zilongwang/ReadingBank huggingface dataset:
9th-12th Grade Civics Inquiry Do we need the Electoral College? Supporting Questions What is the Electoral College? What are the pros and cons of the Electoral College? Does the Electoral College function today as it did originally? 9-12 Civics Inquiry Do we need the Electoral College? Arkansas Standards for Social Studies PD.5.C.2 Analyze the election process in federal, state, and local governments (e.g., voter registration, primary election, general election) Staging the Question View the You Tube Clip and a discussion of how elections work. Supporting Question 1 Supporting Question 2 Supporting Question 3 What is the Electoral College? What are the pros and cons of the Electoral College? Does the Electoral College function today as it did originally? Formative Performance Task Formative Performance Task Formative Performance Task Write a paragraph the Electoral College as it is used in America. Create a T chart to illustrate pros and cons of the electoral college. Create a position in support or opposition to the question and support with evidence. Featured Sources Featured Sources Featured Sources
Organization Elections New Brunswick Elections Nunavut Elections PEI Elections Saskatchewan Le Directeur général des élections du Québec Elections Yukon Amendment History Date Description of Revisions Chapters Affected June 30, 2009 Contents drafted for 1.0 Introduction, 2.0 Business of Elections, 3.0 Introduction to the EMRM, and 4.0 Electors 1.0, 2.0, 3.0 and 4.0 October 6, 2009 Addition of 6.0 Political Entities and 7.0 Election Finance 6.0 and 7.0 added Edits to 1.0, 2.0 and 3.0 November 9, 2009 Addition of 4.0 Electors (substantially revised from version 1.0) and 5.0 Electoral Geography 4.0 and 5.0 added Edits to 6.0 and 7.0 December 18, 2009 Addition of 8.0 Events 8.0 Edits to 4.0 and 5.0 February 3, 2010 Addition of 9.0 Considerations for Information Technology Planning and edits to 8.0 Events 9.0 added to Figure 6 February 25, 2010 Edits to 9.0 Considerations for Information Technology Planning 9.0 April 9, 2010 Edits to Glossary; minor corrections Glossary
emails and letters, in order to proactively support political entities in meeting their obligations under the law. Political Entities During the Next Ten Years Online registration See Electronic registration and filing, page 113. Increased disclosure and accessibility of registration information on website Electoral agencies rely on current and accurate political entity contact information to conduct business. In many jurisdictions, the law requires that telephone numbers and addresses of the principal officers, financial agents, official agents, candidates, etc. be made available for public inspection. Many individuals do not wish to have their personal or residential contact information made public and, therefore, provide another address. For instance, the principal officers of an ED association may all provide the address and phone number of the ED association office, rather than their personal phone number and residential address. The issue for electoral agencies is that, should the number provided change, they may have no alternate contact information with which to contact the agents related to the entity. More jurisdictions registering third parties? It is expected that more jurisdictions will require third-party advertisers to register in the future. At the time of writing, Manitoba’s legislation has been amended to require registration of advertisers, but the legislation has not yet been proclaimed.
Vout = 5V Iout = 1A Following the design procedure from the LM2596 datasheet the input/output capacitor, diode and inductor values are computed. Inductor Selection (L1): the inductor value is equal to 68µH using the 1 amp load current and the 12 volt input voltage. The L30 from this figure corresponds to a number of possible inductors, both through hold and surface mount types, from various suppliers. The Coilcraft surface mount inductor, part number DO5022P-683, is chosen with a 2.3 amp RMS current. Figure 51 - Inductor Selection Graph 1 Output Capacitor (Cout): The National Semiconductor datasheet for the LM2596 uses as a quick design component selection table and the details guidelines below for selecting the output capacitor consisting of: Capacitor voltage rating > 1.5*Vout Capacitor values no larger than 820µF Low ESR capacitors Table 25- Output Capacitor Selection Table 1 This suggests that a 220µF output capacitor with a 10V rating is appropriate from AVX TPS series. This surface mount tantalum capacitor is rated at 20% tolerance with a temperature range from -55°C t0 125°C. The DC voltage rating is 10V which is twice the value of the output voltage and abides by restriction number 1. Furthermore the ESR is equal to 0.1 Ohm and is in concordance with restriction number 3. This part can be ordered from Digi-Key, part number for $2.21. Catch Diode Selection (D1): The datasheet further details the guidelines for selecting the catch diode as follows: Current rating >1.3*Maximum Load Current Reverse Voltage Rating > 1.25*Maximum Input Voltage Short Reverse Recovery Time Using these given restrictions the Schottky diode from Diodes Inc. is selected; part number 1N5820DITR-ND. The forward current rating is equal to 3 amps to fulfill restriction number 1 where the maximum load current is 1 amp. Furthermore the reverse voltage rating is 20V, more than 1.25 times the input
Domiciliary Care Domiciliary Equipment Service (DES) Cleaning instruction: Electric hoist Guideline number: Version: V1 Date of version: 29/3/2006 Applies to: Domiciliary Equipment Service Issued by: Domiciliary Equipment Service Delegated authority: Matthew Massy-Westropp Resource custodian: Stephen Sheppard Due for review: 2/12/2013 Printed version of this document may be superseded – Refer to online policies and procedure s for most current version. Detail Instruction Responsibility DES will provide an item of equipment that is clean, safety checked and installed appropriately. Items are recycled, inspected and loaned to clients. DES Cleaning Cleaning Process: Hand Clean Safety/Protective Equipment Required : Rubber gloves, ear protection, eye protection Description of tasks to be undertaken: Place on hydraulic lifter, raise to a safe working height Air hose hoist to remove excess grime/dirt. All over Remove excess hair/lint from all wheels Use universal cleaning method (hot soapy water and cloth) to clean legs of hoist Use scourer to remove stubborn Air hose to dry or use Use small brush and soapy water to clean rubber parts of hoist. Use “sprite” if required. Then air hose Wash all other parts of hoist thoroughly Wipe over electronic parts carefully with damp cloth, including charger 5. Instruction approval Content Author: Date: 29/3/2006 Resource custodian: Date: 29/3/2006 Delegated authority: (Senior Manager or Director) Date: 29/3/2006 Executive/Committee: (if required) Date: Name: Stephen Sheppard Position: Workshop Manager Name: Stephen Sheppard Position: Workshop Manager Name: Matthew Massy-Westropp Position: General Manager DES Name: Position:
HENDRIX, Jimi Any one of ‘Hey Joe’, [NEW2018] ‘All along the Watchtower [NEW2018] Or ‘Crosstown Traffic’ [NEW2018] Bass Series- Jimi Hendrix Hal Leonard 699815 These works must be performed with the supplied CD backing track. HUBBARD, Joe (ed.) ‘Dune Tune’, KING, Mark ‘Rio Funk’, RITENOUR, Lee, perform from Dal segno sign into the Coda ‘Run for Cover’, MILLER, Marcus Any edition may be used. May be performed as accompanied or unaccompanied works. JAMERSON, James, arr. JAMERSON, James Any of: ‘Ain’t nothing like the real thing’ ‘For once in my life’ ‘Heard it through the Grapevine’ ‘Home cookin’’ ‘I was made to love her’ ‘What’s going on’ Standing in The Shadows of Motown Hal Leonard / Dr Licks (HL 00698960 ) Must be performed as accompanied works using the supplied backing track. Trans. KAYE, Carol Either or both ‘Come together’ ‘Hicky burr’ Electric Bass Lines No. 2 Gwyn Publishing Must be performed as unaccompanied works.
SHER, ed. Any of: ‘Matinee idol’ FERRANTE, Russell ‘Modadji’ GRUSIN, Dave ‘Rush hour’ FERRANTE, Russell and FORD, Robben ‘Boogie down’ JARREAU, Al and OMARTIAN, Michael [DELETE2019] From The New Real Book (C-Vocal version) Sher Music May be performed as accompanied or unaccompanied works. VARIOUS No more than two of: ‘Iron Man’, ‘Peace Sells’and ‘Trooper’ ‘Pride and Joy’, ‘The Thrill is Gone’ and ‘Born Under a Bad Sign’ ‘Cissy Strut’, ‘Get Up’ [NEW2018] ‘Know Your Enemy’, ‘Fly Away’ [NEW2018] Bass Play-Along Series – Hard Rock Bass Play-Along Series – Blues Bass Play-Along Series – Funk Bass Play-Along Series – 90s Rock Hal Leonard 00699676 Hal Leonard 00699817 Hal Leonard 00699680 Hal Leonard 00699679 These works must be performed with the supplied CD backing track. No more than two of these works may be performed. VARIOUS ‘Coyote’ [NEW2018] ‘NV43345’ [NEW2018] ‘Terminal [NEW2018] ‘What is Hip’ [NEW2018] ‘Jerry was a Race Car Driver’ (6 string bass) [NEW2018] ‘You Can Call Me Al’ [NEW2018] Bass Virtuosos Hal Leonard 2501108 These works may be played accompanied or unaccompanied. Repeats are optional
WOOTEN, Victor ‘Amazing Grace’ ‘Classical Thump’ ‘Stompin’ Ground’ From The Best of Victor Wooten Hal Leonard, ISBN To be performed unaccompanied. Repeats not required. Sample program No 1 BACH, J.S ‘Praeludium’ (Baroque) Baroque PASTORIUS, Jaco & Jerry ‘Portrait of Tracy’ OAT, unaccompanied GRAY, Wardell & ROSS, Annie ‘Twisted’ OAT JAMERSON, ‘What’s Going On’ OAT, accompanied CORNIOLA, F ‘Oakland Drive’ OAT, accompanied No 2 BACH, J S ‘Invention No. 8’ Baroque CLARKE, Stanley ‘Song to John: Part II’ OAT PETERSON, Oscar ‘Nigerian Marketplace’ OAT TRADITIONAL ‘Amazing Grace’ OAT, unaccompanied LENNON, John & McCARTNEY, Paul ‘Come Together’ OAT, unaccompanied
No 3 BACH, JS ‘Bourees 1 and 2’ Baroque, unaccompanied GRUSIN, Dave ‘Modaji’ OAT, accomp or unaccomp HAMM, Stuart ‘Terminal Beach’ OAT, accomp or unaccomp MITCHELL, Joni ‘Coyote’ OAT, accomp or unaccomp HENDRIX, Jimi ‘Crosstown Traffic’ OAT, CD backing track
Classwork What is the potential energy of an electron and a proton in a hydrogen atom if the distance between them is 5.3 x 10-11 m? What is the potential energy of two charges of +4.2 μC and +6.1 μC which are separated by a distance of 50.0 cm? What is the potential energy of two charges of -3.6 μC and +5.2 μC which are separated by a distance of 75.0 cm? There are three charges, 4.0 µC, 3.5 µC and -6.4 µC, each at the vertex of an equilateral triangle of side length 0.020m. What is the potential energy of the system? Homework What is the potential energy of two charges of -5.2 μC and -8.2 μC are separated by a distance of 50 cm? What is the potential energy of two charges of 4.2 μC and -6.1 μC which are separated by a distance of 75.0 cm? What is the potential energy of two electrons that are separated by a distance of 3.5 x 10-11 m? What is the potential energy of three charges of 2.0 µC, -4.5 µC and -3.4 µC that are in a straight line, with the -4.5 µC charge in the middle, and each charge is 5.0 cm away from its adjacent charge? Electric Potential (Voltage) Classwork Draw Equipotential lines due to a positive point charge. What is the electric potential 50.0 cm from a –7.4 μC point charge? What is the electric potential 25 cm from a +5.0 μC point charge?
The stern tube bearing serves two important purposes. It supports the tail shaft (propeller shaft) and a considerable proportion of the propeller weight. It also acts as a gland to prevent the entry of sea water into the machinery spaces (engine room). F. Propeller It looks similar to a fan and consists of a boss with several blades of helicoidal form attached to it. When rotated it ‘screws’ or thrusts its way through the water by giving momentum to the column of water passing through it. General arrangement of an indirect drive, geared, medium speed diesel ( reversible by Sketch & describe the fuel oil system of a large main engine, indicating the important components and the flow directions. Ans: Sketch Description: The fuel oil is stored in double bottom tanks after bunkering. While proper steam heating is provided to increase the viscosity of iol if ship sails in tropical zones. Fuel oil from doublebottom tank is sent to transfer pump through subsequient valves . Transfer Pump A transfer pump normally is installed to move fuel oil from storage tanks to settling tanks. One positive displacement transfer pump, protected by suction strainers and a pressure relief valve, and a pump bypass line, is normally fitted. The transfer pump flow rate is dependent upon engine fuel consumption rate and service and settling tank size. Settling tank They provide a settling function for gross water and solids, a heating function, a deaeration function, and a thermal stabilizing function. Ships’ settling tanks are designed to accept fuel oils with a 60 degrees Centigrade minimum flash point. As soon as a settling tank is filled, it is heated to 72 degrees Centigrade, or 6 degrees Centigrade below the flash point, whichever is lower. The tanks should be insulated where possible to reduce
The of the dam ring plays an role in the of the of gravty disc is large, the moves out the and as a result some oil is with water from the water outlet. Also, if the is small, the or manually by opening the cleansing bowl. the conical in a clarifier usually don’t have feed holes in them but if they do, then a disc without any holes is fitted at the bottom of the stack. Whereas a clarifier needs to be filled up with water. A clarifier used to remove solid particles.
Early Learning Council April 27, 2017 9:00am-2:30pm* Somerville Large Conference Room 775 Court St NE Salem, OR 97301 Agenda SUE MILLER Early Learning Council Chair MARTHA BROOKS DONALDA DODSON JANET DOUGHERTY- SMITH HOLLY MAR SALAM NOOR EVA RIPPETEAU SHAWNA RODRIGUES CLYDE SAIKI SAXTON DONNA SCHNITKER TERI THALHOFER KALI THORNE-LADD CARMEN URBINA BOBBIE WEBER DAVID MANDELL Acting Early Learning System Director Members of the public wanting to give public testimony must sign in. Each individual speaker or group spokesperson will have 2 minutes. Electronic testimony may be submitted to . Welcome and Roll Call Welcome to New Council Member(s): Carmen Urbina Sue Miller, Chair Public Testimony – Agenda-Specific Chair’s Report Sue Miller, Chair Council Meeting Schedule Consent Agenda – Action Item Acknowledge Receipt of Committee Reports Measuring Success Committee Membership Recommendation Adoption Measuring Success Key Policy Questions Adoption Board of Education Mission, Vision & Values – Information & Feedback Jessica Nguyen-Ventura, Executive Officer, State Board of Education, ODE Relief Nursery Rules Update – Action Item David Mandell, Acting Early Learning System Director Lisa Pinheiro, Early Learning Policy Analyst, ELD Child Care Van Rules Briefing – Information Only Lisa Pinheiro, Early Learning Policy Analyst, ELD Dawn Woods, Director of Child Care, ELD Director’s Report David Mandell, Acting Early Learning System Director Child Care Statutory Authority Workgroup Discussion – Action Item David Mandell, Acting Early Learning System Director Update Lisa Pinheiro, Early Learning Policy Analyst, ELD Working – 15 minute break Lynne Angland Award Nominations David Mandell, Acting Early Learning System Director 9:00-9:10 9:10 9:10-9:40 9:40-10:10 10:10-10:40 10:40-11:00 11:00-11:30 11:30-12:00 12:15-12:25
Equipment Program Training Electrical Safety and Bathroom Design Presentation includes: Overview of electrical risk Principles of electrical safety AS3000 – use as a guide in the management of risk Overview of AS3000 (section 6) Damp Situations Focus – zones / barriers / sockets / switches / luminaries Planning SA waterproofing specifications – Drainage / water damage / floor drainage Slipping risk Client factors Assessment principles and risk analysis Key principles for managing risk Information for clients / carers, Clinical documentation. Practical exercise – build a bathroom using template pieces. Establish the dimensions of zones and explore the implications of bathroom modifications (small group) Group Discussion – Discussion of 5 Scenarios Document Kit Relevant to: Occupational Therapists Physiotherapists Occupational Therapy Students
2. The student identifies the issues associated with electrical hazards found on a jobsite. The student is expected to: (A) demonstrate safe working procedures in a construction environment; (B) explain the purpose of the Occupational Safety and Health Administration (OSHA) and how it promotes safety on the job; (C) identify electrical hazards and how to avoid or minimize them in the workplace; and (D) explain safety issues concerning lockout and tagout procedures, personal protection using assured grounding and isolation programs, confined space entry, respiratory protection, and fall protection Unit 3: Basic Electrical Theory This unit will include lessons on terminology and skills that are associated with mathematics and science knowledge specifically pertaining to electrical technology. Students will differentiate between types of circuits including series, parallel, and combined series-parallel. Students will understand and apply electrical concepts such as voltage, current, resistance, and power. Students will focus on understanding, interpreting, analyzing and knowing how to correctly use electrical formulas, units of measure, mathematics concepts, and science principles in order to solve problems. 20 Periods 900 Minutes 5. The student learns the electrical concepts used in Ohm's law applied to direct current and series circuits and understands series parallel circuits, resistive circuits, Kirchhoff's voltage and current laws, and circuit analysis. The student is expected to: (A) recognize what atoms are and what atoms are composed of; (B) define voltage and identify the ways in which it can be produced; (C) explain the difference between conductors and insulators; (D) define the units of measurement used to measure the properties of electricity; (E) explain how voltage, current, and resistance are related to each other; (F) calculate an unknown value using the formula for Ohm's law; (G) explain the different types of meters used to measure voltage, current, and resistance; (H) calculate the amount of power used by a circuit using the power formula;
(H) explain the purpose and required locations of ground fault circuit interrupters; (I) describe single-phase service connections; and (J) describe both wye-phase and delta-connected three-phase services Unit 12: Fuses and Circuit Breakers Students will learn how fuses, circuit breakers, and ground fault circuit interrupters (GFCI) provide overcurrent protection in electrical circuits. Students understand overcurrent protection overview, disconnect switch coordination, fuses and circuit breakers, dual element time delay fuse, non time delay fuses, cartridge fuses, plug fuses, and testing fuses. Students will also learn about circuit breakers, thermal magnetic circuit breakers, circuit breaker coordination, HACR circuit breakers, and low voltage lighting systems. Students will use technical vocabulary when describing the functionality of single-element and time-delay fuses as well as with thermal and magnetic circuit breakers. Students will focus on understanding, interpreting, analyzing and knowing how to correctly use electrical formulas, units of measure, mathematics concepts, and science principles in order to solve problems. 30 Periods 1,350 Minutes (11) The student knows the practical application of fuses and circuit breakers. The student is expected to: (A) explain the necessity of overcurrent protection devices in electrical circuits; (B) define the terms associated with fuses and circuit breakers; (C) describe the operation of a circuit breaker; (D) select the most suitable overcurrent device for the application; (E) describe the operation of single-element and fuses; (F) explain how ground fault circuit interrupters can save lives; (G) calculate short circuit currents; and (H) describe troubleshooting and maintenance techniques for overcurrent devices Unit 13: Principles of Lighting Students will differentiate between different types of electrical lighting fixtures including lamps, surface mounted, recessed, suspended and track-mounted. Students will compare and contrast the different types of lamps consumers 30 Periods 1,350 Minutes (13) The student learns the basic principles of human vision and the characteristics of light. The student is expected to: (A) explain how the human eye works; (B) describe the characteristics of (C) recognize the different kinds of lamps and explain the advantages and disadvantages of each type, including incandescent, halogen, fluorescent, and high-intensity discharge;
Territory Business Centre (TBC) – Contact Details Darwin Darwin Corporate Park Building 3, Ground Floor 631 Stuart Highway, Berrimah. Katherine Shop 1, Randazzo Building. 18 Katherine Terrace. Tennant Creek Shop 2, Barkly House Cnr Davidson and Patterson Street. Alice Springs Ground Floor, The Green Well Building. 50 Bath Street. Phone: 1800 193 111 Email address: Postal address: GPO Box 9800, Darwin, NT 0801 Contact us For further information please contact us on 1800 019 115, via email at or go to the NT WorkSafe website at .
Electrical Substation Expansion Concord, New Hampshire Ambient Engineering provided regulatory compliance and civil engineering services to Public Service of New Hampshire (PSNH) to expand an electrical substation in Concord, New Hampshire. PSNH sought to expand the substation to allow for improved access to existing and proposed equipment Ambient’s regulatory compliance services included all activities necessary to obtain necessary permits including: · Site Plan Approval and Conditional Use Permit from the Concord Planning Board · Through coordination with PSNH and proper positioning of power line poles, wetland impacts were avoided. The total area of land disturbance also was kept to a minimum. Thus, state permits for wetland and terrain alteration were unnecessary. Civil engineering services included the following: · Property line and topographic survey · Wetland delineation and survey · Geotechnical investigation · Site plan development · Grading and drainage design · Soil erosion and sedimentation control program · Stormwater management report · Construction plan preparation Ambient prepared permit applications, reports, and design documents, and presented before the Concord Planning Board for permit approvals. Ambient communicated regularly with city officials to ensure that permits were received promptly and that all permitting issues were addressed.
Bachelor’s degree in Electrical Engineering and/or five (5) to ten (10) years’ experience in a manufacturing environment; or equivalent combination of education and experience. Self-starter; Ability to work well without direct supervision. Must possess strong written and oral communication skills Work environment will be both in an office environment and out in the plant. In the plant setting, the employee may perform activities in heights or around moving machinery. The Plant setting will expose employee to changes in temperature/humidity and will require walking on uneven surfaces. This position may be required to climb steps, stoop, and bend, squat, kneel, or reach above shoulders to accomplish functions of job. PABCO offers an excellent benefits and compensation package including medical, dental, vision, 401(k), profit sharing retirement plan and wellness programs. We are an equal opportunity employer and promote a drug free workplace.Work Schedule 6am-2:30pm; Also willing to work on-call etc.Compensation This position has a starting salary of $29.68 however is flexible depending on experience.Minimum Qualifications Bachelor’s degree in Electrical Engineering and/or five (5) to ten (10) years’ experience in a manufacturing environment; or equivalent combination of education and experience.Desired Qualifications Self-starter; Ability to work well without direct supervision. Must possess strong written and oral communication skillsAgency or Company Application Instructions Please apply to this link:
Electrical Safety Safety Training Handout Electrical Shock Causes Cardiac Arrest & Internal Bleeding Nerve Damage Death Controlling Hazards Only AUTHORIZED employees may make repairs or adjustments to electrical equipment. Other controls include: Authorized employee training Controlled access to electric utility Use of electrically rated PPE Covers & guards over electrical circuits Personal Protective Equipment Any Personal Protective Equipment you use for work on or near electrical hazards must be rated for electrical work. Electrical PPE may include: Hard Hats Safety Glasses Gloves Shoes Rubber matting Non-authorized employees are not permitted to work on or repair electrical systems, cords or equipment Immediately report any exposed wires, missing covers or broken plates. Also: use water around electrical equipment Keep access to electrical panels and controls clear Do not store any equipment or materials in electric utility rooms or closets Turning off a switch does not always turn off all electricity Smart Safety Rules Assume all circuits are "hot" until you have locked, tagged and checked them with a volt-meter Use insulated tools Discharge all capacitors before starting work on equipment When using a voltmeter, check it for damage, then check it against a known "live" source of the same voltage before you use it to check the work area de-energized Don't work on energized equipment unless you can meet all these precautions: Specific approval each time Electrically rated PPE Remove all metal - glasses, belt buckle, jewelry Safety attendant standing by No standing water Work area is roped off reach "blindly" into an energized work area Immediately report all electrical hazards to your supervisor Never use a power cord if the ground plug is broken. Electricity & water make a bad combination Never use electrical equipment if you suspect flammable or explosive vapors are in the area
7 Supply of CABLE SOCKET a) 4 core 240 Sqmm , XLPE, AYFY Cable b) 4 core 185 Sqmm XLPE, AYFY Cable c) 4 core 25 Sqmm XLPE, AYFY Cable d) 4 core 10 Sqmm XLPE, AYFY Cable e) 4 core 16 Sqmm XLPE, AYFY Cable 16 No 16 No 48 No 8 No 16 No 8 EARTH STRIPS 1)Supply of 50x6 mm GI strip for earthing 2)Supply of 25x3 mm Copper strip for earthing 3)Supply of 8 SWG copper wire 4)Supply of 12 SWG copper wire 5)Supply of 10 SWG copper wire 150 Mt 60 Mt 70 Mt 40 Mt 25 Mt 9 Supply of Earth Pit : Supply of all items required for earth pit having tinned copper bonded plate electrode , 600X600 mm , 3.15 mm thick, with 1.5 mtr long 2 nos 25mm X 6 mm tinned copper bonded strip earth electrode, with 40 Kg earthing compound in accordance with IS specification including SS nuts and bolts, earth chamber and top cover enclosure. 3 Stes 10 Supply of MS angles, strips, square tubes etc for fabrication of cable trays, panel mounting fixture and cable support and frames. 500Kg 11 Supply of industrial type wall mounting fans Sweep/, Dia 450 mm, Single phase. 6 Nos Supply by FCRI 12 Supply of industrial type Exhaust fans Sweep /Dia 380mm, Heavy duty, 900 rpm, single phase, 90 W. 4 Nos Supply by FCRI 13 Supply of LED out side lamp fitting 24 W, IP 65 fitting with bulbs 8 Nos Supply by FCRI
CONTENTS Sl NO DESCRIPTIONS PAGE NO; I Bidders Eligibility Criteria 23 II General Information to Tenders 24 III Instructions to Tenders 25 IV Tender Notice 26 V Letter for authority for attending tender opening 27 VI Form of Bank Guarantee for EMD 28 VII General Rules and Directions for guidance 29 VIII Preambles 32
c) Earnest Money : d) Time allowed for the work from : the date of written order to commence. Should this tender be accepted I/We hereby agree to abide by and fulfill all the terms and provisions of the General and Special conditions of contract so far as applicable or in default thereof to forfeit and pay to the Institute or its successors in office the sums of money mentioned in the said conditions. The sum of Rs……………………..(Rupees …………………………………………………………………………….) paid as Earnest Money is to be absolutely forfeited to the said Institute or its successors in office, without prejudice to any other rights or remedies of the said Institute or its successors in office, should I/We fail to satisfy the provisions contained in the relevant paragraphs of the tender forms. SIGNATURE AND ADDRESS OF THE TENDERER DATED: From, To, M/s. The Director Control Research Institute Kanjikode West – 678 623 Palakkad, Kerala. Ref: Sub: Supply to New Multi Phase Lab. Facility Sl. No Particulars Amount Remarks Items as per Volume – III of III
Activity Teacher should photocopy a sheet with all definitions and pictures for each group of students. Teacher should view terminology with students and explain and discuss. Teacher should view electrical equipment with students and explain and discuss. Students break into groups of four or five. Each group receives all terminology words and definitions separately and matches them up taped to a board, wall, chart, or poster paper. If samples are available students could attach the definitions to them. Have each group present their definitions to the class when complete. Teacher may post the electrical equipment photos and have students identify what they are and their use. Evaluation Guidelines The student: Correctly identifies terminology and definitions Participates in discussion and presentation of terminology and definitions Contributes to group work Can identify and explain electrical equipment Extension Activity Have students use the web to research: additional electrical terminology and definitions various of electrical equipment, explaining what the equipment does and providing a picture of the equipment Once students have retrieved this information, they can present and explain their findings to the class.
1. Pre-emption detectors shall be Tomar Model 2091-SD complete with mount and mounting hardware. 2. Discriminators shall be Tomar Model 3080 four-channel units. One is required per controller. 3. The Contractor shall make all initial range adjustments. 4. The pre-emption function operation tests shall be performed using an Opticom emitter. 8-20.2(9-29.13(6)).OPT3.ESP.DT1 (NWR November 16, 1995) Emergency Preemption Hardwire: Emergency preemption hardwire equipment installed by this contract shall activate the Emergency Preemption Logic in the traffic signal controller when a signal is received from a dry contact closure. The contact closure shall be activated by a 120-volt input that is isolated from all controller circuitry. The equipment used to provide the contact closure shall be housed in a separate enclosure located within the controller cabinet. 8-20.2(9-29.13(10)).ESP.DT1 NEMA, Type 170E, 2070 Controllers and Cabinets 8-20.2(9-29.13(10)A).ESP.DT1 Auxiliary Equipment for NEMA Controllers 8-20.2(9-29.13(10)A).INST1.ESP.DT1 Section 9-29.13(10)A is supplemented with the following: 8-20.2(9-29.13(10)A).OPT1.ESP.DT1 (NWR June 24, 2013) NEMA Traffic Actuated Controllers The cabinet(s) contain the following accessories and auxiliary equipment: Convenience Outlet & Lamp Socket: Two convenience outlets and a lamp socket shall be furnished in the cabinet(s). The outlets shall be mounted one on each side of the cabinet, near the top shelf, not on the door. The outlet mounted on the right side shall be ground fault interrupted protected. A switch shall activate the lamp when the door is open. These circuits shall be protected by a circuit breaker rated at 25 Amps. An incandescent 150-watt bulb shall be provided. The light shall be installed a minimum of 12 inches from the vent fan thermostat. Power Supply: A +24 volt DC regulated power supply capable of supplying 4.8 amperes continuously shall be provided. The power
The following specific procedures have been reviewed: The following specific procedures were modified: The following specific procedures were added: A review of the accident reports and injury and illness reports were made: Yes No The following additional expense(s) resulted from failure to use correct electrical safety procedures: Comments:
Prices for the 3.30 pm, 4 pm and 5 pm trading intervals were close to that forecast four and 12 hours ahead. Conditions for the 7 pm trading interval saw demand around 217 MW lower than forecast and available capacity was 1247 MW lower than forecast four hours ahead, the majority of which was priced below $30/MWh. 12 shows the changes in available capacity rebid by New South Wales participants that led to $300/MWh prices for the 7 pm trading interval. : Significant rebids for the 7 pm trading interval Submitted time Time effective Participant Station Capacity rebid (MW) from ($/MWh) Price to ($/MWh) Rebid reason 3.10 pm AGL Energy Liddell -340 0 N/A 1509~P~010 unexpected/plant limits~dust limits 3.11 pm AGL Energy Liddell 60 14 000 0 1509~P~010 unexpected/plant limits~112 redist across portfolio - ld03 and 04 4.31 pm Origin Energy Eraring -20 28 N/A 1630P change in avail - fd fan issues sl 5.35 pm Origin Energy Eraring -330 28 N/A 1735P change in avail - id fan issues sl 5.39 pm Origin Energy Eraring -80 28 N/A 1737P change in avail - mill issues revised sl 5.54 pm AGL Energy Bayswater -240 45 N/A 1752~P~020 reduction in cap~203 plant failure 360MW 6.20 pm Origin Energy Eraring -220 28 N/A 1818P plant conditions - milling limitations sl 6.32 pm 6.40 pm Origin Energy Eraring 100 N/A 28 1830P change in avail - mill limitations revised sl Financial markets Figure 9 shows for all mainland regions the prices for base contracts (and total traded quantities for the week) for each quarter for the next four financial years. Figure : Quarterly base future prices Q1 2017 – Q4 2020 Source. Figure 10 shows how the price for each regional quarter 1 2017 base contract has changed over the last 10 weeks (as well as the total number of trades each week). The closing quarter 1 2015 and quarter 1 2016 prices are also shown. The AER notes that data for South Australia is less reliable due to very low numbers of trades.
3: Price, Demand and Availability Time Price ($/MWh) Demand (MW) Availability (MW) Actual 4 hr forecast 12 hr forecast 4 hr forecast 12 hr forecast Actual 4 hr forecast 12 hr forecast 9 am 1252.20 13 481.81 1850.60 1826 1830 1858 2209 2265 2280 9.30 am 1618.74 13 300.00 590.07 1797 1781 1804 2199 2256 2257 10 am 1241.39 13 296.94 413.07 1731 1728 1759 2178 2230 2236 The spot prices were lower than forecast four hours ahead. A planned outage of the Moorabool-Sydenham 500 kV line restricted imports across the Heywood interconnector into Australia. At approximately 3 am, forecast imports into South Australia for the 9 am, 9.30 am and 10 am trading intervals decreased by about 150 MW, causing the relevant forecast spot prices to increase to about $13 500/MWh four hours ahead. The four-hour forecast prices did not eventuate, however, as Origin Energy, Engie and Energy Australia subsequently rebid a total of 350-400 MW of capacity from high to low prices. Table 6: Rebids for 9 am, 9.30 am, 10 am trading intervals Submitted time Time effective Participant Station Capacity rebid (MW) Price from ($/MWh) Price to ($/MWh) Rebid reason 6.13 am Origin Energy Ladbroke 84 13800 -1000 INC NEM DEM 5PD 23296 MW > 30PD 22696 MW @ 0630 SL 6.46 am Energy Australia Hallett 20 -1000 06:44 A ADJ BANDS SA PRIC>30MPD PRICE @ 0630 166.68>66.01 7.04 am Origin Energy Quarantine 120 13800 <120 0700A INC NEM DEM 5PD 26665 MW > 30PD 26192 MW @ 0730 SL 7.04 am Engie Dry Creek 46 13800 <300 0704A SA DEMAND TRACKING AHEAD 5PD>30PD +51MW 7.42 am Engie Dry Creek 46 13800 <361 0741A SA DEMAND TRACKING AHEAD 5PD>30PD +62MW 08:00
Application This standard applies to new Points of Connection or the upgrade of existing Points of Connection on Powerco’s Electricity Networks. This standard applies to Powerco assets, Powerco employees, Contractors, Retailers and End-Consumers. Referenced Documents Legislation Electricity Act 1992 Electricity Industry Participation Code 2010 (supersedes Electricity Governance Rules 2003) and pursuant Codes of Practice Electricity (Safety) Regulations 2010 (supersedes Electricity Regulations 1997) and pursuant Codes of Practice (NZECP) Electricity (Hazards from Trees) Regulations 2003 Health and Safety in Employment (HSE) Act 1992 Unit Titles Act 2010 (supersedes 1972 Act) NZECP 35:1993 - Power Systems Earthing 36:1993 - Harmonic Levels Industry Standards Electricity Commission Guidelines for Metering, Reconciliation and Registry Arrangements for Embedded Networks The National Code of Practice for Utilities’ Access to the Transport Corridors SM-EI Safety Manual - Electricity Industry (SM-EI) – Parts 1 – 3 inclusive IEC 354 Loading Guide for Oil-Immersed Power Transformers BS CP1010 Loading Guide for Oil-Immersed Transformers AS/NZS 61000.3.6:2001 Electromagnetic Compatibility (EMC) - Limits - Assessment of emission limits for distorting in MV and HV power systems (IEC 61000.3.6:1996) AS / NZS 3000:2007 Electrical Installations as the Australian / New Zealand Wiring Rules) AS/NZ 4360:2004 Risk Management NZS 6108:1984 Accommodation for Electrical Supply Substations in Customers Buildings EEA Publication. Guide for Livening of Service Connections to Premises. EEA Publication Guide for the Connection of High Voltage Electrical Installations. EEA Publication Power Quality (PQ) Guidelines. Powerco Documents 100R001 Risk Management Charter 150S016 Selection Use and Maintenance of Electrical Safety Equipment 170S001 Permanent Disconnections - Electricity Network 173S003 Distributed Generation (DG) Policy 210S002 Electricity Employee Competency Certification
Warm up/ Hook: Electricity by Schoolhouse Rock! Transition: For this section have the students put on their imaginary lab coats because these games are experiments! They will be annualizing the connections between the games and the complex circuit information, static electricity, and circuit stuff we’ve been studying so they’ll need their science brains engaged! Have students break into three groups. They will be leading themselves through rounds of the games we have done this unit. Your job is to facilitate and side coach if needed but they are capable scientists who have demonstrated that they are able to do these things. Instruction: Have them Play a game of Zap! (Like woosh or similar games- just different names for the actions) In a circle (cause theatre games love circles…) One person starts by turning to the person on their right points at them and says “ZAP!” That person turns to their right, points, and says, “Zap!” This continues till everyone has done it. Introduce the other rules! -To reverse direction the receiving person puts their hands up and says, “Negative!” This reverses the polarity of the circuit! -To skip a person say, “re-wire” and arch arms over the person their are skipping. -To change direction back against a re-wire the receiving person says, “RE-re-wire!” and then arches back over the person skipped- the play then goes in the opposite direction Unless… -The person who did the original re-wire and just received theRE-re-wire says, Then everyone in the circle says, “OOOOOOHHHH!!! You got burned!!!! And switches places in the circle. -To throw the turn to someone on the other side of the circle say, “Short Circuit (Someone’s name)!” Then make like you’re throwing a football to the person- the receiving person then chooses which direction to continue play. (More add-ons can be included like, “Buzzer!” everyone says, “BUUUZZZZZ!!!!” “Light bulb!” Everyone does jazz hands and says, “WOW!” “Faulty Switch!” Everyone switches places! “Resistor” Everyone goes in slow motion until someone says ,”Amp it up!” etc.) Now have them play a game of attract and We’ll start by walking neutrally around the room.
ELECTRICITY TARIFF - 2017 PART-1 HIGH TENSION SUPPLY Applicable to Bulk Power Supply of Voltages at 11KV (including 2.3/4.6 KV) and above at Standard High Voltage or Extra High Voltages when the Contract Demand is 50 KW / 67 HP and above.
Activity 2: Simple Circuits Timeframe: 40 minutes Prior to constructing circuits, demonstrate behaviours that ensure safe use of electricity, e.g. turning off electricity at the power point when unplugging a device. Deconstruct a simple electric object, like a buzzer or a torch, to demonstrate to students how circuits are designed. Model the construction of a simple circuit using a battery as a power source. To do this you will need to connect an alligator clip to the end of each wire protruding from your battery holder, and then connect the other end of the clips to either side a miniature globe. Students are to then construct their own simple circuit in groups of four. Identify common features, e.g. wires to carry the current, power sources. Identify safety features of electrical goods, e.g. insulating wires. Jointly construct a labelled diagram of the circuit, using appropriate pictorial representations. Alligator 25 x AA battery holders 60 x 6.3V Miniature Edison screw globes 60 x globe holders 50 x AA batteries Science / Year 4 / Electricity Design and technology / Key Stage 2 / Technical knowledge ACTIVITY RESOURCES OBJECTIVE
2.9 Ideally light fittings should be positioned to allow easy access for lamp changing. This is not always possible. However, with the present long life span of lamps (particularly discharge lamps) it would be advantageous to plan ahead and budget for a complete periodic lamp change, carried out professionally, without health and safety risks. 3. Emergency Lighting There is currently no statutory requirement for churches to provide emergency lighting. It is however, the duty of the PCC to carry out a risk assessment, as required under the Health and Safety Regulations. NB: This is not the case for church halls that are available for public hire. 3.1 If the assessment results in a decision to provide emergency lighting, it should be installed in accordance with BS5266. 3.2 An emergency lighting log book, with the record of regular testing must be kept up to date. Without regular testing and maintenance, emergency lighting will soon become ineffective. 3.3 The emergency light fittings should be non-maintained units (i.e. to activate only on power failure). For aesthetic reasons it would be preferable to incorporate the emergency unit within a general lighting fitting if possible. 3.4 If infrequent provision only, is required, illuminated exit signs and emergency lighting can be provided by portable ‘plug in’ units, with the provision of a discreet socket and bracket in the appropriate positions. When not in use the emergency lighting units could be kept energised, adjacent to the electricity mains supply position. This would also help to ensure that the lighting units are in working order prior to use. 4. External Floodlighting There are many things to consider before deciding to floodlight the exterior of the church: 4.1 Light pollution, particularly in rural churches.
Science 9 Unit 4: Electricity Reading Logs Topic # Topic Title Science in Action Page Due Complete X Teacher Initial 1.0 – Electrical energy can be transferred and stored. 1.1 Static Electricity 271-278 1.2 Current Electricity 279-283 1.3 Electrical Safety 284-287 1.4 and Batteries 288-294 2.0 – Technologies can be used to transfer and control electrical energy. 2.1 Controlling the flow of electrical current 296-303 2.2 Modeling and measuring electricity 304-310 2.3 Analyzing and building electrical circuits 311-316 3.0 – Devices and systems convert energy with varying efficiencies. 3.1 Energy forms and transformations 318-323 3.2 Energy transformations involving electrical and mechanical energy 324-331 3.3 Measuring energy input and output 332-338 3.4 Reducing the energy wasted by devices 339-342 4.0 – The use of electrical energy affects society and the environment. 4.1 Electrical energy sources and alternatives 344-350 4.2 Electricity and the environment 351-353 4.3 Electrical technology and society 354-358 Review 360-365 – Electrical energy can be transferred and stored. – Static Electricity Draw an atom including Protons, Neutrons and Electrons and clearly indicate particle charges.
Project Code/Version Number: 1. Project Summary 1.1. Project Title 1.2. Project Explanation 1.3. Funding licensee: 1.4. Project description: 1.4.1. The Problem(s) it is exploring 1.4.2. The Method(s) that it will use to solve the Problem(s) 1.4.3. The Solution(s) it is looking to by applying the Method(s) 1.4.4. The Benefit(s) of the project 1.5. Funding 1.5.1 NIC Funding Request (£k) 1.5.2 Network Licensee Compulsory Contribution (£k)
The previous diagram does not show an ohmmeter because, in most cases, resistance should only be measured when a circuit is not ‘on’ or fully connected. To use an ohmmeter, you would place it ‘across’ a component – in parallel, just like a voltmeter. Components There are lots of different components which can be used to make circuits, the ones which will often feature in National 5 Physics are shown in the table below. Component Name Circuit Symbol Function Cell Supplies electrical energy to a circuit, the longer line shows the positive side. Battery A battery of means 2 or more cells. DC Supply Supplies electrical energy to a circuit in the form of a direct current. AC Supply Supplies electrical energy to a circuit in the form of an alternating current. Lamp A lamp lights when current flows through it, converting electrical energy to light energy. Switch A switch allows you to complete or break a circuit. Resistor A resistor restricts the flow of current, this may be to protect other components. Variable Resistor A resistor, the resistance of can be varied in the circuit, could be used for a dimmer switch. LDR (Light Dependent Resistor) Can be used to control a circuit. The resistance goes down as the light increases.
Ohm’s Law 3 Ω 3 A 12 V 6 kΩ 24 mV 1.5 A 60 mV 25 Ω 2 A mV Potential Dividers a. 8 V b. 1 V c. 2.1 V a. 19.2 kΩ b. 116 kΩ c. 40 Ω a. 108 Ω b. 9 Ω c. 1.1 A d. 8.9 V a. 25 mA b. 2 V c. 20 mA Power, Energy and Time a. 60 J b. - a. 115 W b. - a. 18 kJ b. 6 kJ c. 1.92 MJ d. 720 kJ a. 100 W b. 60 W c. 3 kW 50 s Power, Current, P.D. And Resistance a. - b. 3.6 W c. 13 kJ a. 1.3 A b. 8.64 MJ 30 Ω 1920 W a. 24 W b. 48 W a. 8.7 A b. 26.5 Ω 0.2 A 60 Ω – W 7.2 J b. 2160 J c. - d. - e. 13 A f. - - b. - c Power (W) Voltage (V) Current (A) Most suitable fuse Food Mixer 69 230 0.3 3 A Lamp 100 230 0.4 3 A Heater 2.5 x 103 230 10.9 13 A Hi-fi unit 345 230 1.5 3 A
Safe Work Procedure NOTE: DO NOT use this machine unless you have been trained in its safe use and operation. Description of Work: an Electric Kiln Potential Hazards: Electrical, crush and burns hazard with the potential to cause harm through impact and cutting, exposure to heat, pinch points, fumes, dust and sharp objects. Personal Protective Equipment (PPE) Required (Check the box for required PPE): Gloves Face Masks Eye Protection Welding Mask Appropriate Footwear Hearing Protection Protective Clothing Safe Work Procedure Checklist: 1. PRE-Operation/Task: Task (e.g. Drawings, instructions, specifications etc.) is clearly understood. Ensure all fired pieces are removed from the kiln. Ensure the temperature is set appropriately. Put all pieces to be fired in the kiln. Close the kiln door securely, being careful of the pinch points. Ensure the kiln has appropriate ventilation. 2. Operation/Task: Turn on the kiln and keep hands clear of it whilst in operation. 3. POST-Operation/Task: When the firing process is finished, wait until kiln has cooled prior to opening the door. Wear gloves to prevent and cuts from damaged ceramics. Competent Person(s): (The following persons are authorised to operate, supervise and test students on the equipment/process). Name: Title: Contact Details: