2 Find the lowest natural frequency of transverse vibrations of the system shown in Fig.9 by Rayleigh’s method. E=196 GPa, I=10-6 m4, m1=40 kg, m2=20 kg y
EI The deflection at point 2 is:  y'  y'' 2 2 2 EI n ∑migyi ω2  i 1 n ∑mi yi2 i 1 2  9.8140x0.803  20x0.82 40x0.803 2   20x0.822  ωn  1541.9 rad/s
Numerical methods (i) Matrix iteration method Using this method one can obtain natural frequencies and modal vectors of a vibratory system having multi-degree freedom. It is required to have Eqns. of motion of a vibratory system (having n DOF) in matrix form can be written as: M&x&  Kx  0 where, x  Asinωt  φ (8) substitute Eqn.(8) in (9) ω2 MA  KA  0 (9) For principal modes of oscillations, for rth mode, ωr2 MAr  K Ar  0 MA  1 A ω2 r r r  1 r ω2 r r where, D is referred as Dynamic matrix. Eqn.(10) converges to first natural frequency and first modal vector. The Equation, KA  ω2 A r r r  ωr2 Ar D1  is referred as inverse dynamic matrix. Eqn.(11) converges to last natural frequency and last modal vector. In above Eqns (10) and (11) by assuming trial modal vector and iterating till the Eqn is satisfied, one can estimate natural frequency of a system. Examples: 1 Find first natural frequency and modal vector of the system shown in the Fig.10 using matrix iteration method. Use flexibility influence co-efficients. Find influence coefficients. 1 α11  α21  α12  α31  α13  2K α22  α32   3  
α23 2K α33  5 2K α11 α12 α13 α  α21 α22 α32 α32 α31 α33 1 1 1 α   1 1 3 3 2K 1 3 5 First natural frequency and modal vector MA  1 A ω2 r r r DA  1 A ω2 r r r Obtain Dynamic matrix D  K M 1 1 1 2 0 0 2 2 1 D  m 1 3 3 0 2 0  m 2 6 3 2K 2K 1 3 5 0 0 1 2 6 5 Use basic Eqn to obtain first frequency DA  1 A ω2 1 1 r Assume trial vector and substitute in the above Eqn. 1  Assumed vector is: u 1  1 1 First Iteration 2 2 1 1 1  m 2 6 3 1  5m 2.2 2K 2K 6 2 5 1 2.6
Method of obtaining natural frequencies in between first and last one (Sweeping Technique) For understanding it is required to to clearly understand Orthogonality principle of modal vectors. Orthogonality principle of modal vectors x2 b b  1 b2 a a  1 a2 x1 Fig.11 Vector representation graphically Consider two vectors in Fig.11. Vectors a and bare orthogonal to each other if and only if aT b  0 b1  0 b2 a 1 0 b 0 1 0 1b2 aT Ib  0 (12) where, I is Identity matrix. From Eqn.(12), Vectors a and b are orthogonal to each with respect to identity matrix. Application of orthogonality principle in vibration analysis Eqns. of motion of a vibratory system (having n DOF) in matrix form can be written as: M&x&  Kx  0 x  Asinωt  φ ω2 MA1  K A1  0
ω2 MA1  K A1 If system has two frequencies and ω12 MA1  K A1 (13) ω22 MA2  K A2 (14) Multiply Eqn.(13) by AT and Eqn.(14) by AT 2 1 ω2 AT MA  AT (15) 1 2 1 2 1 ω2 AT MA  AT KA (16) 1 1 2 1 2 Eqn.(15)-(16) AT MA  0 1 2 Above equation is a condition for mass orthogonality. A1T KA2  0 Above equation is a condition for stiffness orthogonality. By knowing the first modal vector one can easily obtain the second modal vector based on either mass or stiffness orthogonality. This principle is used in the matrix iteration method to obtain the second modal vector and second natural frequency. This technique is referred as Sweeping technique
Sweeping technique After obtaining A1 and ω1 to obtain A2 and ω2 choose a trial vector V1 orthogonal to A1 ,which gives constraint Eqn.: V1T MA1  0 m1 0 V1 V2 V3  0 m2 0 0 0 A1 0 A 2  0 A 3 V1m1A1   V2m2 A 2   V3m3 A 3   0 m1A1 V1  m2 A 2 V2  m3 A 3 V3   0 V1  αV2  βV3 and are constants α  m2 A 2 m A 1 1 β  m3 A3 m A 1 1 Therefore the trial vector is:
V1 αV2  V2  V3 βV3  0 α β V 1 1  0 0V2 0 0 1V3  SV1 where  S is referred as Sweeping matrix and V1 is the trial vector. New dynamics matrix is:   DS D  1 A ω2 s 1 2 2 The above Eqn. Converges to second natural frequency and second modal vector. This method of obtaining frequency and modal vectors between first and the last one is referred as sweeping technique. Examples: 2 For the Example problem 1, Find second natural frequency and modal vector of the system shown in the Fig.10 using matrix iteration method and Sweeping technique. Use flexibility influence co-efficients. For this example already the first frequency and modal vectors are obtained by matrix iteration method in Example 1. In this stage only how to obtain second frequency is demonstrated. First Modal vector obtained in Example 1 is: A1 1 A1  A 2.61 A 3 3.23 2 0 0 M  0 2 the mass matrix 0 0 1 Find sweeping matrix 0 α β S  0 1 0 0 0 1
m A 3 1(3.23) β  3  m1A1 2(1) Sweeping matrix is: 0 - 2.61 - 1.615 S  0 1 0 0 1 0 New Dynamics matrix is: Ds   DS 2 2 1 0 - 2.61 - 1.615 0 1.61 1.11 Ds   m 2 6 3 0 1 0  m 0 0.39 0.11 2K K 3 0 1 0.39 1.89 1 5 0 0 Iteration V  1 A ω2 s 1 2 2 0 1.61 1.11 1 - 2.27 - 9.71 m 0 0.39 0.11 1 0.28  0.28m 1 K 0.39 1.89 K 2.28 K 8.14 0 1 Second Iteration 0 1.61 1.11 - 9.71 - 10.64 - 21.28 m 0 0.39 0.11 1  m - 0.50  0.5m - 1 K K K 0.39 1.89 8.14 15.77 0 31.54 Third Iteration 0 1.61 1.11 - 21.28 - 33.39 - 8.67 m 0 0.39 0.11 - 1  m - 3.85  3.85m - 1 K 0.39 1.89 31.54 K K 0 59.52 15.38 Fourth Iteration 0 1.61 1.11 - 8.67 - 18.68 - 8.98 m 0 0.39 0.11 - 1 - 2.08  - 1 K 0.39 1.89 K 28.67 K 0 15.38 13.78 Fifth Iteration 0 1.61 1.11 - 8.98 - 13.68 - 7.2 m 0 0.39 0.11 1  m - 1.90  1 K 0.39 1.89 K K 0 13.78 13.5
1. 2. • DNA stands for __________________________________________________ and is one of the ___________________________or macromolecules that contain important genetic information. • DNA is composed of the individual building blocks called _______________________________. o List the components of this building block. 1. 2. 3. • On the figure to the right, complete the following: o Highlight or circle a single nucleotide. o In a different colored writing utensil, circle and label the parts of the “uprights” or “backbones” of the double helix. o Circle and label the part of the “rungs” of the double helix. • Make a list of the four different nitrogen-containing bases: o Which bases will always be a base pair, or bond together? o What holds the base pairs together? C. Genes Contain Instructions for Making Proteins • Just like the sequence of letters in a word is crucial to the meaning of the word, the sequence of the DNA bases is critical to the “language” of DNA. Explain why the bases of DNA make up a “secret code” (of sorts) and what information this “code” contains. Unit 8. DNA, Gene Expression, and Biotechnology • Define genome:
Write the Dichotomous Key Question 4 for the oxidase test. Your Dichotomous Key Question 4: the full name of George’s organism in proper scientific format. Table 8.5. Expected Results for Gram(-) and Gram(+) Bacteria Gram(-)Bacteria Cell Shape Catalase Oxidase Gram(+) Bacteria Cell Shape Catalase Oxidase Escherichia coli rod (+) (-) Bacillus subtilis rod (+) (-) Haemophilus haemolyticus rod (+) (+) Staphylococcus aureus cocci (+) (-) Proteus vulgaris rod (+) (-) Bacillus megaterium rod (+) (+) or (-) Shigella flexneri rod (+) (-) Staphylococcus saprophyticus cocci (+) (-) Psuedomonas aeruginosa rod (+) (+) Streptococcus oralis cocci (-) (-) Citrobacter freundei rod (+) (-) Streptococcus pneumonia cocci (-) (-) Klebsiella pneumoniae rod (+) (-) Streptococcus pyogenes cocci (-) (-) Serratia marcescens rod (+) (-) Enterococcus faecalis cocci (-) (-) DAY 2: Streak Isolation Results and Interpretation Hopefully, your results show clear isolation like this: (You have different species though and this is a blood plate, not a chocolate agar!) Fig. 8-6. Successful streak isolation of two species on a TSA blood plate. Plate by Leanna Gutierrez, Bio 2192, Spring 2016. On your plate, you should see some big grayish, flat and not shiny colonies. These are Bacillus megaterium. You should also see some tiny colonies. These are Streptococcus pyogenes. Insert a photo of your streak isolation here. Compare it to the picture above.
Find and describe your two isolated colonies. * If you did not get isolated colonies find a classmate that has them and really look at the colonies and describe theirs. With a partner Gram stain from an isolated colony of the bigger flatter type. What species is this bigger flatter colony?_______________________ One partner should the domed (younger) colonies One partner should the flatter (older) colonies Fig. 8-7 Photomicrograph of Gram (+) Bacillus megaterium from an older colony. Note the endospores and that the stain looks somewhat uneven due to the endospores and the degradation of the peptidoglycan of the cell wall following the sporulation. The arrow points to a cell with spores. Photo by Josefina Villalobos, Bio 2192 student Spring, 2018. Based on the results of the Gram stain, address the following: Draw (do not photograph) the cells you see. Make notes about the uneven staining and note any endospores you see. Younger colonies will be more strongly purple, older will stain more unevenly and have endospores. Check out your classmate’s Gram stains, too. THESE FEATURES CAN HELP with identification on your unknown project. Cells from younger colonies Cells from the older colonies Name the cell shape. Determine cell size. They are really large.
temporarily thereafter until when while # 8. The Joining of Sentences Vocabulary Simple Sentence: A complete sentence that expresses a single thought. Independent Clause: A simple sentence which is combined with another simple sentence or a dependent clause to form either a compound or complex sentence. Dependent Clause: A of words that adds information to or modifies an independent clause. It is not a complete sentence and can not stand by itself as a sentence. Compound Sentence: A sentence formed by the joining of two independent clauses using a coordinating conjunction, a semicolon, or a conjunctive adverb (options 1,2, and 3 below). Complex sentence: A sentence composed of an independent clause and one or more dependent clauses joined by subordinating conjunctions (option 4 below). Compound-Complex Sentences: A sentence containing two or more independent clauses and one or more dependent clauses. The methods of joining these clauses may include any of the options below. Joining Sentences --The Options Option 1 -- The Coordinating Conjunction. The most common way to join two simple sentences (independent clauses) is with a coordinating conjunction (i.e., and, or, but, nor, for, yet, so). To join sentences this way, place a comma after the first independent clause, write the coordinating conjunction, and add the second independent clause. I went to Germany, but Bill went to I went to Germany (independent but (conjunction) Bill went to Japan (independent clause). Option 2 -- The Semicolon. To join two closely related simple sentences (independent clauses), you may use a semicolon without a conjunction. I went to Germany (independent clause);(semicolon) Bill went with me (independent clause). Option 3 -- The Semicolon and a Conjunctive Adverb The third way to combine two simple sentences (independent clauses) is to use a semicolon and a conjunctive adverb (i.e., however, therefore, indeed, moreover, consequently, etc.). Conjunctive adverbs carry the thought of the first independent clause to the next one. To join sentences using this method, write the first independent clause, add a semicolon, write the conjunctive adverb, place a comma after the conjunctive adverb, and write the second independent clause.
Name of Bacteria Selective Features: Differential Feature: If Bacteria Grew, Result: Did it grow on the MacConkey plate? Interpretation: Is it G-? Result: Did it turn a fuchsia color? Interpretation: Does it ferment lactose? Is it a pathogen? Table 9-1. MacConkey Results In the below insert a photograph of the results of your MacConkey test. Triple Sugar Iron (TSI) tubes Figure 9-7: Triple sugar iron (TSI) Results. From left to right: An uninoculated TSI tube, K/K, A/A+ CO2, K/A + H2S, K/A Accessed 2/17/2015 Creative Common copyright, Public Domain. https://commons.wikimedia.org/wiki/File:TSIagar.JPG Terminology for this test: Slant: top 2/3 of the tube Butt: bottom 1/3 of the tube A = yellow = Acid pH K = red= AlKaline pH
This form is to be completed by the District Commissioner (or Division Commissioner there is no DC). 1. Complete all sections for ALL UNITS in your District/Team/Division 2. When you (or your nominated representative) have seen the completed accounts, date and sign the 3. Return form to your Division commissioner by the date specified by the Division Commissioner. The form should then be returned to the County Office by 31st 2018 even if some of the accounts have not been seen. 4. For Units whose accounts have not been seen, please complete the ‘Record of Missing Unit Accounts’ form, supplying the Leader’s name and address and contact details, and return the form with your Unit Summary form. Unit & Leader Bank/ building society End of year balance in total (bank & cash in hand) Names of ALL signatories Have you seen bank statements etc? Have the accounts been independently audited? Date accounts seen or agreed with Leader Eg XXXth Brownies Jo Bloggs Lloyds £130.57 bank £35.50 cash Annie Archer Betty Brown Carol Clarke Yes Yes Jo agreed to prepare accounts by april
Unit & Leader Bank/ building society End of year balance in total (bank & cash in hand) of ALL signatories Have you seen bank statements etc? Have the accounts been independently audited? Gift Aid Claimed Date accounts seen or agreed with Leader I confirm that this is a true record. Where there are problems, I have indicated these. Signed _________________________ Name __________________________________________
Lesson Indicators Cultural Links Main Teaching Vocabulary Resources Evaluation C Bush Tucker uses concrete materials, including fingers, to solve simple addition and subtraction problems compares two groups of objects and describes ‘how many more’ Land Links Non-verbal Symbols Deconstruct / Reconstruct Introduce lesson ‘Tucker’ song Aunty Wendy’s Mob ask children what they already know about Bush Tucker (Assessment Opportunity) Present Bush Tucker Presentation on Smart Board software. Highlight to the students that as is said in the song, traditional bush tucker differs from the foods we eat today. Also highlight the concept that when searching/hunting Aboriginal people only took what was needed. Warm Up: Introduce vocabulary being used in today’s lesson and use non-verbal symbol of pulling hands apart to symbolize subtraction. Using 10 frame on Smart Board, present students with 10 lilli pilli berries. Ask them How do we know there are 10? Teacher takes 6 away and ask students to describe how many are left and how they know. Repeat this several times with different amounts. (EXTENSION: Use a 20 frame). Main Teaching: Dilly Bag Subtraction (Subtraction Posting Box Adaptation, K-6 Mathematics Units of Work NSW 2003) The teacher a dilly bag of counters and presents the following scenario: ‘There are ten lemons in this dilly bag. I am going to take some of them out, one at a time. Then I want you to tell me how many lemons are left in the dilly bag.’ The teacher removes some of the counters (e.g. four) and the students explain the number remaining and discuss their strategies. Ask students- How can you record what you have done? OR As a class record a subtraction sentence: 10 take away ____ makes _____ In small groups lead by a teacher/buddy children subtraction this activity is repeated. Children discuss answers and strategies. Students may pass the dilly bag around the group and pose their own subtraction question by removing an amount of lemons/counters from the 10 in the bag. (EXTENSION: Use 20 counters and/or record results) Conclusion: Repeat activity with 10 and then 20 counters. Ask: - Can you give another example using the same numbers? E.g. ‘I had 10 and then I took away 6 and there are 4 left now.’ Take away Subtract How many more - Bush Tucker Smart Board Presentation - Wendy’s Mob CD - counters
Terms to Consider: Bantu migration pastorialism iron smelting Nok Yoruba kingdoms Ile-Ife Niger River Delta Oyo Empire Tran-Saharan trade network Tran-Atlantic slave trade Hausa Islam literacy Usman Dan-Fodio Fulani Wars Fulani Igbo Sokoto Caliphate emirates emir waqf sharia British Empire Lagos Sphere of influence Imperial competition British Commonwealth Berlin Conference National Council of Nigerian Citizens (NCNC) Benjamin Nnamdi Azikiwe Northern People’s Congress (NPC) Action Group Party (AGP) federalism Western Region Northern Region Eastern Region Regionalism Decolonization Governor-general Regional assemblies Parliamentary system Biafran Civil War Coup d’etat Military rule Oil revenue National debt Guiding Questions: 1. How did the arrival of Islam in the northern regions of Nigeria affect the political, social, and economic structure of the region? How did the Fulani Wars alter the way Islam was practiced in the north? 2. What economic, political, and social effects did the trans-Atlantic slave trade have on the Nigerian population and polities? (Consider the Sokoto Caliphate and the Oyo Empire.) 3. How did the imperial structure of the British Empire affect the readiness of Nigeria for independence in 1960? IV. Nigeria: Political Regime Terms to Consider: Executive branch Legislative branch Judicial branch Electoral process Presidential system Oil revenue veto patrimonialism 1999 constitution Fourth Republic Goodluck Jonathan Mahammadu Buhari parastatals state corporatism National Assembly Senate House of Representatives Federal character principle Ken Saro-Wiwa Abacha Obasanjo Babangida Coup d’etat Military Political terrorism Regional parties People’s Democratic Party (PDP) All Progressives Congress (APC) Zoning Derivational formula Supreme Court Judicial review Sharia 2007 election 2011 election Guiding Questions: 1. Why does Nigeria have the requirement of winning at least 25% of votes cast in 2/3 of Nigeria’s states to move to second round? 2. What factors limit the strength and independence of the Nigerian National Assembly? V. Nigeria: Political Conflict and Competition
Determine the sets A and B that A – B = {1, 3, 7, 11}, B – A = {2, 6, 8} and A∩B = {4, 9} Solution: set A = (A – B) + (A∩B) = [{1, 3, 7, 11}] + [{4, 9}] = {1, 3, 4, 7, 9, 11} Set B = (B-A) + (A∩B) = [{2, 6, 8}] – [{4, 9}] = {2, 4, 6, 8, 9} (5m) jun 2014 Prove that: A▲B. (4m) jun 2014 Solution: A▲B-A) U (A-B). Let A=P1 U P2 B=P2 U P3 A▲B = (AUB)-(A∩B) = (P1 U P2 UP3) – (P2) = P1 U P3 ………… (1) B – A = P3, A – B = P1 Therefore (B – A) U (A – B) = P3 U P1……………………… (2) A=U - A = P3 U P4, AND B=U – B = P1U P4 B ∩ A= P3, A ∩ B = P1 Therefore (B ∩ A1) U (A ∩ B1) = P3 U P1…………………… (3) From (1), (2) and (3), A▲B= (B∩A) U (A∩B) = (B-A) U (A-B). 14. Using Venn diagram, prove the following property of the symmetric difference: A ▲ (B▲C) = (A▲B) ▲ C (4m) jan 2015 Solution: By using Venn diagram,
So, |C∩F∩H|= |C U H U F| -|C| - |H| -|F| +|C∩F|+|C∩H|+|H∩F| = 450 – 285 – 195 – 115 +45 +70 +50 = 20 Therefore 20 viewers watch all the 3 games. Only cricket viewers: |C1| = |C – H - F| = |C|-|C∩F|-|C∩H|+|C∩F∩H| = 285 -70 -45 +20 =190 only hockey viewers: |H1| = | H - C - F| = |H|-|H∩F|-|C∩H|+|C∩F∩H| = 195 -50 -70 +20 = 95 only football viewers: |F1| = | F- C - H| = |F|-|H∩F|-|C∩F|+|C∩F∩H| =115 – 45 -50 +20 = 40 Therefore number of viewers who watch exactly 1 game is |C1| + |H1| + |F1| = 190 + 95 + 40 = 325. 18. Find the probability of getting a sum different from 10 or 12 rolling two dice. (5m) Jan 2015 Solution : We can get 10 in 3 different ways: 4 + 6, 5 + 5, 6 + 4, so P (10) — 3/36. Similarly we get that P (12) — 1/36. Since they are mutually exclusive events, the probability of getting 10 or 12 is P (10) + P (12) — 3/36 + 1/36 — 4/36 — 1/9. So the probability of not getting 10 or 12 is 1 — 1/9 — 8/9. 19. Explain set operations: (6m) Jan 2015 Solution: Intersection : The common elements of two sets:
UNIT 2 Fundamentals of Logic Let p, q be primitives statements for which implication p → q is false. Determine the truth values of the following. Jun 2015 / Jan 2014 Sol: 5 p q p v q q v p (p v q) ↔ (q v p) T T T T T T F T T T F T T T T F F F F T By constructing the truth table. Show that the compound propositions pAND(~q V r) Jun 2015 / Jan 2014 Let p, q be primitives statements for implication .June 2015 / Jan 2014 Sol: 5 Discuss the basic connectives that are used in logic. (6m) Jun 2013 Solution: new proposition are formed by starting with given propositions with the aid of words or phrases like “not”, “and”, “if…then”, and “if and only if” such words or phrases w=are called connectives Negation: a proposition obtained by inserting the word “not” at an appropriate places in a propositions called negation of given proposition and is denoted by ~p ( p is any proposition). Conjunction: a compound proposition obtained by combining two propositions by inserting the word “and” in between them is called conjunction (denoted by p ^ q) Disjunction: a compound proposition obtained by inserting the word “or” in between them is called disjunction (denoted by p v q) Conditional: a compound proposition obtained by combining two proposition by using the word “if and then” at appropriate place is called a conditional proposition and is denoted by “p →q”