zilongwang/ReadingBank huggingface dataset:
Complete a damage report, progress of repairs, and estimated timelines for restoration of hospital to pre-incident condition. Business Continuity Branch Director If record keeping included use of paper based records, ensure all clinical information is entered into electronic medical records. Patient Family Assistance Branch Director Ensure a notification of status to all family members; demobilize patient notification center. Planning Section Chief Finalize and distribute the Demobilization Plan. Conduct debriefings and a hotwash with: Command Staff and section personnel Administrative personnel All All volunteers Write an After Action Report and Corrective Action and Improvement Plan for submission to the Incident Commander, including: Summary of the incident Summary of actions taken Actions that went well Actions that could be improved Recommendations for future response actions Situation Unit Leader Deactivate the patient and bed tracking units and provide a final report to Demobilization Unit. Documentation Unit Leader Ensure all electronic and paper documents created in event response are collected and archived. Prepare a summary of the status and location of all patients, staff, and equipment. After approval by the Incident Commander, distribute it to appropriate external agencies. Demobilization Unit Leader Ensure the documentation of all data, actions, and situational status is addressed and incorporated into the Demobilization Plan. Logistics Section Inventory the Hospital Command Center and hospital supplies and replenish as necessary, appropriate, and available. Support Branch Director Deactivate nontraditional areas used for sheltering and feeding and return to normal use.
Assess all deployed supplies and equipment for necessary repairs, cleaning, and restocking. Prepare a report of staff injury and illness for follow up by employee health provider. Finance/ Administration Section Chief Document all costs, including claims and insurance reports, lost revenue, and expanded services, and provide report to Command Staff. Documents and Tools Emergency Operations Plan, including: Earthquake Plan Evacuation Plan Surge Plan Triage Plan Patient, staff, and equipment tracking procedures Business Continuity Plan Behavioral Health Support Plan Alternate Care Site Plan Search and Rescue policy and procedure Security Plan Fatality Management Plan Volunteer Utilization Plan Utility Failure Plan Emergency Patient Registration Plan Risk Communication Plan Interoperable Communications Plan Demobilization Plan Forms, including: HICS Incident Action Plan (IAP) Start HICS 200 – Incident Action Plan (IAP) Cover Sheet HICS 201 – Incident Briefing HICS 202 – Incident Objectives HICS 203 – Organization Assignment List HICS 205A – Communications List HICS 214 – Activity Log HICS 215A – Incident Action Plan (IAP) Safety Analysis HICS 221 – Demobilization Checklist HICS 251 – Facility System Status Report HICS 253 – Volunteer Registration HICS 254 – Disaster Victim/Patient Tracking
Crust The Earth’s crust is ________. Its thickness varies: -Between _______________ beneath the oceans -Between _______________ beneath the continents Mantle Upper Mantle Can be up to 670 km thick. Is a ____________. Composed of partially melted rock. Causes _______________ (plate tectonics) due to _______________ Convection:___________________________ Lower Mantle This layer is _____________ despite its high temperature because the ____________ is very high. It is composed mainly of ________, _________, _________, __________, _________ Core Outer Core The outer core is _________ This layer gives rise to the _______________________ ________________ Inner Core Despite its VERY ________________, the part of the core is _________ because of the enormous ____________ holding the core’s particles together. Earth’s Structure vs. Egg Structure The internal structure of the can be compared to that of an egg. Shell =_______________ Egg White =_______________ Yolk =_________________ Relief
Earthquakes in Virginia? WHAT YOU NEED TO KNOW Earthquakes are rare in the mid-Atlantic region, but Mineral, VA was the epicenter of a 5.8 magnitude earthquake on August 23, 2011. Since then, communities in and around the Commonwealth have experienced more than two dozen aftershocks. Is Your Home Safe? Check your home carefully for damages. Here are some things to look for: Has the building shifted or moved from its foundation? Did the foundation crack or separate? Did any portion of the walls, floors, roof or decking collapse or crack? Is the building noticeably leaning? Are walls leaning or no longer straight up and down? Are doors or windows jammed or hard to open and close? Is your roof leaking? Is water damage on your ceilings? If your home shows structural damage, check with a professional contractor to determine if it is safe. To obtain the name of a licensed contractor or building inspector, contact your insurance or mortgage company. You can check a contractor’s license at . Click on License Lookup. Are Your Utilities Working Properly? Checking utilities is especially important if you live in an older home. Check for gas leaks. If you smell gas or hear blowing or hissing noise, open a window and quickly leave the building. Turn off the gas at the outside main valve if you can and call the gas company from a neighbor's home. If you turn off the gas for any reason, it must be turned back on by a professional. Look for electrical system damage. If you see sparks or broken or frayed wires, or if you smell hot insulation, turn off the electricity at the main fuse box or circuit breaker. Look to see if your electrical meter has shifted out of place. Check outdoors for tilted power poles or sagging power lines. Never step in water to get to the fuse box or circuit breaker. Call an electrician for advice. Check for damaged sewer and water lines. If you suspect sewage lines are damaged, don’t use the toilets and call a plumber. If water pipes are damaged—especially older copper pipes—contact the water company and avoid using water from the tap. Can You Safely Heat Your Home? If you use a furnace, look to see if the furnace has shifted. Be sure to check for damage to ducts or exhaust pipes.
Assess all deployed supplies and equipment for necessary repairs, cleaning, and restocking. Prepare a report of staff injury and illness for follow up by employee health provider. Finance/ Administration Section Chief Document all costs, including claims and insurance reports, lost revenue, and expanded services, and provide report to Command Staff. Documents and Tools Emergency Operations Plan, including: Earthquake Plan Evacuation Plan Plan Triage Plan Patient, staff, and equipment tracking procedures Business Continuity Plan Behavioral Health Support Plan Alternate Care Site Plan Search and Rescue policy and procedure Security Plan Fatality Management Plan Volunteer Utilization Plan Utility Failure Plan Emergency Patient Registration Plan Risk Communication Plan Interoperable Communications Plan Demobilization Plan Forms, including: HICS Incident Action Plan (IAP) Quick Start HICS 200 – Incident Action Plan (IAP) Cover Sheet HICS 201 – Incident Briefing HICS 202 – Incident Objectives HICS 203 – Organization Assignment List HICS 205A – Communications List HICS 214 – Activity Log HICS 215A – Incident Action Plan (IAP) Safety Analysis HICS 221 – Demobilization Checklist HICS 251 – Facility System Status Report HICS 253 – Volunteer Registration HICS 254 – Disaster Victim/Patient Tracking
Initiate the gathering of situational status, hospital census data, and infrastructure status for inclusion in Incident Action Plan. Logistics Section Chief Refer to the Job Action Sheet for appropriate tasks. Service Branch Director Assess the status of information technology systems; initiate repairs and downtime procedures if necessary. Support Branch Director Coordinate the transportation services (ambulance, air medical services, and other transportation) with the Operations Section (Medical Care Branch) to ensure safe patient relocation, if necessary. Inspect all onsite supplies and equipment for inventory and for damage and necessary repairs. Assess all onsite communications equipment for operational status; activate contingency plans as needed. Finance/ Administration Section Chief Track all costs including those associated with personnel time, loss of revenue, repairs, acquisition of supplies and equipment, and altered operations. Intermediate Response (2 – 12 hours) Section Officer Time Action Initials Command Incident Commander Activate the Evacuation Plan if needed. Consider alterations in the provision of patient care services. Public Information Officer Continue briefings to patients, staff, visitors, and media as appropriate. Liaison Officer Continue ongoing communications and information sharing with local response partners, public safety, and emergency management officials. Provide information regarding the hospital’s operational status to public safety and healthcare partners as approved by Incident Commander. Communicate with emergency management and utility providers to determine the projected length of outage, if applicable.
Most visible rock on Earth’s surface is sedimentary >>> being added to all the time by continuous weathering and erosion by wind and water. example: sandstone (formed from layers of compressed sand); conglomerate (contains rounded pebbles and small stones); shale (tiny particles of clay or silt) METAMORPHIC ROCK Igneous or sedimentary rock becomes buried at a great depth, subjected to increased temperature and pressure. moving through Earth heats and squeezes these rocks Parent Rock Metamorphic Rock shale (sedimentary) slate granite (igneous) gneiss limestone (sedimentary) marble sandstone (sedimentary) quartzite Rock may change in appearance and/or in the minerals it contains – some change so much that they no longer resemble the parent rock Granite Gneiss
mantle inner core core rock cycle geothermal gradient continental drift ridge sea-floor spreading continental crust oceanic crust Pangaea Plate tectonics Divergent boundaries Convergent boundaries Subduction zone Plateau Earthquake Hot spot Transform fault boundaries Seismic waves Primary waves Secondary waves Aftershocks Focus Tsunami Volcanic ash Obsidian
Now you are to investigate. You will plan your prototype by choosing one independent variable you will test from a list of common structural concerns in buildings found in seismic areas. Other students will be investigating different concerns and you will find the optimal design of your prototype using all of the class data. You may determine a different independent variable than listed below, with the approval of the teacher. Make sure to design a control structure and an experimental structure. Heavy roofs Open Spaces Unreinforced Type of Footing Height of Building Flexibility Draw your plans below. Control Experimental
2 Earth’s Rotation & Revolution – Worksheet – Scoring Guide 13-14 – 4 11-12 – 3.5 9-10 – 3 8 – 2.5 7 – 2 6 – 1.5 5 – 1 1-4 – .5
EARTH SCIENCE MINOR REQUIRED COURSES: Course Credits Prerequisites Offered Taking When GEO 1110 TO EARTH SYSTEMS 3 N/A FALL/SPRING GEO 1115 INTRO TO EARTH SYSTEMS LAB 1 N/A FALL/SPRING GEO 1220 EARTH HISTORY 3 GEO 1110, 1115 SPRING TOTAL 7 ELECTIVES: COMPLETE 6 CREDIT HOURS Course Title Credits Prerequisites Offered Taking When GEO 1000 NATURAL DISASTERS: HOLLYWOOD VS. REALITY 3 N/A FALL/SPRING GEO 1030 EARTHQUAKES AND VOLCANOES 3 N/A ALL GEO 1001 ENERGY RESOURCES IN A SUSTAINABLE WORLD 3 N/A SEE COURSE CATALOG GEO 1040 THE WORLD OF DINOSAURS 3 N/A FALL/SPRING GEO 1050 NATIONAL PARKS: GEOLOGY BEHIND THE SCENERY 3 N/A FALL ADDITIONAL COURSES: COMPLETE 6 CREDIT HOURS Course Title Credits Prerequisites Offered Taking When GEO 3180 PALEOBIOLOGY 3 GEO 1110 SPRING GEO 3200 NATURAL DISASTERS 3 MATH 1050 SEE COURSE CATALOG GEO 3250 GEOLOGY AND SCENERY OF UTAH 3 GEO 1110 FALL GEO 3260 GEOLOGIC FIELD TRIPS IN UTAH 1 GEO 3250 FALL EVEN YEARS GEO 3300 THE WATER PLANET 3 N/A SPRING GEO 3400 COMPUTATIONAL AND FIELD METHODS IN APPLIED GEOLOGY 2 INTRO GEO COURSE FALL GEO 3800 THE OCEANS 3 GEO 1010 OR GEO 1110 FALL GEO 3900 UNDERGRADUATE RESEARCH 1 TO 3 N/A FALL/SUMMER Academic Advisor Michelle Tuitupou 801-581-6553 383 FASB
40. If you do not understand how to use a piece of equipment, ask the instructor for help. 41. Do not immerse hot glassware in cold water; it may shatter. HEATING SUBSTANCES 42. Exercise extreme caution when a gas burner. Take care that hair, clothing and hands are a safe distance from the flame at all times. Do not put any substance into the flame unless specifically instructed to do so. Never reach over an exposed flame. Light gas (or alcohol) burners only as instructed by the teacher. 43. Never leave a lit burner unattended. Never leave anything that is being heated or is visibly reacting unattended. Always turn the burner or hot plate off when not in use. 44. You will be instructed in the proper method of heating and boiling liquids in test tubes. Do not point the open end of a test tube being heated at yourself or anyone else. 45. Heated metals and glass remain very hot for a long time. They should be set aside to cool and picked up with caution. Use tongs or heat-protective gloves if necessary. 46. Never look into a container that is being heated. 47. Do not place hot apparatus directly on the laboratory desk. Always use an insulating pad. Allow plenty of time for hot apparatus to cool before touching it. 48. When bending glass, allow time for the glass to cool before further handling. Hot and cold glass have the same visual appearance. Determine if an object is hot by bringing the back of your hand close to it prior to grasping it. QUESTIONS 49. Do you wear contact lenses? ___ YES ____ NO 57. Are you color blind? ___YES ____ NO 58. Do you have allergies? ___YES ____NO If so, list specific allergies __________________________
Earth-Sun Geometry – Scoring Guide 1. b (2 choices) 2. b 3. c 4. b (2 choices) 5. 23.5 6. a (2 choices) 7. c 8. b (2 choices) 9. b (3 choices) 10. a (3 choices) 11. c (3 choices) Scoring 10-11 – 3 9 – 2.5 8 – 2 7 – 1.5 6 – 1 1-5 – .5 0 – 0
Earth’s Spheres Interactions Poster. Students Names: ___________________________ ___________________________ Period ___ Directions: Read the rubric prior to starting your poster to see the requirements. Title your poster Earth’s System Interactions. Split the poster board into four equal parts as seen below. Find a picture that show’s two of Earth’s spheres interacting, glue it in the box, and explain their interactions. Find a second picture showing three of Earth’s spheres interacting, glue it in the box, and explain their interactions. Find a third picture showing four of Earth’s spheres interacting, glue it in the box, and explain their interactions. Find a fourth picture showing all five of Earth’s spheres interacting, glue it in the box, and explain their interactions. Systems Interactions Two sphere’s interacting Three sphere’s interacting Four sphere’s interacting Five sphere’s interacting CATEGORY 4 3 2 1 Graphics - Originality Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display. One or two of the graphics used on the poster reflect student creativity in their creation and/or display. The graphics are made by the student, but are on the designs or ideas of others. No graphics made by the student are included. Required Elements The poster includes all required elements as well as additional information. All required elements are included on the poster. All but 1 of the required elements are included on the poster. Several required elements were missing. Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness. The poster is attractive in terms of design, layout and neatness. The poster is acceptably attractive though it may be a bit messy. The poster is distractingly messy or very poorly designed. It is not attractive. Grammar There are no grammatical mistakes on the poster. There is 1-3 grammatical mistake on the poster. There are 4-6 grammatical mistakes on the poster. There are more than 6 grammatical mistakes on the poster. Content - Accuracy At 14 interactions are accurately displayed on the poster. 11-13 interactions are accurately displayed on the poster. 6-10 interactions are accurately displayed on the poster. Less than 6 interactions are accurately displayed on the poster.
the VNC and recording the MGA and LGA responses; note the temperature on each recording with the comment command in the software and in your Tables 1 & 2. Replace the warmed saline with cold saline and repeat the warming sequence using your series to measure the refractory periods as the temperature rises. Explain your results (see Appendix 1). The change in conduction velocity with temperature maybe very pronounced as shown in Figure 13. Table 1: Absolute Refractory Period at Various Temperatures Temp 21C (room temp) Temp ? C Temp ? C Temp ? C LGA MGA 2: Relative Refractory Period at Various Temperatures Temp 21C (room temp) Temp ? C Temp ? C Temp ? C LGA MGA Figure 13: Illustrating a change in conduction velocity with temperature. (Screen capture with windows “Snip” and comments of temperature drawn on image) 6. REFERENCES Bullock, T.H. (1945) Functional organization of the giant fiber system in Lumbricus. J. Neurophysiol. 8: 55-72 Cardone, B. and Roots, B.I. (1996) Monoclonal antibodies to proteins of the myelin-like sheath of earthworm giant axons: an immunogold electron microscopy study. Neurochem. Res. 21: 505-510 Cragg, B.G. and Thomas, P.K. (1957). The relationship between conduction velocity and the diameter and internodal length of peripheral nerve fibers. J. Physiol. 136: 606-614. Drewes, C.D., K.B. and McFall, J.L. (1978) Giant nerve fiber activity in intact, freely moving earthworms. J. Exp. Biol. 72: 217-227. Drewes, C.D. and Pax, R.A. (1972). Electrophysiological studies of earthworm longitudinal muscle. Am. Zool. 12, xlii. (abstract).
Sample assessment outline Earth and Environmental Science – General Year 11 Unit 1 and Unit 2 Assessment type (from syllabus) Assessment type weighting (from syllabus) task weighting When/due date/start and submission date Assessment task Investigation 40% 6% Semester 1 Week 7 Task 3: Investigating the properties of minerals 10% Semester 1 Week 12 Task 4: Field trip report: Sedimentary rock formations (e.g. Cottesloe limestones, see A Field Guide to Perth and Surrounds, by J. A. Bunting and ESWA) 8% Semester 1 Week 14 Task 5: Investigation of soil wettability 10% Semester 2 Week 5 Task 7: Field investigation of an ecosystem 6% Semester 2 Week 10 Task 10: Investigation of the properties of water – turbidity, nitrates, phosphates, pH, dissolved oxygen Extended task 20% 8% Semester 1 Week 5 Task 1: Construct a seismograph 12% Semester 2 Week 6 Task 8: Presentation on a WA biodiversity hotspot. Research an area in WA and present as an oral presentation or multimedia presentation Test 40% 10% Semester 1 Week 6 Task 2: Test on Earth’s structure, plate tectonics, earthquakes, volcanoes 10% Semester 1 Week 16 Task 6: Test on minerals, rocks, formation of sedimentary rocks, soils 10% Semester 2 Week 7 Task 9: Test on requirements of ecosystems, sustainable ecosystems 10% Semester 2 Week 16 Task 11: Test on biogeochemical cycles, water cycle, water resources, land use Total 100% 100%
Earth and Space Science Date Topic Bell-work Agenda Homework Monday (8/26) Scientific Method/Variables How do scientists use the scientific method to conduct research? On a separate of paper, define the following: hypothesis, theory, law, model, experiment, control, variable, and data. Bell-work Anticipatory Set – Dancing with the stars (variables) Notes on Nature of Science/Scientific Method Variable Practice Notes Safety Rules graph is due tomorrow Tuesday (8/27) Scientific Method/Variables Sponge bob variables part one Bell-work Identifying of the scientific method – Check for understanding Practice Scenarios – Scientific Method - Check for understanding Identifying Variables Identifying Variables worksheet – If not completed in class Wednesday (8/28) Graphing/Variables Sponge bob variables part two Bell-Work Interpreting Graphs Graphing Notes (SPURS) Graphing Practice Graphing Practice due tomorrow – if not completed in Thursday (8/29) Scientific Method/ Variables/ Graphing BeriBeri Scientific Method Bell-Work Lab: M&M Method M&M Lab write-up due tomorrow Friday (8/30) Scientific Method/ Variables/ Graphing Simpsons Scientific Method – Due tomorrow. Bell-Work Lab: Plop, Plop Fizz Done Early: Begin Reading Book First two chapters in Packing for Mars – Guided questions
Marking key for sample assessment task 1 – Unit 1 Construct a seismograph Description Marks Background /8 Introductory statements and activity aims Background on classroom discussion topics How do scientists measure earthquakes? Why do we need to measure earthquakes? How are tsunamis formed and why do we need warnings about them? 1–2 1–2 1–2 1–2 Planning and constructing /10 Diagram clearly shows the structure of the seismograph Clearly describes making the device Describes design features Explains why design features were included 1–2 1–2 1–3 1–3 Testing /11 Clearly describes the procedure to be used for testing Shows a diagram or photograph of equipment set-up Collects accurate results Displays data in suitable format Performs repeat trials 1–3 1–2 1–2 1–2 1–2 Processing and analysis /4 Makes a valid statement about the data collected Makes reasonable suggestions for improvements to device and/or testing procedure 1–2 1–2 Communication /7 Uses appropriate scientific terminology Compares made seismograph with professional ones: different stability measures, sensitivities Records references for research 1–2 1–3 1–2 Total /40 Sample assessment task Earth and Environmental Science – General Year 11 Task 5 – Unit 1 Assessment type: Investigation Conditions Time for the task: one for planning one class for conducting 25 minutes for in-class validation test Task weighting 8% of the school mark for Units 1 and 2 ____________________________________________________________________________________________________ Task 5: Investigation of soil wettability (40 marks) Many soils in Western Australia are ‘non-wetting’, which means that water that is applied to the soil is unable to penetrate, and therefore is not made available for plant uptake.
Sample assessment outline Earth and Environmental Science – General Year 12 Unit 3 and Unit 4 Assessment type (from syllabus) Assessment type weighting (from syllabus) task weighting Due date Assessment task Investigation 30% 8% Semester 1 Week 4 Task 1: Experiment – extraction of metals from ores 6% Semester 1 Week 8 Task 4: Rehabilitation techniques – effect of smoke water on germination of native plants 4% Semester 1 Week 9 Task 5: Fossil identification 6% Semester 2 Week 5 Task 7: Effects of carbon dioxide on temperature change 6% Semester 2 Week 12 Task 10: Design, construct and test a solar oven Extended task 20% 10% Semester 1 Week 6 Task 2: Case study of a mine/resource site or field trip report 10% Semester 2 Week 11 Task 9: The impact of climate change on a WA biotic resource Test 35% 8% Semester 1 Week 7 Task 3: Exploration methods, mining operations, rehabilitation 9% Semester 1 Week 15 Task 6: Fossils, fossil fuels, WA resources industry 9% Semester 2 Week 8 Task 8: Natural hazards, La Niña, El Niño, greenhouse effect 9% Semester 2 Week 15 Task 11: Climate change, renewable energy Externally set task 15% 15% Semester 1 Week 12–13 Externally set task A written task or item or set of items of one hour duration developed by the School Curriculum and Standards Authority based on the content from Unit 3 and administered by the school. Total 100% 100%
Three or more references 2 Total /2 Oral report Presentation Is well prepared Presentation used as a guide with appropriate audiovisual aids Uses clear speaking voice Maintains eye contact with the audience Keeps to time limit Answers questions from audience 1 1–2 1 1 1 1–2 Total /8 Overall total /39 Sample assessment task Earth and Environmental Science – General Year 12 Task 5 Assessment type: Investigation Conditions Time for the task: 50 minutes Task weighting 4% of the school mark for this pair of units __________________________________________________________________________________ Task 5: Fossil identification practical activity Total: 34 marks In this activity, you will investigate the features of different fossils and the environments in which they formed. Select four fossils to describe. Procedure 1. Draw and label each specimen. (2 marks each) 2. Describe each specimen. (2 marks each) 3. Describe the paleoenvironments in each fossil formed, providing one piece of evidence to support your choice of environment. (3 marks each) Use a reference to classify and name each specimen and the era(s) in they lived. (1 mark each) 4. Present your results in a suitable table. (2 marks)
Marking key for sample assessment Task 5 Description Possible mark Allocated mark Fossil 1: _______________ Diagram Correctly labelled 1 1 /2 Brief description of specimen or Detailed description of specimen 1 2 /2 Description of paleoenvironment Supporting evidence Fossil named 2 1 1 /4 Total /8 Fossil 2: _______________ Diagram Correctly labelled 1 1 /2 description of specimen or Detailed description of specimen 1 2 /2 Description of paleoenvironment Supporting evidence Fossil named 2 1 1 /4 Total /8 Fossil 3: _______________ Diagram Correctly labelled 1 1 /2 Brief description of specimen or Detailed description of specimen 1 2 /2 Description of paleoenvironment Supporting evidence Fossil named 2 1 1 /4 Total /8 Fossil 4: _______________ Diagram Correctly labelled 1 1 /2 Brief description of specimen or Detailed description of specimen 1 2 /2 Description of paleoenvironment Supporting evidence Fossil named 2 1 1 /4 /8 Results in suitable 1–2 /2 Overall total /34
Name: _____________________________ Grade: ________________ Earth Savers Rubric Content Organization Language 4 Includes topic sentence, three supporting details, and a wrap up sentence. Writing is well organized, ideas flow logically and sequentially. Sentences are correctly written. 3 Includes four of the five sentences. Writing contains minor organizational flaws. Ideas flow logically and sequentially. are a few errors in sentence structure and mechanics. 2 Includes three of the five sentences. Attempts at organization are made but the writing is not clear. Disruptions in the flow are present. There are some errors in sentence structure and mechanics. 1 Includes two sentences or less. do not flow logically. Many errors in sentence structure and mechanics. Poor word choice. 7 – 8 = A 6 = B 5 = C 4 = D
Topic 1: History of the Earth Topic 2: Systems Topic 3: Sustainability Topic 4: Weather and Climate AR ES-ESS1-5 AR ES-ESS1-6 AR ES-ESS2-1 AR ES1-ETS1-1 ES-ESS2-2 ES-ESS2-3 AR ES-ESS2-5 AR ES-ESS2-6 AR ES-ESS2-7 AR ES2-ETS1-1 AR ES2-ETS1-3 AR ES-ESS3-1 AR ES-ESS3-2 AR ES-ESS3-3 AR ES-ESS3-4 AR ES-ESS3-6 AR ES3-ETS1-1 AR ES3-ETS1-2 AR ES3-ETS1-3 AR ES3-ETS1-4 AR ES-ESS2-4 AR ES-ESS3-5 AR ES4-ETS1-3 Arkansas Clarification Statements (AR) Science Course Overview (Course code 425020)
Contributors The following educators contributed to the development of this course: Susan Allison – Benton School District Rebecca Koelling – Highland School District Katie Anderson – Little Rock School District Ladd – Nettleton School District Dr. Katherine Auld - Northwest Arkansas Community College Steven Long – Rogers School District Dr. Daniel Barth - University of Arkansas at Fayetteville Lynch – Black River Technical College Angela Bassham – Salem School District Jacki Marlin – Perryville School District Allison Belcher – Little Rock School District Monica Meadows – Pulaski County Special School District Debbie Bilyeu – Arkansas AIMS Meeks – Hamburg School District Tami Blair – Texarkana School District Melissa Miller – Farmington School District Stephen Brodie – University of Arkansas at Fort Smith STEM Center Dr. Jim Musser – Arkansas Tech University Stephanie Brown – Quitman School District Nanette Nichols – Wilbur D. Mills AR Education Cooperative Cindy Bunch – Manila School District Dennis Pevey – eSTEM Public Charter School Cindy Cardwell – Bentonville School District Tami Philyaw – Smackover – Norphlet School District Larry Cooper – Springdale School District Kathy Prislovsky – Stuttgart School District Sarah Croswell – Virtual Arkansas Kathy Prophet – Springdale School District Tami Eggensperger – School District Rhonda Riggin – Booneville School District Shelley Forbess – El Dorado School District Will Squires – Caddo Hills School District Kyla Gentry – Searcy School District Tim Trawick – Conway School District Jenna Gill – Siloam Springs School District David Wentz – Pea Ridge School District Douglas Hammon – Little Rock School District Andrew Williams – University of Arkansas at Monticello Keith Harris – University of Arkansas at Little Rock Partnership for STEM Education Wendi J.W. Williams – Northwest Arkansas Community College Leonda Holthoff – Star City School District Cathy Wissehr – University of Arkansas at Fayetteville Amanda Jones – Poyen School District Diedra Young – Ridgway Christian High School, Pine Bluff
Runoff: precipitation that flows over land into other bodies of water Evaporation – when water from the Earth's surface changes into water vapor Transpiration: evaporation from leaves Condensation – when water vapor cools and changes into water droplets that form clouds Watershed – A region of land where water flows down into a specified body of water, such as a river, lake, sea, or ocean. Tributaries: streams that flow into other streams Divide: high land that separates one watershed from another Aquifer – a rock layer that stores groundwater and allows the flow of water Saltwater intrusion – when fresh water is withdrawn at a faster rate than it can be replenished near an ocean coastal area, salt water from the ocean intrudes into the fresh water aquifer. The result is that fresh water supplies become contaminated with salt water. pollution – pollution from one known source (1 particular factory) Nonpoint-source pollution – pollution from many unknown sources (stormwater runoff from city streets, farmland, etc.) Most of Earth's freshwater is found in glaciers and ice caps where it is not available for human use. Biotic Index – used to assess the quality of water in rivers. Measures the number and variety of species in an ecosystem (and the presence of pollution tolerant or intolerant organisms), generally the MORE VARIETY the HEALTHIER the ecosystem Unit 5 – Oceanography The Coriolis Effect results from Earth’s rotation. Tides are caused by the gravitational pull of the Earth and the Moon. Spring Tides – Sun, Earth and Moon form a straight line, more extreme tides (high tides are higher and low tides are lower) Neap Tides – Sun, Earth and Moon form a 90° angle, more moderate tides (high tides are not as high and low tides are not as low) Surface currents are driven by the wind Salinity measures salt in ocean water. Ocean water with MORE SALT = MORE DENSE than water with less salt. Salinity helps drive ocean currents dense water will sink and less dense water will rise. Currents move from cold to warm areas because density difference too.
Representation of the cross-curriculum priorities The cross-curriculum priorities address contemporary issues which students face in a globalised world. Teachers may find opportunities to incorporate the priorities into the teaching and learning program for the Earth and Environmental Science ATAR course. The cross-curriculum priorities are not assessed unless they are identified within the specified unit content. Aboriginal and Torres Strait Islander histories and cultures Contexts that draw on Aboriginal and Torres Strait Islander histories and cultures provide an opportunity for students investigate to the importance of Aboriginal and Torres Strait Islander Peoples’ knowledge in developing a richer understanding of the Australian environment. Students could develop an appreciation of the unique Australian biota and its interactions, the impacts of Aboriginal and Torres Strait Islander Peoples on their environments and the ways in which the Australian landscape has changed over tens of thousands of years. They could examine the ways in which Aboriginal and Torres Strait Islander knowledge of ecosystems has developed over time, the spiritual significance of Country/Place, and their relationship with life-forms through totemic connections. Asia and Australia's engagement with Asia Contexts that draw on Asian scientific research and development and collaborative endeavours in the Asia Pacific region provide an opportunity for students to investigate Asia and Australia’s engagement with Asia. Students could develop an appreciation that interaction between human activity and the diverse environments of the Asia region continues to influence the region, including Australia, and has significance for the rest of the world. The Asia region plays an important role in scientific research and development, including through collaboration with Australian scientists in such areas as natural hazard prediction and management, natural resource management, energy security and food security. Sustainability The cross-curriculum priority of Sustainability is explicitly addressed in the Earth and Environmental Science course. The curriculum requires students to understand the interconnectedness of Earth’s biosphere, geosphere, hydrosphere and atmosphere, and how these systems operate and interact across a range of spatial and temporal scales. Relationships, including cycles and cause and effect are explored, and students develop skills of observation and analysis to examine these relationships in the world around them now and into the future. Students appreciate that the and Environmental Science ATAR course provides the basis for decision making in many areas of society and that these decisions can impact on the Earth system, its environments and its resources. They understand the importance of using science to predict possible effects of human and other activity, and to develop management plans or alternative technologies that minimise these effects and provide for a more sustainable future.
Earth Science – Graphing the Planets Name: _____________________________ Period: ____ Directions: Use the following sets of data to analyze the similarities and differences between the inner and outer planets. After completing the graphs, create a double bubble map on the back of this sheet to compare and contrast the planets. Distance from the sun: Planet AU (distance from the sun) Orbital Period (Length of year) Mercury 0.39 0.24 Venus 0.72 0.62 Earth 1 1 Mars 1.52 1.88 Jupiter 5.2 11.86 Saturn 9.54 29.46 Uranus 19.18 84.01 Neptune 30.06 164.8 Density of the planets: Planet Density (g/cm3) Mercury 5.427 Venus 5.243 5.515 Mars 3.933 Jupiter 1.326 Saturn 0.687 Uranus 1.27 Neptune 1.638 Length of day: Planet Rotational period (length of day, hours) Mercury 1408 Venus 5832 23.93 Mars 24.62 Jupiter 9.92 Saturn 10.66 Uranus 17.24 Neptune 16.11 Size of the planets (radius): Planet Radius (km) Mercury 2439 Venus 6052 Earth 6378 Mars 3397 Jupiter 71490 Saturn 60268 Uranus 25559 Neptune 25269 Mass of the planets: Planet Mass of planet (Earth = 1) Mercury 0.06 Venus 0.82 Earth 1 Mars 0.11 Jupiter 317.89 Saturn 95.18 Uranus 14.53 Neptune 17.14 Number of observed satellites (moons): Planet Number of observed satellites Mercury 0 Venus 0 1 Mars 2 Jupiter 28 Saturn 30 Uranus 24 Neptune 8
Environmental sciences GE 3 Geophysics QC 801–809.V3 4 Meteorology Atmospheric sciences QC 851–999 4 Geology, general QE 1–350.62 3 Mineralogy QE 351–390.5 4 Petrology QE 420–499 4 Dynamic and structural geology Geochemistry QE 500–639.5 4 Stratigraphy Quaternary QE 640–699 4 Paleontology QE 701–760 4 Ecology QH 540–549.5 4 Geology—health aspects RA 565–600 (Environmental health) 3 Environmental engineering TA 170 3 Engineering geology TA 703–721 4 Economic geology TN 260 (Economic or applied geology and mineralogy) 4 OTHER RESOURCES AVAILABLE The departments of Biology, Geography, Anthropology, Chemistry, and Civil Engineering, and the Faculty of Environment also have collections in areas of interest related to Earth & Environmental Sciences.
Notes about Reservoirs, Flux, and Processes Reservoirs can be described at any scale that is useful to the analysis The world’s forests can be described as a reservoir of carbon or water. A potted can also be described as a reservoir of carbon or water. The world’s oceans and a cup of tea are both reservoirs of thermal energy or heat, at very different scales. Processes (italicized below) and Fluxes occur at a variety of spatial and temporal scales. Photosynthesis is a continuous process when conditions are right, but molecules of CO2 can be removed from the atmosphere and stored in a leaf in a faction of second. The weathering of minerals from exposed bedrock into the pedosphere is also a continuous process that happens at a very slow rate. The eruption of a volcano moves energy and matter from the geosphere into the atmosphere very rapidly. The decomposition of a dead animal moves matter and energy from the biosphere into the pedosphere and atmosphere slowly. Evaporation can be described at any temporal or spatial scale, from the drying of a shirt on a clothes line to the continuous process of evaporation that moves water molecules from the oceans into the atmosphere. A bird’s digestion of moves matter and energy from one element of the biosphere into another. Forest fires (combustion) move vast amounts of matter and energy from the biosphere into the atmosphere and pedosphere in a short period of time. Rotting or decomposition will eventually transfer the same amount of matter and energy into other spheres but over a much longer period of time.
Keith Woodford." Posts from Keith Woodford. N.p., n.d. Web. 16 Nov. 2013. Writers, Staff . "World races to aid New Zealand quake rescue." TerraDaily. N.p., 23 Feb. 2011. Web. 16 Nov. 2013. Zukerman, Wendy. "The tectonic forces that are shredding New Zealand." New Scientist. N.p., 24 Feb. 2011. Web. 16 Nov. 2013.
7 The Universe and The Sun Quiz Questions #16-20 8 Observable Patterns SMART Notebook Slides 50-61; Questions #21-22 Questions #23 9 Observable Patterns SMART Notebook Slides 62-78; Questions #24-25 Questions #26-27 10 Observable Patterns Lab 2: Observing Shadows Lab 2 Analysis 11 Observable Patterns SMART Notebook Slides 79-86; Hide-and-Seek Stars Activity Questions #28-31 12 Observable Patterns SMART Notebook Slides 87-104; Questions #32-33 Questions #34-36 13 Observable Patterns Activity: Big Dipper Clock Study for quiz 14 The and Observable Patterns Quiz Study Guide 15 Unit Review Unit Review Study for test 16 Unit Test Unit Test *While there are many slides for each topic, several slides within the notebook are hidden and won’t be used during instructional time. **HW Problems are currently not scaffolded from to most difficult, but are instead listed in order of topic. Teacher should pay special attention at the end of each class period when assigning HW so that only problems related to the topic that was taught are being assigned. A guide is provided above. ***Lessons are based on 40minute periods and may need to be adjusted to fit the schedule of your school.
Template A – Cover Letter and Executive Summary; Template F – Staff Experience; Template G – Functional Requirements; Template H – Functional Requirements Approach; Template I – Non-Functional Requirements; Template J – Non-Functional Requirements Approach; Template L – RFP Response Checklist; and Template N – Cost Workbook. Covered California has created the following new RFP documents via Addendum 2: Template O – Confidential Discussion Matrix. Finally, Covered California has also modified, created, and deleted various documents in the Procurement Library. Interested vendors should examine the RFP documents in detail, and prepare and submit questions to Covered California by the date and time indicated in RFP 2013-08, Addendum 2, Section 1.3. Covered California thanks you for your interest and potential participation in this process.
they entered and so are only counted once. The total for each year is represented by the three colors combined. Bottom panels are the probability distributions of annual tropical cyclone frequency for the western (left) and eastern (right) Caribbean. Figure 9. Focus on the Caribbean: (a) tracks of all TCs impacting the Caribbean restricted only to ENSO years (Table 1) within the period 1980-2009; and (b) ocean surface temperature (shaded; C), and surface pressure (contours; millibars) averaged over the August-September-October (ASO) 3-month periods for the same set of ENSO years listed in Table 1. (c) as in (b), but for the entire North Atlantic basin. Figure 10. Decadal tropical cyclone activity for 1900-2009 in (a) western and (b) eastern Caribbean regions. The number of years in each decade designated as ENSO events is indicated by the line with the scale on the right axis (Table 1). TABLES Table 1. ENSO years within the period 1950-2009 used to compile the statistics in Fig 10. Years from 1980 forward were used for the composites depicted in Fig. 9. ENSO years designated as “strong” are indicated in bold, while italics signify “moderate” ENSO events. Decade Years used in ENSO diagnostics 19501959 1951 1957 19601969 1963 1965
1968 1969 19701979 1972 1976 1977 19801989 1982 1986 1987 19901999 1991 1992 1994 1997 20002009 2002 2004 2006 2009 Table 2. Projected changes in tropical cyclones across the globe associated with a warming of the climate. The IPCC expresses confidence in their projections. Their terminology equating to probability of occurrence is explained in the text (section 5.1). Confidence in projections for global changes in tropical cyclone characteristics ranges from medium to likely as listed in this table. A GCM refers to atmospheric global climate models; these models do not have direct ocean feedbacks. Increase in peak wind intensities likely Over most tropical cyclone areas (based upon high-resolution AGCM and embedded hurricane model projections)
EDUCATION, TRAINING AND QUALIFICATIONS Please give full details in chronological order of all qualifications you have obtained from school, college and university. Name & Address of School / College / University: Dates Attended: (From/To) Subject: Qualifications: (including grades / class of diploma, degrees etc.) Dates Obtained: PREVIOUS EMPLOYMENT Please give full details in chronological of all positions held (including part time and voluntary posts) Dates: (From & To) Job Title: Employer Name, Address & Tel No: Salary: Brief Outline of Duties: Reason for leaving:
AIRCRAFT A1 Aeroplanes above . Rating reserved to Maintenance Organisations approved in accordance with Annex II (Part 145). State aeroplane manufacturer or group or series or type and/or the maintenance tasks. Example: Airbus A320 series. Yes/No* Yes/No* A2 Aeroplanes and below. State aeroplane manufacturer or group or series or type and/or the maintenance tasks. Example: DHC-6 Twin series. State whether the issue of airworthiness review certificates is requested or not (only possible for ELA1 aircraft not involved in commercial operations) Yes/No* Yes/No* A3 Helicopters. State helicopter manufacturer or group or series or type and/or the maintenance tasks. Example: Robinson R44. Yes/No* Yes/No* A4 Aircraft other than A1, A2 and A3. State aircraft category (sailplane, balloon, airship, etc.), manufacturer or group or series or type and/or the maintenance task(s). State whether the issue of airworthiness review certificates is requested of not (only possible for ELA1 aircraft not involved in commercial operations) Yes/No* Yes/No* ENGINES B1 Turbine State engine manufacturer or group or series or type and/or the maintenance tasks. Example: P&W Ca PT6A series. B2 Piston engine manufacturer or group or series or type and/or the maintenance tasks. B3 APU APU manufacturer or group or series or type and/or the maintenance tasks. COMPONENTS OTHER THAN COMPLETE ENGINES OR APUs C1 Air Cond. & Press. Quote aircraft type or aircraft manufacturer or component manufacturer or the particular component and or cross refer to a capability list in the exposition. C2 Auto Flight C3 and Nav. C4 Doors-Hatches C5 Electrical & Lights C6 Equipment C7 Engine-APU C8 Flight Controls C9 Fuel C10 Helicopter-Rotors C11 Helicopter-Trans C12 Hydraulic C13 Indicating-Recording system C14 Landing Gear C15 Oxygen C16 Propellers C17 Pneumatic-Vaccum C18 Protection ice/rain/fire C19 Windows C20 Structural C21 Water ballast C22 Propulsion augmentation SPECIALISED SERVICES D1 Non-destructive Testing State particular NDT methods.
Our agency and/or EASA program has a diversity committee. Our diversity committee has representatives from different racial, ethnic, cultural, age groups and groups. Our EASA program conducts an annual assessment and sets goals regarding cultural competency of it services and supports. Our EASA program dedicates the necessary resources (economic, staff time etc.) to promote cultural competency. We have EASA staff that are indigenous to the area and/or representative of diverse communities. We discuss historical trauma, social isolation and oppression in our clinical discussion groups and supervision. I discuss my culture with my clients and encourage them to discuss their culture with me. Our board of directors and advisory group include people from different ethnic, racial, age groups and other community groups. Our EASA program has a well-developed and dynamic cultural competency-training program. Our EASA program has guidelines around gathering cultural information in our assessment process. (I.e. specific questions, suggested framework, multiple of gathering information, etc.) We have established working relationships with cultural brokers and networking relationships with diverse community groups and work with them regularly in our practice. We have established working relationships with interpreters and use them regularly in our practice. Our EASA program regularly discusses the research on diverse communities in our supervision. I am aware that I have biases and a personal cultural lens and I discuss them regularly in supervision. Our EASA program has written material available in multiple languages, literacy levels and uses welcoming and culturally/community relevant language and photographs. Our psychoeducation material includes a discussion on ethno cultural, traditional and spiritual protective factors. We have an organized and predictable way that our clients and diverse populations provide feedback and inform our practice. We use interventions and assessment tools that have been researched on the communities we serve. The physical space of our program is welcoming to the community. We discuss culture regularly in our supervision, clinical reviews and fact meetings. I understand the impact of culture/ community on life activities such as: Education Family roles Faith based practices Gender roles and sexuality Alternative Medicine Perception of agency Customs and beliefs Communication Perception of health and wellness Employment Perception of time View of disability
Adapted from (Tawara D. Goode, M.A. and Sylvia K. Fisher, Ph.D. National Center for Cultural Competence, Georgetown University Center for and Human Development. Adapted from Promoting Cultural Diversity and Cultural Competency: Self-Assessment Checklist for Personnel Providing Behavioral Health Services and Supports to Children, Youth and Their Families ©2009.)
Comment Comment summary Suggested resolution Comment is an observation (suggestion)* Comment is substantive (objection)** EASA comment disposition EASA response NR Author Section, table, figure Page 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 * Please complete this column using the word “yes” or “no” ** Please complete this column the word “yes” or “no”
Comment Comment summary Suggested resolution Comment is an observation (suggestion)* Comment is substantive (objection)** EASA comment disposition EASA response NR Author Section, table, figure Page 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 * Please complete this column using the word “yes” or “no” ** Please complete this column using the word “yes” or “no”