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Their sleek cylindrical shape makes it easy to see how rockets can “effortlessly” cut through the air. But without a type of wing structure, it may be hard to understand how they are able to change direction. Rockets primarily use a gimbaled thrust system, which swivels the engine nozzle on two axes to change direction and rotate during launch and ascent. In Space, it uses a Reaction Control System, utilizing reaction wheels, gyroscopes, and smaller thrusters for directional and orientational maneuvers. We commonly associate the ability to fly and steer in the air with a vehicle equipped with a wing structure (or rotors in the case of a helicopter). As a result, a rocket able to maneuver into space without any shape resembling a conventional aircraft can be hard to understand. The reason rockets and conventional aircraft have such different structures is that they use propulsion and steering mechanisms designed to operate in different environments, and the systems they use to function are based on different principles. An aircraft utilizes the air in the atmosphere to stay airborne (through a force called lift, where the air flowing underneath an airplane’s wings pushes it up) and also to change direction. An atmosphere with a substantial air density is required for any conventional aircraft to function. A rocket, though, mainly operates in space, and the time and distance spent in Earth’s atmosphere are too short to make effective use of the drag provided by the air to steer. Instead, it primarily relies on Newton’s Third Law Of Motion for maneuvering a rocket into and through space via a system called gimbaled thrust. How Gimbaled Thrust Works To Steer A Rocket Since a rocket does not make use of atmospheric air to fly or change direction, it requires another means of propulsion to move and steer than conventional aircraft. This is where Newton’s Third Law Of Motion comes into play. It formally states that “For every action, there is an equal and opposite reaction.” All rockets destined for space travel function/operate on this principle of two opposing forces. The first force that comes into play is the thrust created by the rocket’s engine as it pushes the hot gases out the rear through the nozzle. The thrust from the gases creates the second force, which propels the vehicle forward as a reaction. (To learn more about what exactly a rocket is and how it works, read the full article here.) The thrust created by the rocket’s engine explains how a rocket is propelled forward, but not how it is able to steer and change direction while still in the atmosphere. For this type of maneuvering, a system called gimbaled thrust is utilized. Gimbaled thrust is a system that uses thrust vectoring to change the direction a rocket is traveling in by swiveling the engines’ nozzle on two axes, which allows the vehicle to rotate around its center of gravity to make necessary course adjustments. The illustration above provides a visual explanation of how this system works in practice using three theoretical scenarios: - Section A describes a scenario where a rocket needs to make a course correction to the left. Swiveling the rocket nozzle left allows the vehicle to rotate through its center of gravity until it points in the desired direction, after which the nozzle straightens, and the rocket is traveling in the newly adjusted heading. - Section B describes a scenario where a rocket needs no course correction. By keeping the rocket nozzle straight, the thrust and vehicle orientation are in the same direction, allowing the vehicle to continue on its current heading. - Section C describes a scenario where a rocket needs to make a course correction to the right. Swiveling the rocket nozzle right allows the vehicle to rotate through its center of gravity until it points in the desired direction, after which the nozzle straightens, and the rocket is traveling in the newly adjusted heading. Needless to say, thrust vectoring via gimbaled thrust involves a lot more complex mechanisms and processes than illustrated in the diagram above. However, it highlights the key principles responsible for allowing gimbaled thrust to propel and steer a rocket. Gyroscopic and other sensors form part of a rocket’s guidance system, which lets it know what orientation the vehicle is in and the direction it is traveling in at all times. Whenever it needs to make any directional change, it does so primarily through gimbaled thrust. Although gimbaled thrust is used almost exclusively in modern rockets to steer and change direction while traveling through the atmosphere, other mechanisms were used in the past, and some are still used today in specific applications: - One of the earliest methods of directional control on a rocket was through exhaust valves placed at the exit of the thruster’s nozzle. By changing the angle of the valves, the flow of the exhaust gases was modified, allowing the rocket to steer and rotate. - Another form of maneuvering is through propellant injection used in solid propellant rockets, where injectors situated around the back of the engine inject fuel into selective areas of the flow system to adjust direction. This technique was mainly used in ballistic missiles. - One type of rocket maneuvering still used today is the utilization of vernier thrusters. These small auxiliary thrusters are usually placed next to the main rocket thrusters and fired selectively to change a rocket’s direction. The vernier thrusters on Soyuz rockets are an excellent example of the effective use of this form of directional control. Apart from mechanisms and systems situated within a rocket, external factors are also used to assist with navigation and directional control. One such factor is the use of Earth’s gravity to help with the rocket ascent and establishing its trajectory. Shortly after launch, a rocket performs what is known as a gravity turn. It rotates until it is in the correct orientation, after which it starts to pitch over in the direction of the planned trajectory. It uses Earth’s gravity to follow this trajectory while the rocket is still accelerating. (While traveling in space, spacecraft also use the gravitational forces of nearby planets and large satellites to make course corrections and orbital maneuvers.) How A Rocket Maneuvers In Space When a rocket enters space, it is already following the vehicle’s planned trajectory. This simply means it is already traveling at the desired speed and heading in the correct direction to complete its mission. Any speed or course correction at this point requires only incremental adjustments with smaller mechanisms. Depending on its size and momentum, it may take longer to maneuver a vehicle in space, but the tiniest force will have a significant impact in the vacuum of space. As a result, a spacecraft uses navigational systems like an Orbital Maneuvering System (OMS) or Reaction Control System (RCS), which utilize small rocket thrusters strategically placed around the vehicle to perform small maneuvers like propulsion, rotation, and reorientation. Typical maneuvers that may require the firing of these small thrusters include slowing the vehicle down, correcting drift, moving to a higher/lower orbit, and positioning/orientating a spacecraft for docking with another object (like the International Space Station). For example, the retro rockets situated in the nose of a spacecraft are typically used to slow the vehicle down, while attitude control thrusters placed on the side of the craft are used to change the craft’s orientation and make minor course corrections. These auxiliary thrusters don’t need to be very powerful or fire for long periods since they are used for tiny adjustments in short bursts. As a result, they don’t need a lot of fuel, which usually consists of cold gases like helium and nitrogen. Sometimes, a propellant mixture called hypergolic fuel is used in these smaller thrusters since they spontaneously combust when combined and do not need a separate oxidizer or ignition mechanism, making them ideal for use in space. (These fuels are highly toxic, though, and can have a significant environmental if a rocket explodes in the atmosphere. Consequently, they are primarily used in the upper stages of a launch vehicle and the control thrusters of craft operating in space.) Another mechanism that is also used for maneuvering a vehicle in space is called a reaction wheel. It is a type of flywheel spun at high speed in a spacecraft. By accelerating or braking the wheel, it changes the momentum, which forces the vehicle to rotate. Multiple reaction wheels can be used in a spacecraft to allow it to rotate and adjust orientation on all three axes. This system also operates on Newton’s Third Law Of Motion, which enables it to move a spacecraft by simply changing the momentum of the wheels. (Learn more about exactly what Reaction Control Systems are, how they work, and the different situations in which they are deployed in this article.) As illustrated in this article, a rocket moves and changes direction by using propulsion systems based on Newton’s Third Law Of Motion. Chemical rocket engines are the preferred mode of propulsion due to the amount of thrust they produce. They are able to maneuver and change direction in the atmosphere by using a process called thrust vectoring through a system called gimbaled thrust. This system is also used in space, although more precise systems like OMS & RCS are used utilizing smaller auxiliary thrusters. This article was originally published on headedforspace.com. If it is now published on any other site, it was done without permission from the copyright owner.

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- Choose and label appropriate scales for the axes of the coordinate plane, based on the coordinates to be plotted, and explain (orally and in writing) the choice. - Generalize about the signs of coordinates that represent locations in each “quadrant” of the coordinate plane. - Plot a point given its coordinates or identify the coordinates of a given point on the coordinate plane. - Recognize that the axes of the coordinate plane can be extended to represent negative numbers. - I can plot points with negative coordinates in the coordinate plane. - I know what negative numbers in coordinates tell us. - When given points to plot, I can construct a coordinate plane with an appropriate scale and pair of axes. The coordinate plane is divided into 4 regions called quadrants. The quadrants are numbered using Roman numerals, starting in the top right corner. Print Formatted Materials Teachers with a valid work email address can click here to register or sign in for free access to Cool Down, Teacher Guide, and PowerPoint materials. |Student Task Statements||docx| |Cumulative Practice Problem Set||docx| |Cool Down||Log In| |Teacher Guide||Log In| |Teacher Presentation Materials||docx|

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About These 15 Worksheets These worksheets are designed to help young children, typically aged 3 to 5, learn about and recognize basic shapes. These worksheets include activities that involve tracing, coloring, matching, or identifying shapes. They can be a valuable resource for teachers and parents to introduce and reinforce shape recognition and understanding in a fun and engaging way. These worksheets begin by introducing students to the names of basic shapes such as circle, square, triangle, rectangle, and so on. We show them examples of each shape and explain their defining characteristics, such as the number of sides and angles. Some common shapes covered in preschool shapes worksheets include: - Diamond (or rhombus) These worksheets also cover more complex shapes, depending on the curriculum or the child’s ability. Using these worksheets, children can develop their fine motor skills, spatial awareness, and problem-solving abilities. They also form the foundation for later learning about geometry, patterns, and other mathematical concepts. Why Are Shapes Important At This Level? Teaching preschoolers geometric shapes is a critical step in their learning journey and requires a hands-on, interactive approach. This is not merely about teaching children to identify circles, squares, triangles, and rectangles. Instead, it involves them understanding the properties of these shapes, recognizing them in various forms, and applying this knowledge in everyday life. Begin by introducing simple shapes. Preschool children are usually already familiar with shapes like circles and squares from their environment, but formalizing this understanding is crucial. Use items in the classroom or home like a round clock, square window, or circular plate to discuss these shapes. “See this clock? It is round like a circle. Can you find something else that is a circle?” This helps the child associate everyday objects with particular shapes, making the concept tangible. Next, introduce the concept of sides and corners, starting with squares and rectangles. Utilize wooden blocks or cardboard cut-outs and let the children touch and count the sides and corners. For example, “This is a square. It has four sides, and they are all the same length. Can you count the sides with me? One, two, three, four. Now let’s count the corners. One, two, three, four.” For a rectangle, you can emphasize how it also has four sides and corners, but the sides are not the same length. After mastering squares and rectangles, proceed to introduce triangles. These shapes can be a bit more challenging for preschoolers because they’re less common in their environment and have fewer sides. Use the same tactile and verbal process to explain triangles. In each stage, use art and craft activities for hands-on learning. Encourage the children to create their own shapes using clay, or have them trace and color shapes on paper. This practice allows them to internalize the shape’s properties while enhancing their fine motor skills. Remember to engage children in sorting activities. Create a simple game where children sort various items based on their shapes. This will allow them to apply their newfound knowledge. You should also introduce shape-themed storybooks. Stories are a fantastic way to make abstract concepts more concrete. Books like “The Greedy Triangle” by Marilyn Burns, or “Mouse Shapes” by Ellen Stoll Walsh, can be used to create a fun and engaging environment for learning shapes. Throughout this process, remember to practice patience and repetition. Learning takes time, and each child will grasp these concepts at their own pace. Reinforce their learning by consistently discussing and pointing out shapes in daily life, from the bread slices at breakfast to the triangular roof of a house seen during a walk.

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Understanding how rock layers (beds) have been laid down and subsequently modified by forces within the earth (deformed) can tell us what sorts of events have been taking place over the time: movement of tectonic plates, mountain building, erosion, earthquakes. All of these leave their mark on the earth's rock layers. The first step to sorting out this history of events is to understand how rock beds look when they are first deposited. Depositional Rocks are rocks that are layered down onto a pre-existing surface. Examples include sedimentary rock (sandstone, mudstone, limestone) and many volcanic rocks (lava, pyroclastic flows). Most rocks of this type conform to a set of simple rules first stated by Nicolaus Steno in the mid 1600s. Steno's Stratigraphic Principles 1) Rock-forming materials are layed down in flat, horizontal layers. 2) Rock-forming layers are laterally extensive. 3) In any sequence of parallel layers, the oldest layer is on the bottom of the sequence. Any feature of a body of depositional rocks that does not match these principles, must be a result of deformation. These could include: 2) Abrupt termination of a rock layer 3) Rock layers cutting across another each other Consideration of these principles allow a geologist to interpret what she or he sees on the ground in terms of both how the rock layers are configured below the ground and how they must have looked before the current ground surface was formed by erosion. |This is what we might see walking across the ground today. The ground surface is not horizontal, but tilts up to the right, perhaps at the foot of a small hill. Each colour stripe represents one of the rock layers in the diagram above. The grey zones represent rock layers that were not part of the original yellow to brown block diagram above. |This what we could infer about what is going on below ground level, based on what we learned from the map interpretation lesson. || This is what we might infer about how the rocks would have looked after deformation, but before erosion to the current ground level. Yes, rocks do get deformed as severely as this, and more so! With an understanding of Steno's principles, we can deduce that they would have been horizontal originally and subsequently deformed: folded (ductile deformation) and faulted (brittle deformation). Non-depositional Rocks: These are rock for which the rock-forming material was forced into a pre-existing rock mass. In such cases, the nice stratigraphic principles of Steno do not usually apply, and it can be much harder to work out what sort of deformation has taken place since. We will leave this subject until you get to university (and there was much rejoycing) Other Stratigraphic Principles There are many other stratigraphic features that can help up figure out what events have happened over time and in what chronological order they have happened These are gaps in the rock record during which: i) no material was deposited to form into rock, or ii) material was eroded away. There are three recognisable types of unconformity: A) Angular Unconformity Rock layers have different orientations on each side of the unconformity. This indicates a prolonged period of time during which material must have been buried and lithified into rock, deformed by folding or faulting, and finally uplifted and eroded. Only then could the rocks above the unconformity be emplaced. Rock layers have the same orientation on either side of the gap. The unconformity may be recognized by different rock types or by an obvious erosion surface. This describes the juxtaposition of dissimilar rock types such as sandstone and granite, which do not form under the same conditions. 2) Cross Cutting If a rock layer X or a fault cuts across rock layer Z, than both rock layer X and the fault must be younger than rock layer Z. 3) Intrusive Rocks A volcanic rock that intrudes into other rocks must be younger than the rocks it intrudes into. In these circumstances, the volcanic rock may show evidence of more rapid cooling (smaller crystals) around the its edge where it contacts the older, colder rocks. The older rocks may show evidence of having been altered by the heat of the volcanic material (pre-existing minerals modified into new ones). Where two rocks, X and Z, are in contact with each other and rock Z contains pebbles or other small bodies of X within it, then rock Z must be the younger of the two. In image A, the granite must be older than the sandstone if pebbles of granite were around to be incorporated into the sandstone. In image B, the sandstone must be older than the granite, because the sandstone must have been present already to have bits of it fall into the magma. Making sure that you know which rock layers are younger 5) Faunal and Floral Succession Biological evolution generally is a one-way process. Species evolve into new forms, persist for a certain period of time, then go extinct or evolve into new forms which replace the old ones. Certain fossils, index fossils, are more useful for this purpose. They are those that demonstrate rapid evolution, are easy to identify, can be found in a variety of environments, and were widely dispersed. We will discuss the procedure of relative dating using index fossils at a later point in the course. 6) Radiometric Dating The radioactive decay of certain isotopes of elements found in common minerals into elements not found in those same minerals when they first form, can be used as a means of absolute dating. We will discuss this procedure at a later point in the course as well.

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This activity is based on a worksheet, which has a picture of the skeleton in the centre and some text boxes down the left and right sides. The children are required to do two things: - Fill in the Blanks – The text boxes have blank spaces in. The children simply have to fill in the blank spaces with suitable words. You will need to discuss the skeleton before giving the children this sheet, as the answers are quite specific, and children are not likely to know the answers without prior input. - Identify the Bones – Each of the text boxes refers a different bone in the body. When the children have filled in the blank spaces, they have to draw a line from the text box to the appropriate bone on the picture of the skeleton. The worksheet and answer sheet can be found below.

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In our Year 5 area, you will find a wide range of free grade 5 Maths activities and worksheets. Come and take a look at our rounding decimal pages, or maybe some of our adding and subtracting fractions worksheets. Perhaps you are looking for some worksheets about finding angles in a triangle, or need some ratio problem worksheets to help your child learn about ratio? This page contains links to other Math webpages where you will find a range of activities and resources. If you can't find what you are looking for, try searching the site using the Google search box at the top of each page. Year 5 Maths Learning in Australia Here are some of the key learning objectives for the end of Year 5: identify and describe factors and multiples of whole numbers and use them to solve problems use estimation and rounding to check the reasonableness of answers to calculations Use efficient mental and written strategies and apply appropriate digital technologies to solve problems solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies solve problems involving division by a one digit number, including those that result in a remainder find unknown quantities in number sentences involving multiplication and division identify equivalent number sentences involving multiplication and division describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction compare and order common unit fractions and locate and represent them on a number line investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator recognise that the place value system can be extended beyond hundredths compare, order and represent decimals choose appropriate units of measurement for length, area, volume, capacity and mass compare 12- and 24-hour time systems and convert between them use a grid reference system to describe locations. describe routes using landmarks and directional language calculate perimeter and area of rectangles using familiar metric units connect three-dimensional objects with their nets and other two-dimensional representations describe translations, reflections and rotations of two-dimensional shapes. identify line and rotational symmetries apply the enlargement transformation to familiar two dimensional shapes estimate, measure and compare angles using degrees construct angles using a protractor create simple financial plans list outcomes of chance experiments involving equally likely outcomes represent probabilities of equally likely outcomes using fractions recognise that probabilities range from 0 to 1 pose questions and collect categorical or numerical data by observation or survey construct displays, including column graphs, dot plots and tables, appropriate for data type describe and interpret different data sets in context Math-Salamanders.com is mainly based around the US Elementary school math standards. It is a site which has been designed for students in the US to learn, practice and improve their math skills. Though the links on this page are all designed primarily for students in the US, they are also at the correct level and standard for Australian students. One of the issues you may notice is that some of the spelling may be different as our site and corresponding worksheets use US spelling. Year 5 is generally equivalent to 5th Grade in the US.

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Enzymes are referred to as biological catalysts because they will enhance the rate of reactions. So the enzymes are synthesized in our living cells, which are low molecular weight proteins. The majority of enzymes in our body are proteins, with certain exceptions. Some of the RNA is also a somatic activity; an example is Ribose. Today, we will learn about the mechanism of enzyme action and how enzymes work. Let’s start our lecture. How Do Enzymes Work? Enzymes are proteins that act as biological catalysts, facilitating chemical reactions in living organisms. They work by lowering the activation energy required for a reaction to occur. Here’s a general overview of how enzymes work: Substrate Binding: Enzymes have a specific three-dimensional structure with a region called the active site. The substrate, the molecule or molecules upon which the enzyme acts, binds to the active site through precise molecular interactions such as hydrogen bonding, electrostatic interactions, and hydrophobic interactions. Enzyme-Substrate Complex Formation: When the substrate binds to the active site, it forms an enzyme-substrate complex. This complex is stabilized by weak interactions, allowing the enzyme to hold the substrate in a specific orientation conducive to the chemical reaction. Catalytic Reaction: Once the enzyme-substrate complex is formed, the enzyme can catalyze the conversion of the substrate into the desired products. Enzymes can accelerate reactions by providing an alternative reaction pathway with lower activation energy. They achieve this through several mechanisms: a. Strain or Stress: Enzymes can induce strain on the bonds within the substrate, making them more reactive and prone to breaking or forming new bonds. b. Proximity and Orientation: Enzymes bring the reacting molecules (substrates) close together, increasing the chance of successful collision and reaction. They also orient the substrates in a specific configuration that favors the formation of the desired products. c. Active Site Chemistry: The active site of an enzyme contains specific amino acid residues that participate in the chemical reaction. These residues can act as acids, bases, or catalysts, facilitating the transfer of protons or electrons between the substrate molecules, stabilizing reaction intermediates, or promoting specific chemical transformations. Product Formation and Release: After the catalytic reaction, the enzyme facilitates the release of the products. The products have a lower affinity for the active site than the substrate, allowing them to be released, thus regenerating the active enzyme for further catalysis. Enzyme Regulation: Enzyme activity can be regulated to meet the organism’s needs. This regulation can occur through various mechanisms, such as feedback inhibition, allosteric regulation, covalent modification, or changes in enzyme concentration. Almost every biochemical reaction is catalyzed by an enzyme-like all other catalysts enzymes, increasing chemical reactions without being consumed or permanently altered. However, they differ from ordinary chemical catalysts in: - Higher catalytic power (Higher reaction rates). - Greater reaction specificity. - Milder reaction conditions. - Capacity for regulation. Few non-biological catalysts have all these properties. However, the catalytic mechanism employed by enzymes is identical to those used by chemical catalysts. Enzymes are better designers and are biologically relevant conditions, and catalyze reactions are slow. Mechanism of enzyme action: Lock & Key Hypothesis What are the lock and key hypotheses? It is related to the relationship between substrate and enzyme. The substrate can be referred to as a key. The enzyme’s active site can be called lock and thus key and lock mechanisms. It indicates that the substrate has a complementary shape with the enzymes’ active site. It means only a specific substrate can fit it. They are specific reactions because only a particular substrate can bind to the active site. Not any substrate can bind to any active site. The lock and key model is the induced fit model that describes how our binding occurs more correctly. The substrate fits precisely and correctly into the active side to complement their complementary shapes in the lock and key model. It moves into the active side when they fit, forming those non-covalent interactions. Our induced fit model shows that the enzyme’s active site does not complement our substrate. Still, when the binding takes place, the enzyme conforms to the structure of that substrate. So the enzyme’s active site changes shape ever so slightly. The enzyme’s active site shape is not exactly complimentary with the induced fit model. However, upon binding the substrate to the active site, the binding causes the active site to complement the substrates. The induced-fit model tells us it is when the binding occurs at the active site of that enzyme. So the substrate becomes complementary to the active side, and the active site becomes complementary to that particular substrate. The induced-fit model correctly describes the binding between the enzyme and the substrate’s active site. The catalytic activity of enzymes involves their binding or substrates to form an enzyme-substrate complex. The substrate binds to a specific enzyme region called its active site. The substrate is converted into the reaction product, releasing it from the enzyme. A peak denotes the transition state. The difference between the ground state’s energy levels and the transition state is called Gibbs free activation energy. Or simply the activation energy Delta G denotes it. Here are 5 methods to describe the mechanism of the enzyme. Let us study non-covalent interactions between enzyme and substrate, like non-covalent bonds, hydrogen bonds, and hydrophobic, ionic interactions. These interactions are accompanied by a release of free energy called binding energy. This binding energy contributes to specificity as well as to catalysis. This binding energy ultimately derives much of the catalytic power of enzymes. As it is a significant source of free energy used by enzymes to lower the activation energies of reactions as per the equation, V= k [S] = kT/h [S] e^-∆G/RT About 5.7 kilojoules per mole must lower g to accelerate the first-order reaction by a factor of 10 under conditions commonly found in cells. The energy from forming a weak interaction is generally estimated to be 4 to 30 kilojoules per mole. Therefore, many such interactions’ overall binding energy level is sufficient to lower activation energies by 6,200 kilojoules per mole. The same binding energy that provides energy for catalysis also gives an enzyme. We have all these different types of enzymes found inside our bodies. They decrease the reaction’s activation energy, but how exactly is that achieved, and what are some mechanisms? What are some enzymes’ methods to achieve this decrease in activation energy? Many enzymes contain active sites with catalytic residues that form covalent bonds with the substrate molecule. They also keep that molecule in place for the time being until that reaction takes place. The enzyme is never used or depleted, or changed in any reaction. We have to break that bond, and that’s exactly why we call this bond a temporary or a transient covalent bond. For example, some enzymes include trypsin, chymotrypsin, and other digestive enzymes. In this reaction, in the first step, this molecule forms a bond between the oxygen and this carbon kicking off this terminal amino acid to form the following temporary, transient acyl intermediate molecule. At the end of the reaction, this bond is broken. It forms the bond to keep this group attached to the active site so that another substrate can move in and grab this group. So the bacterial enzyme glycol peptide transpeptidase utilizes covalent catalysis. Chymotrypsin is an important digestive enzyme that exists inside the digestive system. Catalysis by proximity By collision theory, two substrate molecules about to react must collide. They must collide with enough energy and with the proper orientation. When we form the product molecule when the collision occurs with the proper orientation and the right amount of energy, do we form a product molecule? They bring the substrate molecules into the tiny space, creating a microenvironment for that reaction. So inside the active site, they create a microenvironment that brings those substrate molecules nearby but also orients those subject molecules in the proper orientation. - Many biological reactions involve two or more substrate molecules. It implies that for a reaction to take place. They must be close enough and must also have the proper orientation. - Active sites provide a microenvironment that brings the substrate close enough for collisions to occur at a high frequency. The active sites may also orient the molecules properly for that bond to form and form those products. Many residues are involved, or specific residues are found in active sites that transfer an H ion. One specific residue is the histidine amino acid. So the histidine molecule has a relatively close pH to the normal physiological pH. Active sites may contain residues such as histidine that can transfer hydrogen ions. If a hydrogen ion transfers from one molecule to another, it creates a strong nucleophile. That strong nucleophile might be needed in that particular biological reaction. The active site may activate a nucleophile required in that catalysis by transferring the hydrogen ion. Also, It can stabilize different groups that might be found inside the activities containing charges. The transfer of hydrogen ions can increase the electrostatic interactions within that active site. It can, in turn, stabilize things like the transition state inside that chemical reaction. Example: One particular example of an enzyme that uses acid-base catalysis is chymotrypsin. Inside the chymotrypsin active site, serine residue acts as a nucleophile. The hydrogen ion from the oxygen of serine must take away. The hydrogen atom is transferred onto the nitrogen. The histidine side chain delocalizes the positive charge among these different atoms. But this one now contains a full negative charge. The mechanism by which enzymes can decrease the activation energy and increase reaction rates is called metal ion catalysis. Example: myoglobin and hemoglobin. These proteins use metal atoms, and enzymes utilize metal as cofactors. What’s so special about these metal atoms? Metal atoms can lose electrons very quickly, and by losing electrons, they gain a positive charge. So they are deficient in electrons. They have a positive charge, interacting with molecules inside the active site. They can stabilize the transition states and the intermediate molecules formed within that active site. Example: A zinc metal atom is used to form a strong nucleophile. The hydroxide nucleophile and metal atom can hold that substrate molecule in place. So, in the same way, we can use covalent catalysis to orient that substrate and hold it in place. We can also use the positive charge of these metal atoms to bring the substrate molecules in the proper orientation and hold them inside the active site so that reaction can occur at a reasonably high rate. Enzymes are the biological catalysts that speed up the rates of all reactions inside our cells. I hope you will understand the working principle and mechanism of enzymes properly. If you have any questions, please ask me in the comment section. Stryer L, Berg JM, Tymoczko JL. Biochemistry (5th ed.). San Francisco: W.H. Freeman. Murphy JM, Farhan H, Eyers PA. “Bio-Zombie: the rise of pseudoenzymes in biology.” Biochem Soc Trans. Radzicka A, Wolfenden. “A proficient enzyme.” Science. 267 (5194): 90–931. Callahan BP, Miller BG. “OMP decarboxylase—An enigma persists.” Bioorganic Chemistry. Williams HS. A History of Science: in Five Volumes. Volume IV: Modern Development of the Chemical and Biological Sciences. Harper and Brothers. Table of Contents

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Before Neanderthals and Denisovans, before vaguely humanoid primates, proto-mammals, or fish that crawled out of the ocean to become the first terrestrial animals, our earliest ancestors were microbes. More complex organisms like ourselves descend from eukaryotes, which have a nuclear membrane around their DNA (as opposed to prokaryotes, which don’t). Eukaryotes were thought to have evolved a few billion years ago, during the late Palaeoproterozoic period, and started diversifying by around 800 million years ago. Their diversification was not well understood. Now, a team of researchers led by UC Santa Barbara paleontologist Leigh Ann Riedman discovered eukaryote microfossils that are 1.64 billion years old, yet had already diversified and had surprisingly sophisticated features. “High levels of eukaryotic species richness and morphological disparity suggest that although late Palaeoproterozoic [fossils] preserve our oldest record of eukaryotes, the eukaryotic clade has a much deeper history,” Riedman and her team said in a study recently published in Papers in Paleontology. Really, really, really old tricks During the late Palaeoproterozoic, eukaryotes most likely evolved in the wake of several major changes on Earth, including a drastic increase in atmospheric oxygen and shifts in ocean chemistry. This could have been anywhere from 3 billion to 2.3 billion years ago. Riedman’s team explored the layers of sedimentary rock in the Limbunya region of Australia’s Birrindudu basin. The fossils they unearthed included a total of 26 taxa, as well as 10 species that had not been described before. One of them is Limbunyasphaera operculata, a species of the new genus Limbunyasphera. What makes L. operculata so distinct is that it has a feature that appears to be evidence of a survival mechanism used by modern eukaryotes. There are some extant microbes that form a protective cyst so they can make it through harsh conditions. When things are more tolerable, they produce an enzyme that dissolves a part of the cyst wall into an opening, or pylome, that makes it possible for them to creep out. This opening also has a lid, or operculum. These were both observed in L. operculata. While splits in fossilized single-cell organisms may be the result of taphonomic processes that break the cell wall, complex structures such as a pylome and operculum are not found in prokaryotic organisms, and therefore suggest that a species must be eukaryotic. Didn’t know they could do that Some of the previously known species of extinct eukaryotes also surprised the scientists with unexpectedly advanced features. Satka favosa had a vesicle in the cell that was enclosed by a membrane with platelike structures. Another species, Birrindudutuba brigandinia, also had plates identified around its vesicles, although none of its plates were as diverse in shape as those seen in different S. favosa individuals. Those plates came in a large variety of shapes and sizes, which could mean that what has been termed S. favosa is more than one species. The plated vesicle of S. favosa is what led Riedman to determine that the species must have been eukaryotic, because the plates are possible indicators that Golgi bodies existed in these organisms. After the endoplasmic reticulum of a cell synthesizes proteins and lipids, Golgi bodies process and package those substances depending on where they have to go next. Riedman and her team think that Golgi or Golgi-like bodies transported materials within the cell to form plates around vesicles, such as the ones seen in S. favosa. The hypothetical Golgi bodies themselves are not thought to have had these plates. This sort of complex sorting of cellular contents is a feature of all modern eukaryotes. “Taxa including Satka favosa… are considered [eukaryotes] because they have a complex, platy vesicle construction,” the researchers said in the study. These new fossils suggest that it arose pretty early in their history. Eukaryotes have evidently been much more complex and diverse than we thought for hundreds of millions of years longer than we thought. There might be even older samples out there. While fossil evidence of eukaryotes from near their origin eludes us, samples upwards of a billion years old, such as those found by Riedman and her team, are telling us more than ever about their—and therefore our—evolution. Papers in Paleontology, 2023. DOI: 10.1002/spp2.1538

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Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts. Standard 1: Vocabulary - The student will expand vocabulary through word study, literature, and class discussion. Use a knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the topic. SIDE-BY-SIDE OF OKLAHOMA PASS STRANDS AND COMMON CORE STATE STANDARDS RL = Reading and Literature W = WritingOLLS = Oral Language, Listening, and SpeakingV = Visual Literacy RF = Foundational SkillsRI = Informational Reading RL = Literature SL = Speaking and Listening W = Writing L = Language Standards

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Capitalization Teacher Resources Find Capitalization educational ideas and activities Showing 1 - 20 of 4,053 resources Capital letters are the star of the show in a wonderful language arts lesson. After a teacher-led demonstration and discussion on capital letters, groups of pupils get together and work on the computer to fix the flashing letters that should be capitalized. There is an online activity embedded in the plan, a printable worksheet that can be used as a homework assignment, and some terrific extension activities as well. A great lesson for the young ones! In this capital letters worksheet, students circle letters in sentences that should be capitalized and write their own sentences. Students complete 3 tasks. In this capital letter worksheet, students read a passage about the origin of using all caps and their meaning. Students respond to 5 multiple choice questions about what they have read. Use the alphabet as a tool for teaching your class about geometric figures. Break apart capital letters into line segments and arcs. Classify angles as right, acute, or obtuse. Identify parallel and perpendicular lines. An excellent guided practice activity for familiarizing your class with these basic geometric terms. For this capital letters worksheet, students write the capital letters and lowercase letters of the alphabet in the boxes provided and capitalize the first word correctly in three sentences. If you're looking for a worksheet that will test your pupils' skills in capitalization, you may have just found it. Learners are presented with a fairly long story, "Freddie's Birthday." None of the words are capitalized. They must go through and appropriately capitalize all of the words that should begin with a capital letter. A great assessment tool, or homework assignment. In this capital letters worksheet, 2nd graders rewrite 4 sentences while inserting capital letters. They practice writing the capital letters A through N. In this capital letters worksheet, students read 4 sentences about a zebra named Roy. Students rewrite the sentences, starting each one with a capital letter. In this capitalization and punctuation learning exercise, students read 4 sentences. Students rewrite each sentence and put in the missing capital letters and periods. Learners trace the capital letters on the page to practice their printing. They trace the entire alphabet five times. Fantastic practice for young writers. In this language arts instructional activity, students analyze a list of 30 mixed common and proper nouns. Students mark which words should start with a capital letter and write them out correctly. An outstanding worksheet for young writers is here for you. In it, learners are coached on when it's necessary to capitalize letters when writing. There is a very good worksheet embedded in the plan to give them extra practice. In this language arts worksheet, students learn the capitalization rules. Students read the information, then complete 8 pages of exercises. Students capitalize names, license plates, post codes (UK) and abbreviations. Students rewrite 10 sentences with correct capitalization. This is best suited for UK students. In this capital letters worksheet, 2nd graders master the usage of capitalization. Students study 8 questions and circle that sentences that are written correctly and fix those that are not. Are you working on punctuation? Use this excellent worksheet about how to properly begin a sentence and end it with punctuation! Learners practice capitalizing letters when appropriate, as well as choosing the correct ending punctuation. A very good worksheet is included in the plan for extra practice. Get your scholars ready to read their first story...with a little assistance, of course. Projecting the short story (included) for all readers to see, point to each word so they can sound it out together. The strategy here is not to have them shout out the word as soon as they know it; require that learners wait until you say, "what's the word?" before reciting it. Prepare kids for more difficult words. Once they finish, have them read through it again more quickly. Point out that the first word has a capital letter and the sentence ends in a period. Students observe names of items on the "Teacher's list of shopping bag items;" taking note that some items are capitalized while others are not. In this capitalization lesson plan, students encounter book titles, brand names, cities, and other proper nouns that are capitalized. After examining these capitalization trends, students discuss their findings and record them on the whiteboard. Sixth graders understand the usage of capital letters for mapping skills. In this capitalization lesson, 6th graders correct sentences to insert appropriate capital letters. Students select cities from the sentences and make a word puzzle. Here is a set of useful reminders for children to think about when writing stories. They are coached on when to capitalize letters, how to properly use punctuation marks, when to use lots of description words, and to remember to have a distinct opening, middle, and end to their story. A good worksheet! Students recognize the capital letters of the alphabet.

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INTERVAL NOTATION When an equation is solved, the solution set generally involves a finite set of numbers. For example, the solution to the equation 2 1 7 x + = is the number x = 3 , while the solutions to the equation x 2 1 10 + = are x = ± 3 . When we solve an inequality, however, the solution is usually a “connected” set of real numbers, called an interval. Using the above examples, the solutions to the inequality 2 1 7 x + > are all numbers greater than 3, and the solutions to the inequality x 2 1 10 + ≤ are all numbers between or equal to ± 3 . Interval notation provides us with some useful mathematical shorthand for representing intervals of numbers. Parentheses ( ) are used whenever the endpoint of an interval is not included in the solution set, and brackets [ ] are used whenever the endpoint is included. The symbols for positive and negative infinity, ±∞ , are used whenever an interval has only one endpoint. Brackets are never used on the infinite end of an interval involving the This is the end of the preview. Sign up access the rest of the document.

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Start a 10-Day Free Trial to Unlock the Full Review Why Lesson Planet? Find quality lesson planning resources, fast! Share & remix collections to collaborate. Organize your curriculum with collections. Easy! Have time to be more creative & energetic with your students! Practice 7-5 Proportions in Triangles For this proportions in triangles worksheet, high schoolers use proportions to determine the lengths of the sides of triangles. They read diagrams, write algebraic equations and solve for the missing side of the triangle. 20 Views 25 Downloads Buying Bananas, Assessment Version Practice with unit rates, proportions, and ratios when Carlos purchases an amount of bananas. Learners must interpret a graph to decide whether points on the same line represent similar proportional relationships. Use with lesson plans... 7th - 9th Math CCSS: Designed Saxon Math: Algebra 2 (Section 7) Section seven of twelve turns the mathematical eye toward higher-level concepts. From radians in the unit circle to the complex number system, logarithms to advanced factoring methods, this lesson—just past the halfway point in the... 9th - 12th Math CCSS: Adaptable The Definition of Sine, Cosine, and Tangent Introduce your classes to a new world of mathematics. Pupils learn to call trigonometric ratios by their given names: sine, cosine, and tangent. They find ratios and use known ratios to discover missing sides of similar triangles. 9th - 10th Math CCSS: Designed Proofs into Practice: The Pythagorean Theorem in the Real World As an introduction to the lesson, learners verify the Pythagorean theorem with a hands-on proof. Then, pupils use the theorem to determine whether three side lengths could form a right triangle and choose one of two real-life situations... 8th - 12th Math CCSS: Designed

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Pascal's Penguins is an effective introductory activity to the well-known mathematical pattern known as Pascal's Triangle. Students must look for patterns in these penguin variations of Pascal's Triangle. The activity challenges students to identify patterns, fill in the missing numbers and write the next line in the pattern. Class discussion should encourage students to share all of the patterns they see in Pascal's Triangle and discuss how these patterns helped them discover the missing numbers. Pascal's Penguins - 1 introduces primary students to a small version of Pascal's Triangle in this simple patterning activity. Pascal's Penguins - 2 introduces a larger version of Pascal's triangle and encourages students to identify the different patterns within the triangle and use these patterns to fill in the missing penguin numbers.

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This is a compilation of activities that help students build their understanding of common, proper, plural, and possessive nouns. The activities move beyond basic worksheets and consist of more creative ways to build their understanding. This file contains a menu of all six activities, direction sheets, activity cards, and a teacher information sheet. The activities include: 1. Noun Sort: Students sort noun cards into groups: common, proper, plural, and possessive. 2. Common and Proper Noun Match: Students match common nouns and proper nouns that go together. For example, sandwich and Big Mac 3. Noun Informational Book: Students create an informational book about common, proper, plural, and possessive nouns. 4. Noun Scavenger Hunt: Students find common, proper, plural, and possessive nouns in their own independent reading books or in teacher-selected books. 5. Noun Shape Poem: Students choose a common or proper noun and create a shape poem to describe the noun. 6. Noun Collage: Students create a collage of common, proper, plural, and possessive nouns. My students have completed these activities, and they have always been a big hit! :-)

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A Black hole is a region in space that is so compact(in other words, has enough mass in a small enough volume) that its gravitational force is strong enough to prevent light or anything else from escaping. The name "black hole" was introduced by John Archibald Wheeler in 1969. Around a Black Hole, there is a mathematically defined surface called an Event Horizon, that makes the point of no return. Suppose that you are standing on the surface of a planet. You throw a rock straight up into the air. Assuming you don't throw it too hard, it will rise for a while, but eventually the acceleration due to the planet's gravity will make it start to fall down again. If you threw the rock hard enough, though, you could make it escape the planet's gravity entirely. It would keep on rising forever. The speed with which you need to throw the rock in order that it just barely escapes the planet's gravity is called the "escape velocity." As you would expect, the escape velocity depends on the mass of the planet: if the planet is extremely massive, then its gravity is very strong, and the escape velocity is high. A lighter planet would have a smaller escape velocity. The escape velocity also depends on how far you are from the planet's center: the closer you are, the higher the escape velocity. The Earth's escape velocity is 11.2 kilometers per second (about 25,000 m.p.h.), while the Moon's is only 2.4 kilometers per second (about 5300 m.p.h.). Now imagine an object with such an enormous concentration of mass in such a small radius that its escape velocity was greater than the velocity of light. Then, since nothing can go faster than light, nothing can escape the object's gravitational field. Even a beam of light would be pulled back by gravity and would be unable to escape. In General Theory of Relativity (GTR), gravity is a manifestation of the curvature of space-time. Massive objects distort space and time, so that the usual rules of geometry don't apply anymore. Near a black hole, this distortion of space is extremely severe and causes black holes to have some very strange properties. In particular, a black hole has something called an 'event horizon.' This is a spherical surface that marks the boundary of the black hole. You can pass in through the horizon, but you can't get back out. In fact, once you've crossed the horizon, you're doomed to move inexorably closer and closer to the 'singularity' at the center of the black hole. You can think of the horizon as the place where the escape velocity equals the velocity of light. Outside of the horizon, the escape velocity is less than the speed of light, so if you fire your rockets hard enough, you can give yourself enough energy to get away. But if you find yourself inside the horizon, then no matter how powerful your rockets are, you can't escape. The horizon has some very strange geometrical properties. To an observer who is sitting still somewhere far away from the black hole, the horizon seems to be a nice, static, unmoving spherical surface. But once you get close to the horizon, you realize that it has a very large velocity. In fact, it is moving outward at the speed of light! That explains why it is easy to cross the horizon in the inward direction, but impossible to get back out. Since the horizon is moving out at the speed of light, in order to escape back across it, you would have to travel faster than light. You can't go faster than light, and so you can't escape from the black hole. Black holes can be big or small. Scientists think the smallest black holes are as small as just one atom. These black holes are very tiny but have the mass of a large mountain. Mass is the amount of matter, or "stuff," in an object. Another kind of black hole is called "stellar." Its mass can be up to 20 times more than the mass of the sun. There may be many, many stellar mass black holes in Earth's galaxy. Earth's galaxy is called the Milky Way. The largest black holes are called "supermassive." These black holes have masses that are more than 1 million suns together. Scientists have found proof that every large galaxy contains a supermassive black hole at its center. The supermassive black hole at the center of the Milky Way galaxy is called Sagittarius A. It has a mass equal to about 4 million suns and would fit inside a very large ball that could hold a few million Earths. Courtesy:1. "A Brief History of Time" by Stephen Hawking. 2. "A Briefer History of Time" by Stephen Hawking. 3. Various Documentaries 4. Random Reliable Internet Source Compiled by Dhiraj Sarmah.

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Arithmetic Operations on a Computer Order of Operations A computer can add, subtract, multiply, and divide numbers. The symbols for these operations are +, −, *, and / respectively. Some computer languages, such as those typically used in spreadsheets, also allow exponentiation. Its symbol is ^ . A mathematical expression can contain more than one operation, representing a series of computations; we evaluate an expression (that is, compute its result) by performing one operation at a time, with the result of each operation used in the next. In these cases it's important that we agree what order the operations are performed in, or else a single expression might yield different results. Most computer languages use the same precedence of operations as mathematics. Exponentiation is done first in a string of operations, with multiplication and division next, and addition and subtraction last. This is also called the hierarchy of operations. |Next highest||*, /| For example, consider the algebraic expression: Most people would recognize that this means to square w, multiply y and z, and add x, yz, and w2 together. If x = 1, y = 2, z = 3, and w = 4, for instance, the expression evaluates to When operations have the same precedence, such as an addition and subtraction, or multiple subtractions, they are done from left to right. The left-to-right order is largely academic in some cases, such as multiple additions, because (since addition is commutative and associative) you get the same answer either way. But in some cases, the order makes a difference in the final result; so we understand that the order of operation within a level of the hierarchy is always left-to-right. Example: Evaluate 5 + 3 − 4, 5 − 3 + 4, and 5 − 3 − 4. Solution: In all three cases, we proceed left-to-right. In the first expression, we first perform the addition, so the result is 8 − 4 = 4. In the second, we perform the subtraction first, giving us 2 + 4 = 6. In the third, we perform the left subtraction (of 5 − 3) first, giving 2 − 4 = −2. Note that if we had done the other subtraction first, the final result would have been 6. Remember, unless the hierarchy says to do one of the operations first, always proceed left to right. To specify a different order of operations, we use parentheses. Example: Evaluate 10 − 6 / 2, (10 − 6) / 2, and 10 − (6 / 2). Solution: In the first expression, do the division first, because it has higher precedence than subtraction. The result is 10 − 3 = 7 . In the second expression, the parentheses force the subtraction to be done first: 4 / 2 = 2. The third expression evaluates to 10 − 3 = 7 , the same as the first expression. The parentheses are not needed, but it is not incorrect to include them. You may have learned the simple acronym PEMDAS, or a longer mnemonic sentence, to remember the order of operations. If so, you might want to mentally break that up as P-E-MD-AS; otherwise you're liable to try to always (M)ultiply before (D)ividing, when those two operations are at the same level and should be processed left-to-right. This is a very common source of error in these kinds of problems. In-line ExpressionsOn a computer, there are limitations to the manner in which expressions can be entered. We must create in-line expressions that are just a sequence of characters (keystrokes at the keyboard). Some rules: - No simple juxtaposition. In standard algebraic notation, xy means to multiply x and y together. For the computer, we must place an asterisk to indicate multiplication. For example: x * y - Exponentiation: x2 is not a simple sequence of characters, and many programming environments don't support superscripts easily, or at all. Thus, we represent this operation with a caret: x ^ 2 - Fractions and divisions are written for the computer as in-line expressions, not in built-up form: , for example. |Built-up algebraic expression||Creating the in-line expression equivalent| |x + yz + w2||The in-line expression equivalent would be: x + y * z + w^2| |The inline form is (x + y) / 3. Parentheses are required around the numerator. Otherwise, only y would be divided by 3!| |Exponentiation has the highest precedence, and division and multiplication have the same precedence. For emphasis, we could place parentheses around y2 and 4/3 giving (4/3) * x * (y^2): but they are not needed. The expression 4/3 * x * y^2 is simpler and is equivalent.| |Parentheses are needed around the numerator and around the denominator. Do not forget the multiplication symbol between 2 and y. The result is (x+3)/ (2*y−5)| |In-line expression||Built-up algebraic expression| |x − y / z + w||Since division has precedence over subtraction and addition, only y is divided by z: |(x − y) / z + w||x − y is divided by z. w is not part of the fraction: |(x − y) / (z + w)||w is part of the denominator in this ExercisesIn the first group of exercises, evaluate (compute the value of) the expression written in in-line notation. - 1 + 2 * 3 - (1 + 2) * 3 - (4 + 3) ^ 2 - 4 + 3 ^ 2 - 5 * 6 ^ 2 - (5 * 6) ^ 2 - 1 + 2 * 4 − 10 / 2 - (1 + 2) * 4 − 10 / 2 - (1 + 2) * (4 − 10) / 2 - 1 + (2 * 4) + (10 / 2) - a2 − 2ab + b2 a a + 1 - P(1 + r)t - P(1 + a + b a − b a + b a - a + b a − b - a + - b ^ 2 − 4 * a * c - p * (1 + r) ^ t − p - (b − a) / a * 100 - a / 2 − b / 3 - x + y / z + w - (x + y) / z + w - x + y / (z + w) - (x + y) / (z + w) Credits and licensing This article is by Robert P. Webber, Scott McElfresh, and Don Blaheta, licensed under a Creative Commons BY-SA 3.0 license. Version 2016-Jan-29 03:15

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Language Workshop: Articles In this articles worksheet, students investigate the use of definite and indefinite articles as they study definitions and examples of each of them. 13 Views 24 Downloads - Activities & Projects - Graphics & Images - Lab Resources - Learning Games - Lesson Plans - Primary Sources - Printables & Templates - Professional Documents - Study Guides - Writing Prompts - AP Test Preps - Lesson Planet Articles - Interactive Whiteboards - All Resource Types - Show All See similar resources: Summarizing, Paraphrasing, and Quoting Workshop What's the difference between summarizing and paraphrasing? Show class members how to find the main ideas from informational text and condense it, restate it, or quote it directly with a series of educational activities based on two... 7th - 10th English Language Arts CCSS: Adaptable Storytelling: Writers' Workshop Learning Center Evaluating a variety of narrative texts can help build strong writers. Pupils identify plot elements and their relation to personal experience, then apply what they gleaned from the class discussion to create their own narratives. 4th - 6th Social Studies & History ESL Holiday Lessons: International Youth Day In this language skills learning exercise, students read an article regarding International Youth Day. Students respond to 6 matching questions, 29 fill in the blank questions, 30 multiple choice questions, 12 word scramble ... 6th - 10th English Language Arts

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This activity helps students connect several algebraic relationships: slope, y-intercept, multiple representations, linear equations, slope-intercept form, functions, proportionality and systems of equations. From a real world scenario, students build a table and a graph. They then find the slope and y intercept to create the slope-intercept equation. They determine if the relationship is a function and if it's proportional or non proportional. Once they complete two full equations, they find the solution to the systems.

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This resource has 11 slides including the title slide. It's set up so that students can take notes as you go over it. They can write it all down, or you can have them write some of it and do some of it orally. -The first two slides explain saber and conocer and when each is used. -The third and fourth show the conjugations with the "yo" forms highlighted to show the irregularities. -The sixth and seventh slides give examples in Spanish and English of each verb in context. -The eighth and ninth slides give examples in English for students to choose which verb to use. For example, "She knows my sister," and "They know how to drive." -The tenth slide has examples with blanks for students to practice. For example: "Lili ___ a los estudiantes." -The last slide has the examples with the answers and explanations. Also check out my worksheet to practice saber y conocer: Saber y Conocer Worksheet Realidades 2

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Since the foundation of American history, African Americans and Native Americans have had a tremendous impact in the establishment of what today is now known as the United States of America. Although, their contributions to this history may not have been in the most agreeable method, it is important to acknowledge that without these two minority groups, US may not have been possible. Both minority groups were violently uprooted from their homeland and became victims of endless persecution and hostility. As times changed throughout decades and the actions of the US became more questioned, African Americans and American Indians both struggled in the fight to receive equal and fair treatment as any other human being. One of the most significant achievements in American history was the Civil Rights Act of 1964, which helped put an end to discrimination and gave many African Americans the basic rights they were fighting for but also aided in generating questions concerning assimilation for the American Indians. The discrimination and unfair treatment of African American can be traced as far back as to the beginning of slave trade in 1619. European settlers who came to the New World brought in slaves from Africa through indentured servitude. However, seeing the rough and harsh landscape of the New World, made demand for slavery rise. “The new nation 's slaves, who had been removed from Africa by force or born into captivity in the "New World," were denied the rights that their white masters enjoyed, even though they contributed a great deal to America 's agricultural economy. These slaves continued to be treated as property, even as the nation 's white leaders were working to build an otherwise democratic government” (Hillstrom, p. 1).... ... middle of paper ... ...oncentrated at, or near the bottom of the class system” (Reali, p. 6). To this day, stereotypes and discrimination of this minority group is still very much alive. Both African Americans and American Indians had their undeniable struggle for human rights. Although, to this day it continues to be a constant battle, their contributions to American history have definitely made an impact to today’s culture and society. Through their involvements concerning assimilation and constitutional rights, they have made everlasting impacts towards the termination of discrimination and prejudice. The hope is to one day be able to truly provide equal opportunity and treatment to all people, majority and minority groups. As for now, history can only be a lesson and guidance to the unpredictable future of the every changing country that was formed through struggles and achievements. Need Writing Help? Get feedback on grammar, clarity, concision and logic instantly.Check your paper » - Would the Civil Rights Act of 1964 been abolished without the use of non-violent civil disobedience. The Civil Rights Act of 1964 was the year all state and local laws requiring segregation ended. Civil disobedience is the active, professed refusal to obey certain laws, demands, and commands of a government, or of an occupying international power. While some people believe the use of violent disobedience to help promote their cause is more effective than using a non-violent approach, it may ultimately hurt the progress by diverting the message.... [tags: Nonviolence, Civil disobedience, Protest] 711 words (2 pages) - In response to the history of discrimination in the United States, and principle of equality upon which the nation is established, the Civil Rights Act of 1964 was intended to aid the treatment to all people regardless of their "race, shading, religion, sex, or national inception." (National Archives and Record Administration) Governmental policy such as affirmative action regarding minorities in society is a standout amongst the most divisive issues in American culture today. Under the law, Affirmative action is an issue that can separate distinctive racial and ethnic categories.... [tags: Affirmative action, Discrimination] 711 words (2 pages) - The BFOQ Name of Student Institution affiliation The BFOQ Title VII under the Civil Rights Act of 1964 was enacted on July 2nd, 1964 as a mitigation strategy to prohibit any form of discrimination on grounds of a person’s religion, sex, color, race or their national origin. The law was originally meant to solve the problem of discrimination witnessed during voter registration. It was also expected to solve discrimination present at workplaces and schools where there was widespread racial discrimination.... [tags: Southwest Airlines, Airline, Flight attendant, Law] 782 words (2.2 pages) - A Civil Rights event that influenced a sense of social responsibility in the American government. A major Civil Rights event that occurred in America that was a key part in shaping America into the country it is today was the Civil Rights Act of 1964 which was proposed by President John F. Kennedy and signed into law Lyndon B. Johnson. The Civil Rights Act of 1964, which ended segregation in public places and banned employment discrimination on the basis of race, color, or religion. (History) This key event showed how the people and the government firmly supported what the Constitution states that “all Men are created equal, that they are endowed by their Creator with certain unalienable Ri... [tags: President of the United States] 884 words (2.5 pages) - The American Civil War ended in 1865, the Emancipation Proclamation freed the slaves, yet a century later, the United States was not an equal country. The Emancipation Proclamation may have freed the slaves from their masters, but it did not ensure freedom in society. African Americans faced abuse, segregation, and discrimination in every corner. Some African Americans moved to the North, it had been an escape from slavery before, yet the North was no longer a safe haven, African American faced the same treatment there.... [tags: Lyndon B. Johnson, John F. Kennedy] 1385 words (4 pages) - In 1964, The Civil Rights Act was enforced in hope of freedom for all African Americans. “The Civil Rights Act of 1964 did not simply open public accommodations, such as lunch counters and bus stations. It made possible the first large-scale progress in breaking down job segregation, a primary goal of civil rights activist from at least 1940s onward.” In the fight for civil rights, there was three main issues the blacks wanted changed: Segregation in schools, Segregation in jobs, and political rights.... [tags: Black people, African American] 802 words (2.3 pages) - Civil Rights Act of 1964 and The Voting Rights Act of 1965 The Civil Rights Act of 1964 and The Voting Rights Act of 1965 both have a common factor, discrimination. During the Civil Rights movement not only blacks, but also many whites were treated unfairly. People began to protest for what they believed was right at the time. These two rights have made a huge impact on America’s lifestyle. The Civil Rights Act of 1964 made many things possible for individuals. It outlawed all discrimination against color, race, sex, religion.... [tags: United States, Lyndon B. Johnson, Earl Warren] 907 words (2.6 pages) - I was not born until after Martin Luther King had died. Born in 1968, I didn't know African Americans were treated as second class citizens. The Civil Rights Movement was ongoing and the Civil Rights Act of 1964 was being enforced. Unlike my parents, aunts and grandparents, when I got older I only heard of the Civil Rights Movement and Act of 1964 in school, and did not know that I was reaping the benefits from it until I was old enough to understand. Unlike the generation before me, I didn't have to deal with laws that did not protect their individual's rights, resulting in them being discriminated against continuously, such as going to segregated schools and having segregated public... [tags: Black Civil Rights Movement] 1770 words (5.1 pages) - Before the Civil Rights Act of 1964, segregation in the United States was commonly practiced in many of the Southern and Border States. This segregation while supposed to be separate but equal, was hardly that. Blacks in the South were discriminated against repeatedly while laws did nothing to protect their individual rights. The Civil Rights Act of 1964 ridded the nation of this legal segregation and cleared a path towards equality and integration. The passage of this Act, while forever altering the relationship between blacks and whites, remains as one of history’s greatest political battles.... [tags: Civil Rights, Segregation, Equality Essays] 1836 words (5.2 pages) - The Civil Rights Act of 1964 resulted from one of the most controversial House and Senate debates in history. It was also the biggest piece of civil rights legislation ever passed. The bill actually evolved from previous civil rights bills in the late 1950’s and early 1960’s. The bill passed through both houses finally on July 2, 1964 and was signed into law at 6:55 P.M. EST by President Lyndon Johnson. The act was originally drawn up in 1962 under President Kennedy before his assassination. The bill originated from two others, and one of which was the Equal Opportunity Act of 1962 that never went into law.... [tags: Equal Opportunity Act Bill Blacks] 1344 words (3.8 pages)

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The "S" in STEM stands for Science. Science is the study of the world around us and a method to explain natural phenomenons. The scientific method is used to establish what it is we want to know, design an experiment to learn about it, take a guess at what the results of that experiment will be, see what happens, and draw a conclusion about what we saw. Scientists across generations have built upon each other to establish the rules we use about our world. Our kids are given many chances to try, experiment, and reflect to let them learn about the world around them. This works towards our goal of creating a love of science in kids in order to cultivate the next generation of scientists We would like to elaborate two sample activities amongst many such that children work on at STEM Academy to explore various STEM concepts in the learning process. Through these four pages (Science, Technology, Engineering, and Mathematics), we will be exploring how we touch on each of the four topics in regards to those two projects to give you a basic understanding of how our kids will be learning. Refer to the respective pages to see how we touch on that topic during our lessons for these activities. Sample Activities to Integrate STEM in the Learning Process: First, we have our Parachutes activity. The kids are each given some basic supplies (strips of yarn, coffee filters, tissue paper, and tape) and have to figure out a way to slow the descent of our cup full of "passenger" foam cubes so that they all safely stay in the cup once they land. Over the course of that activity, we will provide kids with background information of the sciences that will show up in their experiment. This will include discussing gravity and net force on an object, air resistance, and dispersing weight over a large area. The kids will be able to see firsthand how these will come into play during our design process. Second, we have our Catapults activity. The kids are also given some basic supplies with project (straws, craft sticks, rubber bands, and a spoon) and are tasked with constructing a catapult capable of launching various weighted objects. Like with the Parachutes activity, kids will explore gravity and air resistance. Additionally, we will also discuss trajectory, precision, and accuracy with their catapults while they try to aim for our target.

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The CRISPR-Cas9 system is a tool for cutting DNA at a specifically targeted location. The technique has already revolutionized gene editing but scientists are always looking for new possibilities, so what else can CRISPR do? Since being discovered in a bacterial immune system CRISPR-Cas9 has been adapted into a powerful tool for genomic research. There are two components to the system: a DNA-cutting protein called Cas9 and an RNA molecule known as the guide RNA. Bound together, they form a complex that can identify and cut specific sections of DNA. First, Cas9 has to locate and bind to a common sequence in the genome called a PAM. Once the PAM is bound, the guide RNA unwinds part of the double helix. The RNA strand is designed to match and bind a particular sequence in the DNA. Once it’s found the correct sequence, Cas9 can cut the DNA – its two nuclease domains each make a nick leading to a double strand break. Although the cell will try to repair this break, the fixing process is error-prone and often inadvertently introduces mutations that disable the gene. This makes CRISPR a great tool for knocking out specific genes. But making double strand breaks isn’t all CRISPR can do. Some researchers are deactivating one or both of Cas9’s cutting domains and fusing new enzymes onto the protein. Cas9 can then be used to transport those enzymes to a specific DNA sequence. In one example, Cas9 is fused to an enzyme, a deaminase, which mutates specific DNA bases – eventually replacing cytidine with thymidine. This kind of precise gene editing means you could turn a disease-causing mutation into a healthy version of the gene or introduce a stop codon at a specific place. But it’s not all about gene editing. Several labs have been working on ways to use CRISPR to promote gene transcription. They do this by deactivating Cas9 completely so it can no longer cut DNA. Instead, transcriptional activators are added to the Cas9 by either fusing them directly or via a string of peptides. Alternatively, the activators can be recruited to the guide RNA instead. These activators recruit the cell’s transcription machinery, bringing RNA polymerase and other factors to the target and increasing transcription of that gene. The same principle applies to gene silencing. A KRAB domain fused to the Cas9 inactivates transcription by recruiting more factors that physically block the gene. A more outside-the-box idea for using CRISPR is to attach fluorescent proteins to the complex so you can see where particular DNA sequences are found in the cell. This could be useful for things like visualizing the 3D architecture of the genome, or to paint an entire chromosome and follow its position in the nucleus. CRISPR has already changed the face of research but these new ideas show that what’s been achieved so far could just be the tip of the iceberg when it comes to CRISPR’s potential. Whatever comes next, it seems the CRISPR revolution is far from over.

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To be published in the journal Physical Review Letters, the research provides the blueprint for a nuclear clock that would get its extreme accuracy from the nucleus of a single thorium ion. This RF ion trap at the Georgia Institute of Technology holds individual thorium atoms while they are laser-cooled to near absolute zero temperature. Credit: Corey Campbell Such a clock could be useful for certain forms of secure communication – and perhaps of greater interest – for studying the fundamental theories of physics. A nuclear clock could be as much as one hundred times more accurate than current atomic clocks, which now serve as the basis for the global positioning system (GPS) and a broad range of important measurements. "If you give people a better clock, they will use it," said Alex Kuzmich, a professor in the School of Physics at the Georgia Institute of Technology and one of the paper's co-authors. "For most applications, the atomic clocks we have are precise enough. But there are other applications where having a better clock would provide a real advantage." Beyond the Georgia Tech physicists, scientists in the School of Physics at the University of New South Wales in Australia and at the Department of Physics at the University of Nevada also contributed to the study. The research has been supported by the Office of Naval Research, the National Science Foundation and the Gordon Godfrey fellowship. Early clocks used a swinging pendulum to provide the oscillations needed to track time. In modern clocks, quartz crystals provide high-frequency oscillations that act like a tuning fork, replacing the old-fashioned pendulum. Atomic clocks derive their accuracy from laser-induced oscillations of electrons in atoms. However, these electrons can be affected by magnetic and electrical fields, allowing atomic clocks to drift ever so slightly – about four seconds in the lifetime of the universe. Because neutrons are much heavier than electrons and densely packed in the atomic nucleus, they are less susceptible to these perturbations than the electrons. A nuclear clock should therefore be less affected by environmental factors than its atomic cousin. "In our paper, we show that by using lasers to orient the electrons in a very specific way, we can use the neutron of an atomic nucleus as the clock pendulum," said Corey Campbell, a research scientist in the Kuzmich laboratory and the paper's first author. "Because the neutron is held so tightly to the nucleus, its oscillation rate is almost completely unaffected by any external perturbations." To create the oscillations, the researchers plan to use a laser operating at petahertz frequencies -- 10 (15) oscillations per second -- to boost the nucleus of a thorium 229 ion into a higher energy state. Tuning a laser to create these higher energy states would allow scientists to set its frequency very precisely, and that frequency would be used to keep time instead of the tick of a clock or the swing of a pendulum. The nuclear clock ion will need to be maintained at a very low temperature – tens of microkelvins – to keep it still. To produce and maintain such temperatures, physicists normally use laser cooling. But for this system, that would pose a problem because laser light is also used to create the timekeeping oscillations. To solve that problem, the researchers include a single thorium 232 ion with the thorium 229 ion that will be used for time-keeping. The heavier ion is affected by a different wavelength than the thorium 229. The researchers then cooled the heavier ion, which also lowered the temperature of the clock ion without affecting the oscillations. "The cooling ion acts as a refrigerator, keeping the clock ion very still," said Alexander Radnaev, a graduate research assistant in the Kuzmich lab. "This is necessary to interrogate this clock ion for very long and to make a very accurate clock that will provide the next level of performance." Calculations suggest that a nuclear clock could be accurate to 10 (-19), compared to 10 (-17) for the best atomic clock. Because they operate in slightly different ways, atomic clocks and nuclear clocks could one day be used together to examine differences in physical constants. "Some laws of physics may not be constant in time," Kuzmich said. "Developing better clocks is a good way to study this." Though the research team believes it has now demonstrated the potential to make a nuclear clock – which was first proposed in 2003 – it will still be a while before they can produce a working one. The major challenge ahead is that the exact frequency of the laser emissions needed to excite the thorium nucleus hasn't yet been determined, despite the efforts of many different research groups. "People have been looking for this for 30 years," Campbell said. "It's worse than looking for a needle in a haystack. It's more like looking for a needle in a million haystacks." But Kuzmich believes that that problem will be solved, allowing physicists to move to the next-generation of phenomenally accurate timekeepers. "Our research shows that building a nuclear clock in this way is both worthwhile and feasible," Kuzmich said. "We now have the tools and plans needed to move forward in realizing this system." John Toon | EurekAlert! Fusion by strong lasers 05.12.2019 | Helmholtz-Zentrum Dresden-Rossendorf NASA's OSIRIS-REx mission explains Bennu's mysterious particle events 05.12.2019 | NASA/Goddard Space Flight Center With ultracold chemistry, researchers get a first look at exactly what happens during a chemical reaction The coldest chemical reaction in the known universe took place in what appears to be a chaotic mess of lasers. The appearance deceives: Deep within that... Abnormal scarring is a serious threat resulting in non-healing chronic wounds or fibrosis. Scars form when fibroblasts, a type of cell of connective tissue, reach wounded skin and deposit plugs of extracellular matrix. Until today, the question about the exact anatomical origin of these fibroblasts has not been answered. In order to find potential ways of influencing the scarring process, the team of Dr. Yuval Rinkevich, Group Leader for Regenerative Biology at the Institute of Lung Biology and Disease at Helmholtz Zentrum München, aimed to finally find an answer. As it was already known that all scars derive from a fibroblast lineage expressing the Engrailed-1 gene - a lineage not only present in skin, but also in fascia - the researchers intentionally tried to understand whether or not fascia might be the origin of fibroblasts. Fibroblasts kit - ready to heal wounds Research from a leading international expert on the health of the Great Lakes suggests that the growing intensity and scale of pollution from plastics poses serious risks to human health and will continue to have profound consequences on the ecosystem. In an article published this month in the Journal of Waste Resources and Recycling, Gail Krantzberg, a professor in the Booth School of Engineering Practice... Conventional light microscopes cannot distinguish structures when they are separated by a distance smaller than, roughly, the wavelength of light. Superresolution microscopy, developed since the 1980s, lifts this limitation, using fluorescent moieties. Scientists at the Max Planck Institute for Polymer Research have now discovered that graphene nano-molecules can be used to improve this microscopy technique. These graphene nano-molecules offer a number of substantial advantages over the materials previously used, making superresolution microscopy even more versatile. Microscopy is an important investigation method, in physics, biology, medicine, and many other sciences. However, it has one disadvantage: its resolution is... 03.12.2019 | Event News 15.11.2019 | Event News 15.11.2019 | Event News 05.12.2019 | Life Sciences 05.12.2019 | Life Sciences 05.12.2019 | Materials Sciences

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This experiment is designed to study the motion of a pendulum. The pendulum consists of a rod and a mass attached to it. You will measure the period of the pendulum. Using the period of the pendulum, you will calculate the gravitational acceleration and test whether your measurements agree with the theoretical value. Freedman & Young, University Physics, 12th Edition: Chapter 13, section 5, and 6. A simple pendulum consists of a small mass attached to a massless string. For a small angle of oscillation, less than 10 degrees, the period of the pendulum is given as: 𝑇 = 2𝜋 where 𝑙 is the length of the string in meters and 𝑔 is the gravitational acceleration in 𝑚/𝑠 ! . A physical pendulum is an extended body which oscillates about a fixed point. The period of oscillation for a physical pendulum is given as: 𝑇 = 2𝜋 where 𝑚! is the mass of the extended object, 𝐻 is the distance from the center of mass (CM) of the extended object to the pivot point, 𝑔 is the gravitational acceleration and 𝐼 is the moment of inertia of the extended object about the pivot point. The moment of inertia of a rod rotating about its CM is given by: where 𝑙 is the length of the rod and 𝑚 is the mass of the rod. For an oscillating rod, the distance from the pivot point to the CM of the rod is ℎ, therefore, the moment of inertia of the system can be written as: 𝑚𝑙 ! + 𝑚ℎ! where ℎ is the CM from the rod to the pivot point. The moment of inertia of the hanging mass 𝑀 from the pivot point is: 𝐼!"## = 𝑀𝑑 ! where 𝑑 is the distance of the mass 𝑀 to the pivot point. The total moment of inertia of the oscillator is the combination of the two moments of inertia: 𝐼 = 𝐼!"# + 𝐼!"## = 𝑚𝑙 ! + 𝑚ℎ! + 𝑀𝑑 ! The CM of the extended object can be found using the following equation: 𝑚! 𝐻 = 𝑚ℎ + 𝑀𝑑 Equation (2) can now be re-written as: 𝑚𝑙 ! + 𝑚ℎ! + 𝑀𝑑 ! 𝑇 = 2𝜋 𝑚ℎ + 𝑀𝑑 𝑔 1. Remember in all data collecting today that we are assuming the period of the pendulum will not change as long as the initial angle is smaller than 10 degrees. This means that each time the pendulum is put into motion as long as the angle of oscillation is less than 10 degrees, the period should remain constant. This assumption holds true when damping is ignored, which is a good approximation during short time scales. 2. Data collection will begin using a handheld stopwatch. The stopwatch is able to measure to 1/100th of a second, but what about your reaction time to stop the data collection? Since our hands and eyes are slower than the accuracy of the stopwatch, uncertainty exists in any measurement using the stopwatch. Play around starting and stopping the watch, how long does it take for you to simply press the stop button? Record this value and make an estimate on the lag time measured between turning the stopwatch on and off. 3. Record the time it takes for the pendulum to complete one period. Repeat this process 10 times so that you have 10 measurements of a single period of the pendulum. Calculate the average period and the standard deviation of these 10 measurements. 4. Now, measure the time for 10 contiguous periods. Repeat this step 10 times. Calculate the average and standard deviation of the measurements. Now, divide the average and the STDEV by 10 and compare the value to individual period measurements calculated in Step 3. 5. Now you will collect data of the period of the pendulum using the computer. You will use the photo-gate sensor and the rotational motion sensor. The pendulum will oscillate between the Usides of the photo-gate sensor, while the pendulum is attached to the rotational motion sensor. The rotational motion sensor will measure angular position as the pendulum swings. The photogate sensor will measure the period of oscillation directly as it passes through the U-sides of the 6. The photo-gate works by maintaining a signal, a red light, between the two U-sides of the sensor. Look at the sensor; notice two small holes on each of the U-sides of the apparatus. A signal is sent and received at these points. If you place the pendulum between these holes, the signal is ‘blocked’. We will measure the pendulum’s period using the 'blocking' of the signal by the pendulum. To examine a full period of the pendulum, we need to measure the time from the first pass through the photo-gate until the pendulum passes again the in same direction. Three passes constitute one period. This process is shown in Figure 1. Figure 1: Photo-gate process. 7. The photo-gate sensor must be oriented perpendicular to the pendulum’s path to function correctly. Be sure that the screw, which fastens the weight to the rod, is facing one of the sensor hole in order to avoid asymmetric blocking. Make sure the photo-gate sensor and the rotational motion sensors are plugged into the PASCO interface box. Find the photo-gate on the sensor list in the Hardware icon after clicking on port 1 on the left. Do the same for the rotational motion sensor but put the yellow and black leads into ports 3 and 4 respectively, see Figure 2. Figure 2: Photo-gate and rotary sensors in Capstone. 8. From the discussion above it is known that the sensor will be 'blocked' three times for one period. In Capstone, under the Timer Setup tab, choose “Build your own Timer”. Click on “Next” button. Under “Timer Sequence Devices”, click on the photo-gate, Ch. 1 and select blocked. Do this three times. Click “Next” and rename the timer measurement name to “Photo gate Period” and then choose Save. See Figure 3. Figure 3: Setup photo-gate sensor. 9. The rotational motion sensor will collect data of the angular position of the pendulum. Inspecting the angular position versus time plot of the pendulum, we can measure the length of time for one period. Click the Icon for the Rotary Motion Sensor. Then click on Properties on the bottom right. Make sure that under the drop-down box labelled “Linear Accessory” the option Rack and Pinion is selected. 10. Drag two graph icons into the workspace area assigning each sensor to one of the graphs. Set the 𝑦-axis in the upper graph to “Angle (rad) and in the lower graph to “Photo gate Period”, from the selection list. 11. Make sure before you swing the pendulum you press the Record button. This will allow the rotational motion sensor to calibrate its 0°. Start acquiring data for at least 15 seconds. Look at the Photo Gate Period versus Time graph. If you start the swing with an angle larger than 10°, you will notice an initially strong downward trend. Let the motion settle until the period remains basically constant. This the portion of data you must use in your analysis. 12. Now, let us turn our attention to the photo-gate sensor graph. This graph allows us to examine the periods of oscillation over time. Calculate the mean and the standard deviation of this data set. To calculate the mean and the standard deviation go back to the Photo Gate Period graph and click on the icon. A drop down window will appear where you can select Mean and Standard Deviation by checking them. Now, look at the graph legend box and you will see these values, see Figure 4. Figure 4: Plots of angular position vs time, and pendulum period vs time. 13. Calculate the CM of the rod/mass system, 𝐻, using Equation (7). 14. Using the stop watch data calculate the acceleration of gravity, with uncertainty, as if it were a simple pendulum, use Equation (1) and use 𝐻 instead of 𝑙. To calculate the uncertainty in 𝑔, solve Equation (1) for 𝑔, and propagate the uncertainties in length, mass and period, using the partial derivatives in quadrate that we introduced last week. Does the value of 𝑔 fall within 1 to 2 standard deviations of the accepted value? 15. Now calculate the acceleration of gravity using the Equation (8) for the physical pendulum. Use Equation (2) to find the uncertainty, and check to see if the value of 𝑔 fall within 1 to 2 standard deviations of the accepted value? Make sure to write down your formula for the propagated uncertainty for 𝑔 in your notebook. Repeat steps 14 and 15 using the average value for the period and its uncertainty measured using the Make the following table in Excel and fill in all the data. Use Equations (1) and (8) to calculate your experimental value of 𝑔, using the period of oscillations you measured. Period T and g (m/s2) using Simple Pendulum Data Period T and g (m/s2) using Physical Pendulum (mass and rod) Stop Watch (single) Stop Watch (10 times) Which timing method gave you the best result? Which formula (simple or physical pendulum) gave you the best result? Explain. Purchase answer to see full

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In this unit students investigate the features of solid shapes and learn the names for them. They will be introduced to making nets for 3D shapes. - Explore and describe faces, edges, and corners of 2D and 3D objects. - Make, name and describe polygons and other plane shapes. This unit explores basic solid objects by allowing the students to play with them in a structured way. The end product of the exploration is the construction of nets. All of the activities here will strengthen the students' concepts of 3D objects and their attributes, as well as their understanding and use of geometrical terms and language. This knowledge will be a foundation for work at Levels 3 and 4, where more sophisticated definitions of shape are used (Te Whanau Taparau - The Polygon Family). - Solid shapes (cubes, rectangular prisms, triangular prisms, and cylinders) Session 1: Packages In this activity we investigate the features of 3D shapes using packaging as examples. You will need to collect a variety of packages to carry out these activities. If you have time, the packages could be covered in old wrapping paper or wrapped in plain paper and addressed to pairs or groups of three students. Unwrapped packages would work as well. - Put a variety of cardboard packages into a pillowcase (this could be a pretend mailbag.) Gather the students on the mat and tell them that you have a variety of parcels in your bag. Ask a student to select a parcel from the pillowcase. As a class, ask the students to describe the parcel to you. Record their responses, focusing on key words that they give you. For example, the packet has 8 corners, it has a square face, and it has straight edges. - Put the students into pairs and get one person from each pair to select a parcel from the pillowcase. - In pairs the students draw their parcel and describe the features as above. These descriptions are recorded with the drawing and are shared with the class. - Record all the mathematical words used to describe the packages. - If the packages were wrapped ask the students to guess what might be in their package. Wrapped parcels could then be unwrapped. Session 2: Solids In this activity students will investigate the properties of 3D shapes further by considering the faces of the shapes. You will need solid 3D shapes for the students to explore i.e. cubes, rectangular prisms, triangular prisms, and cylinders. - Revise the use of the packaging descriptions from Session 1 by modelling an example using the words from your vocabulary chart. - Introduce the solid shapes e.g. the cubes, rectangular prisms, triangular prisms etc. Hand these out for students to feel and explore. Get students to describe their 3D shape to a buddy, encouraging them to use the vocabulary on the chart. - Give students a 3D solid shape and ask them to trace around the faces to investigate the shapes of the faces of their shape. - Ask students to write a description of the drawings using the maths vocabulary. - Students could then create their own designs, e.g. Robots, by drawing around the faces of the 3D solid shapes. - Work with the students to develop a chart with a picture of the 3D solid, names of the 3D solid, number of edges and faces. Session 3: Solids’ Faces In this activity students will try to identify 3D solid shapes from drawings of the faces of these solids. This involves pairs of students playing a game. Students will work in pairs to draw the faces of 3D solid shapes. They will then try to identify the solid shapes by matching the drawn faces to the solids. - Hand out a collection of solid shapes to each pair, for example, a cube, a rectangular prism, a cylinder, etc. - In pairs, students are to trace all of the faces of 1 solid shape onto a single sheet of paper. - Partners swap sheets with another pair. The other pair has to match the solids with the drawings of the faces. Pairs then check guesses. Session 4: Netting In this activity students will be exploring making a net from solid shapes by drawing around 3D solid shapes as they roll it along a piece of paper. - Working in pairs, students select a solid shape to "unwrap". - Students unwrap the solid by rolling the shape and tracing the faces as they roll. Remember to roll the shapes sideways as well. Students could then investigate how many different nets they can make with their shape by rolling the shape in different ways. The result should resemble a net for the shape. - Students cut out the nets for the shape and fold them together to establish which design makes their solid shape. They may need support to fold along the lines that they have made. - Conclude the session by giving the students a package from Session 1 to carefully unpack to form a net. Look at the similarities and differences between the packages and the drawn nets. - Display the packages that have been unpacked as nets. Session 5: Foil covers In this session students make a cover for their solid shape. - Begin this session by sharing the nets drawn from the 3D solid shapes. Discuss the similarities and differences between the net designs. Use the vocabulary chart to support the discussion. Encourage students to use these words. - Give students a piece of foil to wrap around their shape. Press the foil tightly around the shape. Put pressure onto the foil to ensure it tightly wraps around the shape. - Carefully cut along the edges of one of the faces of the shape. Cut only as many edges as you need to, to be able to remove the solid from the inside of its foil cover. - Reassemble the foil to make the original shape. - Students may want to make more than one solid shape. - Foil shapes could be stuffed with something to give them more structure. - Make a display of the foil solids. Make sure the names of the solids are clearly labelled Session 6: A Collection of Solids In this session students will find practical examples of 3D shapes by making a display that categorises 3D shapes. Link this activity to the homework activity. - Ask students to collect pictures of examples of 3D shapes from magazines, junk mail or websites. - Stick these onto individual charts that have been labelled for each solid. - Display this with the foil models.

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Welcome to the course on ''Learn periodic table with it's basic concepts in Chemistry'' The periodic table is a tabular arrangement of the chemical elements, ordered by their atomic number, electron configuration, and recurring chemical properties, whose structure shows periodic trends. Generally, within one row (period) the elements are metals to the left, and non-metals to the right, with the elements having similar chemical behaviors placed in the same column. Table rows are commonly called periods and columns are called groups. Six groups have accepted names as well as assigned numbers: for example, group 17 elements are the halogens; and group 18 are the noble gases. Also displayed are four simple rectangular areas or blocks associated with the filling of different atomic orbitals. The organization of the periodic table can be used to derive relationships between the various element properties, but also the predicted chemical properties and behaviors of undiscovered or newly synthesized elements. Russian chemist Dmitri Mendeleev was the first to publish a recognizable periodic table in 1869, developed mainly to illustrate periodic trends of the then-known elements. He also predicted some properties of unidentified elements that were expected to fill gaps within the table. Most of his forecasts proved to be correct. Mendeleev's idea has been slowly expanded and refined with the discovery or synthesis of further new elements and the development of new theoretical models to explain chemical behavior. The modern periodic table now provides a useful framework for analyzing chemical reactions, and continues to be widely used in chemistry, nuclear physics and other sciences. Whether you have a test coming up or just want to learn something new, the periodic table of elements is a helpful tool to know. Memorizing all 118 elements may seem tricky, especially since each one has a unique symbol and atomic number. Fortunately, if you start early, you can learn a few elements every day. Mnemonic devices, phrases, and pictures will boost your memory while making studying enjoyable. If you’re ready to test your skills, try a few games or even draw a table completely from memory. If you find the periodic table confusing and difficult to understand, you aren’t alone! Understanding how it works can be hard, but learning how to read it will help you be successful in the sciences. Start by recognizing the structure of the periodic table and what this tells you about each element. Next, you can study each element. Finally, use the information provided on the periodic table to find the number of neutrons in an atom. An element's atomic number is the number of protons in the nucleus of a single atom of that element. The atomic number of an element or isotope cannot change, so you can use the atomic number to help figure out other characteristics, such as the number of electrons and neutrons in an atom. If you find the periodic table confusing and difficult to understand, you aren’t alone! Understanding how it works can be hard, but learning how to read it will help you be successful in the sciences. Start by recognizing the structure of the periodic table and what this tells you about each element. Next, you can study each element. Finally, use the information provided on the periodic table to find the number of neutrons in an atom. Course covers important steps to learn and memorize the periodic table easily ant to understand it's basic concepts to do well in chemistry. So we will cover Learn to read the periodic table Ways to memories the Periodic table easily Learn methods to study the elements of the Periodic table Learn to write electron configuration of any element Learn to find atomic number of any element

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Researchers at Johns Hopkins University have found that bats can figure out where their prey is headed. They can build models for predicting target movement on the fly based on echoes. Although predicting the trajectory of an object using vision has been extensively studied, the recently published study was the first to investigate similar hearing processes. The bat uses the delay time between each echolocation call and the figurative echo to determine how far away the prey is. Animals tilt their heads deliberately to pick up on the varying intensity of the echo. This is how they determine where their victim is in the horizontal plane. Bats must collect distance and directional echo information to an object in order to successfully track its location. The researchers suggested that all this information is needed by bats to predict where the victim will move next. To test their theory, the team recreated the hunting conditions of bats and studied their movements during the process. We hypothesized that bats use both information about the speed obtained from a set of echo signals and additionally regulate their movements. When we tested this model with our data, we saw that it fits very well. Angeles Salles, Research Fellow and Study Author The study expands prior knowledge about the response of humans and animals to sound cues, including in those with vision problems and more hearing.

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When light travels through a homogeneous medium, it travels in a straight line. This is known as rectilinear propagation. The behavior of light at the boundary of a medium or interface between two media is described by the theory of geometrical optics. Geometrical optics explains reflection and refraction, as well as the applications of mirrors and lenses. Reflection is the rebounding of incident light waves at the boundary of a medium.5 Light waves that are reflected are not absorbed into the second medium; rather, they bounce off of the boundary and travel back through the first medium. The law of reflection is θ1 = θ2 where θ1 is the incident angle and θ2 is the reflected angle, both measured from the normal. The normal is a line drawn perpendicular to the boundary of a medium; all angles in optics are measured from the normal, not the surface of the medium.5 Refraction is the bending of light as it passes from one medium to another and changes speed. The speed of light through any medium is always less than its speed through a vacuum. Remember that the speed of light in a vacuum, c, is equal to 3 x 108 m/s. When a pencil (or any straight object) is dipped into a glass of water at an angle, it looks impossibly bent where it intersects the surface of the water because the light reflecting off of the portion of the pencil under water is refracted. When light is in any medium besides a vacuum, its speed is less than c. For a given medium: n = c/v where c is the speed of light in a vacuum, ν is the speed of light in the medium, and n is a dimensionless quantity called the index of refraction of the medium. The index of refraction of a vacuum is 1, by definition; for all other materials, the index of refraction will be greater than 1. For air, n is essentially equal to 1 because the speed of light in air is extremely close to c. where n1 and θ1 refer to the medium from which the light is coming and n2 and θ2 refer to the medium into which the light is entering. Note that θ is once again measured with respect to the normal. From Snell’s law, we can see that when light enters a medium with a higher index of refraction (n2 > n1), it bends toward the normal (sin θ2 < sin θ1; therefore, θ2 < θ1). Conversely, if the light travels into a medium where the index of refraction is smaller (n2 <n1), the light will bend away from the normal (sin θ2 > sin θ1; therefore, θ2 > θ1). As discussed earlier, the speed of light in a vacuum is the same for all wavelengths. However, when light travels through a medium, different wavelengths travel at different speeds. This fact implies that the index of refraction of a medium affects the wavelength of light passing through the medium because the index of refraction is related to the speed of the wave. When various wavelengths of light separate from each other, this is called dispersion. The most common example of dispersion is the splitting of white light into its component colors using a prism. If a source of white light is incident on one of the faces of a prism, the light emerging from the prism is spread out into a fan-shaped beam. Violet light has a smaller wavelength than red light and this results in violet light being bent to a greater extent. Red experiences the least amount of refraction and so it is always on top of the spectrum while violet, having experienced the greatest amount of refraction, is found at the bottom of the spectrum. When light enters a medium with a different index of refraction, the wavelength changes but the frequency of the light remains the same. When light enters a medium with a higher index of refraction, it bends toward the normal. When light enters a medium with a lower index of refraction, it bends away from the normal. When light travels from a medium with a higher index of refraction (such as water) to a medium with a lower index of refraction (such as air), the refracted angle is larger than the incident angle (θ 2 > θ1); that is, the refracted light ray bends away from the normal. As the incident angle is increased, the refracted angle also increases, and eventually, a special incident angle called the critical angle (θc) is reached, for which the refracted angle θ2 equals 90 degrees. At the critical angle, the refracted light ray passes along the interface between the two media. The critical angle can be derived from Snell’s law if θ2 = 90°, such that: Total internal reflection, a phenomenon in which all the light incident on a boundary is reflected back into the original material, results with any angle of incidence greater than the critical angle, θc. Spherical mirrors come in two types: convex and concave. The mirror can be considered as a spherical cap or section if the image taken from a much larger spherically-shaped mirror.6 Spherical mirrors have an associated center of curvature (C) and a radius of curvature (r). The center of curvature is a point on the optical axis located at a distance equal to the radius of curvature from the vertex of the mirror; in other words, the center of curvature would be the center of the spherically-shaped mirror if it were a complete sphere. If we were to look from the inside of a sphere to its surface, we would see a concave surface. On the other hand, if we were to look from outside the sphere, we would see a convex surface. For a concave surface, the center of curvature and the radius of curvature are located in front of the mirror. For a convex surface, the center of curvature and the radius of curvature are behind the mirror. Concave mirrors are called converging mirrors and convex mirrors are called diverging mirrors because they cause parallel incident light rays to converge and diverge after they reflect, respectively.6 Concave mirrors are converging mirrors. Convex mirrors are diverging mirrors. The reverse is true for lenses. There are several important lengths associated with mirrors. The focal length (f) is the distance between the focal point (F) and the mirror. Note that for all spherical mirrors, f = r/2 where the radius of curvature (r) is the distance between C and the mirror.6 The distance between the object and the mirror is o; the distance between the image and the mirror is i. While it is not important which units of distance are used in this equation, it is important that all values used have the same units as each other. A positive distance (i > 0) for an image has, tells us that it is a real image. This implies that the image is in front of the mirror. A negative distance (i < 0), means it is virtual and its location is behind the mirror. Plane mirrors can be considered as spherical mirrors with infinitely large focal distances. As such, for a plane mirror: r = f = ∞ A converging lens is always thicker at the center, while a diverging lens is always thinner at the center. The sign conventions changes slightly for lenses. For both lenses and mirrors, positive magnification represents upright images, and negative magnification means inverted images. Also, for both lenses and mirrors, a positive image distance means that the image is real and is located on the real (R) side, whereas a negative image distance means that the image is virtual and located on the virtual (V) side. |o||Object is on same side of lens as light source||Object is on opposite side of lens from light source (extremely rare)| |i||Image is on opposite side of lens from light source (real)||Image is on same side of lens as light source (virtual)| |r||Lens is convex (converging)||Lens is concave (diverging)| |f||Lens is convex (converging)||Lens is concave (diverging)| |m||Image is upright (erect)||Image is inverted| Focal lengths and radii of curvature have a simpler sign convention. For both mirrors and lenses, converging species have positive focal lengths and radii of curvature, and diverging species have negative focal lengths and radii of curvature. Remember that lenses have two focal lengths and two radii of curvature because they have two surfaces. For a thin lens where thickness is negligible, the sign of the focal length and radius of curvature are generally given based on the first surface the light passes through. The power of a lens is measured in diopters, where f (the focal length) is in meters and is given by the equation: P = 1/f P has the same sign as f and is, therefore, positive for a converging lens and negative for a diverging lens. Diverging lens are needed for people who are near-sighted (can see near objects clearly), while people who are farsighted (can see distant objects clearly) require converging lenses. Far-sightedness is also called hyperopia and near-sightedness is also known as myopia. Bifocal lenses are corrective lenses that have two distinct regions: one that utilises convergence of light to correct for far-sightedness and a second region that utilises divergence of light to correct for near-sightedness. Both regions are in the same lens. Lenses in contact are a series of lenses with negligible distances between them. These systems behave as a single lens with equivalent focal length given by Because power is the reciprocal of focal length, the equivalent power is P = P1 + P2 + P3 + ··· + Pn Spherical mirrors and lenses are imperfect. They are therefore subject to specific types of errors or aberrations. Spherical aberration is a blurring of the periphery of an image as a result of inadequate reflection of parallel beams at the edge of a mirror or inadequate refraction of parallel beams at the edge of a lens. This creates an area of multiple images with very slightly different image distances at the edge of the image, which appears blurry. Chromatic aberration is a dispersive effect within a spherical lens. Depending on the thickness and curvature of the lens, there may be significant splitting of white light, which results in a rainbow halo around images. This phenomenon is corrected for in visual lenses like eyeglasses and car windows with special coatings that have different dispersive qualities than the lens itself. The eye is a complex refractive instrument that uses real lenses. The cornea acts as the primary source of refractive power because the change in refractive index from air is so significant. Then, light is passed through an adaptive lens that can change its focal length before reaching the vitreous humor. It is further diffused through layers of retinal tissue to reach the rods and cones. At this point, the image has been focused and minimized significantly, but is still relatively blurry. Our nervous system processes the remaining errors to provide a crisp view of the world. 1) Handel, S. (1995). Timbre perception and auditory object identification. Hearing, 425-461. 2) Strutt (Lord Rayleigh), John William (1896). MacMillan & Co, ed. The Theory of Sound. 2 (2 ed.). p. 154. 3) Halliday, David; Resnick, Robert; Walker, Jerl (2005), Fundamental of Physics (7th ed.), USA: John Wiley and Sons, Inc., 4) James D. Ingle, Jr. and Stanley R. Crouch, Spectrochemical Analysis, Prentice Hall, 1988 5) Lekner, John (1987). Theory of Reflection, of Electromagnetic and Particle Waves. Springer. 6) Hecht, Eugene (1987). “5.4.3”. Optics (2nd ed.). Addison Wesley. pp. 160–1

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The action of trying to constantly take land from the natives was a factor that led to the hostile relationship between the Americans and Natives. Additionally, another economic factor was the creation of the Homestead Act of 1862 that would continue playing a role of stripping the natives of their home land. The Homestead Act granted 160 acres of land for anyone willing to settle out west and develop the land. Again, the Americans were taking land that wasn’t theirs and giving it away like it was theirs. As a result of having their home land being taken away, this angered the Natives and reinforced the hostility they had against the Americans. In 1830, encouraged by President Andrew Jackson, Congress passed the Indian Removal Act which gave the federal government the power to relocate any Native Americans in the east to territory that was west of the Mississippi River. Though the Native Americans were to be recompensed, this was not done fairly, and in some cases led to the further destruction of many of the eastern tribes. By early 1800’s, the white Americans established settlements further west for their own benefit, and later discovered gold. Furthermore, Georgia's attempt to regain this land resulted in the Cherokee protesting and taking this case to the United States Supreme Court. Even though the court came to the decision of favoring the Cherokee, Jackson ignored it and with The constitution did not outline specific details for relations with Natives, so as America grew older, the government was left to deal with the Indians however they pleased. As America expanded west in the 1800s, conflict with natives was inevitable. In 1830, Congress passed the Indian Removal Act of 1830, asking the natives to give up their land in exchange for money. Some refused to move off their native land, such as the Cherokees. As a result of this, they were removed and forced to make the journey known as the Trail of Tears. The Native Americans would “sell” land to the colonists thinking that it meant that they would share natural resources, and live together, while the colonists thought the land was theirs to own. Also, the colonists moved into where the American Indians already lived and used as hunting grounds. You might think the Native Americans and the colonists could just agree, but instead, they had huge wars! But how? The Pequot Indians decided they wanted to fight against the colonists for their land back. In North America were treated as savages and had their land stolen. As the white man pushed westward, always wanting more land and resources, they pushed the American Indians out of their way. To the whites, the natives were inferior people an obstacle they had to overcome to obtain their land. The pioneers wanted metal such as silver and goal, mostly located on Indian land. Creating a string of event After the Civil War, where the United States relocated most American Indians west of the Mississippi River due to an act signed by President Andrew Jackson called the idiom removal act. Essentially, it is important to note that all white “civilized” people were immigrants into America, and the people who were truly here first were the American Indians. Considering this, one must believe that they should have rights to the land over the American States’ rule. Jackson states that, “And is it supposed that the wandering savage has a stronger attachment to his home than the settled, civilized Christian?” This is unfair because the Natives are people too, and Jackson Native Americans who emigrated from Europe perceived the Indians as a friendly society with whom they dwelt with in harmony. While Native Americans were largely intensive agriculturalists and entrepreneurial in nature, the Indians were hunters and gatherers who earned a livelihood predominantly as nomads. By the 19th century, irrefutable territories i.e. the areas around River Mississippi were under exclusive occupation by the Indians. At the time, different Indian tribes such as the Chickasaws, Creeks, and Cherokees had adapted a sedentary lifestyle and practiced small-scale agriculture. The settlers also called the “white men” believed that the movement of the Indians would bring peace. The settlers also believed that they needed the land more than the native Americans so taking the land was a must do thing. Although there have been many different opinions on the trail of tears the Indians should not have been forced to move out of their homelands. Leading up to the Trail of tears Migration from the original Cherokee Nation began in the early 1800’s. Some Cherokees, that were not comfortable with the whites moving in on their territories, the Indians moved west on their own and settled in other areas of the country. Throughout the 19th century Native Americans were treated far less than respectful by the United States’ government. This was the time when the United States wanted to expand and grow rapidly as a land, and to achieve this goal, the Native Americans were “pushed” westward. It was a memorable and tricky time in the Natives’ history, and the US government made many treatments with the Native Americans, making big changes on the Indian nation. Native Americans wanted to live peacefully with the white men, but the result of treatments and agreements was not quite peaceful. This precedent of mistreatment of minorities began with Andrew Jackson’s indian removal policies to the tribes of Oklahoma (specifically the Cherokee indians) in 1829 because of the lack of respect given to the indians during the removal laws.

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In this explainer, we will learn how to construct circles given one, two, or three points. Recall that, mathematically, we define a circle as a set of points in a plane that are a constant distance from a point in the center, which we usually denote by . A line segment from the center of a circle to the edge is called a radius of the circle, which we have labeled here to have length . To begin with, let us consider the case where we have a point and want to draw a circle that passes through it. Keep in mind that to do any of the following on paper, we will need a compass and a pencil. How To: Constructing a Circle given One Point on It - To begin, let us choose a distinct point to be the center of our circle. This point can be anywhere we want in relation to . - Next, we need to take a compass and put the needle point on and adjust the compass so the other point (holding the pencil) is at . The distance between these two points will be the radius of the circle, . - Finally, we move the compass in a circle around , giving us a circle of radius . As we can see, the process for drawing a circle that passes through is very straightforward. Since we can pick any distinct point to be the center of our circle, this means there exist infinitely many circles that go through . A natural question that arises is, what if we only consider circles that have the same radius (i.e., congruent circles)? That is, suppose we want to only consider circles passing through that have radius . If the radius of a circle passing through is equal to , that is the same as saying the distance from the center of the circle to is . Thus, if we consider all the possible points where we could put the center of such a circle, this collection of points itself forms a circle around as shown below. Any circle we draw that has its center somewhere on this circle (the blue circle) must go through . We demonstrate this with two points, and , as shown below. As we can see, all three circles are congruent (the same size and shape), and all have their centers on the circle of radius that is centered on . As a matter of fact, there are an infinite number of circles that can be drawn passing through a single point, since, as we can see above, the centers of those circles can be placed anywhere on the circumference of the circle centered on that point. Now, what if we have two distinct points, and want to construct a circle passing through both of them? We note that any circle passing through two points has to have its center equidistant (i.e., the same distance) from both points. We can use this fact to determine the possible centers of this circle. Hence, we have the following method to construct a circle passing through two distinct points. How To: Constructing a Circle given Two Distinct Points on It Let us start with two distinct points and that we want to connect with a circle. These points do not have to be placed horizontally, but we can always turn the page so they are horizontal if we wish. - First, we draw the line segment from to . - Next, we find the midpoint of this line segment. - Now, let us draw a perpendicular line, going through . - Choose a point on the line, say . We then construct a circle by putting the needle point of the compass at and the other point (with the pencil) at either or and drawing a circle around . This is shown below. We note that any point on the line perpendicular to is equidistant from and . So if we take any point on this line, it can form the center of a circle going through and . We note that since we can choose any point on the line to be the center of the circle, there are infinitely many possible circles that pass through two specific points. We demonstrate some other possibilities below. As we can see, the size of the circle depends on the distance of the midpoint away from the line . Let us see an example that tests our understanding of this circle construction. Example 1: Recognizing Properties of Circle Construction Consider the two points and . What is the radius of the smallest circle that can be drawn in order to pass through the two points? Recall that every point on a circle is equidistant from its center. Therefore, the center of a circle passing through and must be equidistant from both. We also recall that all points equidistant from and lie on the perpendicular line bisecting . Hence, the center must lie on this line. Taking to be the bisection point, we show this below. The radius of any such circle on that line is the distance between the center of the circle and (or ). We demonstrate this below. Here, we see four possible centers for circles passing through and , labeled , , , and . Their radii are given by , , , and . We note that the points that are further from the bisection point (i.e., and ) have longer radii, and the closer point has a smaller radius. We can see that the point where the distance is at its minimum is at the bisection point itself. If we drew a circle around this point, we would have the following: Here, we can see that radius is equal to half the distance of . So, using the notation that is the length of , we have . We have now seen how to construct circles passing through one or two points. We can then ask the question, is it also possible to do this for three points? Recall that for the case of circles going through two distinct points, and , the centers of those circles have to be equidistant from the points. For three distinct points, , , and , the center has to be equidistant from all three points. Thus, in order to construct a circle passing through three points, we must first follow the method for finding the points that are equidistant from two points, and do it twice. Specifically, we find the lines that are equidistant from two sets of points, and , and and (or and ). We then find the intersection point of these two lines, which is a single point that is equidistant from all three points at once. Let us demonstrate how to find such a center in the following “How To” guide. How To: Constructing a Circle given Three Points - Let us begin by considering three points , , and . - Draw line segments between any two pairs of points. Here we will draw line segments from to and from to (but we note that to would also work). - Find the midpoints of these lines. We will designate them by and . - As before, draw perpendicular lines to these lines, going through and . If possible, find the intersection point of these lines, which we label . - Finally, put the needle point at , the center of the circle, and the other point (with the pencil) at , , or , and draw the circle. We note that since two lines can only ever intersect at one point, this means there can be at most one circle through three points. This fact leads to the following question. Example 2: Recognizing Facts about Circle Construction True or False: If a circle passes through three points, then the three points should belong to the same straight line. First of all, if three points do not belong to the same straight line, can a circle pass through them? Let us consider the circle below and take three arbitrary points on it, , , and . Here, we can see that although we could draw a line through any pair of them, they do not all belong to the same straight line. So immediately we can say that the statement in the question is false; three points do not need to be on the same straight line for a circle to pass through them. What would happen if they were all in a straight line? Let us take three points on the same line as follows. If we apply the method of constructing a circle from three points, we draw lines between them and find their midpoints to get the following. Next, we draw perpendicular lines going through the midpoints and . Here, we can see that the points equidistant from and lie on the line bisecting (the blue dashed line) and the points equidistant from and lie on the line bisecting (the green dashed line). However, this leaves us with a problem. Since the lines bisecting and are parallel, they will never intersect. Hence, there is no point that is equidistant from all three points. This shows us that we actually cannot draw a circle between them. In conclusion, the answer is false, since it is the opposite. If a circle passes through three points, then they cannot lie on the same straight line. This example leads to the following result, which we may need for future examples. Rule: Constructing a Circle through Three Distinct Points We can construct exactly one circle through any three distinct points, as long as those points are not on the same straight line (i.e., the points must be noncollinear). Let us further test our knowledge of circle construction and how it works. Example 3: Recognizing Facts about Circle Construction True or False: A circle can be drawn through the vertices of any triangle. Recall that we can construct one circle through any three distinct points provided they do not lie on the same straight line. It is also possible to draw line segments through three distinct points to form a triangle as follows. This is possible for any three distinct points, provided they do not lie on a straight line. If they were on a straight line, drawing lines between them would only result in a line being drawn, not a triangle. Now recall that for any three distinct points, as long as they do not lie on the same straight line, we can draw a circle between them. Thus, we have the following: - A triangle can be deconstructed into three distinct points (its vertices) not lying on the same line. - We can draw a circle between three distinct points not lying on the same line. Thus, we can conclude that the statement “a circle can be drawn through the vertices of any triangle” must be true. This example leads to another useful rule to keep in mind. Rule: Drawing a Circle through the Vertices of a Triangle For every triangle, there exists exactly one circle that passes through all of the vertices of the triangle. This is known as a circumcircle. With the previous rule in mind, let us consider another related example. Example 4: Understanding How to Construct a Circle through Three Points In the following figures, two types of constructions have been made on the same triangle, . Which point will be the center of the circle that passes through the triangle’s vertices? Recall that for every triangle, we can draw a circle that passes through the vertices of that triangle. For the construction of such a circle, we can say the following: - The center of that circle must be equidistant from the vertices, , , and . - We can find the points that are equidistant from two pairs of points by taking their perpendicular bisectors. - Taking the intersection of these bisectors gives us a point that is equidistant from , , and . We see that with the triangle on the right: the sides of the triangle are bisected (represented by the one, two, or three marks), perpendicular lines are found (shown by the right angles), and the circle’s center is found by intersection. Since this corresponds with the above reasoning, must be the center of the circle. For the triangle on the left, the angles of the triangle have been bisected and point has been found using the intersection of those bisections. However, this point does not correspond to the center of a circle because it is not necessarily equidistant from all three vertices. Thus, the point that is the center of a circle passing through all vertices is . For our final example, let us consider another general rule that applies to all circles. Example 5: Determining Whether Circles Can Intersect at More Than Two Points True or False: Two distinct circles can intersect at more than two points. It is assumed in this question that the two circles are distinct; if it was the same circle twice, it would intersect itself at all points along the circle. Let us consider all of the cases where we can have intersecting circles. For starters, we can have cases of the circles not intersecting at all. The circles could also intersect at only one point, . Also, the circles could intersect at two points, and . Is it possible for two distinct circles to intersect more than twice? Let us suppose two circles intersected three times. That means there exist three intersection points , , and , where both circles pass through all three points. Recall that we know that there is exactly one circle that passes through three points , , and that are not all on the same line. Since there is only one circle where this can happen, the answer must be false, two distinct circles cannot intersect at more than two points. Let us finish by recapping some of the important points we learned in the explainer. - We can draw any number of circles passing through a single point by picking another point and drawing a circle with radius equal to the distance between the points. - We can draw any number of circles passing through two distinct points and by finding the perpendicular bisector of the line and drawing a circle with center that lies on that line. - The smallest circle that can be drawn through two distinct points and has its center on the line segment from to and has radius equal to . - We can draw a single circle passing through three distinct points , , and provided the points are not on the same straight line. We do this by finding the perpendicular bisector of and , finding their intersection, and drawing a circle around that point passing through , , and . - Two distinct circles can intersect at two points at most.

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Year 4 What is a Fraction? Maths Challenge This resource is available for free. For thousands more resources like this, sign up for a free 14 day trial! Play this Year 4 What is a Fraction? Maths Challenge and put your knowledge of fractions to the test! Can you help Fran complete the headings on the Venn diagram? Teacher Specific Information This Year 4 What is a Fraction? Maths Challenge checks pupils’ understanding of identifying fractions in different representations such as shapes, quantities and within a number line. Pupils will choose the most suitable headings for a given Venn diagram. National Curriculum Objectives Mathematics Year 4: (4F2) Recognise and show, using diagrams, families of common equivalent fractions

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This program focuses on problem based teaching and learning. The math concepts are introduced with a problem-solving experience, then the concept is enhanced through direct instruction. The topics are: - Solve Addition and Subtraction Problems to 10 - Fluently Add and Subtract Within 10 - Addition Facts to 20: Use Strategies - Work with Addition and Subtraction Equations - Represent and Interpret Data - Extend the Counting Sequence - Understand Place Value - Compare Two-Digit Numbers - Use Models and Strategies to Add Tens and Ones - Use Models and Strategies to Subtract Tens - Measure Lengths - Reason with Shapes and Their Attributes - Equal Shares of Circles and Rectangles This program implements the common core standards to promote in-depth development of the topics taught. It also has a strong focus on math vocabulary.

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Monomials and binomials are algebraic expressions with one and two terms. Monomials are polynomials with a single term, whereas binomials have two terms joined by an addition or subtraction operation. Monomials and binomials consist of variables, their exponents, coefficients, or constants. A coefficient is a number that appears on the left side of a variable and is connected through multiplication to the variable; for example, in the monomial 7x, “seven” is a coefficient. A constant is a number without an attached variable; for example, in the binomial x + 3, “three” is a constant. Subtracting Two Monomials To subtract two monomials, ensure that both the monomials are like or same– which means both the monomials should have the same exponents and variables. For example, 4x^3 and -9x^3 are monomials with like terms since they both have a similar variable and exponent, i.e., x^3. Whereas monomials 5x^2 and -2x are not like terms as their exponents are different, and 8x^2 and -9y^2 are also not like terms because their variables are different. Since only like terms can be subtracted, it is important to carefully compare the monomials for subtracting. Once the variables and exponents are the same, simply subtract the coefficients. Subtracting One Monomial and One Binomial To perform the subtraction of monomial and binomial, rearranging these polynomials is important. By rearranging the terms, we can recognize and place the like terms together for subtraction. For example, if we have to subtract the monomial 4x^2 from the binomial 7x^2 + 2x, the terms we will initially write will be 7x^2 + 2x – 4x^2. Here, 7x^2 and -4x^2 are like terms, so we have to write 7x^2 and -4x^2 next to each other to form the expression 7x^2 – 4x^2 + 2x. The next step is to perform the subtraction on the coefficients of the like terms which means subtract 7x^2 – 4x^2 to get 3x^2. Now write the resulting terms together and the solution to the example is 3x^2 + 2x. Subtracting Two Binomials Subtracting binomials also requires rearranging like terms and representing binomials in standard form along with applying distributive property to change subtraction to addition. The process of subtracting binomials includes the following steps: - The first step includes using the distributive property to change subtraction to addition when there are parentheses included. For example, in binomial subtraction, 5x^2 – 5 – (4x^2 – 3), distribute the minus sign before the parentheses to both terms inside it– so, the expression becomes 5x^2 – 5 – 4x^2 +3. - Rearrange the terms, so that like terms are grouped next to each other– so the above expression becomes 5x^2 – 4x^2 – 5 +3. - Now solve all like terms by adding or subtracting their coefficients as shown in the problem. To calculate 5x^2 – 4x^2 – 5 +3, solve like terms 5x^2 – 4x^2 to get x^2 and – 5 +3 to get – 2. The final solution of 5x^2 – 5 – (4x^2 – 3) = x^2 – 2. Learning the concept of polynomials subtraction is essential for studying algebra. Cuemath offers multiple learning resources for kids to understand the concept of monomials and polynomials subtraction with ease. The worksheets and games enable students to understand this concept quickly. To find some interactive resources based on monomials and binomials, visit www.cuemath.com.

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A programming language can be arranged or interpreted. A compiler figures out what a computer will do. The interpreter goes through the source code line by line, figuring out what it is doing as it goes. Interpreting language is flexible, and each data is formed in a specific way. The first step is lexing or turning language into tokens. Tokens are a small unit of language. It might be a variable or function name, an operation or number. Lexer must produce all the information needed. Lexer removes comments and detects if something is a number or identifier. The second stage is a parser. Parser adds structure to the ordered list of tokens the lexer produces. Interpreted languages are straightforward to design, build and learn. The first high-level programming language was called Plankalkul, which was created between 1942 and 1945.

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Students will practice proving polynomial identities using elementary algebra. Here are some example problems. After that, students will learn the following: If two linear equations are equal for all \(x,\) then they must be the same line, and thus, they must have the same slope and \(y\)-intercept. Consequently, if \(ax + b = cx + d,\) for all \(x,\) and \(a\) through \(d\) do not reference \(x,\) then \(a = c\) and \(b = d.\) After understanding this, students will use this knowledge to find the values of variables in identities. For example, given$$5ax + 8 + 3(x - d) = 18x + 14$$ which is true for all \(x,\) what are the values of \(a\) and \(d?\) Here's the solution. Next, students will learn this generalizes to polynomials. For example, if \(ax^2 + bx + c = dx^2 + ex + f,\) for all \(x,\) and \(a\) through \(f\) do not reference \(x,\) then \(a = d,\) \(b = e,\) and \(c = f.\) Suppose we are given$$2x^2 - 20x + c = a(x - b)^2 + 3b$$ which is true for all \(x.\) Then what's the value of \(c?\) Here's the solution.

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In the first class of the Latin from Scratch course, we’ll begin with an introduction to Latin grammar: the Latin alphabet, important concepts related to vowels, the basic syllable stress rules, clitics, and the general classification of the words in Latin. I explain everything in the following video (): The Latin alphabet and its pronunciation The English alphabet (and the one used by most western cultures) comes from the Latin alphabet, so it is quite similar: A B C D E F G H I K L M N O P Q R S T V X Y Z a b c d e f g h i k l m n o p q r s t u x y z The traditional Latin alphabet has 23 letters or graphemes, all of them present in the English alphabet, although not all of the English letters exist in the Latin alphabet. Some points to take into account: - in classical Latin there is no letter j, which is only used in outdated or ecclesiastical versions - both u and v are actually the same letter, but, contrary to j, they are written differently depending on pronunciation in most modern editions - the letters x and z are double consonants (x → /ks/; z → /dz/) In this Latin course we will be using the so-called pronuntiatio restituta, which is the one that linguists have reconstructed for the classical Latin. It is different from the traditional English pronunciation for Latin, and also from the ecclesiastical Latin pronunciation which you might hear in many other countries or movies. Vowels, semiconsonants, and diphthongs The Latin vowels are a, e, i, o, u, which can be either long or short (think feel vs fill). On top of that, both i and u can be either pure vowels or semiconsonants (think yes and will). They are semiconsonants in these two basic contexts: - at the beginning of a word followed by a vowel: Iulius, validus - between two vowels: ovum, eiecit We can summarize it as follows: i and u are semiconsonants when they are at the beginning of a syllable and immediately followed by a vowel. In classical Latin we have only three diphthongs: Any other combination of two vowels is a hiatus (or semiconsonant + vowel), even if in English or in romance languages they are diphthongs. In Latin there are no words stressed on the last syllable: they can only be stressed either on the penultimate or antepenultimate. The difficulty lies in the words with three or more syllables, since we will have to calculate the stressed syllable. For that, we always have to look at the length of the penultimate syllable: - if the penultimate is long (¯), it is stressed: a-mō-ris [amóɾis] - if the penultimate is short (˘), it is not stressed: mi-lĭ-tes [mílites] So the question is… How can we know if a syllable is long or short? A syllable is long when… - it contains a diphthong: Grae‑ci‑a - the vowel is immediately followed by two consonants (or double consonant): hōstis, dūxi A syllable is short when… - the vowel is followed by another vowel: Grae‑cĭ‑a We cannot know the length of many syllables just by following these rules, so we have to check the dictionary: amicus, erroris, operam… We also need to take into account that the same word, depending on its case, can change its accent: amor [ámoɾ]; amoris [amóɾis]. Unstressed words (proclitics and enclitics) Most unstressed words are clitics, that is, since they don’t have their own stress, they need to be supported in pronunciation by a contiguous stressed word. Proclitic words are the ones which are supported by the next word. They are prepositions, conjunctions… Enclitic words are those which are supported by the previous word, not only in pronunciation but also in spelling, and they are much more important: - -que “and” | puer puellaque “the boy and the girl” - -ve “o” | puer puellave “the boy or the girl” - -ne = interrogative particle | venisne? “are you coming?” A word with an enclitic loses changes its original stress to the syllable immediately before the enclitic: hominem [óminem] → hominemque [ominémkwe]. Classification of Latin words Quite similarly to English, Latin words fall into one of two groups: - Inflectional (they change): nouns, adjectives, pronouns, verbs. - Non-inflectional (they don’t change): prepositions, conjunctions, adverbs, interjections, particles. That’s quite enough for an introduction! In the next class, we’ll start actually learning some (very important) grammar!

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Published at Saturday, October 02nd 2021, 23:43:17 PM. Worksheet. By Andrea Rose. VocabularySpellingCitys third grade reading practice and literature lists support all of the students in your classroom with vocabulary word lists to help them understand what they are reading. Free interactive exercises to practice online or download as pdf to print. Irregular plural nouns worksheets for grade 3. There are some sample worksheets below each section to provide a sense of what to expect. Print our Sixth Grade Grade 6 worksheets and activities or administer them as online tests. Other worksheets focus on countable and uncountable nouns. Over most of our 3rd Grade reading comprehension worksheets students will read a short one-page passage such as a fun short story or informative piece and be asked to answer multiple-choice questions about it. 12th Grade Math Worksheets. This page contains an entire spelling series for 5th grade Level E students. And then there are a lot of nouns with weird rules for becoming plural. The plural of cat is cats. These are 30 word units each of which has a word list and accompanying worksheets. When learning vocabulary students initially learn the singular form of nouns rather than both the singular and plural forms because this approach makes it easier for them to increase their vocabulary more quickly. The plural of nouns worksheets and online activities. Our worksheets use a variety of high-quality images and some are aligned to Common Core Standards. Our printable singular and plural nouns worksheets teach children in kindergarten through grade 4 to form nouns that refer to more than one. Here is a collection of our printable worksheets for topic Singular Plural and Irregular Nouns of chapter Parts of speech in section Grammar. Browse through the 163 available worksheets to find something that your students will enjoy. Third grade students should be focused on learning new words mostly with their decoding skills. Each section has some free worksheets too. Some nouns are the same in both their singular and plural forms. Worksheets labeled with are accessible to Help Teaching Pro subscribers only. Give your second grader plenty of practice recognizing and capitalizing proper nouns in this interactive grammar game. Click on the images to view download or print them. Vocabulary building picks up some pace. Grammar expands to nouns pronouns verbs capitalization and more. Includes basic singular possessives as well as plural possessives. Includes finding adjectives in sentences comparative and superlative adjectives and more. Word selection and game play is designed for a second grade and third grade. While its a cakewalk to form plurals of most nouns some nouns call for special treatment like the word child whose plural is children and the word deer that is reluctant to change when pluralized. Use the lists to print 3rd grade vocabulary worksheets or have your students work online to play games complete literature activities or quizzes with their words. The third subsection of nouns deals with singular and plural nouns. If the word ends in s x z. No word bank is given. The worksheet is to help students practice forming plural nouns and contains both regular and irregular nouns. In these irregular nouns worksheets students match the singular and plural forms of various irregular nouns. Mastering plural nouns especially those in irregular form is a key building block of the reading and writing curriculum. When you refer to more than one noun you use the plural form of that noun. The plural forms of irregular nouns are best learned through practice. A brief description of the worksheets is on each of the worksheet widgets. In these worksheets students use the plural form of irregular nouns in sentences. Printable Sixth Grade Grade 6 Worksheets Tests and Activities. Irregular nouns are those nouns for which the plural form is not created by adding s or es. The plural of flower is flowers and the plural of computer is computers. Here is the list of all the topics that students learn in this grade. See what works for you. Teach possessive nouns with the worksheets on this page. In these skills-based plural nouns worksheets your students will learn what it means for a noun to be in its plural form how to identify a plural noun from a singular one and the different ways we can make a word plural. Plurals The plural of nouns Add to my workbooks 655 Download file pdf Embed in my website or blog Add to Google Classroom Add to Microsoft Teams Share through Whatsapp. It is for complete beginners and due to the fact that it relies on images younger students. Kids will read along with a sentence and then choose the correct version of. The plural of a noun is usually formed by adding an s at the end of the word. Proper nounssuch as Penelope Spain and Kwanzaaalways start with a capital letter. Part of a collection of free grammar and writing worksheets from K5 Learning. Students must find the plural noun of each word in order to help their ski racer down the mountain first. Lots of worksheets that you can use to help teach your students about adjectives. Irregular plurals Other contents.

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KEY CONCEPT Matter has observable properties. Sunshine State STANDARDS SC.A.1.3.1: The student identifies various ways in which substances differ (e.g., mass, volume, shape, density, texture, and reaction to temperature and light). SC.A.1.3.5: The student knows the difference between a physical change in a substance (e.g., altering the shape, form, volume, or density) and a chemical change (i.e., producing new substances with different characteristics). SC.A.1.3.6: The student knows that equal volumes of different substances may have different masses. BEFORE, you learned NOW, you will learn • Matter has mass and volume • Matter is made of atoms • Matter exists in different states • About physical and chemical properties • About physical changes • About chemical changes EXPLORE Physical Properties How can a substance be changed? PROCEDURE 1 Observe the clay. Note its physical characteristics, such as color, shape, texture, and size. MATERIAL rectangular piece of clay 2 Change the shape of the clay. Note which characteristics changed and which ones stayed the same. WHAT DO YOU THINK? • How did reshaping the clay change its physical characteristics? • How were the mass and the volume of the clay affected? FCAT VOCABULARY density p. 83 physical change p. 84 chemical change p. 86 VOCABULARY physical property p. 81 chemical property p. 86 VOCABULARY Make a magnet word diagram in your notebook for physical property. Physical properties describe a substance. What words would you use to describe a table? a chair? the sandwich you ate for lunch? You would probably say something about the shape, color, and size of each item. Next you might consider whether it is hard or soft, smooth or rough to the touch. Normally, when describing an object, you identify the characteristics of the object that you can observe without changing the identity of the object. The characteristics of a substance that can be observed without changing the identity of the substance are called physical properties. In science, observation can include measuring and handling a substance. All of your senses can be used to detect physical properties. Color, shape, size, texture, volume, and mass are a few of the physical properties you probably have encountered. Check Your Reading Describe some of the physical properties of your desk. Chapter 3: Properties of Matter 81 Physical Properties How do you know which characteristics are physical properties? Just ask yourself whether observing the property involves changing the substance to a different substance. For example, you can stretch a rubber band. Does stretching the rubber band change what it is made of? No. The rubber band is still a rubber band before and after it is stretched. It may look a little different, but it is still a rubber band. reminder Because all formulas for volume involve the multiplication of three measurements, volume has a unit that is cubed (such as cm3). Mass and volume are two physical properties. Measuring these properties does not change the identity of a substance. For example, a lump of clay might have a mass of 200 grams (g) and a volume of 100 cubic centimeters (cm3). If you were to break the clay in half, you would have two 100 g pieces of clay, each with a volume of 50 cm3. You can bend and shape the clay too. Even if you were to mold a realistic model of a car out of the clay, it still would be a piece of clay. Although you have changed some of the properties of the object, such as its shape and volume, you have not changed the fact that the substance you are observing is clay. Check Your Reading Which physical properties listed above are found by taking measurements? Which are not? Physical Properties Physical properties of clay—such as volume, mass, color, texture, and shape—can be observed without changing the fact that the substance is clay. Block of Clay Shaped Clay COMPARE AND CONTRAST Which physical properties do the two pieces of clay have in common? Which are different? 82 Unit 1: Matter and Energy Density The relationship between the mass and the volume of a substance is another important physical property. For any substance, the amount of mass in a unit of volume is constant. For different substances, the amount of mass in a unit of volume may differ. This relationship explains why you can easily lift a shoebox full of feathers but not one filled with pennies, even though both are the same size. A volume of pennies contains more mass than an equal volume of feathers. The relationship between mass and volume is called density. Density is a measure of the amount of matter present in a given volume of a substance. Density is normally expressed in units of grams per cubic centimeter (g/cm3). In other words, density is the mass in grams divided by the volume in cubic centimeters. m ass m Density = D = Volume V How would you find the density of 200 g of clay with a volume of 100 cm3? You calculate that the clay has a density of 200 g divided by 100 cm3, or 2 g/cm3. If you divide the clay in half and find the density of one piece of clay, it will be 100 g/50 cm3, or 2 g/cm3—the same as the original piece. Notice that density is a property of a substance that remains the same no matter how much of the substance you have. reading tip The density of solids is usually measured in grams per cubic centimeter (g/cm3). The density of liquids is usually measured in grams per milliliter (g/mL). Recall that 1 mL 1 cm3. Calculating Density Sample Problem A glass marble has a volume of 5 cm3 and a mass of 13 g. What is the density of glass? What do you know? Volume = 5 cm3, mass = 13 g What do you want to find out? Density m Write the formula: D = V 13 g Substitute into the formula: D = 3 5 cm Calculate and simplify: D = 2.6 g/cm3 Check that your units agree: Unit is g/cm3. Unit of density is g/cm3. Units agree. Answer: D = 2.6 g/cm3 Practice the Math 1. A lead sinker has a mass of 227 g and a volume of 20 cm3. What is the density of lead? 2. A glass of milk has a volume of 100 mL. If the milk has a mass of 103 g, what is the density of milk? Chapter 3: Properties of Matter 83 MAIN IDEA WEB As you read, organize your notes in a web. Physical Changes You have read that a physical property is any property that can be observed without changing the identity of the substance. What then would be a physical change? A physical change is a change in any physical property of a substance, not in the substance itself. Breaking a piece of clay in half is a physical change because it changes only the size and shape of the clay. Stretching a rubber band is a physical change because the size of the rubber band changes. The color of the rubber band sometimes can change as well when it is stretched. However, the material that the rubber band is made of does not change. The rubber band is still rubber. What happens when water changes from a liquid into water vapor or ice? Is this a physical change? Remember to ask yourself what has changed about the material. Ice is a solid and water is a liquid, but both are the same substance—both are composed of H2O molecules. As you will read in more detail in the next section, a change in a substance’s state of matter is a physical change. Check Your Reading How is a physical change related to a substance’s physical properties? A substance can go through many different physical changes and still remain the same substance. Consider, for example, the changes that happen to the wool that ultimately becomes a sweater. 1 Wool is sheared from the sheep. The wool is then cleaned and placed into a machine that separates the wool fibers from one another. Shearing and separating the fibers are physical changes that change the shape, volume, and texture of the wool. 2 The wool fibers are spun into yarn. Again, the shape and volume of the wool change. The fibers are twisted so that they are packed more closely together and are intertwined with one another. 3 The yarn is dyed. The dye changes the color of the wool, but it does not change the wool into another substance. This type of color change is a physical change. 4 Knitting the yarn into a sweater also does not change the wool into another substance. A wool sweater is still wool, even though it no longer resembles the wool on a sheep. It can be difficult to determine if a specific change is a physical change or not. Some changes, such as a change in color, also can occur when new substances are formed during the change. When deciding whether a change is a physical change or not, ask yourself whether you have the same substance you started with. If the substance is the same, then the changes it underwent were all physical changes. 84 Unit 1: Matter and Energy Physical Changes The process of turning wool into a sweater requires that the wool undergo physical changes. Changes in shape, volume, texture, and color occur as raw wool is turned into a colorful sweater. 1 Shearing 2 Preparing the wool produces physical changes. The wool is removed from the sheep and then cleaned before the wool fibers are separated. Spinning Further physical changes occur as a machine twists the wool fibers into a long, thin rope of yarn. 3 Dyeing Dyeing produces color changes but does not change the basic substance of the wool. 4 The final product, a wool sweater, is still wool. How does the yarn in the sweater differ from the wool on the sheep? Chapter 3: Properties of Matter 85 Chemical properties describe how substances form new substances. RESOURCE CENTER CLASSZONE.COM Learn about the chemical properties of matter. INFER The bust of Abraham Lincoln is made of bronze. Why is the nose a different color from the rest of the head? If you wanted to keep a campfire burning, would you add a piece of wood or a piece of iron? You would add wood, of course, because you know that wood burns but iron does not. Is the ability to burn a physical property of the wood? The ability to burn seems to be quite different from physical properties such as color, density, and shape. More important, after the wood burns, all that is left is a pile of ashes and some new substances in the air. The wood has obviously changed into something else. The ability to burn, therefore, must describe another kind of property that substances have—not a physical property but a chemical property. Chemical Properties and Changes Chemical properties describe how substances can form new substances. Combustibility, for example, describes how well an object can burn. Wood burns well and turns into ashes and other substances. Can you think of a chemical property for the metal iron? Especially when left outdoors in wet weather, iron rusts. The ability to rust is a chemical property of iron. The metal silver does not rust, but eventually a darker substance called tarnish forms on its surface. You may have noticed a layer of tarnish on some silver spoons or jewelry. The chemical properties of copper cause it to become a blue-green color when it is exposed to air. A famous example of tarnished copper is the Statue of Liberty. The chemical properties of bronze are different. Some bronze objects tarnish to a dark brown color, like the bust of Abraham Lincoln in the photograph on the left. Chemical properties can be identified by the changes they produce. The change of one substance into another substance is called a chemical change. A piece of wood burning, an iron fence rusting, and a silver spoon tarnishing are all examples of chemical changes. A chemical change affects the substances involved in the change. During a chemical change, combinations of atoms in the original substances are rearranged to make new substances. For example, when rust forms on iron, the iron atoms combine with oxygen atoms in the air to form a new substance that is made of both iron and oxygen. A chemical change is also involved when an antacid tablet is dropped into a glass of water. As the tablet dissolves, bubbles of gas appear. The water and the substances in the tablet react to form new substances. One of these substances is carbon dioxide gas, which forms the bubbles that you see. 86 Unit 1: Matter and Energy Not all chemical changes are as destructive as burning, rusting, or tarnishing. Chemical changes are also involved in cooking. When you boil an egg, for example, the substances in the raw egg change into new substances as energy is added to the egg. When you eat the egg, further chemical changes take place as your body digests the egg. The process forms new molecules that your body then can use to function. Check Your Reading Give three examples of chemical changes. The only true indication of a chemical change is that a new substance has been formed. Sometimes, however, it is difficult to tell whether new substances have been formed or not. In many cases you have to judge which type of change has occurred only on the basis of your observations of the change and your previous experience. However, some common signs can suggest that a chemical change has occurred. You can use these signs to guide you as you try to classify a change that you are observing. Chemical Changes What are some signs of a chemical change? SKILL FOCUS Measuring PROCEDURE 1 Measure 80 mL of water and pour it into one of the cups. 2 Add 3 full droppers of iodine solution. Record your observations. 3 Add 1 spoonful of cornstarch to the iodine solution and stir. Record your observations. 4 Measure 50 mL of water and pour it into the second cup. 5 Using a clean eyedropper, add 4 full droppers of the iodine/cornstarch solution to the second cup. 6 Drop a vitamin C tablet into the second cup and stir the liquid with a clean spoon until the tablet is dissolved. Record your observations. WHAT DO YOU THINK? • What changes did you observe in the first cup? in the second cup? MATERIALS • graduated cylinder • water • 2 clear plastic cups • 2 eyedroppers • iodine solution • cornstarch • spoon • vitamin C tablet TIME 15 minutes • Do you think that chemical changes occurred? Why or why not? • What are some characteristics of chemical changes? CHALLENGE Describe some chemical changes that you have seen take place in your home or school. 87 Carbon dioxide bubbles form as substances in the tablet react with water. Signs of a Chemical Change You may not be able to see that any new substances have formed during a change. Below are some signs that a chemical change may have occurred. If you observe two or more of these signs during a change, you most likely are observing a chemical change. Production of an Odor Some chemical changes produce new smells. The chemical change that occurs when an egg is rotting produces the smell of sulfur. If you go outdoors after a thunderstorm, you may detect an unusual odor in the air. The odor is an indication that lightning has caused a chemical change in the air. Chemical changes often are accompanied by a change in temperature. You may have noticed that the temperature is higher near logs burning in a campfire. Change in Temperature A change in color is often an indication of a chemical change. For example, fruit may change color when it ripens. Change in Color When an antacid tablet makes contact with water, it begins to bubble. The formation of gas bubbles is another indicator that a chemical change may have occurred. Formation of Bubbles Formation of a Solid When two liquids are combined, a solid called a precipitate can form. The shells of animals such as clams and mussels are precipitates. They are the result of a chemical change involving substances in seawater combining with substances from the creatures. Check Your Reading Give three signs of chemical changes. Describe one that you have seen recently. KEY CONCEPTS CRITICAL THINKING 1. What effect does observing a substance’s physical properties have on the substance? 4. Synthesize Why does the density of a substance remain the same for different amounts of the substance? 2. Describe how a physical property such as mass or texture can change without causing a change in the substance. 3. Explain why burning is a chemical change in wood. 88 Unit 1: Matter and Energy 5. Calculate What is the density of a block of wood with a mass of 120 g and a volume of 200 cm3? CHALLENGE 6. Infer Iron can rust when it is exposed to oxygen. What method could be used to prevent iron from rusting? © Copyright 2021 Paperzz

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During the Dust Bowl years, many Texans lost their capacity to earn a livelihood. The Panhandle and western Texas were the most devastated parts of the state. Farmers who lost harvests, livestock, and equipment were unable to recover. Many gave up and left for California or other states where jobs were available. By 1936, when drought finally ended the dust bowl, more than 100,000 people were living in homeless shelters across Texas. The Plains States from North Dakota to South Carolina were also affected by the dust bowl. In addition to losing crops, farmers experienced water shortages and increased rates of unemployment. In conclusion, West Texas and the Panhandle suffered the greatest losses during the Dust Bowl. Between one-third and one-half of all wheat and corn production was reduced by poor soil conditions. Additionally, many farms had no cash value so they could not be sold when ownership changed hands. Finally, poverty among farmers caused them to lose their protection under the Homestead Act which allowed anyone over 18 years old to claim land worth up to 40 acres of public domain land. The Vast Depression, sometimes known as the "Dust Bowl," had the greatest impact on the country's great farming areas. Oklahoma, the Texas Panhandle, Kansas, Colorado, and parts of New Mexico were all destroyed. Tens of thousands of farmers lost their land and were forced to relocate. The government helped farmers find work in cities, but this was not easy because many jobs were going to immigrants who worked for less pay. Some farmers turned to crime to get by. In 1930, President Hoover signed into law a new agricultural program called the "New Deal." The program provided money to help farmers purchase equipment and adopt modern farming methods. It also created two new federal agencies: the Rural Rehabilitation Administration to provide loans to farmers unable to obtain credit elsewhere and the Farmers Home Loan Corporation to give out home mortgage loans at low rates of interest. These programs were important steps forward, but they didn't stop the decline of the farming industry. By the mid-1930s, over one million acres of farmland were abandoned each year. This amount is almost equal to the entire state of West Virginia. In 1940, after years of declining prices and profits, most farmers gave up and stopped planting crops. However, some farmers stayed on the land even if they weren't making any money. They did this because they believed it was their duty to take care of the family farm and keep it in circulation. Western Texas, eastern New Mexico, the Oklahoma Panhandle, western Kansas, and eastern Colorado were the most hit. This ecological and economic calamity, as well as the region where it occurred, became known as the Dust Bowl. The drought and wind conditions that caused the dust storms are still cited as causes of loss of life and property. Thousands of people were left homeless, many lost their farms, and some states affected included California, Nebraska, South Dakota, and Wisconsin. The dust storms first came to attention in April 1935 when a storm moved across much of Western Texas causing widespread damage. The term "dust bowl" was first used by Roy Stoner, an Oklahoma newspaperman, to describe the disaster. Later that year another huge dust storm swept through eastern New Mexico. In 1936 reports came out that said farmers were able to grow crops within the borders of what would become the United States Department of Agriculture (USDA) for the first time since 1920. However, there is evidence to suggest that farming practices had changed and that this may have been due to government intervention. It has been suggested that if this was true then the phrase "Dust Bowl Farming" should be changed to "Harvest Belt Farming". Oklahoma, Colorado, New Mexico, Texas, and Kansas were all affected by the 1930s Dust Bowl. The panhandle cities and communities in Oklahoma saw the greatest droughts and dust storms (map courtesy of PBS). Millions of dollars' worth of livestock died and farmers gave up on parts of their land for want of water. The drought and dust bowl conditions in Oklahoma lasted from about 1934 to 1940. During that time, farmers in the state lost over $100 million worth of crops. You might also like: "Why do we say that someone who is 'out of sight, out of mind'?" The phrase comes from the old school method of keeping track of students in classes by marking them "out of sight, out of mind". If you were going to fail a student, it made sense that they would be the last one marked "out". The practice stopped being used during the 1960s, but it fits with today's advertising industry which relies heavily on nostalgia marketing. It helps if you reference something that people once knew but no longer do - such as here. The Dust Bowl was a series of dust storms that ravaged Texas and Oklahoma's panhandles during the 1930s. Dalhart, Pampa, Spearman, and Amarillo are among the Texas cities affected. These dusters wrecked Texas houses, degraded whole farmlands, and caused significant physical and mental health issues. Many people were forced to move away from the devastated areas to make way for cattle ranches or new housing developments. The dust bowl conditions in Texas lasted from about 1934 until around 1940. By then, only small parts of the state were still suffering from drought and high winds. The federal government funded research projects and sent scientists out into the fields to learn more about soil quality and farming practices that would help prevent another dust bowl situation. People living in dust bowl regions are at risk for lung disease, heart problems, anxiety, and depression because of the dangerous conditions surrounding them every day. Children born into these families have an increased chance of dying before reaching adulthood due to malnutrition and lack of medical care. After the dust bowl, many farmers turned to tilling solid waste such as brickyard clay and sand pits under the assumption that this contaminated land could be used for growing crops. However, these methods produced poor results and added to the problem by spreading the contamination further. Finally, legal actions were taken against oil companies that kept dumping chemical-laden drilling fluid into these waste sites instead of disposing of it properly.

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Online Calculators since 2009 Welcome to our Physics lesson on Loudness and Pitch, this is the seventh lesson of our suite of physics lessons covering the topic of Sound Waves. Intensity and Sound Level, you can find links to the other lessons within this tutorial and access additional physics learning resources below this lesson. Each voice is characteristic in itself; it has its own unique features that lets us know who is talking even if we do not see the person. We are able to distinct the voice of a man from that of a woman, the voice of a kid from an adult, etc. For this, two features that are special only for sound waves comes to our help. They are loudness and pitch. Loudness of sound is a phenomenon that depends on the sound amplitude. It is defined as the property of sound used for differentiating between the loud and faint sound. Thus, a loud voice means a voice with a high amplitude while a quiet voice has a small amplitude. Loudness is simply the sound level measured in decibels discussed in the previous paragraph. We cannot take amplitude of sound and loudness as the same thing because loudness is directly proportional to the square of amplitude, not just to the amplitude itself. This means if the amplitude of a sound wave doubles, the loudness quadruples. Loudness depends on the energy of sound received by a unit area of ear in the unit of time, as energy of waves (as discussed in our Physics tutorial on Energy and the Power of Waves) depend on the amplitude. Remember the formula for the energy of waves, which is true for sound waves as well: On the other hand, pitch of sound is defined as the feature of sound used for differentiating between the shrill and flat sound. Pitch depends on the frequency of sound waves. Thus, a shrill voice (a high pitch voice) means it has a high frequency and a flat voice (low pitch) means it has a low frequency. For example, the voice of a woman has a higher pitch than that of a man. Given that energy of waves depend on the frequency (ω = 2π × f), pitch depends on the energy of sound waves as well, albeit not directly (pitch varies directly with the square of frequency). A sound wave has an amplitude of 2 mm and a frequency of 50 Hz. If the amplitude triples and the frequency halves, what happens with loudness and pitch of this sound wave? From theory, we know that when amplitude of a sound wave triples, loudness increases by a factor of 9, as loudness is proportional to the square of sound amplitude. Therefore, the new amplitude becomes 2 mm × 9 = 18 mm. Also, from theory we know that pitch varies directly with the square of frequency. This means when the sound frequency halves, pitch decrease by a factor of 4. Therefore, the new pitch becomes 50 Hz / 4 = 12.5 Hz (it becomes infrasound). You have reached the end of Physics lesson 11.5.7 Loudness and Pitch. There are 7 lessons in this physics tutorial covering Sound Waves. Intensity and Sound Level, you can access all the lessons from this tutorial below. |Tutorial ID||Physics Tutorial Title||Tutorial||Video| |11.5||Sound Waves. Intensity and Sound Level| |Lesson ID||Physics Lesson Title||Lesson||Video| |11.5.1||Things You Already Know About Sound Waves| |11.5.2||Things You Need To Know About Sound Waves| |11.5.3||Limits of Audibility. Audible Sound. Infra and Ultrasound<| |11.5.5||Intensity of Sound Waves| |11.5.7||Loudness and Pitch| Enjoy the "Loudness and Pitch" physics lesson? People who liked the "Sound Waves. Intensity and Sound Level lesson found the following resources useful: We hope you found this Physics lesson "Sound Waves. Intensity and Sound Level" useful. If you did it would be great if you could spare the time to rate this physics lesson (simply click on the number of stars that match your assessment of this physics learning aide) and/or share on social media, this helps us identify popular tutorials and calculators and expand our free learning resources to support our users around the world have free access to expand their knowledge of physics and other disciplines.

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Identify the correct suffix and add it to the end of the word, ensuring it’s grammatically correct. If your parts of speech lesson includes suffixes, these cards are a great way to put your students’ knowledge to the test. Suffixes are the added ending to a word that sometimes tells the reader which verb tense the writer is using. In addition to understanding how to use suffixes properly, knowing when to use them helps students with their spelling, building a bigger, more diverse vocabulary! Get Your Students Interested in Suffix Practice Use this resource in your reading center, as a guided reading activity, or a whole class exercise (see below) to practice identifying the correct suffix for the end of the word so that it makes sense in context. Students will read the cards one at a time. On the recording sheet provided, they will select from the missing suffix that completes the sentence. As a reading center activity, we recommend first punching a hole in the corner of each task card and placing them on a binder ring. This helps keep them organized and together, so you never lose a card in a pocket or under a desk. An answer key is included with your download so that students can self-check their work. Scaffolding + Extension Tips Challenge students who already understand the concept to write their own sentences using the suffix word. Support students who need help understanding the concepts by assigning pairs for additional support. More Activities for Suffix Practice Use this resource as independent practice for fast finishers, and full-class learning opportunities like scoot activities, lesson reviews, formative assessments, and more. 🖼️ Gallery Walk (Scoot Activity) Hang the cards around the room and provide students (or pairs) with a recording sheet to write the answer for each task card. When you say “Scoot,” students will move to the next card, completing all of them. ✍️ Group Lesson No need to break out the scissors yet with this activity! Using your smartboard or another projection device, present the cards and have students record their answers on a recording sheet or in their notebooks. They can work through the task cards individually or in pairs/teams. 👋 Exit Activity After you go through your vocabulary lesson, pass out cards to students as a Language Arts exercise they will answer independently. Provide them with a sticky note so that they can turn in their answer as a formative assessment, making sure to write their name on the sticky note (or use our Sticky Note Printing Guide + Template). Easily Prepare This Resource for Your Students Print on cardstock for added durability and longevity. Place all pieces in a folder or large envelope for easy access. Keep the task cards together by punching a hole in the corner of each and placing them on a binder ring. To turn this teaching resource into a sustainable activity, print a few recording sheets on cardstock and slip them into dry-erase sleeves. Students can record their answers with a dry-erase marker, then erase and reuse. Because this activity includes an answer sheet, we recommend first printing one copy of the entire file. Then, make photocopies of the blank worksheet for students to complete. Before You Download Use the dropdown icon on the Download button to choose between the PDF or Google Slides version of this resource. A recording sheet and answer key are also included with this download. This resource was created by Kiri Sowers, a teacher in Illinois and Teach Starter Collaborator. Affix more affixes to your lesson plan with these prefix and suffix activities and resources: A set of 15 puzzle cards for students to practice working with suffixes. A worksheet and poster set to help your students think of prefixes and suffixes from root words. A set of 10 posters displaying some common spelling rules for suffixes and plurals. A set of 15 puzzle cards for students to practice working with suffixes. A worksheet and poster set to help your students think of prefixes and suffixes from root words. A set of 10 posters displaying some common spelling rules for suffixes and plurals.

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Emma and Egor Shapes and Colors introduce children to 10 basic shapes and 10 different colors. In the book, each shape is associated with a different color; Blue Circle, Green Rectangle, Yellow Triangle and children are encouraged to answer questions and make decisions when finding the shape and color highlighted on each page. Do you know the signs for red, yellow, blue and green? How about orange, pink, purple, black, white and brown. We’ll learn to sign circle, square, triangle and rectangle. Need something harder? How about learning the signs for heart, star, pentagon, octagon, diamond and oval?COLORS: red, yellow, blue, green, orange, brown, black, white, purple and pink SHAPES: circle, square, triangle, rectangle, diamond, heart, star, octagon, pentagon and oval. SHAPES and COLORS: blue circle, orange square, yellow triangle, green rectangle, black diamond, pink heart, purple star, red octagon, white pentagon and brown oval.

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Why Teach Prepositions? The proper use of positional language (or prepositions), such as in front, behind, on top and under, is vital for developing a student’s literacy and numeracy skills. Prepositions can be difficult to learn because of the sheer number of them in the English language and their capacity to have many meanings. They are crucial for both understanding and conveying instructions. There are 7 types of prepositions included in this set. These prepositions are relevant to everyday life. - in front - next to - on top Two activity examples are described below. This is a simple activity that requires the student to touch a prepositions flashcard when asked to do so. Place 4 prepositions cards on the table. Example: Between, on top, under and inside. Ask the student to “Touch the (preposition).” Example: “Touch inside.” The student is expected to touch the ‘inside’ card. Prompting for success If the student is struggling, gently guide their hand to touch the correct card and state the name of the preposition (Say “Inside”) This is a simple activity that requires the student to sort a range of flashcards by preposition. Place 4 preposition cards on the table. Example: Next to, under, between and in front. Hand the student up to 12 cards. The student is expected to place the cards they are holding on top of the matching cards on the table. So the ‘in front’ card handed to them would go on top of the ‘in front’ card on the table and so forth Prompting for success If the student is struggling, gently guide their hand to place each card they are holding on top of the correct card on the table. Free Download: Flashcard Activity Guides Take the guess work out of how to use the cards by following our activity guides. With simple, step-by-step advice and helpful pictures, they’ve been designed so that you get the most out of the cards and out of each lesson with your student. Feel purposeful, organised and confident whilst you teach. Prepositions Buying Options Purchase the Prepositions flashcards separately or as part of a larger language pack. Conveying 7 spatial concepts across 40 images, this set depicts abstract language concepts in a clever way. Language Flashcard Set Our five sets in one box option . The five sets are Prepositions, Categories, Go Togethers, Emotions (Vol 1) and Verbs (Vol 1). There are dividers which carefully organise each set. Language Flashcard Library Our eight sets in one box option. The eight sets are Prepositions, Emotions (Vol 1 and 2), Categories, Go Togethers, Opposites and Verbs (Vol 1 and Vol 2). Buy this product and our Nouns Set to purchase our entire range. What our valued customers say

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The World Health Organisation describes gender as referring to ‘the socially constructed roles, behaviours, activities, and attributes that a given society considers appropriate for men and women’. In this unit, we explore how gender roles and expectations influence identity and rights. We aim to inspire pupils to question norms and dominant masculinities and to bring about greater gender equality. Across 6 hour-long lessons of activities, we will look at topics such as: - expectations around gender roles and identities, the importance of equal rights and what we can learn from the perspectives of others - examples of gender equality and inequality from different cultures and across the world - case studies from different countries, how they can inspire us to identify issues of gender inequality in the school or community and how pupils could plan to take action for positive change. Aimed at 9 to 13 year olds, the Gender Equality programme helps you to develop your pupils' core skills around the areas of citizenship, critical thinking, problem solving, creativity and imagination. The activities connect to a variety of curriculum areas including English, citizenship, geography or history. These materials can be used with or without a partner school, and instructions are provided on how to best use the resources.

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What Are Relative Pronouns? Relative pronouns introduce relative clauses. Relative pronouns allow speakers and writers to add more information about a noun or pronoun in a sentence, and to clarify its identity or characteristics. Types of Relative Pronouns There are two types of relative pronouns: - Defining: it is essential to the meaning of the sentence - Non-defining: it is not essential to the meaning of the sentence Common Relative Pronouns Where Do We Place Relative Pronouns? We place relative pronouns directly after the noun or pronoun they are referring to. Look at the following examples: This is the car Tim Berners-Lee is the man You might also like Indefinite pronouns refer to people or things without saying exactly who or what they are. In this lesson, we will learn more about these pronouns. Dummy pronouns function grammatically the same as other pronouns, except they do not refer to a person or thing like normal pronouns do. When two or more people are doing the same thing and receiving the consequences of that action at the same time we use reciprocal pronouns. An impersonal pronoun does not refer to a specific person or thing. These pronouns help us talk about a thing or person without mentioning what or who. Nominal Relative Pronouns Nominal relative pronouns are also known as free relative pronouns are used to introduce a relative clause. Click here to learn!

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Electric circuits are fascinating in their own right, but learning about them can really help you to learn about how electrical appliances in general work. As you go through your science course, you will learn more and more about them, so getting the basics right now will really help you to add new stuff later on. So, first of all, do you know how to check whether or not a circuit will work? Here are some hints! Is it complete? There must be no 'gaps' in the circuit. Is there a power source, such as a battery? Are both sides of the battery (+ and -) connected into the circuit? If there are two batteries, are they connected + to - so the electric current can flow? Now, you'll have covered all this in your lessons, so this is just a reminder! This activity will give us the chance to look at lots of different circuits and decide what the effect of changing the circuit might be, what might be wrong with the circuit and how different components (things in the circuit) behave. So, let's get plugged in and get started!

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1 Different approaches to teaching grammar Pause for thought If you can, discuss the following questions with a colleague. Some students will not spend time or effort learning the grammar rules, but other students will be like the student above: they will try to learn the rules but will find it difficult to remember them Even if they can remember them, they still need time to think of and apply the rules. A language cannot be learned through rules alone. Language learners need to use the language to become fluent, and not just learn about it. They need to see and hear lots of examples of language being used, in order to understand how it is used. Now read about the experiences of a Class X student. Pause for thought If you can, discuss these questions with a colleague: Some students may be able to do written grammar exercises very well, but that does not always mean that they are able to use it well when they are writing or speaking English. To use grammar effectively, students need to be able to practise it in different kinds of speaking and writing situations – not just grammar exercises or tests. Activity 1: Approaches to teaching English grammar There is no ‘right’ way to teach English grammar. However, if you vary your approach to teaching grammar, you will help more students to understand and use it, both in exams and in real-life situations. Using examples and having students guess grammar rules can help them learn and use the rules successfully. Seeing how the language works in context can have more impact than just memorising a grammar rule. Here are three different ways to teach a grammar point. The examples here are about reported speech, which is commonly taught in secondary English textbooks, but you could use any grammar point: - This approach focuses mostly on the grammar rule. Mrs Aparajeeta writes the grammar point on the board (‘Reported Speech’) and gives them the following rule: - ‘If the verb in the original sentence is in the present tense in direct speech, it shifts to past tense in reported speech.’ - After that, she tells students to do the exercises on reported speech in the textbook individually. She then asks them to memorise the rule for homework. - This approach is more interactive, as the teachers asks students to come up with examples. Mr Kapur writes the grammar point on the board (‘Reported Speech’) and explains the rule (as above). As he explains, he writes some examples of changing direct speech to indirect speech on the board, as shown in Table 1. |Introduction||Direct speech||Reported speech| |Example||Kemal said:||‘I want a samosa.’||Kemal said that he wanted a samosa.| |Tense||Simple past||Simple present||Simple past| - Then he organises students into groups and asks them to write some sentences in direct speech. He asks groups to exchange their sentences and change them from direct speech to indirect speech. - In this approach, the teacher gets the students to try to guess what the rule is from examples. Mrs Agarwal writes a sentence using reported speech on the board: - ‘Sachin Tendulkar said he had never tried to compare himself to anyone else.’ She writes Sachin’s original sentence on the board: - ‘I have never tried to compare myself to anyone else.’ She then asks students to tell her the differences between the sentences. She does this with a few more examples, and asks students if they can say what the rules of reported speech are. Once the students say their ideas, the teacher explains the rules, and asks her students to practise with some other sentences. Over the next few lessons, try each of these approaches with your classes. After each lesson, think about what your students learnt with each approach: which students have learnt the grammar point and which students need more help to become confident with the grammar point? How will you help these students? Can they help each other? Then compare your experiences with Resource 1, which gives the benefits and challenges of each approach listed above. Case Study 1: Mr Talwar’s different approach to teaching English grammar Mr Talwar teaches English to Class IX in a government school. He explained reported speech to his students, and wrote the rules and some examples on the board. Most of his students could recite the rules and examples, but then they did not get very good grades in their exam. I wondered how I could help my students understand reported speech better. I could see that memorising the rules wasn’t helping them to understand the grammar point, and it wasn’t helping them to use it. They needed to see more examples of the structure, and they needed more practice in using reported speech. I wrote examples of some direct speech on the board, including a variety of tenses. To make it more interesting and more relevant to the students’ lives, I made up some sentences about a famous person and wrote these on the board in direct speech. - ‘I live in Mumbai with my wife and children.’ - ‘My mother always believed I would be an actor.’ - ‘I’ve just won an award.’ - ‘I’m going to star in a new film next month.’ On the other side of the board, I wrote ‘Shah Rukh Khan said:’. I asked the class, ‘What would these sentences be in reported speech?’ I didn’t think that they would know, but one student raised her hand and she gave me the answer for the first sentence: I praised her, and wrote the sentence on the board. I asked her: ‘How did you know the correct answer?’ She said she wasn’t sure. I asked about the other sentences, and sometimes students knew how to put them in reported speech and sometimes they didn’t. As we did the activity, I explained the rules of how to form indirect speech. Once I explained the rules and students had seen several examples, I thought that students would need more practice. After all, only a few students had participated so far. So I organised my students into pairs, and told them to write down some sentences in direct speech. I told them that they should imagine that the sentences were spoken by a famous person. I asked for some examples from the room: I gave the class five minutes to write some sentences in direct speech. As they wrote, I walked around the room and checked some of the pairs. I kept checking to make sure that all of the students were busy writing! After five minutes, I told the students to stop and to exchange their sentences with the pair next to them. Once each pair had another pair’s sentences, I asked them to turn the sentences – the direct speech – into indirect speech. Again, I gave the class a time limit of ten minutes to change the sentences into indirect speech. It would be good to be able to spend more time doing these activities, but I already have so much to fit into the classes – I couldn’t spend too much time on this. Anyway, giving a time limit makes sure that the students stay focused. As the class worked, I walked around again and tried to check as many sentences as I could. I could see that some of the students were having problems, so I showed those pairs how to make the sentences. Of course, it was impossible to check and help every pair, but at least they all had a chance to think about the grammar point. And I’ve realised that students need to have some time to think and try to use grammar structures. When the ten minutes were up, I asked some students to give some examples, which gave me a chance to see if they understood, and it gave the class an opportunity to discuss the rules again.

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YOU ARE LEARNING: Composite functions enable us to perform two functions on a number at the same time. We can perform multiple functions on an input. When we do this, it's called a composite function. Let's start with two functions: f(x)=2x and g(x)=x2. To form a composite functions, we can put these functions together. The composite function will be named in the form fg(x), or gf(x). The order of the letters depends on the function that is performed first. The function that comes second, such as g(x) in fg(x), is placed into the first function, in this case f(x). Let's have a look at this in more detail. We'll start with our two functions: f(x)=2x and g(x)=x2 Let's find fg(x) This means that we need to combine the two functions together. In this case, f(x) comes first, which means we can replace the x in f(x)=2x with x2 from g(x)=x2. Change x to x2 on the right of f(x)=2x Now we have our composite function We can use this to produce outputs in the same way as a normal function. All we need to do is replace x with our input. For example, using 3 as the input, the composite function would be fg(3)=2×32. For fg(x)=2x2, what is fg(3)? Now let's find gf(x) This time, g(x) is the first function. Therefore, we need to replace the x in g(x)=x2 with f(x)=2x. Replace x with 2x in g(x)=x2 Since the whole of x is squared, the composite function is gf(x)=(2x)2. Therefore, we need to square everything in the bracket, leaving us with gf(x)=4x2. For gf(x)=4x2, what is gf(2)? Let's try another example. We'll start with the functions below: f(x)=2x−4 and g(x)=6x Start with fg(x) Remember, since fis first, we replace the x in f(x)=2x−4 with g(x). What is fg(x)? Now we can find outputs for fg(x)=26x−4 To find an output, we substitute the input for x. What is fg(3)=26x−4? Now let's try gf(x) This time, we need to substitute the x in g(x)=6x with f(x)=2x−4. What is gf(x)? If g(x)=2−x and f(x)=2x+4 what is fg(x)? Give your answer in its simplest form. We can also use functions and composite functions in algebraic problems. What is x if gg(x)=49? The first step is to construct gg(x) We need to replace x in gg(x)=2x+3 with g(x)=2x+3. What is gg(x)? We can simplify this to gg(x)=4x+9. From the question, we know that gg(x)=4x+9=49, so we can conclude that 4x+9=49. If 4x+9=49, what is x? If f(x)=x2. What is x if ff(x)=256?

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A heatwave is a period of unusually hot weather with above normal temperatures that typically last three or more days. In India, heatwaves are generally experienced during March-June. On an average, two-three heatwave events are expected every season. Heatwaves are predominantly observed over two areas, central and northwest India and another over coastal Andhra Pradesh and Odisha, supported by favourable atmospheric conditions. Total duration of heatwaves has increased by about three days during the last 30 years and a further increase of 12-18 days is expected by 2060. In future climate, heatwaves will be spread to new areas including southern parts of India. Climate change is causing heatwaves more frequently, and they are much stronger and can last for more days. Heatwaves have multiple and cascading impact on human health, ecosystems, agriculture, energy, water and economy. The recent 2022 heatwave in India and Pakistan in March-April made devastating impacts. It is estimated to have led at least 90 deaths across India and Pakistan. It also triggered an extreme Glacial Lake Outburst Flood in northern Pakistan. How are heatwaves caused? Heatwaves are caused by large scale atmospheric circulation anomalies like high pressure areas, upper-tropospheric, jet streams, etc. The global forcing like the El Nino/Southern Oscillation (ENSO) and the Indian Ocean modulate the frequency and duration of Indian heatwaves. Heatwave can be further accentuated by local effects like depleted soil moisture and enhanced sensible heat flux. Major regions affected by Heatwave in India How good is our early warning system for heatwaves? Research helped us to improve our understanding on the underlying mechanism of its genesis and intensity Under the National Monsoon Mission, the Ministry of Earth Sciences (MoES) had established an advanced prediction system for early warnings of heatwaves. IMD has the capability to predict the genesis, duration and intensity of heatwave events with reasonable accuracy up to four-five days in advance. Adaptation to heatwaves can be effective to minimize the negative impacts, by developing a comprehensive heat response plan that includes early warnings, awareness rising and technology intervention. India has now a strong national framework for heat action plans involving the India Meteorological Department (IMD), the National and State disaster management authorities, and local bodies. Early warning systems are an integral part of this heat action plan. Can we then predict heatwaves two weeks in advance and what about a season in advance? A recent study published in the Scientific Reports by the scientists at the Indian Institute of Tropical Meteorology (IITM), Pune, has shown that heatwave genesis and duration in India can be predicted with good skill up to two weeks in advance. They have used the hindcasts from the MoES Extended Range Prediction System (ERPS) that uses ensemble method combining four atmospheric general circulation models. The model could reproduce the spatial distribution of heatwave frequency and duration very well. The model also showed useful skill in predicting the characteristics of heatwaves for different months (April to June) separately. The model skill in predicting heatwaves arises due to its fidelity in reproducing the impacts of ENSO and the Indian Ocean on atmospheric circulation anomalies over the Indian region. Thus, we have an end-to-end seamless prediction system to predict heatwaves in all time scales, from short-range to seasonal. The seasonal forecast will provide an outlook or probability of frequency and duration of heatwaves, one season in advance. This early outlook can be further strengthened using the extended range (two weeks) and short range (four-five days) forecasts for more focused region-wise response strategies. Seasonal forecasts should use a multi-model ensemble (MME) forecasting strategy. Short- range ensemble forecasts should use higher resolution global models, initialized with observed soil moisture data, which are available from microwave satellites and IMD’s soil moisture network. We should then expect more advanced forecasting system for heatwaves in the near future. Darknet, also known as dark web or darknet market, refers to the part of the internet that is not indexed or accessible through traditional search engines. It is a network of private and encrypted websites that cannot be accessed through regular web browsers and requires special software and configuration to access. The darknet is often associated with illegal activities such as drug trafficking, weapon sales, and hacking services, although not all sites on the darknet are illegal. Examples of darknet markets include Silk Road, AlphaBay, and Dream Market, which were all shut down by law enforcement agencies in recent years. These marketplaces operate similarly to e-commerce websites, with vendors selling various illegal goods and services, such as drugs, counterfeit documents, and hacking tools, and buyers paying with cryptocurrency for their purchases. Anonymity: Darknet allows users to communicate and transact with each other anonymously. Users can maintain their privacy and avoid being tracked by law enforcement agencies or other entities. Access to Information: The darknet provides access to information and resources that may be otherwise unavailable or censored on the regular internet. This can include political or sensitive information that is not allowed to be disseminated through other channels. Freedom of Speech: The darknet can be a platform for free speech, as users are able to express their opinions and ideas without fear of censorship or retribution. Secure Communication: Darknet sites are encrypted, which means that communication between users is secure and cannot be intercepted by third parties. Illegal Activities: Many darknet sites are associated with illegal activities, such as drug trafficking, weapon sales, and hacking services. Such activities can attract criminals and expose users to serious legal risks. Scams: The darknet is a hotbed for scams, with many fake vendors and websites that aim to steal users’ personal information and cryptocurrency. The lack of regulation and oversight on the darknet means that users must be cautious when conducting transactions. Security Risks: The use of the darknet can expose users to malware and other security risks, as many sites are not properly secured or monitored. Users may also be vulnerable to hacking or phishing attacks. Stigma: The association of the darknet with illegal activities has created a stigma that may deter some users from using it for legitimate purposes. AI, or artificial intelligence, refers to the development of computer systems that can perform tasks that would normally require human intelligence, such as recognizing speech, making decisions, and understanding natural language. Virtual assistants: Siri, Alexa, and Google Assistant are examples of virtual assistants that use natural language processing to understand and respond to users’ queries. Recommendation systems: Companies like Netflix and Amazon use AI to recommend movies and products to their users based on their browsing and purchase history. Efficiency: AI systems can work continuously without getting tired or making errors, which can save time and resources. Personalization: AI can help provide personalized recommendations and experiences for users. Automation: AI can automate repetitive and tedious tasks, freeing up time for humans to focus on more complex tasks. Job loss: AI has the potential to automate jobs previously performed by humans, leading to job loss and economic disruption. Bias: AI systems can be biased due to the data they are trained on, leading to unfair or discriminatory outcomes. Safety and privacy concerns: AI systems can pose safety risks if they malfunction or are used maliciously, and can also raise privacy concerns if they collect and use personal data without consent.

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An impression is also one of the types of perceptual error. The term impression in psychology refers to the mental image or perception a person develops about someone or something based on a variety of cues, information, and experiences. As a result, an impression or judgment is formed by subjectively interpreting and evaluating the information available. In order to form impressions, sensory information from the environment must be gathered and processed through the process of perception. It is, however, important to note that impressions are subjective and not purely based on factual information. In addition to cognitive biases, personal experiences, social context, and individual interpretations, they are also influenced by subjective factors. Cognitive shortcuts or heuristics are commonly used when people form impressions to speed up the processing of information. These shortcuts can help individuals process information efficiently, but they can also lead to erroneous judgments.

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On Earth, massive amounts of methane are trapped within white, cage-like chemical structures. These deposits are primarily found in permanently frozen polar regions as well as on the seafloor, but the key here is that they're not specific to our planet. Similar reservoirs are known to exist on bodies across the solar system — from planets and their moons to comets zipping by. And even though scientists think such deposits ultimately influence the composition of these worlds' ocean waters and atmospheres it remains an open question whether they arise from biological processes. Many experts have long wondered how those methane cages remain stable under high-pressure ocean water conditions. Now, a team of researchers studying one of these methane deposits — plucked from the seafloor off the coast of Oregon — have discovered a previously unknown class of proteins that seems to play an important role in stabilizing the structure of the deposits. "We wanted to understand how these formations were staying stable under the seafloor, and precisely what mechanisms were contributing to their stability," Jennifer Glass, who is a professor in the School of Earth and Atmospheric Sciences at Georgia Institute of Technology and a co-author of the new study, said in a statement. "This is something no one has done before." On Earth, solid ice-like deposits known as methane clathrates form when microorganisms in ocean waters convert organic materials, like remnants of plankton, into methane, which then gets trapped in cages. These deposits transform into gas over time and rise upward. During this process, a variety of organisms start feasting on the methane. Eventually, the chemical is released into the atmosphere. But in regions like the Arctic, where water is warming faster than the rest of the planet, large amounts of methane escape ocean waters before those biological communities can consume them. "These deep microbes encode genes that are different from any found on the Earth's surface," Glass had previously said when the research had begun with support from the NASA Exobiology Program. "This project gives us the opportunity to unravel microbial survival strategies at extreme conditions, understand the roles of microbes in the fate [of] methane in hydrate reservoirs, and expands our research capability." To better understand methane clathrates, researchers behind the new study identified the genes of the proteins present in the sediment. Then, the proteins were recreated in the lab for further analysis. To test those proteins, the team also produced methane clathrates in the lab by recreating the high pressures and low temperatures found on the seafloor. A unique pressure chamber mimicking seafloor conditions was built from scratch and used to measure how much gas the clathrate consumed in a certain time, which shed insight on how quickly it formed, according to the new study. Results showed a class of proteins called the bacterial clathrate-binding proteins (CbpAs) influenced the growth of clathrate by interacting directly with its structure. Proteins with antifreeze characteristics like those that help fish survive in colder temperatures stabilized the clathrate structure, scientists say. "We were so lucky that this actually worked, because even though we chose these proteins based on their similarity to antifreeze proteins, they are completely different," Abigail Johnson, a postdoctoral researcher at the University of Georgia who had formed methane clathrates in the lab for the new study, said in a recent statement. "They have a similar function in nature, but do so through a completely different biological system, and I think that really excites people." On Titan, which is Saturn's largest moon, scientists think the gas originated from its building blocks since the early solar system. Saturn's moon Enceladus and Jupiter's Europa, arguably the current best places to search for life, are thought to host methane clathrates as well. Findings from the new study suggest that if microbes exist on other worlds, they might create similar molecules to create and stabilize methane clathrates, which in turn affects the composition of ocean waters and the atmospheres of those worlds. Thus, to find alien life, maybe we need to follow the methane clathrate trail. The research is described in a paper published last month in the journal PNAS Nexus.

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Did you leave school many years before the current grammar curriculum was introduced in 2013? Does supporting grammar as a TA seem like a daunting task? Here, our education consultant Susie Spolander outlines her top five approaches to helping KS2 children grasp the basics of grammar in the classroom. Supporting Grammar in KS2: Five Top Tips! 1. Read and Learn: Immerse in real-life texts to discover grammar in action. Engage in discussions about writers’ choices and their impact on the reader. Explore how alternative choices lead to different outcomes. 2. Talk to Prepare: Tap into the power of speech to lay the groundwork for writing. Encourage oral rehearsal of sentences, sections, or whole texts to build confidence and fluency before putting pencil to paper. 3. Make it Purposeful: Emphasise the principle of grammar features – their purpose and function for the reader. Explore how paragraphing defines sections, punctuation brings clarity, adverbials guide, and formality shapes the register. 4. Go Back a Step: If challenges arise, reinforce prior knowledge to establish solid foundations. Strengthen essential sentence work to prepare for more complex structures, automatise basic sentence punctuation and support paragraphing with section headings or writing frames. 5. Read to Evaluate: Support pupils to read their writing with a critical eye, evaluating whether their grammatical choices contribute to the piece’s purpose and impact.

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- Fractions can be illustrated by dividing a shape into equal parts, and shading a certain number of these parts. - The bottom number is the number of equal parts that diagram has been cut into, and the top number is the number of equal parts that has been shaded. - When writing equivalent fractions, do the same multiplication or division to the top and bottom numbers. - For example, if you multiply the top by 2, you must also multiply the bottom by 2. - More detailed examples are given below!! That's all for the basic fractions.

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All About These 15 Worksheets These Imperatives worksheets are a useful tool for teachers to help their students learn about imperatives in English. The first worksheet in this collection begins with an introduction to imperatives and their basic form and function. This will include an explanation of how imperatives are used to give commands, make requests, or offer suggestions, such as “share the swing” or “play with me.” By completing these worksheets, students will: - Transform various sentences into imperatives; - Answer various writing prompts by providing the appropriate imperatives; - Create their own imperative sentences that correspond to the given pictures; - Distinguish imperatives from interrogatives and declaratives; - And come up with entirely new sentences that correctly follow the form of imperatives. Overall, these worksheets are a comprehensive and engaging resource that help students understand and master the use of imperatives in English. What are Imperatives and why do they matter? An imperative sentence is a type of sentence that is used to give a command or make a request. It is a sentence that is structured in such a way as to give an order or direction to someone. Imperative sentences are a type of declarative sentence, which means that they make a statement, but the statement is in the form of a command or request. Imperative sentences are formed by using the base form of a verb without a subject. The subject of the sentence is usually implied, and the sentence is addressed directly to the person being commanded or requested to do something. For example: - “Open the window.” (command) - “Please pass me the salt.” (request) - “Don’t forget to call me.” (command/negative) In the above examples, the verb “open,” “pass,” and “forget” are used in their base form without a subject. The first sentence is a command, while the second is a request. The third sentence is a negative command, which is formed by adding “do not” or “don’t” before the base form of the verb. Imperative sentences can be structured differently depending on the context or the tone of the sentence. For example, a polite imperative sentence might include the word “please” before the verb, while a more forceful imperative sentence might use stronger language or include an exclamation point. For example: - “Please be quiet.” (polite request) - “Stop talking!” (forceful command) In summary, an imperative sentence is a type of sentence that is used to give a command or make a request. It is formed by using the base form of a verb without a subject, and can be structured differently depending on the context or tone of the sentence. Imperative sentences are an essential component of English grammar and are used in a wide variety of contexts. How to distinguish Imperatives from Declaratives and Interrogatives Imperative sentences, declarative sentences, and interrogative sentences are three different types of sentences in English. Here are some ways to distinguish between them: - Imperative sentences are sentences that give commands or make requests. They are formed using the base form of a verb without a subject. The subject of the sentence is often implied. Imperative sentences are often structured in such a way as to give an order or direction to someone. Example: “Close the door.” - Declarative sentences are sentences that make statements or express facts or opinions. They are formed using a subject followed by a verb and often end with a period. Declarative sentences can be positive or negative. Example: “The sun is shining.” - Interrogative sentences are sentences that ask questions. They are formed by inverting the subject and verb, adding a question word (such as who, what, where, when, why, or how), and often ending with a question mark. Example: “Where is the library?” In summary, the main way to distinguish between these three types of sentences is by their function. Imperative sentences give commands or make requests, declarative sentences make statements or express facts/opinions, and interrogative sentences ask questions. The structure and word order of each type of sentence also differs, which can help to identify them.

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In the mid-19th century, a pivotal event unfolded in the small town of Seneca Falls, New York. It was a gathering that would ignite a movement, forever altering the course of history for women in the United States. This was the Seneca Falls Convention, a landmark assembly that marked the beginning of the women’s rights movement. Over two days, from July 19 to 20, 1848, a group of determined women and men came together to challenge the status quo and demand equal rights for women. - The Seneca Falls Convention, initially known as the Woman’s Rights Convention, was organized by five women deeply involved in the abolitionist movement: Elizabeth Cady Stanton, Lucretia Mott, Mary M’Clintock, Martha Coffin Wright, and Jane Hunt. - A key figure in the women’s rights movement, Elizabeth Cady Stanton was central to organizing the convention. - The Declaration of Sentiments, primarily authored by Stanton and modeled after the Declaration of Independence, asserted the equality of women and men. It listed various grievances against women and called for sweeping changes across politics, family, education, employment, religion, and morals. - The convention discussed and passed 11 resolutions about women’s rights. - The Seneca Falls Convention marked the start of an organized women’s rights movement in the U.S. How Did It Start? The Seneca Falls Convention, originally known as the Woman’s Rights Convention, was the brainchild of five women, deeply involved in the abolitionist movement. These women were: - Elizabeth Cady Stanton, - Lucretia Mott, - Mary M’Clintock, - Martha Coffin Wright, - and Jane Hunt. Their shared experiences and frustrations with gender inequality led them to organize this historic meeting. This gathering was not just a meeting but a bold statement against the societal norms that had long suppressed women’s voices. It represented a collective awakening and a unified stand against the systemic injustices faced by women. The convention was a turning point, marking the transition from quiet discontent to active demand for equality. Elizabeth Cady Stanton: The Leading Voice Stanton, a prominent figure in the women’s rights movement, was instrumental in organizing the convention. Her journey into activism began early, influenced by conversations with her father, a law professor, and his students. She was a graduate of Troy Female Seminary and had been advocating for women’s property rights since the early 1840s. Stanton’s eloquence and deep understanding of legal issues made her an effective and compelling advocate for women’s rights. Her personal experiences as a woman in a male-dominated society fueled her passion and commitment to the cause. Stanton’s leadership and vision were crucial in shaping the early women’s rights movement in America. Lucretia Mott: The Quaker Preacher Mott, a Quaker preacher from Philadelphia, was known for her activism in anti-slavery, women’s rights, and religious reform. Her partnership with Stanton was forged at the World Anti-Slavery Convention in London in 1840, where they were both denied participation because of their gender. Mott’s strong oratory skills and deep conviction in the principles of equality and justice made her a respected and influential figure in the movement. Her Quaker beliefs, which emphasized equality and nonviolence, profoundly influenced her approach to activism. Her ability to inspire and mobilize people was a key factor in the success of the Seneca Falls Convention. Mary M’Clintock, Martha Coffin Wright, and Jane Hunt were also integral to the convention. M’Clintock, a daughter of Quaker activists, had previously organized the Philadelphia Female Anti-Slavery Society with Mott. Wright, Mott’s sister, was an abolitionist and a women’s rights proponent. Hunt, connected to M’Clintock through marriage, was another Quaker activist. Their collective experiences in social reform movements provided a solid foundation for the convention’s success. These women brought diverse perspectives and skills, contributing significantly to the planning and execution of the event. Their involvement exemplified the collaborative spirit that would become a hallmark of the women’s rights movement. Despite limited publicity, the convention attracted about 300 attendees, mostly local residents. The first day was exclusively for women, while men were allowed on the second day. The convention opened with a powerful speech by Stanton, outlining its goals and purposes. This unique approach of having a women-only first day underscored the need for a safe and exclusive space for women to discuss and articulate their experiences and ideas. The inclusion of men on the second day highlighted the movement’s recognition of the importance of allyship in the fight for equality. The convention’s atmosphere was charged with a sense of urgency and a collective desire for change. Declaration of Sentiments The centerpiece of the convention was the Declaration of Sentiments, primarily authored by Stanton. Modeled after the Declaration of Independence, it asserted the equality of women and men, listing grievances against women and calling for change. This document was a bold assertion of women’s rights in various spheres, including politics, family, education, employment, religion, and morals. The Declaration was revolutionary, challenging the very foundations of societal norms and legal structures that had marginalized women. It served as a rallying cry, inspiring women across the nation to join the struggle for equality. The document’s impact extended far beyond the convention, igniting debates and discussions about women’s roles in society. The convention discussed and passed 11 resolutions concerning women’s rights. The most contentious was the ninth resolution, advocating for women’s suffrage. It faced significant opposition but was eventually passed, thanks in part to passionate speeches by Stanton and African American abolitionist Frederick Douglass. This resolution marked the beginning of a long and arduous journey toward women’s voting rights. The debate around it reflected the broader societal hesitations about changing gender roles. The eventual passage of this resolution demonstrated the convention’s commitment to radical and comprehensive reform in women’s rights. What Happened After The Convention? - Seneca Falls Convention marked the beginning of an organized women’s rights movement in the United States. - Declaration of Sentiments became a reference point for future activism. - Convention’s leaders continued their advocacy, and over the next several decades, they campaigned for women’s rights at state and national levels. - Convention’s impact was profound, setting in motion a series of events that would eventually lead to significant legal and social changes. - It also inspired similar gatherings and movements, both in the United States and around the world. Long Road to Suffrage The fight for women’s suffrage ignited at Seneca Falls, was a long one. It wasn’t until 1920, 72 years after the convention, that the Nineteenth Amendment to the U.S. Constitution was ratified, granting American women the right to vote. This journey was marked by persistent advocacy, strategic campaigning, and immense resilience in the face of opposition. The ratification of the Nineteenth Amendment was a monumental victory, but it was also a reminder of the work still needed to achieve full equality. The suffrage movement laid the groundwork for future generations of women to continue the fight for their rights in various aspects of society. What specific challenges did organizers of the Seneca Falls Convention face in gathering support for the event? The organizers faced significant challenges, including societal skepticism about women’s roles in public life, limited means of communication to spread the word, and the difficulty of traveling long distances, which was particularly challenging for women at the time. Additionally, they had to overcome internal disagreements about the extent of the demands they should make, especially regarding women’s suffrage. How did the Seneca Falls Convention influence other social reform movements of the time? The Convention had a ripple effect on other social reform movements by demonstrating the power of grassroots organizing. It inspired similar conventions and gatherings focused on women’s rights and also strengthened the abolitionist movement by highlighting the parallels between women’s rights and the fight against slavery. The convention’s success encouraged activists in other areas, such as labor and education reform, to adopt similar tactics. Were there any notable figures who opposed the Seneca Falls Convention? What were their reasons? Yes, there were notable figures who opposed the convention, including some who were part of the broader social reform movements. Their opposition was often based on the belief that the convention’s demands, particularly women’s suffrage, were too radical and would disrupt societal norms and family structures. Some feared that advocating for women’s rights would detract from other reform efforts, like the abolition of slavery. Did the Seneca Falls Convention address issues of race and how they intersect with gender inequality? While the Seneca Falls Convention primarily focused on gender inequality, the intersection of race and gender was implicitly addressed, given the overlap between the women’s rights and abolitionist movements. However, the convention did not explicitly focus on the unique challenges faced by women of color, which was a limitation in its approach to equality. How did the public react to the Declaration of Sentiments immediately following the convention? The public reaction to the Declaration of Sentiments was mixed. Some praised it for its boldness and vision, seeing it as a necessary step towards social progress. However, others criticized it as too radical, particularly its demand for women’s suffrage. The document sparked significant debate in newspapers and among the public, reflecting the divided opinions on women’s roles in society. What impact did the Seneca Falls Convention have on women’s legal rights in the immediate years following the event? In the immediate years following this event, there were few direct legal changes. However, the convention initiated a broader conversation about women’s rights that gradually led to legal reforms. Over the following decades, incremental changes were made in areas like property rights, employment, and education, laying the groundwork for more significant legal achievements in the 20th century. The Seneca Falls Convention in 1848 was a crucial starting point for the women’s rights movement in the United States. This event brought together a group of determined women and men who demanded equal rights for women, especially the right to vote. Although it took many years for their goals to be fully realized, the convention marked the beginning of a significant change in how women’s rights were viewed in society. It laid the foundation for future advancements and was a key moment in the history of the fight for gender equality.

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