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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
notes in the margin
HISTORY AND CULTURE
Nipomo
Nipomo is located on California's lovely central coast. Although a small rural community, Nipomo is rich in history and culture. The first recorded settlers of this lovely area were the Chumash Indian Tribe, which has roots along the entire Central California coast. Nestled among Eucalyptus groves, Nipomo (the Indian word ne-po-mah means "foot of the hill") sits at the foot of the Santa Lucia Mountain range and to the west, the majestic Pacific Ocean.
CHUMASH INDIGENOUS PEOPLE
The Chumash refer to their tribe as the "first people", and the sea as their first home. Known as the "seashell people", they relied on the sea for much of their sustenance. Similar to many indigenous people, they recognized their dependency on the world in which they lived and honored the earth and seasons with celebra tions of reverence and gratitude. Interestingly the Chumash were gifted astrono mers and the art of astrology was used to guide the tribe in important decisions. They were a people who experienced the world in flux and realized "the only constant is change."
A SEA CAPTAIN
Modern day Nipomo was founded by a man of the sea, Captain William G. Dana of Boston. After receiving a land grant from the Mexican Government in 1839, he built his family home which became known as the Dana Adobe. The Dana Adobe was strategically located on the mission trail and served as a way station for weary travel ers from Santa Barbara Mission to the San Luis Obispo Mission, it was also designated as an exchange point on California's first official mail route between Monterey and Los Angeles. Currently, the Dana Adobe has received two grants from the California Cul tural and Historical Endowment, for physical restoration. The historical significance and role played in California's early history were important factors in receiving these grants.
AGRICULTURE
Surrounded by citrus groves and farmland, a community rich in agriculture, Nipomo is famous for Dorothea Lange's photograph Migrant Mother, taken during the Great Depression in 1936. This powerful image evokes compassion for the hardship our ancestors endured.
ENVIRONMENT
Nipomo is blessed with beautiful coastal weather, and is sometimes referred to as a Mediterranean climate, featuring ocean breezes and mild temperatures year round. On average, temperatures rise to 80 degrees in the summer and dip to 42 degrees during the winter, also known as the rainy season. This weather provides a most desirable climate for agriculture, and many outdoor activities; such as horseback riding, gardening, exploring the Guadalupe-Nipomo Dunes and hiking Osco Flaco Lake.
FLORA
Eucalyptus. Many of these trees were planted in the early 1900's, with the idea of being harvested and sold as hardwood. The Eucalyptus groves still exist and are a great attractor to the Monarch Butterflies for hibernation and migration. The Monarch Butterfly hibernations are a popular draw to many visitors, who enjoy the wonder and beauty of this tiny, yet extraordinary creature.
Although, coastal live oaks are native to Nipomo, the area is also home to the non-native Blue Gum
2
notes in the margin
notes in the margin
ENVIRONMENT,cont...
As a rural landscape, there are many wildflowers and flora which exist in their natural state.
The Nipomo Native Garden is a community-based, non-profit organization which provides information and education about native flora. They have also undertaken the restoration to native habitat a twelve acre portion of Nipomo Regional Park.
Mission Statement
[The Nipomo Native Garden will provide opportunities for education, conservation, restoration, re search and recreation using plants of the Nipomo Mesa Guadalupe Dunes complex. The plants will be organized in an associative framework to illustrate plant community dynamics demonstrating the unique character and rich biological heritage of the Nipomo Mesa.]
DUNES
THE GUADALUPE-NIPOMO DUNES
Known for its spectacular beauty, the Guadalupe-Nipomo Dunes Complex is a major feature and attrac tion in the Nipomo area and home to a unique ecosystem. One of California's 13 original coastal dune systems, only four remain relatively intact. The Guadalupe-Nipomo Dunes comprises the second largest coastal dune system in the state and is among the most scenic and treasured of California's wild places.
Although there are several areas of the dunes, Nipomo is closest to The Guadalupe-Nipomo Dunes Wildlife Refuge, and Osco Flaco Creek and Lake.
The Dunes are home to a myriad of wild creatures, from bobcats, beetles and kangaroo rats who nightly leave their prints in the sand. In the estu ary, migratory shorebirds feed, rest and recharge for the next stage of their journey, while ducks, herons, frogs and muskrats ply the inland waters. Deer browse shrubs and undergrowth, their young hidden in tall grass, safe from prowling cougars. Foxes, coyote and black bear thrive here. The dunes support one of the few remaining nesting areas for the California least tern and the Western snowy plover, two of California's most endan gered shorebirds.
During the 1930s and 1940s a group of mystics, nudists, artists, writers, and hermits known as the "Dunites" inhabited the Dunes. They believed that the Dunes were a center of creative energy and even published a magazine called "The Dune Forum." Although this group was far outside the mainstream, perhaps they were aware of the healing energy of the Nipomo area.
WELLNESS RETREAT CENTER
Kripalu (Krih-PAH-loo) means "being compassionate" in Sanskrit. Kripalu yoga is named after Swami Kripalu (1913-1981), a yoga master known in India for his deep compassion and intense spiritual practice. Kripalu yoga draws on this energy of compassion to meet you exactly where you are. Yoga poses are practiced without the goal of perfection, but rather in order to explore what is happening now in your body and mind. This allows you to feel, and witness how energy, emotion, and thoughts are flowing through
observe, you.
A rural community with a strong historical mixture of Native American culture, agriculture, horse ranches, and breathtaking ocean dunes, interspersed with healing Eucalyptus trees...
What an awesome place for aWellness Retreat Center.
THE CONCEPT
The environment and energy of Nipomo would be the perfect place for a "green" Wellness Retreat Center. For the purpose of this document, the following quote is used to clarify the meaning of "green."
4
notes in the margin
WELLNESS RETREAT CENTER,cont...
The concept of the Green Spa Network began over four years ago when a group of spa leaders met to explore
ways to encourage sustainability in the industry. "GSN founding Seed Spa, Osmosis, is in the process of implementing a suite of ecofriendly programs. These include: an innovative energy system that will significantly reduce heating and cooling costs; water recycling, natural, fair-trade products and a Green Spa Experience that utilizes organic therapies to re-connect guests with the natural world. "Os mosis sees its ongoing greening process as an important first step in shifting the image of a spa visit away from one of merely pampering indulgence to an all-encompassing, holistic experience, grounded in wellness for our guests and for the planet," says GSN seed spa mem ber and Osmosis Day Spa Sanctuary Founder Michael Stusser.
The Wellness Retreat Center physical properties would involve green sustainable construction that takes into consideration the landscape in which it is built. A lovely example {pictured left} is this community center which Architects EM2N in Zurich Switzerland built. ["The architects based their design on the notion that "Not the building alone is the Community Center, but the entire park." With this in mind, EM2N started on a contemporary structure that would make a statement on its own, while also speaking to its surroundings."] Essentially the structure could be made to fit the landscape as op posed to altering the landscape to fit the structure, leaving minimal impact on the environment.
The Wellness Retreat Center could serve a two-fold purpose. One possibility would include a structure with multiple branches, con nected by open or glass enclosed pathways connecting one struc ture to another. One area would serve overnight spa guests and one area could be utilized for local community functions and class es. Many activities and programs could be utilized by spa guests as well as the local community. For example Kripalu yoga and Tai Chi classes could be attended by spa guests as well as seniors. Work
shops and nature walks on native plants, local fauna and the geography of the dunes could be attended by spa guests as well as community members.
Community rooms could be used for local community meetings or utilized by corporate executives that have chosen the Wellness Retreat Center as a retreat for employees, a place to relax and renew and establish better working relationships. Essentially the Wellness Retreat Center would serve as a community gathering point and also cater to visitors seeking a relaxing, nuturing environment.
The energy which would propel the center would be one of inclusion. The Wellness Retreat Center welcomes seniors and young people as well as overnight guests. The Wellness Retreat Center would be inclusive as op posed to exclusive, where all would be treated graciously in a low stress environment.
This is a place of healing and peace.
The spa would offer traditional spa services such as all types of massage, facials, as well as more esoteric services such as aromatherapy, Reiki, energy balancing, mediation, again these service would also be offered to the local community.
GENERAL ACTIVITIES
services, tax counseling, Project CARE, etc.), youth/teen after school activities, public forums and community special events.
Concerts, recitals, seminars/workshops, instructional recre ation classes (fitness, arts & crafts, dance, karate, etc.), wed ding receptions, community group meetings, youth parties, open gym, indoor sports leagues/clinics (basketball, volley ball, badminton, etc.), senior nutrition lunch program, senior citizen outreach services (blood pressure checks, support
SPECIFIC ACTIVITES
Youth programs would perhaps promote education on sustainable agriculture, preserving the beauty and natural habitat of the Guadalupe-Nipomo Dunes, being taught to work with and honor our natural resources. Senior programs would include information and support for health related issues and healing, classes in grief therapy and support for caregivers. Gentle toning and movement for physical well-being.
The Wellness Retreat Center is a welcoming place for all of Nipomo, as well as visitors to this beautiful area.
WELLNESS RETREAT CENTER Project for Xsense authentic places
Jody Harmon
March 28, 2011 | <urn:uuid:6d6164f1-1872-480c-b129-41aa9dcb35bf> | CC-MAIN-2021-04 | https://jodyportfolio.files.wordpress.com/2013/06/wellnessretreat.pdf | 2021-01-27T09:16:56+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704821381.83/warc/CC-MAIN-20210127090152-20210127120152-00578.warc.gz | 409,107,654 | 2,330 | eng_Latn | eng_Latn | 0.952016 | eng_Latn | 0.996554 | [
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| | Grades | | |
|---|---|---|---|
| Subjects | 1 2 | 3 4 5 6 | 7 8 9 |
| Mother tongue and literature | 14 | 18 | 10 |
| A1-language ¹ | 2 | 9 | 7 |
| B1-language | ------------------------------ 2 | | 4 |
| Mathematics | 6 | 15 | 11 |
| Environmental studies | 4 | 10 | |
| Biology and geography ² | | | 7 |
| Physics and chemistry ² | | | 7 |
| Health education ² | | | 3 |
| Environment and nature studies in total | 14 | | 17 |
| Religion/Ethics | 2 | 5 | 3 |
| History and social studies ³ | ------------------ 5 | | 7 |
| Music | 2 | 4 | 2 |
| Visual arts | 2 | 5 | 2 |
| Crafts | 4 | 5 | 2 |
| Physical education | 4 | 9 | 7 |
| Home economics | ---------------------------------------- 3 | | |
| Artistic and practical elective subjects | 6 | | 5 |
| Artistic and practical subjects in total | | | |
| Guidance counselling | ---------------------------------------- 2 | | |
| Optional subjects | 9 | | |
| Minimum number of lessons | | | |
| (Optional A2-language) ⁴ | ------------- (12) | | |
| (Optional B2-language) ⁴ | --------------------------------------- (4) | | |
--- = Subject is taught in the grades if stated in the local curriculum.
¹ A1 language teaching begins at 1
st grade spring term at the latest, for at least 0.5 hours per week.
2 The subject is taught as a part of integrated environmental studies in the grades 1-6.
3
Social studies are taught in grades 4-6 for at least 2 hours per week and grades 7-9 at least 3 hours per week.
⁴ The pupil can, depending on the language, study a free-choice A2 language either as an optional subject or instead of the B1 language.
The pupil can study the B2 language as an optional subject. The free-choice A2 and B2 languages can, alternatively, be organised as instruction exceeding the minimum time allocation. In this case their instruction cannot be organised using the minimum time allocated in the distribution of lesson hours for optional or B1 language as defined in this paragraph. Depending on the language the pupil receives instruction in a B1 language or optional subjects instead of this B1 language. The distribution of lessons hours would be a minimum of 234 annual lessons for a pupil studying the A2 language as instruction exceeding the minimum time allocation. The corresponding number of annual lessons is a minimum of 226 for a pupil with the B2 language. The total number of annual lessons would be a minimum of 238 for pupils studying both the A2 and the B1 languages as instruction exceeding the minimum time allocation. | <urn:uuid:f1a1c5ed-332c-42ce-9fdd-75e5ebe27cb2> | CC-MAIN-2021-04 | https://www.oph.fi/sites/default/files/documents/distribution-of-lesson-hours-in-basic-education-2020.pdf | 2021-01-27T11:22:22+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704821381.83/warc/CC-MAIN-20210127090152-20210127120152-00580.warc.gz | 938,887,158 | 685 | eng_Latn | eng_Latn | 0.995333 | eng_Latn | 0.995333 | [
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Warwickshire Geological Conservation Group
| Warwickshire Local Geological Site | | |
|---|---|---|
| Site No: 06 | Rawn Hill | |
| Geological Formations | | |
| Criteria Form | | p 2 |
| Description | | p 3 |
| Photographs | | p 4 |
| Location Map | | p 5 |
Local Geological Sites (LoGS), designated by locally developed criteria, are currently the most important places for geology and geomorphology outside statutorily protected land such as Sites of Special Scientific Interest (SSSI). The designation of LoGS is one way of recognising and protecting important Earth science and landscape features for future generations to enjoy.
WGCG is responsible for the identification of LoGS in Warwickshire and the West Midlands.
Please note that designation of a site as a LoGS does not confer a legal right of access. Unless the site is on a designated public right-of-way, the landowner's permission is required before visiting.
Warwickshire Local Geological Site - Criteria Form
Site name: Rawn Hill
Also known as:
District: North Warwickshire
County: Warwickshire
Grid reference: SP312 967
LoGS Number: 6
ESCC Class: IS
Brief Description: A small hill situated just to the south of Atherstone and to the west of Mancetter. At present there are no exposures on this hill; however, it it thought to be a laccolith, a rare igneous body.
This site qualifies as a Local Geological Site for the following criteria:
A Good Example of a laccolith in the county.
Educational Fieldwork
1. Educational Potential
2. Physical access
3. Safety
Scientific Study
1. Diversity of interest
2. Rarity of interest
3. Size of feature
4. Typicalness of feature
5. Geological/physiographic linkage to:
Historical Value
1. Celebrity link
2. Pioneering research
3. Historical link
Aesthetic Value In The Landscape
1. Local importance in the landscape
2. Promotion of Earth science
Signed
I M Fenwick, Chairman,
Warwickshire Geological Conservation Group
Date first selected February 1992
Reviewed by LoGS panel Oct. 2009
Further survey required
LoGS Confirmed
Endorsed by
Warwickshire Museum
Natural England
J Radley, Keeper of Geology
J A Irving, Conservation Adviser
In the event of any development or planning consultation relating to this site or its surrounds please inform:
The LoGS Officer WGCG, c/o Keeper of Geology, Warwickshire Museum, Market Place, Warwick CV34 4SA (tel: 01926-418182)
WARWICKSHIRE GEOLOGICAL CONSERVATION GROUP LOCAL GEOLOGICAL SITE (LoGS)
| Site | 6 |
|---|---|
| Parish | |
| District | |
| County | |
| National Grid Reference | |
Location
A small hill situated just to the south of Atherstone and to the west of Mancetter. It can be reached from the towpath of the Coventry Canal at Rawnhill Bridge.
Summary of Interest
At present there are no exposures on this hill; however, it is thought to be a laccolith, a rare igneous body. As these features are so unusual it is proposed that the whole hill be preserved while further research is undertaken. | <urn:uuid:a1ad1063-0639-4f44-aa1b-460b77c416b4> | CC-MAIN-2021-04 | https://lgs.wgcg.co.uk/LoGS06.pdf | 2021-01-27T11:11:33+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704821381.83/warc/CC-MAIN-20210127090152-20210127120152-00580.warc.gz | 435,195,801 | 771 | eng_Latn | eng_Latn | 0.985875 | eng_Latn | 0.988717 | [
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Protecting hedgehogs
Hedgehog numbers are in decline, and it is important that we do everything we can to help give them a safe home to thrive again. After the State of Britain's Hedgehogs report was published in February 2018, we know that hedgehog numbers in the UK have fallen by around 50% since the start of the century.
In short, there's no better time to do our bit to make sure our gardens are hedgehog-friendly and, for that matter, are safe havens for all wildlife.
Encouraging hedgehogs
There are a number of ways you can give hedgehogs a home in your garden.
Making sure they have lots of thick dense undergrowth and a variety of lengths of grass to hide and nest in is always good. You can also make your garden a hot spot for the slugs, snails and bugs that hedgehogs like to munch on.
1. Create hedgehog highways
Hedgehogs travel up to one mile every night, so they need to be able to roam freely. The best way to ensure hedgehogs have travel rights is to team up with your neighbours and extend the highway within your community. Create holes or gaps between fences so hedgehogs can travel from one garden to another. Visit hedgehogstreet.org for more info.
2. Add a hedgehog house
You can buy a ready-built house like the one below, or you can build your own house based on an original design or create a more makeshift option using a pile of logs. Simply pile the logs in an unordered fashion and pad out the gaps with leaves. Log piles are great, not only do they provide shelter, they also provide food as they attract bugs and insects and they look pretty and natural.
Once you've got your box and you're ready to find a place for it in your garden, here are a few things to think about:
* Place the box out of direct sunlight, with the entrance facing away from prevailing winds.
* Put it in cover, under thick vegetation for example, or under the garden shed.
* If you know where a hedgehog has built its own nest in the past, consider putting your new one there, or in a similar environment.
* Resist the temptation to keep removing the lid to check if the box is being used. It is always best not to disturb any potential hedgehog residents.
3. Leave out water
Leaving clean water in small dishes around the garden is good for lots of wildlife if they pass through, especially in very cold months where most water is frozen at night. Leave a dish close to your hedgehog house.
4. Make a feeding station
If you want to make sure the snacks are not eaten by other animals, cut a hedgehog-size hole in the end of a Tupperware, turn it upside down and secure it to the ground with a weight or tent pegs. Put the food underneath the Tupperware and only hedgehog should be able to reach it.
Never feed hedgehogs milk or bread, they can't digest them - it upsets their stomachs. A particular favourite is hedgehog food, complete cat biscuits or meaty cat or dog food.
5. Leave them alone during hibernation
It's sometimes hard to know if you have a hedgehog hibernating in your garden – this happens between November and March – but, if you do, make sure you leave it alone. | <urn:uuid:ece06685-e37a-4b6c-bac9-237a844ce4a5> | CC-MAIN-2021-04 | https://assets.website-files.com/5e1c7b306ec4653fe22d15d9/5fc663c8c25bcc0f78d2a84d_Protecting%20Hedgehogs.pdf | 2021-01-27T10:18:21+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704821381.83/warc/CC-MAIN-20210127090152-20210127120152-00580.warc.gz | 231,510,639 | 700 | eng_Latn | eng_Latn | 0.998877 | eng_Latn | 0.999371 | [
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Worksheet #14
Limiting Reagents
1. Potassium superoxide, KO2, is used in rebreathing masks to generate oxygen according to the reaction below. If the mask contains 0.150 mol KO2 and 0.100 mol water, how many moles of oxygen can be produced? What is the limiting reagent?
2. Suppose 13.7 g of C2H2 reacts with 18.5 g O2 according to the reaction below. What is the mass of CO2 produced? What is the limiting reagent?
3. Nitrogen gas can react with hydrogen gas to form gaseous ammonia. If 4.7 g of nitrogen reacts with 9.8 g of hydrogen, how much ammonia is formed? What is the limiting reagent?
4. One of the most common acids found in acid rain is sulfuric acid. Sulfuric acid is formed when gaseous sulfur dioxide reacts with ozone (O3) in the atmosphere to form gaseous sulfur trioxide and oxygen. The sulfur trioxide forms sulfuric acid when it comes in contact with water. If 5.13 g of sulfur dioxide reacts with 6.18 g of ozone, how much sulfur trioxide is formed? What is the limiting reagent?
5. Another way that sulfuric acid is formed in the atmosphere is when sulfur dioxide reacts with oxygen in a reaction catalyzed by dust in the atmosphere to form sulfur trioxide. If 7.99 g of sulfur dioxide reacts with 2.18 g of oxygen, how much sulfur trioxide can form? What is the limiting reagent?
Determining Excess Reactants
6. In the reaction in problem #5 above, how much of the excess reactant remains after all of the limiting reactant has reacted?
7. Heating together the solids NH4Cl and Ca(OH)2 can generate ammonia. Aqueous CaCl2 and liquid H2O are also formed. If a mixture of 33.0 g each of NH4Cl and Ca(OH)2 is heated, how many grams of NH3 will form? What is the limiting reagent? Which reactant remains in excess, and in what mass?
8. Nitrogen monoxide is formed primarily in car engines, and it can react with oxygen to form gaseous nitrogen dioxide. Nitrogen dioxide forms nitric acid when it comes in contact with water, another component of acid rain. If 3.13 g of nitrogen monoxide reacts with 4.16 g of oxygen, how much nitrogen dioxide will form? What is the limiting reagent? Which reactant remains in excess, and in what mass?
Percent Yield
9. Liquid nitroglycerine (C3H5(NO3)3) is a powerful explosive. When it detonates, it produces a gaseous mixture of nitrogen, water, carbon dioxide, and oxygen. What is the theoretical yield of nitrogen 5.55 g of nitroglycerine explodes? If the actual amount of nitrogen obtained is 0.991 g, what is the percent yield of nitrogen?
10. Solid copper(I) oxide reacts with oxygen to form copper(II) oxide. If 4.18 g of copper(I) oxide reacts with 5.77 g of oxygen, what is the theoretical yield of copper(II) oxide? If the actual amount of copper(II) oxide obtained is 4.28 g, what is the percent yield?
11. What is the percent yield of a reaction in which 41.5 g of solid tungsten(VI) oxide reacts with excess hydrogen to produce metallic tungsten and 9.50 mL of water? The density of water is 1.00 g/mL
12. What is the percent yield of a reaction in which 201 g of solid phosphorous trichloride reacts with excess water to form 128 g of aqueous hydrogen chloride and aqueous phosphorous acid, H3PO3?
13. When 18.5 g of gaseous methane and 43.0 g of chlorine gas undergo a reaction that has an 80.0% yield, what mass of liquid chloromethane, CH3Cl, forms? Gaseous hydrogen chloride also forms.
14. When 56.6 g of calcium and 30.5 g of nitrogen undergo a reaction that has a 93.0% yield, what mass of solid calcium nitride forms?
15. How many moles of MnCl can be produced by the reaction of 5.0 mol KMnO4, 3.0 mol H2C2O4, and 22 mol HCl? 2KMnO4 + 5H2C2O4 + 6HCl = 2MnCl2 + 10 CO2 + 2KCl + 8H2O
16. How many grams of Fe are produced by reacting 2.00 kg Al with 300 g Fe2O3? Fe2O3 + 2Al = Al2O3 + 2Fe
17. How many grams of which reactant are left over in Problem 16?
18. Gaseous H2S dissociates into H2 and S gases at very high temperatures: H2S = H2 + S. When 0.620 g of H2S was held at 2000º C, it was found that 13 mg of H2 were produced. What is the percent yield?
19. The first step in the Ostwald process for manufacturing nitric acid is the reaction of ammonia, NH3, with oxygen, O2, to produce nitric oxide, NO, and water. The reaction consumes 595 g of ammonia. How many grams of water are produced? Write the balanced equation.
20. Sodium reacts violently with water to produce hydrogen and sodium hydroxide. How many grams of hydrogen are produced by the reaction of 400 mg of sodium with water?
Answers to Worksheet #14
Limiting Reagents
A Limiting Reagent is the reactant that is completely used up in a reaction. This reagent is the one that determines the amount of product formed. Limiting reagent calculations are performed in the same manner as the stoichiometric equations on Worksheet #11. However, with a limiting reagent, you must calculate the amount of product obtained from each reactant (that means doing math/stoichiometry at least twice!). Note that the limiting reagent is not always the lowest number of grams, so you absolutely must do the math twice! The actual amount of product obtained will be the lowest answer from stoichiometry (do not add, average, multiply, etc. – just take the lowest one). Remember to balance the equations! This also might be a good time to review stoichiometry if you are still struggling.
The lowest amount of O2 obtained by calculation is 0.113 mol. Therefore, only 0.113 mol O2 can be obtained. KO2 is the reagent that is totally consumed in the reaction, and so KO2 is the limiting reagent (this is the reagent that led to the lowest number of moles of O2).
The amount of CO2 obtained is 20.4 g and oxygen is the limiting reagent (note that there was a higher number of grams of oxygen, but it is still the limiting reagent!).
The amount of NH3 obtained is 5.7 g, and N2 is the limiting reagent.
The amount of SO3 obtained is 6.41 g, and SO2 is the limiting reagent.
5. 2SO
2
(g) + _O
2
(g) →2SO
3
(g)
The amount of SO3 obtained is 9.99 g, and SO2 is the limiting reagent.
Determining Excess Reagents
The reagent that is not the limiting reagent is the reagent in excess. In other words, we have plenty of it left over when the reaction is completed.
6. The excess reagent is O2. First, we must determine how much of it was used in the reaction:
Now, subtract the amount used from the amount of oxygen we started with to get the amount left over: 2.18 g O2 – 2.00 g O2 = 0.18 g O2 left over.
7. 2NH4Cl(s) + _Ca(OH)2(s) → 2NH3(g) + _CaCl2(aq) + 2H2O(ℓ) First, we must determine what the limiting reagent is, as was done above:
The amount of NH3 obtained is 10.5 g, and NH4Cl is the limiting reagent. The reagent in excess is Ca(OH)2. Before we can determine how much is left over, we have to determine how much we used through stoichiometry.
So, we used 22.8 g Ca(OH)2 in the reaction. The amount of Ca(OH)2 left over is how much we started with minus how much we used:
2
So, we have 10.2 g Ca(OH)2 left over at the end of the reaction.
The amount of NO2 obtained is 4.80 g, and the limiting reagent is NO. The reagent in excess is O2. The amount of O2 used is:
The amount of O2 left over is:
Percent Yield
No reaction, when performed in the lab, gives as much product as stoichiometry says it should. When reporting yields in literature, in addition to stating a gram amount of product obtained, the percent yield is also reported. The percent yield is the actual yield of a reaction expressed as a percent of the theoretical yield. In order to do these equations, you must first do stoichiometry to determine the amount of product you should obtain.
Where actual means the yield obtained in the lab and theoretical means the amount that stoichiometry said you should have obtained.
The theoretical yield of CuO is 4.65 g, and Cu2O is the limiting reagent.
13. __CH4(g) + __Cl2(g) → CH3Cl(ℓ) + __HCl(g) First, find the limiting reagent, and thus the theoretical yield of CH3Cl:
So, Cl2 is the limiting reagent, and 30.6 g CH3Cl is the theoretical yield.
Remembering that %
100
yield actual
⎛
⎞
⎝ theoretical
= ⎜
⎟ ⎠
, we can solve for actual yield:
So 24.5 g of CH3Cl was obtained in the lab from this experiment.
So, Ca is the limiting reagent, and 69.8 g is the theoretical yield of Ca3N2.
Remembering that , 100 % ⎟ ⎠ ⎞ ⎜ ⎝ ⎛ = l theoretica actual yield we can solve for actual yield:
15. 1.2 mol MnCl2 (First determine which is limiting:
Then solve ? mol MnCl2 = 2 2 4 3.0 mol H C O 2 2 2 4 2 mol MnCl 5 mol H C O ⋅ ⎞ ⎟⎟⎠
16. 210 g Fe (First determine which is limiting:
17. 1.90 kg Al (Since you found in Problem 16 that Fe2O3 is limiting and is therefore completely used up, all you need do is find out how much Al is used by the Fe2O3 and subtract this amount from the amount of Al you started with.
= 102 g Al are used.
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Remuera Intermediate Local Curriculum Overview 2019
Year 7
TITLE: I think therefore I am
CONTEXT: Exploring behaviours, actions and science behind being the best version of ourselves.
* Understanding how the brain works and how we can impact this
* Contributing to a positive school culture
* Looking after ourselves and others
CENTRAL IDEA: What can we do to set ourselves up for success?
KEY UNDERSTANDINGS:
* Neuroscience can help us understand how we learn and what we can do to support this
* Our bodies function best when we provide the right activity, nutrition and rest
* Individual and collective responsibility for building a safe and healthy community
CURRICULUM FOCUS:
* Health and PE
* Science - Life Processes (Human Bio)
* Social Sciences
Time Frame: Term 1 from week 3
TITLE: The Art of Influence
CONTEXT: Critically examine the various forms of influence in our daily lives and consider how we might influence others through such mediums as advertising, traditional and social media, peer and social influence.
CENTRAL IDEA: Are our thoughts, feelings and opinions really our own?
KEY UNDERSTANDINGS:
* Whilst the means of manipulation, persuasion and influence have changed over time the underlying aims have remained the same
* The introduction of Social Media has had a profound impact on how people are influenced today
* Information must be critically examined to determine it's reliability and/or validity
CURRICULUM FOCUS:
* English - All strands (Debate, persuasive writing, non-fiction, posters/advertising/propaganda)
* Social Sciences
* Technology - Nature of Technology (Social media, film, TV, product placement)
Time Frame: Term 1 wk 3 onwards
TITLE: From Surviving to Thriving
CONTEXT: Examine the connection between the environment, evolution, adaptation and thriving in the living world. Consider possible parallels in thriving a new school.
CENTRAL IDEA: What does it take for living things to thrive?
KEY UNDERSTANDINGS:
* Ecology describes the connections between habitat, environment, features, attributes and behaviours
* All living things are connected and have changed over long periods of time in order to survive.
* Changes within an ecosystem can impact the entire system
CURRICULUM FOCUS:
* Science - Nature of Science, Ecology, Evolution, Interacting Systems
Time Frame: Term 2
TITLE: It's a Big Wide World. Leave nothing but footprints
CONTEXT: Investigation into how and why humans have explored the world throughout history and the impact this has had on civilisations and the environment with an emphasis on the settlement of Aotearoa
CENTRAL IDEA: How does human exploration change the world?
KEY UNDERSTANDINGS:
* Exploration and migration can be the cause or the effect of various positive and negative changes
* With change comes challenges, opportunities and innovations
* Technology has impacted the way we explore the world and beyond
CURRICULUM FOCUS:
* Social Sciences
* Technology - Nature of Technology
Time Frame: Term 3
Year 8
TITLE: The Solution is in the Solution
TITLE: Sim City
CONTEXT: Research the impact of scientific advancement on society with a specific focus on Chemistry and experience scientific experimentation
CENTRAL IDEA: How has Chemistry impacted society in modern times?
KEY UNDERSTANDINGS:
* Chemistry deals with the composition, structure and properties of matter and the transformations that they undergo
* Humanities understanding of chemistry has changed the way we live
* Science helps us understand the world and scientific discovery is the consequence of scientific research
CURRICULUM FOCUS:
* Science - Material World (Chemistry)
* Social Sciences
Time Frame: Term 2
CONTEXT: Examine modern city living through multiple lenses to understand what constitutes a desirable place to live and use this knowledge to create a sustainable city for the future
CENTRAL IDEA: Can we build a perfect city?
KEY UNDERSTANDINGS:
* A city has many interconnected and interdependent services including infrastructure, funding, planning, regulation and community
* Healthy communities require certain conditions and these can change according to time and place, culture and technology (agricultural, industrial, information ages)
* Sustainability is a scientific, technological and social issue
CURRICULUM FOCUS:
* Health and PE - Healthy communities and environments
* Social Sciences
* Science - Physical World (Energy, Electricity)
* Maths - Financial Literacy
Time Frame: Term 3
TITLE: Mission to Mars
CONTEXT: Consider why we should and what it would take to establish a sustainable civilisation on Mars
CENTRAL IDEA: Should we really go to Mars?
KEY UNDERSTANDINGS:
* Reasons why people want to travel to and explore Mars. Why Mars?
* Physical, social and technological challenges of travelling to Mars
* Possible benefits and impacts of inhabiting Mars
* Technological advancements from one endeavour can be transferred
CURRICULUM FOCUS:
* Social Science
* Science - Planet Earth and Beyond (solar system, space travel), Physical World (forces, motion, energy)
* Technology - Technological Knowledge, Nature of Technology
Time Frame: Term 4
TITLE: Building a better world. (Independent Study)
CONTEXT: Apply personal knowledge, skills and understanding to develop a social or technological solution to a current personal, local or global issue either independently or in a collaborative team
CENTRAL IDEA: What could be done to build a better global community?
KEY UNDERSTANDINGS:
* Demonstrate knowledge, skills and understanding in an area of interest to develop a solution and/or an idea/product/innovation
CURRICULUM FOCUS:
* Level 4 NZC as it relates to their area of investigation
* Key Competencies in action
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Hand-held Snow/Ice Removal Device
Contributor:
Terrace B. Thompson, Capt, USAF
Affiliation
United States Air Force Academy
Address:
Department of Engineering Mechanics
2354 Fairchild Drive, Suite 6H2
US Air Force Academy, CO 80840-6240
Phone:
(719) 333-2531
FAX:
(719) 333-2944
E-mail:
email@example.com
Type:
Design Problem
Time:
One Semester
Location:
Classroom/Take home
Summary
This project is for students taking the first-year engineering design course. The project is suitable for work in teams of 3 persons. This project relates to the design of a hand-held snow/ice removal device to remove ice and snow as quickly and safely as possible.
ABET Descriptors
Engr SCI Content: First Year Engineering
Type:
Component
Elements:
Establish objectives/requirements, analysis, synthesis,
evaluation
Features:
Development of student creativity, use of open-ended problems,
formulation of design problems statements and specifications, consideration of alternative solutions, feasibility considerations, production processes, detailed system descriptions
Constraints:
Economic factors, human factors, safety, environment, reliability, aesthetics Team
Effort:
Hand-held Snow/Ice Removal Device
You will work with two other students on this project to design a hand-held device to remove snow and ice from sidewalks and driveways as quickly as possible.
CONSTRAINTS:
1. You must examine and comment on the existing technologies for snow and ice removal.
3. Personal and environmental safety is a critical concern.
2. Your device must be able to remove an 18 inch wide path of snow and ice at minimum depths of 6 inches and 1/2 inch respectively at a minimum speed of 1 inch/sec.
4. Don't forget to consider affects on the human body ergonomically.
DELIVERABLES:
Written Report
1. Engineering report explaining your design including the results of your examination of existing the existing ice/snow removal devices or systems. Comment on alternative solutions, feasibility considerations, and production processes (can it be built?)
3. Show any calculations that you used in your design.
2. Include all pertinent engineering drawings.
4. Detailed design and performance specifications for each component used in the construction of your device. (What federal/state/local codes must you comply with?)
6. Control Diagram.
5. PERT/Gantt project scheduling and reporting charts.
7. Material and Labor Cost Estimates (What is your data source?).
8. Preliminary patent application paperwork.
Oral Presentation
1. 10-15 minute oral presentation using Powerpoint or other comparable computer graphics program.
Hand-held Snow/Ice Removal Device
Engineering Notes:
A multi-discipline approach may be the key to this design.
Objectives/Comments:
The primary objective of this project is to get students use to dealing with open-ended projects and how important teamwork is to the design process It will also help in understanding the importance of engineering drawing and the transformation of 3-D representation to 2-D. Students will get hands-on training on measurements and dimensioning.
Expected Outcomes:
Detailed report and drawings for ice/snow removal device. Were specifications met?
Discussion/Follow Up:
Discuss the engineering constraints with this type of problem.
Grading:
Grading could be based on the most feasible design (can it be built?), the students' use of the design process, and the design concept (did they meet the specifications?). | <urn:uuid:17c88b66-709f-43b2-b79a-4d2b37d9661b> | CC-MAIN-2021-04 | http://www.discovery-press.com/discovery-press/studyengr/SMU%20Projects/SMU51.pdf | 2021-01-27T10:40:13+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704821381.83/warc/CC-MAIN-20210127090152-20210127120152-00583.warc.gz | 126,510,196 | 728 | eng_Latn | eng_Latn | 0.977124 | eng_Latn | 0.990606 | [
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Short Stories With Questions And Answers For Kids
Eventually, you will agreed discover a new experience and ability by spending more cash. yet when? pull off you put up with that you require to acquire those all needs later having significantly cash? Why don't you attempt to get something basic in the beginning? That's something that will lead you to understand even more just about the globe, experience, some places, with history, amusement, and a lot more?
It is your completely own period to con reviewing habit. among guides you could enjoy now is short stories with questions and answers for kids below.
You can search Google Books for any book or topic. In this case, let's go with "Alice in Wonderland" since it's a well-known book, and there's probably a free eBook or two for this title. The original work is in the public domain, so most of the variations are just with formatting and the number of illustrations included in the work. However, you might also run into several copies for sale, as reformatting the print copy into an eBook still took some work. Some of your search results may also be related works with the same title.
Short Stories With Questions And
This page features 20 of my favorite short stories with questions.These reading activities are perfect for classroom use. Written by some of the greatest authors in history, these stories are short enough to cover in a single class period, and rich enough to warrant study.
Short Stories with Questions | Reading Activities ...
Short Stories For Children With Questions. Displaying top 8 worksheets found for - Short Stories For Children With Questions. Some of the worksheets for this concept are Short stories for children for spoken english program, Beginning short stories my family, And go esl ebook, Short stories for reading comprehension by sharron scott, Using short stories in the
File Type PDF Short Stories With Questions And Answers For Kids
english classroom, High school ...
Short Stories For Children With Questions Worksheets ... SHORT STORY with COMPREHENSION QUESTIONS, Short story text included. • text is accessible for high school/middle school students with special needs/ESL learners reading below grade level, but also age appropriate and high interest6-page Short Story about a teenage girl who learns an important lesson.
Short Stories With Comprehension Questions Worksheets ...
Short Stories With Wh Questions. Displaying top 8 worksheets found for - Short Stories With Wh Questions. Some of the worksheets for this concept are Short stories with questions and answers for kids, Phonics stories wh, Using short stories in the english classroom, Name the gift of the magi, How to help your child understand and produce wh questions, Name, Simple present story 1 1 simple ...
Short Stories With Wh Questions Worksheets - Learny Kids
Showing top 8 worksheets in the category - Short Stories With Comprehension Questions. Some of the worksheets displayed are Short stories for reading comprehension by sharron scott, Sports time collection reading comprehension work, Comprehension skills, Reading comprehension, Literary passages close reading, My new scooter, Using short stories in the english classroom, Grade 11 reading ...
Short Stories With Comprehension Questions Worksheets ...
This resource includes short stories with corresponding WHquestions. There are 26 stories in total (1 for each letter of the alphabet) so that phonological awareness skills can be targeted in addition to language skills.Each story has a picture that can be used as a visual support.
Short Stories Wh Questions Worksheets & Teaching Resources ...
Their lengths vary. They aren't all as short as the ones on this
File Type PDF Short Stories With Questions And Answers For Kids
page. Part 1 has 14 selections divided by the usual story elements. Part 2 has another 16 stories. Short Stories for High School Students. Here are some short stories that deal with themes and subject matter appropriate for high school students.
Very Short Stories for Middle and High School Students to ...
There are five different types to choose from that all ask kids to read very short stories and then to answer some simple questions. The questions range from multiple choice, to circling the correct word to complete a sentence, to sequencing the events and more.
Reading Comprehension Worksheets | All Kids Network
A selection of great short stories for High School students. These stories have been selected to deepen a students appreciation of the short story form, and will help them improve critical thinking and analytical skills while they prepare for college. Authors include Ambrose Bierce, Kate Chopin, James Joyce, Stephen Crane, Robert Frost, Katherine Mansfield, Nathaniel Hawthorne, Sherwood ...
Short Stories for High School Students
The 10 Best Short Moral Stories. Some of these stories are very short and basic. In fact some are so basic they're most likely featured in children's books somewhere. However, the strength of the message remains the same. Here's some more of the best short moral stories: 1. An Old Man Lived in the Village
The 10 Best Short Moral Stories With Valuable Lessons ... Short stories are always a great choice. In addition to requiring less of a time commitment, they are an easy way to expose your students to new authors and genres. Also, the best short stories are every bit as engaging and meaningful as the best novels. Here are some of our favorite short stories for middle schoolers to share with your students.
Best Short Stories for Middle Schoolers, As Chosen by Teachers
Study Questions to help you get the most out of the Short Story.
File Type PDF Short Stories With Questions And Answers For Kids
Not all of these questions will be equally applicable to all of the short stories you will read -- or to short stories generally that you will read outside this course. But they will help you to become better, more careful, more insightful, and more confident as a reader. In class ...
Short Story Questions - Department of English
This was Anthony Marra's first published short story, and works as an outline for his novel A Constellation of Vital Phenomenon. It's the kind of story you read while holding your breath. "The Fruit of My Woman" by Han Kang (Granta) This story was written in 1997 before the publication of The Vegetarian. The two stories share many of ...
18 Great Short Stories You Can Read Free Online | Book Riot
Short stories Do you like listening to and reading stories? Reading stories is a great way to improve your vocabulary and we have lots of great stories for you to watch.
Short stories for kids | LearnEnglish Kids - British Council
Showing top 8 worksheets in the category - Short Stories For Grade 2. Some of the worksheets displayed are Grade 2 reading comprehension work story and exercises, Grade 2 reading comprehension work story and exercises, Comprehension skills, 2 b r 2 b, Using short stories in the english classroom, Name unit 2 short stories big question vocabulary, Name superhero joey, Short vowels in cvc words s.
Short Stories For Grade 2 Worksheets - Printable Worksheets
Short Stories, poetry, novels, and interesting propaganda conveying the cruel realities of a new kind of war. 75 Short Short Stories Great stories to enjoy when you have five minutes: witty, introspective, morality tales, sci-fi, feel-good, drama, and farce.
Short Stories - American Literature
Children's stories and reading worksheets. Over 20 free children's stories; each 5th grade reading passage is followed by comprehension questions. Historical reading worksheets &
Copyright : biglike.com
File Type PDF Short Stories With Questions And Answers For Kids
fables. Each kid's fable or historical passage is followed by four questions. Questions focus on prediction, inference and character traits.
Free printable fifth grade reading comprehension ...
A short story is a work of short, narrative prose that is usually centered around one single event. It is limited in scope and has an introduction, body and conclusion. Although a short story has much in common with a novel (See How to Analyze a Novel), it is written with much greater precision.
How to Analyze a Short Story | American Literature I Questions tagged [short-stories] Ask Question For questions about stories with a fully developed plot, themes, and characters, but significantly shorter and less detailed than a novel.
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SCI FI-ARIZONA
A Virtual Science Fiction Bookstore
And Writer’s Workshop
www.scifi-az.com
Writer's Workshop Series
The Art of Writing
No. 9
The Theory of Dialogue
By Michael McCollum
Fiction, as we learned earlier in this series, is about conflict. It is the conflict human beings have with other human beings, with nature, or with themselves. Even if the characters who inhabit a piece of fiction aren't human in the strictest sense of the word – they can be mobile marine mines seeking an enemy ship to attack, or rattlesnakes living life as rattlesnakes do – they must still have human qualities. For without human qualities, they won't evoke sympathy from the readers. And it is this sympathy that causes readers to care about your characters. Sympathetic identification by the readers for the characters is what it is that makes your story effective.
This is a very important point for a writer to grasp. Your characters must be sympathetic, even if one of them is named Adolf Hitler. One of the things that made Herman Wouk's The Winds of War so effective was that Wouk (who is Jewish) did not telegraph his distaste for Hitler early in the book. In the scenes leading up to the onset of war on September 1, 1939, Wouk views Hitler as anyone would have in the 1930s, namely as an ambitious German politician with an unsavory reputation. Only later do we see him as the monster he really was. In a way we pity him at the same time we loath him, and that pity turns him from a cardboard cutout into a real, living, breathing human being. From our empathy flows a hatred stronger than any Wouk would have evoked had he written Hitler as a one dimensional villain.
Remember, if the readers can't identify with your characters, be they white knight or vile villain, then they won't care what happens to them. And the moment your readers stop caring about your story, you have failed as a writer.
In most stories inhabited by human beings (including ersatz human beings), you eventually come to the point in the plot where someone has to say something to somebody else. When this happens, the writer faces one of the most daunting tasks of his craft. He must write dialogue!
"Dialogue?" you ask. "What's that?"
Dialogue is the part of the text where a person's spoken words and various punctuation marks are preceded and succeeded by those funny double characters known as quotation marks (the things that look like double apostrophes). The preceding paragraph ("Dialogue?" you ask. "What's that?") is an example of dialogue. It is, to put it simply, an agreed upon convention for recording spoken words on the written page.
Except that dialogue is not just speech written down on paper. It is much more than that ... and much less. The next time you are sitting in a restaurant or riding public
Sci Fi - Arizona:
transportation, listen to the people talking around you. Don't listen to what they are saying, but how they are saying it. If you listen carefully, you will note that their speech is peppered with all manner of pauses, extraneous noises, incomplete thoughts, and sentence fragments that seem to have little to do with the topic. In fact, my wife often communicates entirely in sentence fragments, expecting me to understand what it is she has said. Luckily, through long training, I have become adept at deciphering incomplete sentences.
If you write down exactly what people say in conversation, you will have written a mess. Anyone who has ever read the transcript of a trial understands my point. A transcript is a verbatim recording in print of what was said at the trial. Often, when one reads a transcript, the first question that comes to mind is whether or not the speaker was truly awake at the time.
For those of you who are old enough and who resided in the United States in the early 1970s, you may remember the trouble Richard Nixon got himself into when he decided to have a look at his opponents' private records late one night just before the 1972 election. One thing that struck me about the ensuing Watergate flap was the effective use Nixon's opponents made of the transcripts from his private tapes. It seems to me that the written record of his conversations in the oval office made him sound much more sinister than the actual words on tape would have. And who can forget the impact of peppering the transcripts with "(expletive deleted)" throughout? Those two words allowed people's imaginations run wild, and in so doing, had far greater impact than an occasional "damn" or "hell" would have had.
One of the reasons why a literal transcription of human speech leaves the reader cold is that speech communicates on a far deeper level than merely the information imparted by the words. When you listen to someone speak, you also take into account his or her tone of voice and inflection. You see their expression and can interpret their mood from how they hold their body. There is the context of the situation to be judged, something that hardly ever comes through on paper. And, of course, there is the fact that we speak much more quickly than we read, meaning that the sheer volume of information being processed is greater.
However, I believe the reason why transcribed speech is so difficult to read lies deeper than all of these factors. The dichotomy between written speech and spoken speech is, in fact, physiological. We don't read the same way that we hear because of the way in which our brains process information.
Although I am getting grayer with each passing year, I am (genetically speaking) a member of the smallest minority on the face of the planet. I am a redhead. So is my wife, and since the gene for red hair is recessive, so are all of our children. (My wife and I tell everyone that we are trying to start our own race.)
People with red hair have a common desire when they are growing up. We would all like to be brunettes. That is because of the teasing we get from the other children in school, where any difference is a source of entertainment by those who find themselves in the majority. A few years ago, when she was fourteen and just beginning summer vacation, my daughter decided to do something about the problem. She and her friends dyed her hair black ... at night ... in the public park. Needless to say, it wasn't the
greatest dye job the world has ever seen, and over the months of summer vacation, her ever-lengthening red roots did nothing to enhance the look.
So, on the day before she was to start high school, we took her to a beauty parlor and told them to turn her hair back to its natural color. The whole process took six hours! My wife and I entertained ourselves by reading the old magazines in the beauty shop waiting area while getting high on the fumes. It was in one of those magazines that I found an article that explains the underlying reason why dialogue cannot be written as transcribed speech.
The article was the cover story for the July 17, 1995, issue of Time Magazine, and dealt with recent findings in studies of the human brain. The brain, it turns out, is much more complicated than even the brain researchers initially believed. For instance, people whose brains have been injured develop odd disabilities. One woman couldn't read nouns! Verbs and adverbs were fine, but nouns were beyond her. Other people with brain damage speak perfectly, but cannot understand language at all; and vice versa.
Studies of healthy brains have also revealed a great deal about the way we think. People who are bilingual use different neurons when speaking one language than when speaking the other. Also, a different part of the brain is at work when we say a word out loud than when we hear that same word spoken.
What this proves is that when the human brain receives information in the form of aural speech, it runs that information through a filter that parses the sentences into their component words and sends each of those words to a different location in the brain, depending on their function! Nouns appear to be centered in the temporal lobe of the brain's left hemisphere, while the frontal cortex handles verb activity. A different location seems to be used for assembling nouns and verbs into sentences. Our ability to decipher words that we hear appears to be distributed through various sites within that 50-watt electronic computer in our heads. (What I find fascinating about all of this is that while most people don't know the difference between a noun and a verb, their brains have no trouble making the distinction!)
Nor are these findings limited to spoken language. When you read a word, a different part of the brain handles the information processing than when you say that word out loud. Does it not follow then, that the locations where spoken speech is processed are different than the places where our brains decipher the black smudges on paper that we call writing? Of course it does.
Remember, virtually all human beings learn to speak instinctively, but everyone must go through an arduous process to learn to read. This has long argued that hearing and reading are independent skills that use different pathways in the brain to obtain the same information. Modern science has merely provided the experimental evidence to prove what all writers have long known instinctively, which is that written speech is not the same as the spoken variety!
When you realize that different areas in the brain process spoken and written speech, it becomes obvious (to me, at least) why dialogue cannot merely be a record of the exact words that were spoken. Speech received through the ears seems to go through some sort of gibberish filter. The function of this filter is to remove all extraneous sounds and to place into sensible order all of the disjointed sentence fragments that are
common to human speech. This is why we can listen to a single conversation in a crowded room while tuning out the dozen unrelated conversations swirling around us.
Our eyes, which are attached to a different portion of the brain than our ears, seem to bypass this gibberish filter. This is probably good from an evolutionary standpoint. Since vision is our primary sense, we wouldn't want our brains filtering out sights that it concluded were not significant – say the sight of a lion charging at us through the underbrush. Unfortunately, this means that when our eyes scan text and find gibberish, our brains attempt to process that gibberish as part of the whole. Instead of ignoring all of the ah's, er's and hmmm's the way our ears do, our eyes attempt to process everything.
The result is a splitting headache if you keep at it for long enough.
A Digression: Gender and Brains
So if written speech is processed by a different part of the brain than spoken speech, how must written speech be different to make it intelligible? Simply put, written speech must be a more orderly, less wide-ranging version of the spoken word. For this reason, you can think of dialogue as distilled speech in which all the extraneous noises and disjointed thoughts have been removed. It is the essence of what is being said, not the verbatim recording.
True, you can include an occasional "Uh" or "Hmmm" to give dialogue flavor, or if quoting a California valley girl, can say "Like, wow, you know..." a few times for local atmosphere, but that's about it. To write dialogue you must
Although it is not popular to say so, brain researchers are beginning to understand the difference between the way men and women think. Women, it turns out, have a much greater degree of communication between the two hemispheres of their brains than do men. The reason for this appears to be the different roles the two sexes have played throughout human evolutionary history. Since before our ancestors could speak, men have hunted animals and women have gathered food while simultaneously caring for the children. This dichotomy of task has caused the evolutionary pressures on the two sexes to be different. The result is that women have general purpose brains, agile at communication and socialization. Men seem to have single purpose brains (and no, it isn't that purpose I'm talking about!). The male brain is optimized for doing parabolic trajectory analyses in real time, giving males an inherent advantage in visualizing spatial relationships. After all, you aren't much of a hunter if you can't predict where the spear or arrow is going to land!
Note: In any discussion of one of the "forbidden subjects" of our age, it is important to point out that generalizations such as these are statistical in nature. The best "visualizers" among women are much better than the average male at visualizing in three dimensions; while the best communicators among men are much better than the average female at communicating. However, since there are entire schools of comedy built around the fact that men and women tend to look at life differently, it seems silly not to study such an obvious fact.
extract the thoughts imbedded in the speech, distill them like a good whiskey, rearrange them for clarity, and then write them down on paper in a form that will convey to the reader the essence of what was said, not the detail. This, of course, is what makes writing dialogue so difficult.
Which brings up an interesting question for writers. If writing dialogue is so difficult, why do it at all? The answer to this question is simple. You write dialogue because it is the writing form with the greatest impact on the reader. You do it to make your stories strong.
To make sure that everyone is with us at this point, let's define a couple of terms. The two ways to write fiction are narration and dialogue. In narration, the writer tells the story, usually as the invisible storyteller. Narration is always about events that have taken place some time in the past. Dialogue, on the other hand, is the record of someone speaking. And since we are used to hearing words in real time, when we encounter the written record of those words, we absorb them as though they were actually being said in our presence. The reader treats dialogue, then, as taking place at the moment of reading. It is immediate rather than delayed, and as such, has a far greater impact on the reader than does narration.
This is an extremely important point, so let us dwell on it a bit. When you narrate the story, you are always speaking as the author. You say things like:
He walked across the dark moor, listening for the howl of the hound that he knew to be out there. He clenched his over-under shotgun more tightly against his sweating palms, and strained to hear every cricket chirp and soft sigh of the wind, the better to listen for the panting breath of the big, ferocious dog...
Note the verbs in that passage. "He walked," "He clenched," "He strained to hear." All of them are in the past tense. It is as though I, the author, am recounting events long past, events that cannot be undone. It is as though the reader is watching a tape of the 1990 Super Bowl football game. He may find the action interesting, but some of the excitement is taken out of the game. What was, will be – "Mene mene, tekel upharsin!" — the hand, once having writ, moves on!
Why should we care about the fate of that stranger on the moor? Either the hound got him or it didn't, and whichever the case, there isn't much we can do about it. We'll be sad if the traveler gets his throat ripped out in the next paragraph, but no sadder than we are for the passengers who went down with the Titanic. After all, it was a great tragedy, but none of our business. Barring the invention of a time machine, there is nothing we can do to affect either event.
Dialogue is different than narration. When a character speaks, it is now, this very second! We aren't listening to a story of some long ago time whose people were dead and dust before we were born. We are observing the story with our own two eyes and listening with our own two ears. There isn't even a nanosecond's delay between the utterance of the words by the characters and our hearing them. Assuming the author has done his or her job well, dialogue transports us from our comfortable armchair to the cold of an English moor at night, and we, too, feel the cold, clammy rivulet of fear-induced sweat trickling down between our shoulder blades.
So if dialogue is an immediate way to tell a story, if it has that powerful an impact on the readers, why don't we tell the entire story in dialogue?
Some people do ... sort of. It's called first person narration, and is basically a modified form of dialogue. You've all read stories that were written in the first person. Don't they have a spontaneity and a reality that third person narrative lacks? Consider our example in first person:
I walked across the dark moor, listening for the howl of the hound that I knew to be out there. I could feel the sweat on my palms as I clenched my overunder shotgun more tightly while I strained to hear every cricket chirp and soft sigh of the wind, the better to listen for the panting breath of the big, ferocious dog...
First person narrative is basically the author, who is also the main character, telling his or her personal story to the reader. Yet, if you note the verbs, you will see that they are still in the past tense. It's as though the author has returned to his London gentlemen's club, has his feet up, and is regaling his cigar-smoking cronies with the tale of his adventure. One thing is certain in this form – he didn't get his throat ripped out. Unless, of course, this is a horror story, in which case, you can never tell.
To truly be dialogue, a first person narrative should be written in the present tense ("I walk across the dark moor...", "I feel the sweat on my palms as I clench my overunder shotgun more tightly while I strain to hear ...") However, present tense narration is a form that most readers find irritating if it goes on long enough. This, of course, is why writers use present tense narration sparingly, and stick mostly to first person narration in the past tense.
Why not write a story in true dialogue, with one character talking and another character asking questions? This was very popular in the nineteenth century when readers were less sophisticated than they are today. (At least, we would like to think that we are more sophisticated than they were. After all, we have had the dubious benefits of watching 10,000 hours of television growing up.) During the Victorian Age, it was very popular to have a narrator character tell the story essentially as one long piece of narrative dialogue. This story structure is known as a "frame," as in picture frame. Basically, a small story frames the larger tale, which is narrated by the character that had the adventure, or at least, observed it. Rudyard Kipling was very fond of the frame story, as were most of the writers of his time. Those of you who have seen the movie The Man Who Would Be King with Sean Connery and Michael Caine will know what I am talking about.
So what's wrong with the frame story? It's dialogue, isn't it? After a fashion. Mostly, however, it is monologue, a single character going on for page after page about what happened when he was on the great adventure. Funny thing. Readers are less tolerant of monologues than they are of author narratives, which is why the frame story has fallen into disuse, except when being used for special effect. For instance, if you are trying to write a Jules Verne or H. G. Wells-style story, then the atmosphere is enhanced if you use archaic language and an archaic literary form. You also use a frame if you are writing modern day Sherlock Holmes stories. Sir Arthur Conan Doyle used the journals of Dr. John Watson as a frame in order to keep the reader out of the brain of Sherlock
Holmes. It wouldn't be much of a mystery if we could all watch the great man think, now would it?
The one thing we learn from the frame story is that dialogue that goes on too long begins to sound a great deal like narration, but with a more complex form and more punctuation cluttering up the page. So why write your narration in a more complex format when you can more easily write it as narration in the first place?
Still, the thing that keeps readers' interest is variety. So one of the writer's most important decisions is whether he or she is going to write a scene as narration or as dialogue. Not that scenes don't contain both, of course. A narrative scene is likely to have dialogue sprinkled throughout its body, while a dialogue scene must be broken up with paragraphs of narration. Try relating conversations entirely in the third person and you will have the readers yawning in no time. Attempt to write an entire book with dialogue, and the readers will soon lose track of who is talking. Don't believe me? Try your hand at the following scene in which two couples are discussing politics over dinner. The couples are John and Mary Smith, and Sam and Louise Martin.
```
"Good of you to invite us to dinner," Mary told Sam. "My pleasure. It's been too long." "How about it, Honey? Aren't you glad the Martins could join us?" "Damned glad." "Me, too. It gives us a chance to argue politics." "You would say that," his wife snorted. "Can't we have a quiet night for a change without politics." "Hell no. It's about time I taught this heretic a thing or two." "You and what army?" "I agree with my friend. You men are too partisan. It's a wonder you still talk to each other." "Pshaw! What are friends for if you can't argue with them from time to time?"
```
Now, after reading that exchange can you identify who is speaking each time? If you can, you're a better reader than I am. True, I cheated a bit by removing some of the usual identification tags from the speeches, but that was just to drive home the point that dialogue is inherently complex. The reader must keep careful track of who is speaking at all times, and if they ever lose track, the entire story becomes gibberish. Remember that your eyes aren't connected to the gibberish filter in your head the same way that your ears are. We become easily confused when verbal information comes to us through our sense of vision.
I first became aware of this problem when I began writing on a computer. Those of you who use a computer word-processing program (and if you are going to be a writer, you'd better start!) will recognize the problem. Sometimes while writing dialogue you omit the hard return at the end of the paragraph because the computer has chosen that point to wrap the line automatically. You then go on to write another character's speech, not realizing that there is no hard return between the two speeches. Because the computer wrapped the line where you would normally have done so, your dialogue looks completely normal on the screen.
Then, just before printing, you reformat your manuscript to make it pretty. As part of the reformatting process, you change the margins. At this point, the computer reformats all of the lines. The lines without hard returns are put together, and you have a case of run-on dialogue. One character's speech ends up on the same line as another character's and the visual clue to a transition in speakers (the new line with indent) is suddenly gone.
When this happens it is very easy to lose track of who is speaking. Suddenly, each line of dialogue is coming out of the mouth of the character being spoken to, not the one speaking. For the next half page you think the female character is spouting the male character's lines and vice versa. This goes on until you realize that either the hero is effeminate, or else the dialogue tracker in your head has jumped the track. At this point you have to go back to find the place where you lost track, and then slowly read forward to figure out who is talking.
Nor does it take a computer formatting screw-up to cause the reader to lose track of the speaker. Going too long in dialogue without the proper identifying tags will have the same effect. That is why you put all of those he said's and she said's into dialogue. They give the reader frequent clues as to who it is that is speaking, making it harder for the readers to get lost. Of course, inserting identity markers into dialogue can be overdone, thereby making your writing monotonous. To prevent boredom, you must vary the techniques used to orient the reader during dialogue.
Why not take your spouse or loved one out to a crowded restaurant and eavesdrop on the people around you? Not only will it sensitize you to the difference between written and spoken speech; it will give you a chance to study how people speak. An author can never get enough practice at studying speech patterns. They are, after all, one of the more important tools of our trade.
# The End
© 2007 by Michael McCollum, All Rights Reserved
This article is the property of the author and of Sci Fi - Arizona. It may not be sold, or used for any commercial purpose whatsoever, without the written permission of the author.
Sci Fi - Arizona A Virtual Science Fiction Bookstore and Writer's Workshop
Michael McCollum, Proprietor WWW.SCIFI-AZ.COM
If you enjoy technologically sophisticated science fiction or have an interest in writing, you will probably find something to interest you at Sci Fi - Arizona. We have short stories and articles on writing– all for free! If you like what you find, we have full length, professionally written science fiction novels in both electronic form and as hard copy books, and at prices lower than you will find in your local bookstore.
Moreover, if you like space art, you can visit our Art Gallery, where we feature the works of Don Dixon, one of the best astronomical and science fiction artists at work today. Don is the Art Director of the Griffith Observatory. Pick up one or more of his spacescapes for computer wallpaper, or order a high quality print direct from the artist.
We have book length versions of both Writers' Workshop series, "The Art of Writing, Volumes I and II" and "The Art of Science Fiction, Volumes I and II" in both electronic and hard copy formats.
So if you are looking for a fondly remembered novel, or facing six hours strapped into an airplane seat with nothing to read, check out our offerings. We think you will like what you find.
NOVELS
1. Life Probe US $4.50
The Makers searched for the secret to faster-than-light travel for 100,000 years. Their chosen instruments were the Life Probes, which they launched in every direction to seek out advanced civilizations among the stars. One such machine searching for intelligent life encounters 21st century Earth. It isn't sure that it has found any...
2. Procyon's Promise US $4.50
Three hundred years after humanity made its deal with the Life Probe to search out the secret of faster-than-light travel, the descendants of the original expedition return to Earth in a starship. They find a world that has forgotten the ancient contract. No matter. The colonists have overcome far greater obstacles in their single-minded drive to redeem a promise made before any of them were born...
3. Antares Dawn - US$4.50
When the super giant star Antares exploded in 2512, the human colony on Alta found their pathway to the stars gone, isolating them from the rest of human space for more than a century. Then one day, a powerful warship materialized in the system without warning. Alarmed by the sudden appearance of such a behemoth, the commanders of the Altan Space Navy dispatched one of their most powerful ships to investigate. What ASNS Discovery finds when they finally catch the intruder is a battered hulk manned by a dead crew.
That is disturbing news for the Altans. For the dead battleship could easily have defeated the whole of the Altan navy. If it could find Alta, then so could whomever it was that beat it. Something must be done…
4. Antares Passage - US$4.50
After more than a century of isolation, the paths between stars are again open and the people of Alta in contact with their sister colony on Sandar. The opening of the foldlines has not been the unmixed blessing the Altans had supposed, however.
For the reestablishment of interstellar travel has brought with it news of the Ryall, an alien race whose goal is the extermination of humanity. If they are to avoid defeat at the hands of the aliens, Alta must seek out the military might of Earth. However, to reach Earth requires them to dive into the heart of a supernova.
5. Antares Victory – First Time in Print – US$7.00
After a century of warfare, humanity finally discovered the Achilles heel of the Ryall, their xenophobic reptilian foe. Spica – Alpha Virginis – is the key star system in enemy space. It is the hub through which all Ryall starships must pass, and if humanity can only capture and hold it, they will strangle the Ryall war machine and end their threat to humankind forever.
It all seemed so simple in the computer simulations: Advance by stealth, attack without warning, strike swiftly with overwhelming power. Unfortunately, conquering the Ryall proves the easy part. With the key to victory in hand, Richard and Bethany Drake discover that they must also conquer human nature if they are to bring down the alien foe …
6. Thunderstrike! - US$6.00
The new comet found near Jupiter was an incredible treasure trove of water ice and rock. Immediately, the water-starved Luna Republic and the Sierra Corporation, a leader in asteroid mining, were squabbling over rights to the new resource. However, all thoughts of profit and fame were abandoned when a scientific expedition discovered that the comet's trajectory placed it on a collision course with Earth!
As scientists struggled to find a way to alter the comet's course, world leaders tried desperately to restrain mass panic, and two lovers quarreled over the direction the comet was to take, all Earth waited to see if humanity had any future at all…
7. The Clouds of Saturn - US$4.50
When the sun flared out of control and boiled Earth's oceans, humanity took refuge in a place that few would have predicted. In the greatest migration in history, the entire human race took up residence among the towering clouds and deep clear-air canyons of Saturn's upper atmosphere. Having survived the traitor star, they returned to the all-too-human tradition of internecine strife. The new city-states of Saturn began to resemble those of ancient Greece, with one group of cities taking on the role of militaristic Sparta...
8. The Sails of Tau Ceti – US$4.50
Starhopper was humanity's first interstellar probe. It was designed to search for intelligent life beyond the solar system. Before it could be launched, however, intelligent life found Earth. The discovery of an alien light sail inbound at the edge of the solar system generated considerable excitement in scientific circles. With the interstellar probe nearing completion, it gave scientists the opportunity to launch an expedition to meet the aliens while they were still in space. The second surprise came when Starhopper's crew boarded the alien craft. They found beings that, despite their alien physiques, were surprisingly compatible with humans. That two species so similar could have evolved a mere twelve light years from one another seemed too coincidental to be true.
One human being soon discovered that coincidence had nothing to do with it...
9. Gibraltar Earth – First Time in Print — $6.00
It is the 24th Century and humanity is just gaining a toehold out among the stars. Stellar Survey Starship Magellan is exploring the New Eden system when they encounter two alien spacecraft. When the encounter is over, the score is one human scout ship and one alien aggressor destroyed. In exploring the wreck of the second alien ship, spacers discover a survivor with a fantastic story.
The alien comes from a million-star Galactic Empire ruled over by a mysterious race known as the Broa. These overlords are the masters of this region of the galaxy and they allow no competitors. This news presents Earth's rulers with a problem. As yet, the Broa are ignorant of humanity's existence. Does the human race retreat to its one small world, quaking in fear that the Broa will eventually discover Earth? Or do they take a more aggressive approach?
Whatever they do, they must do it quickly! Time is running out for the human race…
10. Gibraltar Sun – First Time in Print — $7.00
The expedition to the Crab Nebula has returned to Earth and the news is not good. Out among the stars, a million systems have fallen under Broan domination, the fate awaiting Earth should the Broa ever learn of its existence. The problem would seem to allow but three responses: submit meekly to slavery, fight and risk extermination, or hide and pray the Broa remain ignorant of humankind for at least a few more generations. Are the hairless apes of Sol III finally faced with a problem for which there is no acceptable solution?
While politicians argue, Mark Rykand and Lisa Arden risk everything to spy on the allpowerful enemy that is beginning to wonder at the appearance of mysterious bipeds in their midst…
11. Gridlock and Other Stories - US$4.50
Where would you visit if you invented a time machine, but could not steer it? What if you went out for a six-pack of beer and never came back? If you think nuclear power is dangerous, you should try black holes as an energy source — or even scarier, solar energy! Visit the many worlds of Michael McCollum. I guarantee that you will be surprised!
Non-Fiction Books
12. The Art of Writing, Volume I - US$10.00
Have you missed any of the articles in the Art of Writing Series? No problem. The first sixteen articles (October, 1996-December, 1997) have been collected into a book-length work of more than 72,000 words. Now you can learn about character, conflict, plot, pacing, dialogue, and the business of writing, all in one document.
13. The Art of Writing, Volume II - US$10.00
This collection covers the Art of Writing articles published during 1998. The book is 62,000 words in length and builds on the foundation of knowledge provided by Volume I of this popular series.
14. The Art of Science Fiction, Volume I - US$10.00
Have you missed any of the articles in the Art of Science Fiction Series? No problem. The first sixteen articles (October, 1996-December, 1997) have been collected into a book-length work of more than 70,000 words. Learn about science fiction techniques and technologies, including starships, time machines, and rocket propulsion. Tour the Solar System and learn astronomy from the science fiction writer's viewpoint. We don't care where the stars appear in the terrestrial sky. We want to know their true positions in space. If you are planning to write an interstellar romance, brushing up on your astronomy may be just what you need.
15. The Art of Science Fiction, Volume II - US$10.00
This collection covers the Art of Science Fiction articles published during 1998. The book is 67,000 words in length and builds on the foundation of knowledge provided by Volume I of this popular series.
16. The Astrogator's Handbook – Expanded Edition and Deluxe Editions
The Astrogator's Handbook has been very popular on Sci Fi – Arizona. The handbook has star maps that show science fiction writers where the stars are located in space rather than where they are located in Earth's sky. Because of the popularity, we are expanding the handbook to show nine times as much space and more than ten times as many stars. The expanded handbook includes the positions of 3500 stars as viewed from Polaris on 63 maps. This handbook is a useful resource for every science fiction writer and will appeal to anyone with an interest in astronomy. | <urn:uuid:092ede84-c7c9-4ea7-adbf-dcb95ad5cce2> | CC-MAIN-2020-40 | https://www.scifi-az.com/articles/writing%2009.pdf | 2020-09-23T03:18:11+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400209665.4/warc/CC-MAIN-20200923015227-20200923045227-00251.warc.gz | 988,720,453 | 7,772 | eng_Latn | eng_Latn | 0.999102 | eng_Latn | 0.99928 | [
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Lesson 7 / April 26, 2020
Making Difficult Choices
By Caroline Ferdinandsen
Lesson 7 Focus:
Lesson 7 Bible Basis:
Lesson 7 Memory Verse:
When making personal choices, consider the effect on others.
Transmission of the Scriptures (Isaiah 40:8; Matthew 5:18; John 14:25-26; 17:7-8, 20; 2 Timothy 2:2) Transmission of the Scriptures (Isaiah 40:8; Matthew 5:18; John 14:25-26; 17:7-8, 20; 2 Timothy 2:2) 1 Corinthians 8:4-11; 10:23-31
So whether you eat or drink or whatever you do, do it all for the glory of God. Do not cause anyone to stumble. —1 Corinthians 10:31-32a
Students will watch a video about social media and discuss the effect it can have as they consider the significance of personal choices.
Materials:
Internet access
More than ever before, American teenagers live within an interconnected network of family members, friends, acquaintances, and online communities. The recent pandemic has changed the way we connect with others, both positively and negatively.
This video shares some interesting information about social media's effect on mental health [2:33]:
Social Media Can Impact Mental Health During Quarantine https://www.westernmassnews.com/news/social-media-can-impact-mental-health-duringquarantine/article_d3790464-738b-11ea-8bd2-4f01a887ec6a.html
How has your family's social media use changed in the past month or two? (Answers will vary. Some families have become more intentional about reaching out in creative ways to the community, but others may feel isolated and lonely in a digital world.)
What suggestions from the Mental Health Association seem wise? (Answers might include the TGK acronym: 1. Turn it off, 2. Go beyond the headline, and 3. Know your source.)
Has another Christian's online behavior ever made you question your own family's rules or guidelines? Do all Christian families have the same specific rules of behavior? (We don't always know the context behind a photograph or comment. What we post—and say—can have a ripple effect, especially for new Christians who might be confused by contradictions or hypocrisy.)
How we interact—whether it is through social media or in a face-to-face encounter— can have a big effect on others. But even our personal choices can impact others. Let's find out how.
(Continue on to Steps 2 and 3 in your teacher's guide; your Step 4 appears below.)
Lesson 7 / April 26, 2020
Making Difficult Choices
Lesson 7
Focus:
Lesson 7 Bible Basis:
When making personal choices, consider the effect on others.
Materials:
Internet access
Optional: Set of dominoes
If students have access to a set of dominoes, they might want to participate in setting up a line (or series of lines) that will topple over with one push. If everyone is connected through a video conferencing platform, let those who wish to participate wait for your countdown from ten (suspense!) before knocking over the first domino and watching the result.
Watch this hypnotic video that illustrates cause-and-effect in a visual way [2:27]: THE AMAZING TRIPLE SPIRAL (15,000 DOMINOES) https://www.youtube.com/watch?v=lo6x4eulY9g
This video illustrates the impact that one action can have on others. Many times we imagine ourselves to be like a single domino: independent and isolated. But God has designed us to encourage each other, knowing that we are created for relationships within the Body of Christ.
What is one change you can make in your behavior that might encourage a fellow Christian?
How does this principle play out at home with multiple siblings? (Younger siblings may not admit it, but they are carefully watching their older brothers and sisters. This is a unique opportunity to model what maturity in faith looks like.)
What is a good principle to use as we consider how our action (or non-action) might affect others? (The Bible tells us to consider God first, then others, then ourselves. In this way, God helps us keep our focus on Him instead of the ways of the world and reminds us to carry out the mission He has given us to spread the Gospel to others.)
A domino is a great visual reminder of the impact our decisions may have on our friends. If you have access to a set of dominoes, put one in a place where you will see it as a reminder of today's lesson. If you don't, you can print off a copy of a sheet of dominoes as a reminder for your refrigerator or bedroom door, etc. A link to a printable is here.
1 Corinthians 8:4-11; 10:23-31
Lesson 7 Memory Verse:
So whether you eat or drink or whatever you do, do it all for the glory of God. Do not cause anyone to stumble. —1 Corinthians 10:31-32a
Printable Dominoes
https://www.helpingwithmath.com/printables/others/kcc4Dominoes01.htm
This week think of one friend or sibling you can inspire through your own actions to be more Christlike—then follow through!
Try to connect with each student to pray with them via social media of your choice; pray together for discernment as students and families exercise their freedom in Christ.
(We are not affiliated with and do not endorse any website or any other media listed on these pages. At the time of writing, we carefully review the referenced material and non-referenced web page content. However, due to the nature of the Internet, non-cited content on the website [including pop-ups, links, and ads] changes frequently and is beyond our control. Please review carefully before showing links in the classroom.) | <urn:uuid:cf68ea59-9f49-40fe-8f42-98e801333e02> | CC-MAIN-2020-40 | https://www.21stcc.com/files/RLD_2020-04-26_HighSchool.pdf | 2020-09-23T02:44:22+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400209665.4/warc/CC-MAIN-20200923015227-20200923045227-00251.warc.gz | 685,733,828 | 1,290 | eng_Latn | eng_Latn | 0.9954 | eng_Latn | 0.995746 | [
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Kindergarten ELA Farms Materials Interview
Interviewer: Please describe the instructional materials you are using for this lesson.
Teacher:
Aside from using the framework of the Wonders English language acquisition program, I am going to be using the Alias. Maybe not so much today that I am going to be using real crops from the farm but tomorrow I am going to be using real crops from the farm. I am also going to be using plastic items that look like the actual fruit. We also look at pictures, whether it be real pictures that I downloaded from the Google Images or even pictures, like on the internet. Just various ways of using different materials.
Likewise, like I said, I am going to be using a lot of pictures. A lot of teacher-made materials are going to be used not only for the lesson but for the labs too. The materials that I know that they will be interested in and it is really something that is of interest to them.
Interviewer: Why did you consider choosing these materials?
Teacher:
[00:02:00]
I chose these developmentally-appropriate materials to support a variety of child development domains; the creative, the emotional personal, the cognitive interpersonal, science, physical language literacy. Like I said earlier in the other interview, I like to address learning in various ways because it fits. I am sure you know, there is not enough time during the day. If we can address various disciplines at the same time, then it kills two birds with one stone kind of thing.
Interviewer: What is it that you like about these materials?
Teacher:
In the learning labs, the materials and activities provide structure in conjunction with imaginative possibilities. Not only does it promote cognitive development and supports the children's understanding of the thematic unit in different modalities, but it makes learning fun. I really believe in the constructivist approach to learning because learning becomes active as opposed to passive or passive learner.
Interviewer: Are there any changes you would make to these materials?
Teacher:
I think I would have to really look at it after they have experienced it because this is the first time I am doing it. I rarely do the same thing every year. I look at the kids and I look at their interests. I look at the time, et cetera. This is the first time I am doing this. I am going to have to really evaluate after the lesson.
Interviewer: How would you describe these materials as meaningful or relevant to their lives?
Teacher:
[00:04:00]
I feel that these materials are meaningful because like I said, I take into account this particular group of students' interests. Therefore, my materials are always changing from year to year. They are not static. Because most of my kids come from economically disadvantaged students and have a very limited English ability, the reality of real objects
Interviewer:
Teacher:
Interviewer:
gives them an opportunity or gives me an opportunity to bring the outside world into their limited life experiences.
That is perfect. Thank you very much. I like the word. I am going to bring that word with me.
Which word?
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Focus on Remote Learning
Student and Parent Guidebook
Fall 2020
This guidebook was developed to be a resource for families as we navigate through our remote learning journey. This document outlines the processes and procedures for the first quarter. The information in this document will be updated regularly as we receive additional information from the Illinois State Board of Education. Thank you, in advance, for supporting our students each and every day.
Purpose of Guidebook
* To provide students and families with information, support and guidance needed to navigate remote learning.
* To provide an opportunity for families, students and teachers to remain connected and engaged with academic content in a remote setting.
* To provide families and students with meaningful communication and feedback consistently to support and encourage learning.
* To effectively communicate academic progress to students and families.
Instructional Learning Models
Attendance
1. Teachers will take attendance in the morning for grades K-2.
2. Teachers will take attendance every class period for grades 3-12.
3. Students that log in after attendance is taken will be marked tardy by the teacher.
4. Students that do not attend school during the specified time will be marked absent.
5. Assistant Principals of School Culture will call email and parents/guardians of absent students.
6. Teachers will update attendance as needed (tardies, students leaving early).
7. If a student is going to be late or is unable to connect to the internet, the student or parent will need to contact the school.
Guiding Principles
* Focus on a Safe and Healthy Learning Environment
- Prioritizing safety guidelines from the Illinois State Board of Education.
* Focus on Equity
- Ensuring access and equity for all students
* Focus on Social Emotional Learning
- Students will receive integrated social emotional lessons.
* Focus on Quality Instruction
- Students will have an opportunity to receive small group instruction.
- Students will have an opportunity to receive synchronous and asynchronous instruction.
Teacher Introduction & Orientation to Classes
Self Care
Going to school can be fun and easy. However, going to school can also be stressful and hard. Whether you go to school in person or online, it is important to know how to take care of yourself, both physically and emotionally. That's where Self Care comes in! Every week, we will work on our self care together. There are counselors and other adults available if you need more help.
Daily Expectations
Establish Routines and Expectations for Remote Learning
It is important to develop good habits from the beginning. Families should help students get up, get dressed, and ready to learn at a reasonable time. Keep regular bedtime routines, including normal rules for digital devices.
Use high- and low-tech devices around the house to establish and maintain schedules and routines. Egg timers, microwave timers, alarm clocks, and cell phone timers are examples of supplies that can be used as auditory, visual, or tactile (vibration) alerts to keep students on task.
Each family member should interact with children in their strongest language(s), even if that language is not English and even if that means their children may be hearing multiple languages each day. This is true for all families, whether or not the child is identified as an English Learner.
Grades K-2
* Families should create a flexible routine and talk about how it's working.
* Families should assist students in understanding, but also allow students to work through the class independently.
* Families should check that all student work is completed.
* Families should assist students in checking messages and communicating with the school.
* Keep in mind that it's about the child, not the work.
* Families should help child(ren) find their own motivation.
* Families should create a consistent daily routine and share it with children. Children learn best and are more adaptable to change when they know what to expect and have consistency in their daily life.
* Families should spend time with your child/children each day talking and/or drawing about how they are feeling; this is especially important in light of COVID-19 and current events.
* Families should spend time with your child/children each day playing games (invented or purchased), telling stories, and/or reading books in any language.
Grades 3-12
* Attendance Matters. Show up and participate!
* Families should learn their student's schedule and follow it daily.
* Families should practice discretion around your child(ren) as their camera should always be on during the instructional time.
* Students will have breaks to stretch and move.
* Remember to charge the devices and check camera/microphone.
* Families should plan family activities after student learning time.
Location
Your family's regular learning space for occasional homework might not work for extended periods. Set up a physical location that's dedicated to school-focused activities. Make sure it is quiet, free from distractions, and has a good internet connection. Make sure an adult monitors online learning. Keep doors open and practice good digital safety.
Workspace
Provide an environment conducive to learning:
* Create a distraction-free zone limiting movement and noise in the learning area.
* Wear appropriate school clothes for the video.
* A visible location to keep the device's screen within view.
* A comfortable place that allows for flexibility, like sitting in their favorite spot on the couch or standing at the kitchen table.
Materials
Make sure your child has the materials necessary to complete all assignments. Student's materials should be stored in the student's designated workspace.
Schedule
For remote learning, we will NOT be following student schedules posted in Concept SIS. Families may log into Concept SIS to identify student sections (A, B, or C), however, we will follow the schedule below for remote learning,
Students must log into a google meet at the start time of each class. Follow the appropriate grade and section for your student. Google meet links are located in Seesaw (K-12) and Google Classroom (3-12).
Middle School Students (6-8) who are part of the enrichment or self-contained setting will receive an individualized schedule via email.
Specials Classes (K-8) Music, P.E., Art, and S.E.L
Specials courses will NOT have live google meet class meetings. All specials teachers will post one recorded teaching and one assignment per week in Seesaw (K-2) or Google Classroom (3-8). Students will use the special periods throughout the week to independently watch these videos and complete these assignments independently. All assignments for all specials classes are due on Fridays at 3:00pm.
* Grades K-5 have Music, P.E., and Art
* Grades 6-8 have Music, P.E., Art, and S.E.L
Specials teachers will be available for support via email and may hold small group sessions on Fridays.
High School
Seesaw Learning Platform for Students in Grades K-2
What is Seesaw? Video
Sign In from Home
Step 1: Download the Seesaw CLASS app or visit app.seesaw.me on your chromebook.
Tour of the CLASS App
Your Journal: When students sign in to the Class app, they see their journal.
Create a Post: Click on the green Add button to post to the journal using fun tools like Photo, Drawing, Video and more.
Complete Activities: To see assigned activities, click on the Activities tab under the class name. Find an activity to complete, then click Add Response.
View Announcements, Messages and Notifications: A red notification bubble appears when there is something to see.
Google Classroom (3-12)
* Students will log into: http://classroom.google.com/
* Students must use their HSA school email account to log in
* Student email addresses are made up of (first name/last name/ last 2 digits of high school graduation year with periods in between the first and last name)
- Example: firstname.lastname@example.org
- Example: email@example.com
* Email passwords are the students HSA ID number. This can be found in Concept SIS.
* Make sure to click "join" to enroll in your classes!
Below is a view of a student dashboard. All student classes will be displayed here. Students will click on the appropriate classroom at the appropriate time. (see schedule)
Below is a screenshot of one google classroom, 6A English. Pictured is the "stream" where all class announcements will be made. The google meet link is for the live class sessions. Students will click here at the time scheduled for this class (see schedule). The same link will be used everyday.
Assignments will be posted under the classwork tab. See the screenshot below. Students will click on the assignment to complete and submit it. Assignments can be in the forms of Microsoft Word Documents, Google Forms (Surveys), Google Slides, or discussion posts.
Participation
Families, please help students be successful by following the daily expectations:
* Check all assignments and grades in Seesaw for Kindergarten, 1st, and 2nd grades.
* Check all assignments and grades in the Google Classroom for 3rd-8th grades.
* Check student's grades in Concept SIS.
* Inform the teacher of your preferred method of communication (email, text, or phone call).
* Communicate any questions or concerns with the teacher during the teacher's office hours. (8:00-9:00 am and 3:00-4:00pm Monday - Thursday)
* Families should set academic and social and emotional goals prior to engaging in learning. For example, ask them, "What do you plan to work on this week? What will you do if you get stuck? How can I support you?"
Weekly Expectations
Communication between families and schools is more important than ever during this time of decreased physical contact within the school building. It is in the best interest of each and every student that those involved in their education, health, well-being, and social emotional growth are in constant communication so that students can reach their optimal development.
Quarter Expectations
* Review student's progress reports and communicate any concerns with the teacher.
* Attend virtual parent-teacher conferences
* Update all contact information with the school secretary, if there are changes in address, phone numbers, or email addresses to insure the best communication possible.
* Review the expected learning outcomes for the first quarter or your student's grade level.
Preparing for Learning
Before Learning
* Get organized!
- Check the student calendar each week.
- K-12 students will attend school virtually.
- Find a quiet space in your home to participate in Remote Learning.
- Have all materials and supplies ready for class each day.
* Classroom Check-In
- Attendance will be taken each period/
- Students must log into the live google session to be counted as present.
- Check Seesaw or Google Classroom Daily for attendance, announcements, assignments, practice activities, and your lesson plans for the week.
During Learning
* Students must be on time.
* Students must select a quiet place.
* Students must be muted while others are talking
* Students must participate in whole group and small group discussions.
* Students must be respectful.
* Students should have the camera on at all times and stay in view.
* Students should stay on the live session until directed to log off by a teacher.
Google Meet Ground Rules
After Learning
* Students must try to work on all assignments independently.
* Students should submit all assignments on the assigned due date.
* If students need additional assistance, contact your teacher.
Grading
Students will receive grades based on the traditional grading procedures. Grades will be entered into the Concept SIS gradebook on a weekly basis. Progress reports and student report cards will be provided following the school calendar.
Grading and assessments are meant to provide feedback and communication to students and caregivers with the focus on learning, growth, and progress. Meaningful grading and assessment provide students the opportunity to redo, make up, or try again to complete, show progress, or attempt to complete work assigned.
Opportunity for Grade Improvement:
* Classwork assignments are formative assessments and students will have the opportunity to retake (based on feedback) and replace classwork grades.
* Students will follow the teacher's policy and procedure for retaking end of the unit assessments.
* Students will have the opportunity to participate in a small group reteach lessons or complete online assignments before retaking an end of the unit assessment.
Family and Student Expectations:
* Check Concept SIS for weekly grades.
* Write and respond to emails from teachers.
* Ask the teacher for opportunities to demonstrate mastery (re-do, make up or try again to show progress).
* Review daily ongoing assessments to evaluate student progress and learning.
* Review and discuss with students the feedback provided by the teacher.
Quick Tips: Check your B.A.G.
When considering your role as a student, you should always ask yourself, "What's in my BAG?" This stands for Behavior, Attendance and Grades. On a regular basis, teachers use a guide to help set a tone of structure and rigorous learning. There will be clear expectations for remote learning. Each letter indicates an expectation for you to follow.
Behavior:
* Students must have camera on and your Chromebooks muted unless asked to speak/participate in the lesson.
* Follow the guidelines during remote learning by:
- Maintaining the expected voice level.
- Asking for help by raising your hand, typing in the chat, or using the reactions on Google Meets.
- The chat will only be utilized for asking questions or teacher directed discussions.
- Staying on task with activity and participating in breakout sessions by engaging in learning with your classmates.
- Engaging in the lesson with proper Google Meet etiquette.
- Choosing a quiet space to engage in virtual and independent sessions.
- Participating in the activity as directed by the teacher.
* Students should be engaged and not get up during Google Meet lesson and walk around unless you need to use the restroom.
* Students should reflect on and practice the SEL skills taught throughout the day.
* It is important for families to communicate with teachers privately when and if any issues arise.
* Students should properly excuse themselves to take a quick bathroom break.
Attendance:
* Students should report to live lessons 3 to 5 minutes before the start of class.
* Students are expected to stay on the live lesson for its entirety unless the families communicate with your teacher beforehand.
* Families should communicate with teachers for planned absences, in order to receive directions on what students can do to make up missed class time.
Grades:
* Families should check your Seesaw or Google Classroom daily for learning activities from your teachers.
* Families should send messages on Seesaw or Google Classroom to teachers with any questions you might have.
* Students should submit assignments on Seesaw or Google Classroom.
* Students will have opportunities to practice the skills taught in class during the Google Meets lesson and will be expected to show what was learned on assessments.
* Students will receive feedback from teachers on how you they doing as you learn new skills.
* Students should complete and submit your assignments by the assigned due date.
* Students should produce and submit high-quality work to teachers.
* Families should check grades through ConceptSIS, know student progress, and keep up with all assignments for all courses.
Student Services:
Students who receive support through an Individualized Education Plan (IEP) will continue to receive services virtually and be supported by a special education teacher. Parents will be contacted by the Director of Special Education to develop a remote learning plan for their student. Please contact Heather Erickson (firstname.lastname@example.org) with any questions or concerns regarding special education.
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Name__________________________Advanced Placement Computer Science Final Exam, Part II
You are to produce an implementation of the game Connect 4 using the Java language.
Points: 50
Rules of the Game:
Connect-4 is a very simple game. It is a two-player game in which one player is designated `Red' and the other is designated `Blue'. Each player has a stack of chips of his/her colour. A 7x6 board is placed between the two players, propped up vertically. It has seven `slots' at the top of it, one slot for each column. When a game chip is dropped into one of these slots, it slides down until it either rests at the bottom of the board or on top of another chip. The two players take turns dropping a chip into a slot of their choice. The first player to connect four of his/her colour in a row is the winner. This connection can be vertical, horizontal or diagonal, but it must lie in a straight line and must be connected.
If there are no 4 chip sequences then the game is considered a draw.
You can use any type of interface that you desire. I recommend using the console and first developing an interactive version, then utilizing a text file reader.
Your grade will depend upon you handling 3 different connect 4 games and producing the correct output.
Input for the games will be of the following format;
0
3
0
1
4
2
1
etc for one game. Each game will be in a separate file.
where each number represents a player placing his/her chip in a column.
For testing purposes, have your program utilize a batch mode so it can understand game input as a sequence of numbers. There will 3 sequences of numbers in a file that your program must process, your program needs to display the results of each game in some capacity (pop up with player one wins or draw, etc, or writes to the console window.
Your program should give an error indication if one of the players attempts to place a chip on a full column. Your error message MUST print out in the console window
Your program should then read the next piece of data as the valid move for that player.
1
RUBRIC:
30 points for reading file and placing pieces
10 points for correctly functioning, checks wins
5 points each win, draw = 15 total points
Basic functioning Connect 4 Game attempt Connect 4 functioning correctly Test Cases with illegal moves when column full 5 points 3 Test Cases
THIS PROJECT IS TO BE COMPLETED WITHOUT HELP FROM OTHER STUDENTS OR INTERNET SOURCE CODE. I __________________________ confirm that I completed connect 4 without aid from other people and that it is my product exclusively.
Date_________
Signed_______________________________
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Sunday Morning, by Wallace Stevens
In A Nutshell
You know the story: a fresh-faced young writer has his or her first work published, the literary world takes notice of the next big talent, and the writer goes on to create some of the most famous and well-known works of his or her time. Now imagine that the "fresh-faced writer" is the middle-aged man who lives next to you and dutifully rides the train to his office job every morning wearing a shirt and a tie.
Meet Wallace Stevens in 1915, when "Sunday Morning," was published in Poetry one of America's premiere literary magazines. This was the work that made the literary world sit up and ask, "Who's the new guy?" Well, "the new guy" was an insurance executive and former lawyer in his late-thirties working as the vice president of the New York Office of the Equitable Surety Company. Not exactly the type you'd think would go on to become perhaps the most acclaimed American poet of the 20th century. In fact, it would be nearly another decade before he even published his first book of poems, Harmonium, in 1923.
"Sunday Morning" was published in two versions, and the version from Harmonium is the one that most people read today. With eight stanzas, it's the longer version. The one published in 1915 only has five stanzas. When he sent the poem to Harriet Monroe, the editor of Poetry, she said (essentially), "Wallace, this poem is fabulous! I love it! The only thing is that – see these three stanzas? – they don't work. We've got to cut them." And Stevens said (essentially), "You're the expert. OK."
Visit Shmoop for full coverage ofSunday Morning
Shmoop: study guides and teaching resources for literature, US history, and poetry
2
But, let's not be too hasty in judging poor Harriet. After all, she was one of the first bigwig types to recognize the genius of a man whom a lot of people probably would have thought too old to launch a career as a poet. The biggest change is that in the 1915 version, the eighth stanza with its immortal last words – "downward to darkness, on extended wings" – becomes the second stanza. It's still a great poem, just not as great as the version from Harmonium, so do make sure that you find the longer one.
Harmonium contained a bunch of classic poems like "The Emperor of Ice-Cream,"
"Disillusionment of 10 O' Clock," and "Thirteen Ways of Looking at a Blackbird." After it was published, Stevens became truly famous, at least among literary folks. Still, he continued
to live a double life from his humble home in sleepy Hartford, Connecticut: insurance man by day, modernist poet by night. And, it would take several more decades before his work was
finally recognized with a big award, the Pulitzer Prize, in 1955. He died that same year.
Visit Shmoop for much more analysis:
*Sunday Morning Themes
* Sunday Morning Quotes
* Sunday Morning Summary
* Also: literary devices, characters, trivia, audio, photos, links, and more
Big Picture Study Questions
1 Does the poem present a fair representation of Christian beliefs about heaven and the afterlife? How might a religious person respond to the poet?
2 Stevens describes the poem as "simply an expression of paganism" (Stevens, Holly. Letters of Wallace Stevens. 1966: University of California Press. Pg. 290). Do you agree with him?
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teaching resources for
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poetry
2
3 The poem seems to suggest that the myths and religions of the world are products of the human imagination. What are the consequences of this view? Do you agree or disagree?
Visit Shmoop for many more Sunday Morning Study Questions
Visit Shmoop for full coverage ofSunday Morning
Shmoop: study guides and teaching resources for literature, US history, and poetry
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This newsletter gives an overview of the content and skills we will cover during the second half of the Spring term.
.
Thank you very much for your continued support
Our new topic for the term will be…
During the second part of the Spring term, our English will be based on Harry Potter. In class we will be reading the book 'Harry Potter and the Philosophers Stone' and our writing will be inspired by this. We will write exciting character and setting descriptions and analyse the language that the author has used and its impact on the reader. Within the term, the children will be producing a new Hogwarts house, writing the rules and regulations for Quidditch, creating new spells and potions, write a report for a newspaper about the break in at Gringotts Bank and writing diary entries as one of the characters from the book.
Throughout the term, we will continue to teach grammar and punctuation within our English sessions. To begin with we will look at root words, prefixes and suffixes and will incorporate this within our writing. We will consider the use of passive and active voice and begin to use literary features to create effect for example alliteration, figurative language, similes, metaphors and personification.
Within Guided Reading, the children will be reading texts related to Volcanoes and Harry Potter. The children will be given opportunities to develop their reading and comprehension skills by making predictions, clarifying parts of texts, making connections to their own experiences, the world and to other texts they have read and summarising a text or key parts of it.
The children will be continuing to develop their computer programming skills. They will be using Scratch to develop algorithms and problem solving skills. The children will have to drive a sprite (car) using programming blocks.
Whilst following our new White Rose scheme in Mathematics, our main focus this term is fractions. In class we will look at the following areas:
- equivalent fractions
- converting between improper and mixed number fractions
- simplifying fractions
- adding and subtracting fractions with the same denominator
- finding fractions of amounts
- multiplying fractions by whole numbers
- solve problems related to fractions
In addition, we will also revisit the formal methods for multiplication and division and will continue with our daily Fluent in Five practice that provides various questions to develop fluency.
In Science this half term, our topic is 'Material World'. Within this topic we will be considering various materials and their properties, states of matter and reversible and irreversible changes. Our science lessons will be both practical and experimental.
In some lessons, the children will be developing their ability to write up an experiment formally with guidance. During the write up we will consider the aim of the investigation, make an appropriate prediction, list the materials used, write the method that was followed, make a record of the results in tables/graphs and evaluate the results and make conclusions.
We will be listening and responding to pieces of music. The children will try to understand how writers use music to convey mood. We will compose a fanfare to be played at the opening at the TriWizard Quidditch Tournament.
Our Art will be linked to our class reader 'Harry Potter and the Philosophers Stone' this half term. The focus will be creating an image of Harry Potter in a Pop-Art style. We will produce a whole-class collage of Harry Potter using a variety of mediums.
Homework will continue to be sent home on a Thursday and should be handed in the following Tuesday. Spellings are set on a Monday and tested a week later. Please encourage your child to learn these thoroughly.
Please continue to listen to your children read at home regularly (4 times a week).
Extreme Earth is our topic for this half term. We will identify the different layers of the Earth right down to the inner core! We will be researching how Volcanoes are formed and the technical language associated with this. In addition, we will also look at the effect Volcanoes have on people's lives and the risk and benefits of living near a Volcano.
Later in the half term, we will study what causes earthquakes, tsunamis and tornadoes. We will study the effect they have on people and their lives, how scientists collect data and where and why they occur in the world.
Ignite sports will be coaching both classes on a Thursday. This term will focus on 'net and wall games' (volleyball).
Please ensure that children have the correct PE kit consisting of shorts (or joggers), t-shirt and a pair of trainers suitable for outdoors in school.
The children will also have a second lesson of P.E with their class teacher, if they are not swimming, this will be on a Tuesday. Over this half term, the focus will be gymnastics.
Swimming will continue every Wednesday.
Term 4 – Mrs Redding's Class
In R.E., we will be covering Holy week and the Easter story. We will explore the reasons behind the celebrations and sequence the events in the Easter story.
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A pilgrimage is all about experiencing the sacred world of the people and places that one travels through. Traveling through the Andean World of Colombia, Ecuador, Peru, and Bolivia opened up a vista of a sacred landscape known by the Quechua and Aymara people as Pachamama (Mother Earth).
It was only aft er I had completed the Inka pilgrimage that I could fully appreciate all of the "Hidden Treasures of Pachamama" that I had seen:
The legendary gold at the Museum of Gold in Bogota, Colombia. The Salt Cathedral of Zipaquira and the Muisca culture. The San Agusti n archaeological site, where I walked with Luis Salazar through the groves of living stone statues. The contemplati on of all the images of the Virgin Mary at the Sanctuary of Our Lady of Las Lajas in Ipiales. Listening to Virgilio as he revealed the secrets of the Pyramids of Cochasqui near Quito. Swimming in the waters of the great Amazonia with Gabriel, who introduced me to the wisdom of the jungle people. Walking through the puma-designed Ingapirca archaeological site near Cuenca. Looking into the face of a centenarian, Lucila Guerrero, and discovering the Sacred Valley of Longevity. Spending a night at Orlando's Rumi Wilco Nature Reserve, and exploring his trail system. Encountering the Lord of Sipan in Chiclayo, and touring the Huacas de Moche with guide Wilmer Rodriguez near Trujillo, Peru. Seeing the great palace of the Chimu ruler at Chan Chan. Standing at the ancient civilizati on of Tiwanaku in Bolivia. Paying homage to the Virgin of Copacabana, patron saint of Bolivia. Spending two nights at Isla del Sol at Lake Titi caca, the place of origin of the Aymara and Inca people. Traveling on the Inka Express to Cusco (navel of the world). Hiking the Inka Trail with Hilbert Sumire to Machu Picchu.
Paul John Wigowsky is a lifeti me student of comparati ve religions. He earned two masters degrees from San Francisco State University: English, Russian.
He reti red from teaching aft er a producti ve twenty-seven year career at the elementary and middle school levels in Oregon. He wrote a book (Freedom For an Old Believer) about the religion, customs, and traditi ons of a community of Russian Old Believers he worked with in the school district.
In 2006, he wrote God in Three Persons: A Spiritual Odyssey – a historico-religious romance (semi-allegorical narrati ve) about three historical persons who appeared almost simultaneously on the stage of the fi rst century AD to transform the world.
In 2009, he took a pilgrimage to the Maya world of Belize, Honduras, and Guatemala, and ended up writi ng a book about it and the Popol Vuh: Maya Pilgrimage: Xibalba, MaXimon, and our GalaXy. He gave credit to his daughter, Susie Wigowsky, for being an excellent guide throughout the journey.
In 2010, he took a pilgrimage with his daughter to the South American countries of Colombia, Ecuador, Peru, and Bolivia, and ended up writi ng about it in this book: Inka Pilgrimage: Hidden Treasures of Pachamama. He gives credit in this book to his daughter, Susie Wigowsky, as a guide and co-author of an adventure that culminated with the Inka Trail to Machu Picchu.
Inka Pilgrimage:
Hidden Treasures of Pachamama
(Colombia, Ecuador, Peru, Bolivia)
Paul John Wigowsky | <urn:uuid:a3db46ad-0118-40c6-9b75-81ddbb7bff4c> | CC-MAIN-2020-40 | http://wigowsky.com/travels/inca/book/bookcover.pdf | 2020-09-23T04:23:25+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400209665.4/warc/CC-MAIN-20200923015227-20200923045227-00251.warc.gz | 151,046,948 | 778 | eng_Latn | eng_Latn | 0.992891 | eng_Latn | 0.992891 | [
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Check Your Risk for Falling
Please circle "Yes" or "No" for each statement below.
| Yes(2) | No(0) | I have fallen in the past year. |
|---|---|---|
| Yes(2) | No(0) | I use or have been advised to use a cane or walker to get around safely. |
| Yes(1) | No(0) | Sometimes I feel unsteady when I am walking. |
| Yes(1) | No (0) | I steady myself by holding onto furniture when walking at home. |
| Yes(1) | No (0) | I am worried about falling. |
| Yes(1) | No (0) | I need to push with my hands to stand up from a chair. |
| Yes(1) | No (0) | I have some trouble stepping up onto a curb. |
| Yes(1) | No (0) | I often have to rush to the toilet. |
| Yes(1) | No (0) | I have lost some feeling in my feet. |
| Yes(1) | No (0) | I take medicine that sometimes makes me feel light-headed. |
| Yes(1) | No (0) | I take medicine to help me sleep or improve my mood. |
| Yes(1) | No (0) | I often feel sad or depressed. |
L ive Independent Independent Stay
Step Up, Step On.
Contact your local community or senior center for information on exercise, fall prevention programs, or options for improving home safety.
For more information on fall prevention, please visit: www.utahfallsprevention.org www.cdc.gov/steadi www.stopfalls.org
Centers for Disease
Control and Prevention
National Center for Injury
Prevention and Control
Fall-related injuries are one of the main reasons why people lose their independence
Help Prevent Falls
1. Exercise regularly. Get up and move!
2. Regularly review your medications with your doctor and/ or pharmacist, including any over the counter supplements or vitamins you may take. Make sure side effects aren't increasing your risk of falling and take your medications only as prescribed.
3. Talk to your health care provider. Ask for an assessment of your risk of falling. Share your history of recent falls.
4. Get your vision and hearing checked annually and update your eyeglasses. Your eyes and ears are key to keeping your on your feet.
5. Talk to your family members. Enlist the support of family members in taking simple steps to stay safe. An unsafe home, makes a hazard for falling for the very young to the very old.
6. Keep your home safe. Remove tripping hazards, increase lighting in low light areas, make stairs safe and install grab bars in key areas of uneven flooring.
Keep Your Home Safe
Floors: Look at the floors in each room.
* Keep furniture out of walking path.
* Keep throw rugs out of walking path or use double-sided tape or non-slip backing so rugs won't slip.
* Remove obstacles from middle of floor (books, towels, shoes, magazines, boxes, blankets, etc.).
* Keep cords or wires out of walking path or tape or attach to the wall so they can't be tripped over.
Keep Your Home Safe (cont.)
Stairs and steps: Look at the steps both inside and outside your home
* Keep stairs free of loose objects (books, shoes, papers, etc.)
* Fix loose or uneven steps.
* Make sure stairs are well lit so that you can see the depth of the step.
* Make sure there are light switches at the top and the bottom of the stairs.
* Replace burned out light bulbs.
* Make sure carpet is firmly attached to steps.
* If handrails are loose, fix them or put up new ones. Make sure there are handrails on both sides of stairs.
Kitchen and bathrooms: Look at all kitchens and bathrooms
* Make sure that items that are used often are easy to reach.
* If you need a step stool to get things, make sure it is very steady and has hand rails to hold on to.
* Place a non-slip rubber mat on the floor of tub or shower.
* If you need support to get into or out of the shower or tub, put handrails up.
Bedrooms: Look at all bedrooms
* Place lamps or lighting close to beds where it is easy to reach.
* Keep path to bed clear and keep a night-light on.
Other things to do to prevent falling and to help if you fall:
* Get up slowly after sitting or lying down.
* Have uniform lighting in every room.
* Paint contrasting color at the top edge of steps so you can see them better.
* Keep emergency numbers near phone which should be close to the bed and close to the floor in case you fall.
* Don't get up immediately – Take time to check your body for injury and plan how to safely get up. | <urn:uuid:8a41e326-b591-4c66-a189-c3f500a48a69> | CC-MAIN-2020-40 | https://ucoa.utah.edu/_resources/documents/Fall%20Prevention%20Brochure%20FINAL.pdf | 2020-09-23T03:36:52+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400209665.4/warc/CC-MAIN-20200923015227-20200923045227-00259.warc.gz | 659,151,041 | 1,034 | eng_Latn | eng_Latn | 0.974302 | eng_Latn | 0.998972 | [
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Unit 1, Session 4
Noah and the Ark
Genesis 6–9
Story Point: God punished sin but chose to rescue Noah and his family.
Adam and Eve had many children and grandchildren. One day, God looked at all the people on earth and saw that they were choosing to sin. Every person's thoughts were evil, and God was sad that He made people. God decided to send a flood to clean up the world.
thing on the earth died; only Noah and those with him survived.
God showed favor to a man named Noah. He told Noah to make an ark to save himself, his family, and all kinds of animals. God told Noah exactly how to make the ark. God said that He would make a covenant, or agreement, with Noah and his family. Noah did everything that God commanded.
When the ark was finished, Noah went inside with his family and the animals, and God shut the door. Rain came for 40 days and 40 nights, and water rose from the ground.
The water rose higher and higher until all of the mountains were covered. Every living
Finally, the rain stopped and the water started to go down. Noah waited inside the ark until the ground was dry. Then God told Noah to bring all the people and animals out of the ark. So Noah did. God promised Noah that He would never completely flood the earth again.
God told Noah and his family to spread out over the earth and fill it with people. God placed a rainbow in the sky as a special sign of the covenant He made with Noah.
Christ Connection: God rescued Noah and his family from the flood. The story of Noah points ahead to a greater rescue. God's Son, Jesus—the only perfectly righteous One—came to take the punishment for our sin. By trusting in Him, we are saved from the punishment our sin deserves.
EXPERIENCE the Story
The Bible tells us what is true about God and about ourselves. All of the stories in the Bible fit together to tell us the big story of how God rescues sinners through His Son, Jesus.
* Draw a picture of something that happened in the Bible story.
* What does this story teach us about God?
* Why did God rescue Noah and his family?
CHRIST CONNECTION
God rescued Noah and his family from the flood. The story of Noah points ahead to a greater rescue. God’s Son, Jesus—the only perfectly righteous One—came to take the punishment for our sin. By trusting in Him, we are saved from the punishment our sin deserves.
* Why do you think God punished sin?
* Find Colossians 1:16-17 in your Bible and write the words below.
* What was God’s greater plan to deal with sin?
* Where do you see God’s mercy in this Bible story? Where do you see God’s mercy today?
Preteen Learner Guide • Unit 1, Session 4
16
* Write a prayer to God, telling Him how you feel about His plan to rescue sinners through Jesus.
READ THE WORD
Read one of the following passages each day this week:
❏ ❏ Hebrews 11:7
❏ ❏ Psalm 37:39
❏ ❏ 2 Peter 3:9
❏ ❏ Romans 6:23
❏ ❏ Galatians 1:3-4
❏ ❏ Proverbs 18:10 | <urn:uuid:7edbd8ba-5c16-4cd7-9f98-e318174ea3f8> | CC-MAIN-2020-40 | https://742cfe05b21b020a2e4c-5f9806c7fce37b349c372e77d95ecf88.ssl.cf2.rackcdn.com/uploaded/l/0e10789070_1597400908_lesson-4-tgp03v1kpreteenlrn-4.pdf | 2020-09-23T02:31:09+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400209665.4/warc/CC-MAIN-20200923015227-20200923045227-00258.warc.gz | 245,830,251 | 703 | eng_Latn | eng_Latn | 0.969383 | eng_Latn | 0.988497 | [
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Cyanobacteria/ "Blue-Green" Algae Fact Sheet
What are algae and Cyanobacteria?
Algae are microscopic plants that grow naturally in rivers and lakes and are common in the Charles River. Most types of algae are harmless to people and are an important part of the food chain, though excess algae can cause problems like fish kills. "Blue-green" algae are not actually true algae, but are a type of microscopic organisms called Cyanobacteria. One of the common bluegreen algae found in the Charles River is Microcystis. Blue-green algae grow in the summer in calm, warm, shallow water that is rich in nutrients (nitrogen and phosphorous).
Blue-green algae are not always visible on the surface of the water. Generally, they become visible when they are present in large numbers in one area, blue-green algae "blooms." A bloom can be detected by a bright green coloration in the water or at the water surface. It may look like thick pea soup, green paint, or green cottage cheese. Blue-green algae mats may smell like freshly cut grass.
Why be concerned with blue-green algae?
Blue-green algae can produce natural toxins, which are released into the water as the algae die and break down. The toxins can persist for up to three weeks in the water after the bloom is no longer visible. The toxin can cause harm to people and their pets.
What are the health effects?
Blue-green algae and the toxins they produce may cause health effects. Skin rashes, and irritation of the nose, eyes, and or throat are common side effects that result from skin contact with water containing algal toxins. If water containing algal toxins is ingested, health effects include stomach ache, diarrhea, vomiting and nausea. Young children and pets are more at risk to algal toxins than adults, since they are more likely to drink contaminated water. Other health effects, which are rarer, include dizziness, headache, fever, liver damage, and nervous system damage.
What causes a bloom?
There is no single factor that causes a blue-green algae bloom. A combination of factors, such as excess nutrients, warm temperatures, and sunlight, encourage blue-green algae growth. The presence of excess nutrients, such as phosphorous, is mainly due to runoff from urban areas (streets, parking lots, lawns) and from direct discharges such as wastewater treatment facilities.
Are there any solutions?
Many organizations are working to reduce the amount of nutrients that enter the river by limiting fertilizer use, maximizing effectiveness of wastewater treatment, and treating stormwater before it reaches the river. There are currently no recognized methods to eliminate cyanobacteria from the water. The only way to prevent blooms from forming is to reduce the levels of nutrients and the water temperature in the river.
What is being done?
* Massachusetts Department of Public Health (MassDPH), in consultation with Massachusetts Department of Environmental Protection (MassDEP) and Massachusetts Department of Conservation and Recreation (MassDCR), created public health guidelines for blue-green algae and toxins
* CRWA, in collaboration with MassDEP, MassDCR, US Environmental Protection Agency (US EPA), Charles River Swimming Club, and a group of volunteers will monitor the river for conditions favorable for blue-green algal blooms, for blue-green algae presence, and for toxins
* MassDCR will post warning signs around water when blue green algae toxins reach levels that could pose risks to public health
* CRWA will include algae in its water quality flagging program. A red flag will be flown at participating boathouses when blue-green algae toxins or bacteria counts indicate potential public health risks. (For more information on bacteria in the Charles, please see the CRWA bacteria fact sheet.)
What precautions should you take on red flag days?
* Keep pets and young children away from the water
* Avoid unnecessary contact with the water
* Avoid river areas with obvious blue-green algae presence
* If you come into contact with the water, rinse your skin with clean water as soon as possible, and when you get home, take a shower and wash your clothes
* Remember that toxins may persist in the water after the blue green algae bloom is no longer visible
* If symptoms persist after a few days, consult your doctor
For more information on the flagging program, please visit www.charlesriver.org, call the daily water quality hotline at 781-788-0007 ext. 301, or contact CRWA at 781-788-0007 | <urn:uuid:5ef12b1b-5400-4400-b52b-4db7fcfd606c> | CC-MAIN-2020-40 | https://www.crwa.org/uploads/1/2/6/7/126781580/blue-green_algae_fact_sheet.pdf | 2020-09-23T02:43:31+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400209665.4/warc/CC-MAIN-20200923015227-20200923045227-00255.warc.gz | 758,365,026 | 924 | eng_Latn | eng_Latn | 0.996804 | eng_Latn | 0.997314 | [
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AHS Photography: Picture This!
By Lilly Ratledge | November 12, 2019
We live in the age of technology. Everything we do somehow connects back to it. Most people take the fact that we have the ability to instantly capture and store a memory for granted. It's so
easy for us to take out our phones, snap a pic, and post it on social media. At Allendale High School, the students of Ms. Overmeyer's class learn that photography is a layered art, and is more complex than just a quick picture.
The first pinhole camera was invented in 1839. The students of Photography 1 get to learn how to make these. It's one of their first projects. A pinhole camera is a camera without a lens, and instead of a lens, it has a tiny hole. Another one of their first projects is a photogram. A photogram is a picture produced with photographic materials, such as light-sensitive paper, but without a camera. They also learn how to use film, and how to develop it.
AHS Photography teacher, Ms. Overmeyer, was gracious enough to answer a few questions about her class.
Do you believe photography is important? Why?
Yes, photography is very important. It's important for documenting important moments' past or present.
What makes you like photography?
It's a very powerful tool. Photography is an amazing art medium. One picture can of course tell so many stories. It can capture moments, good or bad; it's a documentational tool.
What are some pros and cons of digital photography?
Well, one of the pros is that you can take an unlimited amount of photos, and you get instant results. One of the cons is that out of those thousands, you might only get two good ones (but that is true of film as well). The only factor that really limits digital photography is the amount of space you have to store the pictures.
What about film photography?
With film photography, some of the pros are the pictures are generally higher quality, better photos, and the fact that you have a limited amount of pictures to take; you only capture the best of the best pictures. One of the cons is that you have a limited amount of film, film is expensive, developing film takes time, and you don't know if you've captured the ultimate shot until the film is developed.
Photography has changed quite a bit over the years. In AHS photography class, the students incorporate past and present photography technology gaining knowledge about the history of photography and learning skills that help them to become better photographers. | <urn:uuid:edda913a-373f-447f-b889-5e1215f0c39d> | CC-MAIN-2020-40 | https://www.falconnewsnetwork.com/uploads/1/2/1/8/121864462/ahs_photography_picture_this.pdf | 2020-09-23T02:12:20+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400209665.4/warc/CC-MAIN-20200923015227-20200923045227-00259.warc.gz | 809,386,119 | 529 | eng_Latn | eng_Latn | 0.999314 | eng_Latn | 0.999382 | [
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Conducting and Oral History
The Flood of 1955
Introduction
Oral histories are a method to record oral accounts of historical and current events. Interviewees provide oral testimony that is recorded and kept as a verbal document by the interviewer with the intent of preservation and to provide access to users, historians, and often the public either through recording or transcript.
Oral histories are unique and valuable as they typically aim to gather lengthy and in-depth accounts. Interviewers encourage interviewees to dig deep into their memory and share as much detail as possible. Historical events are often looked back upon from many different angles, a researcher might want to know general details about an event or want to understand the emotional impact of an event. Oral histories can be of value to learn details about the event as it occurred or its aftermath. For this reason, even the smallest detail is of value!
The Mattatuck Museum has completed to oral history projects previously and is working to make the interviews and collected images accessible to the public. Both the African American and Waterbury Neighborhoods projects provide a unique look at Waterbury throughout the years from the individuals who lived and worked here. There is added value in understanding the everyday lives of individuals rather than learning history from the top down. Oral histories allow for both individuals and researchers to reflect on their own position in historical events and how every individual actively shapes history.
Want to read short quotes pulled from the oral history projects completed by the Mattatuck Museum in 2007? The purpose of this project was to capture the diverse lives and experiences of Waterbury residents. Reach out to email@example.com
The Flood of 1955 happened 65 years ago this August 2020. Some of us might remember our grandparents or parents recounting the tragic event throughout the years. Their experiences are a valuable piece of historical testimony that will help preserve the memory of the event and its aftermath for years to come. Before planning your oral history, watch the video Mattatuck Moments: Buried in Water for necessary context and to hear verbal testimony of the Flood!
Mattatuck Moments: Buried in Water
Tips for Conducting an Oral History
Your oral history can be formal or casual. If you'd like to have a casual conversation use your notebook to take notes and remember the details of what you have talked about. If you'd like a more formal conservation, use the steps below as a guide. For further guidance and to learn more about oral history best practices guide published by the Oral History Association.
- Identify your interviewee
o Ensure that your interviewee is willing to participate and is aware that you will be recording your interview session. If you plan to share the recording, either informally or for a presentation, be sure to obtain consent.
- Schedule a time to talk
o Consider how you will record your interview and what tools you will need. If you live with a family member, sitting down at the kitchen table and setting up your phone to record would be a good option.
o Given the current safety standards, using Zoom to record a session with a family member or friend you don't live with is also an option!
- Prepare your questions
o What are you trying to learn about? Is it a single event or do you want to know more about this person's life in general?
o Having a set goal and list of questions to use, if need be, will help you guide the conversation.
o When preparing questions, try to avoid yes or no questions. Open ended questions will allow the person to take the conversation in whatever direction they wish.
o Asking one clear question at a time will ensure that you get a clear answer.
o Let your interviewee finish their answer before asking a follow up question.
- Gather supplies
o The supplies provided in this pack
o If you're talking over the phone, you can use a smartphone to record your phone conversation
o If you're talking through a video chat, providers like Zoom allow you to record a meeting. Find the instructions here.
- Conduct your interview
o Both you and your interviewee should introduce yourselves at the beginning of the recording.
o Include the date and time of your interview, so that if future researchers ever access your recording, they will have the necessary context to understand what they are listening to.
- Send thanks and follow up!
o Thank your interviewee for their time, and if you use their recording, share that with them. They might be happy to know their story is being shared. | <urn:uuid:eedceb1e-286d-4597-bee3-caee6afba607> | CC-MAIN-2020-40 | https://www.mattmuseum.org/wp-content/uploads/2020/08/Flood-of-1955-Activity.pdf | 2020-09-23T03:58:52+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400209665.4/warc/CC-MAIN-20200923015227-20200923045227-00256.warc.gz | 905,774,881 | 910 | eng_Latn | eng_Latn | 0.992947 | eng_Latn | 0.998207 | [
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7157 Qanat
A qanat is an irrigation system widely used to deliver water in hot, arid climates. The technology was originally developed by Persians over 2000 years ago. In Morocco, qanats are known as khettara and are still used today in the southern part of the country.
The basic feature of a qanat is an essentially horizontal channel that brings water from an underground water source to an outlet near a civilization. There is also a shaft known as a mother well that rises vertically from the underground water source to the surface of a
mountain or hill. Creating such a system is extremely expensive, and was especially so in ancient times, since all of the materials excavated from the channel and mother well must be carried above ground, either through the channel outlet or the top of the mother well. To aid in the construction, there are often one or more additional vertical shafts placed at strategic locations above the underground channel. Although these shafts must also be excavated, they provide a means for lifting additional dirt from the horizontal channel as illustrated in Figure H.1.
For this problem, model the cross-section of a qanat as shown in Figure H.2, with the channel outlet at (0, 0), the water source at (w, 0), and the top of the mother well at (w, h) with w > h. The surface of the mountain extends along a straight line from (w, h) to (0, 0).
Every qanat must have a vertical mother well from the water source to the mountain surface above, along with n additional vertical shafts. The channel and all shafts are modeled as line segments. Your goal is to determine the placement for those additional shafts so as to minimize the overall excavation cost. This cost is equal to the sum of the distances that each piece of excavated dirt must be transported to reach the surface (using any combination of horizontal and vertical movement). For example, the cost of excavating a continuous section of dirt starting from the surface and going along a path of length ℓ (possibly including turns) is ∫
Input
The input file contains several test cases, each of them as described below.
The input consists of a single line containing three integers w (1 ≤ w ≤ 10000), h (1 ≤ h < w), and n (1 ≤ n ≤ 1000). The value w is the horizontal distance from the water source to the qanat outlet. The value h is the vertical distance from the water source to the mountain surface. The value n is the number of vertical shafts that must be used in addition to the mother well.
Output
For each test case. First, display the minimum overall excavation cost. Next, display the x-coordinates, in increasing order, for n optimally placed vertical shafts. If n > 10, display only the first 10 xcoordinates. Answers within an absolute or relative error of 10 − 4 will be accepted. You may assume that there is a unique solution. No test case will result in a shaft within 0.001 units from the outlet of the qanat channel or from another shaft.
Sample Input
8 4 1 195 65 2 10000 1 1000
Sample Output
31.500000
3.000000
12220.000000
48.000000
108.000000
30141.885677
9.956721
19.913443
29.870164
39.826887
49.783610
59.740334
69.697060
79.653786
89.610515
99.567245 | <urn:uuid:615ac5aa-6136-4e10-9e7e-6efcc9dbe4ec> | CC-MAIN-2020-40 | https://icpcarchive.ecs.baylor.edu/external/71/7157.pdf | 2020-09-23T02:07:20+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400209665.4/warc/CC-MAIN-20200923015227-20200923045227-00257.warc.gz | 424,532,033 | 768 | eng_Latn | eng_Latn | 0.979982 | eng_Latn | 0.997331 | [
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3.2 Developing a Lake Management Plan
John D. Madsen: USDA Agricultural Research Service, Davis CA; firstname.lastname@example.org
Introduction
Invasive aquatic plants are a major problem for the management of water resources in the United States. Nonnative invasive species cause most of the nuisance problems in larger waterways and often produce widespread dense beds that obstruct navigation, recreation, fishing and swimming and interfere with hydropower generation. In addition, dense nuisance plants increase the likelihood of flooding and aid in the spread of insect-borne diseases. Invasive plants also reduce both water quality and property values for shoreline owners.
Invasive species have a negative impact on the ecological properties of the water resource. They may degrade water quality and reduce species diversity while suppressing the growth of desirable native plants. Invasive species may alter the predator/prey relationship between game fish and their forage base, which results in higher populations of small game fish. Invasive species may also change ecosystem services of water resources by altering nutrient cycling patterns and sedimentation rates and by increasing internal loading of nutrients.
The most troublesome invasive plants that cause problems in the United States and recommendations for managing them are discussed in Section 2 of this manual. These exotic weeds are most likely to cause the greatest concerns, but many other native and nonnative species can cause problems as well, particularly in small areas or in ponds.
Development of a management plan
Water resource managers need to have an aquatic plant management plan for long-term management, even in bodies of water that have not yet been invaded by these exotic species. An effective aquatic plant management plan should establish protocols to prevent the introduction of nuisance plants, provide an early detection and rapid response program for the waterbody so new introductions can be managed quickly at minimal cost and aid in identifying problems at an early stage. The plan should also assist in identifying resources and stakeholders so that coalitions can be built to aid in the management of problem species. The planning process should include information that is already available and identify gaps in knowledge where more information is needed. An effective management plan will help water resource managers communicate the need for management of invasive species and provide a rationale or approach for management. A comprehensive aquatic plant management plan should have eight components: prevention, problem assessment, project management, monitoring, education, management goals, site-specific management and evaluation.
Prevention
The focus of a prevention program is education and quarantine combined with proactive management of new infestations [early detection and rapid response (EDRR)]. Most invasive aquatic plants are introduced to a water body as a result of human activity and introductions most often occur when invasive plants are transported on boats, watercraft and boat trailers. Prevention activities can include signage at boat launches and marinas and other educational programs. Successful prevention programs utilize federal and state legislation, enforcement, educational programs in broadcast and print media and volunteer monitoring programs. An early detection and rapid response program should be employed in conjunction with prevention efforts to control new infestations at an early stage. Proactively controlling new infestations before they develop into large populations of exotic plants is both technically easier and less expensive, which results in major cost savings in the long run. The eradication of small populations is much more likely than eradication of large established populations. Early detection and rapid response is a critical component of an exotic species prevention program and is emphasized by federal agencies involved in invasive species management.
Problem assessment
Problem assessment should focus on identifying a problem in a given waterbody and collecting information about the problem. This information can then be used to formulate specific problem statements that define the cause of the problem. Problem assessment is the process of both acquiring objective information about the problem, such as maps and data on plant distribution, and identifying groups or stakeholders that should have input into formulating the
problem statement. Problem assessments should also identify the causes of the problem and should increase the understanding of the water resource by reviewing information that is already available and highlighting areas where additional information is needed. A specific problem statement should be developed using the resources identified during problem assessment to aid in refining the concerns of users and the nature of the nuisance problem.
Project management
Project management is often a neglected aspect of managing invasive plants, particularly when volunteers manage the project. Successful projects are the result of good planning and management of assets, which include financial resources, partnerships, volunteers and other personnel. Detailed records of expenses must be maintained, particularly if the project is funded by government entities. In addition, a thorough evaluation of success of the program should include expenditures of both time and labor.
Monitoring
A monitoring program should include not only an assessment of the distribution of the target plant species, but also a program to monitor other biological communities (including desirable native plant communities) in the water body. Water quality parameters should be recorded on a regular basis to determine whether long-term changes have taken place in the water body and to assess whether management activities have had a positive or negative effect on other aspects of the water resource. Monitoring should also include baseline data collection (as outlined in the problem assessment section above), compliance monitoring involving a permit and assessments of management impacts to the environment at large. Successful monitoring programs often include a "citizen" monitoring component. For instance, citizen monitors have assessed water quality in many water bodies for several decades using techniques as simple as measuring water clarity using a Secchi disk (see page 2). The largest volunteer network in the US is The Secchi Dip-In (https://www.nalms.org/secchidipin/), though many states also have a statewide volunteer network (e.g., Florida LakeWatch; http://lakewatch.ifas.ufl.edu).
Education and outreach
Education and outreach should be initiated at the beginning of the program and should continue throughout the project. Education initially consists of familiarizing the project group with the problem and possible solutions, which helps to build a consensus regarding the solution. As the program progresses, education efforts should be extended to include the public (in addition to stakeholders in the lake association) and to inform them of the problem, possible solutions and what actions the program is taking to address the problem. It is important to provide as much information as possible to the public and to be forthright and open about management activities. A public web page devoted to the management program can be a very successful tool but the project group should utilize local media outlets, such as newspapers and radio, as well. Also, if your project is successful, share your success with others through homeowners associations, state environmental agencies or your local county cooperative extension service.
Plant information and methods
The development of a program to monitor invasive plants requires a list of invasive, nonnative, native, endangered and threatened plant species in the waterbody, maps marked with the locations of species of concern or species targeted for management, locations of nuisance growth and bathymetric maps. Quantitative plant data (sampling for plant distribution or abundance using a recognized sampling protocol) should be used for assessment, monitoring and evaluation as often as possible. Quantitative data are more desirable than qualitative data (subjective assessments such as "a big population" or "heavily infested") because:
* Quantitative data are objective and provide hard evidence regarding the distribution and abundance of plants, whereas subjective surveys are based on opinion rather than fact
* Quantitative data allow for rigorous statistical evaluation of plant trends in assessment, monitoring and evaluation
* Quantitative data and surveys may eliminate costly but ineffective techniques in a given management approach
* Quantitative data allow individuals other than the observer to evaluate the data and to develop their own conclusions based on assessment, monitoring and evaluation data
Plant quantification techniques vary in their purpose, scale and intensity (see table below). Cover techniques include both point and line intercept methods. These techniques yield the most information regarding species diversity and
distribution and can reveal small changes in plant community composition. The best method for measuring plant abundance remains biomass measurement but this is time-intensive and usually reserved to evaluate the effectiveness of management activities. Hydroacoustic surveys measure submersed plant canopies while the plants are still underwater and are excellent for assessing the underwater distribution and abundance of submersed plants; however, this technique is unable to discriminate among species. Visual remote sensing techniques, whether from aircraft or satellite, have also been widely used to map topped-out submersed plants or floating and emergent plants.
| | Technique | Information produced |
|---|---|---|
| Cover techniques: point intercept | | |
| Cover techniques: line intercept | | |
| Abundance techniques: biomass | | |
| Hydroacoustic techniques: SAVEWS | | |
Management goals
Specific management goals that are reasonable and testable should be formulated as part of the management plan. This set of goals provides the milestones that can be used to determine whether the management program is successful. If specific management goals are not established, stakeholders may dispute whether management efforts have been successful since they may lack a clear understanding of the expectations of the management program (Section 3.1). Goals should be as specific as possible, including indicating areas that have a higher management priority.
Providing stakeholders with a specific set of goals will allow them to evaluate quantitative data to determine whether management goals have been met. For instance, if vegetation obstructs recreational use of the waterbody, a goal of "unobstructed navigation" is vague and may result in unending management. If, however, the goal is to maintain navigation channels in navigable condition 90% of the time, then the success of the management program can be measured, tested and compared to the specific goal. Once plant management goals are developed, methods to achieve the goals should be implemented using techniques that are acceptable to stakeholders and regulatory agencies based on environmental, economic and efficiency standards. Management techniques will vary based on conditions within the water body and frequently change over time; this is referred to as site-specific management.
Site-specific management
Site-specific management utilizes management techniques that are selected based on their technical merits and are suited to the needs of a particular location at a particular point in time. Techniques should be selected based on the priority of the site, environmental and regulatory constraints of the site and the potential of the technique to control plants under the site's particular conditions.
Spatial selection criteria include the identity of the target weed species, the density of the weed, the size of the infested area, water flow characteristics, other uses of the area and potential conflicts between water use and
restrictions associated with selected management techniques. For example, consider an area of nuisance growth that is close to a drinking or irrigation water intake. The primary use of the water (i.e., drinking or irrigation) may preclude the
use of herbicides that cannot be applied to waters used for drinking or irrigation; therefore, the most appropriate control method for this area might be the use of a benthic barrier and suction harvesting. Consider another site that is more than a mile from the same intake. Weeds at this site could be controlled with herbicides without restrictions on other uses (provided the label specifies use of the herbicide in the area). Perhaps you have an area that is colonized mainly by scattered plants instead of dense stands. If the goal is to eradicate the plant from the water body and you have volunteers at your disposal, hand pulling may be the best method to prevent the formation of dense beds of the weeds.
Management techniques may change over time based on the success (or failure) of the management program. For example, consider Long Lake in Washington State, a small body of water that was dominated by Eurasian watermilfoil
(Section 2.3) throughout more than 90% of the littoral zone. A whole-lake treatment of fluridone was applied to Long Lake, which reduced the biomass of the weeds by more than 90%. Small remaining beds in the second year were managed with diver-operated suction harvesting, benthic barriers or spot treatment with contact herbicides. By the third or fourth year, routine surveys found only sporadic Eurasian watermilfoil fragments, which were removed by hand harvesting. Similar treatment programs have been successful in other water bodies as well, which demonstrates that it is appropriate to alter management techniques as weed control requirements change over time. A wide variety of aquatic plant management techniques may be employed and include physical (Section 3.4), mechanical (Section 3.5), biological (Section 3.6) and chemical (Section 3.7.1) control methods. Regardless of method, all techniques should be selected based on their technical merits, as limited by economic and environmental thresholds.
Evaluation
Evaluation of management techniques and programs is typically lacking, even in large-scale management programs. A quantitative assessment should be made to determine the effectiveness of weed management activities, identify environmental impacts (both positive and negative) of management activities, provide the economic cost per acre of management and address stakeholder satisfaction.
Summary
It is critically important to develop a management plan to effectively prevent and control invasive aquatic plants in water resources. Planning should be a continuous process that is ongoing and evolves based on past successes and failures. A comprehensive plan should educate the public about invasive species so they can identify and exclude weeds from uninfested areas. Aquatic plant management programs should also provide a concise assessment of the problem, outline methods and techniques that will be employed to control the weed and clearly define the goals of the program. Mechanisms for monitoring and evaluation should be developed as well and information gathered during these efforts should be used to implement site-specific management and to optimize management efforts. The planning process helps to prepare for the unexpected in weed management, but resource managers should expect the plan to change as stakeholders provide input and management activities commence.
Photo and illustration credits:
Page 121: Nuisance growth near a water intake; John Madsen, USDA ARS, Davis, CA
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Name_________________________________________________________ Date __________
6.3
Practice A
In Exercises 1–4, point P is the centroid of ABC. Use the given information to find the indicated measures.
In Exercises 5 and 6, find the coordinates of the centroid of the triangle with the given vertices.
In Exercises 7 and 8, tell whether the orthocenter is inside, on, or outside the triangle. Then find the coordinates of the orthocenter.
7. 1, 3 , 3, 1 , 0, 0 J K L
9. To transport a triangular table, you remove the legs. You secure the glass top to the frame by looping a string from a hole in each vertex around the opposite side, then pulling it tight and tying it. At what point of concurrency do the three strings intersect? Explain your reasoning.
10. Your friend claims that it is impossible for the centroid and the orthocenter of a triangle to be the same point. Is your friend correct? Explain your reasoning.
Name _________________________________________________________ Date _________
Practice B
In Exercises 1–3, point Q is the centroid of JKL. Use the given information to find the indicated segment lengths.
1. 21 AQ
2.
72
JA
3. 10 KQ
FindQLandAL.
FindQAandKA.
4. Find the coordinates of the centroid of the triangle with the vertices
A
6, 8 , 3,1 , and 0, 3 .
B
C
In Exercises 5 and 6, tell whether the orthocenter is inside, on, or outside the triangle. Then find the coordinates of the orthocenter.
5.
7. Given two vertices and the centroid of a triangle, how many possible locations are there for the third vertex? Explain your reasoning.
8. Given two vertices and the orthocenter of a triangle, how many possible locations are there for the third vertex? Explain your reasoning.
9. The centroid of a triangle is at 2, 1 and vertices at 3, 5 and 7, 4 . Find the third vertex of the triangle.
10. The orthocenter of a triangle is at the origin, and two of the vertices of the triangle are at 5, 0 and 3, 4 . Find the third vertex of the triangle.
11. Your friend claims that it is possible to draw an equilateral triangle for which the circumcenter, incenter, centroid, and orthocenter are not all the same point. Do you agree? Explain your reasoning.
12. Your friend claims that when the median from one vertex of a triangle is the same as the altitude from the same vertex, the median divides the triangle into two congruent triangles. Do you agree? Explain your reasoning.
13. Can the circumcenter and the incenter of an obtuse triangle be the same point? Explain. | <urn:uuid:6dae8016-5381-428d-9078-ba9ff80f6ca9> | CC-MAIN-2020-40 | http://ariggs.buchananschools.com/uploads/9/0/5/7/9057541/6.3_medians_and_altitudes_of_triangles.pdf | 2020-09-23T03:58:56+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400209665.4/warc/CC-MAIN-20200923015227-20200923045227-00258.warc.gz | 12,622,617 | 703 | eng_Latn | eng_Latn | 0.994486 | eng_Latn | 0.995188 | [
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Relationships and Sex Education Useful reference and story books for parents and carers
This list includes a range of books for parents and carers to support children's understanding of Relationships, Growing Up and Sex Education. Each parent and carer will want to review the books and decide what is the most appropriate and relevant for their child.
The information was correct on 1.7.20
Key Stage 1
Books about where babies come from
- My Amazing Journey: A first look at where babies come from by P.Thomas, published by Macdonald Young Books. A picture book exploring conception and birth of a child
- The World is Full of Babies by M.Manning and B.Granstorm, published by Franklin Watts. Storybook about animal development (including humans) Only available from 3 rd party sellers via Amazon
- Where Babies Come From by Rosemary Stones, published by Puffin. Includes correct names for parts of the body. Out of print but available via 3 rd party sellers on Amazon
- Your Mummy Ate my Football by Lynwen Jones, published by the Birmingham Health Education Unit, available from Amazon. Suitable for Foundation stage and KS1 children. The book uses clear language and cartoons and the correct terminology to explain how babies are made.
- How Did I Begin? By Mick Manning & Brita Granstroem, published by Franklin Watts. A gentle introduction to human reproduction and the growth and development of a baby within the womb.
- Baby on Board by Wes Gray, published by Hachette Children's Group. The story traces the 9 months during which a family await the birth of a new baby, written from the eyes of a small child.
Books about the body and growing
- Once There Were Giants by Martin Waddell and Penny Dale published by Walker Books Ltd. Explores the stages of life and development
- Boys and Girls by Lynwen Jones, published by the Health Education Service, available to order from Waterstones. Suitable for Foundation stage and KS1 children. The book uses clear language and cartoons and the correct terminology to dispel myths surrounding gender stereotypes and is a gentle introduction into understanding differences between boys' and girls' bodies
- Where Willy Went by Nicholas Allan, published by Penguin. A funny story about the facts of life for five to seven year olds
Books about families
- The Family Book by Todd Parr published by Little Brown Books for Younger Readers. A picture book that celebrates the varieties of families Available via 3 rd party sellers on Amazon
- It's Ok to be Different by Todd Parr published by Little Brown Books for Younger Readers. A picture book celebrating individuality and difference
- We belong together by Todd Parr published by Little Brown and Company. A book about adoption and families
- Amazing Grace by Mary Hoffman and Caroline Binch published by Frances Lincoln Children's Books. A story that shows you can be anything you want to be.
- My Parents Picked Me! By Pat Thomas and Lesley Harper published by Hodder Children's Books. Suitable for both KS1 and 2. A First Look at Adoption: explores the issue of adoption in a reassuringly simple way. The fears, worries and questions that children have are examined.
- And Tango makes three by Justine Richardson and Peter Parnell, published by Simon & Schuster Children's UK. Based on a true story of a pair of male penguins at the Bronx Zoo bonding and treating a stone like an egg. This heart-warming story shows that all that is needed to make a family is love
- Who's in a Family? By Robert Skutch, published by Tricycle Press. Family is important, but who's in a family? Why, the people who love you the most! This equal opportunity picture book shows lots of different types of families
- My Family's Changing by Pat Thomas published by Hachette Children's Group. A picture book that explores concerns about divorce and family break-ups in a simple and reassuring way.
Key Stage 2
Books about puberty
- What's happening to me? (girls and boys versions) by Susan Meredith and Nancy Leschnikoff published by Usborne. Information with illustrations and diagrams about puberty for girls and for boys.
- The Smart Girl's Guide to growing Up by Anita Ganeri published by Scholastic. A light-hearted advice about puberty
- The Puberty Book by Wendy Darvill and Kelsey Powell, published by New Leaf. Humorous and informative description of puberty.
- Living with a Willy by Nick Fisher. Straightforward information about growing up and puberty for boys
- Totally Pants: A Brilliant Guide to Boys' Bits by Tricia Kreitman, Dr Neil Simpson and Dr Rosemary Jones. A clear and approachable guide, providing all the facts boys need, which offers reassuring advice to allay boys' anxieties and answer the questions they may be too embarrassed to ask.
- Little Book of Growing Up by Victoria Parker published by Hachette Children's Group. Written in a friendly, accessible style, and in an appealingly discreet, compact format, this is an essential guide for all girls approaching puberty.
- Hair in Funny Places by Babette Cole, published by Jonathan Cape. Explains puberty in a humorous way
Books about families
- Mum and Dad Glue by Kes Gray , published by Hachette Children's Group A book about a boy coming to terms with his parents' divorce.'
- King & King by Stern Nijland and Linda de Haan, published by Tricycle Press. A contemporary tale about finding the perfect match for a prince
- King & King & Family by Stern Nijland and Linda de Haan, published by Tricycle Press. Newleyweds King Lee and King Bertie and their journey to start a family of their own in a story about adoption.
Books about where babies come from
- Mummy Laid an Egg by Babette Cole, published by Red Fox. Storybook where children dispel some of the myths about where babies come from and explain how babies are made at a simple level and in a humorous way
- Let's Talk about Where Babies Come From by Robie H Harris and Michael Emberley, published by Walker Books. Information about sexual health and reproduction where the reader is led by the "bird" and the "bee". Only available through 3 rd party sellers on Amazon
- Great answers to difficult questions about sex: what children need to know by Linda Goldman published by Jessica Kingsley. Provides parents with guidance on how to answer questions
- Asking About Sex by Joanna Cole, published by Harper Collins. Written especially for preteens, the author uses a question-and-answer format to offer straightforward information on a wide variety of subjects related to sex and puberty.
Websites
https://bettyforschools.co.uk/
Resources for educating Year 6 and teenagers about periods
Betty's Parents' hub
https://wearebetty.com/pages/parent-hub-landing-page
A website for parents to learn about puberty for boys and girls (including periods)
AMAZE JR. https://amaze.org/jr/
An American series of animations set around a group of diverse parents discussing how to respond to children when they ask relationships and sex related questions. NB American's refer to RSE as Sexuality Education. Also available to download as podcasts from Spotify http://podcast.amaze.org/ | <urn:uuid:24c9a72e-3935-4e73-82ec-54c0ab95e215> | CC-MAIN-2020-40 | https://www.brookfield.camden.sch.uk/wordpress/wp-content/uploads/2020/07/Parents-Books-and-stories-for-RSE.pdf | 2020-09-23T04:03:15+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400209665.4/warc/CC-MAIN-20200923015227-20200923045227-00258.warc.gz | 737,342,141 | 1,508 | eng_Latn | eng_Latn | 0.996296 | eng_Latn | 0.996522 | [
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DIRECTORATE FOR QUALITY AND STANDARDS IN EDUCATION
Department of Curriculum Management
Educational Assessment Unit
Annual Examinations for Secondary Schools 2014
FORM 3 EUROPEAN STUDIES MARKING SCHEME
PART I (Total: 51 marks)
Candidates are to choose any THREE sections from Part I and answer all the questions in the chosen sections.
The answers in the marking scheme are just indicative and any other possible and valid answers are to be accepted.
| Question | Mark |
|---|---|
| Section 1 − Power and People | |
| 1.1 | 2 |
| 1.2 | 1,1 (2) |
| 1.3 | 2 |
| 1.4 | 2 |
| 1.5 | 1,1 (2) |
| 1.6 | 5 |
| 2 | 2 |
| | Total: 17 |
| Section 2 − Economic Development and Changes in Europe | |
| 1 | 1,1,1 (3) |
- Less noise pollution;
Relatively cheap;
| 2.1 | | 1 | Secondary sector |
|---|---|---|---|
| 2.2 | | 1 | Primary sector |
| 2.3 | | 1,3 (4) | Services sector Examples of related jobs: teacher; lawyer; nurse; consultant; doctor, etc. (Students should give three examples.) |
| 2.4 | | 1 | Quota |
| 2.5 | | 1,3 (4) | Protectionism occurs when the government of a country protects home industries from foreign competition. This gives infant industries the time to establish themselves both economically and as regards the quality of their product to be ready to participate in the competitive market. |
| 3 | | 1,1,1 (3) | It is convenient as people can access shops from the comfort of their homes; One can compare prices; One can access shops which are not easily accessible. Products bought online are usually cheaper due to the vast competition. (Students should give three advantages.) |
| | | Total: 17 | |
| | Section 3 – | | |
| | Demographic | | |
| | and Social | | |
| | Realities | | |
| 1.1 | | 1,1 (2) | Increase in birth rate, decrease in death rate, increase in immigration. (Students should give two reasons.) |
| 1.2 | | 1,1,1, 1,1,1 (6) | Push factors Unemployment Poverty Lack of respect for human rights Discrimination Dictatorship (Students should give three examples.) Pull factors A higher standard of living Better paid jobs Greater respect for human rights Good climate To be closer to other family members (Students should give three examples.) |
-
| | Total: 17 |
|---|---|
| Section 4 − Europeans and their Environment | |
| 1.1 | 3 |
| 1.2 | 9 |
| 1.3 | 5 |
| | Total: 17 |
| Section 5 − Cultural Heritage | |
| 1.1 | 8 |
| 1.3 | 2 | Yes. Sometimes different countries or regions within the same country have a difficult time trying to reconcile their different internal ethnic, religious and nationalist sentiments. This sometimes results into conflicts between these countries or regions. |
|---|---|---|
| | Total: 17 | |
PART II (Total: 34 marks)
Answer any TWO questions in essay form.
| Question | Mark | Answer |
|---|---|---|
| Section 1 − Power and People | 4,13 (17) | a) While national citizenship belongs to citizens of countries or nations, European citizenship is limited to those who possess the nationality of one of the Member States of the European Union. b) An EU citizen is entitled to the following rights which were introduced in the Maastricht Treaty: The right to free movement and residence where the European citizen so wishes. The right to vote and stand in local elections in the Member State of residence. The right to vote and stand in elections of the European Parliament in the Member State of residence. The right to petition the European Parliament on matters coming within the Community’s fields of activity. The right to file a complaint to the European Ombudsman on matters relating to maladministration by one of the institutions of the EU. Diplomatic or consular protection in a non-member country by another Member State of the EU if their own Member State is not represented there. The right to access to the European Parliament, Council and Commission documents. |
Section 3 − Demographic and Social Realities
Section 4 − Europeans and their Environment
17
17
Disadvantages of air transport
- Expensive to some countries due to high operational costs;
- Causes air pollution
- Limited and restricted service between places;
- Connects only major cities, leaving small towns uncovered;
- Luggage may get lost or doesn't come on time.
b) Heathrow Airport
- Heathrow airport is located in West London;
- It is the busiest airport in the United Kingdom and the third busiest airport in the world in total passenger traffic;
- It handles more international passengers than any other airport around the globe;
- It sustains thousands of jobs, both directly and indirectly;
- It has five terminals.
- It is a major contributor to the economy of several countries;
- It has a direct effect on the social, cultural, educational, and economic sectors of society;
- It brings in large amounts of income in payment for goods and services available to tourists;
- Modern tourism encompasses a growing number of new destinations. This has turned tourism into a key driver for socio-economic progress;
- Tourism fosters employment in the services sector of the economy such as transportation services, hospitality services, and entertainment venues;
- Online travel sales continue to grow;
- Tourism can help both the country's economy and its infrastructure;
- There has been a growth in tourism due to more affluence, improvements in technology, more leisure time and more choice (such as new destinations and the introduction of ecotourism).
- Air pollution is a mixture of solid particles and gases in the air;
- Smog hanging over cities is the most familiar and obvious form of air pollution, but there are different kinds of pollution that contribute to global warming;
- Any substance that people introduce into the atmosphere, that has damaging effects on living things and the environment is considered as air pollution;
- Carbon dioxide is the main pollutant that is warming the Earth. It is considered to be a pollutant when associated with cars, planes, power plants, and other human activities that involve the burning of fossil fuels;
- Other greenhouses gases include methane and chlorofluorocarbons (CFCs). Another pollutant associated with climate change is sulphur dioxide;
- Most people agree that to curb global warming, a variety of measures need to be taken;
| | | On a personal level, driving and flying less, recycling, and conservation reduces a person’s "carbon footprint"— the amount of carbon dioxide a person is responsible for putting into the atmosphere; On a larger scale, governments are taking measures to limit emissions of carbon dioxide and other greenhouse gases; Polluter pays principle; The only way to fight air pollution is by curbing the release of the pollutants which cause it. |
|---|---|---|
| Section 5 − Cultural Heritage | 17 | Media refers to the most important means of mass communication such as newspapers, the television, radio broadcasts and the internet; Technological progress and the process of globalisation feed on each other and have a great impact on people; Media globalisation is the result of new communications technology; Multinational media is critical to global industries; As the majority of all media is owned by a very small percentage of wealthy corporations, these drown out the voice of local media, thus threatening freedom of speech; It has resulted in the breaking down of cultural and other barriers; On a positive note, media development interventions can contribute to policy changes and accountability and can mobilise communities towards better health outcomes. |
Total: 85 marks | <urn:uuid:b9dc99bd-e0a7-4a73-8671-e5167de42827> | CC-MAIN-2020-40 | https://curriculum.gov.mt/en/Examination-Papers/Secondary-Papers/2014/Documents/european_f3_2014_ms.pdf | 2020-09-23T04:31:22+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400209665.4/warc/CC-MAIN-20200923015227-20200923045227-00261.warc.gz | 335,968,342 | 1,849 | eng_Latn | eng_Latn | 0.98993 | eng_Latn | 0.997831 | [
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DORDON PRIMARY SCHOOL
2014 Code of Practice – Special Educational Needs And Disability (SEND) Information Report
This document aims to provide parents with all of the information they need to understand how their child's needs will be met by both the school and also by the Local Authority and Special Support Services. At the end of the document there is a glossary to explain some of the terms used, as well as the main people responsible for SEND provision within the school and externally.
Consultation on support offer for young people with special educational needs and disabilities.
The Local Offer is an important part of the Children and Families Act 2014 which places new duties on all local authorities and their partners to improve and modernise SEND assessment and support. The Warwickshire offer has been developed following extensive work with parent groups and key partners who formed the SEND Reference Group. Working with parents and, where appropriate, the young people, a new joined up offer brings together information, advice and how to apply for services from education, health and social care support. Details of the offer can be found at www.warwickshire.gov.uk/send.
The SEND needs that the school provides for
We cater for pupils who experience difficulties in communication and interaction, cognition and learning, behaviour, emotional and social development and sensory and/or physical and medical conditions. The children require different strategies for learning and need a range of different teaching approaches and experiences. They acquire, assimilate and communicate information at different rates.
Our policy for identifying children and young people with SEN and for assessing their needs
All children are assessed when they enter our school. If our assessments show that a child may have a learning difficulty, the class teacher raises this concern with parents and the SENDCo. Provision is made within the school to meet the child's needs which are different from or additional to those provided as part of the school's usual working practices. The class teacher will keep parents informed and draw upon them for additional information. We record in an IEP (Individual Education Plan), the strategies used to support the child. It shows the short-term targets which are reviewed each term. If after a review meeting it is felt that the child would benefit from further support from outside services, we will consult parents prior to any support being actioned. This enhanced level of support is called 'SEND support'. External support services will provide information for the child's new IEP. If the child continues to demonstrate significant cause for concern, a request for an
'Education, Health and Care Plan' (EHCP) will be made. A range of written evidence about the child will support the request.
How we consult with families of children with SEN and involve them in their child's education
The school works closely with parents in the support of those children with special educational needs by encouraging an active partnership through an on-going dialogue with them. Regular review meetings take place throughout the academic year to share the progress of children with special needs with their parents. If any outside intervention is sought parents are informed.
Our arrangement for assessing and reviewing a child's progress towards their potential outcomes
Early identification is vital. The class teacher informs the SENDCo and the parents at the earliest opportunity to alert them to concerns and enlist their active help and participation. The class teacher and the SENDCo assess and monitor the children's progress in line with existing school practices. This is an on-going process. IEP's, which employ a small-step approach, feature significantly in the provision that we make in the school. By breaking down the existing levels of attainment into finely graded steps and targets, we ensure that children experience success.
How we prepare children as they move between phases of education, i.e. our preparations for their transfer to secondary education or their move to another primary setting
Children have the opportunity to spend the day or a morning at their chosen school toward the end of the Summer term. In some cases it is felt that certain children may benefit from visiting the school more than once either as a small group or individually. Some SEND children work through a 'transition notebook' which helps them prepare for secondary education.
How we adapt our curriculum and our learning environment for our children with SEND
Children with special educational needs will have access to the National Curriculum which will be differentiated to take account of the child's particular needs and modified on an in-house basis to ensure maximum flexibility and attention to the particular child's academic and personal development. Lessons have clear learning objectives and we use assessment to inform the next stage of learning. We strive to be a Communication Friendly Environment and access to distraction free space is available if required.
The expertise of our trained staff who will support SEND children and advise on how specialist expertise will be secured
Staff aim to offer excellence and choice to all our pupils, whatever their ability or needs. This is done through the management of the learning environment including responsibility for the care and preparation of teaching aids, equipment, materials and differentiated resources. Staff receive sufficient training to be equipped to identify and support children with special educational needs. Resources are well adapted, modified and used to boost learning. The quality of the partnership and dialogue between support staff and class teacher is of a high standard.
How we evaluate the effectiveness of our SEND provision
Dordon School provides a broad and balanced curriculum for children with special educational needs. Teachers adjust their teaching of subjects to meet their needs and additional support is determined from within the school or from outside agencies. Individual Education Plans (IEP's) are effective in ensuring that individual needs are met. Pupils with SEND make good or better progress from their respective starting point.
How children and young people with SEN are enabled to engage in activities with their peers
We promote inclusion and acceptance of all pupils, encouraging them to interact, work cooperatively and engage in activities. This is done by offering a range of activities for all children to access.
Our support for improving emotional and social development, including how we listen to the views of SEND children and how they are included in the school's anti bullying policy
Our teaching staff supports children with difficulties in personal, social and emotional development. We aim to achieve this through the removal of barriers to learning and participation by establishing a climate of trust and respect for all. The use of drama, role-play and social stories are used to help pupils understand their feelings and express their views. Pupils are invited to tell us their views about a range of school issues, on the annual pupil questionnaire.
How this school helps to meet the needs of SEND children and their families with regards support from external bodies, such as health services, local authority support services and voluntary sector organisations
Speech and Language, IDS (Integrated Disability Service), EIS (Early Intervention Service) and the Educational Psychologist are used to support pupils with SEND. Pupil assessment and classroom observations provide recommendations for classroom teaching and setting targets. Parents are given the opportunity to contact 'Parent Support Adviser Service' who offers advice and support.
Glossary
SEND – Special Educational Needs/Disability - A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A disability as defined under the Equality Act 2010 is a "physical or mental impairment which has a long term and substantial adverse effect on their ability to carry out normal day to day activities".
EHCP – Educational, Health and Care plans – The purpose of an EHC plan is to make special educational provision to meet the special educational needs of the child, to secure improved outcomes for them across education, health and social care and, as they get older prepare them for adulthood.
A request for an EHC plan can be done by the parents of the child or a person acting on behalf of the school with the knowledge and agreement of the parents. The Local Authority must determine whether the EHC plan assessment is needed and must communicate its decision to the parents within 6 weeks of making the request.
Roles within the school with responsibilities for SEND children
Class Teacher
The Class teacher is aware of the school's policy for the identification and assessment of pupils with SEN and the provision it makes for them. IEP's (Individual Education Plan) for SEND pupils are developed by working closely with the SENDCo and support staff on a termly basis. When planning, teachers set appropriate learning challenges and respond to children's diverse learning needs to enable them to participate effectively in curriculum and assessment activities.
SENDCo
The SENDCo, Miss V. Lewis, is responsible for the day-to-day running of the provision of SEND by managing a range of resources, both human and material to enable appropriate provision to be made for children with special educational needs. The SENDCo co-ordinates the provision for and manages the responses to children's special needs, oversees the records of all children as well as acting as the link with external agencies, parents and other support staff. The SENDCo supports and advises colleagues, monitors and evaluates the special educational needs provision and reports to the governing body.
Executive Headteacher
The Executive Headteacher, Mrs. M Cross, ensures that the daily management of SEND provision is effective by working closely with the SENDCo, teaching and support staff. The Head teacher keeps the Governing Body informed of all matters relating to its responsibilities for the provision of
SEND such as how the funding allocated to support special educational needs has been employed.
SEND Governor
The SEND governor, Mrs B. Garratt, has specific oversight of the school's provision for pupils with special educational needs. The SEND governor ensures that all governors are aware of the school's SEND provision, including the deployment of funding, equipment and personnel. Termly meetings with the SENDCo and SEND governor take place.
Specialist groups run by outside agencies
- Local Authority Teams
- Educational Psychology Team (EP)
- Speech and Language (S&L)
- Integrated Disability Service (IDS)
- Special Educational Needs and Disability Assessment and Review (SENDAR)
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Graduate Theses and Dissertations
University of South Florida Scholar Commons
Graduate School
6-30-2016
Analysis of Patterns in Handwritten Spelling Errors among Students with Various Specific Learning Disabilities
Laura Ann Winkler University of South Florida, firstname.lastname@example.org
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Scholar Commons Citation
Winkler, Laura Ann, "Analysis of Patterns in Handwritten Spelling Errors among Students with Various Specific Learning Disabilities" (2016). Graduate Theses and Dissertations.
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Analysis of Patterns in Handwritten Spelling Errors among Students with Various Specific Learning Disabilities
by
Laura Winkler
A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science Department of Communication Sciences and Disorders College of Behavioral and Community Sciences University of South Florida
Major Professor: Ruth Huntley Bahr, Ph.D. Maria Brea-Spahn, Ph.D. Michelle Hite, M.S.
Date of Approval:
June 30, 2016
Keywords: Phonology, Orthography, Morphology, Dyslexia, Dysgraphia, OWL-LD, Spelling
Copyright © 2016, Laura Winkler
Table of Contents
List of Tables
List of Figures
Abstract
Students diagnosed with specific learning disabilities struggle with spelling accuracy, but they do so for different reasons. For instance, students with dysgraphia, dyslexia, and oralwritten language learning disability (OWL-LD) have distinct areas of weakness in cognitive processing and unique difficulties with the linguistic features necessary for accurate spelling (Silliman & Berninger, 2011). This project considered the spelling errors made by such students to determine if their unique learning profiles lead to distinct misspelling patterns.
Academic summaries handwritten by 33 students diagnosed with dysgraphia (n=13), dyslexia (n=15), and OWL-LD (n=5) were analyzed for type/complexity and number of spelling errors. Additionally, the differences in error frequency and complexity were analyzed based on whether academic material had been listened to or read. Misspellings were extracted from the students' essays and evaluated using an unconstrained linguistic scoring system (POMAS). Then, the complexity/severity of the misspelling was computed using a complexity metric (POMplexity).
Statistical results revealed that children within the diagnostic categories of dysgraphia, dyslexia, and OWL-LD appear to produce errors that are similar in complexity and frequency. Hence, students with specific learning disabilities do not appear to make patterns and numbers of errors specific to their diagnosis. Additionally, statistical results indicated that all students produced similar numbers of errors in both the reading and listening conditions, indicating that the mode of presentation did not affect spelling accuracy.
When spelling errors were analyzed qualitatively, some differences across diagnostic categories and variability within groups was noted. Students with dysgraphia produced misspellings involving a phoneme addition or omission. Phonological and orthographic errors typical of younger children were characteristic of misspellings produced by students with dyslexia. Individuals with OWL-LD tended to omit essential vowels and were more likely to misspell the same word in multiple different ways.
Overall, these results indicate that the subcategories of dysgraphia, dyslexia, and OWLLD represent of gradients of impairment within the overarching category of specific learning disabilities. However, even within those subcategories, there is a wide degree of variability. Diagnostic categories, then, may suggest areas of linguistic weakness, but subcategories alone cannot be used for determining the nature of spelling intervention.
Chapter 1
Introduction
Spelling involves more than simply rote memorization of letter sequences. It is a complex word formation process that involves coordinating phonological, orthographic, and morphological processes, as well as attention and memory, to accurately form the conventional representation of a word (Bahr, 2015). The phonological aspect of spelling involves segmentation of words into their individual phonemes. Orthographic aspects of spelling involve an understanding of the language-specific rules and patterns for sound-letter correspondences and the arrangement of letters within a word. The morphological aspect of spelling involves an understanding of word meanings and their affixation (including inflections and derivations), which add new layers of meaning to words (Bahr, 2015). Proficiency in each of these knowledge bases is important for the development of strong spelling skills.
Children with learning disabilities express difficulties with specific aspects of linguistic processing which can lead to notably poor spelling skills. However, there is little research comparing the types of errors made by children with different types of language impairments. In light of the absence of prior research on this specific topic, this paper will discuss the linguistic processes involved in spelling, cognitive processes involved in spelling, and the spelling profiles of children with three specific learning disabilities: dysgraphia, dyslexia, and oral-written language learning disability (OWL-LD). Identifying linguistic error patterns associated with each subtype could lead to the development of better instructional programs for these students.
Linguistic Processes and Their Use in Spelling
Researchers once believed that the linguistic processes associated with spelling developed sequentially, starting with the identification of sounds (phonology), followed by the recognition of sound-letter correspondences and patterns (orthography), and finally the recognition of the meaning of word parts (morphology). This sequential development of linguistic processes, known as Stage Theory (Templeton & Bear, 1992), has been refined since current research indicates that children use phonological, orthographic, and morphological knowledge from the beginning of their spelling development (Carlisle, 2003; Deacon et al., 2013; Schlagal, 2001; Walker & Hauerwas, 2006).
Triple word form theory (Bahr, Silliman, & Berninger, 2009; Garcia, Abbott, & Berninger, 2010; Richards et al., 2006) describes how phonological, orthographic, and morphological knowledge are all employed in spelling from an early age. For strong spelling skills to develop, these three linguistic processes must be coded in memory, analyzed, and coordinated so that an accurate spelling results (Bahr et al., 2009). Exposure and practice increase the strength of association between phonemes, graphemes, and morphemes allowing the person to store commonly repeated patterns and familiar words easily (Deacon & Sparks, 2014). Weakness in one or more modes of linguistic processing could lead to difficulty with spelling (Moats, 1995). For example, a student who struggles with phoneme detection would likely struggle with learning sound to symbol correspondences and in turn struggle with building strong connections for patterns of letters and sounds in words.
By analyzing the type and nature of errors made by typically developing children over time, researchers have described patterns of how each linguistic process develops and integrates with the others as the child learns to spell. While individual children acquire these linguistic processes at different rates, there are common trends in errors across grade levels (Bahr, Silliman, Berninger, & Dow, 2012).
,
Phonology. As children begin to spell, they learn to match each phoneme they hear to a letter in order to produce a correct spelling. For example, if the child wants to spell the word cat he/she will segment the word into its individual phonemes /k/, /æ/, /t/, and then write the corresponding graphemes to produce the spelling cat. By representing each phoneme, the child constructs an intact phonological skeleton (Bourassa & Treiman, 2001) of the word. If the child adds, omits, or substitutes a phoneme it is considered to be a phonological error (Bahr et al., 2012; Silliman, Bahr, & Peters, 2006). Hence, if the child spelled ct for cat, he/she has omitted an aspect of the phonological skeleton and made a phonological error.
Vowel omission, as represented in the previous example, is common in very young spellers. Through exposure or direct instruction, students learn that all syllables must contain vowels, so vowel omission decreases as children progress through school (Treiman, Berch, Tincoff, & Weatherston, 1993). Another common error in young children is the omission of the less perceptually salient consonant in consonant clusters (Bourassa & Treiman, 2001). For example, they may spell the word stick as sick. Though frequently occurring in young spellers, the number of phonological errors made by typically developing spellers tends to decrease dramatically after first grade (Bahr et al., 2012).
Orthography. As children attempt to spell increasingly complex words, phonology alone is no longer sufficient for generating correct spellings. Children must learn the allowable orthographic patterns and spelling rules for their language in order to spell accurately. They must realize that letter position in a word and the surrounding phonemes affects the letter(s) that
should be used (Cassar & Treiman, 2004). For example, in English the sound /k/ can be represented by c, k, or ck depending upon the position of the sound within the word and/or the surrounding phonemes. For instance, ck is never used in the initial position of a word; it is only used in the medial and final word positions, as in bracket and sick. The letter k is used to represent the sound /k/ when it occurs before an e (kettle), i (king), or y (sky), while the letter c is used for the /k/ sound before o (cot), u (cup), a (cap), or prior to a consonant (cream, clock). When c is used before an e (cent), i (city), or y (fancy), it represents the sound /s/. The digraph ck is used to represent the sound /k/ when it occurs after short vowels, such as in the word back, but k is used after long vowels, such as in the word beak. If the child were to misspell back as bak, they have represented the phonological skeleton of the word, but made an orthographic error because they did not use the grapheme sequence expected for this sound in this position as dictated by the orthographic rules of their language.
Orthographic errors tend to become prominent after grade 1 (Bahr et al., 2012). A possible reason for this trend is that students in the early elementary years rely heavily on their phonological knowledge to guide their spelling and are often able to represent the phonological skeleton of a word despite not knowing the orthographic rules for the word. They also may have not have been taught the rules they need to use to spell target words or could have limited exposure to written language (Bahr et al., 2012).
Typical elementary school children often make errors involving consonant sounds that are represented with more than one grapheme, such as digraphs, double letters, and syllabic /r/ (Moats, 1995). Students may misrepresent a digraph with only one grapheme such as cip for chip or use a single grapheme when it should be doubled, such as litle for little. When attempting to spell words with vocalic /r/, such as car, children may write cr or ca, omitting either the vowel or the r itself. Additionally, long and short vowel errors are also common in early elementary school children. Children might represent long vowels with a single grapheme, typically the one whose sound matches the vowel name, such as da for day and lik for like (Moats, 1995). They also make errors with short vowels that are articulated in similar oral positions such as fesh for fish and bad for bed (Moats, 1995).
Orthographic errors decline as children progress from grades 1 to 9 and learn the rules of their language through explicit teaching and exposure to more words in the literature they read (Bahr et al., 2012). Despite this notable decline, orthographic errors continue to be the most common linguistic error in misspellings (Bahr et al., 2012). This could be attributed to a shift from dependence on phonology to the development and use of a stronger orthographic lexicon (Bahr et al., 2012).
Morphology. Morphological knowledge is an important aspect of spelling more complex, multisyllabic words, such as the academic vocabulary encountered in math and science classes. It involves an understanding of word meanings and how inflectional and derivational morphemes can be added to base words to create new layers of word meaning (Bahr, 2015). Inflectional morphemes alter the tense, number, or possession of a root word without changing the meaning, pronunciation, or grammatical role (Carlisle, 2003). The past tense –ed ending, plural –s/es, and possessive –'s are all examples of inflectional endings. Children accurately use inflectional endings including –ed, plural –s, and -ing in speech by age 4 (Rice, Wexler, & Hershberger, 1998) and typically master the use of these endings in their writing by second or third grade (Moats, 1995). Research suggests that the successful mastery of these morphemes occurs because they are common in children's oral language and children receive significant
exposure to these endings in the books they read. Ample opportunities to read and spell words with these endings allow young children to store memories of these patterns (Moats, 1995).
Inflectional endings that retain their spellings even after they change their pronunciation can be difficult for young spellers (Moats, 1995). For example, the past tense –ed can be produced /t/, /d/, or /ɪd/ or /əd/. This suffix sounds like /t/ when it is added to a base word with a final sound that is unvoiced, such as kissed. It sounds like /d/ when the final sound of the base word is voiced, as in played. Finally, -ed sounds like /ɪd/ or /əd/ when the final sound in the base word is a /t/ or /d/, as in wanted. A child who does not recognize the association between the letter sequence -ed and an action occurring in the past may misspell the previous examples as kisst, playd, and wantid. To spell inflectional endings that change in pronunciation, children must have internalized the meaning of the ending in order to know that it is spelled the same even if it is pronounced differently (Carlisle, 2003).
Young spellers typically master inflectional endings earlier than derivational morphemes because the latter require a more complex understanding of word and suffix meanings (Carlisle, 2004). Derivational morphemes alter word meanings to create new, more complex vocabulary (Tyler & Nagy, 1989). An example of a derivational morpheme is the suffix –tion, which can be added to the root word create to make creation. Adding this suffix alters the meaning of the word and also shifts its grammatical role from verb to noun (Tyler & Nagy, 1989). Some derived words share predictable or transparent relationships between their sound, spelling, and meaning, such as the words greet and greeter. Other derived words have dissimilar pronunciations and orthographic alterations, such as the words inspire and inspiration. Children learn to spell words with transparent derivational morphemes more easily than with opaque suffixes because the base words retain their spelling and pronunciation making the relationship between the derived form and the base word more apparent (Tyler & Nagy, 1989).
Morphology contributes to learning to spell in multiple ways. Storing morphological information allows children to more efficiently store information about word spellings in their mental lexicons (Nagy, Berninger, & Abbott, 2006). This means that a child can simply remember that –ed is added to the end of most verbs to indicate past tense instead of having to commit every verb's past tense form to memory. Also, connecting known morphemes allows a child to quickly form and learn new words (Nagy et al., 2006). For example, when a child learns that –ible means "capable of being," he or she can add this suffix to known words to make new ones, such as sensible, and responsible (Harrold, 2010).
In grades 4 and 5, morphological errors become more common, which can be attributed to students' need to spell increasingly complex words (Bahr et al., 2012). As children near the end of elementary school and move into middle and high school, they are expected to use academic, domain-specific vocabulary words, which are often complex and multi-morphemic. Examples of academic, domain-specific vocabulary include: probability, exponential, revolutionary, and organism. These types of words are infrequently occurring in students' everyday vocabulary and are generally reserved for academic settings. Therefore, the student has had fewer opportunities to practice and internalize their spellings. Students can use their understanding of morphology to spell these words accurately, while a lack of knowledge of these morphemes will likely result in spelling errors.
Interrelationships among Phonology, Orthography, and Morphology
It is important to note that each of these linguistic processes is closely interrelated with the others and it is crucial that they all function together to enable a speller to accurately form words (Bahr, 2015). For instance, phonology and orthography are both applied in each attempt to spell a word because the speller must identify the sounds within the word and determine the correct grapheme sequences to pair with that sound (Garcia et al., 2010). Many phonemes can be represented with multiple different letters or letter sequences. For example, the short e can be spelled with an e, as in bed or an ea, as in bread. Additionally, many different sounds can be represented by the same sequence of letters. The same ea pattern that made the short e sound in bread could make the long e sound in the word bead. In these examples, children must integrate their knowledge of phonology and orthography in order to correctly spell the vowel digraph ea. Though ea is used as a digraph in the previous two examples, ea could function as two separate vowels, split between syllables as in the word reapply. In order to read and spell this word, children must integrate their knowledge of phonology, orthography, and morphology to create a word-specific spelling.
Phonology, morphology, and orthography are interrelated because the addition of morphemes can cause orthographic and phonological changes in spelling and pronunciation (Carlisle, 2004). For example, sometimes letters must be omitted or doubled when a morpheme is added. When –ing is added to like, the e is omitted to spell liking. When –ed is added to drop, another p must be added to make dropped. Some words involve phonological shifts, or a change in the pronunciation of a base word, when morphemes are added (Carlisle, 2004). For example, when sign becomes signature, the speller must understand that although the pronunciation has changed, the base word is spelled the same and the affix is added. These examples show the integration of phonology, morphology, and orthography in spelling.
Though certain linguistic processes have been noted to be more common at different ages, children continue making all three types of errors throughout their lives. Often when
attempting to spell a more complex word, children will fall back on spelling strategies that had worked when they were younger, such as sounding it out phonologically instead of using morphemes. This process is known as recursion (Silliman, Bahr, Nagy, & Berninger, in press). Recursion occurs because spelling development occurs in a dynamic, non-linear fashion in which children experiment with alternative ways to spell words by drawing upon the three different knowledge bases (Bahr et al., 2012). The linguistic processes of phonology, orthography, and morphology must function in sync with one another in order to allow an individual to develop robust spelling skills. Children who do not develop strong spelling skills may have specific language impairments, impeding their ability to process information used in spelling and writing. Spelling Errors Among Children with Specific Language Impairments
As children progress through school and gain exposure to more words, most develop mature spelling skills (Thompson, Fletcher-Flinn, & Cottrell, 1999). However, some children reach adulthood as much stronger spellers highlighting a need to describe the differences between good and poor spellers. Several researchers (Bahr, 2015; Cassar & Treiman, 2004; Silliman et al., 2006) have investigated the differences between the errors of good spellers and poor spellers and found that spelling errors differ more by developmental ability than by error type. These results suggest that older children who are poor spellers tend to make the same types of errors as younger typically developing children. Additionally, poor spellers tend to expend much more time and effort attempting to spell than good spellers (Cassar & Treiman, 2004). Poor spellers, also, have knowledge of all three linguistic processes; however they may not use these separate knowledge sets to support each other and develop strong representations of words (Cassar & Treiman, 2004). Numerous researchers (Bruck, 1992; Landerl, Frith, & Wimmer, 1996) have found that typically developing spellers' performance on phonological tasks is
influenced by their orthographic knowledge, while poor spellers do not show an influence of orthographic knowledge when completing phonological tasks. The lack of consideration of orthographic information during phonological tasks leads researchers to believe that the two linguistic knowledge bases have weak interactions which poorly serves the child when attempting to spell (Cassar & Treiman, 2004).
Many children who are poor spellers are considered to have learning disabilities, which affect specific areas of language processing. Dysgraphia, dyslexia, and OWL-LD are all specific learning disabilities that impact spelling. Dysgraphia is marked by difficulty with orthographic processing, dyslexia is known for difficulty with phonological and orthographic processing, and OWL-LD is described as difficulty with phonological, orthographic, and morphological processing (Silliman & Berninger, 2011). The learning profiles of these specific learning disabilities (dyslexia, dysgraphia, and OWL-LD) will be discussed more below.
Dysgraphia. The first signs of dysgraphia typically become apparent in kindergarten when children struggle with producing legible handwriting. Symptoms of dysgraphia include difficulty with the automaticity of letter retrieval, written production of letters from memory, and copying letters and words (Silliman & Berninger, 2011). Dysgraphia is specific to handwriting and does not involve impairment of fine motor skills beyond those used for written language, nor does it involve difficulties with reading or language comprehension (Berninger & Richards, in press).
This problem with letter formation often affects other areas of written language, including spelling. The noted difficulty with legible handwriting impacts the integration of motor movements with the storage, processing, and analysis of orthographic patterns in working memory (Silliman & Berninger, 2011). While writing, children retrieve a word from their longterm memory and store it in short-term memory while using linguistic processes to determine the correct sequence of letters. Children with dysgraphia have difficulty mentally storing the orthographic image of the word while they determine the appropriate letter sequence and hand movements needed to create that sequence (Silliman & Berninger, 2011). Additionally, dysgraphia is often accompanied by struggles with producing written composition because the challenges with handwriting draw cognitive resources away from other aspects of the writing process, including syntax (Silliman and Berninger, 2011). In summation, children with dysgraphia have trouble translating the mental image of a word into the written form due to the poor integration of motor movements with orthographic processing.
Dyslexia. In contrast, dyslexia typically causes impairment in both reading and spelling, while oral expression and listening comprehension are unaffected (Berninger & Richards, in press). Despite a normal IQ and adequate instruction, children with dyslexia express difficulty with letter recall and sound identification in kindergarten. By first grade, children with dyslexia experience difficulty reading and spelling real and nonsense words (Silliman & Berninger, 2011). This difficulty with reading and writing stems from an impairment in the processing of phonological and orthographic information.
Children with dyslexia have difficulty assembling an accurate phonological representation of spoken words in working memory and analyzing the sounds in words for the purposes of reading and writing (Silliman & Berninger, 2011). Due to underdeveloped phonological skills, children with dyslexia often display an overreliance on orthography and focus on how a word should look (Cassar, Treiman, Moats, Pollo, & Kessler, 2005). They also experience difficulty storing orthographic patterns, which impedes the ability to draw connections between the sound and letter sequences (Connelly & Dockrell, 2015). Additionally, they have trouble storing written words in working memory, as well as challenges with integrating internal representations of orthographic sequences into hand movements for writing (Silliman & Berninger, 2011).
Bourassa & Treiman (2003) found that children with dyslexia make errors commonly noted in younger, typically developing spellers, including omissions of unstressed vowels, phonetically influenced consonant errors, and using a single letter to represent a phoneme that should be represented by more than one letter. They also found that children with dyslexia were more likely to add an e to the end of a word with a short vowel (tripe for trip) and did not double necessary consonants in words (diner for dinner). Bourassa & Treiman (2003) suggested that this could indicate that children with dyslexia have a poor understanding of orthographic markers for short and long vowels. These examples suggest that impairments in phonological and orthographic processing lead to poor spelling in children with dyslexia.
Oral and Written Language Learning Disability. OWL-LD and dyslexia are similar in that share impairments in phonological and orthographic processing (Silliman & Berninger, 2011). However, children with OWL-LD have oral and receptive language skills that fall at least two standard deviations below the mean on standardized tests, indicating a language impairment (LI), while children with dyslexia have typically developing oral language skills (Silliman & Berninger, 2011). Children with OWL-LD begin having difficulty with oral language in preschool, which persists and develops into difficulty with both oral and written language in the school-age years (Silliman & Berninger, 2011). They tend to have more significant difficulty with one or more language skill, including reading accuracy, listening and reading comprehension, syntax, morphology, and oral and written expression in sentences and texts (Berninger & Richards, in press). Children with OWL-LD are more likely to have specific
difficulty with morphological coding, or storing and processing word bases, prefixes, and suffixes, in both spoken and written words than children with dysgraphia or dyslexia (Silliman & Berninger, 2011).
The spelling errors made by children with OWL-LD would be expected to be similar to the errors made by children with dyslexia in many ways. Both groups have difficulty in phonological and orthographic processing which may lead to spelling errors, such as difficulty with consonant doubling, omitting unstressed vowels, displaying both elements of a digraph or diphthong, and representing short and long vowel sounds. In contrast, difficulty with morphological coding may also lead children with OWL-LD to make a higher number of errors involving morphology than the other groups. In summation, spelling errors in this population are a result of a widespread language impairment that permeates through many areas of language processing.
Cognitive Factors that Influence Spelling
While spelling poses a challenge for many students with learning disabilities, spelling within the context of a written composition increases the cognitive demands by requiring the integration of additional language and cognitive processing with the linguistic processes already used for spelling alone (Westwood, 2014). In an effort to explain the complex cognitive demands of written composition, Hayes and Berninger (2014) developed a framework that consists of four levels: the resource level, the process level, the control level, and the task environment. The resource level includes the cognitive processes that writers draw on when creating compositions. These resources include attention, working memory, long-term memory, and reading skill. When writing, students draw on knowledge stored in their long-term memory gained from experience
or information they have read to generate ideas. They must hold ideas in their working memory during the writing process and attend to the task despite distractions in their environment.
The process level includes a proposer, a translator, an evaluator, and a transcriber, which take an idea and transform it into a written form. The proposer generates the nonverbal idea of what will be written. The translator turns the idea into verbal form. The transcriber takes the verbal form and turns it into a written form. The evaluator checks all of the processes for accuracy. The control level includes task initiation, planning, and writing schemas which all put additional cognitive demands on the writing process. Finally, the task environment includes all of the elements that surround the writing task, such as the writing medium (handwriting or keyboarding), task materials, what has already been written and the collaborators.
As Hayes and Berninger (2014) outline in their framework, generating written composition is a cognitively demanding task requiring the adequate functioning and coordination of many different aspects of language and cognitive processing. Much of the research currently available analyzes spelling in the format of a spelling test in which one word is provided at a time. The increased demands of spelling within the context of written composition, typically expected in academic settings, warrants greater attention by researchers.
Purpose of the Present Study
Accurate spelling relies on the integration of phonology, orthography, and morphology. Children with dyslexia, dysgraphia, and oral and written language learning disability (OWL-LD) have profiles that reflect disruptions in distinct areas of linguistic processing. The treatment and instruction for children who have difficulty learning to spell should vary according to the needs of that child (Silliman & Berninger, 2011). Identifying, analyzing, and comparing linguistic error patterns within the context of academic writing by linguistic feature and complexity, could assist in the development of instructional programs targeted to meet the specific needs of children who match these profiles. Differences in misspellings could also be analyzed to help with differential diagnosis. In order to better understand the specific needs of children with learning disabilities, this study sought to answer the following questions:
1) Does the complexity of handwritten spelling errors differ across the diagnostic categories of dyslexia, dysgraphia, and OWL-LD and by narrative condition (reading vs. listening)?
2) Does error frequency differ by diagnostic category and narrative condition?
Chapter 2
Methods
This is a reanalysis of data obtained from a previous study that focused on writing instruction for children with three types of learning disabilities (Berninger, Nagy, Tanimoto, Thompson, & Abbott, 2015; Niedo-Jones, 2014). This research study was approved by the IRB committee at the University of Washington.
Participants
Students with persistent handwriting, spelling, and/or oral and written language difficulties were recruited by distributing flyers to public schools in the Seattle, Washington area. Parents were asked to contact the researchers to indicate an interest in having their child participate in the study. Once identified, the parents were interviewed to rule out the presence of developmental disabilities, neurogenic disorders, psychiatric disorders, brain injuries or diseases in their children. ADHD was not an exclusion criterion as it often accompanies specific learning disabilities. Students who seemed likely to be candidates for having specific learning disabilities, based on the parental phone screening, were invited to the university for continued assessment of the students' eligibility. Parents completed a questionnaire about their child's developmental, medical, educational, and family history. Students were formally assessed to determine that they met eligibility criteria and to identify their specific learning disability as dysgraphia, dyslexia, or OWL-LD.
Differential diagnostic criteria for each diagnostic category have been described in Silliman and Berninger (2011) and will be listed briefly here. Students who were given the diagnosis of dysgraphia scored 2 to 3 standard deviations below the mean on two or more handwriting measures, had parent reported persistence of handwriting problems since early elementary school, and experienced no reading difficulties. Those with the diagnosis of dyslexia scored below average on word reading and spelling measures and parents had reported persistent reading and spelling problems that began in early elementary school. Individuals with the diagnosis of OWL-LD scored 2 to 3 standard deviations below the mean on syntactic listening or reading comprehension, or syntactic oral or written expression, with parent reports of persistent difficulties with listening comprehension, reading comprehension, written expression, and oral expression which began in the preschool years. All participants had received intervention in the past, but difficulty with written composition had persisted.
De-identified data from participants (N=33) diagnosed with dysgraphia (n=13), dyslexia (n=15), and OWL-LD (n=5) were obtained for further evaluation of spelling errors. These participants were drawn from a larger pool (N=35) who were 10 to 14 years of age and attended grades 4 to 9 (Niedo-Jones, 2014). In the larger sample, 80% of the participants were male. Children's ethnicities were reported by their parents to be European American (n=29), Asian (n=1), Asian American (n=1), Black (n=1), Hispanic (n=1), Pacific Islander (n=1), or Mixed (n=3). All but one of the participants' mothers had at least a college level of education. All but five of the fathers had at least a college education.
Materials
The spelling errors were obtained by collecting handwritten essays that students completed after reading or listening to computerized lessons (Niedo-Jones, 2014). Spelling errors were evaluated by two scoring systems: the Phonological Orthographic Morphological Assessment of Spelling (POMAS: Bahr et al., 2012), and POMplexity. The POMAS was used initially to provide a qualitative analysis of the errors based on specific linguistic features. Next, POMplexity was used to provide a quantitative analysis of the severity of the misspelling. The lessons, POMAS, and POMplexity will be discussed in further detail below.
Writing Intervention Lessons. Writing samples were collected from students who completed an intensive writing intervention program. This program involved 18 lessons with various topics that involved handwriting, spelling, word reading, composition and comprehension. This study analyzed the summaries from Lessons 7-12, which focused on the comprehension of academic content related to mathematics. The lesson titles are listed in the graph below (Niedo-Jones, 2014).
Table 1: Writing Intervention Lesson Titles
| Lesson 7 | Counting First |
|---|---|
| Lesson 8 | Language of Math |
| Lesson 9 | Intervention of Zero and Place Value |
| Lesson 10 | World History Math |
| Lesson 11 | Native American Math |
The writing intervention program consisted of a reading and a listening component. First, students read a lesson on the iPad screen or listened to a lesson. They then wrote a summary on an iPad using a stylus. Students had five minutes to read or listen to the lesson through headphones. They were allowed to take notes as they read or listened and could refer to these
notes when writing their summary. Students were given 15 minutes to write a summary of the important information from the lesson. If the student stopped writing, the teacher or computer would prompt them to keep writing for the full 15 minutes. In a second session, the students completed a similar task with new material, which differed in the way the information was presented (i.e., listening then reading or vice versa).
Phonological Orthographic Morphological Assessment of Spelling. The Phonological Orthographic Morphological Assessment of Spelling (POMAS; Bahr et al., 2012) is an unconstrained scoring system based on triple word form theory (Bahr et al., 2009; Richards et al., 2006) that is a useful tool for the qualitative analysis of spelling errors. This scoring procedure goes beyond percent accuracy to broadly identify spelling errors within the linguistic categories of phonological, orthographic, and morphological and then further classifies these errors by specific linguistic features. For example, if the word present were misspelled as pesent, it would be classified as a phonological error because not all of the phonemes were present in the word. It would be further categorized as a cluster reduction because the /r/ was omitted from the cluster. In contrast, if the word sense were represented as sence, this would be classified as an orthographic error because the phonological skeleton was intact but the s was substituted with a c. This would be further categorized as an ambiguous letter error because the sound /s/ could be represented by either grapheme. Finally, if mathematician were misspelled as mathematitian, a morphological error occurred, which is more specifically categorized as a derivational suffix error because the suffix was misspelled. More details on this scoring system can be found in Bahr, Silliman, Berninger and Dow (2012) and Silliman, Bahr, and Peters (2006).
POMplexity. POMplexity quantifies how far the misspelling is from the target. This score compliments the qualitative analysis provided by the POMAS (Benson-Goldberg, 2014).
As depicted in Figure 1, this metric assigns individual scores to spelling errors in the categories of phonology, orthography, and morphology based on the complexity of the error (i.e., the severity of misspelling) from the target word.
Figure 1 demonstrates that phonological errors receive a score of .5 for errors related to syncope, 1 point for phoneme substitutions, 2 points for omissions or additions, and 3 points for omission of syllables that were unrelated to syncope. In the category of Orthography, a word would receive a score of .5 for an error involving word spacing, capitalization, real words used to represent an aspect of the phonological structure, and graphemes used in the wrong order. Words received a score of 1 for errors involving incorrect grapheme selection and failure to represent silent letters. A word was given a score of 2 if a word position error occurred, i.e., placing a grapheme in an illegal position. In the category of morphology, errors involving a homophone or an apostrophe in a contraction received .5 points. Errors involving either a misspelled base word or affix received a score of 1, while errors involving both the base word and an affix received 2 points. Finally, 3 points were given to errors that completely omitted a necessary affix or spellings that rendered the word unrecognizable. The increase in point value reflects the severity of the deviation from the target word.
POMplexity accounts for morphology's complex relationship with phonology and orthography. Morphological errors affect base words and/or affixes, but when an error involving morphology occurs, it also involves a misrepresentation of either the phonological or orthographic structure. For example, if mathematician were misspelled as mathematitian, a morphological error occurred affecting the derivational suffix. This error would receive 1 point in the morphology category. Additionally 1 point is given in the orthography category because of the incorrect grapheme selection.
Figure 1: POMplexity assigns points based on the complexity of the spelling error.
Procedures
Misspellings were extracted from the handwritten summaries taken from lessons 7-12 (Niedo-Jones, 2014) about mathematical concepts. Each lesson had a reading and a listening component, however, no student completed a summary for each modality (reading/listening) and lesson. Overall, students completed an average of 5 writing samples each over the 6 lessons. Twenty of the students completed six writing samples with a sample completed in both the reading and listening conditions for three consecutive lessons. One student completed only one lesson. The table on the next page demonstrates which lessons each participant completed. L indicates a completed listening lesson and R indicates a completed reading lesson.
Scoring Reliability
Each writing sample was transcribed by two undergraduate students in Communication Sciences and Disorders at a university in west central Florida. These transcriptions were compared and discrepancies were resolved by a third rater, who was a graduate student in speech-language pathology. All misspelled words were extracted from these summaries and placed in an Excel spreadsheet.
Once the misspelled words were identified, the primary investigator (a graduate student in speech-language pathology) coded these words with the POMAS and then assigned a POMplexity score. A second rater, also a graduate student in speech-language pathology, scored all misspelled words with both the POMAS and POMplexity. A third rater, who was instrumental in the development of the POMAS and POMplexity, then compared the POMplexity scores for all spelling words across the rates. When the POMplexity scores did not match, the spelling errors were discussed and consensus on scoring was obtained. The final scores resulting from the evaluation of three raters served as the final data for analysis.
Table 2: Lessons Completed by each Participant
| Participant | Diagnosis | Lesson 7 | Lesson 8 | Lesson 9 | Lesson 10 | Lesson 11 | Lesson 12 |
|---|---|---|---|---|---|---|---|
| 2 | Dysgraphia | | | | | R | LR |
| 3 | OWL-LD | | | | L | L | LR |
| 9 | Dysgraphia | LR | LR | LR | | | |
| 10 | Dyslexia | | | R | L | LR | LR |
| 11 | Dysgraphia | | LR | LR | | | |
| 12 | Dysgraphia | | | | LR | LR | LR |
| 14 | OWL-LD | L | | | | | |
| 15 | OWL-LD | R | R | LR | | | |
| 16 | OWL-LD | LR | R | LR | | | |
| 17 | Dysgraphia | | | | LR | LR | LR |
| 18 | Dysgraphia | | | | LR | LR | LR |
| 21 | OWL-LD | | | | LR | LR | LR |
| 23 | Dysgraphia | R | LR | LR | | | |
| 25 | Dyslexia | R | LR | R | | | |
| 26 | Dyslexia | R | R | R | | | |
| 27 | Dyslexia | | | | R | R | LR |
| 29 | Dyslexia | | | | LR | LR | LR |
| 30 | Dyslexia | | | | LR | LR | LR |
| 31 | Dyslexia | | | | LR | LR | LR |
| 33 | Dyslexia | LR | LR | LR | | | |
| 34 | Dysgraphia | R | R | LR | | | |
| 36 | Dysgraphia | | | | LR | LR | LR |
| 37 | Dyslexia | L | R | | | | |
| 39 | Dyslexia | LR | LR | LR | | | |
| 40 | Dysgraphia | LR | LR | LR | | | |
| 41 | Dyslexia | | | | LR | LR | LR |
| 42 | Dyslexia | LR | LR | LR | | | |
| 43 | Dyslexia | | | | LR | LR | LR |
| 46 | Dysgraphia | LR | LR | LR | | | |
| 50 | Dyslexia | | | | LR | LR | LR |
| 53 | Dysgraphia | | | | R | R | LR |
| 54 | Dysgraphia | | | | LR | LR | LR |
| 56 | Dyslexia | | | | LR | LR | LR |
Data Analysis
POMplexity data were collapsed across lessons to yield mean POMplexity scores for phonology, orthography and morphology for each participant in the reading and listening narrative conditions. These data were then compared across diagnostic categories and narrative condition with a three-way analysis of variance (ANOVA). Error frequency was normed by the number of words produced in each summary by narrative condition. Differences across diagnostic category was analyzed with a two-way ANOVA.
Chapter 3
Results
Academic summaries handwritten by 33 students diagnosed with dysgraphia (n=13), dyslexia (n=15), and OWL-LD (n=5) were analyzed for type/complexity and number of spelling errors in order to determine differences across diagnostic categories. Additionally, the differences in error frequency and complexity were analyzed based on whether the summary was written about academic material that had been listened to or read. In order to analyze the type/complexity and number of errors, misspellings were extracted from the essays and evaluated using the POMAS. Then the complexity of the misspellings in the phonological, orthographic, and morphological categories was analyzed using POMplexity. The POMplexity scores were analyzed to answer the following questions:
1) Does the complexity of handwritten spelling errors differ across the diagnostic categories of dyslexia, dysgraphia, and OWL-LD and by narrative condition (reading vs. listening)?
2) Does error frequency differ by diagnostic category and narrative condition? Complexity of Spelling Errors Across Diagnostic Category and Narrative Condition
A three-way ANOVA with diagnostic category, narrative condition, and type of POMplexity score as the independent variables (IVs) and POMplexity score as the dependent variable did not reveal any significant interactions. Only the main effect for type of POMplexity score was significant, F(2,58) = 11.631; p < .001, η 2 p = .286. Post hoc testing with the LSD
procedure indicated that the morphology POMplexity scores were significantly lower than the phonology and orthography POMplexity scores across all diagnostic categories and summary conditions. Figure 2 displays the differences across POMplexity scores by diagnostic condition. These results suggest that there are no differences in performance that were attributable to diagnostic category or narrative condition. Students produced spelling errors of comparable complexity in all written summaries.
Frequency of Spelling Errors by Diagnostic Category and Narrative Condition
A two-way ANOVA was run with diagnostic category and narrative condition as the independent variables and the number of errors normed by the total number of words in each written summary served as the dependent variable. This analysis did not reveal a significant interaction or any significant main effects (see Figure 3). This finding suggests that there is no difference across diagnostic categories in the normed number of spelling errors produced by students. In other words, all participants produced a similar number of errors during the writing intervention. In addition, these students did not demonstrate a difference in the number of errors produced in the listening versus reading summary conditions.
Figure 3. Differences in Error Rate Across Diagnostic Category and Narrative Condition
Qualitative Analysis of Spelling Errors by Diagnostic Category
Two students from each category who attempted to spell the word mathematics in their essays were selected for further analysis. The word mathematics was chosen for multiple different reasons. First, mathematics is a complex multisyllabic word containing two morphemes, stressed and unstressed vowels, and a digraph. The complexity of this word
provides a significant number of opportunities for spelling errors. Additionally, mathematics is an domain-specific word; meaning students are unlikely to have a great deal of experience writing the word outside of an academic task. Finally, this word was used many times by several students in different diagnostic categories, allowing contrasts across diagnostic groups. A comparison of misspellings of the word mathematics is found in Table 3.
Table 3: Misspellings of the Word Mathematics
| ID 9 mathmatics (2) math maticts | ID 33 mathamatics |
|---|---|
| ID 34 mathema tics mathematics (2) | ID 37 mathnmatitics |
This analysis, like the quantitative analysis, revealed that members in each diagnostic group all produced phonological, orthographic, and morphological errors in their attempts to spell this word. However, this analysis also revealed a difference in the nature of the misspellings across diagnostic categories.
Among students with dysgraphia, one student (ID 9) made errors involving word boundaries, weak syllable deletion (syncope), and phoneme addition (epenthesis). The other student analyzed (ID 34) made errors involving a word boundary in one attempt, but correctly spelled the word in his or her next two attempts. These students with dysgraphia produced spellings that were correct or much closer to the accurate representation of the word than students in the other groups. This would be expected because children with dysgraphia do not share the deficits in phonological knowledge that the other groups have and they do not have as much recognizing morphological components of words (Silliman & Berninger, 2011). The unstressed vowel omission, consonant addition, and inappropriate word boundary errors could be attributed to weaknesses with orthographic short-term memory.
Among students with dyslexia, the first (ID 33) made errors involving unstressed vowels and the second (ID 37) made errors in grapheme selection and the addition of multiple phonemes. The addition of extra phonemes misrepresents the phonological skeleton of the word, a common error in younger, typically developing spellers and older children with impaired spelling. Children with dyslexia are known to make errors similar to those made by younger spellers (Bourassa & Treiman, 2003). Phonological and orthographic errors would be expected in this group due to the known deficits in phonological and orthographic processing (Silliman & Berninger, 2011).
Students with OWL-LD produced the most errors and they produced misspellings that deviated furthest from the correct spelling of the word. For example, the first student (ID 15) attempted to spell the word mathematics 21 times with 11 different combinations of letters. This student made multiple errors involving unstressed vowel selection, phoneme addition, phoneme deletion, orthographic reversals, syllable deletion, nasal consonant selection, and real word errors. The student also demonstrated significant difficulty adding the final suffix to a word. The number of errors in the addition of the suffixes indicates weak morphological knowledge and a insufficient knowledge of morphological endings. The second student (ID 16) made errors
involving the omission of stressed vowels and difficulty with unstressed vowel selection. The lack of a vowel in a syllable reveals an immature understanding of basic orthographic knowledge. The diversity of error types and the severity of the misspellings' deviation from the correct spelling support prior research, which indicates that students with OWL-LD have difficulty processing morphological, orthographic, and phonological information (Silliman & Berninger, 2011).
Results of the qualitative analysis uncovered error types that aligned with previous research (Silliman & Berninger, 2011). Specifically, these findings demonstrate that:
1) Students with dysgraphia have intact phonological and morphological processing, but difficulty with orthographic short-term memory
2) Students with dyslexia have deficits in phonological and orthographic knowledge, and
3) Students with OWL-LD have problems processing phonological, orthographic, and morphological information.
However, between the two students analyzed in each category, within-group differences were evident. Both students with dysgraphia showed difficulty with word boundary placements, but only one student made errors involving omitting and adding graphemes. The problem with word boundaries could be related to poor handwriting, while orthographic short-term memory issues are related to the grapheme omissions.
Within-group differences were also noted between the two students with dyslexia. The first student (ID 33) was able to accurately represent the phonological skeleton of the word, whereas the second student (ID 37) added several letters that altered the phonological skeleton of this word. The latter student may have had more difficulty with phonological processing than the first. Alternatively, the first student may have had stronger instruction in spelling and learned
strategies to ensure that all phonemes in a word were represented. Both options support the idea that within group differences occur. Finally, between the two students with OWL-LD, the first (ID 16) demonstrated a lack of orthographic knowledge affecting the use of vowels within syllables, evidenced by his use of only two vowels in a four syllable word. The second student (ID 15) did not seem to be aware that all syllables require vowels and evidences considerable variability in spelling the target word.
Summary of Results
Overall, the quantitative results revealed that the children in the diagnostic categories of dysgraphia, dyslexia, and OWL-LD appear to produce errors that are similar in complexity and frequency. The only difference that was significant was that morphological POMplexity scores were lower than the phonology and orthography POMplexity scores. Hence, students with specific learning disabilities do not appear to make patterns of errors specific to their diagnosis. Previous research (Bourassa & Treiman, 2003; Connelly & Dockrell, 2008; Silliman et al., 2006) has illustrated that students with specific learning disabilities make errors similar to students at younger ages. This present study revealed that students diagnosed with specific learning disabilities produce misspellings that are similar in complexity and frequency to other students diagnosed with other specific learning disabilities. However, when spelling errors were analyzed qualitatively, some differences across groups were noticed. Students with OWL-LD tended to omit essential vowels and were more likely to misspell the same word in multiple different ways. These findings illustrate difficulty with integrating phonological, orthographic and morphological information while spelling
Chapter 4
Discussion
Students diagnosed with dysgraphia, dyslexia, and OWL-LD all struggle with spelling accuracy. Research has shown that these three specific learning disabilities have distinct areas of weakness and unique causes for their difficulties with spelling. However, current research has not previously compared the specific types of spelling errors made by each group to determine if their unique learning profiles lead to distinct error patterns.
This study analyzed misspellings in the context of handwritten academic essays to determine how errors differed in complexity, frequency, and type across diagnostic categories and narrative contexts (i.e., academic material was either listened to or read before a summary was written). Statistical results showed similar POMplexity scores across linguistic categories for all diagnostic groups. Hence, all three groups produced errors that were equal in severity. When errors were considered by linguistic category, all three groups had lower POMplexity scores for morphology than for phonology or orthography, which suggests that the misspelling patterns noted did not interfere with the ability to recognize the target word. Additionally, results indicated that all groups produced similar numbers of errors in both the reading and listening conditions.
The qualitative analysis using the POMAS codes showed within group differences in the types of spelling errors made by individuals in each diagnostic category. Additionally, the qualitative analysis revealed that students with OWL-LD were more inconsistent in their spelling of the same word than the other groups, suggesting inconsistent strategy use when attempting to spell new or complex words. This discussion will address results as they relate to the research questions, study strengths and limitations, educational and clinical implications, and directions for future research.
Error Severity and Diagnostic Category
Students with dysgraphia, dyslexia, and OWL-LD are characterized by unique profiles of impaired cognitive and linguistic processes. In terms of the cognitive processes that impact writing, students with dysgraphia struggle with transcribing an idea into the written form because of challenges with letter formation and orthographic short-term memory. According to the Hayes and Berninger (2014) model, the breakdown in their spelling occurs at the process level. This means that students with dysgraphia differ from students with dyslexia and OWL-LD, in that the latter groups seem to struggle more with breakdowns at the resource level. The resource level includes the cognitive processes of attention, working memory, long-term memory, and reading skill which writers draw on when creating compositions. The groups with dyslexia and OWL-LD also struggle with reading, which impairs their storage of new words and orthographic patterns. The results revealed that all groups made errors of similar severity levels across the linguistic categories, indicating that the integration of phonology, orthography, and morphology can be affected in similar ways for different reasons.
Results also indicated that all participants received similar POMplexity scores for phonology and orthography. The similarity of scores in these two categories is interesting because research has shown that typically developing spellers make fewer phonological errors after first grade (Bahr et al., 2012). The students in this study were all in grades 4-9, therefore, their continued errors in phonology could indicate weak orthographic processing leading to a reliance on phoneme-grapheme correspondences. The continued reliance of students in all diagnostic categories on phonological spelling illustrates the use of immature spelling strategies during writing activities (Bahr et al., 2012). The similarities in the phonology and orthography scores could also indicate that all three groups of disordered spellers have difficulty integrating phonological and orthographic information.
All participants also received lower scores for morphology codes than phonology or orthography. Lower POMplexity scores for morphology are most likely attributed to the fact that the scores in the phonology and orthography sections explain each grapheme in error, while the morphological score reflects the integrity of the entire word. For example, the omission of a phoneme was worth 2 points in the phonology category. If the child left 3 phonemes out of a word, that word would have a score of 6 for phonology. On the other hand, each orthographic substitution received one point. So, if the word cycle was misspelled as sicel, then the score would be 3 representing the s/c and i/y and el/le substitutions. There was no set limit on how high a score could be for the phonology or the orthography category. In contrast, the highest score a misspelling could earn in the category of morphology was 3, for completely omitting the affix(es) or not segmenting the word correctly. However, the most common score in this category was 1, indicating that either the root word or affix was misspelled.
Though the quantitative analysis showed fewer morphological errors across all diagnostic categories, the qualitative analysis revealed that students with OWL-LD seemed to have more difficulty with morphology than the other groups. These students were inconsistent in their understanding of how to add suffixes to the base word. This was evidenced by their multiple misspellings of the same word and spelling of a suffix differently each time it was used. Students with dyslexia and dysgraphia made some errors that affected the phonological skeleton of a word and misrepresented a few orthographic rules, but their spellings were more recognizable than the attempts made by the students with OWL-LD. Phonological errors and orthographic errors are expected among students with dyslexia because they are known to have deficits in phonological and orthographic processing (Silliman & Berninger, 2011). On the other hand, the spelling errors made by students with dysgraphia are most likely related to the difficulties with handwriting and impairments in orthographic short term memory.
Error Frequency, Narrative Condition, and Diagnostic Category
Students with dysgraphia, dyslexia, and OWL-LD made spelling errors with similar frequency in both the reading and listening conditions. This finding suggested that error frequency was not affected by narrative condition. It could be that the writing process itself had more influence on spelling errors than the mode of presentation. The complex demands placed on students when composing academic essays may have limited the use of available cognitive resources for the production of accurate spelling (Hayes & Berninger, 2014). Composition requires the use of attention and memory for generating ideas, forming sentences, and organizing of sentences into a logical flow that explains an idea. Adding academic content to this equation increases the complexity of the task because this vocabulary is often filled with more complex and less familiar words than writers typically use. The errors made in the reading and listening tasks were likely a result of difficulty spelling in the context of academic composition regardless of its presentation mode.
Study Strengths and Limitations
Two strengths were identified in this study. The first strength was the analysis of spelling errors in the naturalistic context of summaries instead of single-word spelling tests. Compositions represent writing in a natural context and this type of composition is frequent
among upper elementary and middle school students. Though students are expected to spell correctly within this context, the process of composition places higher cognitive demands on students by drawing on cognitive resources, such as attention and memory (Hayes & Berninger, 2014). Because students focus their cognitive resources on generating and organizing ideas into logical sentences, the writing process leaves fewer resources to focus on spelling. Hence, the increased demands of composing led to more errors. Therefore, the use of summaries in this study elicited the types of errors students likely make when writing essays in school.
One could argue that a benefit of single word tests is that they insure that all participants will use the same words and that words with specific orthographic or morphological patterns can be analyzed. However, this study controlled these factors within the essays by having the students summarize content from a standardized lesson. The content of the summaries was similar because all students were exposed to the same information, which in turn led them to use similar vocabulary. Most students attempted to use the higher-level vocabulary from the lesson when summarizing. An additional benefit of using multiple essays for this study was that variability could be analyzed across days and contexts instead of forming conclusions based on the performance on a single test. Some students wrote much more in some essays than others. This finding could be related to the students' mood that day, their interest in the material, or their background knowledge of the topic. These factors can influence a student's confidence and success in attempting to spell new or complex words.
The second strength was the ability of the POMAS to show the specific error types made by an individual within the context of an essay. This allowed easy access to identify individual patterns in spelling. Though the POMplexity did not show differences in the complexity/severity of the errors students make, the POMAS was able to reveal differences in the type and nature of errors. Analyzing spelling errors by type and nature, instead of by right or wrong in the conventional sense, provides much more information about the linguistic processes a child uses confidently and those that are difficult. A teacher, tutor, or speech-language pathologist could use the POMAS to analyze the errors in a single student's essay to analyze error types for an individual student. Depending on the type of errors the child made, instruction could target specific skills, such as specific orthographic rules, phonological awareness skills, or teach the meaning of morphemes and how to add affixes to words.
Two limitations to this study may have affected findings. The first limitation was the restrictions of the POMplexity scoring system in the morphology category. The morphology scoring system had a ceiling of 3, but placed no limits on the scores that could be given in the categories of phonology and orthography. This scoring system restriction may have impacted the results making it appear that the participants made less severe errors in morphology than other categories, when this may not have actually been the case.
The second limitation of this study was the small sample of participants with OWL-LD. There were 13 students with dysgraphia, 15 students with dyslexia, and only 5 with OWL-LD. Larger groups limit variability better than small groups. Because there were so few students with OWL-LD and there was significant variability in their performances, these five individuals may not have been representative of the entire population. Ideally, there would have been more participants with OWL-LD to match the other two groups and decrease the effect of within group variability.
Educational and Clinical Implications
The lack of consistent, diagnosis-specific error patterns in type, severity, and frequency of errors support the recent changes to the DSM-5 which indicated that specific learning
disabilities exist on a continuum rather than fit neatly into specific subcategories (Tannock, 2014). Recent changes to the DSM-5 have created one broad category of SLD, in which specific descriptive terms can be used to characterize the specific array of academic problems a child experiences. Academic difficulties are not static. Students can fluidly move along a continuum as skills strengthen in certain areas or new areas of weakness emerge. Areas may strengthen after intervention is provided and new areas of weakness may emerge as children are exposed to new and more difficult content in school. For example, students in kindergarten may struggle with reading and spelling words, but as they progress to higher grade levels, their disability may manifest in difficulty with reading comprehension, understanding word problems in math, or writing composition.
The subcategories of dysgraphia, dyslexia, and OWL-LD could be considered as descriptive terms to represent of gradients of ability and impairment within the overarching category of specific learning disabilities. However, even within those subcategories, there is a wide degree of variability. Though diagnostic categories may be helpful for evaluative purposes, giving a slightly more specific explanation of what areas the child struggles with, subcategories alone cannot be used for determining intervention because of the variability and fluidity of students within each subcategory. An analysis of the student's specific array of difficulties at that time is more important for intervention than the specific diagnostic subcategory, because it provides insight into the exact areas the individual child struggles with and where his or her strengths lie.
When analyzing students' spelling errors to determine a course of instruction or treatment, it is important for teachers, tutors and speech-language pathologists to consider the context of spelling errors and the use of a scoring system that will provide information on the type of errors students are making. Analyzing spelling within the context of a written summary provides more information about a student's functional academic writing abilities than a singleword spelling test because written compositions place greater cognitive demands on the student and are a better reflection of spelling use in context. According to the Common Core State Standards (National Governor's Association Center for Best Practices & Council of Chief State School Officers, 2016), a student in the 8 th grade must be able to demonstrate command of standard English capitalization, punctuation, and correct spelling when writing. When writing, students are expected to compose cohesive, logically organized essays on discipline-specific content in which they explain claims, counterclaims, reasons, and evidence. As Hayes and Berninger (2014) explain, the process of written composition draws on cognitive resources including attention, and short-term and long-term memory. With these cognitive resources focused on generating ideas, translating them into syntactically correct sentences, and constructing logical arguments, fewer cognitive resources can be devoted to spelling. So, misspellings are more likely and these spelling patterns could be qualitatively different than the misspellings on a single word test.
An unconstrained scoring system like the POMAS, would allow instructors to analyze and identify the specific types of linguistic errors in a student's composition. Results from this analysis would help determine the course of remediation. For example, the POMAS would show if a child was making primarily orthographic errors, such as mistakes with letter doubling. If the student had primary difficulties with letter doubling, then instruction could target this orthographic pattern to help the students understand when to use double letters. On the other hand, tests that score a word as right or wrong indicate spelling accuracy, but do not explain
where breakdowns occurred. Therefore, these tests do not provide instructors with much information about how to help the student improve.
Results of this study showed that students with dysgraphia, dyslexia and OWL-LD all made errors in each linguistic category (phonology, orthography, and morphology). Hence, evidence from this project reveals that students with learning disabilities all can benefit from instruction in the orthographic and morphologic rules of their language and how to integrate these rules with the phonological information that they hear in the word. For example, many of these students appear to lack the knowledge of how to use orthographic markers to indicate short or long vowel sounds and how to add affixes to words. These skills can be specifically and explicitly taught, providing these students with strategies to use when attempting new or complex words. Students with OWL-LD in particular, need instruction on vocabulary and suffixes to build their word knowledge and help them with morphological processing. Instruction in vocabulary will help students when determining root words. Additionally, specific strategies should be taught to help with adding suffixes, such as when to double letters (skipping), omit a silent e (making), change a y to an i (denied), or keep the base word as it was (played). Other research (Garcia et al., 2010) has indicated that stronger readers are usually stronger spellers, so improving the reading skills of a child with dyslexia or OWL-LD, in addition to teaching orthographic and morphological rules, may help improve spelling skills.
Directions for Future Research
Two directions for future research are suggested. The first direction considers modes of written expression other than handwriting. The present study focused solely on spelling errors in the context of handwritten essays. Other written modes of expression, such as typing, may alleviate some the challenges of letter formation experienced by students with dysgraphia,
though it would not address their deficiency in orthographic short-term memory. Future research could compare the type and frequency of handwritten spelling errors to errors made in typed summaries. Due to the known difficulties that students with dysgraphia have with handwriting, this research could help shed light on whether typing would be an effective form of intervention for these students.
Additionally, future research could work to improve the sensitivity of the POMplexity scoring system. Currently the morphological POMplexity codes .5 for a real word error, 1 point for a misspelling of the base word or affix, 2 points for the misspelling of both a base word and the affix, and 3 points for the omission of an affix or the production of a unrecognizable word. However, words can have multiple affixes, so the system also should be able to score each affix error separately. Finally, scores should be available for the addition of unnecessary morphemes (towarded), irregular verbs (runned), irregular plurals (mouses), incorrect morpheme selection (mathematition), and for words in which the root and affix were spelled correctly but not joined correctly (denyed). The new morphological POMplexity score could assign the smallest point value for homophones, contractions, apostrophes, and real word errors. It could give slightly more points for morpheme selection errors and errors in the joining of root and affix. It could give a greater point value for each misspelled morpheme and errors involving irregular verbs and plurals and the greatest point value for the addition or omission of a suffix.
Conclusion
This study sought to determine if differences existed in the misspellings of students in grades 4-9 with different learning disabilities. Results of this study revealed that students with dysgraphia, dyslexia, and OWL-LD made errors that were similar in complexity and frequency in their handwritten summaries. All students had similar scores for phonological, orthographic and morphological errors, indicating poor integration of phonological, orthographic, and morphological information. This means that students with learning disabilities may need continued instruction in phonological mapping, orthographic rules and morphological patterns well into their middle school years. Instruction should not stop at the word level, but increase to spelling within the context of a sentence and then an essay. It is important to help students develop strategies for spelling when their cognitive resources are being taxed through the process of composition.
While the students in all three diagnostic categories were similar quantitatively, the qualitative analysis revealed differences. Error patterns within groups seemed to be based more on individual strategies than diagnostic category. For example, in the OWL-LD group, one student omitted obligatory vowels. Another student with OWL-LD made vowel selection errors, but he or she demonstrated an awareness that all syllables must contain a vowel. These within group differences could be attributed to the task or the severity of impairment for a particular individual. Alternatively, some students may have had better instruction on strategies and rules for spelling than others. Finally, some differences were found among the diagnostic categories. Children with OWL-LD were more inconsistent in their spelling of the same word than the other groups, indicating a lack of strategy use when attempting to spell new or complex words.
In order to meet the needs of an individual child, his or her spelling should be evaluated and intervention should be geared toward the specific needs of that individual. Targets for intervention can be determined by using an unconstrained scoring system to analyze the specific type and nature of an individual's spelling errors within the context of handwritten composition. Intervention can then be personalized to meet the needs of the student based not on their diagnosis, but on their individual needs.
References
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Benson-Goldberg, S. (2014). Spelling of Derivationally Complex Words: The Role of Phonological, Orthographic, and Morphological Features. Unpublished Master's thesis University of South Florida. Retrieved from http://scholarcommons.usf.edu/etd/5182.
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Berninger, V. W., & Richards, T. (in press). Differentiating dysgraphia, dyslexia, and oral and written language learning disability (OWL-LD) neurolinguistic profiles. In Eden, G. F. (Ed.) The Wiley Handbook on the Cognitive Neuroscience of Developmental Dyslexia. Chichester, West Sussex, UK: John Wiley & Sons, Ltd.
Bourassa, D., & Treiman, R. (2001). Spelling development and disability: The importance of linguistic factors. Language, Speech and Hearing Services in Schools, 32, 172–182.
Bourassa, D., & Treiman, R. (2003). Spelling in children with dyslexia: Analyses from the Treiman-Bourassa early spelling test. Scientific Studies of Reading, 7, 309-333.
Bruck, M. (1992). Persistence of dyslexics' phonological awareness deficits. Developmental Psychology, 28, 874-886.
Carlisle, J. (2003). Morphology matters in learning to read: A commentary. Reading Psychology, 24, 291–322.
Carlisle, J. F. (2004). Morphological processes that influence learning to read. In C. A. Stone, E. R. Silliman, B. J. Ehren, & K. Apel (Eds.), Handbook of Language and Literacy: Development and Disorders (pp. 318–339). New York: Guilford Press.
Cassar, M., & Treiman, R. (2004). Developmental variations in spelling: Comparing typical and poor spellers. In C. A Stone, E. R. Silliman, B. J. Ehren, & K. Apel (Eds). Handbook of Language and Literacy: Development and Disorders (pp. 627-643). New York: Guilford Press.
Cassar, M., Treiman, R., Moats, L., Pollo, T. C., & Kessler, B. (2005). How do spellings of children with reading disability compare with those of nondyslexic children? Reading and Writing, 18, 27–49.
Connelly, V., & Dockrell, J. (2008). Writing development and instruction for student with learning disabilities: Using diagnostic categories to study writing difficulties. In C. A. Macarthur, S. Graham, & J. Fitzgerald (Eds.) Handbook of Writing Research, 2 nd Edition (pp. 349- 359). New York: Guilford Press.
Connelly, V., & Dockrell, J. E. (2015). "Struggling with writing": The challenges for children with dyslexia and language learning difficulty when learning to write. In P. McCardle & C. Connor (Eds.) Reading Intervention: Research to Practice to Research. (pp. 197-208), New York. Brookes Publishing Inc.
Deacon, H., Cleave, P., Baylis, J., Fraser, J., Ingram, E., & Perlmutter, S. (2013). The representation of roots in the spelling of children with specific language impairment. Journal of Learning Disabilities, 47, 13-21.
Deacon, H., & Sparks, E. (2014). Children's spelling development: Theories and evidence. In A. Pollatsek & R. Treiman (Eds.) The Oxford Handbook of Reading (pp. 1-17), Oxford: Oxford University Press.
Garcia, N., Abbott, R. D., & Berninger, V. W. (2010). Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic, and morphological, spelling, or reading composites. Written Language & Literacy, 13, 61-99.
Harrold, J. (2010). Literacy: Back to the Basics. Balcatta, Western Australia: R.I.C. Publications. Hayes, J. R., & Berninger, V. (2014). Cognitive process in writing: A framework. In B. Arfé, J. E. Dockrell, & V. W. Berninger (Eds.), Writing Development in Children with Hearing Loss, Dyslexia or Oral Language Problems: Implications for Assessment and Instruction (pp. 3–15). New York: Oxford University Press.
Landerl, K., Frith, U., & Wimmer, H. (1996). Intrusion of orthographic knowledge on phoneme awareness: Strong in normal readers, weak in dyslexic readers. Applied Psycholinguistics, 17, 1-14.
Moats, L. C. (1995). Spelling: Development, Disability and Instruction. Baltimore, MD: York Press, Inc.
Nagy, W., Berninger, V., & Abbott, R. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle school students. Journal of Educational Psychology, 98, 134–147.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2016). Common Core Standards: English Language Arts Standards 8 th Grade. Retrieved from http://www.corestandards.org/ELA-Literacy/L/8/
Niedo Jones, J. (2014). Translation of thoughts into written language in developing writers with and without specific learning disabilities. Unpublished Ph.D. Dissertation. University of Washington.
Rice, M. L., Wexler, K., & Hershberger, S. (1998). Tense over time: The longitudinal course of tense acquisition in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 41, 1412–1431.
Richards, T. L., Aylward, E. H., Field, K. M., Grimme, A. C., Raskind, W., Richards, A. L., Nagy, W., Eckert, M., Leonard, C., Abbott, R. D., & Berninger, V. W. (2006). Converging evidence for triple word form theory in children with dyslexia. Developmental Neuropsychology, 30, 547–589.
Schlagal, B. (2001). Traditional, developmental, and structured language approaches to spelling: Review and recommendations. Annals of Dyslexia, 51, 147–176.
Silliman, E. R., Bahr, R. H., Nagy, W., & Berninger, V. W. (in press). Language basis of spelling in writing during early and middle childhood: Grounding applications to struggling writers in typical writing development. In B. Miller, P. McCardle & V. Connelly (Eds.), Development of Writing Skills in Individuals with Learning Difficulties. Leiden, The Netherlands: Brill.
Silliman, E. R., Bahr, R. H., & Peters, M. L. (2006). Spelling patterns in preadolescents with atypical language skills: Phonological, morphological, and orthographic factors. Developmental Neuropsychology, 29, 93-123.
Silliman, E. R., & Berninger, V. W. (2011). Cross-disciplinary dialogue about the nature of oral and written language problems in the context of developmental, academic, and phenotypic profiles. Topics in Language Disorders, 31, 6-23.
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Treiman, R., Berch, D., Tincoff, R., & Weatherston, S. (1993). Phonology and spelling: The case of syllabic consonants. Journal of Experimental Child Psychology, 56, 267–290.
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Westwood, P. (2014). Teaching Spelling: Exploring Commonsense Strategies and Best Practices. New York: Routledge. | <urn:uuid:1fc18535-f8ea-4e59-846a-5d602294d323> | CC-MAIN-2022-21 | https://digitalcommons.usf.edu/cgi/viewcontent.cgi?article=7632&context=etd | 2022-05-26T02:53:30+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662595559.80/warc/CC-MAIN-20220526004200-20220526034200-00657.warc.gz | 260,162,543 | 17,884 | eng_Latn | eng_Latn | 0.956037 | eng_Latn | 0.996566 | [
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Installing the String Jack
A single String Jack can span 2, 3 or 4 strings and can be placed in any combination on top of the fretboard. Let's start with a String Jack that spans 3 strings. To position it, loosen the 1 st , 2 nd and 3 rd strings until you can easily lift them off the fingerboard. About 8 turns of the tuning peg. Next, while lifting the 1 st , 2 nd and 3 rd strings above the fingerboard, place the String Jack beneath the strings centered just before the 10 th fret. Make sure it is square with the neck and the strings are resting correctly in the grooves on top. It should look like the figure below.
Getting Started
Now that the String Jack has been positioned we need to tune the strings. For the first exercise let's tune the 1 st string to A, the 2 nd string to D and the 3 rd string to A. Drop the low E to D and A to G. The notation used to describe this configuration is:
Notice the strings in parenthesis are the ones supported by the String Jack and the pitches are the ones sounded in front of the String Jack. The 4 th indicates the interval the pitch behind and in front of the String Jack makes. The 10 indicates the nearest fret to align with the center of the String Jack. You will know when the String Jack is properly positioned when an interval of a fourth is made. The below figure shows all the available notes that can be made with the open strings.
Let's work through a musical example. Below is an excerpt from "Amazing Grace". The small number above each note is the interval of the bend. For example, the 3 in the first measure means bend to a major 3 rd , the 2 means bend to a major 2 nd . When bending a string to a pitch use the frets as a reference for where to apply downward pressure. The first bend for example, can be executed by pushing down the 2 nd string until it comes in contact with the fingerboard with the 3rd finger behind the 7th fret. The next note is played by pushing down on the 2 nd string with the finger behind the 5 th fret. After some experimentation you will find the "pocket" for each note.
Let's work through another musical example. Below is an excerpt from "The Arkansas Traveler".
Tune the 1 st string to F#, the 2 nd string to D and the 3 rd string to A. For the open strings drop the low E to D. The notation used to describe this configuration is:
Conclusion
One of the unique qualities of the guitar is the ability to tune it however you want. Although there are practical advantages to standard tuning, there are many tuning configurations to explore. Playing guitar with a String Jack can be a similar experience to playing with an alternate tuning. It can inspire new musical ideas. It can allow you to configure the String Jack to a song, or compose a song around a String Jack configuration.
The String Jack makes two other techniques more accessible on the guitar – applying the slide bar and violin bow. Like a Dobro guitar the high action of the String Jack makes applying a slide bar easier. And when used in combination with bending behind the String Jack it can produce unusual results. For the avant garde guitarists, a violin bow can be applied in front or back of the String Jack.
Here are some practical things to consider when using the String Jack.
- Loosen the strings before positioning the String Jack. About 8 turns or so.
- After a String Jack has been positioned the string tension should be less than normal.
- The area where to press down on a string to sound an interval will be more predictable if the String Jack is consistently positioned on the fretboard
- The String Jack is an experimental device. Care should be taken when placing it on the fretboard.
The combinations of using the String Jack and alternate tunings are endless and are waiting to be explored.
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| | EE610 | My Feelings Journal - Set of 10 | Early Childhood P.193 | Kids express their emotions as they color an emoji on each page to show how they’re feeling that day—then draw and write about it! Journal measures 8" x 10 1/2" and is 60 pages. |
| | LC960X | Social-Emotional Storytelling Kits - Complete Set | Early Childhood P.167 | Boost early literacy and social-emotional skills—with charming kits that bring beloved stories to life! Each kit features 10-12 washable, soft-sewn storytelling pieces, plus a big, ready-to-use treehouse, bucket or classroom that fits all the pieces inside. As kids act out the stories, they explore important themes—from kindness and friendship to diversity and self-awareness. You get all 3 kits shown (hardcover books not included), each with a guide. Each kit also available separately. |
| | KT14355 | Behind the Little Red Door Social-Emotional Activity Kit | | Coy Bowles, author and member of the Grammy Award-winning Zac Brown Band, promotes social- emotional competence, creativity and storytelling with an all-in-one kit based on his new book, Behind the Little Red Door ! Featuring beautiful illustrations and lighthearted rhymes, the book shows what might be behind an intriguing red door—from a field of red flying foxes to a room that’s upside down. Kids discover it could be anything…if they just use their imaginations! The kit is packed with engaging materials, including a CD featuring 10 original songs written and performed by Coy himself—just click “Listen” for a preview of each tune! Plus, you get a storytelling board with 10 facial features and 25 storytelling pieces, skill-building activity cards, puzzles, books and more! All components store neatly in the custom-designed box.⚠ WARNING: CHOKING HAZARD - Item contains small parts. Not for children under 3 yrs. |
| | KT9205 | Social-Emotional Competence Support Kit for Preschool Programs | | Building relationships, facilitating friendship skills and addressing challenging behaviors—we target all of it in this kit! Designed specifically for preschoolers, this exclusive kit includes an extensive classroom library, a Daily Schedule Chart to support classroom organization, soft seats for circle time, and more. |
Lakeshore Learning Materials
(800) 421-5354
3 of 3
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St Andrew's CE Primary School Early Years Policy
Mission Statement
We believe that St. Andrew's C.E. Primary School exists to provide life's main opportunities for our children guided by and learning from the example and teaching of Jesus Christ.
These opportunities come from an ethos and curriculum that provide maximum learning experiences for each individual child, no matter what their particular learning abilities may be.
We aspire to provide a curriculum which results in the enjoyment of learning, children who feel good about themselves and in which everyone can be good at something. We will encourage pupils to show tolerance and respect for each other, set themselves high standards, to take pride in their work and do their best.
We will provide curriculum enrichment activities including first hand experiences, creative opportunities, visits and visitors.
We will offer every child the chance to achieve as much as they are able.
We will achieve high standards for all children, giving them secure foundations for future learning and success in life.
With God's help, we aim high
Introduction
The Early Years policy at St Andrew's C.E Primary School reflects the value and importance of early education in the Foundation Stage. It provides a framework for staff which gives guidance on practice, and outlines procedures for planning, teaching and learning, monitoring and evaluating the curriculum. The Early Years curriculum is developed in accordance with EYFS Curriculum guidance for the foundation stage which is a statutory key stage for children from the age of three to the end of the Reception year.
Early Years at St. Andrew's C.E Primary School refers to the foundation stage children in Reception class. The Early Years Policy addresses all aspects of the needs of young children and ensures that Early Years education is valued, seen as the foundation for education and the beginning of a continuum of learning throughout the primary phase.
The curriculum experiences of children are appropriate to their age and stage of development.
* The identification of and provision for special educational needs of children are included.
* The importance of 'play', 'first hand' experiences and an active curriculum are recognised in planning learning opportunities for young children.
* There is shared understanding of the emotional needs of young children, how they learn and develop skills, knowledge and understanding.
* Policies and schemes of work include teaching and learning from the EYFS document.
* The needs of the children are considered carefully in matters of organisation, management and administration.
* Children experience a smooth transition from home, pre-school or nursery, into the reception class.
* In Reception all children are assessed during the third week of being at school.
Key Aims and Principles of the Early Years Policy
Staff at St. Andrew's CE Primary School believe that the following aims and principles underpin their practice and reflect a shared vision of how children develop and learn, the activities and experiences which help children make progress, and the type of stimulating environment which promotes opportunities for learning.
The aims of the Early Years Curriculum are:
* To provide a happy, safe, secure and stimulating environment with opportunities for children to enjoy learning, develop confidence and self-esteem, and build good relationships with others.
* To support, foster and develop children's personal, social and emotional well-being.
* To build on what the children already know, understand and can achieve.
* To enable pupils to express preferences, communicate needs, make choices, make decisions and choose options that other people act on and respect.
* To value parents/carers as important partners in their children's learning.
* To address the individual needs of all children by enabling them to participate in a broad, balanced, relevant and age appropriate curriculum, with due regard to equal opportunities.
* To promote the moral, spiritual, cultural, intellectual and physical development of children.
* To develop positive attitudes and dispositions for learning.
Early Years provision, organisation and the learning environment:
Early Years provision at St. Andrew's C.E Primary School is organised into a Reception class of pupils aged 4-5. A range of indoor/outdoor equipment and resources are available to meet the needs of the children in the early years and the children also have access to other equipment and facilities throughout the school, e.g. hall, library etc.
Reception children are admitted in September each year on a full-time basis.
The staff teaching children in the Foundation Stage have specialist training, knowledge and expertise working with young children and work with KS1 staff and other professionals e.g. Educational Psychologists, School Nurse, Behaviour Support Service and Speech Therapists.
Teaching and learning in the early years curriculum is carefully planned and structured to meet the children's needs.
Staff organise a range of experiences and opportunities based on 'real' events, which give children chance to make decisions and choices, work individually or in groups and explore the learning environment.
Induction
All the children who are due to start school are visited at their pre-school setting in the Summer term to meet with the children and their key workers prior to starting school. The children and parents are invited to visit school for a play and stay session after a school day in June with their parents. They will also be able to attend a half - day session in July before the children are due to start school in September. This is to enable the children and parents to familiarise themselves with their new teachers and surroundings. In addition parents/carers will have the opportunity to attend an induction meeting where they will view a short presentation about St Andrew's and have the opportunity to discuss any concerns they may have. At this meeting the head teacher, school staff, Out of School Club, school kitchen staff, administration staff, members of the PTFA are all available to talk with parents/carers. This enables parents/carers to share valuable information which can help make a smooth transition from home to school. At this meeting each parent/carer will receive a detailed information pack about school. This provides useful information concerning uniform, dinners, school routines and the Early Years Foundation Stage Curriculum. There is also an 'All about me' book which parents/carers and children are encouraged to bring to school on their first day in school in September.
When the children start school, all parents/carers are welcomed into the Reception classroom with their child. They have the opportunity to support and assist their child with the school routine for the first week whilst all the children are coming into school. The children will finish school at 3.15pm for the first few weeks. This prevents any unnecessary anxiety and alleviates the volume of children leaving school at the same time. The children are collected at the classroom door every home time or they are collected by a member of staff to go to OOSC after school. Generally, parents will spend the first 10-15 minutes with their child before leaving them and returning later to collect them. This is of course optional and parents may leave their child straight away. Once the children are settled we encourage them to come into school independently via our Infant class door. They will be greeted at the door by a member of staff.
Parents/Carers as Partners: We value the involvement of parents in school. Parental involvement with school begins even before children start Reception with an invitation to visit the school and meet their child's teacher. Parent consultation meetings are held in the Autumn and Spring Term at which parents are invited to discuss their child's progress. A report is sent out at the end of the Summer term and parents are invited into school to discuss this report if they wish. If their child has Special Needs they are encouraged to have a third Parents Meeting after their report to discuss the child's progress further. It is important to stress that if parents are concerned in any way about their child they should telephone or call into the school to make an appointment to discuss their concerns with the class teacher or a member of senior management. Parents are kept informed of all happenings in the school by regular newsletters/text messages and by the Tapestry app which is the school's online Learning Journey. This has been invaluable for improving parental links and providing home learning due to the restrictions caused by Covid 19. Parents are invited to various assemblies and functions throughout the year, including a 'New Parents Night' before the children start school and a 'Reading Meeting' in the first term.
Photographs/ Videos
At the beginning of the year parents/carers are asked to give permission for their child to be photographed/videoed during their time at school. We use these images in the classroom, on displays, on Tapestry and on the school website.
Safeguarding: The school takes its child protection responsibilities very seriously. Any concerns which the school has will be noted and, if deemed necessary, will be reported to the relevant agency. The safety of the child is always of paramount importance. The full Safeguarding Policy is available for parents.
The Early Years Foundation Stage Curriculum
The Early Years Foundation Stage is a curriculum from birth to five years old, we follow the strands set by this curriculum and concentrate the learning opportunities on the seven areas of learning (3 Prime and 4 Specific) which are;
Prime:
1. Personal, Social and Emotional Development
2. Physical Development
3. Communication and Language
Specific:
1. Literacy
2. Mathematics
3. Understanding the World
4. Expressive Art and Design
None of these areas can be delivered in isolation from the others. They are equally important and depend on each other. All areas are delivered through a balance of adult led and child initiated activities. Through play and practical experiences children learn about the world and their place in it. They learn through first hand experiences, talk, books and equipment. We set realistic yet challenging expectations that meet the needs of our children. We achieve this by planning to meet the needs of boys and girls, children with special educational needs, children who are more able, children with disabilities, children from all social and cultural backgrounds, children of different ethnic groups and those from diverse linguistic backgrounds.
Personal, Social and Emotional Development: The school fosters and develops relationships between home, school, children's centres and places of worship in order to make links stronger for the good of the community as a whole. Children are encouraged to learn to work, share, take turns and co-operate with others. They are encouraged to be independent and make choices for themselves. They are also encouraged to be sensitive to the needs of others and to respect other cultures and beliefs. Children are enabled to become confident and develop a positive self-image.
Physical Development: Children are given opportunities to move to music, use equipment, develop and practice their fine and gross motor skills. They develop an increasing understanding of how their body works and what is needed to be healthy. This is done both indoors and outdoors and by working with a wide range of resources. The children receive twice weekly, hour long PE sessions delivered by EYFS staff and occasionally an outside specialist coach.
Communication and Language: This covers all aspects of language development and provides the foundation for literacy skills. Children's developing competence in speaking and listening is focused on. We aim to extend and enrich the children's vocabulary through story time, rhymes, role-play and group discussions. Children are encouraged to share their own experiences through speaking and acting out events in imaginative play and talking about their own ideas. They are encouraged to take part in class activities such as working with puppets, participating in music sessions and saying rhymes and singing songs together.
Literacy: We have a variety of resources for the children to use to help them develop early literacy skills. Children are encouraged to use the mark-making areas indoors and outdoors independently, but they also take part in teacher-led activities. These activities include whole class shared reading, phonics sessions and small group guided reading and writing. The pre-writing work encourages correct pencil control, left/right orientation and cursive letter formation. Children have the opportunity to develop their writing skills in accordance with their age, ability and competence. We encourage children to treat books and other resources with respect and they are given many opportunities to listen to stories told by the staff.
Mathematics: We aim for children to achieve mathematical understanding and a firm foundation for numeracy. This is achieved through practical activities and using and understanding language in the development of simple mathematical ideas. Children are given the opportunity to learn about number, shape, space, position, pattern and measurement. Children will start learning to sequence the day and measure time with non-standard measures and are given opportunities to learn about money and use simple calculations. Children will be encouraged and sufficiently challenged to further develop their understanding of mathematical concepts and number work skills in preparation for further up the school. (year 1 onwards)
Understanding of the World: All children are given opportunities to solve problems, investigate, experiment and make decisions. They will learn about living things, their environment, the world around them and the people who are important in their lives. As well as having access to laptops within the continuous provision, children are given the opportunity to explore other modern technology. In addition to this children are also given opportunities to develop computing skills in set lessons on a fortnightly basis with a specialist teacher.
Expressive Arts and Design: We provide opportunities for all children to explore and share their thoughts, ideas and feelings through a variety of art, design, technology, music, drama, movement, dance and imaginative play activities. Children are given opportunities to make paintings, drawings, collages, models and use basic musical instruments. Children also learn new songs and rhymes and enjoy singing them with each other. During various times of the year children are given the opportunity to participate in the school nativity and class assemblies.
Outdoor play: We have an outside learning space which children have access to each day. We have all weather clothing and parents are asked to provide wellington boots so children are protected and there are no barriers to learning. The outside area is an extension of the classrooms and there is a variety of resources to facilitate learning. In this area EYFS staff will provide planned activities for children as well as giving the children opportunities to make their own choices.
SEN: Children who are finding aspects of the curriculum difficult are identified from teacher assessment if these difficulties have not yet been picked up at nursery. Individual Education Programmes are then set up and parents are kept fully informed at review meetings of their progress. Other agencies may be contacted in order to arrange additional support for these children, such as the school nurse, speech therapy, the education psychologist and behaviour support.
Planning, assessment, recording and reporting in the Early Years Foundation Stage:
Planning, assessment, recording and reporting are recognised as essential parts of an effective curriculum. The procedures followed by staff are outlined in the relevant whole school policy documents. The Reception children are assessed in the Autumn Term on entry to school and their progress is monitored through the year and compared at the end of the Summer term. Thereafter assessments are made half termly in the core subjects.
In addition, for Early Years, the following applies:
Topics covered by the reception class children through the areas of learning are planned with regard to the whole school curriculum map and those covered by children in KS1 and include…
* Interesting, enjoyable, challenging and relevant learning experiences, both inside and out, within the six areas of learning.
* Learning experiences that take account of the life experiences of the children, the characteristics of the community and the concerns of children's families.
* Learning which uses a multi-sensory approach.
* Learning opportunities which enable children to make connections between areas of learning and transfer and consolidate their learning across the curriculum.
The Early Years Curriculum is planned as units of work or 'topics' which provide a framework for planning and determine what is taught and when it happens. They are based on the Early learning Goals provided in the Foundation Stage Curriculum Guidance and the staff's knowledge and understanding of how children develop and learn. They recognise that young children follow recognised patterns of development but that there is considerable variation between individuals. These units of work give aims, learning objectives, learning outcomes, activities, specific vocabulary, teaching methods, assessment opportunities and the resources necessary for the activity.
Long term, medium term and daily planning are in place and discussed and organised as a school. If you wish to see the Medium Term Plans for EYFS they are on our school website.
Weekly and daily plans include what children are to be taught in specific sessions, how staff are organised and how resources are to be used. Evaluation of activities, observation and staff listening to, and talking with children, are key strategies for gaining information on each child's progress and development.
In addition, the staff use information from parents questionnaires, and the from child's nursery or pre-school playgroup if available. This is in addition to their own observations and evidence in order to establish what each child already knows, understands and can do. This process of assessment provides a framework for future planning which then enables staff to meet child's future learning needs.
Recording pupil progress takes place in a variety of ways – skills assessment, observation, focused activities, questioning and discussion, these observations/records inform future planning and enable staff to meet individual children's needs. From September, 2019 we will begin to use Tapestry to complete observations. Assessments are also the basis for reporting to parents annually through a written report. These assessments and observations are kept in individual learning journeys, either shown as photographic evidence, verbatim written notes and/or examples of children's work. Children are tracked using a Progress Tracker, which predicts where children should be at a certain time during the year, also expected progress beyond the Foundation Stage. These learning journeys are available to children and parents/carers twice a year at parents evening and can be requested at any time. The children enjoy looking at their learning journeys at frequent times throughout the year.
Monitoring and evaluation procedures are as stated in the Teaching and Learning Policy and the Assessment Recording and Reporting policy.
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Tackling Climate Change Series
How Electric Vehicles (EVs) are paving the way to a low-carbon future
How our driving habits affect climate change
We know that gasoline and diesel vehicles burn fossil fuels and create greenhouse gas (GHG) emissions. In Squamish, transportation accounts for 52% of all community GHG emissions. In other words, our dependence on traditional vehicles is a big contributor to climate change and we must find low-carbon transportation alternatives.
Driving an Electric Vehicle (EV) is a great way to make a big impact.
The benefits of driving an EV
Not only are you doing your part to reduce greenhouse gas emissions, but you'll enjoy perks and offset the costs of the EV in the long-term with less need for fuel and maintenance. Here are four of the main benefits of EVs:
1. Fight climate change - In BC, most of our electricity comes from hydroelectric sources, which are low carbon. Overall life cycle emissions from an EV in BC are much lower than a conventional car: by the time you've driven your EV for 100,000 km your total emissions are about 66% less than they would have been for a regular vehicle. The emissions created through the EV manufacturing process (which are currently slightly more than a regular vehicle) are offset in approximately 25,000 km of driving.
2. Save money - Although the cost of purchasing an EV is currently higher than a gas vehicle, there are plenty of ways to save money at the time of purchase and over the long-term.
Get a rebate
Skip the pump
Say bye to oil changes
Take advantage of $8,000 in federal and provincial rebates available when you purchase an EV.
Imagine never having to buy gas! For example, you could save about $2,900 per year in fuel if you commuted to Vancouver daily.
#ClimateActionSquamish climateactionsquamish.ca
EVs typically have only 20 moving components versus more than 2,000 on a combustion engine, which means there's less to maintain, and less to go wrong.
Community Climate
AC TIO N PLAN FO R S QUAMIS H
3. Drive an efficient, futuristic vehicle - Electric Vehicles are much more efficient than traditional cars and take about one-quarter of the energy to power. Many EVs have a battery range of 400 km or more, which means you can go farther before you need to stop for a charge. Also, it is easier to implement technologies like autonomous driving in EVs.
4. Enjoy the perks of EV ownership - There's a growing list of perks for EV owners, including priority parking while charging and access to HOV lanes on BC Highways.
Charging up in the Sea-to-Sky
Preparing your home or work for EV charging is easier than you think. Rebates are available for the purchase and installation of an eligible Level 2 charger or energized 208V or 240V outlet. Home owners, strata councils, and businesses can apply through the CleanBC program. The District of Squamish is also working with developers to ensure all new commercial and residential buildings have EV charging stations.
The Sea-to-Sky Corridor is part of the "West Coast Green Highway," which extends from Whistler to San Diego, California. The District of Squamish currently has 10 charging stations throughout town, including the fast charging station downtown across from Municipal Hall.
EV charging infrastructure in the Sea-to-Sky is expanding rapidly! The District of Squamish, in partnership with Whistler and other neighbouring communities, is applying to the CleanBC Communities Fund to enhance charging stations in the region.
Find a charging station: PlugShare, ChargeHub, and BC Hydro EV.
Additional Resources
Continue your Electric Vehicle research with these helpful resources:
* Calculate my savings
* Tesla Owners Club of BC
* BC Hydro
* Plug in BC
* Natural Resources Canada (NRCAN) - Travelling with an EV
* Emotive BC
* EV clubs in BC
Community Climate
AC TIO N PLAN FO R S QUAMIS H
* Federal rebates: Transport Canada's Zero Emissions incentives
* Provincial rebates: BC Government Go Electric Incentive Program
* More info on the West Coast Green Highway
#ClimateActionSquamish climateactionsquamish.ca
Q: Will an EV suit my lifestyle?
A: When deciding whether to purchase an EV, you'll want to consider where and how far away you plan to travel in your vehicle, as well as what kind of cargo needs you may have. Many EVs are smaller cars, so space is limited. A plug-in hybrid vehicle (PHEV) may be a good alternative if you need the extra room for people or cargo.
Q: Tell me more about EV battery life, costs of replacement, and environmental impacts.
A: Most EV batteries are covered by a five- to eight-year manufacturer's warranty; however, batteries can last longer (between 10 to 20 years). Costs of replacement batteries range, depending on the model, but can be between $5,000 and $9,000. There are environmental impacts associated with batteries, but most experts consider these to be much less significant than the impacts of driving a gasoline or diesel car. There are lots of opportunities for reusing or recycling batteries that are no longer fit for use in an EV.
Q: What is the range of an EV before it requires charging?
A: Electric Vehicle technology has come a long way over the last few years and the range has improved. Depending on the vehicle, the ranges currently run between 250 and 415km.
Q: What kind of EV technology do I want?
A: There are several types of EVs to choose from, ranging from fully battery powered with no combustion engine, to a hybrid electric and gasoline vehicle, which is more fuel efficient than a regular vehicle. Research what EV vehicles are available in BC and weigh the pros and cons against your budget, lifestyle, and transportation needs.
Q: What are the costs associated with EVs?
A: Because EVs currently cost more than regular vehicles, the majority of the costs are up front at the time of purchase, although government rebates can help offset this investment. Over the vehicle's life span, there is generally little maintenance required, other than a battery replacement. Battery warranties range from five to eight years, though they may last 10 to 20 years before requiring replacement.
#ClimateActionSquamish
Community Climate
AC TIO N PLAN FO R S QUAMIS H
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abiotic a non-living component of an ecosystem
| adaptive radiation | the diversification of a group of organisms into forms filling different ecological niches |
|---|---|
| allele | Any of the possible forms in which a gene for a specific trait can occur. In almost all animal cells, two alleles for each gene are inherited, one from each parent. Paired alleles (one on each of two paired chromosomes) that are the same are called homozygous, and those that are different are called heterozygous. In heterozygous pairings, one allele is usually dominant, and the other recessive. Complex traits such as height and longevity are usually caused by the interactions of numerous pairs of alleles, while simple traits such as eye colour may be caused by just one pair. |
| amniotic egg | an egg that can be laid on land due to the presence of a fluid-filled amniotic sac that cushions and protects the developing embryo |
| analogous | Similar because of convergent evolution, and not because of common ancestry. Two characters are analogous if the two lineages evolved them independently. e.g. bird and bats wings. See also homologous, |
| biotic | a living component of an ecosystem |
| biotic potential | The potential growth of a population if it could grow in perfect conditions with no limiting factors. |
| bipedal | describing an animal that typically walks on two legs. |
| bony skeleton | a skeleton formed from hardened bone, not cartilage. |
| carrying capacity | The largest number of individuals of one species that an environment can support. |
| cladistics | classification of organisms based on the branching of descendant lineages from a common ancestor. |
| cladogram | A branching treelike diagram used to illustrate evolutionary (phylogenetic) relationships among organisms. |
| common ancestor | an ancestor shared by two or more lineages. |
| competition | the demand for resources, such as food, water, and shelter, in short supply in a community |
| convergent evolution | Process in which two distinct lineages evolve a similar characteristic independently of one another. This often occurs because both lineages face similar environmental challenges and selective pressures. |
| dominant | Relating to the form of a gene that expresses a trait, such as hair colour, in an individual organism. The dominant form of a gene overpowers the |
www.school-science.eu 2 from 4
counterpart, or recessive, form located on the other of a pair of chromosomes.
| ecosystem | All of the populations of different species that live together in the same area at the same time AND the non-living factors |
|---|---|
| evolution | change in the gene pool of a population from generation to generation by such processes as mutation, natural selection, and genetic drift. |
| gene | A segment of DNA, occupying a specific place on a chromosome, that is the basic unit of heredity. Genes act by directing the production of RNA, which determines the synthesis of proteins that make up living matter and are the catalysts of all cellular processes. The proteins that are determined by genetic DNA result in specific physical traits, such as the shape of a plant leaf, the coloration of an animal's coat, or the texture of a person's hair. Different forms of genes, called alleles, determine how these traits are expressed in a given individual. Humans are thought to have about 35,000 genes, while bacteria have between 500 and 6,000. |
| gene pool | the total genetic information in the gametes of all the individuals in a population. |
| genealogy | a family history. |
| genetic drift | random changes in the frequency of alleles in a gene pool, usually of small populations. |
| genetic variation | Genetic variation is the difference in DNA among individuals or the differences between populations. There are multiple sources of genetic variation, including mutation and genetic recombination. Mutations are the ultimate sources of genetic variation, but other mechanisms such as sexual reproduction and genetic drift contribute to it as well. |
| genotype | The genetic makeup of an organism as distinguished from its physical characteristics. Compare phenotype. |
| heterozygous | When the two alleles for a particular gene on a pair of chromosomes are different (i.e. Tt, Ff). |
| homologous | Inherited from a common ancestor. Human eyes and mouse eyes are homologous structures because we each inherited them from our common ancestor that also had the same sort of eyes. Contrast this with analogous. |
| homozygous | When the two alleles for a particular gene on a pair of chromosomes are the same (i.e. TT, tt). |
| hypothesis | a testable statement about the natural world that can be used to explain an observation and or make an inference. |
| inherited trait | characteristic that is passed on from parents to offspring via genes; something an organism is born with |
| limiting factor | things that prevent a population from growing any larger. Anything that restricts the size of the population . |
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Grade: 9-12
Version 1
June. 2018
Explore the relationships between economics, policy, and climate change. Ecological Economics & Climate Policy
Climate Policy and Economics Lesson
Table of Contents
Lesson 1 Overview
Estimated Time
180 minutes (four 45-minute periods)
Standards Covered
NGSS: HS-ESS3-1
CTE: A2.3, A2.4, A2.5, A2.6, B1.7, A12.0,
A12.1, A12.2, A12.3
CCSS: ELA-Literacy.RI.9-10.4, ELA-
Literacy.SL.9-10.1.a, ELA-Literacy.L.9-10.6,
ELA- RI.11-12.7, ELA- Literacy.RST.9-10.9,
ELA-Speaking and Listening Standards .9-
12.1, ELA- Literacy.SL.1a., ELA-
Literacy.RST.1c., ELA- Literacy.RST.2., ELA-
Literacy.RST.4., ELA-Writing Standards for
Literacy in History/Social Studies, Science and
Technical Subjects-10.
CA Economics Standards: 12.1.4, 12.2.1, 12.2.2, 12.2.4, 12.2.8, 12.3.1, 12.3.3
Objectives: Students will be able to:
* Apply principles of economics, including the concept of externalities, to real-world environmental issues
* Understand the relationship between policy and economics
* Develop skills and strategies for civic engagement on climate change and other current issues
Prep Time
* 1 hour
Materials
* AV equipment to show videos
* PowerPoint presentation and projector
* Internet access
Lesson 1: Ecological Economics & Climate Policy
In this lesson, students will explore the relationships between economics, policy, and climate change. They will apply fundamental economic principles to current environmental issues, consider current strategies for managing natural resources, and have a roundtable discussion on the pros and cons of various policy strategies related to climate change.
KEY WORDS
Dividend: A sum of money paid on a regular basis to customers or citizens
Externality: A consequence, either positive or negative, of a product or service that impacts a third party but is not reflected in the product or service's cost
Greenhouse Effect: The warming effect caused by greenhouse gases (GHGs) trapping infrared radiation in the atmosphere. The naturally occurring Greenhouse Effect is vital to maintaining a hospitable climate for life on Earth, but increasing concentrations of GHGs in the atmosphere resulting from human activity are intensifying the Greenhouse Effect, leading to rapidly rising global temperatures
Tragedy of the Commons: When a common resource is destroyed or depleted because there is no individual cost or accountability for maintaining responsible levels of resource use. The individual benefits from over-use in the short term, but the collective bears the cost of the destruction of a shared resource in the long term
Regressive Tax: Taxes that take a proportionately greater amount from lower income people
Microeconomics: A branch of economics that studies individual behavior, actions and/or choices as they affect resource allocation and other changes in conditions.
SETTING THE STAGE: CLIMATE CHANGE ECONOMICS
- Energy is a vital part of our daily lives, but oftentimes we take it for granted and do not realize how reliant we are on electricity until it is no longer at our immediate disposal.
- Ask students: How does energy impact our lives? How does energy impact our economy?
- Ask students to brainstorm a list of ways they've already used energy that day
o E.g. To charge their phones, to make breakfast, the lights in the classroom, traffic lights, car or bus transport to get to school, etc.
- Ask students to think about what we lose when the power goes out
o Refrigeration, traffic lights, medical equipment in hospitals, Wi-Fi connectivity, communication, etc.
- When it comes to our current energy system, there are several key factors that drive change:
- Energy production and distribution is costly.
- Many of our energy sources are finite or non-renewable, meaning that we cannot make more of that energy source within a human timeframe.
- Many of our energy sources have a negative impact on our environment, including releasing greenhouse gases that are changing the climate.
- Right now, we generate a significant amount of energy from non-renewable, fossil fuel sources – oil, coal, and natural gas, all of which are finite resources, along with being key sources of the greenhouse gases causing climate change.
- Ask students: Why care about greenhouse gas emissions?
o The Greenhouse Effect is the term for the natural phenomenon that keeps Earth at a warm, habitable temperature. Greenhouse gases like carbon dioxide, methane and water vapor trap infrared radiation, or heat, as it reflects off the Earth's surface.
o Human activities such as burning fossil fuels for energy use in buildings, in manufacturing the products we use, and for transportation are adding more greenhouse gases to the atmosphere, which magnifies the Greenhouse Effect. This is causing changes in surface temperatures and climate patterns, leading to unpredictable precipitation, increasing strength and frequency of extreme weather events, rising ocean temperatures and more; the collective term for these effects caused by human activity is climate change.
- In order to maintain our quality of life and preserve safely habitable conditions for the current species on Earth, we need to work to stabilize the climate. One of the most impactful ways we can do this is by switching our energy sources to sustainable energies so that our electrical grid relies less on fossil fuels.
- Electricity production and use accounts for the largest share of greenhouse gas emissions in the United States, so cleaner and more efficient energy systems can significantly reduce the harmful environmental impacts associated with non-renewables.
- In 2016, electricity accounted for 28% 1 of total U.S. greenhouse gas emissions and was the top GHG emitter along with the transportation sector.
- In economics, an externality is a consequence (that can be positive or negative) of an activity that impacts a third party, but is not reflected in the cost of the product or service.
- Greenhouse gas emissions are an example of a negative externality – fossil fuel combustion releases millions of tons of CO2 and other greenhouse gases that negatively impact communities and ecosystems alike, yet this negative impact is not reflected in the cost of fossil fuel-derived energy.
2
ACTIVITY 1: TRAGEDY OF THE COMMONS FISHING GAME
- In this activity, students will explore how common resources are used, or overused, by simulating the tragedy of the commons.
1 Environmental Protection Agency, Greenhouse Gas Emissions, https://www.epa.gov/ghgemissions/sourcesgreenhouse-gas-emissions
2 SEI Image: credit Gavin Siegert & Casey Fritz
- Set Up:
- Before any students enter class, fill a bowl with enough goldfish for each student in the class to have ~5-10 Goldfish if evenly distributed. The starting amount of Goldfish in the bowl represents the max population of the common resource (i.e. fishing pond).
o Ensure you have at least double the amount of initial Goldfish to replenish the bowl at the end of the first round.
- Assign seats to students according to the order they enter the class with the first student being the closest to the front of class (works best if seats are arranged in a circle).
- Once all students have taken their assigned seats, give the students the following instructions.
- Activity Part 1:
- Note: from this point on the students are not allowed to converse with one another in any way.
- The bowl will be passed around the circle from student to student beginning with the student closest to the front of the room (i.e. the student who first entered the class).
- Students may take as many Goldfish as they wish. Remind students that they are acting as fishermen and need to harvest fish in order to survive. HOWEVER, tell the class that whatever amount of Goldfish remaining at the end of the circle will be doubled and passed around again. If there are no Goldfish left at the end of the circle, the exercise ends.
o IMPORTANT: the ending amount of Goldfish CANNOT be doubled to an amount greater than the starting amount (i.e. if more than half the Goldfish remain at the end of the circle, it will not be doubled). This not only mimics the real-world limitation of a population maximum, but also prevents students from simply not taking any Goldfish at all and doubling the entire pot over and over. If they do not take any Goldfish, they will not survive as fishermen.
- Make sure students DO NOT start eating the Goldfish when they take their portion.
- Activity Part 2:
- Scenario 1: IF there are more than half of the Goldfish left (unlikely), simply pass the bowl around the circle again without adding any more Goldfish.
- Scenario 2: IF Goldfish are left in the bowl at the end of the circle:
o Double the amount of Goldfish in the bowl and pass it around again in the same order. Make sure the students keep the Goldfish they take this round separate from the Goldfish they took in the last round.
o This time around, make it ambiguous as to whether or not the amount will be doubled (make it feel to the students that this could potentially be their last chance to get anymore Goldfish).
o When the round is over, ask how many gold fish are left in the bowl, if any. Ask the students to compare the amount of Goldfish they took the first round to amount they took the second round. | <urn:uuid:9ce09878-c9ae-4f68-92ef-9e7f33c8f9e6> | CC-MAIN-2018-51 | http://www.seiinc.org/images/Curriculum_Previews/SEI_Preview_Ecological_Economics_and_Climate_Policy.pdf | 2018-12-11T14:09:25Z | crawl-data/CC-MAIN-2018-51/segments/1544376823621.10/warc/CC-MAIN-20181211125831-20181211151331-00052.warc.gz | 466,729,720 | 2,033 | eng_Latn | eng_Latn | 0.972414 | eng_Latn | 0.994975 | [
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Part 9: SCHOOL EMPOWERMENT: HELPFUL HINTS
USING AND UNDERSTANDING TEST SCORES
Most tests used in schools are either norm-referenced or criterion-referenced. Norm-referenced tests compare an individual's performance to that of his or her classmates, thus emphasizing relative rather than absolute performance. Scores on norm-referenced tests indicate the student's ranking relative to that group. Typical scores used with norm-referenced tests include:
*Percentiles - A percentile is a score that indicates the rank of the student compared to others (same age or same grade), using a hypothetical group of 100 students. A percentile of 25, for example, indicates that the student's test performance equals or exceeds 25 out of 100 students on the same measure; a percentile of 87 indicates that the student equals or surpasses 87 out of 100 (or 87% of) students. Percentiles are derived from raw scores using the norms obtained from testing a large population when the test was first developed. Percentiles are probably the most commonly used test score in education. *Standard Scores - A standard score is derived from raw scores using the norming information gathered when the test was developed. Instead of reflecting a student's rank compared to others, standard scores indicate how far above or below the average (mean) an individual score falls, using a common scale, such as one with an "average" of 100. Standard scores also take "variance" into account, or the degree to which scores typically will deviate from the average score. standard scores can be used to compare individuals from different grades or age groups because all scores are converted to the same numerical scale. Most intelligence tests and many achievement tests use some type of standard scores.
*Stanines - Stanines are essentially groups of percentile ranks, with the entire group of scores divided into 9 parts, with the largest number of individuals falling in the middle stanines, and fewer students falling at the extremes. Few tests in common usage use stanines today, although these scores can be useful in understanding the relative range of a student's performance.
*Age/Grade Equivalent Scores - Some tests provide age or grade equivalent scores. Such scores indicate that the student has attained the same score (not skills) as an average student of that age or grade. For example, a student obtains a grade equivalent score of 3.6 on a reading comprehension test, this means that she obtained the same score as the typical student in the sixth month of third grade on this particular test. The student may or may not have acquired the same skills as the typical third grader. Age/grade scores seem to be easy to understand but are often misunderstood and many educators discourage their use.
Standard scores, percentile ranks, and stanines can be compared using the "normal" or bell-shaped curve. Most tests used in education are developed in order to yield a standard curve of scores, where the majority of all students would fall within a small range (or one "standard deviation") of the mean or average score, and where 50% of all students would fall above, and 50% would fall below the average score. Some tests, however, do not have such "normal" distributions of scores and these different types of scores may not be comparable.
Criterion-referenced tests are used to measure student mastery of instructional objectives or curriculum (absolute performance), rather than to compare one student with another to rank students. They are often used as end-of-unit tests in textbooks or as a "benchmark" to identify areas of strength or weaknesses in a given curriculum, readiness to move on to a different level of instruction, etc. Typically, raw scores are used to reflect the number of correct responses, the number of completed objectives, etc. Such tests will often use percentages to reflect the level of mastery of a given instructional objective, such setting a goal of "90% correct addition problems." Raw scores are converted to a percent correct.
FORMATIVE ASSESSMENT
Formative assessment is part of the instructional process, when it is incorporated into classroom practice it provides the information needed to adjust teaching and learning while they are happening.
SUMMATIVE ASSESSMENT
Summative assessments are a means to guage, at a particular point in time, what student learning is in comparison to content standards. Summative assessments are spread out so they occur per grading period, per semester, or once a year. They help evaluate the effectiveness of programs.
PARENT PERMISSION FOR FIELD TRIPS, COMMUNITY-BASED TRAINING, PHOTOS
Requirements of parent permission for student field trips and photos are the same for students with an IEP as other students. All regular approved field trips should be open and available to special education students, provided that the safety of each student can be assured.
CLASS GROUPINGS
Principals should place special education students in chronologically age-appropriate groupings and special education classes should be housed in age-appropriate areas of the building. Special education classes should be dispersed throughout the building and not housed in one section or area of the building. Congregating students with disabilities puts them at an educational disadvantage from the perspective of their individuality, social image, and access to peers for the purpose of building social relationships.
Principals should be mindful that the preference of IDEA is that students be instructed with their general education peers to the extent possible. Students whose IEP supports inclusion are placed in a chronologically age-appropriate classroom/grade level. The modifications and supports required by the student are defined in the IEP, including a descriptor of the appropriate classroom climate needed to meet an individual's learning style and instructional needs, i.e., positive structure, opportunities for multisensory learning, and active student participation. While the case conference committee determines the factors necessary to create an appropriate learning environment for a student, the selection of a specific teacher and classroom is at the discretion of the principal. The tolerance and willingness of a teacher to make the adaptations necessary to accommodate a student and the learning environment should be considered carefully by the principal in assigning the teacher. Numbers of students with disabilities assigned to one class should not exceed the natural proportion that exists in the system as a whole. THE PRINCIPAL'S ROLE AND SPECIAL EDUCATION MANDATES
The school principal is responsible for compliance with all federal and state special education guidelines pertaining to each student eligible for and/or receiving special education services. As building manager and instructional leader, the principal is also responsible for insuring that all eligible students are indeed receiving a free, appropriate public education in accordance with their IEP's. If a dispute arises and a student's family exercises their due process rights, the principal will be actively engaged in the process.
ACCOMMODATIONS/ACCESSIBILITY
Principals are responsible for assuring compliance with all accessibility issues set forth by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). If technical assistance is required to fulfill this responsibility, call ROD.
ADA and Section 504 require that school facilities and programs be accessible to individuals with disabilities. It does not require that every part of a building or every site that houses a special education program be accessible. All programs must have at least one location that is accessible. Accessibility not only applies to students, but also to adults in a school building. For example, the school must accommodate parents with disabilities at any school/student activities to which a parent is invited, i.e., case conferences, parent/teacher conferences, back-to-school nights, student performances, graduation ceremonies...etc. Accommodations may mean aspects of physical accessibility, such as ramps and seating space provided for parents using wheelchairs, or interpreters for parents with hearing impairments...etc.
Each school must have a written evacuation plan which effectively addresses the evacuation of students or adults/staff with disabilities. This plan must be disseminated and communicated to all building staff and must be posted in every room into which a student with disabilities goes.
School Bus/Transportation
Students receiving special education services should ride the bus with their age peers who do not have disabilities, unless the case conference committee decides otherwise. If a student requires door-to-door pick-up or any other special arrangements, these needs should be addressed in the case conference. The case conference committee makes the decisions about what assistance is required by the student due to physiological, medical or behavioral needs in order to ride the bus. Transportation with adaptations is considered a related service. Adaptations may mean a wheelchair lift, seatbelt, harness, medical equipment or personal assistance.
Adaptive and Assistive Equipment/Devices
Assistive equipment and devices must be addressed in the case conference. Recommendations must be supported with the appropriate evaluation(s) and documented in the student's IEP. If providing the assistive equipment/device requires resources the school does not have available, a representative from ROD must be present at the case conference in order to commit any resources from special education funds.
Contact ROD for assistance when a student requires an augmentative communication device.
PLANNING FOR TRANSITION
Preschool -A conference is held with First Steps and the parent to facilitate transition. An evaluation may be initiated at this time.
From Grade to Grade -Student progression from one grade to the next grade is not a change of placement unless there is a substantial change in the student's IEP. It is good practice for the receiving as well as the sending teacher(s) to be involved in the case conference and writing of the IEP.
From School to School -Moving from preschool to elementary school, elementary school to middle school, and middle school to high school is difficult for students and their families. The case conference committee must be aware of the support needed by the student to successfully transition to a new school and include provisions in the IEP for the needed support. It is good practice for sending and receiving staff to collaborate on the student's IEP and transition planning. The student should be provided an opportunity to visit the new school, classroom, and teacher as part of transition activities. From High School to Post-School Life -Federal and state legislation requires educators serving secondary students with special education services to assume responsibility for becoming actively involved in the planning of their post school future. Unlike educational services, access to adult services is based upon eligibility criteria and availability of funds. This necessitates proactive planning which provides early information to students and their families about available adult services. IDEA and Article 7 require interagency collaboration to effectively plan for a student's future beyond their public school experience.
BOOK RENTAL
Students are charged the same book rental as students at their grade level without IEP's. Book fees are to be used to provide books, materials, etc. needed by the student. It is critical that documentation is maintained regarding the disbursement of these funds.
STAFF IN-SERVICE
Staff release time for professional development activities is handled at the building. Teams of general and special education teachers are encouraged to participate in these activities together. The special education office will make every effort to provide resources for building staff development activities on selected topics.
ROD has a comprehensive personnel development curriculum throughout the year. Staff development is provided according to needs identified by the Director of Special Education, building principals, superintendents, and teachers or related services providers.
For additional information, please contact the ROD office.
CHILD COUNT - DECEMBER 1
Every year on December 1, ROD submits a "child count" of all of the students who receive special education services to the Division of Special Education, Indiana Department of Education. The child count results in the funding which ROD receives for special education services. All students must have a teacher of record who is properly licensed or no funding will be provided for those students.
CLASSROOM ASSISTANTS
Special education assistants (paraprofessionals) support the needs of students receiving special education services. They are not used as substitute teachers. They always work under the direction of the classroom teacher. They may not be used for other duties, i.e. answering the phone, office duties...etc. unless an emergency exists.
Supervision of Students-Classroom assistants may instruct students in the school building or community without a teacher or vocational instructor present provided they are given adequate training, lesson plans, regular communication and intermittent monitoring by the teacher. The classroom assistant may also be assigned to support a special education student in general education classrooms, either to provided direct assistance to the student or general assistance to the general education teacher in order to facilitate the student's inclusion into the class.
Roles and Responsibilities-Classroom paraprofessionals have a variety of responsibilities, including:
providing instruction to students in a variety of settings and instructional areas as defined by the students' IEP's;
assisting students with personal hygiene needs such as bathroom assistance, toilet training, diaper changing, and menstrual periods;
helping students who have physical disabilities with mobility and personal assistance, such as transferring in and out of the wheelchair, lifting, eating or feeding...etc.; and assisting students with medical needs to which the classroom staff must attend, such as sectioning tracheostomy tubes, g-tube feeding, etc.
Liability-In the case of an accident which results in an injury to a student, a classroom assistant, in general, is not personally liable if he/she were working within the scope of his/her employment, under the direction of a certified staff member, and following defined procedures. If acting beyond the responsibilities defined for him/her by the certified staff member, the assistant could be held personally liable (e.g., taking the student on an unplanned excursion...etc.).
INCLUSION
Inclusion means welcoming all students into schools and communities as equals. It also means that children with disabilities are educated in schools where non-disabled peers attend, in age appropriate general education classes with special education supports and assistance as determined appropriate by case conference committees. It means that general education is considered first, and there must be justification to place the student in a more restrictive environment. Inclusion is a process that looks different for different students, and it may change from year to year. It reflects a belief that students with disabilities have much to share, as well as gain by being included with their "regular" classmates.
The guiding philosophy of education for students with disabilities has undergone a dramatic change over the last decade. The change can be best described as a shift away from school programs that isolate students, group students by disability category, and follow a developmental curriculum. Educators are realizing that isolating students with disabilities limits contact with their best teachers (non-disabled peers) who model socially appropriate behavior, language, play, and functional behavior. Groupings that include only students with disabilities can limit role models and promote negative stereotypes and labeling. Inclusion requires professional integrity and collaboration and a commitment to enhance resources to meet the needs of all students to prepare them for the "real" world.
ROD supports the legal mandate of least restrictive environment (LRE). All students with disabilities must be educated with their age appropriate peers to the maximum extent. All buildings must provide the least restrictive environment accordingto the Individual Education Program (IEP).
SPECIAL EDUCATION FOR YOUNG CHILDREN: PRESCHOOL AND KINDERGARTEN
ROD has programs that provide a free appropriate public education for three, four and five year old children with disabilities. Federal requirements provide services for these children beginning on their third birthday, rather than at the beginning of the school year following their third birthday.
The early childhood evaluation team schedules and completes a multidisciplinary evaluation and case conference for each preschool age child that appears to require special services. Following the case conference, preschool age children are provided the appropriate programming and related services determined by the case conference committee.
A full continuum of delivery services, including placement in community based programs when appropriate, is available to meet individual student needs.
Recognizing that a transition from early intervention to an early childhood program is a major event in a child's life, we have developed a transition agreement with referring agencies in an effort to provide a seamless service delivery system for young children and their families.
RETENTION
Research for kindergarten and elementary students indicate that, in general, students who are retained perform less well than those not retained. Students who are retained show more social, emotional, and behavioral problems than those not retained.
Research from middle school and secondary school indicates that students who are retained view themselves as failures. These students exhibit low attendance, low self-esteem, low peer acceptance, and personal adjustment problems.
Those students who make gains after retention were low in school achievement because they lacked exposure rather than ability (i.e., they missed a significant amount of schooling due to illness). These students exhibit strong self-esteem and strong social skills.
Before retaining a student consider:
```
results of a current speech and language screening; results of current vision and hearing screening; a review of the student's school history and attendance; a review of the student's developmental, health and social history; the effectiveness of classroom instruction; the effectiveness of interventions used; a review of the student's peer interactions; instructional planning that will be implemented if the student is retained; and instructional planning that will be implemented if the student is not retained.
```
STUDENT INTERVIEW
A student interview conducted prior to the case conference committee meeting may provide valuable insight into the student's needs. The following questions provide a beginning point for an interview.
-Do you do homework? Where?
-What problems are you having in
math/reading/spelling/writing, etc. -Can you do homework by yourself?
-Do you have a place to study at home? Is it quiet? -Tell me how you study at home
and
at school.
-Do you take enough time for your homework?
-Tell about your studytime, is it quiet, areyou thinking about lessons or about something else, when do you study, areyou putting forth your best effort when you study, what can you do to improve the efforts of your study time?
-Do you know how to ask your teacher for help? Tell how. -What could your teacher provide more help with?
-Would it help if you sat in a different place in the classroom? -Have you talked with your parents about your
problems in school? -Are grades important to you?
-What grades are you satisfied with? Do low grades concern you? -How can we improve your grades? -Is this class important to you? -Do you have friends at school? -Would a peer tutor be helpful?
-Tell three things you can do to bring your grades up.
-Are you having problems with peers/girlfriend/boyfriend? Is peer pressure keeping you from studying as much as you should?
-Do you have a job? Are you working too many hours? Is your job more important than good grades? -Do you have problems with drugs/alcohol/sex?
-Are there problems at home that are keeping you from achieving as you should? -Can you listen and take notes at the same time? -Can you read your notes if you take them?
-Where is the best place for you to sit in
class? Why? -Can you copy from the blackboard?
-Do you need fewer problems to do at one time?
-Do you need assignments broken down into smaller chunks? -Do you need to be assigned fewer
spelling words? -Do you need larger print?
-Do you need a quiet place to work?
-Do you need amplication/auditory trainer?
-Do you need a discipline plan with individualized consequences?
-Do you know how to schedule an appointment with a teacher to discuss your grades? Describe. -Do you need to tell about anything we haven't discussed?
TEST ACCOMMODATIONS
Will a student with disabilities receive accommodations on an examination? A student for whom classroom accommodations have been previously identified and employed will be permitted the same accommodations on an examination. Testing accommodations generally fall into the following categories: presentation, response, setting, and scheduling.
How are accommodations determined, and who makes the determination? Accommodations for testing conditions (weekly spelling tests, mathematics tests, etc) are determined individually-by the case conference committee for a special education student and by the individual service plan for a student with disabilities who receives accommodations under Section 504 of the Rehabilitation Act of 1973. Accommodations that are used for classroom assessments in a particular subject area are appropriate for use during the ISTEP+ assessment of the same subject area.
Any decision with regard to a student who is a child with a disability to participate in testing, to receive accommodations including materials and procedures, to participate in remediation, or to be retained at the same grade level for consecutive school years shall be made in accordance what the child's individualized education program, subject to the test manual, and federal law.
SOME TERMS AND DEFINITIONS YOU MAY ENCOUNTER
ACCESSIBLE: Modified or designed so that persons with limited mobility (in wheelchairs or with crutches, for instance) can move into and around the structure or building.
ACHIEVEMENT TEST: A test that measures progress in school subject areas such as reading, spelling, and math. Examples of this type of test are the Woodcock Johnson-Revised Tests of Achievement (WJ-R) and the Peabody Individual Achievement Test (PIAT).
ADAPTIVE BEHAVIOR: How a person fits in socially and emotionally with other people of similar age and cultural background and in a variety of situations.
ADVOCACY: A program or situation in which agencies or individuals speak or act on behalf of the interests of themselves or other individuals or groups.
ANNUAL CASE REVIEW: (Also called case conference) A student's special education program is reviewed each year. A review involves an updating of the student's progress and planning his/her IEP for the coming year.
ANNUAL GOALS: These describe the educational performance to be achieved by a student by the end of the school year and are written in measurable terms.
APTITUDE TEST: A test to measure an individual's ability to learn in a particular area such as music, mechanics, etc.
ARTICLE 7: Rules and regulations for special education services in Indiana; Article 7 went into effect on January 8, 1992. Article 7 was revised in 2008.
ASSESSMENT: The process of testing and observing the child in order to understand the nature, personality, learning style and abilities of the child to help make decisions about the kind of educational programming required.
AT-RISK: Describes children who are likely to have difficulties in school because of home life circumstances, medical difficulties at birth, or other factors, and who may need intervention to prevent further difficulties.
AUDIOLOGIST: A specialist who has studied the science of hearing and is concerned with studying the nature of hearing, preventive hearing loss, administering hearing tests to detect possible hearing loss, and giving information to people about hearing aids, training programs, or medical treatment.
AUDITORY ASSOCIATION: The ability to relate concepts presented orally (If a ball is round, a block is ?).
AUDITORY CLOSURE: The ability to fill in the missing parts that are left out of an auditory presentation (banan ?).
AUDITORY DISCRIMINATION: The identification of likeness and difference between sounds.
AUDITORY PERCEPTION: The ability to receive sounds accurately and to understand what they mean when combined into words.
AUDITORY SEQUENTIAL MEMORY: The ability to remember what one hears in the specific order or sequence it was presented. This may affect a person's ability to follow oral directions.
BEHAVIOR MANAGEMENT/MODIFICATION: A method for changing specific human behaviors that emphasizes regular encouragement or discouragement of behaviors that can be seen, and observing what happens both before and after the behavior.
CASE CONFERENCE: The meeting held to discuss evaluation results, determine need of special services, and plan for the student's educational future, by developing the IEP.
CEREBRAL DOMINANCE: The control of activities by the brain with one side (hemisphere) usually considered consistently in control over the other. The left side controls language in most people and is thought to be the dominant side.
CHRONOLOGICAL AGE: A person's actual age by the calendar, usually given by year and month, such as CA=6.7 (6 years, 7 months).
COGNITION: The act or process of knowing; the various thinking skills and processes are considered cognitive skills.
COMPLAINABLE ISSUE: An issue arising from a violation or suspected violation of Article 7, e.g., school denying related services for a student. A complainable issue is not directly related to identification, evaluation, or placement of a student.
COMPLAINT: The action taken to notify the state education agency that special education regulations are not being followed. A complaint triggers an investigation of the suspected problem.
CONCEPTUAL DISORDER: A disturbance in the thinking process and in cognitive activities or a disturbance in the ability to form concepts.
CONFIDENTIALITY: Refers to being careful and using good judgment in reporting only the information that is relevant about the child when disclosing personal information to school personnel, social workers, friends, etc.
CONGENITAL: A condition existing from birth.
CONSENT: Refers to being fully informed and agreeing to a proposed plan of educational evaluation and/or placement. Parental consent in education has three basic parts: 1) the parent is fully informed;
2) the parent agrees in writing; and 3) consent is given voluntarily.
DEVELOPMENTAL DELAY OR LAG: A measurable delay means that a significant difference exists between the child's age-expected level of development (adjusted for prematurity, if applicable) and the child's current level of functioning.
DEVELOPMENTAL DISABILITY: A disability that is likely to continue indefinitely; is attributed to, but may not be limited to, mental retardation, cerebral palsy, epilepsy, autism or dyslexia; occurs before age 18; and constitutes a substantial handicap to the person's ability to function normally in society.
DIAGNOSTIC SERVICES: The services necessary to identify the presence of a disability, its cause and complications, and to determine the extent to which the disability is likely to limit the individual's daily living and working activity.
DIAGNOSTIC TESTS: Assessments and evaluations used to find specific strengths and weaknesses in a developmental learning skill or academic subject.
DIRECTIONALITY: The relationship of an object or point in space to another object in space. Difficulty in this developmental skill may result in left-right confusion in reading and writing.
DISTRACTIBILITY: Attention that moves rapidly from one thing to another giving unusual, fleeting attention to trivial sights and sounds and having very little ability to concentrate.
DOWN SYNDROME: A developmental disability, one of the most common causes of mental retardation, caused by specific chromosomal abnormalities.
DUE PROCESS: A legal term that assures that persons with disabilities have the right to challenge any decision made on their behalf.
DYSFUNCTION: Poor or impaired ability to perform or function in a particular way usually as a result of delayed development.
EARLY INTERVENTION: Programs and services provided to infants and children with disabilities during the years of most rapid growth and development, the years from birth to age 5.
EDUCATIONAL SURROGATE PARENT: A person who has received training and acquired the knowledge and skills to substitute for the natural parents when a student's parents or guardian are not known or when the student is a ward (CHINS) of the Division of Family and Children. The educational surrogate parent serves as an advocate and represent student's educational needs and interests, in the special education process, in place of the natural parents.
EVALUATION: The process of collecting and interpreting information about a child. An evaluation consists of a variety of tests, observations, and background information, and is done by a variety of qualified people called a "multidisciplinary team".
EXPRESSIVE LANGUAGE: Skills required to produce language for communication with other individuals. Speaking and writing are expressive language skills. Sign language is also considered an expressive language skill.
FAMILY ASSESSMENT: The ongoing process used to identify the family's strengths and needs related to the development of the child.
FIGURE-GROUND (auditory): The ability to listen (focus auditorially) to specific sounds when there is a lot of background noise and to ignore background noise, in the classroom, for example.
FIGURE-GROUND (visual): The ability to see (focus visually) specific forms or figures of a visual field and ignore background forms and figures to find a picture of hidden figure, for example. FINE MOTOR COORDINATION (eye/hand): Purposeful, coordinated movements of the hand and eye to achieve specific movements such as writing, sorting, sewing, etc.
FREE APPROPRIATE PUBLIC EDUCATION (FAPE): An educational program designed to meet the individual needs of a student with a disability, at no cost to the parent or child, provided by or through the public schools.
FUNCTIONAL EDUCATION: Instruction about basic skills needed in everyday life.
GROSS MOTOR COORDINATION (e.g. leg, arm): Movement that involves balance, coordination, and large muscle activity as needed for walking, running, skipping, jumping, and other physical activities.
HEARABLE ISSUE: An issue relating to the initiation, the change, or the denial of identification, evaluation, or educational placement of a child. A hearing can be considered an "appeal" of case conference disagreement.
HYPERACTIVITY: Overactive, either in unplanned or planned body activity, e.g., child is in constant state of motion.
HYPOACTIVITY: Lethargy or extreme lack of movement; e.g., the opposite of hyperactivity.
IMPARTIAL HEARING OFFICER: A fair, unbiased person appointed by the state to preside over a due process hearing and render a decision.
IMPULSIVE: Acting (upon impulse) without thought or consideration of the outcome or consequences of an action.
INCLUSION/MAINSTREAMING: Strategies and processes that educators, therapists, principals, families, and students use to include students/classmates with disabilities in general education classes and activities and in society as a whole.
INDEPENDENT EVALUATION: An evaluation conducted by a qualified agency or individual who is not employed by or under contract with the public school system.
INDEPENDENT LIVING: Carrying on day-to-day living functions either with personal attendant care services or without direction supervision.
INDIVIDUALIZED FAMILY SERVICE PLAN (IFSP): A written plan for each infant or toddler receiving early intervention services that includes goals for the family and a transition plan for the child into services for children above the age of three.
INDIVIDUAL EDUCATION PROGRAM (IEP): The written educational plan for the student in special education with goals and objectives to be learned. Each student has their own IEP.
INTELLIGENCE QUOTIENT (IQ): A measurement of thinking (cognitive) ability comparing an individual with others in the same age group.
LEAST RESTRICTIVE ENVIRONMENT (LRE): One of the principles of normalization, it requires that people with disabilities receive services and support in environments that do not limit their life activities unnecessarily. For example, students with disabilities should be educated in ways that meet their needs and least limit their opportunities to be near and interact with other students.
MAINSTREAMING/INCLUSION: Strategies and processes that educators, therapists, principals, families, and students use to include students/classmates with disabilities in general education classes and activities and in society as a whole.
MEDIATION: A formal intervention process between parents and school systems to achieve reconciliation, settlement, or compromise.
MODALITY: The pathways through which an individual receives information and learns. These may be auditory, visual, tactile-kinesthetic (listening, seeing, touching).
MULTIDISCIPLINARY TEAM (M-Team): The people who gather information through the assessment and evaluation process who are trained in a variety of specialized areas and disciplines. Parents are a part of this team along with therapists, psychologists, and teachers.
MULTI-SENSORY APPROACH: The use of manymodalities or avenues of input at the same time to teach; the student will see, hear, smell and touch an object or perform a particular task using their eyes, ears, nose and hands.
NEUROLOGISTS: Medical doctors who specialize in diseases of the nervous system. They diagnose and may treat patients who are thought to have physical causes for mental disturbances.
OBJECTIVES: Small, measurable steps of learning which help a student reach a goal; (learning to hold a pencil before learning to write).
OCCUPATIONAL THERAPY: Services provided by, or under supervision of, an occupational therapist to evaluate and train a person to use gross and fine motor skills, self-care skills, and use sensory and perceptual motor integration with the intent of strengthening the person's ability to function as independently as possible. An occupational therapist or certified occupational therapy assistant provides occupational therapy and works with teachers and parents to teach them how to provide therapy integrated throughout the child's school day.
PARAPROFESSIONALS: Individuals from the community who work under supervision in providing services to students.
PARENT INVOLVEMENT: Parents have the right and responsibility to participate with the schools in special education planning and decisions. Federal and state regulations support parent involvement.
PAYOR OF LAST RESORT: Funding source to be used for services that an eligible child needs but is not entitled to under any other Federal, State, local, or private sources.
PERCEPTION: The process of organizing or interpreting information that we receive through the senses, such as auditory or visual thoughts, ideas, or impressions. A level of learning that can be described as existing in the mind.
PERCEPTUAL-MOTOR: A term describing the use of the various channels of perception with motor activityor movement. Channels of perception include visual, auditory, tactile, and kinesthetic (seeing, hearing, touching).
PERSEVERATION: The tendency to continue an activity once it has been started and to be unable to change or stop the activity even though it is acknowledged to have become inappropriate.
PHYSICAL THERAPY: Services provided by, or under supervision of, a physical therapist to evaluate individual developmental levels, functional abilities, reflex level, range of motion, muscle strengths, perceptual motor level, and respiratory function, and provide therapy in identified areas of need.
PLACEMENT: The services and classes chosen by the case conference committee that will provide the most appropriate program for the student. The IEP is the planning document used to describe all the details of the student's program or placement.
PROCEDURAL SAFEGUARDS: The steps taken to insure that a person's legal rights are not denied (see "complaint, due process, and hearing").
PSYCHIATRIST: Medical doctor who specializes in mental illness. They counsel patients, diagnose mental illness, and prescribe drugs.
PSYCHOLOGIST: A person trained to study mental processes and human behavior, provide counseling, and conduct assessment.
PSYCHOMETRIST: A psychologist who specializes in administering and evaluating psychological tests including intelligence, aptitude, and interest tests.
RECEPTIVE LANGUAGE: The ability to understand language that is spoken or written by others and received by the individual. Receptive language skills include listening, reading, understanding signs, and finger spelling.
REFERRAL: The process of directing a person to another person or service agency that can provide needed services. Referral is also the term used to start the educational evaluation process.
REGULATIONS: Statements that clarify the laws that are passed by Congress or the state legislature. Regulations are written and issued by departments within the executive branch of government; the regulations for P.L. 101-476 (formerly P.L. 94-142) which was enacted by the U.S. Congress, are written by the U.S. Department of Education. Indiana regulations to implement state laws for special education are known as "rules," are issued by the Indiana Board of Education, and have the force of law. (Article 7, Rules 3-16)
REHABILITATION: Training a person who has a disability to learn or relearn the skills needed for daily living and work activities.
RELATED SERVICES: Developmental, corrective, and other supportive services required to assist a child with a disability to benefit from special education; includes services such as transportation, speech, physical therapy, occupational therapy, audiology, etc.
RESOURCE ROOM: A room within a school where a specially trained teacher gives help in specified subjects to students.
SELF CONCEPT: A person's idea of and feeling about him/herself.
SENSORIMOTOR: Relating to both senses and movement and the combination of the input of sensations and the output of motor activity. Motor activity reflects what is happening to the sensory organs such as visual, auditory, tactile and kinesthetic sensations.
SEQUENCING: The ability to put things in the correct order. Sequential memory is the ability to remember, in order, what has been heard, seen or read.
SERVICE COORDINATION: Activities carried out by a service coordinator that may include management and assistance to families or individuals to gain access to appropriate services. The term "case management" may be used in place of the term "service coordination".
SOCIAL PERCEPTION: The ability to understand the meaning of behavior in situations and appropriately relate such understanding to one's own behavior.
SOCIAL WORKER: A person involved with helping an individual and/or family in dealing with specific behavioral, social, and emotional needs. ROD social workers and school counselors provide counseling to resolve issues so that students can maintain school attendance.
SOFT NEUROLOGICAL SIGNS: Nervous system disorders that are mild and swift and difficult to detect as contrasted with the gross or obvious neurological abnormalities.
SPATIAL ORIENTATION: The ability to organize space in terms of the individual relating his physical self to the environment with reference to distance, size, position and direction.
SPECIAL EDUCATION (Sp.Ed.): Instruction designed for one person's needs, specially planned to satisfy or address the needs of a person with a disability.
SPEECH/LANGUAGE THERAPY: The process of correcting speech and/or language problems or working to improve a person's ability to use speech or language. A specially trained speech pathologist teaches on a one-to-one or small group basis.
SPINA BIFIDA: A congenital disability; an opening in the spine which causes nerves within the spine to be damaged. There may be differing degrees of paralysis in the lower part of the body.
STANDARDIZED TEST: Any one of a variety of tests given to a student or group of students using uniform conditions, with the same instructions, time limits, etc. Tests are designed by sampling performance of other students, using results as a "norm" for judging achievement.
SUPPORTED EMPLOYMENT: Paid employment in community settings for persons with severe disabilities who need ongoing support to perform their work. Support can include on-the-job training, transportation or supervision.
TACTILE PERCEPTION: The ability to interpret and give meaning to sensory stimuli that are experienced through the sense of touch.
TOTAL COMMUNICATION: The combined use of finger spelling, sign language, speech and lip reading to communicate with persons who have a hearing impairment.
TRANSITION SERVICES: Describes the period between preschool and school, school and adult services, or any other period where careful planning is needed to ensure the smooth transfer of records and information and the continuity of programming from one setting to another.
VISUAL DISCRIMINATION: The ability to recognize small differences between similar and slightly different forms or shapes in alphabet letters such as p,g,q,b,d.
VISUAL PERCEPTION: The identification, organization and interpretation of stimuli received by the individual through vision/eyesight.
VISUAL MOTOR COORDINATION: The ability to coordinate vision with the movements of the body or parts of the body.
VISUAL RECEPTION: The ability to gain meaning from visual stimuli.
VOCATIONAL EDUCATION: An educational program which provides training in daily living skills, occupational skills for paid or unpaid employment, and/or career preparation for students in postsecondary programs. | <urn:uuid:cb667384-09da-4d76-bf7d-b2febfbae28d> | CC-MAIN-2018-51 | http://www.rodspecialeducation.org/uploads/Part%209.pdf | 2018-12-11T14:04:04Z | crawl-data/CC-MAIN-2018-51/segments/1544376823621.10/warc/CC-MAIN-20181211125831-20181211151331-00053.warc.gz | 458,121,459 | 8,445 | eng_Latn | eng_Latn | 0.996694 | eng_Latn | 0.997619 | [
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General Information
SCHOOL POLICIES
ACHIEVING EXCELLENCE TOGETHER
Copies of all school policies are available from the school office and the school website. Parents wishing to obtain a copy are asked to give the school office one week's notice.
2
All pupils have a copy of the school Code of Conduct in their student planner and parents receive a copy in the Information for Parents' Handbook, which they receive in June.
2.1 Procedure for Dealing with Complaints in Relation to the Curriculum
2.2 Anti-Bullying Policy
2.3 Attendance Policy
2.4 Homework Policy
2.5 Drugs Education Policy
2.6 Charging and Remissions Policy
2.7 Health and Safety
2.8 Equality and Inclusion
2.9 E-Safety Policy
3.0 Shared Education
2.1
2.2
PROCEDURE FOR DEALING WITH COMPLAINTS IN RELATION TO THE CURRICULUM
Complaints should be addressed to the Principal who will, in turn, contact the curriculum Vice Principal, Head of Department and Head of Pastoral Care, as necessary.
ANTI-BULLYING POLICY
At St Patrick's Academy we believe that all forms of bullying behaviour are unacceptable. We are committed to providing a safe environment for our pupils so that every child can achieve their full potential. Bullying is defined as behaviour that is repeated and carried out intentionally to hurt, harm or adversely affect the rights and needs of another or others. DE guidance definition of harm:
* Emotional harm as intentionally causing distress by affecting a pupil's self-esteem.
* Physical harm as intentionally hurting a pupil by causing injuries such as bruises or cuts.
Ethos and principals:
* At St Patrick's Academy we are committed to educating our pupils, so they understand what constitutes as bullying behaviour.
* We will raise awareness of bullying behaviour and support those who report bullying.
Prevention:
* St Patrick's Academy aims to prevent bullying by addressing issues surrounding bullying behaviour within our PD programme and consistently implementing our school's positive behaviour policy.
* We will promote anti-bullying messages regularly at assemblies, in literature and through the work of the school councillor.
* We will participate in national anti-bullying campaigns such as Anti bullying week
2
Responsibilities:
* Staff will promote mutual respect by modelling high standards of personal behaviour. They will listen sensitively and provide reassurance and support to anyone who experiences bullying behaviour.
* Parents should inform the school of any concerns relating to bullying behaviour and keep a written record of any instances. They should give the school sufficient time to deal with allegations and if they are still not satisfied, they should contact the Vice Principal.
* Pupils will seek help from a trusted adult as soon as bullying behaviour happens or is observed and refrain from retaliation to bullying behaviour.
2.3
ATTENDANCE POLICY
Regular school attendance is crucial in raising standards in education and ensuring that every child can have full access to the school curriculum and reach their potential.
St Patrick's Academy will strive to promote an ethos and culture which encourages good attendance and where each pupil will feel valued and secure. Pupils who have 100% attendance throughout the year will receive special commendation. We recommend that attendance should not fall below 96% unless there are exceptional circumstances. In view of this we acknowledge our fundamental role in ensuring good patterns of attendance and also acknowledge parents' legal responsibility to ensure that their children attend school regularly.
* It is a parent/guardian's responsibility to inform the school of the reason
Responding to a bullying concern:
* The focus on our intervention will be to concentrate on the prevention of further incidents. We will establish the facts by listening to the views and concerns of the pupils.
* We will complete part 1 of the bullying concern assessment form for all allegations of bullying behaviour.
Support:
Our school is committed to supporting all parties involved in bullying behaviour and we will use the NIABF effective responses to bullying behaviour as a framework for identifying suitable forms of mediation.
for a pupil's absence on the first day of absence. If parents have not got in touch as requested, then the automated call system will contact parents by phone on the first day of their child's absence.
* If the reason for absence has not been communicated by phone; a written note should be sent with the pupil when he/she returns to school. If the absence is likely to be prolonged, this information should be provided to enable the school to assist with homework or any other necessary arrangements which may be required.
* Pupils are expected to be in the form room; or assembly hall on general assembly days, by 8.55am SHARP for registration and the beginning of classes. It is the responsibility of parents to ensure that your child is punctual. Lateness is recorded
THE ACADEMY SCHOOL POLICIES
3
at registration and recorded on your child's attendance record.
* Students are not permitted to leave the school premises during the school day. All medical and dental appointments should be made outside school hours.
* Pupils who are given permission to leave school to attend an appointment must be collected by a parent/guardian.
2.4 HOMEWORK POLICY
Homework provides opportunities for pupils to work independently, to practise skills learned in school, to reflect on their understanding of a topic or to pursue in depth, over some time, a particular area of study. The setting of homework significantly increases the time spent on study: the equivalent of one extra term's study can be achieved by setting 1.5 hours homework per night over a year.
Given the above factors, the school believes that homework is essential for academic success. Homework also strengthens the educational partnership between parents and teachers, providing a means by which parents can become more actively involved in their child's education, through observing the nature of work done in school, and their child's progress.
The success of our homework policy is greatly enhanced by parents being fully informed about what is expected of their child. Information about homework is disseminated to parents in the following ways:
* Year 8 Information morning in September.
* Parent Teacher Meetings are valuable opportunities for staff and parents to discuss the types of homework set and how pupils have coped.
* The student planner has a section on each double page for parents/ teachers to comment on any aspect of homework. It is hoped that this will provide a valuable home/school link where staff and parents can communicate quickly and efficiently with each other.
* Subject teachers provide construct comments written on returned homework, these are designed to provide guidance and encouragement to the pupil.
2.5
DRUGS EDUCATION POLICY
St. Patrick's Academy recognises that it has a vital role to play in educating our young people to deal with the pressures they face in our society. As a school, we are committed to the development of the whole child and we recognise the need to maintain an ethos within the school which promotes individual empowerment, and values such as tolerance, honesty and respect. Drug abuse is a wholecommunity issue and as such we recognise that the school alone will not single-handedly solve the problem. We will work in partnership with parents and outside agencies to seek to prevent the onset of drug misuse.
Aims of Drugs Education
* To develop a consistent approach to drugs-related issues;
* To develop and implement a drugs education programme within the curriculum;
4
* To establish procedures for dealing with drug-related issues and incidents, including issues of suspected drug misuse.
Overview of the Drugs Education Programme
i) A drugs education programme is just one part of a whole-school response to drug misuse.
* Our drugs education programme is an integral part of the PD (Personal Development) programme and aims to:
— Provide accurate and up to date information on drugs and their effects on health; introduce opportunities for pupils to enhance their self-respect, personal competence and selfesteem; ensure continuity and progression in the knowledge, understanding, skills, attitudes and values being addressed;
2.6
CHARGING AND REMISSIONS POLICY
The school complies with the DE Charging and Remissions Policy. Parents will be able to obtain a copy of this policy from the school office. There is no capital fee but parents are invited to make a voluntary contribution of £100 per family.
Parents will be notified of any changes to the above information in writing as and when appropriate.
ensure that the content and teaching methods used are appropriate to the age, maturity and experiences of the pupils;
ii) The Drugs Education Co-ordinator, in liaison with the Vice Principal with responsibility for pastoral care, will review the content of the programme and teaching methods used on a yearly basis and make amendments where relevant.
2.7
HEALTH AND SAFETY POLICY
We operate parental drop-off and collection facility adjacent to the 3G and All-weather pitches. Parents are asked to use this facility between 8:15 and 9:00am and between 3:15 and 4:00pm. During these times, for reasons of health and safety, vehicular access to the main school car park will not be possible unless specifically approved by the principal.
Fire drills are completed at least twice a year; all pupils will be made fully aware of the procedure and alternative arrangements are in place for disabled pupils. Any concerns parents may have about the health and safety of their children while in our care may be directed to the principal through the principal's personal assistant, Mrs Maria Martin.
2.8
EQUALITY AND INCLUSION
St. Patrick's Academy is committed to equality and inclusion. We recognise the value of diverse environments and strive to promote a culture in which all pupils, staff and members of the school community are welcomed and supported to fulfil their potential, irrespective of their background or personal characteristics.
We are committed to an ethos and culture of inclusion in our school for all pupils, irrespective of race, religion/ belief, political views, disability, SEN status, gender, gender identity (e.g. transgender) and/or sexual orientation (LGBTQ+). St. Patrick's Academy is an inclusive school where we focus on the well-being and progress of all our children and young people and where all members of our school community are of equal worth. We recognise, respect and value difference and understand that diversity is a strength that enriches our lives. We take account
CONTENTS
5
of differences and strive to remove any barriers to learning and development.
Over the past decade St. Patrick's Academy has seen a change in our pupil and school community demographic. Our community is now much more diverse. In particular, there has been a significant increase in the diversity of our pupils' race, ethnicity and cultural heritage.
St. Patrick's Academy believes that education (both formal and informal learning) is fundamental to equality of opportunity. It prepares young people for life and is a powerful influence on access to and advancement in employment.
We oppose all forms of unlawful and unfair discrimination and bullying and harassment. As a school community, we recognise the need to champion equality and ensure inclusion for all pupils in the full life of our school; where appropriate making necessary adjustments to enable everyone's participation.
All young people should be able to learn and develop fully in a truly diverse and inclusive environment. All our policies and practices are fully inclusive and supportive of a welcoming culture for all communities; this is evidenced in our practices and procedures.
2.9
E-SAFETY POLICY
New technologies have become integral to the lives of children and young people in today's society, both within educational establishments and in their lives outside school. The Internet and other digital/information technologies are powerful tools which open up new opportunities for everyone. Electronic communication helps teachers and pupils learn from each other.
These technologies can stimulate discussion, promote creativity and increase awareness of context to promote effective learning. Children and young people should have an entitlement to safe Internet access. The requirement to ensure that children and young people are able to use the Internet and related communications technologies appropriately and safely is addressed as part of the wider duty of care to which all who work in schools are bound.
6
Pupils:
* Are responsible for using the school ICT systems in accordance with the Pupil Acceptable Usage Policy, which they will be required to sign before being given access to school systems. Parents/carers will be required to read through and sign alongside their child's signature.
* Need to understand the importance of reporting abuse, misuse or access to inappropriate materials and know how to do so.
* Should understand the importance of adopting good e-safety practice when using digital technologies out of school and realise that the school's e-safety policy also covers their actions out of school, if related to their membership of the school.
Mobile Phone
* Mobile phones and iPods must
be switched off and kept out of sight while on the school premises unless they are being used to facilitate online learning and with a teacher's permission. Any pupil failing to observe this regulation will have his/her mobile phone or iPod confiscated and the phone/iPod held by the Principal's PA until it is collected by a parent/guardian.
Electronic Communication Devices
* In the interests of Safeguarding and of privacy, no pupil is allowed to use his/her iPod/phone to record an image (video or still) or to make an audio recording of a pupil or member of staff. Anyone caught doing so, or attempting to do so, will be suspended.
* Anyone caught trying to provoke a situation whereby a video or audio recording will be made will be suspended.
* In the interest of Health and Safety, Safeguarding and for the security of pupils' possessions, the use of all such devices is not permitted on the school premises unless they are being used to facilitate online learning and with a teacher's permission. Use of such items will lead to confiscation and the same return procedures which apply to the use of mobile phones.
Our e-safety policy will help to ensure safe and appropriate use. For more information, please see;www.stpatricksacademy.org. uk/key-information/policies/
3.0
SHARED EDUCATION
The Academy is very proud of its involvement in a local Shared Education partnership with The Royal School, Dungannon. The aim of the project is to support collaboration between schools where the pupils are from different backgrounds to foster sustainable, high quality engagement by young people from different cultural traditions and backgrounds.
* This partnership involves shared classes at A Level in subjects such as Psychology and Economics with the aim of enhancing academic opportunities for the pupils of both schools.
* The Duke of Edinburgh/President's Award is offered at Silver and Gold levels across KS4 and post16 on a shared basis. All activities are planned together and led by staff from both schools.
7
* We have developed a number of very successful shared activities such as the joint annual art exhibition in Ranfurly House. The History departments have collaborated on a number of projects such as history conferences and a trip to Berlin.
The Shared Education Partnership brings pupils together in the pursuit of common goals and enables students to deepen their understanding of other cultures and develop tolerance for, as well as interest in, those from different background. The two schools share a common vision of building a shared future in Dungannon for all its inhabitants. | <urn:uuid:3cd80a42-547a-4582-b049-eb75e5e5dbd0> | CC-MAIN-2022-21 | https://www.stpatricksacademy.org.uk/cms/wp-content/uploads/2022/01/2_School-Policies.pdf | 2022-05-26T01:17:35+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662595559.80/warc/CC-MAIN-20220526004200-20220526034200-00662.warc.gz | 1,181,670,055 | 3,098 | eng_Latn | eng_Latn | 0.997383 | eng_Latn | 0.998403 | [
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16
designing with plants
Create a lush look. Garden
design: Rolling Stone Landscapes.
While the right plant needs to go in the right location, when it comes to the final selection, it's a personal matter
The fun part
Right plant in the right place
Story: Helen Young
One of the secrets to successful and lowmaintenance gardens is having the right plants in the right place. If the plants are suited to their local climate, soils and aspect, they'll grow well and won't suffer too much from pests and diseases. The amount of sun or shade is particularly important when choosing plants for each part of your garden. Other physical factors to consider are drainage, exposure to wind or salt and drought- and frost-tolerance.
Designing a garden can be a bit like designing a house. The garden designer is the architect who develops a plan in consultation with you, the client. The landscape contractor is the builder who does the construction. What was just a concept becomes reality and the mess is worse than you thought. But now comes the fun part, which is adding the plants. Here is your chance to put your individual stamp on good garden design
the garden, to add the colours, scents and style that will make the garden something you love.
Think about plants as the outdoor equivalent of the furniture, paint, curtains, pictures and personal treasures that decorate the inside of your house. If plants are not your forte, it's well worth the modest cost of getting assistance from a qualified horticulturist to help you achieve the result you want.
Speed of growth is something to consider, too. You might want a fast-growing hedging plant to provide critical screening, but it's worth remembering that fast-growing means frequent pruning, year after year. Other characteristics that might be important to you are whether plants have thorns or prickly leaves; are poisonous or cause allergies to people or pets; if they're short-lived, drop berries onto paving or shed quantities of bark or leaves, thereby creating more maintenance.
Use strappy plants for interest.
Garden design: Paradisus.
Choosing plants for function
Plants are also chosen for their function. Trees are essential for shade and to add scale to the space. Deciduous trees, which lose their leaves in winter, allow in the winter sun, while evergreen trees can screen out the block of units next door all year. Hedges make good privacy screens, climbing plants cover fences in narrow spaces and groundcovers keep weeds down and cover bare soil.
Feature plants are important as focal points at strategic places. Typically, these have a strongly sculptural or architectural shape such as a rosette or spire, or have unusual form such as our native grass trees (Xanthorrhoea), the dragon tree (Dracaena draco) or dramatic yuccas (Yucca spp).
Another important purpose of plants is to provide habitat and food for our native birds and animals and for beneficial insects such as bees. The garden might also produce food for your family, with fruit trees, vegetables and herbs on offer. And it might supply flowers to be picked for a vase or for the sheer pleasure of giving to friends.
Consider the time involved
Some people are keen gardeners, while others might be if only they had time and others just don't want to know. Recognising where you fit will help decide whether choosing strictly low-maintenance plants is a priority. For instance, roses are some of the best-loved flowers in the world, but they are definitely high maintenance, requiring regular spraying, pruning and feeding. Azaleas get lots of pests and diseases, too; certain lilly pillies will always suffer from disfiguring pimple psyllid; and pretty flowering annuals need quite a bit of work as well as changing every few months. At the other end of the spectrum, plants such as mondo grass, frangipani and many succulents require almost no attention at all.
A tip to reduce maintenance is to mass plant — and this adds strong visual impact as well. It means that whatever needs doing is done to large groups of plants at once. By contrast, cottage gardens with a conglomeration of plants growing in among each other need more work, as each plant has differing needs at different times and they require discipline to stop one overtaking the other.
Selecting for a garden style
A garden's style is expressed not just by its design but by the choice of construction materials, decorative elements and the planting scheme. It's the whole package. If you have a particular theme such as Mediterranean, lush tropical, formal, Japanese, native or contemporary, the choice of plants needs to match the theme and reinforce it. For example, a Mediterraneanstyled garden will feature cypress, olive, rosemary, lavender and terracotta pots.
Tropical gardens will use palms and coloured foliage plants such as cordylines and bromeliads, planted in complex layers. Formal gardens rely on box hedging and clipped topiaries in regular, often symmetrical arrangements. But, of course, most home gardens don't have a strict theme.
Say, for example, you inherited the trees and large shrubs and these are worked into a design that suits the character of the house and the needs of your family. In this case, you can simply choose plants you like and which suit the area and are broadly in the same style. Take a walk around the neighbourhood to see what grows well. Pick colours you like or that match the colours of the house. You might have some sentimental favourites, such as a plant that grew in your grandmother's garden or a perfumed flower that triggers memories of a happy time. Grow these plants and your garden will have real meaning for you, as it should.
Finding just what you want
designing with plants
Collect a scrapbook of plant pictures you like, torn from magazines, which preferably are from gardens in your region. Visit local nurseries, make a list of plants you like the look of and utilise their free advice. Photograph plants in your neighbourhood that you admire.
Expert assistance is available from Australian Institute of Landscapes Designers & Managers (AILDM) members, most of whom will be qualified horticulturists. A garden consultation, consisting of two or more hours of advice and ideas, on-site in your garden, will solve most of your planting issues. The cost is readily recovered by avoiding buying the wrong plants and you'll maximise the potential beauty and pleasure your garden can bring. n
Try contrasting foliage.
Garden design: Garden
Expressions.
Integrate trees. Garden design:
Imperial Gardens Landscape.
good garden design
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PITTSBURGH PUBLIC THEATER
THE MIKADO
By Gilbert and Sullivan Directed and Choreographed by Ted Pappas
Study Guide
Pittsburgh Public Theater
A study guide to Pittsburgh Public's production of
The Mikado
By W.S. Gilbert and Arthur Sullivan Directed and Choreographed by Ted Pappas
September 25 – October 26, 2003
Contents
Prepared by The Pittsburgh Public Theater's Education Department – Kyle Brenton, Angela Vincent, and Rob Zellers.
* Articles reproduced from Huntington Theatre Company THE MIKADO Teacher Study Guide (1999) with permission from Linda Murphy, Assistant Director of Education. Prepared by Jonathon Douglas, additional material provided by Kevin Carr, Scott Edmiston, Pamela James and Shana Reade, with Executive Editor Peter Altman.
Introduction
The remarkable collaboration of librettist William S. Gilbert and composer Arthur Sullivan reached its pinnacle in 1885 with the premier and production of The Mikado at London's Savoy Theatre. This whimsical, satirical and romantic tale, set in the town of Titipu in an imaginary imperial Japan, has proved for the last century to be the most popular of all the G&S operas.
A Japanese sword hanging as a decoration in Gilbert's study which fell one day from its wall inspired the librettist to write a comic opera parodying the vogue in Britain for japonaiserie, Western art reflecting Japanese traditions. At the end of the 19 th century painters such as James Abbott McNeill Whistler, Claude Monet, and Henri Toulouse-Lautrec frequently used Japanese motifs and subjects in their art. Instead of authentic Japanese works created by Japanese artists, japonaiserie refers to Western interpretations of Japanese culture. Whistler, for example, painted several portraits of Victorian women wearing kimonos, holding fans, and standing near decorative screens. Rather than aiming to represent and reflect Japanese society, however, Gilbert and Sullivan wrote The Mikado as a satire of contemporary England. As in many of the collaborators' comic operas, the setting of the play disguises the true subject of its commentary, which was Victorian political and social hypocrisy.
The G&S partnership began in 1871 when Sullivan was asked by London impresario Richard D'Oyly Carte to compose music for a comic libretto by Gilbert called Thespis. Although their first piece was not all that well-received, the partners were reunited by D'Oyly Carte four years later when Sullivan was invited to provide the score for Gilbert's satire of Britain's judicial system, Trial by Jury (1875). Trial by Jury established the tone and process for future collaborations of the partners – the two men rarely worked directly together. Gilbert wrote the libretto first, and then delivered the finished text to Sullivan who wrote melodies to fit the meter. Despite their tremendous success, the two men were never close friends and often communicated by letter. Their partnership was continually plagued by disputes and conflicting goals, which resulted in numerous quarrels.
In addition to The Mikado, G&S are also known for their collaborations on H.M.S. Pinafore, Iolanthe, Trial by Jury, The Pirates of Penzance and The Yeoman of the Guard. Most of Gilbert and Sullivan's best-known works were first produced by London impresario Richard D'Oyly Carte at London's Savoy Theatre, because of which they are sometimes called the Savoy Operas. The Mikado, which opened in London on March 14, 1885, originally ran for 672 performances, a record that was not to be broken at the Savoy for 35 years. It became so popular that by the end of 1885 it was being performed in Europe and America by nearly 150 companies. It has remained a favorite of the public for 114 years now, regarded as the quintessential achievement of its creators.
Gilbert & Sullivan: Partners in Rhyme
William S. Gilbert was born in London in 1836, the son of a retired naval surgeon. Except for a kidnapping by Italian brigands in Italy at age two, and a ransomed release, he appears to have had a very normal upbringing. Beyond normal schooling, he took training as an artillery officer and studied military science in preparation for the Crimean War. However, the war ended before Gilbert graduated so he joined the militia and was a member for twenty years. For a short period of time, he practiced law. However, William Gilbert was not meant to spend his life in a courtroom.
He had shown a talent for wit and sarcasm from an early age and his flair for language would prove to be his greatest asset. Beginning in 1861, Gilbert wrote dramatic criticism and humorous verse for the popular British magazine FUN. The cartoons and sketches that accompanied some of his work were signed "Bab." Many of the characters in the Gilbert & Sullivan operas were modeled after some of Gilbert's "Bab" characters. He was knighted by Edward VII in 1907 and died in 1911 at the age of 74 while attempting to save a drowning woman.
Arthur S. Sullivan was born in Lambeth, London in 1842 to a gifted musical family. His father was a bandmaster at the Royal Military College and before the age of 10, Sullivan had mastered all of the wind instruments in his father's band. He composed his own anthem when he was eight years old, and at the ago of 14 became the first winner of the Mendelssohn Scholarship. At the age of 10, Sullivan wrote music to accompany Shakespeare's Tempest and became a recognizable public figure. Until around the age of thirty, he was a professor of music, a teacher, and an organist.
Throughout his career, he also composed several major choral works including, The Light of the World (1873), The Marty of Antioch (1880), The Golden Legend (1886), and his lone grand opera, Ivanhoe (1891). Queen Victoria knighted Sullivan in 1883. From 1872 until his death at the age of 58 in 1900, he suffered from extremely painful kidney stones, and ironically, it is said that his most beautiful music was composed while he endured great pain.
Resource: diamond.bosiestate.edu/gas/html/Sullivan.html
Principal Works by Gilbert and Sullivan
Year of First Production
6
Behind the Scenes with Gilbert and Sullivan
The plots for Gilbert and Sullivan operas were dreamed up by Gilbert, who upon developing an idea would draft a synopsis, which he would then read to Sullivan. Gilbert sometimes revised the plot of an opera a dozen times before it seemed right to him. If Sullivan agreed with the general outline, Gilbert would begin writing the full libretto. The two men rarely met after the outline of the opera was agreed upon; instead they would correspond by letter.
Sullivan composed mostly at night, sometimes staying up until four or five in the morning, getting only an hour or two of sleep before he resumed work. He composed with a fury, usually finishing a score just before the deadline. He could write more than 30 pages of music in a 24 hour burst.
Gilbert was the partner in charge of staging the premiere productions of the operas, devoting many hours of work to getting every detail exactly right. After the music was rehearsed, Gilbert would begin dramatic rehearsals. He carefully choreographed all the stage movements and even set the tempi for spoken dialogue by clapping his hands. Sullivan would sometimes attend these rehearsals, but not always. He generally conducted opening performances. Francois Cellier, the partners' usual conductor, handled most musical matters in his absence.
Gilbert would begin the dramatic rehearsals by sitting on a "bridge" that spanned the orchestra pit. He would then explain his libretto to the company. As the stage manager (or director in today's terminology), Gilbert's philosophy was that acting was improved more by regimentation than inspiration. Actress Jessie Bond described some of Gilbert's methods in her autobiography:
"He would have no horseplay, no practical joking, no make-up of the crude, red-nosed order or ridiculous travesties of dress and manner. All must be natural, well behaved and pleasant, and the actors were trained to get their effects by doing and saying absurd things in a matter of fact way, without obvious burlesque of the characters they were representing."
Although their partnership was plagued with quarrels, both Gilbert and Sullivan knew that their collaboration and not their work created individually was the source of their greatest financial success and popular appeal.
So, after each of their rifts, the two eventually patched up their differences and returned to work. Sullivan frequently complained about the trivial subject matter of the operas and often threatened to leave comic opera behind and return to composing more serious music. Gilbert, who was by nature touchy and quick to take offense, often resented that Sullivan was taken seriously than he. This became a particular sore point between the two during a trip to America in 1879. Gilbert thought that Sullivan was being given more attention by the American press, and felt slighted in comparison.
The collaborators' worst quarrel of all came in 1890. This rift was brought when Gilbert sued producer Richard D'Oyly Carte over who was responsible for paying for new carpeting in the Savoy Theatre. At the trial, Sullivan testified in favor of D'Oyly Carte, and Gilbert lost the case. After this quarrel, Gilbert forbade his librettos to be performed at the Savoy, and their schism lasted for more than three years.
At the Savoy
By Lynne Conner
Outside the new building, the crowds of excited Londoners stood in lines around the block—down the Strand and past the Savoy Chapel. All 1,292 seats had been sold months in advance, but many waited anyway, hoping to buy standing room tickets. Inside, well-dressed men and women mobbed through the opulent circular foyer, admiring the white and pale yellow walls and staring up at the gold trim that lined the hand-carved ceiling and archways. Entering the auditorium, they paused slightly to look at the beautiful Venetian red boxes and dark blue house eats (upholstered in rich velvet). They were literally stopped in the mid step, however, by the luster of the gold satin curtain that hung from the top of the proscenium arch.
Finally, some minutes after the scheduled 8:30 curtain time, the gaslights lining the stage and the auditorium dimmed. The crowd hushed as Richard D'Oyly Carte owner of the brand new Savoy Theatre, took center stage. Carte carried with him an odd looking lamp connected to a long cord. This lamp was glowing with a soft, pretty white light. As the gas lumps in the auditorium were fully extinguished, another source of light filled the theater. The audience responded with a collective gasp as they watched 1,200 electric incandescent lights being to burn. Carte addressed the hushed crowd: "From the time, now some years since, that the first electric lights in lamps were exhibited outside the Paris Opera house, I have been convinced that electric light in some form is the light of the future for use in theaters," he told the audience. "Here at the Savoy, the new light is not only used in the audience part…but on the stage, for footlights, side and top lights…in fact, in every part of the house."
Next, Carte took the still-glowing electric lamp he held in his hand, wrapped it in a piece of muslin, and hit it with a hammer—smashing it into pieces. The audience stared that the lamp, expecting to see fire spreading from the broken shards. When nothing at all happened, the crowd (including the Prince of Wales, who sat in the premiere box) erupted into a loud cheer followed by a long applause. It was some minutes then before the evening's performance of Gilbert and Sullivan's Patience could begin. The evening described above occurred on October 10,1881. The Savoy Theatre, so named because of its location in London's Savoy precinct, was the first public building in the world to be lit by electricity inside and out. It was also the most modern playhouse in London (if not the world). Richard D'Oyly Carte, Gilbert and Sullivan's business manager and partner, built the theater specifically to house the growing repertoire of G&S comic operas. He gave Londoners a new kind of theater building with plush surroundings, free programs with readable print, and good-quality whiskey for sale in the bar. In other words the entrepreneurial Carte offered London's growing middle class audience an affordable evening of entertainment and luxury.
Until the Savoy was built, theater patrons believed that electric lighting was dangerous. In point of fact, however, the incandescent lamp was not only a more pleasing kind of light, it was infinitely better than the gas lamp, which beyond the obvious fire hazard, brought on headaches by consuming the available oxygen in a room and also raised the temperature considerably. Once proven to be safe, the Savoy's 1,200 incandescent lamps quickly set the standard. By the early 1890s, theaters around the world were equipped with state of the art electric light. In Pittsburgh, for example, both the Duquesne Theater (on Penn) and the Alvin Theatre (on Sixth) featured full electric lighting by 1891.
At the Savoy continued
The Savoy name soon found fame for reasons beyond the building itself. "Savoy Operas" became a kind of unofficial genre designation for the Gilbert and Sullivan repertoire. And "Savoyard" became a catchall reference for devotees of Gilbert and Sullivan operas. Savoyard groups were first formed as "appreciation clubs" and later as amateur producing companies. Today if you enter the term "Savoyard" in a web-based search engine, you'll hit on literally thousands of groups around the world—here in Pittsburgh and as far away as Tasmania (yes, Tasmania!).
References
Ayre, Leslie. The Gilbert and Sullivan Companion. Foreword by Martyn Green. New York: Dodd Mead, 1972
Eden, David. Gilbert and Sullivan: The Creative Conflict.
Hayter, Charles.
Cranbury, NJ, and London: Associated University Presses, 1989.
Gilbert and Sullivan. New York: St. Martin's Press, 1987.
Hibbert, Christopher. Gilbert and Sullivan and Their Victorian World.
Wilson, Fredric Woodbridge.
New York: American Heritage, 1976.
An Introduction to the Gilbert and Sullivan Operas from the collection in the Pierpont Morgan Library.
Dover Publications, 1990.
Wilson, Robin and Frederic Lloyd. Gilbert and Sullivan: The Official D'Oyly Carte Picture History. New York: Alfred A. Knopf, 1984.
New York:
Famous Musical Theatre Collaborations
The remarkable 25 year artistic partnership of William S. Gilbert and Arthur Sullivan produced 14 enduringly popular operettas that combined witty, intricately rhyming lyrics by Gilbert with warm, lighthearted melodies by Sullivan. Yet the composers, despite their tremendous success, were never close friends, and their work was continually plagued by disputes and conflicting goals that resulted in numerous quarrels. The two partners often communicated by letter and rarely directly together— Gilbert usually wrote the libretto first, and then delivered the finished text to Sullivan who wrote melodies to fit the meter.
The history of American musical theatre is marked by a series of successful, if sometimes turbulent, partnerships between other composers and lyricists. Here are a few of the most notable musical teams, with a brief look at their best-known pieces and working methods.
One of the first successful collaborations fro the Broadway stage was the partnership of the Gershwin brothers, composer George (1898-1937) and lyricist Ira (1896-1983). The Gershwins' stage works include Lady Be Good (1924), Funny Face (1927), Strike Up the Band (1927), and particularly notably, Porgy and Bess (1935). Among the most memorable Gershwin songs are "S'Wonderful," "Oh, Lady Be Good," and "Summertime."
Ira Gershwin described the Gershwins' collaborative work process as follows: "Once we receive the outline of the plot, we really get down to work. We decide that such-and-such a tune is best for thisor-that situation. The tune decided on, I go to work alone…George might have just the opening section of a tune and would wait fro me to come up with some notion, and the words and music would then be developed almost simultaneously."
The legendary teams of Rodgers and Hart and later, Rodgers and Hammerstein, created some of the most respected triumphs in the history of the Broadway stage.
Richard Rodgers (1902-1979) composed the music for more than 40 shows during his long career. With the lyricist Lorenz (Larry) Hart (1895-1943), he wrote 27 musicals including On Your Toes (1936), the first Broadway show to include ballet, Babes in Arms (1937), The Boys from Syracuse (1938), and Pal Joey (1940). Those scores yielded more than 80 songs that have become popular standards, including "My Funny Valentine," "The Lady Is a Tramp," and "Bewitched, Bothered and Bewildered," notable for their wedding of Hart's wry and wistful observations on love with Rodgers' buoyant melodies.
Music historian Stanley Green has written of Rodgers and Hart's music, "It seems to have been the product of just one man. There is always the effect of not only singleness of expression but of single-mindedness as well. For to fuse lyrics with music so that each seems to belong totally and indivisibly with the other, both composer and lyricist must yield a little so that neither element in the song is given sustained prominence."
Rodgers began to collaborate with lyricist and librettist Oscar Hammerstein II (1895-1960) on Oklahoma! (1943), considered one of the two or three most influential Broadway musicals because of its integrations music, lyrics, libretto, and choreography. Over the next 16 years, Rodgers and Hammerstein would collaborate on eight more Broadway shows: Carousel (1945), Allegro (1947), South Pacific (1949), The King and I (1951), Me and Juliet (1953), Pipe Dream (1955), The Flower Drum Song (1958), and The Sound of Music (1959). In addition to the Broadway works, they
Famous Musical Theatre Collaborations continued
worked on the movie musical State Fair (1945) and the television musical Cinderella (1957).
The Rodgers and Hammerstein musicals involved intensely collaborative planning sessions about choice of material, storyline, and the placement of songs in the book. After they had developed the basic structure of a show and its songs, the partners would separate to their respective homes. Once Hammerstein would perfect a lyric, he would send it to Rodgers by mail or read it to him over the telephone, and the composer would set it to music, often working very rapidly. Because both collaborators felt joint responsibilities for their work, they occasionally vetoed one or the other's efforts, and the material was tossed out, not to be used again.
Richard Rodgers' widow has compared her husband's relationships with his two collaborators. "[Hart] was brilliant, and we loved him, but he was difficult. Sometimes he would disappear while you were talking to him. When he and [Rodgers] worked, he would never put pencil to paper until Dick had finished a tune. And Dick always had to stay in the room while Larry was working.
"Oscar, on the other hand, was meticulous, methodical and dependable. He liked having the freedom to write his lyrics before Dick set them. And Dick really didn't care which way he worked. He adapted very easily. Writing music seemed to be a kind of a magic."
Hammerstein had begun his career in the world of operetta, where he had helped create some of the biggest hits of the 1920's, including The Desert Song (1926) and Show Boat (1927), the landmark musical with score by Jerome Kern containing the well-known songs "Bill," "Ol' Man River," and "Make Believe." Show Boat was the first Broadway show to weave book, music, and lyrics into a coherent whole. Jerome Kern was one of the first to argue that in a legitimate play, the merits of the score cannot be separated from that of the book or the show itself, and his collaboration with Hammerstein on Show Boat lived up to those principles.
After Rodgers and Hart and Rodgers and Hammerstein, one of the other great collaborative musical teams of American musical theatre was Alan Jay Lerner (1918-1986), a protégé of Hart, and Frederick Loewe (1901-1988). Lerner and Loewe, who began their collaboration through a chance meeting at the Lambs Club in New York in 1942, are best known for Brigadoon (1947), Paint Your Wagon (1951), My Fair Lady (1956), Gigi (1958), and Camelot (1960). The team's finest songs, such as "Almost Like Being in Love," "I Could Have Danced All Night," and "On the Street Where You Live" are marked by conversational fluency and precision of phrase joined to graceful melody.
Lerner has said that he and Loewe usually worked together in very precise steps. "First, we decide where a song is needed in a play. Second, what is it going to be about? Third, we discuss the mood of the song. Fourth, I give Loewe a title. Then he writes the music to the title and the general feeling of the song is established. After he's written the melody, then I write the lyrics. Only twice have I written the lyrics in advance: 'There But for You Go I' and 'They Call the Wind Maria.'"
Stephen Sondheim (1930-) had famously successful collaboration with composer Leonard Bernstein on West Side Story (1957). However, Sondheim, a protégé of Hammerstein, typically has written his own music as well as lyrics. Major works composed by Sondheim include Company (1970), A Little Night Music (1973) and Sweeney Todd (1979); each carefully matches the music to the mood and tone of his highly original lyrics. Sondheim does not write his own books, however proving that even in the late 20th century, musical theatre remains a collaborative art.
11
Victorian Theatre in the Age of Gilbert and Sullivan
The comic operas of Gilbert and Sullivan were just one of the many entertainment options that were available to British theatergoers of the mid-to-late 19 th century. During this time, Victorian theatre experienced tremendous growth in attendance and social respectability. Among the types of plays frequented by Victorians were melodramas, spectacles, extravaganzas, and pantomimes, all of which frequently capitalized on audiences' interest in spectacular scenery and stage effects.
Although there were some productions of serious drama, such as Shakespearean tragedies and adaptations of historical novels like Ivanhoe, Victorian audiences were chiefly interested in plays for their production values. Most popular were melodramas, which were characterized by sensational plots, spectacular effects, and clearly defined hero and villain characters. Among the best-known authors of melodramas was Dion Boucicault, an Irishman whose plays include The Colleen Bawn (1860), Arrah-na-Pogue (1864), and The Shaughraun (1874).
The type of entertainment known as the spectacle contained elements of the melodrama. Sometimes referred to as aqua dramas or equestrian dramas, these productions would often include on stage live animals such as elephants and horses. One London production, called The Arctic, featured 70 live polar bears on stage. Another spectacle, performed at the Hippodrome during the 1880s, flooded the entire lower level of the theatre with 100,000 gallons of water. The element of danger was another attraction of these spectacles, but occasionally the spectacular elements had tragic consequences, such as when a horse killed a jockey on stage during a performance. Another type of spectacle, the extravaganza, focused on fantasy or myths.
Circus-type acts were very popular on stage. One group, the Hanson-Lees, who called themselves "Entortilationists," performed a show called Journey to Switzerland, in which a group of travelers are seen setting out on a boat trip to Switzerland when they encounter a storm at sea. The extravaganza then transformed into a dizzying display of acrobatics and sensational spectacle, and included one actor tumbling head first into a specially constructed piano.
Pantomimes were plays organized into a series of scenes or tableaux selected for their scenic potential. These were often based on fairy tales and children's stories, such as Sinbad the Sailor (1882), Aladdin (1885), and Puss-in-Boots (1887).
Although melodramas often contained comic moments, traditional comedy was not especially popular in the large Victorian houses, aside from Shakespearean comedy in which scenic spectacle was emphasized. Burlesque and burlettas were popular forms of comedy, full of exuberance but with less sophistication than traditional plays; they often were replete with satire, parody, and verbal puns. Unlike the burlesque, the burletta interpolated song and dance into the spoken presentation.
The comic operas of Gilbert and Sullivan catered to the largely conservative taste of the Victorian public. These lighthearted but sharp-witted satires contained more intelligent comedy than burlesques, and helped raise the standard for comedy on the Victorian stage. The work of Gilbert and Sullivan was also popular with Queen Victoria. After a 30 year period during which no theatre was produced at Windsor Castle, it was a Savoy production of The Gondoliers, which was the first show to receive an audience before the queen.
Behind the Fan: The Mikado as Satire of Victorian England
The comic operas of Gilbert and Sullivan up through Iolanthe (1882) were satires set in the England of the collaborator's time. With Princess Ida, written a year before The Mikado, Gilbert began to disguise his social commentary behind a veneer of historic or fantastic atmosphere and situation. Despite the Japanese setting of The Mikado, the behavior, speech, and attitudes of the characters are decidedly British. Although Titipu is an actual Japanese town located a few hours north of Tokyo by train today, Gilbert merely used its name and Western images of Japan to create a Wonderland of topsy-turvy conventions, similar in tone to the writing of his contemporary Lewis Carroll. Japan served Gilbert as the looking glass in which he could reflect the restrictive social codes, selfimportant politicians, and moral hypocrisy of Britain in his time. As critic G.K. Chesterton wrote in 1907: "Gilbert pursued and persecuted the evils of modern England till they had literally not a leg to stand on, exactly was Swift did in Gulliver's Travels… There is not the whole length of The Mikado a single joke against Japan. I doubt if there is a single joke in the whole play that fits the Japanese. But all of the jokes in the play fit the English."
In The Mikado, or The Town of Titipu, Gilbert did not directly attack specific figures, but rather poked fun at the elaborate system of values that defined the Victorian era. The absurdity of unthinking, rigid adherence to codes of correct social behavior was a recurring theme in his body of work, and The Mikado presents a world in which human conduct is carefully regulated and controlled by laws as arbitrary as they are extreme. The attempt to conform to these illogical and unnatural edicts often force Gilbert's characters into ridiculously duplicitous behavior, and much of the comedy of The Mikado is derived from their ingenuity and deviousness in circumventing severe and unbending rules. For instance, flirting in Titipu is punishable by decapitation – an ironic commentary on the emotional and sexual prudery that defined the Victorian era. Victorians were expected to behave in accord with strict ideals of propriety, duty, sobriety, and earnestness. Inevitably, there was a gap between these ideals and reality. Gilbert delighted in showing the discrepancy between outer appearances and inner reality, and many of the characters in The Mikado are hypocrites or lead double lives: Ko-Ko is a tailor trying to be a public executioner; Nanki-Poo is a prince who disguises himself as a minstrel; Pooh-Bah's public respectability conceals his greed and lack of ethics. The dual quality of The Mikado's japonaiserie setting, which is not authentically Japanese but a British imitation, further embodies the dual nature of the piece's humor.
Trained as a lawyer, Gilbert delighted his entire career in satirizing the contradictory and often absurd elements of his nation's legal system and the hypocrisy of British government officials. A favorite target was the British House of Lords. The character of Pooh-Bah perhaps best epitomizes Gilbert's attitude toward bureaucratic authority. Because the other officers of the state have resigned, Pooh-Bah assumes multiple, often conflicting, and political positions as "Lord High Everything Else." He has no system of true values and changes his opinions and decrees, as he deems convenient (or if bribery makes profitable). The only lawgiver with any true authority is the Mikado himself, depicted as a benevolent dictator who alternates severe punishment with fatherly love. Although he does not appear until the second act, the Mikado is undeniably the most authoritative figure in the opera, and his beliefs and attitudes have a profound impact on the other characters. According to Gilbert and Sullivan scholar Charles Hayter, "The Mikado himself is a Victorian character. He is not so much political ruler as a dispenser of public morality… a Victorian papa watching firmly over the conduct of his family. Taken one step further, the Mikado is an oblique caricature of Queen Victoria, whose behavior served as a moral beacon for an empire."
13
Behind the Fan: The Mikado as Satire of Victorian England continued
If the Mikado is portrayed at moments as a harsh, often unreasonable parental figure, his subjects seem to be suspended in a never-land of perpetual childhood: "Nanki-Poo" is slang for a nappie or diaper; "Yum-Yum" echoes a phrase used to encourage children to eat; "Peep-Boo" is a variant of the shepherdess from Mother Goose or a variant of the game "peek-a-boo"; "Pitti-Sing" is recognizable baby talk for "pretty thing"; "Ko-Ko" is hot chocolate served to Victorian children too young for tea; and the terms "Pooh," "Bah," "Pish," and "Tush" were used to expressed judgment, scorn or disbelief by Victorians of all ages.
Despite the fairy tale tone of The Mikado and its farcical use of disguise, misunderstanding and coincidence, the pervasive threat hanging over Titipu is death. References to execution, suicide, decapitation, and being buried alive or boiled in oil occur continually. Gilbert often complained that while he could not bear to crush an insect under his boot, many of his fellow countrymen had an inexhaustible appetite for violence and the macabre. Public execution in England was discontinued only 17 years before the premier of The Mikado. The Victorian public was fascinated, its high moral code notwithstanding, by stories of sexual deviance and the criminal mind. The gruesome murders of "Jack the Ripper" received lavish newspaper coverage, "sensation melodramas" recreated violent current events on stage, and Oscar Wilde's The Picture of Dorian Gray, Robert Louis Stevenson's The Strange Case of Dr. Jekyll and Mr. Hyde, and Arthur Conan Doyle's Sherlock Holmes stories all enjoyed enormous popularity. Such obsession with crime and punishment is reflected throughout The Mikado, which sardonically catalogues, numerous behaviors condemned by law- most notably in Ko-Ko's list of "society offenders who might well be underground"- and presents capital punishment as a discipline for petty irritations.
Behind it's wit, charm and romantic façade, The Mikado cleverly explores many of the darker undertones at the heart of the Victorian era. Ironically, this element of the work was lost on many of its original audience members, who respond primarily to the piece's whimsical comedy, ingenious rhymes, engaging music, and japonaiserie spectacle. Queen Victoria herself, while enthusiastically praising Sullivan's music, failed to grasp Gilbert's satire and dismissed it as "rather silly."
Japonaiserie
From 1639 until 1854, Japan maintained a policy of complete seclusion toward the western world. For more than 200 years, the Tokugawa dynasty of shoguns ruled the country as a military government under strict feudal law, prohibiting almost all contact with outsiders. In an effort to open Japan to foreign commerce and to protect shipwrecked American Sailors, U.S. Commodore Matthew Perry and the American Navy sailed to Japan in 1854 and forcibly negotiated a trade agreement, the Treaty of Kanagawa. This hastened the restoration of imperial rule to Japan and accelerated the country's path toward modernization. During the 1870s, the Meiji Empire that became the dominant force on Japanese government imported foreign advisors to help it establish a new socioeconomic ruling system, and sent official delegations to study the modern ways of European societies.
At the same time, in the late years of the 19 th century, that the Japanese were mining the Western world for information and attempting to emulate its technology and educational systems, Europe was becoming increasingly fascinated with Japanese culture. Prior to the forcible opening of Japan by Perry and the black ships of the American Navy, Japanese culture has been almost a complete mystery to most Europeans. In 1867, cosmopolitan society began to be introduced to Japanese culture at the World Exposition held in Paris, visited by more than 16 million people, which included a reproduction of authentic Japanese village. Soon thereafter, several Parisian stores created "Japanese departments" within their businesses to meet a strong new demand for imported Japanese merchandise. A wide variety of Japanese prints were made available to the Western public, and by 1870, Japanese art was being imitated frequently by European artist and designers, as well as admired and collected by many Europeans.
The term japonaiserie was introduced by French art critic Philippe Burty in 1871 to describe Western art, design, and decoration reflecting Japanese influence during the late 19 th century. Japonaiserie refers to a distinctly European art movement borrowing and interpreting Asian design elements rather than to authenticate Japanese work created in Japan and for the Japanese. In addition to representing Japanese or quasi-Japanese subjects, elements of japonaiserie typically include a dramatic sense of color, large areas of open space, and graceful, simple lines that define shape, volume, and texture. Japonaiserie succeeded a related art movement drawing upon Chinese culture known as chinoiserie, and became a prevalent motif in painting, furniture design, and decorative arts throughout France and Britain for more than half a century. Impressionists and post-impressionists owed much to its inspiration, and its influence can be found in works by Monet, van Gogh, Matisse, Toulouse-Lautrec, Whistler, Klimt, and others extending into the early 20 th century.
The vogue for japonaiserie in Britain was in many ways an outgrowth of the 19 th century British aesthetic movement that rejected the typical Victorian values of utility, scientific fact and theological process. The aesthetic movement's founding figures, including Dante Gabriel Rossetti, Edward Burne-Jones and William Morris, believed that the glory of art was in the fact that it needn't be meaningful or practical, only beautiful. In their assertion of the decorative arts, the aesthetes helped to raise admiration for the beauty of Asian art within London society and championed japonaiserie. These tendencies were reflected in Oscar Wilde's exotic tastes and his predilection for his famous blue china, and in Whistler's prints in rice paper and portraits of Victorian women wearing kimonos, holding fans and standing near decorative screens.
Japonaiserie reached its height of British popularity around 1885, after a major Japanese cultural exhibition similar to the earlier Paris show was held in Knightsbridge, London (it is made reference
Japonaiserie continued
to in The Mikado when Ko-Ko reports Nanki-Poo's address aboard as "Knightsbridge"). The tophatted and crinolined British public flocked to marvel at the dress and customs of the Japanese, so completely different from their own. Soon, the influence of japonaiserie had become noticeable in the many exotic fabric prints, decorative screens, and objets d'art, which the Victorians installed in many of their drawing rooms. Victorian women began to carry fans and wear silk kimonos, and Japanese-style gardens became commonplace at British homes. London's Daily Telegraph declared in 1885: "We are all being more or less Japanned! Advertisements tell us every morning that we have Japan in London, and the quaint art of a strange people is receiving from us that form of homage which the proverb describes as the sincerest form of flattery."
Gilbert and Sullivan had made earlier reference to japonaiserie in their satire of the aesthetic movement, Patience, produced in 1881. In 1885, Gilbert visited the Knightsbridge exhibit, less than a mile from his home in South Kensington, and was intrigued by the sight of "small, graceful oriental figures gliding through the streets." Soon thereafter, a Japanese sword hanging as a wall decoration in his study suddenly fell inexplicably from its place, giving the librettist the inspiration to write a comic opera simultaneously spoofing and capitalizing on the vogue for japonaiserie. He wrote to Sullivan proposing the idea, and Sullivan wrote back: "I gladly undertake to set it [to music] without further discussing the matter or asking what the subject will be."
The concept of japonaiserie provides an important part of the basis for The Mikado- a musical theatre masterpiece that had been described by critic G.K. Chesterton as "not a picture of Japan but a Japanese picture." The opening chorus in which the men of Titipu declare "We are gentlemen of Japan/ On many a vase and jar/ On many a screen and fan" introduces at the outset the idea that the opera's setting and situation are not realistically Japanese but a fantasy played out by japonaiserie figures come to life. The most authentic Japanese music in The Mikado is the Japanese imperial army march ("Mi-ya Sa-ma") which accompanies the Mikado's entrance. Gilbert photographed the Knightsbridge exhibition to use as inspiration for his staging, and he invited a male dancer and a geisha from the exhibit to coach the original Mikado company in Japanese deportment. The ornamental sword form Gilbert's study, which had helped inspire the piece, was used as a stage prop in the Savoy Theatre premier production.
The Mikado's London success in 1885 further inflamed the British public's interest in things Japanese. When Richard D'Oyly Carte brought The Mikado to New York City later the same year, japonaiserie became all the rage in much of America, too. American society women adopted Japanese elements in fashions, Japanese curios became signs of modishness, and it became trendy for homes of the wealthy to have designated "Mikado rooms" filled with pseudo-Japanese décor. Characters from The Mikado were used to advertise all manner of products from corsets to toothpaste and soap. Long after the initial appreciation of japonaiserie has faded, however, the fascination with The Mikado continues, and it remains extensively admired as a classic of Western musical theatre uniquely suggesting the other side of the world.
Characters in the Play
THE MIKADO, Emperor of Japan
NANKI-POO, his son, at first disguised as a wandering minstrel, and in love with Yum-Yum
KO-KO, the Lord High Executioner of Titipu
POOH-BAH, Lord High Everything Else
PISH-TUSH, a noble lord
YUM-YUM, one of the three sisters, wards of Ko-Ko
PITTI-SING, one of the three sisters, wards of Ko-Ko
PEEP-BO, one of the three sisters, wards of Ko-Ko
KATISHA, an elderly lady, in love with Nanki-Poo
CHORUS of schoolgirls and gentlemen
Glossary of Terms from The Mikado
ablutioner—one who washes himself.
```
affidavit—a written document signed under oath in front of an authorized official. age of discretion—the age when on becomes legally responsible for his or her own acts. "anchor's a trip"—when a ship's anchor is slightly raised off the bottom of the sea, free from getting bogged in the mud. anomaly—an exception to the standard. artistic verisimilitude—achieving an appearance of truth through creative expression. aver—to declare positively. Bach, Johann Sebastian (1685-1750)—German composer considered the premier composer of masses and fugues and the master of counterpoint, the art of building a composition with overlapping melody lines. Beethoven, Ludwig van (1770-1827)—German composer chiefly known for his nine symphonies and his piano sonatas and chamber music. buffer—bumper or shock absorber (a common term for a component of British Victorian railroad cars). capstan—upright, spool-shaped cylinder around which cables are wrapped for lifting anchors. chaffing—bantering or lighthearted joking. Chancellor of the Exchequer—in British government, the official responsible for the control and balance of government income. "cock and bull" —a nonsense story or a fantastic lie. condign—suitable. "connubially linked" —married. "cut a dash" —put on a flashy exhibition. diminutioner—a word derived by Gilbert to mean "one who diminishes." dock—a place where a criminal stands during a trial in Britain. effulgent—giving off a flood of bright light. equipoise—a state of balance achieved by an equal distribution of weight. finger stalls—protective sheaths for injured fingers, similar to modern-day splints. "genius tutelary" —guiding influence.
```
Glossary of Terms from The Mikado continued
"guy" —a punning reference to the scarecrow–like effigies burned in England each November 5, in honor of Guy Fawkes Day. Guy Fawkes (1570-1606) was the leader of a group of 36 conspirators who planned to blow up the house of Parliament, killing king James and the whole British government, in an effort to return the country to its Catholic traditions.
"how-de-do" —an embarrassing or awkward situation.
Judge Ordinary—an official in charge of wills, divorces, and other routine legal matters.
Knightsbridge—district of London located near South Kensington. In 1885 it hosted a popular exhibition recreating a Japanese village, which led to the vogue in England for japonaiserie and gave Gilbert inspiration for The Mikado.
Lord Chamberlain— an official who for many years served as the moral censor for public entertainment in Britain. In 1907, the Lord Chamberlain withdrew the license to produce The Mikado in England for the duration of a state visit by Japanese prince. Although it had actually already been performed in Japan under the title Three Little Maids, the comic opera was banned for six weeks, causing much debate and outraging Gilbert.
Lord High Executioner—a humorous title because it contrasts the social standing of an executioner, typically an outcast without social rank, with the tendency in Britain to give high-sounding titles to functionaries in high office.
Lucius Junius Brutus—the first consul of Rome, who is said to have founded the Roman republic, and who condemned his own sons to death for treason.
Madame Tussaud's waxwork—refers to the most famous wax museum in the world, located in London, and renowned for its lifelike figures of international celebrities.
Mikado—a title of respect for the Japanese ruler, usually called emperor in Western terminology.
miscreant—derived from the Latin meaning "one who has other beliefs," it has come to mean who is a villain.
"Mi-ya sa-ma" —also known as "the March of the Mikado's Troop." The song is an actual Japanese imperial war song sung by loyalist troops who suppressed a rebellion in 1877. The words mean:
Oh my Prince, oh, my prince / What is that fluttering in the wind / Before your imperial charger? / Know ye not it is the imperial banner / Of silken brocade, / The signal for the chastisement of rebels?
"Modified rapture!" —restrained bliss. In Gilbert's original text, the line was simply "Rapture!" but during rehearsal, Durward Lely, the first Nanki-Poo overstressed the word and the ever-vigilant Gilbert shouted at him "Modified rapture! Modified rapture!" Lely dutifully repeated the phrase verbatim, and the line has remained the same ever since.
Monday pops—London's weekly classical music concerts that were sponsored by the music publishing company Chappell, who also published Gilbert and Sullivan's works.
Glossary of Terms from The Mikado continued
"Mystical Germans who preach from ten till four" —an obscure reference to Lutheran Germans who had been on a lecture tour of England at the time of the premiere of The Mikado, and who were considered long and somewhat abstruse speakers.
Nancy—a traditional name in songs and folklore for a sailor's wife or girlfriend.
obdurate—unyielding.
Parliamentary trains—by mandate of the British Parliament, each rail company was mandated to have at least one third-class train that stopped local at every stop on its lines.
persiflage—a light, flippant manner of writing or speaking.
Pooh-Bah—a term adopted into regular use to describe any haughty or pompous official, long on self importance and short on ability. The list of posts Pooh-Bah hold in The Mikado is adapted from actual positions within the British government.
provinces—to a Londoner refers to anywhere in Britain outside of London.
sepulcher—a grave or tomb.
serried—when ranks of soldiers or warriors stand closely together, shoulder to shoulder.
sharp—a card shark or pool hustler.
snickersnee—a large knife or small sword used as a thrusting or cutting weapon.
Spohr, Louis (1784-1859) —German composer, violinist, conductor, and teacher. A contemporary of Mendelssohn.
"a thing of shreds and patches" —a pun coined by Gilbert and drawn from Hamlet, in which the title character describes his villainous uncle Claudius as "a king of shreds and patches."
Titipu—currently the cement capital of Japan, a town located a few hours north of Tokyo by train.
tocsin—an alarm bell that is used to rouse citizens to action in the event of a fire or invasion.
trammel—a shackle, which constrains the free movement of a horse; or anything, which hampers and limits freedom of action.
tremendous swell—a well-groomed, charismatic, and important person.
"wind is free" —blowing in a favorable direction.
"yam for toko" —the opposite of the Victorian slang expression "toko for yam," meaning getting something bad in exchange for something good.
Interested in Learning More about Gilbert and Sullivan?
Web Sites
For the Gilbert and Sullivan Archive home page, go to www.math.boisestate.edu/gas
For a comprehensive on-line Gilbert and Sullivan bibliography and discography, go to: www.lyceum.fas.harvard.edu/gs-bibliography.
Books
Ayre, Leslie. The Gilbert and Sullivan Companion. Foreword by Martyn Green. New York: Dodd Mead, 1972
Baily, Leslie. Gilbert and Sullivan: Their Lives and Times. London: Thames and Hudson, 1973; New York: Viking, 1974.
Dunn, George (compiler). A Gilbert and Sullivan Dictionary. New York: Da Capo Press, reprint 1971.
Eden, David. Gilbert and Sullivan: The Creative Conflict. Cranbury, NJ, and London: Associated University Presses, 1989.
Hayter, Charles. Gilbert and Sullivan. New York: St. Martin's Press, 1987.
Hibbert, Christopher. Gilbert and Sullivan and Their Victorian World. New York: American Heritage, 1976.
Wilson, Fredric Woodbridge. An Introduction to the Gilbert and Sullivan Operas from the collection in the Pierpont Morgan Library. New York: Dover Publications, 1990.
Wilson, Robin and Frederic Lloyd. Gilbert and Sullivan: The Official D'Oyly Carte Picture History. New York: Alfred A. Knopf, 1984.
Recordings
"HMS Pinafore: The D'Oyly Carte Company with the New Symphony Orchestra of London." (Dekka, 1960)
"The Gilbert and Sullivan Overatures" (Naxos, 1998)
"The New D'Oyly Carte Pinafore" (TER, 2000)
Films
Topsy-Turvy, 1999
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Friends of Friedrich Wilderness Park Report June 2012
This spring, fireflies flickered for mates and a supermoon lit up the night skies in the Natural Areas. As it turns out, the supermoon, which appears every 14 lunar months 1 , was not as rare as the fireflies but both were a tremendous site to behold.
The full moon on May 5 th was the largest and closest full moon of the year, about 15, 300 miles closer than the average distance 1,2 . However, the supermoon that occurred on March 19 th 2011 was 240 miles closer than this year's supermoon 2 . A supermoon occurs when the moon is full and is within 90% of its closest approach to the Earth 1 . The next time the moon will be this close to the Earth will not be until August 10, 2014 for next year's supermoon on June 23 rd 2013 will not be as close 1 . According to scientists, the closest supermoon to occur in the 21 st century will be on December 6, 2052 when the moon will be 356, 421 km from the Earth 1 , 534 km closer that this year's supermoon.
Perhaps more rare in the night sky than a supermoon are fireflies. We all remember when we were kids, summer nights were so exciting as we ventured out into the backyard with our insect nets and a glass jar. Fireflies seemed to be in the hundreds. Now, we get excited when and if we are lucky enough to see a few. So what happened? Well, in order to answer that question, we need to know more about the critter we call the lightning bug or firefly.
1 Earth & Sky. 2012. Is biggest and closest full moon on May 5, 2012 a supermoon? http://earthsky.org/tonight/is-biggest-and-closest-full-moon-on-may-5-2012-a-supermoon.
2 USA Today. 2012. Supermoon brightens the night sky.
.
http://www.usatoday.com/tech/science/story/2012-05-05/supermoon-saturday-myths/54777202/1
The lightning bug is actually a beetle and there are 136 species of them across the world 3 . In Texas, we commonly see two species, the Photinus spp. and the Photuris pennsylvanicus (the woods firefly) 1 . Adult fireflies are winged beetles that are soft-bodied and have a bioluminating yellowish green abdomen 1 . The flashes are produced by the chemicals luciferase and luciferin both of which are being used in cancer research as well as heart disease, cystic fibrosis, and multiple sclerosis research 1 . Out of each of the 136 species of lightning bugs, each species has a distinctive rate of flashes per second 1 . These flashes are used by the males to attract females who do not fly but stay on perches on the ground, signaling back to the male 1 . They continue signaling until they find each other and mate 1 . Their eggs are laid directly into the ground and may emit bioluminescence as well 1 . The adults live only 7 to 14 days 4 but their larvae can spend up to two years in the soil as "glow worms" feeding on slugs, worms, and grubs 5 .
Lightning bug populations across the globe, however, are suffering. Long-term monitoring programs in Japan for example have noted a decline in populations 6 . The same appears to be true for the United States where the "Firefly Watch" program out of the Museum for Science in Boston was just recently launched in 2009 4 . There are many substantiated theories as to why the firefly populations have declined. These theories include fire ants possibly destroying larvae in the soil, soil compaction, drought, pesticides, development, and light pollution 2,3,4 . Fireflies appear to be sensitive to moisture levels in the soil so drought could potentially have a significant impact on population numbers 4 . Artificial lighting could also have an impact on their ability to properly signal and find mates 3 . Fireflies are not known to travel far from where they hatch 3 so if you have a firefly population in your backyard, it is important to nurture them. Gardening organically and leaving fallen leaves and branches in certain areas of your yard 3 can increase your chances of having future generations of fireflies.
3 Brown, Linda. 2004. Beneficials in the Garden: Firefly/Lightning Bug. Galveston County Master Gardeners. Texas A & M University County Extension Agency. http://aggie-
horticulture.tamu.edu/galveston/beneficials/beneficial-40_lightning_bug.htm
Turner, Alan. 2011. Lack of fireflies in Houston bugs flashing beetles' fans. Houston Chronicle.
4 Riley, Ed and B. Drees. 2011. Texas Fireflies Doing A Disappearing Act, Say Researchers. Texas A & M University News and Information. http://tamunews.tamu.edu/2011/07/19/texas-fireflies-doing-adisappearing-act-say-researchers. 5
http://www.chron.com/life/article/Lack-of-fireflies-in-Houston-bugs-flasing-2080784.php.
6 Associated Press. 2009. Fireflies disappearing? Say it isn't true! Today Home & Garden. http://today.msnbc.msn.com/id/31191797/ns/today-today_home_and_garden/t/fireflies-disappearing-say-itisnt-true/
Ecosystem Notes
Since March, staff and volunteers observed the following birds: western scrub jay (Aphelocoma californica), black-crested titmouse (Baeolophus atricristatus), Carolina chickadee (Poecile carolinensis), common raven (Corvus corax), northern mockingbird (Mimus polyglottos), greater roadrunner (Geococcyx californianus), ladder-backed woodpeckers (Picoides scalaris), Carolina (Thryothorus ludovicianus) and Bewick's (Thryomanes bewickii) wrens, eastern phoebe (Sayornis phoebe), northern cardinals (Cardinalis cardinalis), turkey (Cathartes aura) and black vulture (Coragyps atratus); chipping (Spizella passerina), white-crowned (Zonotrichia leucophyrs) and clay-colored (Spizella pallida) sparrows, American redstart (Setophaga ruticilla), red-shouldered (Buteo lineatus) and red-tailed (Buteo jamaicensis) hawks, red-eyed (Vireo olivaceus), white-eyed (Vireo griseus), and black-capped vireo (Vireo atricapillus), house finch (Carpodacus mexianus), summer tanager (Piranga rubra), wild turkey (Meleagris gallopavo), ash-throated flycatcher (Myiarchus cinerascens), goldencheeked (Setophaga chrysoparia), yellow (Dendroica petechia), black-and-white (Mniotilta varia), orange-crowned (Vermivora celata), and black-throated green (Dendroica virens) warblers, yellow-billed cuckoo (Coccyzus americanus), lesser gold finch (Carduelis psaltria), painted bunting (Passerina ciris), great blue heron (Ardea herodias), chuck-will's-widow (Caprimulgus carolinensis) (heard), whippoor-will (Caprimulgus vociferus) (heard), black-chinned (Archilochus alexandri) and ruby throated (Archilochus colubris) hummingbird, and great horned (Bubo virginianus) (heard), barred (Strix varia) (heard), and eastern screech owls (Otus asio) (heard).
Staff also observed a first ever "golden" porcupine (Erethizon dorsatum) at Rancho Diana as well as a gray fox (Urocyon cinereoargenteus) and a coach whip snake (Masticphis flagellum testaceus). Feral hogs continue to devastate vegetation in the Natural Areas especially in the endangered Black-capped vireo management areas and the katydids make it impossible to hear anything these days because they seem to be in the billions.
Friedrich Wilderness Park
The trailhead/kiosk construction is proceeding well. Some delay was experienced with the early May rains. About half the sidewalks are completed and the large concrete pour for the pavilion and kiosk is scheduled for the week of June 11. The hardscape is essentially complete. The San Antonio Native Plant Society donated the large trees for the landscape. Other plant material will be ordered in the next few weeks. Interpretive panel design is completed and we will now work on fabrication. We would like to tie the dedication ceremony in with the Friends' annual meeting.
Texas Parks and Wildlife has awarded the Friends the Trail Grant. We think. It was announced in their recent newsletter but we have not yet seen/received formal notification. We have contacted S and S Trail Services who we anticipate using for the project. After getting them under contract, they will finalize a trail layout based upon staff's preliminary layout. Then an archaeological survey will be performed prior to initiation of trail building (after bird season).
The large water bar on south leg of Main Loop has been reworked to improve the loose tread. We are installing an experimental handrail to see if this also helps. The small bridge to a bench on the lower trail has been closed due to hazardous boards. The Eagle Scout candidate that requested this project has defaulted. We will look at soon doing this in-house. Fern Dell Trail and the north slope have received lots of repairs. Staff has done minor repairs to asphalt in parking lot.
Fencing of 24 acres addition to Friedrich is completed.
At Woodland Hills West, volunteers built and placed about 20 wildlife exclosures to protect seedlings/saplings of selected tree species including escarpment cherry, cedar elm, and TX red oak. The hope is that protecting these young trees will maintain or improve future hardwood canopy cover, particularly in golden-cheeked warbler habitat.
Staff and volunteers began removal of the flagging tape used to mark "to be cut" areas and "keeper" trees as part of woody species management. Volunteers also removed junipers that were left by the contractor because of the junipers' location near large "keeper" trees.
Volunteers pulled invasive plants including Malta star thistle and cabbage mustard.
Crownridge Canyon Natural Area
Volunteers removed cabbage mustard and Malta star thistle from not only the wildflower meadow in the front, but also parking lot beds, the switchback planted area, along trails and the strip between the sidewalk and the Natural Area along Luskey.
Eisenhower Park
A current project has added a cedar log fence along the edge of the restoration area in the center of the park, and will soon include 3 new benches at the wildscape and restoration area near the restrooms.
The solar powered lights and ventilation fan on the composting toilets have been repaired.
Nest box monitoring team continued to monitor boxes at EP. No bluebirds, but many other birds are using the boxes.
Staff removed Malta star thistle in the parking lot and along Cedar Flats Trail.
Volunteers successfully completed golden-cheeked warbler surveys. Compared to last year, there was limited activity at the park. We did not have a bird nesting over a trail as we did last year. We still need to look at the data a little more carefully to determine how many birds were on the property this year.
It was a very interesting year for the bracted twistflower (Streptanthus bracteatus) population. A moist fall and winter led to great germination rates but the dry spell in April caused many plants to dry up before they were able to bloom while others did not have enough resources to set seed. By the end of April of the 71 plants left standing, only 21 made siliques (fruits). The population was also guarded this spring by a mild mannered diamond-backed rattlesnake (Crotalus atrox). Staff had two encounters with this snake on two different occasions.
A recent Eagle Scout candidate project completes the standardization of trail signage in all the Northern Natural Areas. This replaces the old propped up trail signs with the NA standard capped 8 x 8 post and signage that includes ADA rating, trail length and shortest route to exit the park.
Another Eagle Scout candidate successfully completed his project that consisted of installing a rainwater harvesting system on one of the buildings with a wildlife watering station diverted into the woods.
Rancho Diana
An attempt was made to document the location and status of every Streptanthus plant at the Rancho Diana population. To date, approximately 150 plants have been located and tagged out in the field. GPS coordinates for the plant as well as data on the health and status of the plant were also documented. US Fish and Wildlife Services has awarded a $10,000 grant through the Friends to help the city fence the population from herbivores like the white-tailed deer that have proven to have a negative impact on this species. We look forward to getting started on this fence in the fall.
A cow bird trap has been stationed on the property. This was our first year running the trap with the help of volunteers. We hope that next year will be even more successful than this year!
Golden-cheeked warbler surveys were completed on the property but the data still needs to be processed before we can know how many birds those surveys yielded. Black-capped vireo surveys are being completed on the property and it is shaping up to be a very productive season. | <urn:uuid:7beb1387-c4e0-4905-88a1-1949e425fa6f> | CC-MAIN-2018-51 | http://www.fofriedrichpark.org/Information/Essays/FOFjune12.pdf | 2018-12-11T13:37:20Z | crawl-data/CC-MAIN-2018-51/segments/1544376823621.10/warc/CC-MAIN-20181211125831-20181211151331-00054.warc.gz | 384,510,721 | 3,023 | eng_Latn | eng_Latn | 0.992984 | eng_Latn | 0.997895 | [
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Arts Education
Cirque Mechanics
42FT—A Menagerie of Mechanical Marvels
MONDAY, OCTOBER 29, 2018 11AM | Jackson Hall
Recommended for grades K–12
Common Core
The Common Core broadens the definition of a "text," viewing performance as a form of text, so students are experiencing and interacting with a text when they attend a performance. Seeing live performance provides rich opportunities to write reflections, narratives, arguments, etc.
K-12 RL.1; K-12 RL.3, K-12 RL.6; K-12 RL.9; K-12 SL.2; 6-12 RI.3
LEARN MORE:
Cirque Mechanics website (www.cirquemechanics.com)
42FT website (www.cirquemechanics.com/42ft)
Behind the Scenes video
(www.cirquemechanics.com/42ft/videos)
About Cirque Mechanics
Cirque Mechanics was founded in 2004 by Boston native Chris Lashua after the success of his collaborative project with the Circus Center of San Francisco, Birdhouse Factory. Cirque Mechanics quickly established itself as a premiere American circus, with its unique approach to performance, inspiring storytelling and innovative mechanical staging. Spectacle magazine hailed it as "the greatest contribution to the American circus since Cirque du Soleil."
Cirque Mechanics, although inspired by modern circus, finds its roots in the mechanical and its heart in the stories of American ingenuity. The shows, rooted in realism, display a raw quality rarely found in modern circus, making their message timeless and relevant. The stories are wrapped in circus acrobatics, mechanical wonders and a bit of clowning around. The troupe has created four extraordinary productions; Birdhouse Factory, Boomtown, Pedal Punk—and new for the 18-19 season—42FT—A Menagerie of Mechanical Marvels.
"The American circus reinvented in timber, steel and ingenuity." —Cirque Mechanics
About 42FT—A Menagerie of Mechanical Marvels
Step right up ladies and gentlemen, boys and girls, to the Cirque Mechanics' world of gears and canvas, pulleys and sawdust. At the center of every circus rests a 42ft ring full of thrills, laughs and excitement. 42FT—A Menagerie of Mechanical Marvels is the latest invention from the creative minds of Cirque Mechanics.
The company dares us to leap into the circus ring and experience the timelessness of this evolving art form. The show's unique mechanical interpretation of the traditional—and its story full of the lore of the historic one-ring circus—creates a welcoming place, like a big top, where we can be amazed. The action in 42FT is full of theatricality and a modern sensibility, showcasing a galloping mechanical metal horse and a rotating tent frame for strongmen, acrobats and aerialists.
Think About It
Dear Students,
❶ What do you think of when you hear the word circus?
❷ What characters did you see in the performance? Who were your favorite characters and why?
❸ Were there any additional aspects of the show that stood out to you (e.g. stage, lighting, costumes, music)? Why?
❹ If you were training to be a circus performer, what type of apparatus or acrobatic feat would you want to train for?
MC Fun Facts:
* The outside walls of the Mondavi Center are made from sandstone from India that is 1.8 billion years old.
* What look like fossils in the sandstone tiles are really iron and manganese crystal dendrites.
* The building sits on 200 pillars to keep the sounds and vibrations of the freeway and trains from being heard or felt inside the theatre.
* The ceiling curtains in Jackson Hall weigh 2,200 pounds each.
What is expected of student audiences at the matinee:
* To facilitate starting the performance on time, get a drink of water and use the restroom before entering the seating area.
* Show courtesy to the artists and other guests at all times.
* Enter the auditorium quietly and take your seats immediately (note that all matinees have reserved seating).
* Demonstrate appreciation for the artists' work by applauding.
* Please eat lunch before or after the performance. Food is not allowed in the theatre.
* Refrain from making unnecessary noise or movements.
* Use information learned from the pre-matinee discussion to enhance the performance experience.
* Please do not photograph or record the artists.
What your students can expect of their experience at the Mondavi Center:
singers and actors and the music of the musicians can be heard. But this also means that any sound in the audience, whispering, speaking and moving about, can be heard by other audience members and by the performers. Distractions like these disrupt everyone's concentration and can spoil a performance.
A theatre is a charged space, full of energy and anticipation. When the house lights (the lights that illuminate the audience seating) go down, the excitement level goes up! Theatres are designed so that the voices of the
The performers on stage show respect for their art form and for the audience by doing their very best work. By watching attentively the audience shows respect for the performers. Appreciation can be shown in many different ways, depending upon the art form and the culture(s) of the people in the audience. For instance, while the audience at a dance performance may sit quietly, other types of performances may invite audience participation.
Applause is the best way for audience members to share their enthusiasm and to show their appreciation for the performers. Applaud at the end of a performance! Sometimes the audience will clap during a performance, as after a featured solo. Audience members may feel like laughing if the action on stage is funny, crying if the action is sad, or sighing if something is seen or heard that is beautiful.
Mondavi Center Arts Education
Arts Education provides CueSheets for all performances in the Mondavi Center 2018–19 School Matinee Series. They are intended to help teachers prepare their students for the school matinee that they will attend at Mondavi Center, UC Davis.
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Refugee
(USA, 63 minutes)
Director: Spencer Nakasako Study Guide
Synopsis
In Refugee by Spencer Nakasako, three young Cambodian American men, raised on the streets of San Francisco's tough Tenderloin district, travel to Cambodia wielding video cameras to capture their experiences of meeting fathers, sisters and brothers for the first time. These family reunions reveal the quagmire of Cambodian political upheaval and military invasion, as well as the heavy toll of years spent apart in different worlds. As we follow their journeys we learn about the impact of war, refugee and immigrant culture, family, death, personal and political history, identity and, ultimately, reconciliation and forgiveness. In the seventies and eighties, many Southeast Asians, including Cambodians, fled war-torn countries and traveled to the U.S. as refugees. These families experienced tremendous turmoil, separations and culture shock upon arrival in their new home in America. Often, these communities faced difficulties in language, education and employment. Years later, the younger generation's exposure to this impoverished legacy and their increased fluency with the digital age has created a number of documentary films on this much-overlooked segment of American society. As we watch we learn that many other youth share similar issues: cultural barriers, war trauma, intergenerational misunderstandings, low-incomes, violence and drug abuse.
Discussion Questions
* Statements about the films. Agree, not sure or disagree?
-The father was responsible for the separation of Mike's family.
-The Aunt should have brought Mike's brother to escape.
- Mike's mother was right to not talk to him about his father and brother while he was growing up.
* Compare Mike, David and Paul's arrival and departure in Cambodia. What is different about their attitude and how it's represented?
* How do Mike, David and Paul differ in their relationship to Cambodia? How do their different attitudes affect their experiences?
* Why do you think the filmmaker chose to end Refugee at the Killing Fields? What are Mike's reflections in that scene? What do you think about him forgiving his father?
* Have you ever lived in or visited another country? What was different about this place and the people who lived there? How does your experience
make you think differently about where you live now?
* What are some examples of the different kinds of family represented in the film? Are there people outside your relatives who have become like family to you? What makes them like family? Do you feel like a stranger in your family? When and how?
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CHARACTER PROFILE WORKSHEET
What is this person's name?
Why was s/he named that?
Age?
Birthday?
What astrological sign was s/he born under? Does it matter to him/her?
Where does s/he live? (Urban? Small town? Rural?)
Why did s/he choose to live there? Was this geographical location her choice or someone else’s?
Does s/he live in an apartment? a house? What architectural style? Did s/he choose the residence, and why?
Does s/he live by himself? with others?
What kind of vehicle does s/he drive?
What are his/her important material possessions?
Give a brief physical description.
What are his/her hobbies?
What kind of music does s/he enjoy?
Does s/he have pets? If not, why not? Would s/he like to have pets?
What are his/her favorite foods & drinks?
If s/he has an unexpected free half-day, how does s/he spend it?
How would a friend describe him/her?
What is his/her education?
What is his/her job?
Is this a long-term career or just a job?
Why did s/he choose that type of work?
How does s/he feel about his work?
What does s/he want to be doing in twenty years?
How does s/he feel about the opposite sex?
Why does s/he feel that way?
Is s/he married? single? divorced?
Does s/he have children?
Does s/he have former lovers?
How would a former date or lover describe him/her?
Who are his/her parents?
Does s/he have brothers and sisters?
Where was s/he born and raised?
How important is the family relationship to him/her?
Who is his/her best friend? Why?
Who is his/her worst enemy? Why?
Which one event in his/her life has made this person what s/he is today?
How does s/he feel about himself?
What trait does s/he have which s/he wants to keep secret from the world?
What does s/he like most about his/her life?
What does s/he dislike most about his/her life?
What one thing would s/he like to change about the world?
What would this person die to defend?
What is his/her most likeable character trait?
What is his/her most unlikable or troublesome character defect?
As the story begins, what is his/her problem?
What does s/he do that makes this problem worse?
Who is this person's love interest?
What is this person's ideal happy ending?
What reaction do you want the reader to have to this person?
Why should the reader care about this person? | <urn:uuid:4498b77c-c6ff-47a5-952c-756115149c70> | CC-MAIN-2018-51 | https://kayedacus.files.wordpress.com/2007/06/character-profile-worksheet.pdf | 2018-12-11T14:04:13Z | crawl-data/CC-MAIN-2018-51/segments/1544376823621.10/warc/CC-MAIN-20181211125831-20181211151331-00053.warc.gz | 646,498,358 | 527 | eng_Latn | eng_Latn | 0.997487 | eng_Latn | 0.998343 | [
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1 of 2
January 21, 2009 - Portland, Oregon
NEWS
WEATHER
TRAFFIC
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YOUNEWS
MARKETPLACE
Scientists find benefit to fish poop
By Scott Sistek
You got me, this isn't really all that weather-related (at least, directly) but when else would I ever be able to get a blog entry with 'fish poop' in the title?
Here is the full story from the Associated Press:
WASHINGTON (AP) - The ocean's delicate acid balance may be getting help from an unexpected source, fish poop.
The increase in carbon dioxide in the atmosphere not only drives global warming, but also raises the amount of CO2 dissolved in ocean water, tending to make it more acid, potentially a threat to sea life.
Alkaline chemicals like calcium carbonate can help balance this acid. Scientists had thought the main source for this balancing chemical was the shells of marine plankton, but they were puzzled by the higher-than-expected amounts of carbonate in the top levels of the water.
Now researchers led by Rod W. Wilson of the University of Exeter in England report in the journal Science that marine fish contribute between 3 percent and 15 percent of total carbonate.
And the contribution may be even higher than that, say the researchers from the U.S., Canada and England.
They report that bony fish, a group that includes 90 percent of marine species, produce carbonate to dispose of the excess calcium they ingest in seawater. This forms into calcium carbonate crystals in the gut and the fish then simply excrete these "gut rocks."
The process is separate from digestion and production of feces, according to the researchers.
The team estimated the total mass of bony fish in the ocean at between 812 million tons and 2,050 million tons, which they said could produce around 110 million tons of calcium carbonate per year.
The carbonate produced by fish is soluble and dissolves in the upper sea water, while that from the plankton sinks to the bottom, the team noted.
The research was funded by the U.K. Biotechnology and Biological Sciences Research Council, The Royal Society, the U.S. National Science Foundation, the Natural Sciences and Engineering Research Council of Canada, United Nations Environmental Program, the Pew Charitable Trust and the U.K. Department of Environment, Food and Rural Affairs.
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1/21/2009 12:04 PM | <urn:uuid:7c867436-1375-4d6b-952e-688dd164715d> | CC-MAIN-2018-51 | http://www.seaaroundus.org/TVRadio/2009/KATUcom_ScientistsFindBenefitToFIshPoop.pdf | 2018-12-11T14:35:28Z | crawl-data/CC-MAIN-2018-51/segments/1544376823621.10/warc/CC-MAIN-20181211125831-20181211151331-00058.warc.gz | 464,818,689 | 767 | eng_Latn | eng_Latn | 0.996815 | eng_Latn | 0.996815 | [
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R2 BOX OF VALUES
Equal opportunity
This project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
| VALUE |
|---|
Value introduction
The value of equal opportunity is the belief that every individual should have an equal chance to succeed and reach their full potential, regardless of their background or circumstances. It involves providing everyone with the same access to education, training, employment, and other opportunities, regardless of their race, gender, ethnicity, age, religion, sexuality, ability, or any other characteristic.
The value of equal opportunity is important because it helps to ensure that everyone has a fair shot at success, regardless of their background or starting point in life. It promotes a level playing field where people can compete based on their skills, talents, and abilities, rather than on factors outside of their control.
Equal opportunity is not just about providing everyone with the same resources or opportunities, but also about addressing the structural inequalities and barriers that prevent certain groups from accessing these resources and opportunities. It involves recognizing and dismantling systemic discrimination, prejudice, and biases that may exist in society, such as racism, sexism, homophobia, ableism, and others.
Finally equal opportunity is about creating a society where everyone has the chance to succeed and thrive, regardless of their background or circumstances. It promotes fairness, justice, and social mobility, and helps to create a more inclusive and equitable society. By embracing the value of equal opportunity, we can ensure that everyone has the chance to reach their full potential and contribute to a better world.
GAME
Title: The Opportunity Challenge
Objective: To help students understand the concept of equal opportunity and explore ways to create a fair and inclusive classroom environment.
Materials:
* A whiteboard or blackboard
* Chalk or markers
* Index cards
Instructions:
Start by asking the students what they think equal opportunity means. Write their responses on the board.
Explain to the students that they will be playing a game to explore the concept of equal opportunity.
Divide the students into groups of four or five.
Give each group a set of index cards.
Ask the students to brainstorm a list of challenges that they could complete as a group, such as solving a math problem, completing a puzzle, or building a tower out of blocks.
Write the challenges on the index cards and shuffle them.
Explain to the students that each group will draw a challenge from the deck and work together to complete it.
However, before they start the challenge, they must draw another card that will determine the resources they have to complete the challenge.
For example, one card might say "You have unlimited resources and all the time you need."
CASE STUDY
Another card might say "You have limited resources and only five minutes to complete the challenge."
The groups must work together to complete the challenge using the resources they have been given.
After the challenge is completed, the groups should reflect on how the resources they were given affected their ability to complete the challenge.
Ask the students to discuss how this activity relates to the concept of equal opportunity.
How can we ensure that everyone has the same opportunities to succeed, regardless of their resources or circumstances?
Encourage the students to brainstorm ways to create a fair and inclusive classroom environment where everyone has equal opportunity to learn and succeed. Write their ideas on the board and discuss them as a class.
Finally, ask the students to reflect on how they can apply what they have learned in this activity to their everyday lives, both inside and outside the classroom.
Case Study: The Mathematics Competition
Maria is a high school student who loves math and has always dreamed of competing in a mathematics competition. However, she attends a school where the math department is underfunded and doesn't have the resources to offer extracurricular programs or competitions. Maria is disappointed that she can't pursue her passion for math in the same way as students at wealthier schools.
One day, Maria learns about a regional mathematics competition that is open to all high school students. She decides to enter and begins preparing for the
competition on her own, using free online resources and books borrowed from the library.
On the day of the competition, Maria arrives to find that most of the other competitors are from wellfunded private schools with well-equipped math departments. She feels intimidated and out of place, but she tries her best and manages to solve most of the problems.
In the end, Maria doesn't win the competition, but she is proud of herself for having competed and for doing as well as she did with limited resources. However, she can't help but wonder how much better she could have done if she had the same resources and opportunities as the other competitors.
THEATRE PLAY
Title: Maria's Math Journey
Cast:
Maria: A high school student who loves math and dreams of competing in a mathematics competition.
Mr. Johnson: Maria's math teacher who supports her passion for math but is frustrated with the school's lack of resources.
Emily: Maria's best friend who encourages her to pursue her dreams.
Coach Jackson: The coach of the math team from a well-funded private school.
Other students: Competitors in the mathematics competition.
Act 1
Scene 1: Maria is sitting in her math class, listening to Mr. Johnson talk about a recent math competition that some students from another school had participated in. Maria is fascinated by the idea of competing in a math competition and asks Mr. Johnson if their school has a math team or any competitions. Mr. Johnson sadly informs her that the school's math department is underfunded and doesn't have the resources to offer extracurricular programs or competitions.
Scene 2: Maria goes home and starts researching math competitions online. She finds a regional mathematics competition that is open to all high school students and decides to enter. She starts preparing for the competition on her own, using free online resources and books borrowed from the library.
Scene 3: Mr. Johnson notices Maria's passion for math and offers to help her prepare for the competition. They meet after school and work on
practice problems together. Maria is grateful for Mr. Johnson's help but frustrated that their school doesn't have the same resources as other schools.
Scene 4: Emily, Maria's best friend, notices how hard Maria is working and encourages her to keep going. She tells Maria that she believes in her and that she can achieve her dreams if she works hard enough.
Act 2
Scene 1: Maria arrives at the competition and is intimidated by the other competitors, who are mostly from well-funded private schools with wellequipped math departments. She feels out of place and wonders if she made a mistake by entering.
Scene 2: Maria starts working on the problems and manages to solve most of them. She is proud of herself but can't help but feel like she could have done better if she had the same resources as the other competitors.
Scene 3: Coach Jackson, the coach of the math team from a well-funded private school, notices Maria's talent and approaches her after the competition. He offers to help her prepare for future competitions and invites her to join his team. Maria is thrilled but hesitant, knowing that her school doesn't have the resources to support a math team.
Scene 4: Maria returns to her school and tells Mr. Johnson and Emily about her experience. She expresses her frustration with the lack of opportunities available to her and her peers. Mr. Johnson and Emily encourage her to keep fighting for her dreams and promise to support her in any way they can.
Act 3
Scene 1: Maria decides to accept Coach Jackson's offer and join the math team from the private school. She knows that it will be a challenge but is
excited to have the opportunity to pursue her passion for math.
Scene 2: Maria starts attending practices with the math team and is amazed by the resources and support that they have. She feels grateful but also guilty for having access to resources that her classmates don't.
Scene 3: Maria competes in several more math competitions with the team and performs well. She is proud of herself but also aware of the privilege that she has.
Scene 4: Maria returns to her school and talks to Mr. Johnson and Emily about her experiences with the math team. She expresses her desire to help her school and her classmates have access to the same opportunities and resources. Mr. Johnson and Emily are inspired
DIALOGUES:
Act 1
Scene 1: (Maria is sitting in her math class, listening to Mr. Johnson talk about a recent math competition that some students from another school had participated in.)
Maria: Mr. Johnson, does our school have a math team or any competitions?
Mr. Johnson: I'm afraid not, Maria. Our math department is underfunded and we don't have the resources to offer extracurricular programs or competitions.
Maria: Oh, that's too bad. I really love math and I would love to compete in a competition someday.
Scene 2: (Maria goes home and starts researching math competitions online. She finds a regional mathematics competition that is open to all high school students and decides to enter. She starts
preparing for the competition on her own, using free online resources and books borrowed from the library.)
Maria: (to herself) I can't let a lack of resources hold me back. I'm going to enter this competition and do my best!
Scene 3: (Mr. Johnson notices Maria's passion for math and offers to help her prepare for the competition. They meet after school and work on practice problems together.)
Mr. Johnson: Maria, I'm impressed with your dedication to math. Would you like some help preparing for the competition?
Maria: That would be amazing, Mr. Johnson! Thank you so much.
Mr. Johnson: Of course, it's my pleasure. You're a talented student and I want to support your passion for math in any way I can.
Maria: I really appreciate it. It's just frustrating that our school doesn't have the same resources as other schools.
Mr. Johnson: I know, Maria. It's a difficult situation. But don't let that hold you back. You're capable of achieving great things.
Scene 4: (Emily, Maria's best friend, notices how hard Maria is working and encourages her to keep going.)
Emily: Maria, I'm so proud of you for entering this competition and working so hard to prepare for it.
Maria: Thanks, Emily. It's just frustrating that our school doesn't have the same opportunities as other schools.
Emily: I know, but don't let that stop you. You're amazing at math and you deserve to pursue your dreams.
Act 2
Scene 1: (Maria arrives at the competition and is intimidated by the other competitors, who are mostly from well-funded private schools with wellequipped math departments. She feels out of place and wonders if she made a mistake by entering.)
Maria: (to herself) What am I doing here? These other students are so much better equipped than I am.
Scene 2: (Maria starts working on the problems and manages to solve most of them. She is proud of herself but can't help but feel like she could have done better if she had the same resources as the other competitors.)
Maria: (to herself) I did pretty well, but I know I could have done even better if I had more resources.
Scene 3: (Coach Jackson, the coach of the math team from a well-funded private school, notices Maria's talent and approaches her after the competition. He offers to help her prepare for future competitions and invites her to join his team.
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Forest Management
One day about forty-five years ago, thinning east of Snow Lake, I dropped a tree and was lopping it up when I came upon a little spotted owl sitting on one of its branches. I put it in another tree and went back to work. I've always wondered how it handled the trauma. Terrifying from the owl's perspective. Later that year, working on a relatively small logging operation high up in the back country of the Sangre de Cristos, I was sitting on a log with virgin spruce forest and a beautiful dusting of snow behind me, watching the dust and devastation of an ongoing clearcut in front. At the other end of the log an ermine was sitting, watching with me.
Back in the '70s, when we thinned the Southwestern forests, I'd killed about a quarter million trees before I realized that we were doing way more harm than good. In the short term we were reducing fuel load and ladder fuel and speeding up growth, but we were setting up a disaster in the future. We let in the sun. If there's water, sunlight, and a bit of nutrient, something's gonna grow. In a natural forest, where a fire has been hot enough to kill the grass, if seed drops are dense, competition for light forces vertical growth and trees grow straight and tall with no low branches. Until it eventually thins itself, doghair is quite vulnerable to fire and might have to start over many times, but when it finally gets a chance, it matures into a tall, fire resistant forest that can endure for many centuries. Selective logging and subsequent thinning lets the light in. Lacking competition for light, trees grow short and fat with lots of low branches and there's constant growth of new shrubs and trees at ground level, especially if cattle have taken the grass. A selectively logged and thinned forest will never grow into a tall, mature, fire resistant forest until it burns and starts over. It will always be vulnerable to stand replacement fire unless it is constantly severely thinned, and will never produce anything but extremely poor quality lumber full of knots with a very high volume of logging slash. It will eventually end up as stand replacement burn scar.
Most types of forest are not steady state ecosystems. They have a distinct birth, life, and death, sometimes on a time scale of thousands of years. Inappropriate thinning of young forest is like feeding growth hormones and steroids to children to make them grow up faster. You don't get what you're hoping for.
Most forest is born the morning after a fire. In the past, the common course of a forest fire was to crown during the afternoon and run on the ground in the night and morning. This resulted in a patchwork of clearings, varying in size from a few trees to thousands of acres, amidst a forest made much more resistant to fire. Every few centuries, an exceptionally hot, dry, windy season would come, and in places where the luck of the draw had kept fire away, massive crown fires would take hundreds of thousands of acres.
Where the fire has crowned, the intense heat has sterilized the soil. Mother Nature doesn't start a new forest with trees. Over the next few decades a progression of life stabilizes the soil. Bacteria, wildflowers, weeds, shrubs, bushes, grasses, deciduous trees, and finally conifers. Under certain conditions grasses will dominate and meadows will form. Under most conditions, dependent on proximity to seed trees, soil moisture, and wind speed and direction, thickets of varying density eventually sprout and immediately begin to compete for light, water, and nutrients.
Thinning can be good for a forest, but often not the way we're doing it now. Appropriate thinning of new forest is about taking out only the trees that have lost the light, but never let the light in. This frees up water and nutrients and covers the ground with a thin layer of mulch, which lessens forest flammability a bit and speeds up growth, shortening the age of vulnerability till they're tall enough to turn into a mature, fire resistant forest. Intensive thinning for fire control will be useful to protect communities and in places thinning to the drip edge can help reestablish the forest mosaic if we can keep the cattle out and bring back the grass, but the goal is to protect and nurture as much doghair as we can. Because they visualize clearcut as massive devastation, environmentalists have put a stop to most clearcut, when small, contour related clearcut done in combination with fire and gentle, non-obtrusive salvage logging where we start new forest is much closer to nature than selective logging.
The logging boom is over. We've taken almost all of the word's forests. It will be centuries before we have anything but tree farms and second and third generation forest pumping out pulpwood and extremely poor quality lumber. If we drop the timber yield by about 70%, small scale salvage logging done with unobtrusive methods would be much healthier for the forest than cutting new timber. We can't let mindless capitalism drive the final destruction of our forests. Steel and stone and a lot of other materials are much stronger, more durable, and fire resistant building materials. Don't build with wood. We need to find other jobs for most of the logging industry. This is essential if we're to let Mother Nature regrow the forests. This will require a fundamental change from a mindset of growing trees to a mindset of growing forests.
Today's forests are nothing like they used to be. A tree too small to bother with a hundred years ago is a rare find today. We're cutting 2/4s out of six inch trees full of knots. Most of the lumber on the market today is twisted, crooked, and full of knots. By the time it gets to the construction site, much of it is only fit for the burn barrel. Some of it is finger-spliced together out of whatever short pieces they could get between the knots. The result is seriously sleazy construction. The purpose of logging today is no longer about building anything. It's about the massive mindless momentum of the drastically over-regulated construction industry and it's about jobs in our obsolete and ossified capitalist system of government.
First came massive clearcut along with sheep and cattle. Next came fire suppression and selective logging and thinning. Next came the urban interface. Now comes climate change on an inter-glacial scale. For many decades, all species over almost all of the planet have been moving uphill and towards the poles as the climate warms. Atmospheric and oceanic warming in combination with increased particulate smog are expanding the Hadley Cell, driving the deserts toward the poles. Here in the Southwest, contrary to the conventional forecast of drought, we are likely to be cyclically south of the desert zone and will be warmer and periodically wetter, but often without snow. This does not bode well for the mixed conifer forests, as they are dependent on a shaded snowpack to make it through the spring winds.
At some point in the not too distant future, we'll either get our shit together or this civilization will collapse. Either way, at that point, greenhouse gasses and particulate smog will substantially decline, and the snows of the new Forth Northern Climate Zone will expand into much of the Northern Hemisphere; shifting the climate quickly into cold. It would help if we could protect as much seed forest as we can until the climate is once again ready for fir and spruce.
It will take centuries for our forests to regrow if we let them and they won't be like they were. We need to change the focus of our efforts from controlling nature to helping nature. The challenge is how to reintroduce fire into a forest that is totally altered and has lost its ability to live with fire. The only way for a forest to mature into a steady state, fire resistant forest is to let the doghair fight it out for the light. A young natural forest is extremely vulnerable to crown fire until it matures, but a selectively logged and subsequently thinned forest after forty years or so of new growth is even worse, and has no chance of ever becoming a tall, mature, fire resistant forest. Most of the big fires in the American Southwest have been in forests that had been selectively logged and thinned thirty to fifty years previous. Most of them have been overgrazed. Most of them have been subject to excessive fire suppression. Mother Nature uses fire for fire control; we need to learn to better manage fire in order to help with the burn. | <urn:uuid:f9620d16-553e-464e-b79f-6e0106f056b7> | CC-MAIN-2018-51 | http://bobstockdale.me/Fireline/forest%20management.pdf | 2018-12-11T13:33:06Z | crawl-data/CC-MAIN-2018-51/segments/1544376823621.10/warc/CC-MAIN-20181211125831-20181211151331-00057.warc.gz | 42,094,918 | 1,758 | eng_Latn | eng_Latn | 0.999183 | eng_Latn | 0.999163 | [
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The bluffs at the David Weld Sanctuary
Linda Selvaggio
The above photograph represents the research I am conducting on the bluffs at the David Weld Sanctuary. The yellow numbers correspond to specific sedimentary features on the cliff and the blue numbers correspond to structural features. Link here for close up photos of these features.
To get a better understand the processes that have occurred in this area, I am including a brief glacial history and tutorial of sedimentary structures.
A brief glacial history of Long Island:
Approximately 20,000 years ago, glacial advances and retreats helped construct the hills and plains of Long Island. Acting like a giant bulldozer, it pushed sediment toward the South dumping its load to form a moraine that runs through central Long Island and extends to the south fork. This is the Ronkonkoma moraine. Another advance (from either the same glacier or another) created a moraine on the north shore known as the Harbor Hill moraine. The sediment in these moraines is typical glacial till, composed of unsorted material. Meltwaters running over the moraines deposited finer sediment called outwash. The outwash created the plains of Long Island.
Glaciers transport an enormous amount of sediment. When the material is unloaded from the various areas of the glacier, distinct landforms are created. In addition to landforms, glaciers leave many "footprints" that give clues to its presence. The temperature was extremely cold when they passed through this area and strong winds prevailed with speeds up to 100 MPH. Sand particles blew in the wind and acted like sandpaper, abrading rocks flat on one side. Rocks shaped in this way are called ventifacts. The rocks carried within the glacier were banged around during transport. The results of this are small crescent shaped indents called chatter marks. Another feature created during transport are striations, which are parallel grooves etched into the rock. The ice was quite thick and capable of lifting large boulders the size of houses and depositing them in areas different from their origin. These boulders are known as erratic boulders.
A little about the Long Island Sound:
The sound, which is 110 miles long, 21 miles wide and approximately 65 feet deep, was once a fresh water glacial lake for several thousand years. Sediment, hundreds of feet thick accumulated in this lake. Eventually it broke through in the east and drained. Sea level, which was 350 feet lower 20,000 years ago, began to rise from the melting glaciers, and the abandoned lake filled.
Sedimentary structures:
Just as the glaciers leave their "footprints", so do sedimentary structures. The importance of constructing a stratigraphic column is to analyze the sedimentary structures that are found within the beds to determine the depositional environment of the sediment. Certain features (such as fossils) are excellent indicators of the age of the sediment. Other features (such as ripples and clast orientation) reveal the flow direction of the water which deposited the sediment. It is even possible to discover climatic conditions during deposition.
Evidence of a glacier:
Scattered along the beach are an abundant amount of rocks containing striations, chattermarks and ventifacts. Erratic boulders rest along the shore and many more are exposed several hundred feet offshore, during low tide.
Getting the big picture:
When trying to reenact events that occurred in an area it is important to look at the "big picture" and not base your theories on an isolated spot. In the field, a sedimentologist will dig several columns a distance from each other, using one column as a reference to compare to the others. I not only dug three columns, but also dug many "half columns" between the main ones. The purpose of this exercise is to "connect the beds" over a broad distance. This enables you to isolate the minor events from the main one.
Return to Linda Selvaggio's home page
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Halloween in the Public Schools
Dr. Margaret Hill
Halloween has raised issues of religious freedom in public schools. Many see the costumes and spooky pranks as harmless fun, while others believe that the holiday derives from and celebrates pagan superstition while glorifying occult and satanic forces. Halloween is a popular holiday with children, but some schools cancel Halloween celebrations for fear of alienating the students who do not celebrate it. Because schools are caught in the middle, we will briefly examine the issues and the best way to handle them below.
How Can Schools Recognize Halloween in a Constructive Manner?
The controversy over Halloween implicates the First Amendment. Therefore, it would be a good time to review with students the first 16 words of the amendment and the rights it protects. The First Amendment Center's pamphlet Teaching About Religion in American Life: A First Amendment Guide can help you understand and explain how the First Amendment applies to these issues in a school setting.
As with other conflicts related to religion and holidays, it is best to remember the
academic purpose of schools. We can ask ourselves how the holiday can provide a venue for curriculum and grade-level appropriate learning experiences for students. For example, classes might want to learn about the history of Halloween while comparing and evaluating different interpretations of that history. Alternately, classes might just study the origins of certain aspects of the holiday, like the idea of carving pumpkins. Schools could also examine different ways that cultures around the world have acknowledged and celebrated the harvest or the transition from summer to winter.
Go Easy on the Graveyard Decor
To avoid offending students and parents with sensitivities about the holiday, it may be best to go lightly on the witchcraft, ghost, or graveyard decorations.
1
Instead, emphasize the harvest or fall aspects by featuring pumpkins, leaves, and scarecrows.
Lastly, student enthusiasm for "dressing up" could become a time for more academic pursuits as a supplement to the social studies or language arts curriculum. Students can learn about and interpret characters from literature or history by dressing in costumes portraying those characters. To make it more academic, students also could be asked to share orally or in writing about the achievements of their character or discuss in what manner their costume is authentic for a particular time or place.
The California Three Rs Project is co-sponsored by Constitutional Rights Foundation, California County Superintendents Educational Services Association, and the Religious Freedom Education Project at the Newseum. This and other resources of the California Three Rs Project are available at ca3rsproject.org. Special thanks to CRF Board reviewer, Rachel Lerman.
See also Dr. Hill's guide to Day of the Dead on the website of the California Three Rs Project.
Web Resources
Hairstyle History
http://www.costumegallery.com/hairstyles
Here are pictures and examples of hairstyles from various eras that compliment historical era costumes.
Halloween: The Fantasy and Folklore of All Hallows
http://www.loc.gov/folklife/halloween.html
Writing for The American Folklife Center of the Library of Congress, Jack Santino offers evidence for connections between Halloween and the Celtic harvest festival of Samhain (pronounced sah-ween).
Harvest Around the World
http://www.harvestfestivals.net/harvestfestivals.htm
Teachers will find harvest information about practically any culture or time period that they may be studying.
Harvest Festivals in Ancient Cultures
http://www.twilightbridge.com/hobbies/festivals/thanksgiving/harvest.htm Sixth grade teachers, here is the fall festival site for you.
History of Costume by Braun & Schneider
http://www.siue.edu/COSTUMES/history.html
This reference is an online book with illustrations and descriptions of costumes from around the world from ancient times to the 19th century.
Origins of Halloween
http://www.history.com/topics/halloween
This History Channel site provides a brief overview of the history of Halloween from ancient times to modern traditions. It links to other articles and videos.
2
A Quick Guide to the Origin and History of Halloween
http://urbanlegends.about.com/od/halloween/a/History-Of-Halloween.htm
As a counterpoint to Jack Santino's article above, David Emery at about.com offers evidence to show that it is an overstatement to say that Halloween as we know it today has evolved from earlier Irish pagan festivals, such as Samhain.
Why Do We Wear Costumes and Trick-or-Treat on Halloween?
http://urbanlegends.about.com/od/halloween/a/Why-Do-We-Wear-CostumesHalloween.htm
In addition to the traditional connections made between Halloween to the Christian holidays of All Saints Day (November 1) and All Souls Day (November 2), this article by David Emery describes the possible relationship between Halloween and Guy Fawkes or Bonfire Night in Britain.
Web Lessons
English Teaching Materials for Halloween — Canterville Ghost by Oscar Wilde
http://www.ego4u.com/en/teach-in/cultural-studies/halloween
Here is an easy and a full version of the famous Oscar Wilde classic, supported by language-development activities.
Halloween Creative Writing Project
http://lessons.atozteacherstuff.com/143/halloween-creative-writing-project/ In this activity, students write creatively about pumpkins or from a pumpkin or Jack O'Lantern's point of view. They create class books.
Halloween Lesson Ideas
http://www.educationworld.com/holidays/archives/halloween.shtml
Here is a list of lesson activities for various grade levels and subject areas related to Halloween.
Harvest/Pumpkin Poems and Songs
http://teachers.net/lessons/posts/202.html
Here are a variety of poems and songs for fall, mostly for young children.
Scarecrow Thematic Unit
http://www.teachingheart.net/scarecrow.html
Here are songs, poems and children's books with activities related to scarecrows and other harvest symbols for young children.
Storyboard of The Biggest Pumpkin Ever
http://www.angelfire.com/il2/normalugogulyas/STT0003.html
This language arts lesson uses Steven Kroll's book The Biggest Pumpkin Ever to teach sequencing of events.
3
Tissue Leaf Rubbings
http://lessons.atozteacherstuff.com/323/tissue-leaf-rubbings/
Connect the harvest with visual arts and literature at this site.
Why Do Fall Leaves Change Color? https://www.esf.edu/pubprog/brochure/leaves/leaves.htm Learn the science behind why leaves change color in the fall.
The material above is available at the California Three Rs Project (CA3Rs) website at ca3rsproject.org. For further information contact the CA3Rs office:
Damon Huss, CA3Rs Project Director (firstname.lastname@example.org) Dr. Margaret Hill, CA3Rs Project Co-Director (email@example.com) c/o Constitutional Rights Foundation 601 South Kingsley Drive Los Angeles, CA 90005
Ph: (213) 316-2117
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Marvin Redpost: Why Pick on Me?, by Louis Sachar – Lexile 290, 64 pages
Te Marvin Redpost series, by Louis Sachar, is a wonderful series for third-graders, not only for its readability but also for its humor. Your students will laugh out loud as they read this book, and will beg to read the rest of the books in this series. I recommend placing your students who are reading below grade level in this text.
Marvin Redpost: Why Pick on Me? Text Complexity
QUALITATIVE MEASURES
QUANTITATIVE MEASURES
Levels of Meaning
Te central message of this text is that it isn't fair to pick on people. Additional themes relate to right and wrong and respecting others.
Structure
Overall, the narrative uses a fairly simple, explicit, and conventional story structure.
Language Conventionality and Clarity
clear.
Louis Sachar uses language that is literal and
Knowledge Demands
Te characters in this text look at issues of right and wrong from two very different perspectives, causing the reader to challenge his or her own perspective. General background knowledge about how people define their moral code is needed.
Te Lexile level for Marvin Redpost: Why Pick on Me? is 290, based on word frequency and sentence length. Tis is below the range of the complexity band for 2 nd –3 rd grade according to the Common Core State Standards.
READER TASK CONSIDERATIONS
Tese should be determined locally with reference to motivation, knowledge, and experiences as well as to purpose and the complexity of the tasks assigned and the questions posed.
Jake Drake, Bully Buster, by Andrew Clements – Lexile 460, 67 pages
Te Jake Drake series, by Andrew Clements, is a slightly more challenging series than the Marvin Redpost series due to its complex structure and qualitative demands. Te story is written in flashback, and has a strong message that all students who have ever been picked on or bullied at school will relate to. I recommend placing students who are reading on grade level in this text.
Jake Drake, Bully Buster Text Complexity
QUALITATIVE MEASURES
Levels of Meaning
Te text offers multiple themes related to right and wrong. Tese themes include the importance of understanding the perspectives of other people and what it takes to build friendships. Tese themes will lead students to the central message, which is that it isn't fun to be mean.
Structure
Te challenge of this text is its complex structure. Te main story is told through a flashback—Jake Drake is telling the story of how he overcame a bully when he was in the second grade.
Language Conventionality and Clarity
Andrew Clements uses language that is fairly literal and clear.
Knowledge Demands
Tis text provides multiple themes. In this text, the characters look at issues of right and wrong from different perspectives, causing the reader to challenge his or her own perspective. General background knowledge about how people define their moral code is needed.
QUANTITATIVE MEASURES
Te Lexile level for Jake Drake: Bully Buster is 460, based on word frequency and sentence length. Tis is in the lower range of the complexity band for 2 nd –3 rd grade according to the Common Core State Standards.
READER TASK CONSIDERATIONS
Tese should be determined locally with reference to motivation, knowledge, and experiences as well as to purpose and the complexity of the tasks assigned and the questions posed.
Beezus and Ramona, by Beverly Cleary – Lexile 780, 183 pages
Beezus and Ramona, by Beverly Cleary, is a classic favorite of many young children and teachers. Students will be captivated by Cleary's humorous writing style woven throughout the book. Tis book is written in the third person, which may present an additional challenge for third-graders. I recommend placing students who are reading above grade level in this text.
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Food
1. What is your favorite type of cuisine and why?
2. Do you prefer cooking at home or eating out? Why?
3. What is your go-to comfort food when you're feeling down or stressed?
4. Is there a specific food or dish that reminds you of your childhood?
5. Are there any foods that you don't like or refuse to eat?
6. What is your favorite fruit or vegetable? How do you like to eat it?
7. Do you have any food allergies or dietary restrictions? If so, how do you manage them?
8. Have you ever tried any unusual or exotic dishes? What did you think of them?
That's Conversation!
Do you like the free Conversation Cards? Do you use them in class?
Now you can access even more engaging and thought-provoking content ready to use in your conversation class.
Check out That's Conversation!
That's Conversation MniEbooks will provide you with intuitive exercises that both inspire discussion and teach new language. You can use them in their original digital format for your online class, or you can print them for use in a more traditional classroom setting.
For the topic of food
get:
That's Conversation! - Flavours
https://ice-breaker.pl/produkt/thats-conversation-flavours/
What's inside?
* Sixteen different tasks to get your B1/B2/C1 students talking about food and culinary traditions
* Tasks to enhance proficiency in using countable and uncountable nouns
* Practice exercises for quantifiers
* Suggestions for further or prior reading (articles) and listening (videos) with direct links
That's Conversation! - Arguments
https://ice-breaker.pl/produkt/thats-conversation-arguments/
What's inside?
* 16 different tasks to involve your B1/B2/C1 students in thought-provoking discussions
* Phrases and expressions of strong, neutral and partial agreement and disagreement
* Softening disagreement
* Suggestions for further or prior reading (articles) and listening (videos) with direct links
* Topics for students' own research, projects or homework.
* Topics for students' own research, projects or homework.
Zarówno karty konwersacyjne, jak i MiniEbooki "That's Conversation!" podlegają ochronie na mocy prawa autorskiego. Możesz je drukować i udostępniać uczniom wyłącznie na potrzeby prowadzonych samodzielnie zajęć. Nie możesz ich jednak kopiować w celu udostępnienia osobom trzecim, tak w celach komercyjnych, jak i bezpłatnie.
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Historical Fiction for Kids
COLONIAL TIMES
Avi – Night Journeys - Two young indentured servants escape into Pennsylvania in the late 1700's & get help from an unexpected source. Gr. 4-6
Dalgliesh, Alice - The Courage of Sarah Noble - In 1707, Sarah Noble and her father travel through the wilderness to build a new home for their family. Gr. 2-4
Edmunds, Walter - Matchlock Gun – (NEWBERY) The exciting, true story of a courageous boy who protected his mother and sister from the Indians of the Hudson Valley. Gr. 3-5
Field, Rachel - Calico Bush This is an adventure story of a French girl "loaned" to a family of American pioneers in Maine in the 1740's. Gr. 5–7
Fox, Paula - Slave Dancer - (NEWBERY) Kidnapped by the crew of an Africa-bound ship, a boy discovers to his horror that he is on a slaver and his job is to play music to help with the exercise periods of the human cargo. Gr. 4-7
Harness, Cheryl - Three Young Pilgrims - Mary, Remember, and Bartholomew are among the pilgrims who survive the harsh early years in America and see New Plymouth grow into a prosperous colony. Gr. 3–5
Koch, Betty - Beyond the Alleghenies (PB) –– After the deaths of his parents, twelve-year-old David must leave his affluent life in Virginia and live on a farm in the Western PA wilderness, where trouble is brewing. Gr. 3-5
Lasky, Kathryn – Journey to the New World: The Diary of Remember Patience Whipple - Mem presents a diary account of the trip she and her family made on the Mayflower in 1620 and their first year in the New World. Gr. 4–7
Martin, Jacqueline Martin – Grandmother Bryant's Pocket - Suffering from nightmares after her dog is killed in a fire, a young girl in eighteenth-century Maine goes to live with her grandparents. Gr. 2–4
Waters, Kate - On the Mayflower: The Voyage of the Ship's Apprentice & a Passenger Girl - A twelve-year-old apprentice and a seven-year-old passenger experience the first voyage of the Mayflower. Gr. 3–5
REVOLUTIONARY WAR
Banim, Lisa – A Spy in the King's Colony - In British-occupied Boston in 1776, eleven-year-old Emily Parker is determined to find out if a family friend is a traitor to the American patriots. Gr. 3-5
Denenberg, Barry - The Journal of William Thomas Emerson: a Revolutionary War Patriot - William, a twelve-year-old orphan, writes of his experiences in pre-Revolutionary War Boston where he joins the cause of the Patriots who are opposed to the British rule. Gr. 4-6
Ernst, Kathleen - Betrayal at Cross Creek - Elspeth Monro, a Scottish settler and weaver's apprentice on the frontier in 1775, must find out who is betraying her Loyalist family during the months before the Revolutionary War. Gr. 5-7
Forbes, Esther – Johnny Tremain – (NEWBERY) After injuring his hand, a silversmith's apprentice in Boston becomes a messenger for the Sons of Liberty in the days before the American Revolution. Gr. 5-8
Gauch, Patricia Lee – This Time, Tempe Wick? - Everyone knew Tempe Wick was a most surprising girl, but they found out just how surprising when two mutinous Revolutionary soldiers tried to steal her beloved horse. Gr. 2-5
Gregory, Kristiana – Winter of Red Snow - Eleven-year-old Abigail presents a diary account of life in Valley Forge from December 1777 to July 1778 as General Washington prepares his troops to fight the British. Gr. 5-8
Moss, Marissa - Emma's Journal: The Story of a Colonial Girl - From 1774 to 1776, Emma describes in her journal her stay in Boston, where she witnesses the British blockade and spies for the American militia. Gr. 3–5
O'Dell, Scott – Sarah Bishop - Left alone after the deaths of her father and brother and fleeing from the British who seek to arrest her, Sarah Bishop struggles to shape a new life for herself in the wilderness. Gr. 5-8
Turner, Ann Warren – Katie's Trunk - Katie, whose family is not sympathetic to the rebel soldiers during the American Revolution, hides under the clothes in her mother's wedding trunk when they invade her home. Gr. 1-5
Waters, John – Night Raiders Along the Cape - When British raids off the coast of New England become more frequent, Asa must row through the night to warn his friends on the Massachusetts coast of an impending attack. Gr. 3-5
Woodruff, Elvira – George Washington's Socks - Matt and four others find themselves transported back to the time of George Washington and the American Revolution, where they learn the sober realities of war. Grades 4-6
CIVIL WAR
Alphie, Elaine Marie – Ghost Cadet - Twelve-year-old Benjy, visiting the grandmother he has never met, meets the ghost of a Virginia Military Institute cadet who was killed in battle and helps him recover his family's treasured gold watch. Gr. 4-7
Banks, Sarah - Abraham's Battle: A Novel of Gettysburg - In 1863, as the Civil War approaches his home in Gettysburg and he realizes that a big battle is about to begin, a freed slave named Abraham decides to join the ambulance corps of the Union Army. Gr. 5-7
Donahue, John – An Island Far from Home - The son of a Union army doctor killed during the fighting in Fredericksburg learns the meaning of war and of friendship when he begins writing to a Confederate prisoner of war. Gr. 4-7
Gauch, Patricia Lee – Thunder at Gettysburg - Fourteen-year-old Tillie becomes involved in the tragic battle of July 1-3, 1863. Gr. 2-4
Hite, Sid - The Journal of Rufus Rowe: A Witness to the Battle of Fredricksburg- In 1862, sixteen-year-old Rufus Rowe runs away from home and settles in Fredericksburg, Virginia, where he documents in his journal the battle he watches unfold there. Gr. 5-7
Hunt, Irene – Across Five Aprils – This book tells of a boy's experiences during the Civil War in the backwoods of southern Illinois. One brother joins the Union forces, the other the Confederacy, and the family is divided. Gr. 5-8
Osborne, Mary Pope – My Brother's Keeper - In 1863, as the Civil War approaches Gettysburg, PA, nine-year-old Virginia records in a journal the horrible things she witnesses before, during, and after the big battle. Gr. 3-5
Polacco, Patricia – Pink and Say - Say Curtis describes his meeting with Pinkus Aylee, a black soldier, during the Civil War and their capture by Southern troops. Gr. K-5
Reeder, Carolyn – Shades of Gray - At the end of the Civil War, Will, having lost all his family, leaves his city home to live in the countryside with his aunt & the uncle he considers a "traitor" because he refused to fight. Gr. 4-7
Roop, Connie – Grace's Letter to Lincoln - As war clouds gather and the South threatens to secede, eleven-year-old Grace decides to help Abraham Lincoln get elected by writing and advising him to grow a beard. Gr. 2-4
Weinberg, Karen – Window of Time – (PB) While exploring the basement of his new house in Westminster, MD, Ben puts on an old jacket and boots that he finds and is suddenly transported back to the time of the Civil War. Gr. 5-7
MISCELLANEOUS – U.S.
Curtis, Christopher Paul – Bud, Not Buddy - (NEWBERY) Bud, an orphan living in Flint, MI, during the Great Depression, escapes bad foster care & sets out to find the man he believes to be his father--a renowned bandleader. Gr. 5-7
Hunter, Sara Hoagland – Unbreakable Code - Because John is afraid to leave the Navajo Reservation, his grandfather explains to him how the Navajo language, faith, and ingenuity helped win World War II. Gr. 2-4
Kirkpatrick, Hill – The Year of Miss Agnes - Ten-year-old Fred (short for Frederika) narrates the story of school and village life among the Athabascans in Alaska during 1948 when Miss Agnes arrives as the new teacher. Gr. 4-6
Minahan, John – Abigail's Drum - During the War of 1812, when British soldiers threaten their town in Massachusetts, Rebecca and her sister find a way to save both their father, the local lighthouse keeper, and the town. Gr. 2-5
Robinet, Harriette Gillem – Washington City is Burning - In 1814 Virginia, a slave in President Madison's White House, experiences the burning of Washington by the invading British army. Gr. 4-6
FRONTIER AND PIONEER LIFE
Avi – The Barn - In an effort to fulfill their dying father's last wish, Ben and his brother and sister construct a barn on their land in the Oregon Territory. Gr. 3-6
Brink, Carol Ryrie – Caddie Woodlawn – (NEWBERY) This book chronicles the adventures of eleven-year-old Caddie growing up with her six brothers and sisters on the Wisconsin frontier in the mid-nineteenth century. Gr. 4-6
Conrad, Pam – Prairie Songs - Louisa's life in a loving pioneer family on the Nebraska prairie is altered by the arrival of a new doctor and his beautiful, tragically frail wife. Gr. 5-8
Fleischman, Sid – Humbug Mountain - A young boy and his wandering family foil villains and rout nasty varmints as they make a home for themselves in a beached boat on the banks of the Missouri. Gr. 4-6
Flory, Jane – The Great Bamboozlement - The Dowells sell their Pennsylvania farm and set off down the Monongahela River in search of a new home. Gr. 3-5
Kent, Peter – Quest for the West: In Search of Gold - In 1849 the poor Hornik family leaves Bohemia and emigrates to California in search of gold. Gr. 3-5
Leland, Dorothy Kupcha – Sallie Fox: The Story of a Pioneer Girl – (PB) A fictionalized account of the trek of 12 year old Sallie Fox by wagon train with her family from Iowa to California in the mid 1800's. Gr. 4-6
MacLachlan, Patricia – Sarah, Plain and Tall – (NEWBERY) When their father invites a mail-order bride to come live with them in their prairie home, Caleb and Anna are captivated by her and hope that she will stay. Look for the three sequels as well. Gr. 3-5
Myers, Anna – Red-Dirt Jessie - Jessie, a young girl living in the Oklahoma Dust Bowl during the Depression, tries to tame a wild dog and help her father recover from a nervous breakdown. Gr. 4-6
Smith, Helene – Hannah's Town - Young Hannah experiences the excitement, joys, and hardships of life in a frontier village in western Pennsylvania prior to the Revolutionary War. Gr. 4-6
Speare, Elizabeth George – Sign of the Beaver - Left alone to guard the family's wilderness home in eighteenth-century Maine, a boy is hard-pressed to survive until local Indians teach him their skills. Gr. 4-6
Woodruff, Elvira – Dear Levi: Letters from the Overland Trail - Twelve year-old Austin Ives writes letters to his younger brother describing his 3000 mile journey from their home in Pennsylvania to Oregon in 1851. Gr. 4-6
WWI & WWII
Avi - Who was that Masked Man, Anyway? - Frankie Wattleson gets in trouble at home and at school because of his preoccupation with his favorite radio programs while everyone else is focusing on WWII. Gr. 4-7
Ayres, Katherine – Voices at Whisper Bend (PB) - In their Pennsylvania town in 1942 twelve-year-old Charlotte and her classmates collect scrap metal for the war effort only to have it disappear from the school basement. Gr. 4-6
Bishop, Claire Hucket – Twenty and Ten (PB) Twenty school children hide ten Jewish children from the Nazis occupying France during World War II. Gr. 4-6
Borden, Louise-The Little Ships: the Heroic Rescue at Dunkirk in World
War II - A young English girl and her father take their sturdy fishing boat and join the scores of other civilian vessels crossing the English Channel in a daring attempt to rescue troops trapped by Nazi soldiers at Dunkirk. Gr. 3-5
Giff, Patricia Reilly – Lily's Crossing - During a summer spent at Rockaway Beach in 1944, Lily's friendship with a young Hungarian refugee causes her to see the war and her own world differently. Gr. 5-8
Hahn, Mary Downing - Stepping on the Cracks - In 1944, eleven year old Margaret gets a new view of the school bully Gordy when she finds him hiding his own brother, an army deserter, and decides to help him. Gr. 5-8
Lee, Milly – Nim and the War Effort - In her determination to prove that an American can win the contest for the war effort, Nim does something which leaves her Chinese grandfather both bewildered and proud. Gr. 2-5
Lowry, Lois– Number the Stars – (NEWBERY) In 1943, during the German occupation of Denmark, ten-year-old Annemarie learns how to be brave and courageous when she helps shelter her Jewish friend from the Nazis. Gr. 5-7
Paulsen, Gary – The Cookcamp – A young boy goes to live with his grandma, a cook in a camp for workers building a road through the wilderness. Gr. 5-7
Polacco, Patricia – The Butterfly - During the Nazi occupation of France, Monique's mother hides a Jewish family in her basement and tries to help them escape to freedom. Gr. 1-3
Schnur, Steven – The Shadow Children - While visiting his grandfather's farm, Etienne discovers a secret dating back to WW II and meets the ghosts of Jewish children who suffered a dreadful fate under the Nazis. Gr. 4- 6
Skurzynski, Gloria– Goodbye, Billy Radish - In 1917, Hank sees change all around him in his western Pennsylvania steel mill town and feels his older Ukrainian friend Billy drifting apart from him. Gr. 5-7
RECONSTRUCTION TO WORLD WAR I
Bader, Bonnie – East Side Story - A young girl and her older sister, working in the Triangle Shirtwaist factory, an early twentieth-century sweatshop on the Lower East Side of New York City, join a protest to try to improve the miserable working conditions. Gr. 3-5
Beatty, Patricia – Sarah and Me and the Lady from the Sea - In 1895, their father's business failure forces Marcella's family to live in their beach home above the Oregon border. They find it more rewarding than imagined. Gr. 4-6
Brubaker, Kimberly Bradley - Ruthie's Gift - Just before the beginning of World War I, eight-year-old Ruthie, who lives with her parents and brothers on a farm in Indiana, wishes for a sister & tries to behave like the lady her mother wants her to be. Gr. 3-5
De Angeli, Marguerite – Copper-Toed Boots – (PB) Relates the summer adventures of a young boy living in Michigan in the nineteenth century and how he came to acquire the two things he most wanted--a dog and a pair of copper-toed boots. Gr. 3-6
Duey, Kathleen – Ellen Elizabeth Hawkins: Mobeetie, Texas, 1886 – (PB) In Texas in 1886, Ellen finds her desire to be a cattle rancher discouraged by family members who do not think it a proper choice for a girl, but she proves her worth when drought threatens the ranch. Gr. 4-7
Duffy, James – Radical Red - The life of a twelve-year-old Irish girl living in Albany, New York, in the 1890s undergoes many changes when she and her mother become involved with Susan B. Anthony and her suffragist. Gr. 5-8
Gross, Virginia D. – The Day It Rained Forever – The Story of the Johnstown Flood – This book tells the experiences of a family living in the mountains above Johnstown when the poorly constructed dam breaks in 1898. Gr. 3-5
Hansen, Joyce – I Thought My Soul Would Rise and Fly - Twelve-year-old Patsy keeps a diary of the ripe but confusing time following the end of the Civil War and the granting of freedom to former slaves. Gr. 4-8
Hesse, Karen - Letters from Rifka - In letters to her cousin, a young Jewish girl chronicles her family's flight from Russia in 1919 & her own experiences when she must stay in Belgium when the others emigrate to America. Gr. 4-8
Isaacs, Anne – Treehouse Tales - Three chapters relate the experiences and adventures of three 1880s Pennsylvania farm children in their family tree house, which serves as a refuge, a source of adventure, a lookout post, and a frightening dragon's lair. Gr. 3-5
MISCELLANEOUS – FOREIGN
Avi - Crispin: The Cross of Lead – (NEWBERY) - Falsely accused of theft and murder, an orphaned peasant boy in fourteenth-century England flees his village and meets a larger-than-life juggler who holds a dangerous secret. Gr. 5-9
Conrad, Pam – Pedro's Journal: A Voyage with Christopher Columbus - The cabin boy on the "Santa Maria" keeps a diary to record his experiences when he sails with Columbus on his first voyage to the New World in 1492. Gr. 3-5
DeJong, Meindert – Wheel on the School – (NEWBERY) The storks are brought back to their island by the schoolchildren in a Dutch village. Gr. 4-7
Platt, Richard – Castle Diary - As a page in his uncle's castle in thirteenth-century England, Tobias records his experiences in his journal. Gr. 4-8
Konigsburg, E. L. – Proud Taste for Scarlet and Miniver – While Eleanor of Aquitaine is waiting in heaven for judgment to be passed on her second husband, three of the people who knew her recall the events of her life. Gr. 5-8
Park, Linda Sue - The Single Shard – (NEWBERY) Tree-ear, a thirteen-year-old orphan in medieval Korea, lives under a bridge in a potters' village, and longs to learn how to throw the fragile celadon ceramics himself. Gr. 5-7
Paterson, Katherine – Jip: His Story - While living on a Vermont poor farm in 1856, Jip learns his and his mom's identity and background. Gr. 5-9.
(8/05)
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Middle Fell- Spring- 2 nd Half-Term- Learning Overview
Literacy
SPAG
This half-term we will be planning/publishing a clear set of instructions and a non-chronological report. We will be extending our comprehension skills by reading "Windrush Child" by Benjamin Zephaniah. We will continue to engage with the CLPE programme by reading and discussing this text as well as "Ice Palace" by Robert Swindells. This unit involves: engaging in drama, role-play and freeze-frames to portray scenes; responding to feedback on our performances; working with partners to create a piece of shared writing; responding to illustrations; conducting research; learning the skills of scanning for information and note taking. Our 4 key goals are to: increase hand writing stamina, extend reading comprehension skills, improve spelling accuracy and develop SPAG skills during our independent writing.
With support from Ms Philipson, we will learn key SPAG terminology/concepts,
applying each element to our writing by:
*Identifying and applying the appropriate punctuation for speech in our writing.
*Extending our use of prepositions to express time, place and cause.
*Indicating tense in a clear and consistent manner, deploying the most suitable verb inflections to suit the context of sentences.
*Recapping all of the statutory suffixes.
*Continuing to extend noun phrases in more complex detail for added effect.
*Utilising inverted commas and other
punctuation to indicate direct speech. •Practicing the application of all prior
topics covered during our SPAG sessions.
Class Books "Windrush Child" by Benjamin Zephaniah
===========
"Ice Palace" by Robert Swindells
===========
"Percy Jackson and the Lightning Thief" by Rick Riordan
Geography and History
This half-term, we will continue to explore Russia. We will: consider how a proposed ski resort could impact the lives of locals in Oymyakon; learn about the cultural and historical significance of Russia whilst considering its standing in modern history; name, locate and produce fact files for each of the countries of the UK and consider how these differ to Russia; use the 8-points of a compass and 6-figure grid references to identify and share our favourite places; engage in fieldwork by sketching a map of the school grounds; and trying out orienteering.
Science
In Science, we will be examining magnetism, by:
Numeracy
*Exploring how forces present in the world as pushes or pulls which make things move, stop or change shape.
*Preparing and conducting comparative fair tests, recording measurements and discussing the results we achieve.
*Investigating how most forces need contact, but that gravity and magnetism do not need contact to work.
*Recording data in tables and plotting these on bar graphs.
*Asking purposeful questions about how magnetism works.
*Interpreting results and drawing conclusions, but also forming theories to explain the phenomena we observe.
Our class will be covering most of the same units at similar times, but at different levels to better support all our pupils. Our pupils will be taught alongside their age peers to better integrate them into our learning community and to help accelerate their progress. The main topics we cover this halfterm are: 1) Length & Perimeter; and 2) Fractions. Our Y3s then go on to Mass & Capacity while the Y4s transition to Decimals.
Art/DT
We will be further exploring and experimenting with art styles, materials and skills, including:
*Experimenting in the style of portable art,making painted stones inspired by Ice Age engravings.
*Forming opinions on Wassily Kandinsky's work.
*Imitating Kandinsky's art in our own styles.
*Researching and designing our own gift boxes to meet a project brief before constructing these.
*Testing and evaluating our gift boxes by considering these against the original project brief.
Computing
We will learn about creating digital designs by:
*Programming computers by typing commands.
*Explaining effects of changing command values.
*Creating code snippets for given purposes.
*Use templates to draw our intentions for a programme and write algorithms to achieve these.
*Testing our algorithms in a text-based language.
*Identifying patterns in sequences and using a count-controlled loop to produce a given outcome.
*Predicting the outcomes of programmes using a count-controlled loop and debugging our designs.
Music Miss Horn will be using Charanga this halfterm with a focus on studying 'The Dragon Song'.
PE NUFC & Mr Percival will run these sessions, focussing on dancing to 'Sparks Might Fly'.
RE We will be explore Easter and ask whether forgiveness is always possible for Christians.
PSHE We will explore resisting peer pressure by discussing ways to form healthy friendships and the risks associated with smoking and drinking.
MFL We will about colours, body parts and ultimately how to describr monsters in French.
Middle Fell- Homework- Spring 2
| Amazing Art Can you create a piece of art inspired by Wassily Kandinsky or painting a portable stone? | Wicked Writing Can you write a story as if you were living a day in the life of a child in Oymyakon, Russia? | Super Spelling Can you find the most creative way to practice your spellings and send a picture on DoJo for the class to see? |
|---|---|---|
| Terrific Times Tables Can you improve your TTR heatmap to make all your tables green? Remember: Getting answers right slowly is far better than getting questions wrong quickly! | Skilful Scientists Can you create a diagram, sculpture or model which highlights how magnets attract repel other magnets? We can display these in school! | Choose a Character Can you pick a character from one of our class stories or a book you’re reading at home and write a character description for them? |
| Creative Computing Can you make a drawing using FMSLogo or Turtle Academy? | Research Specialist Can you create a quiz for our class to find points of interest using only their 6-figure grid references? | Riveting Russia Can you choose your own project to share with our class about Russia? This could maybe be a poster/PowerPoint/art. |
The best way to support your child's learning is by committing at least 10 minutes each night to listening to them read or having them read to a family member, friend or themselves. Please remind your child to follow with their finger while reading, taking care to articulate each word clearly and accurately. Please also ask questions about the story and character feelings or motivations as this is essential to developing key comprehension skills.
Reading records are checked throughout each week, so please keep these up to date with adult signatures where possible.
10 minutes of daily spelling practice plus any times tables practice also bolsters your child's progress. These can be supported in fun and engaging ways via Spelling Shed and Times Tables Rockstars, for which all pupils have login details on their reading records.
Thank you for your continued support!
If you have any questions or concerns, please drop me a message via the Class Dojo or via email at firstname.lastname@example.org
| Monday | Maths Homework catch-up | Singing Club | 10 min read with | 10 min spelling |
|---|---|---|---|---|
| | | | an adult | practice |
| Tuesday | Reading Records Checked | ICT Club | 10 min read with | 10 min spelling |
| | | | an adult | practice |
| Wednesday | Pupils arrive in PE kits | NUFC Club | 10 min read with | 10 min spelling |
| | | | an adult | practice |
| Thursday | Pupils bring PE kits in bags Maths Homework set | Chess- Lunch Rugby Club | 10 min read with | 10 min spelling |
| | | | an adult | practice |
| Friday | Pupil Spelling Tests Maths Homework due | No clubs tonight | 10 min read with | 10 min spelling |
| | | | an adult | practice |
Other noteworthy information:
* Pupils are strongly recommended to have their names written in the labels of ALL of their coats, jumpers and other clothing.
* Pupils require a water bottle when they attend school.
* Pupils' PE kits must be all black.
* Jewellery is not permitted at school, with the singular exception of small ear studs (which must be covered or removed for PE).
* Pupils are responsible for remembering and maintaining their personal property.
* Non-completion of work during school hours will result in pupils being sent home with such work to complete for the next day.
* Please refrain from allowing pupils to bring their own stationary, unless this has been arranged with the class teacher.
* Pre-ordering meals from iPayImpact remains an important activity required of parents/guardians. If you know your child will regularly bring their packed lunch, please book this in advance via the same website to support our catering team & other staff.
* For those pupils who regularly miss homework deadlines, fail to read regularly at home or practice their spellings, a meeting will be arranged with the pupil's parents/guardians to see how we can better support their learning. | <urn:uuid:8437ef11-2a76-491e-a2b0-992974089871> | CC-MAIN-2024-18 | https://files.schudio.com/alston-moor-federation-2/files/documents/Learning_Overview_and_Homework-_Spring_2.pdf | 2024-04-22T06:26:55+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296818081.81/warc/CC-MAIN-20240422051258-20240422081258-00865.warc.gz | 211,172,434 | 1,927 | eng_Latn | eng_Latn | 0.997835 | eng_Latn | 0.997522 | [
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Муниципальный этап всероссийской олимпиады школьников по английскому языку, 2014 г.
7-8 классы
Part 1. Listening Comprehension
Task 1. You will hear a conversation. For items 1-5, decide whether the statements marked 1-5 True (A) or False (B) according to the text you hear. You will hear the recording only once.
A. True
B. False
1. The movie starts at 2:35.
A. True
B. False
2. The girl’s mother won’t go with them because she’s at a meeting.
A. True
B. False
3. After the movie they’ll go for a stroll.
A. True
B. False
4. The girl wants to go to the beach.
A. True
B. False
5. They are not going to have dinner at home.
Task 2. Listen to the text and choose the best answer A, B or C to questions 6-13 according to what you hear. You will hear the recording twice.
A In the state of Indiana.
6. Where was Randall Davis Born?
B In Venezuela.
7. What did Randall major in when he was at Brigham Young University?
C in Utah.
A Spanish.
C Spanish education and TESOL.
B Japanese.
8. Where does he work now?
B Utah.
A Japan.
C Spain.
A His family.
9. What is the most important thing for Randall?
B His work.
How many children does Randall have?
C Achieving his goals.
A Two.
C Four.
10.
B Three.
11.Why does Randall like talking to his children on their hikes?
12.
A There's no TV and the Internet.
C They spend most of their time at school.
B He seldom sees them because of his work.
What does Randall say about telling stories?
B It's boring.
A It can be a challenging activity.
C It's easy.
A They seldom have problems.
13.What is Randall's opinion about life problems?
B They talk to each other openly and solve problems together.
C They don't like to face challenges.
Reading Comprehension
Task 1. Read the following newspaper article. Six sentences have been removed from the article. Choose from the sentences (A-G) the one which fits each gap (1-6) best of all. There is one extra sentence, which you do not need to use.
The Window
There were once two men, both seriously ill, in the same small room of a great hospital.
1) _______________
One of the men, as part of his treatment, was allowed to sit up in bed for an hour in the afternoon (something to do with draining the fluid from his lungs). His bed was next to the window. But the other man had to spend all his time flat on his back.
2) _____________ .
The window apparently overlooked a park where there was a lake. There were ducks and swans in the lake, and children came to throw them bread and sail model boats. Young lovers walked hand in hand beneath the trees, and there were flowers and stretches of grass, games of softball. 3) ____________ The man on his back would listen to the other man describe all of this, enjoying every minute. He heard how a child nearly fell into the lake, and how beautiful the girls were in their summer dresses.
His friend’s descriptions eventually made him feel he could almost see what was happening outside.
Then one fine afternoon, the thought struck him: Why should the man next to the window have all the pleasure of seeing what was going on? Why shouldn’t he get the chance? 4) __________. He’d do anything!
One night as he stared at the ceiling, the other man suddenly woke up, coughing and choking, and his hands groping for the button that would bring the nurse running. 5) ___________ In the morning, the nurse found the other man dead, and quietly took his body away.
As soon as it seemed decent, the man asked if he could be switched to the bed next to the window. 6) ____________ The minute they left, he propped himself up on one elbow, painfully and laboriously, and looked out the window.
It faced a blank wall.
A He felt ashamed, but the more he tried not to think like that, the worse he wanted a change.
B Every afternoon when the man next to the window was propped up for his hour, he would pass the time by describing what he could see outside.
C So they moved him, tucked him in, and made him quite comfortable.
D And at the back, behind the fringe of trees, was a fine view of the city skyline.
E Quite a small room, it had one window looking out on the world.
F But the man watched without moving – even when the sound of breathing stopped.
G However, he could not see anything.
Task 2. Read the following text and answer questions 7-15 by choosing А, В, C, or D. Give only one answer to each question.
How I Became an Athlete
One of the most wonderful moments in my life was standing waiting to be awarded my forth gold medal at the 1936 Olympic Games.
By Jesse Owens
And as I stood there, my thoughts raced back to a time when it seemed impossible that I would ever run like other boys and girls, let alone run in the Olympics. It began one night when I was six.
"Gee, I don't know, Ma," I answered. "It doesn't hurt much".
"What's that strange bump on your leg, Jess?" my mother asked me as I was getting into bed.
So we didn't pay any more attention to it then. But as the days passed, the bump began to get bigger and to hurt. Finally I was limping. Then the day came when I could no longer walk.
Until one day, the bump started getting smaller! And then finally, when I was nine years old, it went away completely.
Where we lived in the Deep South at that time, there were few doctors, and my family couldn't even afford secondhand crutches. So my mother took it upon herself to get me well. She tried every home remedy she knew. She massaged my leg and made me walk on it, even if it hurt to do so. And she somehow fed me like a king on the day laborer's salary of my father.
Maybe it was because I was so thankful to have two legs again like all my classmates that I took up running. Of course, the schoolhouse I went back to was just one room, and we had no gym or equipment. So I simply ran across the fields and down the roads. That was harder than the way athletes train today. But, in the long run, it turned out better for me because, when we moved to Cleveland, it was so easy to run on the smooth streets and flat floors of the gym where we exercised.
I found that I was faster than the other boys, and I was looking forward to junior high when I would really have a chance to join a team.
It was a hard time for me but it passed, and finally I was entering junior high. I'll never forget that first day – the day I met the Fairmont School coach, Charles Riley. My mother had given me a healthy pair of legs by never giving up when everyone else said that I was doomed to be a cripple. Now Mr. Riley showed me how to use those legs – and the spirit that makes them move even more than blood and muscles do.
But fate seemed to have other plans again. My father became ill. My mother had to go to work. And when I wasn't in school, I had to shine shoes instead of run in them. Then my father got better but had trouble finding work. Just when I thought I would have time to run again, I had to go on shining shoes and delivering groceries on Saturday and on Sunday after church.
7. When did Jess Owens start to remember his childhood trouble?
B. When he was given a medal for victory in Olympics.
A. When he was watching an award ceremony.
C. When he was waiting to be awarded his forth gold medal.
8. What happened to Jess when he was six?
D. When he was six.
A. He broke his leg.
C. He became unable to walk long distances.
B. His leg started to hurt very much.
D. He got a bump on his leg.
A. She knew a lot of remedies.
9. Why did Jess' mother treat him herself?
B. The doctors refused to help him.
D. She didn't trust the doctors from Deep South.
C. The family didn't have enough money for doctors.
10. What did Jess' mother do to get him well?
B. She fed him well and treated the bump every day she could.
A. She gave him good crutches.
C. She spent his father's salary for remedies.
11. What did Jess start to do when he got well?
D. She didn't allow him to walk very much.
A. He began to practice in athletics.
C. He started to make all his classmates run.
B. He began to make equipment for sports.
D. He paid more attention to his work at school.
A. He didn't like flat floors.
12. Why did Jess have to exercise in the fields and on roads?
B. It was easier to run there.
D. He liked to train on the streets.
C. There were no facilities at school.
13.Why did Jess start shining shoes?
B. He had to help his family.
A. He wanted to run in shining shoes.
C. He liked it better than delivering groceries.
14. What happened on Jess' first day in junior high school?
D. He had to do this instead of his ill father.
A. He started to train with a real coach.
C. He had to leave his mother.
B. He met new classmates.
D. He realized that he was no longer a cripple.
A. to keep legs healthy.
15.What was the most important thing that Charles Riley taught Jess?
B. to run very fast.
D. to strengthen muscles.
C. to be a real sportsman.
USE OF ENGLISH
The Guests
A young man and his wife were on a trip to visit his mother. Usually they (1 across) came in time for supper, but they had had a late start, and now it was getting dark, so they decided to look for a place to stay overnight and (3 down) go in a car on in the morning.
Just off the road, they saw a small house in the woods. "Maybe they rent rooms," the wife said. So they stopped to ask. An elderly man and woman came to the door. They didn't rent rooms, they said, but they would be glad to have them stay overnight as their guests. They had plenty of room, and they would enjoy the company. The old woman made coffee and brought out some cake, and the four of them talked for a while. Then the young couple were taken to their room. They tried to (2 across) beg urgently on paying for this, but the old man said he would not (6 across) take any money.
The young couple could not believe it. So they went back to the house. Only now there was no house. All they found was a burnt-out shell. They stood staring at the ruins trying to understand what had happened. Then the woman screamed: In the rubble was a badly burned table, like the one they had seen by the front door and on the table was the envelope they had left that very morning.
The young couple got up early the next morning, before their hosts had awakened. They left an envelope with some money in it on a table near the front door, to pay for the room. Then they went on to the next town. They stopped at a (4 down) an eating house and had breakfast. When they told the owner where they had stayed, he was (5 down) struck with fear. "That can't be," he said. "That house burned to the ground, and the man and the woman who lived there (7 across) passed away in the fire."
Task 2. Use the words given in brackets to form words that lexically and grammatically fit the blanks.
Robert Louis Stevenson was a poet and a 8. __________________ (write). He is the author of the 9. _________________(fame) book “Treasure Island”. He was an only child and was very often ill in bed. He loved his nurse very much, she was the best friend of his 10. ____________________ (child). He began to dictate his poems even before he could write, at the age of six. When the weather was bad, little Robert stayed in bed, but he did not 11. __________________ (complaint). He made up adventures and was quite happy. Sometimes he pretended that he was in the Land of Story-books or made up games with his soldiers and other toys. As a school boy, when he went for walks, he always took a copy-book in which he tried to express his 12. ___________________(impress) of people and places. When he grew up, he did the same when he travelled and wrote many 13. ___________________ (interest) books about his adventures.
Task 3. Open the brackets using tenses correctly.
14. Jack usually wears sandals but when I last saw him he __________________
(wear) boots.
15. I _____________________ (not see) Mary for two years. I wonder where she is.
16. Marcus ______________________ (break) his leg in a skiing accident last year.
17. We _________________________ (fish) for three hours but we haven't caught
enough fish yet.
18. 'How often ___________ you _____________ (use) a computer?'
'Every day'.
19. Someone _______________________ (knock) on the door. Shall I answer it?
20. This time next month I ______________________________ (sit) on a beach.
21. If he __________________________ (read) in bad light, he'll ruin his eyes.
22. ‘I can’t sleep very well. __________ this dog __________________ (bark) every night?’
'Yes, I have the same problem. Do you think you should complain about it?'
Writing
This is part of a letter from your English pen friend.
… I often have arguments with my mum about what clothes to buy and wear. She doesn’t like the things I choose and says that they are flashy and don’t suit me at all. But most of my friends wear such clothes and we really like them. Have you ever argued with your parents about what clothes to wear? What clothes do you prefer? Is being fashionable important to you? What do you think I should do to make my mum respect my choice?
By the way, we have a new teacher at school ….
Write back to Lucy. In your letter
* answer her questions;
* ask her three questions about her new teacher.
Write 120-160 words.
Remember the rules of letter writing.
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For 4th to 8th Grade S.T.A.R. Cards (Students Thinking and Acting Responsibly)
From an early age, children are ready to learn the skills of citizenship. To do so, they need basic civic knowledge, practice with civil dialogue, and ways to be engaged community members.
S.T.A.R. Cards develop these skills. They start rich conversations that encourage all students to share and support their individual points of view.
S.T.A.R. Cards are perfect in a morning meeting, a writing assignment, and more. They support engaged civic learning where all students feel safe to participate.
Production is supported by the Committee of Seventy. Copyright © 2022 by Anne Spector. All rights reserved
Building Basic
Civic Knowledge
6. There are five freedoms in the First Amendment to the Constitution: freedom of speech, freedom of religion, freedom of the press, the right to petition, and the right to assemble. Choose one freedom and describe what you think it means to you in your day-to-day life.
Building Basic
Civic Knowledge
7. There are Constitutional rights that give students a voice. These rights come with responsibilities. Is there a rule in your home, school, or community for which you would like to suggest a change? Do you think you have the right to make this suggestion? If so, what change would you suggest?
Promoting Civic
Engagement
15. Our schools and our communities often have neighbors from many different cultures. What would you do to learn about and celebrate the different cultures in your classroom or school?
Promoting Civic
Engagement
23. You must be 18-years-old to vote for President of the United States. What are some ways you might get practice becoming an informed voter? Do you think it is important to vote even if who or what you vote for does not win? Why or why not?
Building Strong Voices
Practicing
Democratic
Deliberation
27. There are pros and cons about allowing cell phones in school. Take a poll of the students in your classroom as to whether they think cell phones should be allowed or not. Then ask what rules the class would suggest if there were cell phones allowed in the classroom.
Building Strong Voices
Practicing
Democratic
Deliberation
29. Since 1789, when the office of President of the United States was established, there have only been men who have served as president. Do you think it is time we have a woman president? Why or why not? | <urn:uuid:4c41edb9-2ec2-4764-8d63-b2dfeb88c249> | CC-MAIN-2024-18 | https://seventy.org/uploads/attachments/clr0x2scb62my4wnpladr4lik-4-8-star-cards-select-few.pdf | 2024-04-22T06:40:24+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296818081.81/warc/CC-MAIN-20240422051258-20240422081258-00869.warc.gz | 457,533,999 | 514 | eng_Latn | eng_Latn | 0.998287 | eng_Latn | 0.998681 | [
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English Grade 10 Past
International Education
Circular
Grammar and Language Grade 10
Language Network
Reader's Guide to Periodical Literature Supplement
Educart TERM 1 ENGLISH MCQ Class 10 Question Bank Book 2022 (Based on New MCQs Type Introduced in 2nd Sep 2021 CBSE Sample Paper)
Migratory Labor
Congressional Record
English Language Arts in American High Schools
English Language Arts, Grade 10 Module 2
The Role of Language in Content Pedagogy
Teaching English Through ELA, Mathematics, Science, and Social Studies
Students' Accuracy in Written English Under the Impression of the new "G8" System - a Case Study
Negotiating Diasporic Identity in Arab-Canadian Students
The Power of Music
Migratory Labor
Ten Years of English Learning at School
Where the Sea Used to Be
Educational Offerings and Areas of Need for Public Instructional Services to American Indian Students in Wisconsin as Reported by Local School District Administrators and Parents of Indian Students Improvement of Secondary Education Through Research
Research in Education
Resources in Education
English for Life Teacher's Guide Grade 10 Home Language
MCAS English Language Arts, Grade 10
MyPerspectives
Plastic
English
Juvenile Delinquency (Indians)
Juvenile Delinquency Among the Indians
Mother to Mother
Winterdance
Virginia Journal of Education
Cracking the MCAS.
Bilum Books Exam Practice Guides Grade 10 ENGLISH
Subject Offerings and Enrollments, Grades 9-12
University English for Academic Purposes in China
Roadmap to the Grade 10 MCAS English Language Arts
English Medium Instruction in Secondary Education
SHANE KAITLIN
International Education Springer Nature
Grade 6.
Circular Beacon Press
English for Grade 10 student book meets all the requirements of the new Grade 10 English Syllabus. Units of work are organised according to Grade 10 English syllabus, namely: 10.1 The Home and Society 10.2 The World of Work 2 10.3 Papua New Guinea and World Literature 10.4 Persuading and Informing 2
Grammar and Language Grade 10 Research & Education Assoc.
A romance in the wilds of Montana between an oil prospector and a woman who studies wolves. Together they face the forces of nature and the strong-willed Texan who is her father and his employer.
Language NetworkGlencoe/McGraw-Hill School Publishing Company
Considers (87) H.R. 6032, (87) S. 1123, (87) S. 1124, (87) S. 1125, (87) S. 1126, (87) S. 1130, (87) S. 1132.
Reader's Guide to Periodical Literature Supplement HMH
V.1: Considers S. 1123 and seven related bills, to improve educational facilities and health services for migrant laborers and their children; to exempt agricultural employees from certain provisions of the Fair Labor Standards Act; and to establish a National Citizens Council on Migratory Labor. Includes Calif Dept of Public Health report "Health Conditions and Services for Domestic Seasonal Agricultural Workers and Their Families in California" Oct. 1, 1960 (p. 219-279); v.2: Focuses on S. 1129, to amend the Wagner-Peyser Act to improve programs for recruitment, transportation and distribution of agricultural workers.; v.3: Continuation of hearings on S. 3382, to amend the Public Health Service Act to authorize Federal funds for construction of adequate sanitary facilities for migratory farm workers.
Educart TERM 1 ENGLISH MCQ Class 10 Question Bank Book 2022 (Based on New MCQs Type Introduced in 2nd Sep 2021 CBSE Sample Paper) Educart
If Students Need to Know It, It's in This Book This book develops the English and language arts skills of high school students. It fosters skill mastery that helps them succeed both in school and on the Massachusetts Comprehensive Assessment System (MCAS). Why The Princeton Review? We have more than 20 years of experience helping students master the skills needed to excel on standardized tests. Each year we help more than 2 million students score higher and earn better grades. We Know the Massachusetts Comprehensive Assessment System Our experts at The Princeton Review have analyzed the MCAS, and this book provides the most up-to-date, thoroughly researched information possible. We break down the test into its individual skills to familiarize students with the test's structure while increasing their overall skill level. We Get Results We know
Downloaded from db.mwpai.edu by guest what it takes to succeed in the classroom and on tests. This book includes strategies that are proven to improve student performance. We provide - content review based on Massachusetts standards and objectives - detailed lessons, complete with skill-specific activities - 2 complete practice MCAS English language arts tests.
Migratory LaborThe Princeton Review
The Educart CBSE English Language and Literature Term I Question Bank 2022 is a focussed MCQbased book for CBSE Term I Board Exam. With this book, we provide you with all types of objective questions for each chapter and topic. This Educart Question Bank has exclusive features, such as: • All Types of New Pattern Objective Questions and MCQs including Competency-type and Extractbased • Chapter-wise Topic Notes with important cues based on our research on NCERT + CBSE Previous 10 Year Papers • Extract/ Poem-based Example Questions • Detailed Explanations for all answers • Self Practice Questions for more and more practice
Congressional Record Springer Nature
An English revision book for use throughout Grades 9 & 10 in PNG. Content is arranged in three sections: 1. Questions from past exam papers for Gr 10 English. 2. Summaries of each Topic and explanation of English terms.3. Detailed answers with notes and explanations.Excellent preparation for students who want to do well in their Grade 10 English exam
English Language Arts in American High Schools McDougal Littel
This book explores the importance of language in content learning. It focuses on teachers' roles, knowledge and understanding of language in school contexts (including academic language and disciplinary languages) to support students. It examines teachers' language-related knowledge base for content teaching, which include teachers' knowledge of and about language, knowledge of (their) students and their pedagogical knowledge. This book also explores how teachers' knowledge of language, students and content are linked as part of a larger pedagogical content knowledge, which includes knowledge of the role of language in content learning. As well, it further considers literacy (and literacies) as part of this examination of teachers' knowledge of language.
English Language Arts, Grade 10 Module 2Taylor & Francis
Building on her earlier work, 'The Power of Music: A Research Synthesis of the Impact of Actively Making Music on the Intellectual, Social and Personal Development of Children and Young People', this volume by Susan Hallam and Evangelos Himonides is an important new resource in the field of music education, practice, and psychology. A well-signposted text with helpful subheadings, 'The Power of Music: An Exploration of the Evidence' gathers and synthesises research in neuroscience, psychology, and education to develop our understanding of the effects of listening to and actively making music. Its chapters address music's relationship with literacy and numeracy, transferable skills, its impact on social cohesion and personal wellbeing, as well as the roles that music plays in our everyday lives. Considering evidence from large population samples to individual case studies and across age groups, the authors also pose important methodological questions to the research community. 'The Power of Music' defends qualitative research against a requirement for randomised
control trials that can obscure the diverse and often fraught contexts in which people of all ages and backgrounds are exposed to, and engage with, music. This magnificent and comprehensive volume allows the evidence about the power of music to speak for itself, thus providing an essential directory for those researching music education and its social, personal, and cognitive impact across human ages and experiences.
The Role of Language in Content Pedagogy Routledge
This book, framed through the notion of double consciousness, brings postcolonial constructs to sociopolitical and pedagogical studies of youth that have yet to find serious traction in education. Significantly, this book contributes to a growing interest among educational and curriculum scholars in engaging the pedagogical role of literature in the theorization of an inclusive curriculum. Therefore, this study not only recognizes the potential of immigrant literature in provoking critical conversation on changes young people undergo in diaspora, but also explores how the curriculum is informed by the diasporic condition itself as demonstrated by this negotiation of foreignness between the student and selected texts.
Teaching English Through ELA, Mathematics, Science, and Social Studies Springer Paths to College and Career Jossey-Bass and PCG Education are proud to bring the Paths to College and Career English Language Arts (ELA) curriculum and professional development resources for grades 6–12 to educators across the country. Originally developed for EngageNY and written with a focus on the shifts in instructional practice and student experiences the standards require, Paths to College and Career includes daily lesson plans, guiding questions, recommended texts, scaffolding strategies and other classroom resources. Paths to College and Career is a concrete and practical ELA instructional program that engages students with compelling and complex texts. At each grade level, Paths to College and Career delivers a yearlong curriculum that develops all students' ability to read closely and engage in text-based discussions, build evidence-based claims and arguments, conduct research and write from sources, and expand their academic vocabulary. Paths to College and Career's instructional resources address the needs of all learners, including students with disabilities, English language learners, and gifted and talented students. This enhanced curriculum provides teachers with freshly designed Teacher Guides that make the curriculum more accessible and flexible, a Teacher Resource Book for each module that includes all of the materials educators need to manage instruction, and Student Journals that give students learning tools for each module and a single place to organize and document their learning. As the creators of the Paths ELA curriculum for grades 6–12, PCG Education provides a professional learning program that ensures the success of the curriculum. The program includes: Nationally recognized professional development from an organization that has been immersed in the new standards since their inception. Blended learning experiences for teachers and leaders that enrich and extend the learning. A train-the-trainer program that builds capacity and provides resources and individual support for embedded leaders and coaches. Paths offers schools and districts a unique approach to ensuring college and career readiness for all students, providing state-of-the-art curriculum and state-of-the-art implementation.
Students' Accuracy in Written English Under the Impression of the new "G8" System - a Case Study Houghton Mifflin Harcourt
3
3
Inhaltsangabe:Introduction: In Germany, education matters lie within the scope of each of the 16 German federal states. Consequently, there is no unique educational system which is valid for the entire Federal Republic of Germany, but 16 individual ones. However, a German-wide basic framework, including regulations about the compulsory school attendance for instance, does exist. The duration of compulsory schooling until passing the Abitur at the Gymnasium, however, is not regulated by this framework, but belongs to the power of decision of each federal state. For instance, in Thuringia and Saxony, the duration of compulsory schooling at the Gymnasium has been limited to eight years, as it was already the case before the reunification of Germany in 1990. In the other federal states, like North-Rhine Westphalia for example, the duration of compulsory schooling at the Gymnasium included an additional ninth year, resulting in the fact that the students attended the Gymnasium from grade 5 until grade 13. Nevertheless, in 2001, the ministry of education of the federal state Saarland decided for a reduction of the duration of compulsory schooling at the Gymnasium by one year. By now, all the other federal states have followed and therefore also made the decision for a reduced duration of only eight years at the Gymnasium. After many heated discussions, also the North-Rhine Westphalian ministry of education decided for a reduction of the duration of compulsory schooling at the Gymnasium. As a consequence of this decision, students of two grades (G8 and G9 students) entered the upper secondary level at all North-Rhine Westphalian Gymnasien on August 31st, 2010 (Ministerium für Schule und Weiterbildung des Landes NordrheinWestfalen, n.d.a). The students of this so-called Doppeljahrgang will all graduate in 2013 and therefore all of them will have to pass the same Abitur exams. Hence, it must be guaranteed that G8 students have the same preconditions as G9 students, despite having one year less of general schooling before graduating. Since no students have entered the upper secondary level after only five years at the Gymnasium in North-Rhine Westphalia before 2010, empirical research in this area is hardly available by now. Nevertheless, this Doppeljahrgang offers the unique chance of directly comparing G8 and G9 students in order to find out in how far the new G8 system was implemented successfully or not. Especially in the context of learning [...]
Negotiating Diasporic Identity in Arab-Canadian Students John Wiley & Sons
Accessible and hands-on, this textbook provides a comprehensive introduction to teaching language through content, an approach known as Content-Based Language Teaching (CBLT). A content-based, language-focused approach to teaching in the disciplines is essential to serving the language and disciplinary needs of English learners (ELs) in the classroom. Guided by learning standards and informed by research, this book demonstrates how content materials in the English Language Arts (ELA), Mathematics, Science, and Social Studies can be harnessed to develop the English language proficiency of ELs as well as advance their disciplinary knowledge and skills. Using content materials in ELA, Mathematics, Science, and Social Studies as a starting point, this textbook illustrates how to teach English as an additional language effectively by integrating language instruction with disciplinary teaching. It showcases numerous learning and instructional activities, complete with targeted language exemplified in sentential and discourse contexts, direct instruction, teacher modeling, guided and individual practices, and assessments, which are further backed up by detailed discussions of their goals, rationales, and implementation. This textbook also features a discussion of differentiation to address the varied needs of students. To further assist readers in determining how to incorporate language instruction, Peng identifies extensive possibilities for language teaching that are based on the same content materials and beyond those targeted by sample learning activities. Each chapter ends with three types of exercises—multiple-choice questions, open-ended discussion questions, and problems of application—to bolster understanding, promote reflection, and encourage application. Complementing the book are additional online resources, including ready-to-use PowerPoints, which are available on the book's webpage at Routledge.com/9780367521134. Covering key issues such as characteristics of effective language instruction, differentiation, and the challenges associated with CBLT, this is an essential text in TESOL methods and content-area language teaching, as well as an invaluable resource for preservice and in-service ESL/EFL teachers and content-area teachers who are interested in furthering their students' language and literacy development.
The Power of Music Houghton Mifflin Harcourt
The Teacher's Guide for English for Life Grade 10 has been compiled according to the requirements of the National Curriculum and Assessment Policy Statement. The Teacher's Guide supports the teacher's task by providing Teaching, Learning and Assessment Plans for the year guidance for lesson planning and classroom practice a formal assessment programme daily assessment with the activities answer keys for each module guidance in the form of information boxes a user-friendly layout.
Migratory Labor Taylor & Francis
Surveys all aspects of Indian reservation living conditions and reviews problem of state governments' lack of jurisdiction on reservations. Apr. 28 and 29 hearings were held in Phoenix, Ariz., and Apr. 30 hearing was held in Palm Springs, Calif.
Ten Years of English Learning at SchoolSpringer
This book uses an in-depth, phenomenological interview approach to explain the generational characteristics of today's Chinese university youths and the critical dispositions they believe indispensable in acquiring English as an academic language in and outside school settings. By presenting the authentic voices of the recruited participants, the book clarifies how English for academic purposes (EAP), as an emerging global phenomenon and a research-informed practice, enables and empowers them for conscious self-transformation and critical awareness development through language study. The book also explores issues arising in the fields of general English language teaching as well as traditional and critical EAP, and discusses university English language learners' learning needs and rights. The book further promotes a dynamic and transformative University EAP pedagogy of particularity, practicality, and possibility moving from the oppression of language education to its liberation, and the increasing critical consciousness among the present and future university youths in a time of great social changes.
Where the Sea Used to Be Open Book Publishers
Jack Pun presents best practices in pedagogy and teaching to facilitate effective content-subject learning at the secondary school level. Increasingly, parents are sending their children to English Medium Instruction (EMI) secondary schools in their home countries, to prepare them for full immersion in EMI in English native-speaking countries. The book explores the teaching and learning processes in EMI senior secondary science classrooms based in thirty secondary schools in Hong
Kong. Conducting analyses of classroom, teacher and student perception data, the author discusses the issues of teaching science through the medium of English in secondary schools, the implications and applications for professional development of science teachers and other content-subject teachers, and suggests strategies for teaching science in different EMI contexts. This volume is highly relevant to scholars in the field of educational linguistics, particularly in English language teaching, content-based instruction, content and language integrated learning, and English as a medium of instruction. It is also useful to education policymakers, school teachers, research students, English and education majors.
Educational Offerings and Areas of Need for Public Instructional Services to American Indian Students in Wisconsin as Reported by Local School District Administrators and Parents of Indian Students Princeton Review
"This eloquent, elegant book thoughtfully plumbs the . . . consequences of our dependence on plastics" (The Boston Globe, A Best Nonfiction Book of 2011). From pacemakers to disposable bags, plastic built the modern world. But a century into our love affair, we're starting to realize it's not such a healthy relationship. As journalist Susan Freinkel points out in this eye-opening book, we're at a crisis point. Plastics draw on dwindling fossil fuels, leach harmful chemicals, litter landscapes, and destroy marine life. We're drowning in the stuff, and we need to start making some hard choices. Freinkel tells her story through eight familiar plastic objects: a comb, a chair, a Frisbee, an IV bag, a disposable lighter, a grocery bag, a soda bottle, and a credit card. With a blend of lively anecdotes and analysis, she sifts through scientific studies and economic data, reporting from China and across the United States to assess the real impact of plastic on our lives. Her conclusion is severe, but not without hope. Plastic points the way toward a new creative partnership with the material we love, hate, and can't seem to live without. "When you write about something so ubiquitous as plastic, you must be prepared to write in several modes, and Freinkel rises to this task. . . . She manages to render the most dull chemical reaction into vigorous, breathless sentences." —SF Gate "Freinkel's smart, well-written analysis of this love-hate relationship is likely to make plastic lovers take pause, plastic haters reluctantly realize its value, and all of us understand the importance of individual action, political will, and technological innovation in weaning us off our addiction to synthetics." —Publishers Weekly "A compulsively interesting story. Buy it (with cash)." —Bill McKibben, author of The End of Nature "What a great read—rigorous, smart, inspiring, and as seductive as plastic itself."
—Karim Rashid, designer
Improvement of Secondary Education Through Research diplom.de REA ... Real review, Real practice, Real results. REA's Massachusetts Grade 10 MCAS English Language Arts Study Guide! Fully aligned with the Learning Standards in the Massachusetts Curriculum Frameworks Are you prepared to excel on this state high-stakes assessment exam? * Required for a high school diploma * Find out what you know and what you should know * Use REA's advice and tips to ready yourself for proper study and practice Sharpen your knowledge and skills * The book's full subject review refreshes knowledge and covers both components on the official exam, Language/Literature and Composition * Smart and friendly lessons reinforce necessary skills * Key tutorials enhance specific abilities needed on the test * Targeted drills increase comprehension and help organize study * Color icons and graphics highlight important concepts and tasks Practice
4
English Grade 10 Past
2024-01-16
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for real * Create the closest experience to test-day conditions with two full-length practice tests * Chart your progress with detailed explanations of each answer * Boost confidence with test-taking strategies and focused drills Ideal for Classroom, Family, or Solo Test Preparation! REA has helped
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KS3 Computer Science Curriculum Overview
Head of Department - Miss Fox
Department teaching staff - Mr Howe
Assessment:
Practical Exam at the end of topic 3. A range of assessment windows take place during each unit in line with The Dean Trust assessment policy. These include Self, Peer, Formative and Summative assessments throughout the year.
Homework:
Homework will be set twice each half term linked to the topic. This will be set via the Bromcom Student portal and be visible on the MCAS app for parents, Homework will be submitted through Google classroom. All homework will be set using these systems and pupils can access it at home with their appropriate log in details.
Other Useful Information:
To consolidate learning in the classroom students are encouraged to develop their Computing knowledge and understanding by completing independent study. This could be completed on various platforms including: www.classroom.google.com, www.bbc.co.uk/education, www.codeacademy.com , www.code.org, www.codecombat.com and www.vle.bromcomcloud.com/
| Year 7 | KS3 Topic 1: Introduction to Computer Systems (14) | Topic 2: Introduction to physical computing (12) | Topic 3: Introduction to the Internet (10) |
|---|---|---|---|
| | Knowledge What pupils will know | Knowledge What pupils will know | Knowledge What pupils will know |
| | Programming ● Sequencing ● Programming basics (Print, Variables and inputs) Computational thinking ● Algorithms (Written Sequence) Computer systems ● Hardware (Types of computers and hardware) ● Software (Operating systems and application) Digital artefacts ● Design principles (Layout and colours) ● Standard tools within software (Resize images, changing colour, adding text and images) Digital literacy ● Online safety (recognising threat online) ● Cyber security (strong passwords) | Programming ● Sequencing ● Programming basics (Python libraries (Physical computing) Computational thinking ● Algorithms (Flowchart Sequence) Computer systems ● Data and Number systems (Binary to Denary / Denary to binary) ● Data and Number systems (Image representation) Digital artefacts ● Design principles (Planning an image) ● Standards tools within software (Working with tables and colour fill) Digital literacy ● Emerging and past technology (Micro Bits) | Computational thinking ● Decomposition and Abstraction (the planning of the video) Computer systems ● Computer networks (the internet) ● Software (Social Media sites) Digital artefacts ● Design principles (Planning an video) ● Standards tools within software (types of edits within video editing) Digital literacy ● Emerging and past technology (History and future of the internet) ● Online safety (Social media) |
| | Skill What pupils will be able to do | Skill What pupils will be able to do | Skill What pupils will be able to do |
| | Programming - ● Predicate code outputs (Print and Variables) ● Modify code ( print, inputs and variables) ● Create code (using print, inputs and variables) ● De-bug code (fix syntax errors) Computational thinking ● Application of algorithms (create a written algorithm for a fact giving program) Computer systems ● Recognise Computer systems (Hardware and software) Digital artefacts ● Create a digital artefact using appropriate tools (Create an infographic for computer hardware and software) ● Recognises suitability within a digital artefact.(selecting the correct content for a digital artefact) Digital literacy ● Effective and discerning use of a range of computers | Programming ● Predicate code outputs (Python libraries) ● Modify code (on Physical computing) ● Create code (using / coding Micro Bits) ● De-bug code (fix syntax errors) Computational thinking ● Application of algorithms (create a flowchart) ● Solve problems (Micro bit project) Computer systems ● Recognise Computer systems (Binary) Digital artefacts ● Create a digital artefact using appropriate tools (Create a plan for an image and display it on the microbit) Digital literacy ● Effective and discerning use of a range of computers | Computational thinking ● Solve problems (using video software) Computer systems ● Computer communication (effective use of the internet) Digital artefacts ● Create a digital artefact using appropriate tools (Create a revisions sheet on a word processing package) ● Recognises suitability within a digital artefact.(selecting the correct content for a digital artefact) Digital literacy ● Effective and discerning use of a range of computers |
Topic 4: Computing enrichment project (3/4)
KnowledgeWhat pupils will know
The application of all knowledge from Y7, within an enrichment project (Last ¾ weeks)
* Programming
* Computational thinking -
* Computer systems
* Digital artefacts
* Digital literacy
Skill What pupils will be able to do
The application of all Skills from Y7, within an enrichment project (Last ¾ weeks)
* Programming
* Computational thinking -
* Computer systems
* Digital artefacts
* Digital literacy
Year
| KS3 Topic 5: Introduction to Cyber Security (14) | KS3 Topic 6: Introduction to Image Representation (12) | KS3 Topic 7: Introduction to networks (10) | E n d o f y e a r e x a m (3) |
|---|---|---|---|
| Knowledge What pupils will know | Knowledge What pupils will know | Knowledge What pupils will know | |
| Programming ● Selection (If statements) ● Programming basics (recap year 7) Computational thinking ● Algorithms (Flowchart selection) Computer systems ● Hardware (Hardware used to protect a system)) ● Software (Viusses) ● Computer networks (how computers communicate) Digital artefacts ● Design principles (Target audiences) ● Standards tools within software (slide design,fonts, transitions and animations) Digital literacy ● Online safety (recognising threats) ● Cyber security (Scams and hacking) ● Emerging and past technology (Past threats and attacks within society) | Programming ● Iteration (While loops) ● Selection (If statements) ● Programming basics (recap year 7, Intro to Python Turtle ) Computational thinking ● Algorithms (Flowchart iteration) Computer systems ● Data and Number systems (Recap year 7) ● Data and Number systems (Introduction to Hex) ● Data and Number systems (Introduction to images in binary) Digital artefacts ● Standards tools within software (shapes in Turtle) Digital literacy ● Emerging and past technology (8bit to 16bit colour) | Programming ● Programming basics (HTML) Computational thinking ● Decomposition and Abstraction (finding data within HTML code) Computer systems ● Computer networks (LAN/WAN/WPAN and topologies) ● Hardware (firewalls, servers and switchers) ● DNS (IP’s/MAC) (intro for IP’s) Digital artefacts ● Standards tools within software (tools in word processing) Digital literacy ● Emerging and past technology (History and future of networking) ● Online safety (reporting issues) ● Cyber security (Careers) | |
| Skill What pupils will be able to do | Skill What pupils will be able to do | Skill What pupils will be able to do | |
| Programming ● Predicate code outputs (If’s statement and operators) ● Modify code ( If statements and operators) ● Create code (If’s statements and operators) ● De-bug code (fix errors) Computational thinking ● Application of algorithms (create a flowchart using selection) Computer systems ● Recognise Computer systems (Hardware and software used in cyber security) ● Computer communication (pen testing) Digital artefacts ● Create a digital artefact using appropriate tools (Create a presentation on cyber security) Digital literacy ● Effective and discerning use of a range of computers | Programming ● Predicate code outputs (Loops to draw images ) ● Modify code ( Loops to draw images) ● Create code (Loops to draw images) ● De-bug code (fix errors, logic errors) Computational thinking ● Application of algorithms (create a flowchart using iteration) Computer systems ● Recognise Computer systems (Hex) ● Recognise Computer systems (Binary images) Digital literacy ● Effective and discerning use of a range of computers | Programming ● Predicate code outputs (HTML ) Computational thinking ● Solve problems (Finding information within a HTML file) Computer systems ● Computer communication (effective use of a network) Digital artefacts ● Create a digital artefact using appropriate tools (Create a plan for an video on transition) ● Recognises suitability within a digital artefact.(selecting the correct content for a digital artefact) Digital literacy ● Effective and discerning use of a range of computers | |
| KS3 Topic 9: ESports (14) | KS3 Topic 10: Introduction to interface design (6) | KS3 Topic 11: Introduction to Digital Sound (6) |
|---|---|---|
| Knowledge What pupils will know | Knowledge What pupils will know | Knowledge What pupils will know |
| Programming - ● Selection and iteration (Arrays, logic errors) ● Programming basics (recap year 7 and 8) Computational thinking - ● Algorithms (Flowchart selection and iteration) Computer systems ● Hardware (Gaming hardware) ● Computer networks (how computers communicate within online gaming) Digital artefacts ● Standards tools within software (Spreadsheets and online forms) ● Advanced tools within software (Data analysis within a SS) Digital literacy ● Online safety (Gamining) ● Cyber security (Scams and hacking) ● Emerging and past technology (Gaming within society) | Computational thinking - ● Decomposition and Abstraction (Reading a brief and selecting information) Computer systems ● Hardware (I/O devices within design) ● Software (design software) Digital artefacts ● Standards tools within software (Interface design) ● Advanced tools within software (Interface design) ● Design principles (Interface design) Digital literacy ● Emerging and past technology( changes with interface design)) | Computational thinking - ● Decomposition and Abstraction (Reading a brief and selecting information) Computer systems ● Data and Number systems (Recap year 7 and 8) ● Data and Number systems (sounds within binary) Digital artefacts ● Standards tools within software (sound editing) ● Advanced tools within software (sound editing) ● Design principles (royalties of sounds and images) Digital literacy ● Emerging and past technology (How music and sounds have changed within the digital age) |
Skill What pupils will be able to do
Skill What pupils will be able to do
Skill What pupils will be able to do
Programming -
Computational thinking -
Computational thinking -
* Predicate code outputs (Iteration, arrasy and selection )
* Modify code (Iteration, arrasy and selection )
* Create code (Iteration, arrasy and selection )
* De-bug code (fix errors (Logic, runtime and Syntax)
Computational thinking -
* Application of algorithms (create a flowchart using selection and iteration)
Computer systems
* Recognise Computer systems (Hardware and software used within gaming)
* Computer communication (Online gaming, IP and ISP))
Digital artefacts
* Create a digital artefact using appropriate tools (Create a form and spreadsheet)
Digital literacy
* Effective and discerning use of a range of games (Recognises how to reports isess when online gaming)
* Solve problems (Creating a design interface for a brief)
Computer systems
* Recognise Computer systems (Hardware and software used within Interface design)
Digital artefacts
* Create a digital artefact using appropriate tools (Interface design)
Digital literacy
* Effective and discerning use of a range of games (Recognises interface design effect end users)
* Solve problems (Creating a sound for a brief) Computer systems
* Recognise Computer systems (Sounds in Binary) Digital artefacts
* Create a digital artefact using appropriate tools (Interface design)
Digital literacy
* Effective and discerning use of a range of games (Recognises to sounds are created and distributed online)
Topic 12: Computing in the real world (10)
Knowledge What pupils will know
Consolidation of
Programming,Computational thinking, Computer systems, Digital artefacts and Digital literacy KS3 knowledge.
To gain certification via one of the following accreditors.
* IBM Skill Build
* Idea award
* Code Academy
* Cyberfirst
Skill What pupils will be able to do
Consolidation of
Programming,Computational thinking, Computer systems, Digital artefacts and Digital literacy KS3 knowledge.
To gain certification via one of the following accreditors.
* IBM Skill Build
* Idea award
* Code Academy
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Gerunds And Infinitives Learn English With Me
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Gerunds And Infinitives Learn English
After the main verb, both gerunds and infinitives can be used. The main verb in the sentence determines whether you use a gerund or an infinitive. Some verbs take only a gerund. Some verbs take only an infinitive. Some verbs can take both gerunds and infinitives, with only a slight difference in the meaning (as explained in Part I above).
Gerunds and Infinitives - Really Learn English
When you use a verb after a preposition in a sentence, use a gerund. "He ended his speech by thanking everyone." "Don't cross the road without looking." We also use gerunds after two-word prepositions. "I'm tired of working on the weekend." "She dreams of winning a gold medal." Infinitives. Infinitives are the base form of the verb e.g. look, see, watch.
Gerunds and Infinitives | Learn English
To use gerunds or to use infinitives, that is the question! Learning how to use gerunds and infinitives is one of the most challenging aspects of learning English. For this reason, Englishpage.com has created the Internet's most in-depth tutorial on the subject. Click here to begin our three-part tutorial.
Gerunds and Infinitives | ENGLISH PAGE
Gerunds and infinitives are forms of verbs that act like nouns. They can follow adjectives and other verbs. Gerunds can also follow prepositions. When a verb follows a verb it either takes the gerund or infinitive form.
English Grammar - Gerunds and Infinitives - Learn English
Gerunds and infinitives are very common in the English language. They can be used in many situations. Sometimes you may use an infinitive and a gerund. Sometimes you have to choose between the two, because using one may be completely wrong.
When to Use Gerunds and Infinitives: 5 ... - FluentU English
Gerunds and infinitives are sometimes referred to as verb complements. They may function as subjects or objects in a sentence. They may function as subjects or objects in a sentence. Get Page and check your text using a unique Contextual Grammar and Spell Checker.
Gerunds & Infinitives - Meaning, Examples & Exercises
Gerunds and Infinitives. It can be a little difficult to know when to use gerunds and infinitives. (See all the gerund and infinitive exercises here) Here's my video on the subject: We use gerunds (verb + ing): After certain verbs - I enjoy singing; After prepositions - I drank a cup of coffee before leaving
Gerunds and Infinitives - Perfect English Grammar
1629 Gerund after prepositions – Exercise 3; 1631 Gerund after prepositions – Exercise 4; 1615 Gerund and Infinitive – Exercise 1; 1621 Gerund and Infinitive – Exercise 2; 1625 Gerund as subject or object – Exercise; 1623 Gerund or Progressive; 1611 Infinitive of English verbs – Test; 1617 Infinitive or Gerund after verbs; Exercises ...
Gerund, Infinitive - Grammar Exercises - Learning English
The later one must be transformed into a non-finite verb. The non-finite verbs are gerunds, participles, and infinitives. However, some finite verbs are always followed by the gerunds; some are always followed by the infinitives; others are followed by either gerunds or infinitives. Verbs That Are Always Followed by the Gerunds:
Verbs followed by Gerunds | Learn English
Verbs that are followed by other verbs can take either the gerund or the infinitive. A gerundis a verbending in "ing" that functions as a noun. An infinitiveis the basic or root form of a verb, typically preceded with "to." Understanding how these words function is a crucial step in developing your English skills.
List of Verbs Followed by Gerunds or Infinitives
A gerund is a noun made from a verb by adding 'ing' at the end of the verb.You can use a gerund as the subject, the complement, or the object of a sentence. Infinitives are the 'to' form of the verb so the form of infinitives is 'to + verb1'. You can also use an infinitive as the subject, the complement, or the object of a sentence.
Gerunds and Infinitives - to learn English
In this lesson, learn about gerunds and infinitives. Learn what they are and how to use them. A must-see for all of you taking IELTS, or Cambridge exams. Keep watching until the end, when there...
Gerunds and Infinitives in English | grammar lesson
Gerunds and Infinitives: Expressions with Gerunds We need to put a noun after a preposition. Gerunds act as nouns, so after a preposition, we can also put a gerund. There are many expressions that are commonly followed by a gerund.
Gerunds and Infinitives - Learn English, Speak English ...
In English, if you want to follow a verb with another action, you must use a gerund or infinitive. For example: We resumed talking. (gerund – verb + ing) I want to see a movie. (infinitive – to + base verb) There are certain verbs that can only be followed by one or the other, and these verbs must be memorized. Many of these verbs are listed below.
Verbs Followed by Gerunds and Infinitives · engVid
Both gerunds and infinitives can be used as the subject or the complement of a sentence. However, as subjects or complements, gerunds usually
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Read PDF Gerunds And Infinitives Learn English With Me
sound more like normal, spoken English, whereas infinitives sound more abstract. In the following sentences, gerunds sound more natural and would be more common in everyday English.
Gerunds and Infinitives Part 1 | ENGLISH PAGE
Gerunds and infinitives confuse even very advanced English learners. Basically, some verbs are followed by gerunds, some verbs are followed by infinitives, and some verbs can be followed by gerunds...
Getting to Know Gerunds and Infinitives - VOA
Learn English > English lessons and exercises > English test #22499: Gerund and Infinitives > Other English exercises on the same topic: -ing [ Change theme ] > Similar tests: - Adjectives-ing and ed - FOR and its use - Gerund - Look forward to/be used to - Past Simple or Past Continuous - TO + verb base or TO + V + ing - Gerunds - Doing, Do ...
Gerund and Infinitives - Learn English
Some rules in English just need to be memorized. Among these are which verbs (and adjectives and adverbs) should be followed by a gerund, which by an infinitive, and which can be followed by either. Giving your students a list of verbs that match each category can be useful, but some students learn best through story.
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Education in LEDCs
All people have a right to education under the Universal Declaration of Human Rights. Public education is an essential driver of economic development. LEDCs need to address two issues if their public education systems are going to produce the highly skilled, knowledgeable, and adaptable workers required to prompt economic growth. These are widening access and improving quality.
Widening Access
Access to education in LEDCs is notoriously sporadic. In LEDC's in Sub-Saharan Africa, over one-third of the population of 12-14 years old don't have access to education and a further 60% of 15-17-year-olds are uneducated before getting a job, only reducing the rate at which these countries develop and progress into major world powers.
Geographical accessibility is a key issue; transport networks in LEDCs are often unreliable, and even non-existent outside of urban centres. Children in rural areas often need to walk several miles to attend the local school. This is part of the reason why many families still discourage schooling for their children; such extended travel time can be seen as time wasted, especially when there is a financial imperative for children to lend a hand on the family's farm, or with domestic chores such as raising younger children.
Many LEDCs do not have the infrastructure to provide universal public education. As such, many schools are run by independent bodies and charitable organisations. Often, they charge fees – on average it costs $650 (USD) to educate one child. Many poverty-stricken families cannot afford to even contemplate paying these fees. The financial demands of educating children (the cost of losing their labour and the cost of fees, materials, and transport) are compounded by the size of families; in African LEDCs, there are roughly 5 children for every woman.
Young girls usually have even less access to education than young boys. Some LEDCs such as South Sudan, Ethiopia, Niger, Chad, and Liberia, actively restrict female access to education on the basis of their gender. In extreme cases, such as Niger, up to 80% of women are illiterate. If women continue to be excluded from education, then they lack essential knowledge about leading safer lives, contraception, and diseases from ill sanitation. Clearly, illiterate citizens are usually unable to contribute to the economic growth of a country too.
Improving quality
Furthermore, there are serious problems with the quality of education received by pupils in schools. Some statistics say that up to 37 million children who do attend an education service learn so little that they were not much better off than children that didn't receive and education.
SGSMUN 2019 Youth The Issue of Education in LEDCs Even worse still, in LEDCs across the world, there is not only a low quality of education but high rates of teacher absenteeism. In some cases, this has led to up to 200 pupils being taught in the same classroom by only one teacher. This simply isn't the one to one attention children need to develop the skills required to live in the outside world. Many LEDCs lack the resources within their education systems to provide materials essential for learning including textbooks. When combined with the low level of training which many teachers receive, it is clear to see that the pupils who manage to attend school are not making the progress needed. Low quality of provision leads to further problems with access, as families do not see the point of sending children to a low-quality school, thus creating a vicious cycle.
There are, also, ideological debates about what is to be taught in these schools. Many LEDC's, especially in Africa, are under the economic influence of much more powerful global nations. A key example of this is how China has helped countries such as Angola and Zimbabwe and then used them to establish communist dictatorships, possible spreading China's ideology through influence on the curricula. This must also be tackled when thinking about how these countries influence the education curriculum in these developing countries.
Points to Consider
* How can access to education in rural communities be improved?
* How can access to education for girls be widened?
* How can the culture of education in LEDCs be changed?
* How can quality education be guaranteed for all pupils in LEDCs?
* How can the issue of ideological interference be tackled, when many LEDCs will rely on the economic power of MEDCs to reform their systems?
Useful Links:
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PUBLIC INFORMATION OFFICE JET PROPULSION LABORATORY CALIFORNIA INSTITUTE OF TECHNOLOGY NATIONAL AERONAUTICS AND SPACE ADMINISTRATION PASADENA, CALIF. 91109. TELEPHONE (818) 354-5011
Contact: Diane Ainsworth
FOR IMMEDIATE RELEASE August 16, 1991
Investigations of the sun's fiery outer atmosphere will intensify when the Ulysses spacecraft passes behind the sun on Wednesday, August 21.
Conjunction will occur when the spacecraft and Earth are on opposite sides of the sun. Signals sent from the spacecraft to Earth during this alignment will be distorted by the denser part of the sun's outer atmosphere, known as the corona.
"A spacecraft such as Ulysses, which is slightly above the plane of the Earth's orbit, will appear to pass just above the sun," said JPL's Dr. Edward J. Smith, project scientist for NASA, which is managing the mission jointly with the European Space Agency (ESA). "At conjunction, radio waves transmitted from the spacecraft will travel through and become distorted by the innermost region of the corona."
While interference from the conjunction will temporarily degrade communications with the spacecraft, the alignment will create an ideal situation for radio science experiments, added Dr. Edgar Page, ESA science coordinator.
"The radio signals from Ulysses will pass close to the sun's surface and travel through the dense lower solar atmosphere," Page said. At closest approach, the signals will cross through
the sun's corona at four solar radii -- 2.9 million kilometers or 1.8 million miles -- from the center of the sun.
The Solar Corona Experiment, one of two radio science experiments using the spacecraft's two radio transmitters, will study the density, velocity and turbulence of the solar atmosphere. Dr. Michael Bird of the University of Bonn, Germany, is the experiment's principal investigator.
Scientists are interested in studying the innermost layers of the corona, where gases are particularly thick and dense. Subtle changes in the character of the radio waves reaching Earth from the spacecraft will be examined to provide information on the hot gases through which the waves have passed.
"This radio probing of the corona provides an opportunity to obtain information in solar regions where no spacecraft has flown," Smith said. "The Ulysses flight path is particularly favorable scientifically because the radio waves will travel through a region of the corona in which the solar wind is thought to originate."
"The spacecraft has been placed in a mode to operate autonomously during the conjunction," said Peter Beech, ESA mission operations manager. "The automatic conjunction mode allows the spacecraft to carry out pre-programmed computer instructions necessary to maintain on-board operations."
The mission operations team at Jet Propulsion Laboratory said routine maneuvering of the spacecraft will not be possible for about 15 days during the solar conjunction.
Once the spacecraft has moved away from the sun, ground controllers will reestablish routine commanding and begin to acquire the new data. The Solar Corona Experiment will continue to operate for about two weeks after solar conjunction.
On February 8, 1992, the spacecraft will fly by the planet at closest approach of about 235,000 miles above the cloud tops, using the gravitational pull of Jupiter to swing itself out of the ecliptic plane and onward to the poles of the sun.
Ulysses is presently traveling just above the ecliptic plane -- the plane in which the Earth and sun orbit -- on its way to Jupiter.
Ulysses is a five-year mission to study the poles of the sun, managed jointly by NASA's Office of Space Science and Applications and the European Space Agency. The spacecraft will begin its primary science objectives in June 1994, when it reaches 70 degrees south solar latitude.
#####
Tracking and data collection during the mission are provided by NASA's Deep Space Network, which is managed by the Jet Propulsion Laboratory.
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SUMMER VACATION ASSIGNMENT
CLASS-III
(Session 2020-21)
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Dear Parents,
It is summer vacation time again, a time to relax as well as fruitfully occupy the children in various scholastic and co-scholastic areas. Keeping this in mind, our teachers have painstakingly designed interesting Projects / Assignments for children to be completed during the summer vacation. This would encourage in-depth learning, strengthen concepts and prepare ground for improved academic output.
As parents, kindly motivate and lend support to your children and ensure that they complete the given work well-in-time and to the best of their ability. Your encouragement can actually make a huge difference to the ultimate learning outcome of these projects. We would be happy if parents encourage children to work on their own.
Please note the following :-
☺ Encourage them to undertake creative writing, both in Hindi and English. You can tell them to write their experiences about the vacation and maintain a daily diary too. Even watching good English movies / plays can be an enjoyable learning experience.
☺ To make them aware of their surroundings, tell them to watch various informative T.V. Channels like Discovery, National Geographic, History and Animal Planet.
☺ To enhance their creative talent, motivate them to draw / paint, make PPT presentations on any family celebration or any activity / place / concept that interests them.
☺ Last but not the least, practise English and Hindi handwriting.
☺ Let these assignments / projects be fun filled so that learning is always a pleasurable activity for our young children.
We look forward to your co-operation.
HAPPY HOLIDAYS!
Principal
ENGLISH
- Learn Ch.1 and 2,Learn Grammar Worksheets.
- Write about Gender and it's types with any 10 examples.
- Take out ice in bowl , think about the rhyming words with ICE (At least 5 words) before it melts and make sentence using those words.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
HINDI
- कोई पांच शब्दों और उनके विलोम चचत्र बना कर कट आउट ननकाललए और उन्हें जोड़े सहहत कॉपी में ललखिए
- अपने विय 2 त्योहारो पर पांच लाइन ललि कर उससे सम्बजन्ित चचत्र बना कर रांग भररये
- पाठ 1 ि् 2 याद कीजजये
- अनुच्छेद मेरा पररिार ललि कर अपने पररिार के सदस्यों की फोटो लगाइये
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
MATHEMATICS
- Draw the following shapes using waste material (matchstick, straw, coloured thread, pencil shavings etc)-Circle, Square, Rectangle, Cube, Cuboid, Cylinder and cone.
- Learn and write Tables from 2 to 15.
- Practice UNITS: 1,2 and 3.
- Solve the following worksheet in your notebook-
1. Write the greatest six digit number.
2. Write the number that is 200 more than 8187.
3. Complete the number sequence for each of the following: a. 3940, 3941,3942,_______,_______,______
4. Write the successor of the largest 5-digit number.
5. What is the place value of 7 in 4739?
6. What is the smallest 4-digit number formed by using the digits 9, 5, 4 and 3 only once?
7. Add the following:
a. 5648+33320
b. 7870+2014
c. 3489+243+145
d. 4521+2389+1567
8. Subtract each of the following:
a. 500-267
b. 800-356
c. 4152-1323
d. 738-324
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SCIENCE
- Activity: Draw any 5 Traffic Signs followed in India. Also write their names (Do the work in your notebook)
- Create a flowchart of Do's and Don'ts to spread awareness about the Safety measures at: Home , School , Road and Playground.
- Activity: Collect some soil in a transparent plastic jar . Fill it with water and stir. Keep it for sometime without disturbing.What do you observe? Note down your Observtions and draw well labelled diagram of your activity in notebook.
- Learn chapter 1,2 and 3
- Practice all diagrams.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SOCIAL SCIENCE
- Learn Ch. 1, 2, and3.
- Activity: Name the Planets and write three facts about each of them.
- Learning with fun:Play Atlas game with your family members. Write name of the places in your notebook used by you in the game.
- Make a list of eight planets and write three facts about each planet.
- Name any ten states of India. Mention their capital, folk dance and festival.
GENERAL KNOWLEDGE
- Draw a Rainbow and write name of all the seven colours.
- Write the name of six National Symbols of India.
- Name of any ten countries . Also find out the names of their Prime Ministers.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
VALUE EDUCATION
- Write any story of your choice in your own words. Also mention the moral of the story.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
COMPUTER
1. Write the input processing and output for the following machines using the hints given below
2. Draw common input , output and storage devices in your notebook.
3. Sort these devices and place them in the correct column. ( microphone , joystick , keyboard , printer , speakers monitor , mouse , scanner )
| | Machine | Input | Processing | Output |
|---|---|---|---|---|
| 1 | Telephone | Dialing a number | | |
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English
In English the children will learn from a range of high quality texts in order to;
Writing and Grammar
- Structure and form compound sentences using punctuation including: full stops, question marks and exclamation marks.
- Use capital letters for starts of sentences, names of people, places, days of the week and the personal pronoun 'I'.
- Re-read what they have written to check it makes sense.
- Write their own information texts and poems.
Reading
There will be daily Guided Reading sessions to practise reading aloud using an audible voice. The children will also learn to:
- Read poems and rhymes and identify patterns in poetry, reciting some by heart.
- Retell key stories and identify their particular characteristics.
- Ask relevant questions to extend their understanding of what they read.
Handwriting
- Identify which letters belong to which handwriting 'families' and begin to join phoneme patterns.(in, ut, ve, ok sh, es, ri, oa, ee, ea, ow, ky).
Phonics
In daily class Phonics sessions and focus Phonics groups the children will follow the systematic 'Letters and Sounds' phonics programme to develop their phonics skills and become fluent readers.
Maths
In Maths the children will be learning to;
- Solve missing number problems. (Such as 7= ? – 9
- Read, write and interpret mathematical statements involving addition, subtraction and equals (+, -, =).
- Represent and use number bonds and related subtraction facts within 50.
- Add and subtract one-digit and two-digit numbers
to 50, including zero.
- Count to and across 100, forwards and backwards, beginning with 0 or 1, or from a given number.
- Given a number, identify 1 more and 1 less.
- Identify and represent numbers using objects and pictorial representations including the number line and use the language of: equal to, more than, less than (fewer), most, least.
Science
In Science the children will be learning about 'Animals, including Humans'. They will learn to: -Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.
-To understand the different structures of common animals such as invertebrates and vertebrates
-To distinguish between carnivores, omnivores and herbivores.
Computing (Purple Mash)
Algorithms
The children will be learning: - To understand what algorithms are and how they are implemented as programs on digital devices.
- To use precise instructions to create an algorithm.
- To organise and manipulate digital content.
- To use software such as 2 simple to create their own digital content.
Year 1 / Spring One Under the Sea
- Count in multiples of twos, fives and tens.
- Write numbers from 1 to 20 as words.
- Recognise place value in numbers by reading, writing, counting and comparing numbers up to 50, supported by objects and pictorial representations.
- Recognise and name common 2-D and 3-D shapes (including, rectangles, squares, circles, triangles, cuboids, cubes, pyramids and spheres).
- Measure and begin to record the following: Lengths and heights, mass/weight, capacity and volume.
This half term Year One will be learning about the oceans of planet Earth. They will study the different creatures which live in the sea and about the way that the oceans affect human life.
Art & Design Technology
In Art the children will be learning to;
- Draw and paint to develop and share their ideas, experiences and imagination around a sea animal theme.
- Explore and study the art work of Vincent Van Gogh and Hokusai.
- Explore aboriginal Australian artwork using pattern, line and tone and use a 'wax resist' technique using oil pastel and watercolour.
In Design Technology the children will;
- Generate, model and communicate their ideas about the Coral Reef by creating their own 3D Diorama.
- Learn to look at backgrounds and foreground and to model creatively using a range of materials and textiles.
PSHE (JIGSAW) "Dreams and Goals"
Children will be learning to;
- Set an achievable & realistic goal for their learning.
- Understand how to work well with a partner.
- Tackle a new challenge and understand that this will stretch their learning.
- Identify obstacles and work out how to overcome them.
- Talk about their successes and how they celebrated them.
PE
The children will be learning to;
- Develop personal co-ordination using equipment and apparatus
- Develop different throwing techniques and apply them in simple games
- Develop different catching techniques using equipment
- Understand how important it is to be active and how it is part of leading a healthy life
Religious Education (R.E)
Children will begin to discuss and explore Judaism by researching the following questions;
- What do Jewish people believe about God?
-
What is important about the early life of Moses for Jewish people?
- Why is Joseph important to Jews?
- Where do Jewish people go to worship?
Geography and History
The children will be learning to:
- Name and locate the world's seven continents and five oceans.
- Use simple compass directions (North, South, East and West)
- To use geographical vocabulary such as: coast, beach, cliff, sea, ocean, river, port and harbour.
- Identify different ocean habitats around the world including the Great Barrier Reef and the Polar regions of the Earth.
In History the children will be learning about the sinking of the Titanic and through this they will learn:
- To compare aspects of life in different periods
- To think about events beyond living memory that are significant globally.
- To use a range of sources to find out about and research a topic.
Music (Charanga) "In the Groove"
The children will use the song 'In The Groove' by Joanna Mangona as a starting point to learn how to: listen to, appraise and perform songs. They will also explore songs such as: 'How Blue Can You Get' by B.B. King, 'Let The Bright Seraphim' by Handel and 'Livin' La Vida Loca' by Ricky Martin.
Year 1 / Spring One Under the Sea | <urn:uuid:a58a35b3-14bf-4b7c-b558-af293731ca1a> | CC-MAIN-2020-50 | https://www.parkhillinfants.co.uk/wp-content/uploads/bsk-pdf-manager/2020/01/Spring-1-Under-the-Sea-Topic-Web-Year-1.pdf | 2020-11-27T23:41:54+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141194634.29/warc/CC-MAIN-20201127221446-20201128011446-00079.warc.gz | 801,866,017 | 1,276 | eng_Latn | eng_Latn | 0.996061 | eng_Latn | 0.996662 | [
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Test 1, Chemistry 121 Name:__________________________ Spring 2006
Instructions: You have 75 minutes to complete this 100-point exam. You may use a simple scientific calculator. No programmable calculators allowed.
I. Multiple Choice (10 pts) Circle the best answer.
1. In a balanced chemical equation, what is balanced?
a.
Atoms b. Molecules
c. Density
2. Which of the following elements has properties similar to iron?
a. Ti
b. Mn
c. Cu
3. What is the formula of a compound of hydrogen and arsenic?
a. ArH8
b. ArH3
c. AsH
5
4. How many significant figures are there in 0.0250900?
a. 3
b. 4
c. 6
5. A thermometer reads 58˚C, what is this in Kelvin?
a. -215 K
b. 331 K
c. 215 K
d. Particles
d. Ru
d. AsH
3
d. 8
d.0 K
II. Chemical Formulas, Naming, Atomic Notation and the Periodic Table
6. (20 pts) Complete the table by placing symbols, formulas and names in the blanks.
7. (20 pts ) Name the following:
a. ClF3
| Cation | Anion | Name |
|---|---|---|
| | | ammonium bromide |
| Mg2+ | PO 3- 4 | |
| | Cr O 2- 2 7 | |
__________________________________________________
b. NCl3
c. TiSO4
d. Ca(NO3)
e. KI
f. Al2S3
g. P2O5
h. (NH4)2SO3
i. SiCl4
__________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________
j. SeO2
__________________________________________________
8. (10 pts) Fill in the blanks:
| Symbol | Name | Protons | Neutrons | Electrons |
|---|---|---|---|---|
| Ni | | | | |
2
9. (10 pts) Using chemical symbols, give examples of:
III. Calculations: Partial credit will be given for correct work. If I cannot read the work, it will not be graded.
9. (10 pts) A red blood cell has a diameter of 7.5µm What is this in inches? (1 in = 0.00254 m)
10. (10 pts) How many liters are in 2.00 quarts of milk? (1 gal = 3.785 L, 4 quarts = 1 gal)
11. (10 pts) A cube of aluminum has a mass of 765 mg. What must be the volume of the cube if the density of aluminum is 2.70 g/mL?
IV. ESSAY QUESTION (worth 10 pts): In 4 – 6 grammatically correct sentences, describe the discovery of the proton.
a. An alkali metal
___________________________________
b. A halogen
___________________________________
c. A noble gas
___________________________________
d. A transition metal
___________________________________
e. A metalloid
___________________________________
| 57 La 138.9 | 58 Ce 140.1 | 59 Pr 140.9 | 60 Nd 144.2 | 61 Pm [145] | 62 Sm 150.4 | 63 Eu 152 | 64 Gd 157.3 | 65 Tb 158.9 | 66 Dy 162.5 | 67 Ho 164.93 | 68 Er 167.3 | 69 Tm 168.9 | 70 Yb 173 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 89 Ac [227] | 90 Th 232 | 91 Pa [231] | 92 U 238 | 93 Np [237] | 94 Pu [244] | 95 Am [243] | 96 Cm [247] | 97 Bk [247] | 98 Cf [251] | 99 Es [252] | 100 Fm [257] | 101 Md [258] | 102 No [259] | | <urn:uuid:7a89e183-a62b-45b5-b2d3-ab09b7f9e723> | CC-MAIN-2020-50 | https://www.utc.edu/faculty/gretchen-potts/pdfs/2006springtest1.pdf | 2020-11-27T22:16:00+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141194634.29/warc/CC-MAIN-20201127221446-20201128011446-00079.warc.gz | 903,347,458 | 980 | eng_Latn | eng_Latn | 0.9417 | eng_Latn | 0.946535 | [
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The Anarchist Library Anti-Copyright
Freedom Press Village Life in Dorsetshire October, 1887
Freedom: A Journal of Anarchist Socialism, Vol. 2, No. 13, online source RevoltLib.com, retrieved on May 8, 2020. Freedom: A Journal of Anarchist Socialism theanarchistlibrary.org
Village Life in Dorsetshire
Freedom Press
October, 1887
I remember when laborers were paid only seven or eight shillings a-week, and their food was mostly barley cake and potatoes. They used to help themselves to swede turnips out of the fields, and to all the fuel they cooked with. They are better off now, but still it is sad enough.
The people have been driven out of the villages to seek work in the towns. In 1857 the population of this village was 595, and in 1881 it was 422-a decrease of 173 in 30 years. The number of houses is less by 24.
At the present time a farm laborer has eleven shillings a-week wages, and a house valued at from one shilling to eighteen pence a week rent. In hay-making time he gets ten shillings beer money. At wheat harvest he has £1, and during wheat tying, which lasts about six days, he can earn five shillings a-day, harvest work being paid by the job. The same holds good of hoeing root crops, at which a man can get three and sixpence or four shillings a-day for about fifteen days in the year.
Carters receive from twelve to thirteen shillings a-week, a house and wood fuel free, and two hundredweight of coal, besides £1 at haymaking and £2 at harvest for beer money. Shep- herds get the same wages and beer money as carters, and an allowance of about one penny on each lamb they rear.
There is generally on each farm, besides the above, a "hedgecarpenter" and rick thatcher, who is paid fourteen or fifteen shillings a-week.
All these laborers have 20 or 30 lug of ground, rent free, to grow potatoes. (A lug is 5 1/2 square yards, yearly rent value 2d.).) But I very much doubt if the men get much benefit from these potato grounds, which they have to plant, hoe, and dig when they come home, tired out after a long day's work. They require more and better food and drink to enable them to stand this extra exertion, and they have to find their own tools.
During hay-making and harvest the laborers are working from four or five in the morning till nine or ten at night. Carters always have to be in the stable as early as 4 a.m. They go out with the plows at six o'clock, and return to the stable at two in the afternoon, feed the horses and go home to dinner. At three they must be back again to clean down the horses and the stable. Then they go home to tea, and at eight have to return to the farm to feed the horses again and bed them for the night. Not much time for potato hoeing after that!
As for the shepherds, during January and February, the lambing season, they have to sleep in the fields in a covered cart, called the shepherd's lambing house, or under some thatched hurdles; for many times during the night they must get up and see if the sheep want assistance.
The plan of granting a house rent free as part of wages puts the laborers under the farmer's thumb, and now all the landowners let their cottages to the farmers. Thus the laborers can be evicted immediately without the case going to the county court. A few years ago I saw three laborers„ with their wives and children, and their furniture, by the road-side at Milborne Bt. Andrews. They had been evicted by the farmer, because they were union men and would not work for the wages he offered. One of them had the pluck to turn a hive of bees loose in his cottage to prevent the furniture being thrown out. This same farmer was a queer fellow as well as a hard master. Once he had a wagon placed before his window, and set a man to turn the wheel all day long. A convict's task; one to make a fool of a man but the laborer had to do it or get turned off. In the end this village tyrant shot himself.
It must not be supposed that laborers are able to spend their extra harvest money on extra comforts or enjoyments. Alas! they are run too short all the rest of the year for that. As soon as a man gets his harvest wages, he must pay the shopkeeper, the shoemaker, etc., for the bills run up in winter. And then he has to buy his pig of the farmer. That costs £1, paid in installments of one shilling a-week. By harvest time the hog-tub is generally full of potato parings, and with these and small potatoes and a littler bran and barley, piggy is fattened. About Christmastime he is killed, but then half of him must be sold to pay the grocer's bill.
The food of a laborer's family is bread, skim milk cheese, fried potatoes and cabbage or parsnips for breakfast, with a little coffee to drink. Dinner consists of bacon, with potatoes and cabbage boiled; supper of bread and butter, with the invariable potatoes and cabbage or parsnips fried, or perhaps stewed turnips for a change. The wife always boils an extra quantity of vegetables at dinner-time, so as to have plenty ready to fry morning and evening.
There is no possibility of putting by money or feeding useless mouths, all the old folk have to go to the union workhouse.
Such is the life of a Dorset laborer. A lifelong, exhausting round of labor for the benefit of the monopolists of land and capital, the landlord and the farmer. A slavery which takes all joy out of the healthiest and most natural of human occupations, and drives men out of the country to overcrowd our large towns, where they are often far worse off in the end.
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Faith
Coffee Talk: Catholic Identity in the Digital Age
Our Most Important Value!
Vatican documents on education identify several distinctive elements of Catholic education, including:
1. The centrality of community and importance of relationships;
2. The presence of a rich prayer and sacramental life;
3. The integral formation of students' minds, bodies, and spirits;
4. The development of a Catholic understanding of the world.
Heavenly Father, you gather us together in our faith journey
Trusting in you, we join one another as a community A community of faith on a journey A journey to grow ever deeper in our faith In our Love
In our Desire to long for you
Along the way, remind us of your Love
Of your sacrifice for us
Of your ever mindful presence
Let us never lose hope along the way
Help us to be strong
Strong in Faith
Strong in Love
Strong in our Desire to be ever mindful of your presence
For it is in your strength and Love and the Graces you bestow upon us, that we can go out and share in your Love and Faith with all those in our community. It is in the name of Jesus Christ our Lord who lives and reigns with you and the Holy Spirit one God For ever and ever
AMEN
The Things We Hold Dear
So much of who we are in Catholic education is based on our existence as a faith-based community, where we gather together to see, hear, and be with each other in prayer.
Participation in the Sacraments, feast-day celebrations, prayer, and rituals form the basis of daily interaction and activities.
Parents are the spiritual heads of the family
You are your child's first teacher in their faith journey - you are there to baptize and guide them.
Our School Community Cares!
Prayer
Daily morning prayer in the classroom
Mass
Seeking for ways to stream and celebrate the mass as one whole school community
Lessons
Religious Education Programming
Visits
We want to collaborate with you and your home schools and parishes to bring your pastors in for visits
Community
Gathering together in faith
Sacraments
It is through partnership with your home schools and parishes that we can support this special experience
How else can we celebrate the faith?
Online Resources to Deepen and Celebrate the Faith
Religious Mass Online:
http://kofc.org/en/news-room/articles/watch-mass-online.html
Lenten Reflections, religious movies, devotions, cartoons, and more:
https://watch.formed.org/browse
Holy Heroes Sunday Mass preparation for kids:
https://www.holyheroes.com/MassPrep-s/57.htm
Stations of the Cross with Fr. Robert Barron (for high school students and adults): https://www.Stations.wordonfire.org
Keep Connections Strong
Community
Stay connected with your parish what virtual opportunities do they offer? The St. John Paul II National Shrine streams Mass daily at noon: https://www.youtube.com/channel /UCFTeh0aaqAA3-nAYAI7K6zA/
Service
Even in times where we are physically apart, find ways to bring a servant/service oriented leadership forward like praying this novena for the Coronavirus: https://dcknights.org/2020/coronavirus -novena/
Prayer
Join a scripture study, rosary circle or other prayer group. If you don't know of any, maybe start one! Check out this Lectio Divina Resource Here: https://blog.theprodigalfather. org/lectio-divina | <urn:uuid:b751cd37-8f5d-4962-a44d-1623216b91f4> | CC-MAIN-2020-50 | https://stthomasaquinasbq.org/wp-content/uploads/2020/11/Coffee-Talk_-Keeping-The-Faith.pdf | 2020-11-27T22:48:55+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141194634.29/warc/CC-MAIN-20201127221446-20201128011446-00079.warc.gz | 497,369,684 | 756 | eng_Latn | eng_Latn | 0.972432 | eng_Latn | 0.990162 | [
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Contents
Mathematical Logic
1. Similarity With And Difference From Natural Languages
In normal written languages, we have an alphabet, words and sentences. This three leveledness will be in Mathematical Logic too. In fact, even to the point, that the first two levels give the specifics of what we talk about, while the third is merely the general rules. Indeed, the words are all different, but the rules of forming sentences, the grammar is common for all words. So then the words would correspond to the different mathematical fields, while grammar to Mathematical Logic.
The first two levels however, have a certain oppositeness. In real languages, the alphabet is a small, finite set, usually twenty to thirty letters, while the vocabulary is practically infinite, if we allow more and more new words. In math, an opposite approach is taken, the set of letters is infinite, while the word formations are only finite. This formal difference is understandable much better, after revealing the most important fundamental similarity, between natural and mathematical languages. This fundamental similarity concerns the intended meanings of a language. Indeed, all languages talk about something outside the language itself, namely either in the real world, or in our imagination. Both in math and in the everyday fields, these two mix up. We may look at figures we draw on a black board, but we don't use the actual physicality of those pictures, rather just to help our imagination. Similarly, even if we write a novel, we use our memories from the real world. So what is this fundamental common feature, in the meanings of all languages? It is a simple duality of the meanings, that we can call object and state.
Objects or things, simply are as they are, while states are always true or false.
The states are above the objects, they are about the objects.
A state can be about one single object, like a book being red, or Peter running. Other states can be about more objects, like a book being on the table, or Peter and Paul being brothers. The simple state of one object could also be called a property, while a very complicated state among many objects as a situation. In normal languages, this distinction of object and state is not emphasized, because we use more detailed classification as nouns, verbs, adjectives and so on. By understanding that object versus state, is the real duality, we can even attack the conventional grammar. Indeed, why is running a verb, while happy an adjective? One might say that verbs are actions we do by our own will, while adjectives are merely features we possess. But this logic is not correct, for example, we say "be happy,", so you can voluntarily be happy? Or maybe the "be happy," only means you should be happy. But then again, if someone is an "evil" person, is that not voluntarily? If so, then why are we despising him? So as we see, real language, is just trying to sneak out of the boring simplicity of objects and states, while we have to embrace this simplicity.
Then we can return to the oppositeness of alphabet and vocabulary in the common and mathematical languages. In normal languages, the objects are referred to by words, while in mathematics, by letters. Of course, it's not quite true, for the very reason that normal languages must use words, namely that simply there are not enough letters. But in math, we can overcome this problem by using subscripts or special symbols. So, , , , . . . . , are regarded as new letters. In fact, we could even use infinite real numbers as subscripts, like . In a sense, these are words, but we regard 1 x 2 x 3 x n x π x = . . . . 3.1428 x them as letters, so the words could mean something completely new. This new is the formation of states or new objects. Since letters only refer to objects, thus to get states, we definitely need such words, but to form new objects, is not absolutely necessary. If we do have such word formed objects, then they are called secondary objects, as opposed to the primary alphabetical or lettered objects. As we said, usually there can be infinite many primary objects, but there are only finite many word formations. So does that mean that we'll only have finite many states and secondary objects? No! The explanation is the crucial new feature of our mathematical words, that they are not fix combination of letters, rather "frames" into which, any letters can be written. Thus, of course, even just one word formation or frame, can produce infinite many states or objects. Only the number of the allowed letters are fixed for a frame, while all possible letters can be used. Best to imagine this, as a bracket, having a fix number of commas, separating the possible letters: ( , , ) .
Here we have two commas, which of course means three possible letters. This then, would give a different state or object for all possible letterings, like (a , b , c) or (x , y , z) or (1 , 2 , 3 ) and so on. We can use [ ] for another word formation or { } for another, but we don't have enough type of brackets, so a more practical way is to use letters or even english words in front of the brackets:
A (x , y , z) , r (a , b , c ) , Brothers (a , b , c ) , sum (x , y , z ). . . .
Sometimes we can use special symbols instead of the commas to distinguish different brackets:
(x < y ) , (x + y ) ,. . . We can even use only these special symbols without brackets at all.
The object versus state difference is so fundamental, that we'd expect at least mathematicians to use totally different symbols for them. Unfortunately, it is not so. We'll try to do our best, at least here within Mathematical Logic, so small letters will always refer to objects, while capital ones or capital initial ones to states. Like above, we used Brother since it's a state, while sum since it's an object.
There is an other important special feature of mathematical languages, which only becomes useful after we go to the third level that is logic. This is the splitting of the letters that is the symbols for primary objects into names and variables. We'll assume that every object has a unique name in fact mathematics only deals with these names. The physical objects are not for math. This also means that the states as reality are regarded as merely collections of those names that are in states. But math will talk also about how states relate to each other. There we need variables that can stand for any objects. This includes also the possibility that two different variables represent the same object. At first this may seem strange. Indeed just by looking at x and y, why should they be the same? But then we soon realize that in states like x sees y that is See (x,y), it is an unavoidable coincidence that someone looks in a mirror and then x=y. But this raises the similar question about names: Should we allow there too to have two different ones for a single object? Definitely not! Our whole idea is to use the names instead of the objects so they must represent each other uniquely! Still it may happen that we want to refer to single objects temporarily. Then these temporary names or as we'll call them, constants can be different and still mean the same object or rather unknown name. The expression "constant" is logical if we think of them as special variables with non varying that is fix meaning.
As we mentioned, the third level above the letters and the words, is the sentence and the formation of this, is in both normal and mathematical languages, actually above the specific meanings. That is, giving the grammar in normal language, while the logic in math.
Just as in grammar, we have special words to form sentences, we have special frames to form logical states. In fact, they correspond exactly to everyday meanings.
2. The Five Frames Of Logic, Grammatics
¬= not = the only single state frame
Examples:
(3 < 5) = 3 is not smaller than 5 = false
¬
Both operations and quantors can be expressed with each other using "not":
Other frequently used logical operations can be expressed with ∧ and and so, by the aboves, even with single operations: ∨
A∇B = either A or B = (A ∨ B) ∧ ¬(A ∧ B)
Older versions of mathematical logic preferred the implication as a basic operation, but today all modern proof theoretical approaches realize that the true nature of mathematical logic is best expressed by starting with and ∨ . The implication is also very confusing to start with, because it gives the false impression of casual relationship. The true nature of → is exactly how we replaced it by ∧ r ∨ . ndeed, A → merely means that its impossible that A is true and B is false, or in other words, A must be false or B must be true. The followings help: → ∧ o I B
(2 x 2 = 5) the pope is a woman, is true, because the first part was already false. →
(2 x 2 = 5) the pope lives in Rome, is true again, because the first part is false again.
→
(2 x 2 = 4) the pope is a woman, is false because the first part is true, yet the second is false.
→
(2 x 2 = 4) the pope lives in Rome, is true again because both parts are true.
→
The false impression about implication is also helped by math itself. Indeed in mathematics, we use the implication to get new theorems from old ones. In fact, the oldest logical rule was "modus ponens" claiming the obvious that if A is true and A B is also true, then B is true too. → Of course, just as well, we could use A and ¬ A ∨ B to get B.
The two quantors are the real heart of mathematical logic! Amazingly, already Aristotle's formal logic used them. Unfortunately, he didn't realize the duality of objects and states and thus, the "every" and "there is" were used only to combine states. This then lead to the totally superficial "syllogisms" like, "every monkey is an animal, and all animals die, so every monkey dies". The recognition of objects came actually quite late in mathematics by the introduction of variables and parameters in equations. It's strange why geometry didn't supply enough stimulus to discover the need for lettering objects. After all, when lines cross, they have common points. Here the lines can be objects that relate, but also the points within the lines. Probably this was too much to be formalized at once for Euclid.
When we use a quantor in front of a state, we have to specify which object we mean to be "every" or "there is". This of course, makes those objects completely disappear from the state. After using ∀ x or x the x is not an object anymore. In a sense, it would be much more logical to replace x by some special letters kept especially for quantification. We could even avoid letters at all and put the quantors themselves in place of x. Then of course, we would have to use subscripted quantors for the different letters. For example, ∃
∀ x ∃ y ∃ z ∀ u (x < y ∧ z < v z < u ∧ ∧ x < v ∧ y < w) could be written as:
In fact, we could use subscripts that give the order of all quantors and then we wouldn't even need them to be used in front of states, because their order is determined:
I don't think that this system will ever "catch on", because the old fashioned lettered use is already accepted. The main thing to understand is that once a letter is quantized, then that letter can be replaced by any new letter unused in that state. On the other hand, in different quantized states we can use the same letters for quantification, if we want to. This choice of letterings seems like a mere technical detail, but it can be used to achieve meaningful results. Namely, Herbrand who was an early pioneer of these investigations used the changing of quantor variables to replace logical rules.
If we allow the five logical symbols to be used in any order, then we obtain the loose states of the language. There are two special states:
If we don't use quantors, only ¬ , ∧ , ∨ , then the obtained states are called situations.
This makes sense, because in these the letters are really talking about objects themselves.
If we don't have any variables or the ones we have are all quantized so they don't mean objects any more, then the state is a statement. This makes sense again because these states can not vary according to the names we imagine in place of the variables, so they are simply true or false.
So to obtain a statement from a state we have to put names in place of some variables, that is concretize them and quantize all the other variables.
The two special states can be the same, namely a situation statement is using only names as letters and not using quantors at all. These could also be called as concrete statements.
Without any logical rules, that is just by relying on our intuitions, merely by introducing the quantors into everyday language, we get an amazing clarification of what we mean. We could keep the conventional system of using words for objects, but also incorporate the frames. Such mixture of everyday and mathematical language could be called "grammatics" and should be taught by elementary english teachers before more involved math, that is alongside of simple arithmetics. This not only would help with grammar and composition, but later would make math much easier.
I tried to convince the education department in Hungary many decades ago about this idea, of course without any success. I also tried it out with my daughter, Timi (Timea), with great success, when she was eight years old. In the end she became a lawyer, so after all I failed. Recently, I found the few examples she transformed to grammatics with her beautiful handwriting. So now I present these, to convince you of my point:
1.) Timi's bicycle has been stolen. =
They stole Timi's bicycle. =
Somebody stole Timi's bicycle.
S (x , y ) = x steals y
t = Timi's bicycle
b
∃ x S (x ,)
b
t
But this can be further refined by instead of , using: b t
```
P (x , y ) = x possesses y B ( y ) = y is a bicycle t = Timi x ∃ y [ S (x , y ) ∧ P ( t , y ) ∃ ∧ B ( y ) ]
```
2.) Children like candy.
3.) If someone looked around on Mars, he'd see a strange view.
```
Ch ( x ) = x is a child L ( x , y ) = x likes y C ( y ) = y is a candy x ∀ y [ ( Ch ( x ) ∧ C ( y ) ) → L ( x , y ) ] ∀
```
```
L ( x ) = x looks around St ( y ) = y is strange S ( x , y ) = x sees the y view P ( x , y ) = x is on planet y m = Mars x ∃ y { [ P ( x , m ) L ( x ) ] → [ S ( x , y ) ∀ ∧ ∧ S t ( y ) ] }
```
4.) Every woman has a moment in her life, When she'd like to do that's not alright.
This sentence was from an old Hungarian song, before the second world war. My dear analysis teacher Czach wrote it on the black board when he started his lectures in first year. He said if somebody can't tell what the negative of the sentence is, then he or she won't be able to understand what is convergence and divergence. He was right, and also way ahead of his time! Mathematical Logic is still last years subject at all universities in the world!
```
W ( x ) = x is woman A ( y ) = y is alright to do L ( x , y , z ) = x would like to do y at z x { W ( x ) → ∀ ∃ z ∃ y [ L (x , y , z ) ∧ ¬ A ( y ) ] } Lets see the negative: ∀ x { W ( x ) → . . . . } = ¬ ∃ x ¬ { W ( x ) → . . . . } = x ¬ ¬ { W ( x ) ∧ ¬ ∃ z ∃ y [ L (x , y , z ) ∃ ∧ ¬ A ( y ) ] } = x { W ( x ) ∧ ∃ ∀ z ∀ y ¬ [ L (x , y , z ) ∧ ¬ A ( y ) ] } = x { W ( x ) ∧ ∃ ∀ z ∀ y [ L (x , y , z ) → A ( y ) ] }
```
There is a woman so that if she would like to do anything anytime, then it is alright. It's not as poetic as the original positive was.
3.Quantification Of Reality
As we said Math is only concerned with the names but not with the real objects. So in short the names are the mathematical reality. But this is empty, after all the names are just a set of symbols. We have to tell what is the reality of the states too! We also said that logic will establish the relationships among the states that's why we need variables. Still a direct reality of the states would be useful as a guide to develop logic. This direct reality is amazingly simple. All we have to do is tell exactly what names are in what states. Or in a better organized way, for every state we need a list of those groups of names that are in that state. A group of k names is also called a k-tuple if we put them in a bracket like: ( , , . . . , ). n n n
So a list of such k-tuples is the reality of this k-participant state.
( , , , ,
( , , , ,
.
.
The problem with this visualization of reality is that it shows much more than what we wanted. Indeed we only wanted to tell what tuples are "in" but now they are given in a particular order too! This is an unfortunate fact but we have to pretend to ignore this order. In fact we might have so many tuples that can not be listed at all. So our "list" is merely an alternative for collection, that is merely having the tuples in a basket if you wish. The real advantage of visualizing the tuples as a list, especially under each other, is that this way the same participants are under each other as columns. To see the columns is vital in how the quantors ∀ , ∃ and concretization by names like , 2 can have a meaning. Formally, we can use them simply by writing each above a column: π
( , , , , , , )
( , , , , , , )
But what should this mean? , 2 , are not obvious at all. might mean that there is a under it somewhere, but also that only appears. π ∃ π π π ∃ is even more confusing, because if it means what we think it should, namely that there is something there, then it is obvious. Only seems to be clear by its meaning as "every", thus, requiring that in that column, all names appear. Yet, even will mean more, because if there are more of them, then we'll require not only that separately in these columns, all names appear, rather that in those columns all combination of names appear in some line. In our example above, it means that all possible pairs of names must appear in those two columns in a line. Now the concretization and can be defined by requiring even more from the combination. Namely, that all such combination appear, even in lines having the concretized name, in its column and some fix, but not concretized name, in the ∀ ∀ ∃ ∀ ∃ columns. To see more clearly our definitions, we can bring up some lines to the top of our list. Namely, lines with the concretized names under those and fixed arbitrary ones, under the . We can do that, with having all combinations to appear under the ∀ . The combinations of the ∀ columns can be achieved by simply keeping one fix, and then going through all names for another. Then fixing a new name again, and taking all combinations under a third ∀ and so on. So if we use empty blocks to denote same elements, we have a list like: ∃
top
. .
. .
. .
. .
Under the second ∀ , I even put blocks shaded, denoting that their not same elements, rather all possible names appear.
This top of the list, expresses what we claim by our definitions, but it is not unique. First of all, the ∃ columns, that is the mystery names may have different choices, but most importantly, the unmarked columns can be different too. To see why, we have to remember, that we only claimed that all ∀ combinations appear, but one combination might appear many times, so our "topping" is just one possible choice from those repeats. The choice of a combination means bringing up that line to the top and that brings the last unmarked element in it. So in the last unmarked column, mixed and unrelating names appear, in addition, they are dependent on how we chose our topping for the unique ∀ combinations. In fact, lucky top choices might show some rules in the unmarked columns. In our example, in the single last one, such rule could be if there is a partial repetition in that column, namely following the sub blocks of the ∀ column. Above, there was only two ∀ , so the only possibility could be that the last column repeats exactly as the first ∀ .
top
. .
. .
. .
. .
.
.
As I said, the blockings of the ∀ were up to us. We could have fixed the second ∀ column elements, and go through all of them in the first repeatedly. Then we couldn't spot the weirdness in the last column, because the repeating elements were not under each other directly. The arrow I drew from the first to the unmarked column represents the dependence. If we have more than two ∀ ∀ and more unmarked columns, we can have more complicated dependences like:
_
Here all unmarked columns are dependent in a very entangled way, but the meaning is completely clear. There is a topping in which: The first column has the same name whenever the sixth has the same. The eighth unmarked column has the same whenever the fourth and sixth ∀ have the same pairs. And so on. A very special dependence is the following:
1 1 2 2 3 4 3
It's hard to see why it is special, but observe:
So the dependence is widening. This also means that we can rearrange the columns so that we don't need arrows, because every unmarked column will depend on the earlier (left) ∀ columns:
We also brought the concretized 2 column to the beginning, which was just to "clear the field". More importantly, we had to take the undepending third ∀ and _ to the end. Indeed, if an unmarked column is not dependent, then it merely means its dependent on all ∀ columns, because one combination of those gives a particular value of the unmarked one in a chosen topping. Finally, we can realize that bringing the in front made also sense because it is fixed independently of any ∃ ∀ column. So then we might as well use new ∃ symbols for the unmarked columns as well, because they mean fixed values too. So the final quantification of the list is:
This form is exactly what we meant by statements, in our earlier language of logic, so its not surprising that it gives the exact meaning, when reading from left to right:
We can bring lines to the top, so that among these, and 2 are fixed. Also, some fixed name can be under the first . Then, all names appear under π ∃ ∀ and for each of these, there is a fix under the second . Then with every combination of the already mentioned columns, all names appear under the next ∀ . And so on. This formalism even washes away the simple fact, that all ∀ -combinations appear. All this for the sake of simplifying the dependences. And of course, it all only works for widening dependences. Luckily, nothing forbids us to use more quantifications for a same list, so with different widening dependences, we can describe non widening ones too. But now, I'll show what is the real and amazing advantage of this widening or consecutive quantification. This will prove that it is objectively special, not merely convenient for us to abbreviate or to read: ∃
One would think, that a quantification is a very special claim about a list. In other words, only very rarely, could a randomly chosen list satisfy a pre chosen quantification. If we only allow consecutive quantification, it still leaves the restriction very small. If further more, we also allow concretizations, then it increases the restriction. And yet, I'll show that such statements about a list are not rare at all. The clue lies in the fact, that we used the word statement. So obviously, something will be related to our earlier language of logic. The two quantors are already used, ∧ and would be hard to use for one list, so clearly the missing is the solution. Indeed, a list contains some tuples of names, so the opposite of a list is simply all those tuples that can be formed from our names but are not in our list. This opposite list is also called the complementer of the original. But that's not enough! We need the opposite of a quantification too. We already defined those by naïve meanings as: ∨ ¬
Using this repeatedly means simply changing all ∀ to ∃ and all ∃ to ∀ . If we call such altered quantifications as complementers as well, then our claim is simple:
If for a list, a quantification is not true, then the complementer quantification, must be true for the complementer list!
So for example, if our above 2 π ∃ ∀ ∃ ∀ ∃ ∀ ∃ ∀ ∃ quantification is not true for our list of tuples, then 2 ∀ π ∃∀ ∃ ∀ ∃ ∀ ∃ ∀ must be true for the list containing all other tuples. Already the first two concretization seems unbelievably strong, and most strangely, they remain in the complementer the same. So what if there are no or 2 in those columns at all? Then the topping is impossible, or rather empty, so nothing can be true about it. Exactly! But then, a lot of and 2 must appear in the complementer list, namely every combination of the other names will appear with fixed and 2. So then, of course, every quantification is true about that list. Similarly, lets see the first ! If it was a phony claim originally, because lets say there wasn't even one name in that third column that appears with all names in the fourth column, then that exactly means that all names appear in the third column in the complementer list. Indeed, if an n name were missing there, then all combinations containing n were in the original list contradicting, that there wasn't one with all fourth column combinations. π π π ∃
4. Minimal Reality
If some quantification are true about a list then obviously they are true about a topping of the list, after all that's how we define its truth. The question is whether a topping can be reduced further, and the answer is beautifully simple. Yes, in fact every topping has a special set of lines that are already enough. In other words, deleting all other lines, the quantification would remain true. What's more, this set of lines has to be in any subset of the topping, that would satisfy our quantification. So in short:
There is a minimal subset of a topping, that is still good for the same quantification. But there is more:
1. This minimal subset is truly just a sequence of lines.
2. It has to be chosen only by the ∀ columns, and it will automatically keep the dependences.
This also means that we go back to our roots and don't fall under the spell of formalism to use statements. So we use less and yet prove more, because any complicated dependence, that is arrowed quantification, is automatically guaranteed. Lets remember, that a topping was chosen so, that all given names or primary, that is original ∃ -s have a fix value, with which all ∀ com nations appear exactly once. The unmarked or unrestricted columns were then specified if they had special repeatances following certain ∀ columns. But now, we don't have to worry about this, for the simple reason that if such simple dependence exists, then it remains for any subset of the topping. bi Indeed, for example:
meant that in lines, where those three columns under the ∀ have a certain combination, then under _ also the same name will appear. Now clearly, this remains true for any subset of lines. So all we have to guarantee is the , ∀ , . . . , ∀ columns producing all q-combinations. 1 ∀ 2 q
The start is very easy! In a topping, we have the , . . . , g given names and the , . . . , hidden names that were claimed by the primary 1 g m 1 h k h ∃ -s. These two, the g-s and the h-s don't determine the particular topping, because there could have been more same combinations. And so, we made arbitrary choices to collect an all q-combination top. Our choices of top, for a given ∀ 1 g , . . , , h , . . , is not visible in the m g 1 k h ∀ columns, after all we made sure to collect all q-combinations. The difference is in the unmarked leftover columns. These are the ones about which, we showed above that we don't have to worry, because they will keep all their inner features. All we need is to reduce the ∀ columns. If we just leave out one line of ∀ combinations, then all those names that appear in it, must be eradicated completely, otherwise this combination will be missing. But if we leave out those names, that means the deletion of new lines and thus, new names must be eradicated again. In the end we may have nothing. We have to go by building up what we keep: 1 g , . . , , , . . , obviously must be among our names, so we should make all q-combinations out of these. Then, we can start with those lines, where under m g 1 h k h 1 ∀ , . . , q ∀ all the q-combinations from g , h appear. Unfortunately, these lines will contain new n , . . , names in the unmarked columns. So, , . . , must be added to our g , . . , , , . . , list of unavoidable names. Then we can make all q-combinations from , . . , , , . . , , , . . , and finding these under the ∀ -s will tell which new lines to keep. This of course brings in new , . . , n names, and so on, we never finish! But that's alright! This never finishing infinite sequence of names together will perfectly do! Indeed, any combination from this sequence is already at a stage that we finished. So under the ∀ -s, looking up the line where they match, the line was already taken, so the names in the unmarked columns were taken too. So our list is complete. The minimality of this list is obvious too. But only for our chosen topping. Our sequence is not even the minimal for the given 1 1 h p n k 1 1 n p n 1 m g 1 h h h n 1 g m g k p n p n 1 + r 1 g , . . , , , . . , , because these can have other topping and then the first , . . , can already be different. m g 1 h k h 1 n p n
There is a little mistake we made repeatedly in our proof. Right at the beginning the
1 g , . . , , , . . , list assumes that all h-s are different from each other and the g-s. It doesn't have to be so, but if it isn't we can just omit the repeats. Then again , . . , can have earlier names, which we just omit and so on. This just rectified mistake is directly related to our next question: Instead of finding some minimal list for a quantification inside an already existing list, can we create one out of nothing? Of course, we wouldn't completely create it out of nothing, because if our quantification has the , . . , given names, then we can start with these. Then of course, our primary -s need new , . . , names. Forming all q-combinations for the , . . , m g ∃ 1 h k h 1 n p n 1 g 1 h m g k h 1 ∀ q ∀ columns from , . . , , , . . , we can introduce new , . . , for each unmarked columns. And so on, we obviously repeat the whole previous proof! 1 g m g 1 h k h 1 n p n
Unfortunately, we are wrong! When we had a list to start with, then the dependences automatically inherited to our minimal sub sequence. But now all we get is a sanitized empty sequence. In fact, we see now that the rectification above that allowed the "collapse" of some new elements to old ones, was the thing that made our new name choices not entirely new, rather satisfying the dependences, while here we had no such guide. So we'll modify our construction for consecutively quantized cases, that is for statements.
1 1 1 g , . . , , , . . , and then for the next group of many m g 1 h k h 2 q ∃ . . . ∃ , we choose -tuplets of names for each q -combination of the old names. This leads to , . . , new names. Then, from , . . , , , . . , , , . . , we again have to form combinations, but not just for the next many . . . quantors, but also for the old many 2 q 1 1 ∀ 1 n 1 p n 1 g 3 q m ∀ g h k h 1 n 1 p n 1 q ∀ . . . ∀ . So all possible and combinations are created and for each, a new -tuple of names for the many ∃ . . . 1 q 3 q 4 q 4 q ∃ . This continues our names up to . Then of course, all , combinations are formed and to each new -tuplets of names, and so on. 2 p n 1 q 3 q , 5 q 6 q
We can start as above, but after , . . , , , . . , , not all the 1 g m g 1 h k h ∀ -columns are regarded, only the first group of many . . . . So -combinations are formed from q ∀ ∀ q
In the end, we get a sequence of names that is not only good because all ∀ -columns have every combinations, but also the widening dependence is satisfied.
Instead of going in tuples of combinations, and new namings, we can go strictly quantor by quantor, but still achieve the group alternations. This will be useful for later, so here we go:
5. Namings.
A quantification is an -quantification if it starts with ∃ ∃ and ∀ -quantification, if starts with ∀ A case of a quantification is a new one, obtained from it by changing the first quantor to a naming.
Of course if this was the only quantor then it becomes a concrete name tuple in full.
I call a set of quantifications ∀ -named if every ∀ -quantification has all cases in it.
I call a set of quantifications ∃-named if every ∃ -quantification has a case in it.
Here "all cases" means using all names that are used in the set of quantifications.
Observe that being ∃ named or ∀ named means not just the first quantors having cases, because the cases themselves can start with the same - - ∃ or ∀ quantor again.
I call a set of quantifications named, if it is both ∃ -named and ∀ -named.
But being cased, that is for both quantors means even much more, because then every statement must have totally quantorless full namings with the proper meanings of the quantors.
And yet, singular "namings" can achive this.
An -naming of a set of quantifications is adding a case of an ∀ ∀ -quantification, with an old name.
An -naming of a set of quantifications is adding a case of a ∃ ∃ -quantification, with a new name.
Now the method to get a list for a statement is simple!
We'll regard the statement as a starting set and widen it to a named one, by namings.
Then use -namings till it's ∀ -named, then again ∀ ∃
Suppose the statement starts with ∃ . Use ∃ -namings till the set becomes ∃ -named.
-namings, and so on, alternatively.
If the statement starts with ∀ then of course we start with ∀ -naming.
As we proceed, fully named cases, that is, concrete name tuples are formed too and the total of these gives the list. This is so because the full list of statements will be named.
As an example, lets regard the 1 ∃ ∀∃ ∀ statement, where 1 is the only given name and we keep on using the natural numbers as new names too.
The alternating use of and ∀ namings is not quite similar. Indeed, ∃ ∃ -namings only have to use the previous ∀ -namings, but the new ∀ -namings have to go back to all earlier -namings and use the new names. ∃
```
1 ∀ ∃ ∃ ∀ 1 1 ∃ ∃ ∀ ∀ -namings = using 1 1 1 2 ∃ ∀ ∃ -namings = making new names from 2 , 3 , . . . 1 1 2 3 ∀ 1 2 ∃ ∃ ∀ 1 3 ∃ ∃ ∀ 1 1 2 3 1 ∀ -namings = using 2 , 3 1 1 2 3 2 1 1 2 3 3 1 2 4 ∃ ∀ 1 3 5 ∃ ∀ ∃ -namings = making new names from 4 , 5 , . . . 1 2 4 6 ∀ 1 3 5 7 ∀
```
1 4 ∃ ∃ ∀
1 5 ∃ ∃ ∀
```
1 6 ∃ ∃ ∀ 1 7 ∃ ∃ ∀ 1 1 2 3 4 1 1 2 3 5 1 1 2 3 6 1 1 2 3 7 1 2 4 6 1 1 2 4 6 2 1 2 4 6 3 ∀ -namings = using 4 , 5 , 6 , 7 1 2 4 6 4 1 2 4 6 5 1 2 4 6 6 1 2 4 6 7 1 3 5 7 1 1 3 5 7 2 1 3 5 7 3 1 3 5 7 4 1 3 5 7 5 1 3 5 7 6 1 3 5 7 7 1 4 8 ∃ ∀ 1 5 9 ∃ ∀ 1 6 10 ∃ ∀ ∃ -namings = making new names from 8 , 9 , . . . 1 7 11 ∃ ∀ . .
```
The concrete name tuples, which are number tuples above, will be a sublist in our list, and that sublist is a perfect list for our quantification. This seems quite convincing from the method itself. To show it in general, first seems quite problematic though, because we don't have an exact definition of what such satisfying or validity should mean. A best solution could be to define it for longer and longer quantifications, that end up with the one we use at the top of the list.
Indeed, quantorless or concrete name tuples are "valid" in a list if they are simply in the list.
One quantored ones are valid according to their quantor meaning. Two quantored ones, by the first quantor's meaning, reducded to one quantored valid ones, and so on. So this is an exact opposite of the case dequantifications one by one, which go from the outside. Then it's easy to see that our method indeed creates a list in which all cases and thus the original quantification too, is valid.
The method of singular namings was defined for sets of quantifications. This was used in our method, because the single quantification we started with, widened to sets. But we could start already with a whole set of quantifications, namely as a simple case with a sequence of quantifications.
Imagine them, one by one, on a line. Clearly, our method could be used separately for each, but this would be useless. First of all, we would have to use separate 1 , 2 , 3 , . . . sequences of names, and worst of all, the total of these wouldn't be correct for all quantifications.
Amazingly, we can use the common names 1 , 2 , 3 , . . . for all the quantifications as follows:
We do two alternations under the first, then start the second with one. Then, add one more to both, and start the third one. Add one again to all, and start the fourth, and so on. All columns will be alternated upto infinity. Of course, the namings are created continually from the same 1 , 2 , 3 , . . . and all earlier ones are used in all columns in the ∀ phase.
This fact, that infinite many quantifications can be valid over 1 , 2 , 3 , . . . will mean later that all of our theories have such artificial reality in a single sequence as universe.
Kronecker, the arch enemy of Cantor, said that God created the natural numbers, and all others are made up by man. Strangely, the aboves prove that he was right in this weird sense too about realities.
6. Situation Matrix
We want to continue our approach from reality towards logic, but also introduce the earlier mentioned logic operations of , and ¬ . We call the usage of all the five logical symbols in arbitrary order as a loose build up. Now we show that there is a very easy way to turn any loosely built state into a very strict one. ∧ ∨
First of all, all the -s can be moved deeper and deeper inside the state until they only appear in front of basic states of the particular language. So seemingly, ¬ ¬ can be eliminated from logic.
The quantors can be moved oppositely, that is outward until they all stand in front of the state.
If x is not appearing in B:
If x does appear in B, then simply change x for any new letter! After bringing out all the quantors, we'll only have ∧ and combinations inside and amazingly these can be reduced to a two leveled combination by: ∨
The first two rules can move and into a second member. The last two allows the same for first members too. Thus, using these, we can move them till we end up with two possible final forms: ∧ ∨
Here, all the A , B –s are basic states or their negative ( ¬ ). Both of these final forms can be changed into the other. For example, for just two members:
The final two general forms can be abbreviated as:
These are called situation matrixes.
In the second, the columns are meant as ∨ -s and the vertical lines as ∧ -s .
In the first, the lines represent -s and the different lines are connected by ∨ -s. ∧
We'll only use the first form.
The lines, that is -s of basic or negated basic states will also be called as ∧ scenarios.
This makes sense in two ways, namely as scenarios of basic states that are in them, but also as different possible scenarios as "or " choices of the whole situation matrix.
Indeed, a matrix is true if at least one line, that is scenario of it is true.
Using the matrixes, every state or statement can be written as quantors in front of such:
To do a transformation from a loose form to this strict matrix form is the best exercise for a layman, to understand the basics of logic. Lets see an example:
Euclid proved that there are infinite many prime numbers. The simplest way to say this within a stricter number theory is claiming that for every number, there is a bigger number that is prime.
The trivial products are : 1 y = y or y
*
*1 = y.
A non trivial product is not containing 1, that is u • v = y , with neither u or v being 1.
This of course means both u and v being bigger than 1.
The composite numbers are such non trivial product values, "composed" from two bigger than 1 numbers.
A prime is simply a non composite, that is a number that can not be composed.
That would make 1 a trivial prime which is usually excluded.
The reason for this is to make the prime factorizations unique.
For the infinity of primes of course this exclusion is immaterial, so we allow 1 as prime.
We'll need two basic relations:
x < y : x is smaller than y
u •v = y : u times v is y
- 18 -
Euclid's claim is:
```
∀ x ∃ y { x < y y is prime } ∧ ∀ x ∃ y { x < y y is not composite } ∧ ∀ x ∃ y { x < y ∧ ¬ u v ( u ∃ • v = y ∧ 1 < u ∧ 1 < v ) } ∀ x ∃ y { x < y ∧∀ u v ( u ¬ • v = y ∧ 1 < u ∧ 1 < v ) } ∀ x ∃ y { x < y ∧∀ u v ( u • v ≠ y ∨ 1 </ u ∨ 1 </ v ) } ∀ x ∃ y ∀ u v { x < y ( u • v ∧ ≠ y ∨ 1 </ u ∨ 1 </ v ) } ∀ x ∃ y ∀ u v { ( x < y u • v ∧ ≠ y ) ∨ ( x < y ∧ 1 </ u ) ∨ ( x < y ∧ 1 < v ) } /
```
The original intuitive meaning that for any x there is a bigger y prime, is represented when in this matrix, only the first line or scenario is true. The other two lines are the "fine print", the crucial details of excluding the trivial products.
7. Realization of a Matrix
Let an M matrix contain m variables x, y, z, . . . and the appearing basic states in it, be A, B, C, . . . If we know the realities of A, B, C, . . . then it's quite easy to find the reality of M too. Indeed, all we have to do is collect the names in the realities of A, B, C, . . . Then, form all m-tuples from these names, we can even imagine them under each other. Then, check line by line that if we write them into A, B, C, . . . whether M becomes true or false, and only keep the lines where M is true. An important detail was left out, namely that we have to be able to identify which column goes to which variable. So, we should write x, y, z, . . . above the columns. The order is not important, after all we start with the full list of all m-combinations anyway.
The reverse question would be that if we start with a (x , y , z , . . . ) m-tupled reality for M, then how to find realities for each A, B, C , . . . so that they produce the one we started with.
Obviously, this reverse problem is much harder, in fact we should rather ask the question if such individual realities for A, B, C, . . . exist at all. We might even think that even this reversed "possibility" question of realities from M to A, B, C, . . . is so complicated, that we can't have a simple vision of it. We are wrong. We got overwhelmed with the complicatedness because we didn't really follow on with the original direct reality creation for M. We just said, check the lines where M is true. But when is M true? Well, that's very simple, when at least one line is true. After all, that's what all that the lines as "or-s" or scenarios mean. In fact, a line is an "and" of its members, so even more specifically, we need at least one line with everything in it to be true. Then the reversal can be visualized quite well. Indeed, imagine we repeat our matrix infinitely, and now not under each other, like lines of a reality, rather after each other from left to right. Then take the assumed reality of M, and write its lines into the M-s one by one.
Thus all the M matrixes become different by being filled with the different name combinations.
Then in order to be true, each must have at least one line to be completely true. So the possible truth, that is the simple possibility of M's list of reality, means that we can pick a line from each matrix and going through this selection of lines, the whole infinite "line" contains only true basic states or negatives:
The problem was to find basic states that make such infinite line true. Thus, first it might seem that any line choices can determine a choices for the basic states. Not so, because we not only have basic states, but also their negatives. So, in one infinite line, we probably end up having A and ¬ A as well, and then of course, we can't choose both to be true. Of course, A and ¬ A wouldn't be in itself a problem, the real problem is A (1, π, 3, ) and ¬ A (1, π, 3, ) , that is, opposite basic states with same namings, because then we don't know whether (1, π, 3, ) should be in A-s list or not, that is, to be in ¬ A-s list. Now the line selection is showing its real importance, namely to avoid such negative pairs. This also shows, that even though we got a simple visual meaning of the reversal of a reality. To find such could be very hard, indeed, it requires to check all possible line choices, from infinite many matrixes, and find one without any opposite pairs, with same namings.
The most important fact on which the whole Mathematical Logic rests is the following:
We don't have to check all infinite many matrixes to know if there is a successful selection of lines!
It's enough to find non contradictory lines from any finite set, chosen from the set of all matrixes.
So, the choice of lines, from all matrixes is broken into two choices:
Choose any finite subset of matrixes and then choose lines from this.
This also sounds like a certain loss of concreteness, because we merely claimed that if for every finite set of matrixes, the line choices are possible, then there is one for all the matrixes.
The proof of our claim though, will be constructive in some sense. Not in the sense that the finite possible choices would directly give the total, but in a weaker sense, that we can make special choice of the finite subsets, that will create a total. Unfortunately, these third choices of finite subsets will not be concrete. So, just to make it clear why we have three choices:
1. The full choice of lines from all matrixes is the goal.
2. The choice of lines from any finite matrixes is already enough to guarantee a total.
3. The choice of some specially arranged finite sets will be used to create the total.
A much better concreteness appears regardless of the proof, just by the simple restating our claim into its negative form. Indeed, if all finite choices guarantee a total, then if there is no total choice, then there must be a finite set without possible choices too. If we add what choice means, that is one without contradiction, then the concreteness I claim comes out even more:
If all choices from the total are contradictory, then there is a finite set of matrixes, where already all choices are contradictory. But in a finite set of matrixes, we can easily go through all possible line choices and verify one by one, the contradictions.
So, if we change our goal from possibility to impossibility, then we are in a much better position! Indeed, finding a finite set of matrixes that is impossible, that is leads to contradiction with all line choices clearly means that the total is impossible. But what's more, our claim also shows that this finding is always possible if the total of matrixes is impossible. This is actually where logic is going! Giving simpler and simpler ways to detect impossibility. This might sound strange now, but a heuristic idea will make it clear.
8. Taboo Avoidance
We might think that our big claim about the matrixes is somehow depending on the way a contradiction was defined as same cases of opposing basic states. Amazingly, not only the namings, but even the basic states are immaterial. In short, it doesn't make any difference what the lines contain, they might not contain anything at all, that is they can be regarded as single objects. But if they are such objects without elements, then how can some of them become contradictory? We don't care! We can ignore the internal features, and simply accept that some of them have a special relationship of contradiction. We don't have to dig deep, why some people hate each other, if all our goal is to make a survey about people's behavior. Just as sociology is limiting the psychological questions to proceed to statements about people's social relationships, we can do the same in math, by simply regarding relationships as sets.
Thus, in our matrixes, the lines will be regarded as singular objects among which the contradictions are not defined internally, rather will be given directly as a mere collection. The matrixes themselves are then also merely sets having their lines as elements. Choosing a line from each matrix is then choosing an element from each set. So we have three levels of elements. The biggest set is what was our set of matrixes, the elements of this are the matrixes and the elements of these are the old lines.
Set of matrixes.
Picking one line, that is element, from each matrix, we obtained a choice set. We can even imagine that we actually pull out these choice elements and collect them as a choice outside:
What we called contradictory choices, will be now also given as a collection, namely the collection of all so called "taboos". This sounds better than contradiction, because it reflects that they are to be avoided by mere convention or agreement. Each taboo is a choice, but unlike the above choice set, it doesn't have to be taken from all sets. In theory, of course, a taboo could be a total choice set too, but it's not typical. Indeed, the typical is that we have lots of little taboos, and then we have to avoid them all to get an aimed choice set. Of course, the smallest taboo would be just one element from a single set, but this is too small, all it would mean, to avoid that particular element. The collection of all taboos is the taboo set. Up until now, we just changed from matrixes to sets in general. And I already revealed that the lines were unimportant, that's why we have them as the lowest elements. So what was then special about the matrixes? Only two things:
1. Every matrix has only finite many lines.
2. A contradiction involves only two lines.
In our new concept:
1. Every choosable set has finite many elements.
2. All taboos have two elements.
Amazingly, that's all we need, in fact 2 can be used with "finite", instead of "two". Thus, our claim:
If an S = { , , . . . } set of sets is such that: 1 S 2 S
1. Every S has only finite many elements, that is S = {s , . . . , s }. α α α 1 α m
2. We have a
T
= { T, T,. . . } taboo set, that:
1 2
every has only finite many elements, that is T = { t ,
. . . ,
α
α
α
T
α
1
m
t }
3. From every finite { S , . . , } set, we can make a choice set {s , . . . , α S , β γ S α i β j s γ k s } that avoids all taboos.
Then, there is a total { s , s , . . . } choice from S that avoids all taboos of T . 1 2
We already got used to the idea of imagining sets as a list. Indeed, the realities were also envisioned as such. But downwards, under each other to see the columns. Then, at the matrixes, instead of downwards, we imagined the list as left to right to see the continuing line choices. Here, again we should do this, but the s elements of S-s don't have to be imagined under each other anymore.
. . . .
I continued the infinity of S-s with a new S which is customary. ω
The T , T , , . . . , T , , . . . taboos look exactly the same as the S-s above, but don't forget that their elements are picking from some finite many S-s. 1 2 3 T ω 1 ω T +
So, for example, if = { , . . . , }, then can be from S , from and so on. 3 T 3 1 t 3 m t 3 1 t 5 3 2 t 21 S
Avoiding T , then means that we can't pick this full collection! So we can pick from or 3 3 1 t 5 S
3 2 t from S and so on, but to pick all of these together is not allowed. 21
At the listing of realities, the fact that we didn't use the envisioned listing, was guaranteed by never using the envisioned order. Indeed, when we said bring such and such lines to the top, to make the "topping", we told exactly what kind of lines to choose. Here unfortunately, we'll use the order in case of the choosable S , , . . . , S , . . . sets, but not for the T , , . . . , T , . . . taboos. 1 2 S ω 1 2 T ω
This means a serious problem, for two reasons: First, we have to be careful what we use from this envisioned ordering from left to right. Secondly, we must prove that every set of choosable S sets could be put in such order. The first is quite easy to tell, because we'll only use one assumption about such list, namely that every beginning part of it has a next element.
The beginning can have a last element and then is the next to it, or can be unfinished and then is only next to the whole beginning. α S α S
The second question, that is how to list every set in this manner, is much more difficult and we'll deal with it later. This problem was only discovered after Set Theory and Logic started to find each other. Before, it was just assumed that if we pick elements from a set, then the pickings can be regarded as such order. After all, if up to a point, we didn't pick all elements, then we could pick new one, which is thus, the next after the beginning. Clearly, here we use some "timely" concept. And though it is plausible, it is not the same, as merely collecting sets by elements, which is more "space like". So the question was, can we eliminate this concept of time from Set Theory? The pickings were dependant on the beginnings that were "already" picked. So a perfect solution could be where we pick potentially next elements, right at the start, that is without time, and then let the sets themselves define their ordering. This sounds quite simple! For every subset of the set, lets choose an element outside the subset. This will be the potential continuing element if that particular subset is obtained as a beginning. Then, lets pick any element of the set as a start. { } has already a pre chosen outside element and that will be . Then, { , } again has a pre chosen continuation . And so on, { , , . . . } again is a subset, unless it's the full set, so it has again a pre chosen continuer, . And so on, as we see, every beginning will automatically determine the next element. Lets observe that not every subset will appear as beginning, so not every potential continuation will be used. The starting element will initiate and determine the full process of continuations. So now, the time process is automatic. But this is not the end of the story. Time is still hidden, in our proof that such self selection exists. In order to eliminate it completely, we should be able to obtain this final "time sequence" as a mere "spatial" set, obtained from the initial choice set for the subsets and . This can be done, and that was the first big success of axiomatic Set Theory. At the same time, it turned out that even this initial choice, that is, simultaneously picking elements from sets, was something that had to be stated as an axiom. That was the point where everybody went crazy, forgot about the whole positive result of time elimination and just like parrots, repeated the new axiom. 1 s 1 s 2 s 1 s 2 s 3 s 1 s 2 s ω s 1 s 1 s
But lets return to our , , . . . , , . . . list and using it, tell the , , . . . , , . . . elements that can be picked from them, avoiding all taboos. Already, the first choice, from , shows the problem. After all, if has an element that is not element of any taboo, then it's fairly obvious to choose that. But, it very well may be, that all elements of are in taboos and yet, we can avoid taboo combinations. But how can that boil down to an actual perfect choice from . 1 S 2 S ω S 1 s 2 s ω s 1 s 1 S 1 S 1 S 1 S
The solution is so heuristic and simple, that it moves the heart of any truth loving potential mathematician.
Our third claim was, that for any finite many S sets, there is a taboo avoiding choice. So then, lets pick an element of , say , and check whether using this as a fix element, our third claim, still remains true. In other words, for any finite many S-s, we can pick a second, third and so on, elements from them to add to the fix , so that no taboo is appearing. Of course, we might be unlucky, which means that for , there are some { , . . . , } , so that no matter which we pick from these, the { , . . . , } is always containing taboo. In this case, we choose an other element of , say . And so on, we'll try until we succeed. Amazingly, we must succeed! 1 S 1 s 1 s γ k s 1 s 1 s 1 α j s 1 α S , 1 β S 1 γ S 1 s , 1 2 s 1 1 S
Indeed, if all elements of were unsuccessful as fix element, then that would mean that for each , there were a { , . . . , } set, giving taboo unavoidable continuations. But then, lets combine all these sets into the α β S , . . , δ S } total of them. It is still a finite set and then ding 1 S to it, that is { S , α S , β S . . . , δ S } is one that can't avoid taboo with any pickings. This then, would contradict our third assumption. So, there had to be a lucky 1 i s , which is thus our first pick 1 s . Now this 1 s is fix, so from 2 S we can try a ain all 2 i s , o t t 1 s , 2 i s can be continued with any finite picks. And of course, again we can see that such 2 i s must be! Indeed, otherwise now not the original third assumption, but rather our previous r ult that 1 s is continuable, would be contradicted. Thus, step by step we create s , s , . . . , that is a first infinite sequenc 1 S 1 1 i s i α S , i β S i γ S S , { . ad g s ha e e is chosen. , s
1 2
Before, we continue to choose s , it's interesting to pin point why we needed our three assumptions. The third was obvious and was the base of our whole construction of choices. The first was used to be able to combine the finite sets for the unsuccessful s elements into a still finite total. This then created a contradiction if applied to all s elements of an S. This is a pretty indirect usage and therefore it would be educational to show that having infinite S-s could ruin our claim. I show now that having just one infinite , can already ruin it. Indeed, let S = {1 , 2 , 3 , . . . } and S , S , . . . whatever we want them. Let the taboos be: { 1 } , {2 , _ } , {3 , _ , _ } , {4 , _ , _ , _ } , . . . . ω 1 S 1 2 3 Here, _ stands for any elements picked from 2 , 3 S , . . . In short then, the taboos are finite sets that have as many elements as the picking from 1 S . The third condition is true, because if 1 is not picked, it's obviously not a taboo, and if S is picked, then simply pick a different number than the number of S-s used. And yet, no matter what we pick from all the 1 S 2 S 3 S , . . . it will start with an m picked from 1 S and thus, {m , _ , _ , _ , . . . , _ } will be appearing in S S 1 , , it.
m
Finally, we should see where the second condition was used. It's quite hidden, definitely not in the pickings of s , s , . . . , rather in the final claim that these together are good. Indeed, they are only good because if they would contradict a taboo, then that taboo being finite, would be contradicted already up to an . To create a counter example, for allowing even just one infinite taboo, let that taboo be {1 , 2 , 3 , . . . } and let the S sets be {0 , 1 } , {0 , 2 } , {0 , 3 } , . . . 1 2 s n
The single finite taboo should be { 0 }. Indeed, then for any finite collection of S-s, we can avoid 0 by choosing the natural numbers from them. But for the total S , S , . . . either we choose a 0, then contradicting the finite taboo or we pick the naturals and then contradict the infinite taboo. 1 2
Now we can return to continue our proof for S , S , . . . Seemingly, we have a problem! Before, we used the earlier picks as a fixed set to be continued for longer, finite picks. But now , s , . . . is infinite, so adding to them is infinite too. The solution is exactly what we used in our last examination of the second condition. ω 1 ω+ 1 s 2 ω 1 s
Now the finiteness of taboos will be explicitly used already for the new pickings. Indeed, even though , s , . . . is infinite, if these plus a picked s from S plus some finite {S , S , . . . , S } later sets with all their choices are containing taboos, then all these taboos are involving only finite many elements from , , . . . So combining all these for all the encountered taboos are still finite too. Thus, we have a finite set containing elements from s , s , . . . plus plus all elements from later S , . . . , . Now if we assume the same for all elements of , then combining all these finite sets we still end up with a finite set, having some elements from s , , . . but now having all elements from {S , S , S , . . . , S }. 1 s 2 ω 1 ω δ α β γ 1 s α S , 2 s β 1 2 ω 1 s 1 γ S α ω S 2 s ω β
This means that those elements from s , s , . . . are containing taboos with every choice of 1 2 ω S , S , S , . . . , S . But this is contradicting how we always picked the elements, namely with the last s element from , , . . . α β n δ s 1 2 s
So, we can repeat our heuristic idea of picking an element from S say s = s , so that ω ω i ω 1 s , s , . . . , can again be continued with pickings from any later , . . . , S without taboo. 2 ω s α S γ
Of course, after , , . . . , , . . . a new element comes again, namely , then and so on. The notation of new indexes is immaterial. The point is that after every beginning, there is a next new element. That is, until we finish all S-s, and thus, obtain a full choice. 1 s 2 s ω s , 1 ω s + ω 2 s 1 ω 2 s +
Lets emphasize again, the heuristic idea:
Instead of picking new elements, that avoid taboos with the already picked elements, we pick new ones that avoid taboo with all the picked ones plus all finite many potentially new ones.
This theorem at once means that we can also pick lines from all matrixes without having contradictory basic cases.
9. Quantified Matrixes
Our fundamental theorem above dealt with the reverse realization of a matrix. Earlier we dealt with quantifications of reality. So we have three things, quantification, reality and matrix. They can even be visualized in this order. Namely, quantification on top of a list, and then a matrix or its realization by the lines of the list. For this, we had to identify the variables of the matrix with the columns, so this lettering should be on the top, even above the quantors.
This picture begs the question, whether we can skip the middle reality and use a quantification directly for a matrix:
So here we are, back to our full language of logic, but now the meaning is obvious too.
Such statement is a possibility, if there is a possible insertion of reality between the quantification and the matrix. Or in negative, a statement is impossible if there is no reality that satisfies the quantification and reverse realizable for the matrix. We made a little hidden simplification. The quantification of reality could have been a non widening dependence with arrows, but our new notation jumped right into the simple consecutive or widening quantifications only. The reason for this is, how we struggled with our proofs in the minimal reality in 5. Lets remember, that for a given reality, it was even easier to use the non widening dependences, because they inherited automatically, but when we wanted to create a reality, we had to go in widening or consecutive order.
Now we want to eliminate the middle reality, so that's why we at once assumed simple quantification in order of appearance. I even gave a line by line build up of quantifications that contained the required reality. The two steps to create the lines were ∃ and ∀ namings. The end result was that every quantification had a reality, so this would seem to make our new quantification of matrixes fairly pointless, because the possibility or impossibility of such would merely depend on the reverse realization of the matrix. So, in short, the quantification is unimportant, and only the matrixization is the problem. But even that isn't a big problem, because we had our taboo avoidance theorem that reduced it to the finite subsets of the reality. We made a little oversimplification here though. It's true that for every quantification we can regard our heuristic step by step reality and then for the possibility of its matrixization, the finite subsets of that reality. We can even combine it by saying that if the ∃ and ∀ namings of the quantification don't lead to finite many lines, that are not matrixizable, then there is a full matrixization. However, the reverse is a problem now. With one fixed reality the reverse was obvious. If a finite subset was contradictory, then the full was such too. But if only a quantification is required, then just because our step by step reality leads to a finite contradictory path, it doesn't mean that the quantification is impossible with the matrix. Indeed, maybe some other realities for the quantors would not be contradictory. Thus, exactly happened what I fortold, that logic is progressing toward the question of impossibilities. Before, the impossibility was easy and the big result was for the possibility. Now, the impossibility is the challenge. Unless of course, our created reality by the ∃ and namings is such that it is a perfect representative of all possible realities, as far as matrixization is concerned. In other words, if our reality is contradictory in some finite cases, then all others would be contradictory too. Amazingly, that's the truth. And the reason for it, is quite simple. The namings created new names. Any other reality would be merely a simplification, by having some of our new names to be an earlier one. ∀ ∃
Now in the matrixes, looking at such name reductions, it is obvious that if two basic cases were contradictory, then reducing the names, they still remain contradictory. The opposite is obviously not true, that is combining names can bring in new contradictions. If it wasn't so, then all we had to do is combine all names, that is write one single name into all variable of our matrix and then check if it is contradictory or not. And of course, a contradiction in such "single-named" matrix, would only be if every line contained opposite basic states A ( . . . ) , . . . , ¬ A ( . . . ) , regardless of the variables in the brackets, because they become the same by the single naming. Or in reverse, any matrix having a line without opposite states would be a possibility. Now here we again made an error of reversal, because this reverse is actually true. Indeed, if a matrix has such line without opposites, then from any set of namings we can simply choose this line from all of the matrixes and obviously no opposite case can appear, since there are no opposing basic states already. This of course, then makes any quantification of such matrix possible too, because no naming brings contradiction.
Amazingly, even the non true reverse, that is the impossibility of uni-named contradictory matrix is true for special quantification, namely the strongest one, that is claiming ∀ for all variables. This is so because in realities that satisfy such quantifications, all combinations of names must appear and this includes lines with all the same name. And of course, if such is contradictory in the matrix, then the full list is so too automatically. We might say that's not so surprising, after all a full ∀ quantification is something extremely strong, and thus, easy to refute. But this is not quite true! A simple version of number theory can be formulated with all such universal statements as axioms. This simple number theory became famous after Godel proved that within that, we can't prove that it is non contradictory. Now if we combine those axioms into one statement, it is still universal and has a matrix that can be easily checked whether it has a line without opposite states. Thus, Gödel's result couldn't be true.
Our error was that we forgot about two things, we introduced in the language of logic, and both of which appear in number theory. One is the usage of functions, or as we call them in number theory, the operations + and × and the other, the = relation. Why is this = different from other basic states like say < , which is also used in number theory? Equality is different because it can become contradictory in itself! Indeed, if x = y appears in a matrix, and we write two different names in x and y, then = is false in itself. Thus, this changes everything about the occurring opposite pairs for contradictions. 1 n 2 n
10. Matrixes With Functions and Equality
They say that the essence is in the details, so we shouldn't regard these two as nuiscanes, rather as the sugar and salt that make the matrixes really powerful. In fact, it is true, throughout in math that functions can make things easier, thus sweeter, while equality, harder.
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FOR IMMEDIATE RELEASE
LG PROGRAM FOCUSES ON EMOTIONAL WELLBEING AS 2020 SCHOOL YEAR GETS UNDER WAY
'Experience Happiness' Initiative Marks 4-Million-Youth Milestone; LG Launches Six-Episode Video Series Developed with Discovery Education
ENGLEWOOD CLIFFS, N.J., Sept. 17, 2020 – A new video series for students, parents and educators focused on social-emotional wellbeing is being launched by LG Electronics USA as the 2020 school year gets under way. The series launch coincides with a key milestone for "Life's Good: Experience Happiness," LG's cornerstone corporate social responsibility program that has delivered emotional wellness skills to 4 million youth across America and is now helping students nationwide cope with impact of COVID-19.
As the nation continues to grapple with the pandemic and schools shift to meet student needs for in-person, hybrid, or remote learning, supporting social and emotional wellbeing has become a major concern for educators and parents across the country. According to Christine Ackerson, LG's U.S. head of corporate social responsibility, helping students manage the stresses of school in any learning environment requires access to resources wherever they are.
The back-to-school video series was developed with Discovery Education, the global leader in standards-aligned digital curriculum resources, engaging content, and professional learning for K-12 classrooms. The new suite of "Discover Your Happy" videos explores the science behind practicing six sustainable happiness skills to cultivate emotional wellness and resiliency for success in school and beyond.
In the introductory video about brain science and emotional wellness, Emiliana Simon-Thomas, Ph.D., science director at UC Berkley's Greater Good Science Center, explains: "Practicing the six sustainable happiness skills can shift the way your brain works and create more happiness." Divided into six videos, one for each skill, these flexible tools can be used together as a class or assigned individually to students studying remotely or at school.
Since 2018, LG's Experience Happiness program has helped 4 million students practice six foundational social-emotional skills: mindfulness, human connection, positive outlook, purpose, generosity and gratitude. Progressing toward its goal of reaching 5.5 million American youth with sustainable happiness skills by 2022, the program "supports the development of emotional wellness and resiliency that can lead to increased self-motivation, help students channel emotional intelligence into positive and meaningful interactions, and equip kids with emotional wellness skills for life success," Ackerson said.
An extension of LG's Experience Happiness program called Discover Your Happy is a collaborative effort between Discovery Education and LG Electronics USA. In addition to the new video series, Discover Your Happy provides dynamic digital curriculum and standards-aligned resources teaching happiness skills at no cost to students and educators across the United States. These resources make the practice of happiness accessible for the whole family and bring digital lesson bundles to the classroom, whether at school or at home.
The American Psychological Association found that when school is in session, kids are the most stressed group in the country, and studies show two out of three youth in the U.S. today are stressed. Underscoring the timeliness of the new video series and relevance of the Experience Happiness program, symptoms of anxiety and depression are rising significantly due to the impacts of the pandemic, according to the Centers for Disease Control.
"In the midst of the isolating coronavirus pandemic, it is more important than ever to support mental health and emotional wellness," said Ackerson. "As the parent of three teens myself, I recognize that practicing happiness skills can help change your mindset, grow resilience and help manage life's challenges."
To view the video series, please visit: https://www.learnexperiencehappiness.com/educators.
About LG Electronics USA
LG Electronics USA, Inc., based in Englewood Cliffs, N.J., is the North American subsidiary of LG Electronics, Inc., a $53 billion global innovator in technology and manufacturing. In the United States, LG sells a wide range of innovative home appliances, home entertainment products, mobile phones, commercial displays, air conditioning systems, solar energy solutions and vehicle components. The "Life's Good" marketing theme encompasses how LG is dedicated to people's happiness by exceeding expectations today and tomorrow. LG is a 2020 ENERGY STAR ® Partner of the Year-Sustained Excellence. www.LG.com.
About Life's Good: Experience Happiness
Aiming to enrich the lives of 5.5 million youth in the United States over five years, LG Electronics USA launched a unique emotional wellness initiative called "Life's Good: Experience Happiness." Happiness skills can be learned, according to the Greater Good Science Center at University of California Berkeley, which has identified six skills that sustain one's ability to recognize that life's good: mindfulness, human connection, positive outlook, purpose, generosity and gratitude. LG's award-winning science-based platform is designed to engage leading non-profit partners including Discovery Education, Inner Explorer, Project Happiness and the Collaborative for Academic, Social and Emotional Learning that help equip American youth with the skills for sustainable happiness. www.LGExperienceHappiness.com
Media Contact:
LG Electronics USA
John I. Taylor +1 201 816 2166 email@example.com www.LG.com | <urn:uuid:955ff3f4-b4f8-4b78-85a7-455c7dfffb7b> | CC-MAIN-2020-50 | https://www.lg.com/us/PDF/press-release/LG-DISCOVERYED-BACK-TO-SCHOOL-9-17-2020.pdf | 2020-11-28T00:32:33+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141194634.29/warc/CC-MAIN-20201127221446-20201128011446-00080.warc.gz | 765,117,629 | 1,068 | eng_Latn | eng_Latn | 0.993927 | eng_Latn | 0.995707 | [
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Reading Days 1 and 2
Monday 20 th April
TIPS FOR THE WEEK – In maths this week the children will need to make a simple clock face with two hands before they can do the missions. This can be drawn on a piece of paper and two moveable hands can be drawn and cut out.
In writing, we are focussing on past, present and future tenses. The answers have been included where appropriate.
Reading Mission 30 mins
Children to read or be supported to read 'The Horribly Nice Pirate'. After, they can answer these questions. These can be verbal answers or they could be written down or typed. Suggested answers are in red.
1) What two things could Captain England see pointing uncomfortably towards his face? A number or cutlasses / a number of blades.
2) What do you think a 'cutlass' is? Give evidence from the text to support your answer. A sword / type of weapon. (Don't forget to find the evidence in the text.
3) 'To vent their disapproval towards their captain…' how else could the author have written this line? Accept any answer which reasonably rewords this statement keeping the sentiment eg: to tell the captain that they were unhappy / to show how much they did not like the captain / to shout about how they did not like what the captain had been doing.
4) '…Pillagin' an' plunderin' these seas since we was knee high to an octopus'. Why do you think the author writes in this way? The author is trying to replicate a pitate's speech/ the author is trying to include vocabulary that a pirate might use.
5) 'His eyes were wide and his face was getting quite pink'. Why do you think the first mate was like this? His face was becoming pink because he was angry with the captain and sometimes people's faces go red when they are angry / His eyes were wide and his face was pink because they captain was making him frustrated.
Writing Mission 30 mins
Your mission is to put the following sentences into the past tense. Remember, the past has already happened.
Maths Mission 30 mins
Can you write 5 of your own sentences in the past tense? Use the word mat below to help you.
Your mission today is to tell the time confidently (past the hour). You can use the clock below to look and create your own on paper by drawing around a plate. You will also need to make two clock hands. Remember that the minute hand must be longer than the hour hand. You can use your clock for every lesson this week.
three O'clock ten minutes past two
twenty minutes past four twenty five minutes past seven
half past twelve quarter past one
6:20 8:15 7:05 10:10 9:40 1:50 3:45
Topic Mission
You can choose 1 or more of the projects below to work on throughout the week.
1) Message in a bottle – Imagine you are aboard a ship with some nasty pirates. You find a plastic bottle and a sheet of paper. Your mission is to decorate your bottle so that people on land will notice it easily, and write them a note explaining who you are and why you are asking for help.
2) Treasure Map – Can you design and make your own 2D or 3D treasure map? You can also include a set of instructions for a family member to follow.
3) In the movie 'The Little Mermaid' Ariel found all sorts of everyday objects at the bottom of the sea and used them for different purposes eg: A fork became a comb for her hair. Can
you find a range of objects from around your house and create new purposes for them? You might want to take photos of what your object could become or draw and label pictures to explain them.
You might even want to create a drama sketch with your objects and film it. | <urn:uuid:90b615d1-2566-4a05-9d24-9a521973109e> | CC-MAIN-2020-50 | https://www.oasisacademymarksburyroad.org/uploaded/Marksbury_Road/Curriculum/Home_Learning_Kits/Year_3/Week_4_Pirates_and_Mermaids/Day_1_(Pirates_and_Mermaids).pdf | 2020-11-28T00:00:07+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141194634.29/warc/CC-MAIN-20201127221446-20201128011446-00080.warc.gz | 810,188,210 | 817 | eng_Latn | eng_Latn | 0.97078 | eng_Latn | 0.998993 | [
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Mixtures And Solutions Summative Assessment
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Mixtures And Solutions Summative Assessment
"Mixtures and Solutions" Summative Assessment 1. Think about the physical properties of the materials in the mixture and how to use the tools in the bag. Record the process of separating a mixture below. (Use a different tool each time.) FIRST… To separate out the _____from the mixture, (Name or describe a material)
Mixtures and Solutions Summative Assessment
"Mixtures and Solutions" Grade 5 – Summative Assessment Assessed Understandings Students will understand: 1. The mass of an object remains unchanged when broken into parts (Conservation of Mass). 2. Physical properties differences can be used to separate, sort, and group the materials of a mixture. 3.
Mixtures and Solutions - Delaware Department of Education
This product includes differentiated summative unit assessments with multiple choice and short answer questions. The exams are 100% editable so you can add, remove or reword questions so to appropriately assess your students.Important Notes:• Download a FREE Unit Exam to learn more about summative a...
Mixtures and Solutions Unit Exam by Stephanie Elkowitz | TpT
PDF (61.4 KB) This is a mixtures and solutions assessment. This assessment has 12 questions. The questions include multiple choice, true or false, and short answer. The multiple choice and true or false give scenarios about mixtures and solutions vocabulary. The short answers ask about mixtures and solutions stud.
Mixtures And Solutions Assessment & Worksheets | TpT
Module Matrix Mixtures and Solutions Module 3 Content Reading Assessment • A mixture is two or more materials intermingled. • An aqueous solution is a mixture in which a substance disappears (dissolves) in water to make a clear liquid. • Mixtures can be separated into their constituents by using screen, filters, and evaporation.
MIXTURES AND SOLUTIONS Overview
Formative assessment. Students will not gain a proficient understanding of mixtures and solutions the first time they encounter these ideas. Regular formative assessment will help them to develop their understanding. For example, ask students to: write an explanation for describing a material as a mixture or a solution;
Mixtures and solutions | CPD | RSC Education
An aqueous solution is a mixture in which a substance dissolves in water to make a clear liquid. • Mixtures can be separated into their constituents by using screens, filters, and evaporation. • The mass of a mixture is equal to the mass of its constituents. • Possible solutions to a problem are limited by
MIXTURES AND SOLUTIONS Overview
Mixtures and Solutions. Standards. 5-PS1-3. Make observations and measurements to identify materials based on their properties. ... This Separation of Substance summative assessment is designed to do a final check on the essential learnings of the unit. I rarely give long tests in class any more because I simply don't have time. Now I give ...
Seventh grade Lesson Separating Mixtures - Assessment
A class demonstration led by the teachers gives students the opportunity to compare and contrast the physical characteristics of a few simple mixtures and solutions. They discuss the separation of mixtures and solutions back into their original components as well as different engineering applications of mixtures and solutions.
Properties of Mixtures vs. Solutions: Mix It Up! - Lesson ...
On the day of any summative assessment, I like to take the time to wrap-up my instruction by using an animated interactive power point review. The purpose of the review is to give the studen ... Mixtures and Solutions. Standards. 5-PS1-3. Make observations and measurements to identify materials based on their properties. MS-PS1-3.
Seventh grade Lesson Separating Mixtures - Assessment
FORMATIVE AND SUMMATIVE EVALUATIONS. Benefits to our clients: Guides strategic business decision-making, demonstrates return on investment (ROI), allows for comparative impact assessments across similar programs, services or products for health policy determination (e.g., reimbursement by payors), determines feasibility for program replication or expansion to broader market segments, and helps ...
Formative & Summative Evaluations - Advance Health Solutions
Grade 5 Science Week Five Lessons This week we will be comparing mixtures and solutions. Don't forget when teaching mixtures and solutions to have students observe the physical properties of each substance before and after you mix them together, and after you separate the mixtures and solutions. Here is a lesson to help you plan. Links…
WEEK FIVE LESSONS: Mixture and Solutions – Teacher's ...
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Elements, Compounds, and Mixtures Assessment Preliminary Assessment: The Preliminary Assessment, provided in the Student Masters section, is an assessment tool designed to gain an understanding of students' pre-existing knowledge. It can also be used as a benchmark upon which to assess student
Elements, Compounds, Mixtures
UNIT 4 LESSON 4 WHAT ARE MIXTURES & SOLUTIONS? Terms in this set (6) MIXTURE. a combination of two or more substances that keep their identities. SOLUTION. when one substance dissolves in another. SIEVE. is a mesh screen that has holes that matter can pass through. MAGNETIC FORCE.
UNIT 4 LESSON4 WHAT ARE MIXTURES & SOLUTIONS? Flashcards ...
Classroom Assessment Examples - Wisconsin workgroup and groups from across the country. A Wisconsin Assessment Workgroup is creating a series of sample 3D performance tasks and rubrics, based on this process for developing performance tasks, aligned to the new Wisconsin Standards for Science and the NGSS: 2nd Grade Habitat Task - asks students to make observations about animals in a woodland ...
Classroom Science Assessment Examples | Wisconsin ...
Elements, mixtures and compounds Elements are a basic (simple) kind of matter. They can't be broken down into simpler parts and still keep their properties because they are in the simplest form. A solute is the substance that is dissolved in the solvent. Solubility refers to the ability of one substance to dissolve into another substance.
Printable Fifth Grade Science Worksheets and Study Guides.
Useful solutions are found not only in nature; many solutions are made for a specific purpose. Manufactured/Processed Solutions Almost every household uses vinegar for cooking and cleaning purposes. Vinegar usually contains about 5% acetic acid in water. Some vinegar are clear homogeneous mixtures (solutions). Other kinds of vinegar are ...
K TO 12 GRADE 7 LEARNING MATERIAL IN SCIENCE (Q1-Q2)
I have struggled for ages knowing how summative assessment should work in science. Moving from levels to grades between KS3 and KS4 always seems unsatisfactory, requiring students to move from one assessment system to another; this change in grade makes … Summative assessment in science Read More »
Summative assessment in science | the science teacher
* Solution is a type of mixture. Solutions have a solute and a solvent. • Mixture contains two or more substances, which are not chemically combined. They only have physical interactions.
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1L Class Newsletter Term 4, 2020
Welcome back to the last term of 2020! It is always wonderful to see the students return to school happy, refreshed and excited to see their friends and teachers. We are looking forward to the challenges our new learning experiences will bring this term! Term 4 is always a very busy term and one that highlights the learning achievements of the students across the year. This year has been a new and interesting year for us all, one that will be recorded in the history books. We look forward to celebrating, in whatever manner possible, the perseverance and growth of the students across 2020. As we reflect on the challenges 2020 has brought, there have also been great opportunities, one of the most notable, is the strengthening of home/school partnerships, as we collaboratively supported students through their home learning experiences. A huge thank you to families for all their support and understanding across the interesting year that was 2020.
Curriculum Overview Term 4
English: This term, students will be learning about persuasive texts. This will include writing and speaking persuasively. We will look at forming and justifying a point of view and articulating those ideas to a specific audience. In addition, we will be using our rich texts as a platform to develop students' critical and creative thinking skills, responding to texts through our discussion circles and creative writing endeavours. Our Soundwaves Program continues to be a highly effective whole school approach to teaching spelling and one that the students enjoy. Maths: This term we will be following our scope and sequence to ensure students are exposed to all the strands of the NSW Mathematics syllabus. We will also be revising and building upon the skills that we have been developing throughout the year. The students will cover a range of topics including time, money, measurement, 2 and 3dimensional shapes, data and chance, addition, subtraction, multiplication and division operations with numbers. They will engage in daily Number Talks to assist their working mathematically skills. We will continue to use Mathletics in the classroom as one of many ways to present content to students. We encourage the use of Mathletics at home to reinforce students' knowledge and skills.
Integrated Unit: This term our unit is titled 'My Family'. In this unit we will be exploring family structures and heritage. All students will be creating a family tree, locating places of family significance on a map of Australia and discussing how their families celebrate different events.
This unit is such an exciting one to foster a sense of belonging in students as well as strengthen the home/school connection, as children
will be sharing stories of their family with their teachers and peers.
Personal Development and Health (PDH): This term, as part of our PDH outcomes, the students will be looking at a unit called 'Who am I'. Students will focus on the following concepts:
Glimpses of Term 3
If paying online does not suit, you can also pay in person at the front office (EFTPOS or cash) or write a cheque made out to Wyrallah Road Public School.
Thank you to the parents that have already paid these fees, your contribution is appreciated.
Warm regards, Jessica Brewer-Charles (Mon-Thurs)
Monique Graham (Fri)
Email address: email@example.com
School office hours: 8:30am – 3:30pm
Email: firstname.lastname@example.org
School office hours: 8:30am – 3:30pm | <urn:uuid:066d08f1-82f4-4a3f-8243-330ea8871021> | CC-MAIN-2021-04 | https://wyrallahrd-p.schools.nsw.gov.au/content/dam/doe/sws/schools/w/wyrallahrd-p/2020/class-newsletters/term-4/1L_Term_4_Newsletter.pdf | 2021-01-22T23:27:39+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703531429.49/warc/CC-MAIN-20210122210653-20210123000653-00039.warc.gz | 1,056,824,411 | 730 | eng_Latn | eng_Latn | 0.993809 | eng_Latn | 0.998938 | [
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TE TIRITI O WAITANGI: QUIZ
Please indicate whether you think each of the following is true or false; if anything in the statement is false, tick the "false" box.
True False
1. The Treaty of Waitangi is generally recognised as law in NZ Courts ……………………………………………
2. The Māori Affairs Department was set up to give assistance to Māori people in 1953 ……………………….
3. The first education system here was set up by European missionaries ………………………………………...
4. The cost of Treaty settlements is undermining the economy …………………………………………………….
5. A Māori person wrote the Māori Text of the Treaty and a missionary wrote the English version …………….
6. Discrimination against Māori people has never been legal in New Zealand ……………………………………
7. Most of the land taken fromMāoripeople was confiscated by the Government as a result of the
land wars ……………………………………………………………………………………………………..
8. Abel Tasman discovered this place ………………………………………………………………………………….
9. The Waitangi Tribunal makes final decisions about grievances under the Treaty of Waitangi ……………….
10. The four Māori electoral seats were set up to ensure that Māori people would always be represented in
Parliament ………………………………………………………………………………………………………………
11. Māori protest over land and other justice issues started about 30 years ago …………………………………..
12. If everyone is treated identically, then everyone has an equal chance to succeed …………………………….
13. Past injustices have nothing to do with the present because we didn't do those things and we can't change
history …………………………………………………………………………………………………………………...
14. Some people advocate separate development for Māori people - that's the same as the apartheid policy in
South Africa …………………………………………………………………………………………………………….
15. The Māori King or Queen speaks for all Māori people …………………………………………………………….
16. Pākehā don't have any culture ……………………………………………………………………………………….
17. Government policy is to provide full recompense to Māori for land unjustly taken ……………………………..
18. The British government decided to act in 1840 to prevent the French government from colonising New
Zealand …………………………………………………………………………………………………………………
19. The British government never recognised the sovereignty of Māori ……………………………………………..
20. Moriori people were here before Māori people ………………………………………………………………….....
21. The Treaty is an agreement between Māori and Pākehā …………………………………………………………
Further reading:
Ross Calman Ranginui Walker
The Treaty of Waitangi
Ka Whawhai Tonu Matou: Struggle without End
This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 New Zealand License.
Please acknowledge the source if copying.
Treaty Resource Centre
He Puna Mātauranga o Te Tiriti | <urn:uuid:564bf78e-eb0d-4e5b-a61c-904f5c8187a5> | CC-MAIN-2021-04 | https://trc.org.nz/sites/trc.org.nz/files/Treaty-education-resources/2019%20T-F%20quiz_0.pdf | 2021-01-22T21:36:20+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703531429.49/warc/CC-MAIN-20210122210653-20210123000653-00037.warc.gz | 615,070,340 | 744 | eng_Latn | eng_Latn | 0.909978 | eng_Latn | 0.909978 | [
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62
Blowing in the Wind
North Atlantic hurricane analysis using Web GIS
By Joseph J. Kerski, Ph.D., Education Industry Curriculum Development Manager, ESRI
Hurricanes are among the most common—and destructive—natural hazards on the planet. These tropical cyclones are called hurricanes in the Northern Hemisphere, east of the International Date Line, and typhoons when they occur in the Pacific north of the equator and west of the International Date Line.
Have you ever considered that hurricanes are both temporal and spatial phenomena? Each hurricane has a beginning, a duration, and an end and is more likely to occur during certain seasons of the year. Hurricanes occur across space. Each hurricane has a beginning location when its classification changes from a tropical storm to a hurricane, a track across water and/or across land,
and an ending location when its wind speed slows and it is no longer classified as a hurricane.
Hurricanes are spatial phenomena and can be better understood with maps, particularly digital maps in a GIS environment. GIS allows you to use maps as analytical tools. These aren't limited to maps that someone else has made. With GIS, you can make your own maps for solving problems and making decisions.
Your Mission
Select MapMaker from the National Atlas site to begin GIS investigations on the Web. Go to Base Maps and activate county and state boundary symbology.
To better understand and prepare for the next hurricane season along the Gulf of Mexico and North Atlantic coast, you would like to investigate hurricanes that have occurred over the past 150 years. Your research on the spatial and temporal pattern of these hurricanes will include an analysis of hurricane tracks, wind speed, and pressure. You will discover how many hurricanes occur in specific countries and locations in the United States and how much land area is affected by hurricanes.You will map the results of these investigations. The first lesson in this series will guide you through the process using Web-based GIS through the National Atlas.
Using Web-Based GIS
The National Atlas of the United States is a Web mapping service that lets visitors create maps of hundreds of phenomena from agriculture to Zebra mussels.
2. On the right side of the resulting map is a series of map layers. Select Base Maps and check Counties, County Names, States, and State Names. Click Redraw Map.
1. Begin making a map of hurricanes by accessing the National Atlas site (nationalatlas.gov) and selecting Map Maker. Make sure that the pop-up blocker on your browser is disabled.
3. Select Climate > Tropical Cyclones > Major Landfalling Atlantic Hurricanes > 2000s to map the large hurricanes that reached land. The data was collected by the National Hurricane Center (NHC), part of the National Oceanic and Atmospheric Administration. Select Redraw Map.
Select Climate > Tropical Cyclones > Major Landfalling Atlantic Hurricanes > 2000s to map the large hurricanes that reached land.
ArcUser
October–Dec ember 2007
4. Notice that the North Atlantic Ocean is the birthplace of these hurricanes. Interestingly, many originate very close to the North Africa shoreline. Most hurricanes begin over water and most—but not all—hurricanes eventually make landfall. Examining this data in a Web-based GIS makes it starkly clear why coastal populations are especially vulnerable
the hurricanes displayed. Examining the map, answer the following questions:
to hurricanes. Use the Identify tool, located above the map, to identify some of
n In which direction do most of the hurricanes move, and why? Despite the movement of most hurricanes from the southeast to the northwest, and then
www.esri.com
n What are the names of these countries?
moving northeast after encountering the jet stream at higher latitudes, many hurricanes do not fit the pattern. Hurricane Ivan, for example, moved from the North Atlantic to the Gulf of Mexico in September 2004. As of this writing, the hurricane data covers years from 1851 to 2004. Other countries besides the United States are affected by hurricanes.
n
Which three countries are the ones most fre-
n Which three states in the United States seem to be most frequently visited by hurricanes?
quently visited by North Atlantic hurricanes?
Hurricanes through Time
n Would you say that the frequency for hurricanes is increasing, decreasing, or remaining about the same each decade?
Next, map hurricanes from different decades by choosing Climate > Tropical Cyclones > Major Landfalling Atlantic Hurricanes and selecting other decades from the drop-down list. Remember to select Redraw Map each time.
n Keeping in mind the techniques used to track hurricanes during the 19th century versus the 21st century, how much of your judgment of hurricane frequency depends on the quality of the data from the 19th century?
n Which decade looks to be the decade when most hurricanes reached land?
n What characteristic of North Atlantic hurricanes is similar for each decade?
www.esri.com
Summary
Finding suitable teaching materials is one of the challenges teachers who want to incorporate GIS in science classes face. This tutorial uses the National Atlas of the United States, a Web mapping service available at no charge that requires only a Web connection. The tasks in this tutorial can typically be accomplished in one hour or less.
Zoom in on the southeastern United States. Select Map Key in the upper right corner to display the key, or legend, for these hurricanes. Notice that the hurricanes are colored based on their wind speed in miles per hour.
n How does the number of all Atlantic hurricanes (cyclones) compare to the major landfalling hurricanes of the same decade, and why?
n What do you observe about how the wind speed changes as the hurricanes move across the ocean and across land?
Think about the implications that these changes in hurricane wind speeds have on the destructive power of hurricanes. Thus far, you have been examining the major hurricanes that reached land. In the map layers list on the right side of the map, change the layer to Atlantic Tropical Cyclones (hurricanes), 2000 to look at all hurricanes in the database for that decade, rather than just major ones that reached land.
n How do you think the pattern of all Atlantic hurricanes (cyclones) compares to the major landfalling hurricanes of the same decade, and why?
Conclusion
The National Atlas allows you to study spatial phenomena online. While Web-based GIS is rapidly expanding in terms of the data and functionality available, more robust investigations are possible in a desktop GIS environment. Using the National Atlas, you are limited by the datasets available, symbology used, and attributes that you can map. Lessons in future issues of ArcUser will continue these hurricane research activities using ArcExplorer Java Edition for Education and ArcGIS Desktop 9.2. Each successive tool will enable you to ask more probing questions and more fully model and investigate the relationships, patterns, and trends of spatial phenomena.
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NAPPING
More than 85% of mammalian species are polyphasic sleepers, meaning that they sleep for short periods throughout the day. Humans are part of the minority of monophasic sleepers, meaning that our days are divided into two distinct periods, one for sleep and one for wakefulness. It is not clear that this is the natural sleep pattern of humans.
Developed countries and communities are becoming more and more sleep deprived. And it may be our busy lifestyle that keeps us from napping. While naps do not make up for inadequate or poor quality night-time sleep, a short nap of 20-30 minutes can help to improve mood, alertness and performance.
A nap is a short period of sleep, typically taken between the hours of 9am and 9pm in addition to the usual nocturnal sleep period. Naps are most often taken as a response to drowsiness during waking hours. A nap is a form of biphasic or polyphasic sleep, where the latter terms also include longer periods of sleep in addition to one single period. Cultural attitudes toward napping during the work day vary. In many Western cultures, children and the elderly are expected to nap during the day and are provided with designated periods and locations to do so. In these same cultures, most working adults are not expected to sleep during the day and napping on the job is widely considered unacceptable. Other cultures (especially those in hot climates) have an allowance for a nap period (siesta) during the day (typically in the early afternoon) before returning to work.
A power nap, also known as a Stage 2 nap, is a short slumber of 20 minutes or less which terminates before the occurrence of deep slow-wave sleep (SWS), intended to quickly revitalize the napper. The expression "power nap" was introduced by psychologist, James Maas.
The 20-minute nap is believed to improve alertness and motor skills. The short duration prevents nappers from sleeping so long that they enter the slow wave portion of the normal sleep cycle, without being able to complete the cycle. Entering deep, slow-wave sleep and failing to complete the normal sleep cycle, can result in a phenomenon known as sleep inertia, where one feels groggy, disoriented, and even sleepier than before beginning the nap. In order to attain optimal post-nap performance, a Stage 2 nap must be limited to the beginning of a sleep cycle, specifically sleep stages N1 and N2, typically 18–25 minutes.
A study in Australia (Flinders University) in which 5, 10, 20, or 30 minute sleeps were monitored. The greatest immediate improvement in measures of alertness and cognitive performance came after 10 minutes of sleep. The 20 and 30 minute sleeps showed evidence of sleep inertia immediately after the naps and improvements in alertness more than 30 minutes later but not to a greater level than after the 10 minutes of sleep.
TYPES
Planned napping (also called preparatory napping) involves taking a nap before you get sleepy. You may use this type of napping when you know that you will be up later than your normal bed time or as a mechanism to ward off getting tired earlier.
Emergency napping occurs when you are suddenly very tired and cannot continue with the activity you were originally engaged in. This type of nap can be used to combat drowsy driving or fatigue while using heavy and dangerous machinery.
Habitual napping is practiced when a person takes a nap at the same time each day. Young children may fall asleep at about the same time each afternoon or an adult might take a short nap after lunch each day.
TIPS
A short nap is usually recommended (about 20 minutes) for short-term alertness. This type of nap provides benefit for improved alertness and performance without leaving you feeling groggy or interfering with night-time sleep.
Your surroundings can greatly impact your ability to fall asleep. Make sure that you have a restful place to lie down and that the temperature in the room is comfortable. Try to limit the amount of noise heard and the extent of the light filtering in.
If you take a nap too late in the day, it might affect your night-time sleep patterns and make it difficult to fall asleep at your regular bedtime. If you try to take it too early in the day, your body may not be ready for more sleep.
BENEFITS
Naps can increase alertness in the period directly following the nap and may extend alertness a few hours later in the day.
Scheduled napping has also been prescribed for those who are affected by narcolepsy.
Napping has psychological benefits. It can provide an easy way to get some relaxation and rejuvenation.
Most people are aware that driving while sleepy is extremely dangerous. While getting a full night's sleep before driving is ideal, taking a short nap before driving can reduce a person's risk of having a drowsy driving crash. Sleep experts also recommend that if you feel drowsy when driving, you should immediately pull over to a rest area, drink a caffeinated beverage and take a 20-minute nap.
Shift work, which means working a schedule that deviates from the typical "9 to 5" hours, may cause fatigue and performance impairments, especially for night shift workers. Studies have indicated that both naps and caffeine improve alertness and performance among night shift workers and that the combination of naps and caffeine had the most beneficial effect.
Researcher and commentator James K. Walsh, PhD, explains "Because of the body's propensity for sleep at night, being alert and productive on the night shift can be challenging, even if you've had enough daytime sleep." "Napping before work combined with consuming caffeine while on the job is an effective strategy for remaining alert on the night shift."
NEGATIVE EFFECTS
Despite these benefits, napping isn't always the best option for everyone. Some people are unable to sleep any place other than their own bed, so having a nap at the office or anywhere else is unlikely to happen. Other people simply have trouble sleeping in the daytime.
Naps can leave people with sleep inertia, especially when they last more than 10-20 minutes. Sleep inertia is defined as the feeling of grogginess and disorientation that can come with awakening from a deep sleep. While this state usually only lasts for a few minutes to a half-hour, it can be detrimental to those who must perform immediately after waking from a napping period. Post-nap impairment and disorientation is more severe, and can last longer, in people who are sleep deprived or nap for longer periods.
Napping can also have a negative effect on other sleeping periods. A long nap or a nap taken too late in the day may adversely affect the length and quality of night-time sleep. If you have trouble sleeping at night, a nap will only amplify problems.
DISCLAIMER: While every effort is made to ensure medical accuracy, this paper should not be used to diagnose or treat a sleep disorder. In all cases the advice of a properly qualified medical practitioner should be sought.
The Sleep Disorder Support Foundation and/or The Irish Sleep Apnoea Trust, its officers or committee members cannot be held liable for any errors.
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"The Prayer" October 21, 2018 by Rebecca Enney
Pastor Ed has brought a basket of letters to the Sunday School class for the children to say a prayer over before they get mailed this week. (We can pretend the other children in the class are her too.)
"This is not just ordinary mail like advertising or junk mail or bills to pay. These are letters signed by adults here at church. They are being sent to the Senators and Representatives who are in a position to help poor people."
"Stop it!" Barabas loudly whispered to Gator. "You stop it!" Gator said back.
Pastor Ed noticed. "We will bow our heads to say a prayer of blessing over these letters because . . . "However, there was now a scuffle going on between Barabas and his brother Gator.
"Listen Gator! Stop bumping me with your tail! You are doing it on purpose! Stop it!"
"YOU stop it! It is just a tiny bump and I can't help it! You are making a big deal of nothing!” Gator snarled back.
"Boys!" Pastor Ed said. "What's going on here? You are disrupting the class!"
"He has been bugging me all morning!" Barabas complained.
"Like you haven't been asking for it! He woke me up like an hour early this morning playing with the dogs in our room, making them bark and all!"
"It seems like you brothers are having a hard time getting along today."
This happens you know. It happens to brothers and sisters your age and to brothers and sisters that are adults. It happened to James and John in the Bible lesson this morning. It seems they each wanted to sit in the best place beside Jesus.
Jesus told them that sitting there would be very difficult. He said that being in that special seat did not mean they would be like a King and get everything they wanted. It would mean they had to be like a servant, like a slave!
Barabas kind of already knew that he was making a big deal of very small bumps. And Gator really already knew he was doing it just to annoy Barabas. It's the kind of thing that brothers and sisters do on purpose. It is a foolish thing to do, because small things, done over and over, can become big things.
This makes me think of a hungry person. I suppose you could miss one meal and it would not be a big deal, but if you missed a meal every day, day after day, this will become a big thing! Jesus said we need to HELP HUNGRY PEOPLE!
Pastor Ed prayed: "Good and Dear Lord, stop our small grievances and help us to do your will, to reach out to the hungry, the poor and to all in need. Help these letters let our leaders know how very important it is to feed the hungry and house the homeless. We ask for you to bless these letters and to inspire the leaders who read them, to be servants and slaves just as Christ has instructed. Amen" THE END | <urn:uuid:66a293d4-c5a2-4f2f-9c81-5ece05b13f39> | CC-MAIN-2021-04 | https://www.trinitycamphill.org/wp-content/uploads/2018/10/Childrens_Story-pdf-2018-10-21-AM-0830-1100-CONT-Lectionary-29-Pentecost-22-Becky-Enney-The-Prayer.pdf | 2021-01-22T21:47:24+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703531429.49/warc/CC-MAIN-20210122210653-20210123000653-00041.warc.gz | 1,052,361,554 | 651 | eng_Latn | eng_Latn | 0.998919 | eng_Latn | 0.999594 | [
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Please see below for a suggested timetable and further down timings for home learning.
| | KS2 | Year 3, Year 4, Year 5, Year 6 |
|---|---|---|
| Time | | |
| 10 mins | | |
| 45 mins – 1hr | | |
| 20 mins | | |
| 10 mins | | |
| 45 mins | | |
| 20 mins | | |
| 1 hr | | |
| 10 mins | | |
| 1 hr | | |
| 30 mins | | |
| 20 mins | | |
Weeks 1-6
Year 3
Term 3
Times tables
10 mins
English
45 miins – 1 hr
Please download
the booklet before the
lesson.
Spelling
10 mins
Times Tables
Maths
45 mins – 1 hr
Reading
History
1 hr
Science
1 hr
RE
1 hr
Computing
1 hr
Reading
| Week 1 - w/c 4th January | Week 2- w/c – 11th January |
|---|---|
| TTRockstars | TTRockstars |
| Talk 4 Writing Booklet - Lockdown Tuesday: 5 ways to keep yourself amused in lockdown /List poems Wednesday: Word-pictures – using similes Thursday: What you are? – Using metaphors Friday: Creative Writing Task – The Hobbit - diary entry task. | Talk 4 Writing Booklet - Lockdown Monday: Out of the window – eye spy Tuesday: I didn’t know I’d miss… Wednesday: Wishes Thursday: A quick warm up before reading on … Friday: Creative Writing Task – The Tiny Crusader – What happens next? |
| Spelling Shed - Stage 3 Lesson 17 - Homophones words which have the same pronunciation but different meanings and/or spellings. Download the power point here complete one a day | Spelling Shed - Stage 3 Lesson 18 - Challenge Words Download the power point here and complete one activity a day. |
| Eight times tables practise. BBC Super Movers The 8 Times Table http://www.snappymaths.com/multdiv/8xtable/8xtable.htm | Four times table practise BBC Super Movers The 4 Times Table http://www.snappymaths.com/multdiv/4xtable/4xtable.htm |
| Please click here for the videos relating to the worksheets. Monday: 2,4,8 times tables Tuesday: Comparing Statements Wednesday: Related Calculations Thursday: Activity - Multiply 2-digits by 1-digit - no exchange Friday: Maths games – Hit the Button, Fact Families, TTRockstars | Please click here for the videos relating to the worksheets. Monday: Multiply 2-digits by 1-digit (1) Tuesday: Activity video Multiply 2-digits by 1-digit - exchange Wednesday: Multiply 2-digits by 1-digit (2) Thursday: Divide 2-digits by 1-digit (1) Friday: Maths games – Hit the Button, Fact Families, TTRockstars |
| Reading for pleasure – 25 min | Reading for pleasure – 25 min |
| History – The Romans – Knowledge Organiser Watch and complete the activities for the following National Academy lessons: Lesson 1: How did the Roman Empire become so powerful? Lesson 2: Who was Julius Caesar? Browse: BBC School Radio Romans resources | History – The Romans – Knowledge Organiser Watch and complete the activities for the following National Academy lessons: Lesson 3: What was Britain like before the Romans? Lesson 4: How did the Romans conquer Britain? Browse: BBC School Radio Romans resources |
| Light and dark- Knowledge Organiser Watch and complete the following activities: BBC Bitesize webpage activities: What is light? National Academy Lesson1 activities: What is light? | Light and dark - Knowledge Organiser Watch and complete the following activities: BBC Bitesize website activities: How does the eye detect light? National Academy Lesson 2: How can we see objects? |
| Creation/Fall: What do Christians learn from the Creation story? Creation: Watch this BBC Clip: The world that God made. Read this excerpt from the Bible – Genesis Ch1- V1-25 and the Creation visualisation text. Draw a picture of the world that is described and that you imagined. | Creation/Fall: What do Christians learn from the Creation story? Looking after Creation: Complete the Ordering activity Read the text: Case studies for looking after the Earth? Write down three things you think it is important to do to look after the planet and the people and animals on it. Explain why. |
| Purple Mash Coding Unit 3.1 - Knowledge Organiser Purple Mash Coding 2Dos – Free code Chimp, Gibbon and Gorilla. Log in and play coding games, complete tasks and challenges, make your own games. | Purple Mash Coding Unit 3.1 - Knowledge Organiser Purple Mash Coding 2Dos – Free code Chimp, Gibbon and Gorilla. Log in and play coding games, complete tasks and challenges, make your own games. |
– retell from one of complete one activity
TTRockstars
National Academy
The
Year 3
Term 3
Times tables
10 mins
English
45 miins – 1 hr
Please download
the booklet before
lesson.
Spelling
10 mins
Times Tables
Maths
45 mins – 1 hr
Reading
History
1 hr
Science
1 hr
RE
1 hr
Computing
1 hr
Reading
| Week 4 - w/c 25th January | Week 5 - w/c 1st February |
|---|---|
| TTRockstars | TTRockstars |
| Talk 4 Writing Booklet - Lockdown Monday: The personification game Tuesday: Let’s innovate! Wednesday: Innovation ideas / Your turn Thursday: Your turn – complete and publish poem. Friday: Creative Writing Task – Zahra – Retell the story from Zahra’s point of view. | Talk 4 Writing Booklet – A Tale of Stone Trolls Monday: Background Information - notes Tuesday: Now let’s read our story - notes Wednesday: What do the words mean? Thursday: What did you think about the story? Friday: Creative Writing Task – Mo Farah – Newspaper report. |
| Spelling Shed - Stage 3 Lesson 20 - The l sound spelled -le at the end of words. Download the power point here and complete one activity a day. | Spelling Shed - Stage 3 Lesson 21 - Adding the suffix ly when the root word ends in -le then the -le is changed to –ly. Download the power point here complete one activity a day. |
| Eight times tables practise. BBC Super Movers The 8 Times Table http://www.snappymaths.com/multdiv/8xtable/8xtable.htm | Four times table practise BBC Super Movers The 4 Times Table http://www.snappymaths.com/multdiv/4xtable/4xtable.htm |
| Please click here for the videos relating to the worksheets. Monday: Scaling Tuesday: How many ways? Wednesday: Recap video Count money (pence) Thursday: Recap video Count money (pounds) Friday: Maths games – Hit the Button, Fact Families, TTRockstars | Please click here for the videos relating to the worksheets. Monday: Pounds and pence Tuesday: Convert pounds and pence Wednesday: Add money Thursday: Subtract money Friday: Maths games – Hit the Button, Fact Families, TTRockstars |
| Reading for pleasure – 25 min | Reading for pleasure – 25 min |
| History – The Romans – Knowledge Organiser Watch and complete the activities for the following National Academy lessons: Lesson 7: What did the Romans believe? Lesson 8: How were their beliefs similar to the Ancient Greeks? Browse: BBC School Radio Romans resources | History – The Romans – Knowledge Organiser Watch and complete the activities for the following National Academy lesson: Lesson 9: Why did the Romans leave Britain? Browse: BBC School Radio Romans resources |
| Light and dark - Knowledge Organiser Watch and complete the following activities: BBC Bitesize website activities: What is reflection? National Academy Lesson 4: Which materials are reflective? Activity: Design and make a reflective jacket for a teddy bear | Light and dark - Knowledge Organiser Watch and complete the following activities: BBC Bitesize clip: Sun and shadows National Academy Lesson 5: How are shadows formed? Activity: Make a poster explaining how shadows are formed. |
| Creation/Fall: What do Christians learn from the Creation story? The story of Adam and Eve: Learn more about Adam and Eve’s story – watch this powerpoint. When Adam and Eve have to leave The Garden of Eden, this is known as ‘The Fall’. Activity: Answer the questions on these sheets. | Creation/Fall: What do Christians learn from the Creation story? Praying for forgiveness: Look at this sheet, which is the easiest to say, which is the hardest? Write and illustrate your own prayer asking God for forgiveness and for help to make the world a better place. |
| Purple Mash Coding Unit 3.1 - Knowledge Organiser Purple Mash Coding 2Dos – Free code Chimp, Gibbon and Gorilla. Log in and play coding games, complete tasks and challenges, make your own games. | Purple Mash Coding Unit 3.1 - Knowledge Organiser Purple Mash Coding 2Dos – Free code Chimp, Gibbon and Gorilla. Log in and play coding games, complete tasks and challenges, make your own games. |
| Adult read to child | Adult read to child |
– Write down the
Download
Pictograms
TTRockstars
How can you change the size of
BBC KS2 clip of the story this recording sheet
to | <urn:uuid:110318b0-576a-4945-9da9-6bcf8c3c3dc5> | CC-MAIN-2021-04 | https://www.huttonceprimaryschool.co.uk/wp-content/uploads/2021/01/Y3-Home-Learning-Term-3-Weeks-1-6.pdf | 2021-01-22T22:45:13+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703531429.49/warc/CC-MAIN-20210122210653-20210123000653-00042.warc.gz | 821,510,973 | 2,116 | eng_Latn | eng_Latn | 0.968307 | eng_Latn | 0.974112 | [
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June 2021 – Morning/Afternoon
GCSE (9–1) History A (Explaining the Modern World)
J410/09
Power: Monarchy and Democracy in Britain c.1000 to 2014
Time allowed: 1 hour
Sample question paper for 2021 only. To see what adaptations have been made for 2021 please ensure you have referred to the Your guide to the changes for 2021 document.
You must have:
- the OCR 12-page Answer Booklet
INSTRUCTIONS
* Use black ink.
* Write your answer to each question in the Answer Booklet. The question numbers must be clearly shown.
* Fill in the boxes on the front of the Answer Booklet.
* Answer all the questions.
INFORMATION
* The total mark for this paper is 50.
* The marks for each question are shown in brackets [ ].
* Quality of extended response will be assessed in questions marked with an asterisk (*).
* This document has 4 pages.
ADVICE
* Read each question carefully before you start your answer.
Answer all the questions.
END OF QUESTION PAPER
BLANK PAGE
Copyright Information:
OCR is committed to seeking permission to reproduce all third-party content that it uses in the assessment materials. OCR has attempted to identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements booklet. This is produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live examination series.
If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to correct its mistake at the earliest possible opportunity.
For queries or further information please contact the Copyright Team, The Triangle, Shaftesbury Road, Cambridge, CB2 8EA.
OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
June 2021
GCSE (9–1) History A (Explaining the Modern World)
J410/09 Power: Monarchy and Democracy in Britain c.1000 to 2014
SAMPLE MARK SCHEME
MAXIMUM MARK
50
1
Duration: 1 hour
PREPARATION FOR MARKING
RM ASSESSOR
1. Make sure that you have accessed and completed the relevant training packages for on-screen marking: RM Assessor assessor Online Training; OCR Essential Guide to Marking.
2. Make sure that you have read and understood the mark scheme and the question paper for this unit. These are posted on the RM Cambridge Assessment Support Portal http://www.rm.com/support/ca
3. Log-in to RM Assessor and mark the required number of practice responses ("scripts") and the required number of standardisation responses.
MARKING
1. Mark strictly to the mark scheme.
2. Marks awarded must relate directly to the marking criteria.
3. The schedule of dates is very important. It is essential that you meet the RM Assessor 50% and 100% (traditional 40% Batch 1 and 100% Batch 2) deadlines. If you experience problems, you must contact your Team Leader (Supervisor) without delay.
4. If you are in any doubt about applying the mark scheme, consult your Team Leader by telephone or the RM Assessor messaging system, or by email.
5. Crossed Out Responses
Where a candidate has crossed out a response and provided a clear alternative then the crossed out response is not marked. Where no alternative response has been provided, examiners may give candidates the benefit of the doubt and mark the crossed out response where legible.
MARKING INSTRUCTIONS
Rubric Error Responses – Optional Questions
Where candidates have a choice of question across a whole paper or a whole section and have provided more answers than required, then all responses are marked and the highest mark allowable within the rubric is given. Enter a mark for each question answered into RM assessor, which will select the highest mark from those awarded. (The underlying assumption is that the candidate has penalised themselves by attempting more questions than necessary in the time allowed.)
Contradictory Responses
When a candidate provides contradictory responses, then no mark should be awarded, even if one of the answers is correct.
Short Answer Questions (requiring only a list by way of a response, usually worth only one mark per response)
Where candidates are required to provide a set number of short answer responses then only the set number of responses should be marked. The response space should be marked from left to right on each line and then line by line until the required number of responses have been considered. The remaining responses should not then be marked. Examiners will have to apply judgement as to whether a 'second response' on a line is a development of the 'first response', rather than a separate, discrete response. (The underlying assumption is that the candidate is attempting to hedge their bets and therefore getting undue benefit rather than engaging with the question and giving the most relevant/correct responses.)
Short Answer Questions
(requiring a more developed response, worth two or more marks
)
If the candidates are required to provide a description of, say, three items or factors and four items or factors are provided, then mark on a similar basis – that is downwards (as it is unlikely in this situation that a candidate will provide more than one response in each section of the response space.)
Longer Answer Questions (requiring a developed response)
Where candidates have provided two (or more) responses to a medium or high tariff question which only required a single (developed) response and not crossed out the first response, then only the first response should be marked. Examiners will need to apply professional judgement as to whether the second (or a subsequent) response is a 'new start' or simply a poorly expressed continuation of the first response.
6. Always check the pages (and additional objects if present) at the end of the response in case any answers have been continued there. If the candidate has continued an answer there then add a tick to confirm that the work has been seen.
7. Award No Response (NR) if:
* there is nothing written in the answer space
Award Zero '0' if:
* anything is written in the answer space and is not worthy of credit (this includes text and symbols).
Team Leaders must confirm the correct use of the NR button with their markers before live marking commences and should check this when reviewing scripts.
8. The RM Assessor comments box is used by your team leader to explain the marking of the practice responses. Please refer to these comments when checking your practice responses. Do not use the comments box for any other reason.
If you have any questions or comments for your team leader, use the phone, the RM Assessor messaging system, or e-mail.
9. Assistant Examiners will send a brief report on the performance of candidates to their Team Leader (Supervisor) via email by the end of the marking period. The report should contain notes on particular strengths displayed as well as common errors or weaknesses. Constructive criticism of the question paper/mark scheme is also appreciated.
10. For answers marked by levels of response:
a. To determine the level – start at the highest level and work down until you reach the level that matches the answer
b. To determine the mark within the level, consider the following:
Mark Scheme
11. Annotations
1. Subject–specific Marking Instructions
INTRODUCTION
Your first task as an Examiner is to become thoroughly familiar with the material on which the examination depends. This material includes:
- the specification, especially the assessment objectives
- the mark scheme.
- the question paper and its rubrics
You should ensure that you have copies of these materials.
Please ask for help or guidance whenever you need it. Your first point of contact is your Team Leader.
INFORMATION AND INSTRUCTIONS FOR EXAMINERS
1 The practice and standardisation scripts provide you with examples of the standard of each band. The marks awarded for these scripts will have been agreed by the PE and Senior Examiners.
2 The specific task–related indicative content for each question will help you to understand how the band descriptors may be applied. However, this indicative content does not constitute the mark scheme: it is material that candidates might use, grouped according to each assessment objective tested by the question. It is hoped that candidates will respond to questions in a variety of ways. Rigid demands for 'what must be a good answer' would lead to a distorted assessment.
3 Candidates' answers must be relevant to the question. Beware of seemingly prepared answers that do not show the candidate's thought and which have not been adapted to the thrust of the question. Beware also of answers where candidates attempt to reproduce interpretations and concepts that they have been taught but have only partially understood.
1. Describe two examples of challenges to the power of Parliament in the period 1979–1990.
| Levels | Indicative content |
|---|---|
| Points marking | One way in which the power of Parliament was challenged in this period was the Miners’ Strike of 1984–1985. The British government wanted to close many coal mines and stop wage rises for miners. At the time the government owned the coal industry. The National Union of Mineworkers organized a large scale strike which lasted from March 1984 to March 1985 to oppose these changes. However, the strike eventually failed. Another way in which the power of Parliament has been challenged is the way in which Prime Ministers have tried to pass more laws and other measures without putting them to votes in Parliament. Conservative Prime Minister Margaret Thatcher was accused of this and so was the Labour leader Tony Blair. |
2. Explain why, by the early 1800s, there were criticisms of the systems to elect MPs to Parliament.
| Levels | Indicative content | Marks |
|---|---|---|
| Level 4 Response demonstrates a range of accurate knowledge and understanding that is fully relevant to the question. This is used to develop a full explanation and convincing analysis, using second order historical concepts, of the issue in the question. | Level 4 answers will typically contain a range of description and explanation that is directly relevant to the question e.g. There were many reasons why Britain’s system of electing MPs was being criticised by the early 1800s. One of the most obvious problems was that only a small proportion of the population could vote. A person could only vote if they owned land or property of a certain value. This meant that the majority of the population could not vote, which was especially serious as the population of Britain roughly doubled from around 5 million to 10 million between 1700 and 1800. This meant that the majority of the population could not vote which in turn led to protests. Another reason why the voting system was being criticised was that as Britain went through an industrial revolution workers started working in factories and living in industrial towns. Conditions in these towns and factories were often very poor and yet with no vote there was little chance for workers to make a protest or get laws changed to help them. Even if the majority of workers could vote, many of them would have no MP to vote for which they objected to. The new industrial towns which were emerging in the 1800s had no MPs. At the same time there were rotten or pocket boroughs which were either non-existent or controlled by local landlords. | 7–8 |
| Level 3 Response demonstrates accurate knowledge and understanding that is relevant to the question. This is linked to an analysis and explanation, using second order historical concepts, of the issue in the question. | Level 3 answers will typically contain description with explanation that is directly relevant to the issue in the question e.g. One reason why there was criticism of the voting system was that a person could only vote if they owned land or property of a certain value. This meant that the majority of the population could not vote which in turn led to protests. Another reason was that even if the majority of workers could vote, many of them would have no MP to vote for which they objected to. The new industrial towns which were emerging in the 1800s had no MPs. At the same time there were rotten or pocket boroughs which were either non-existent or controlled by local landlords. |
|---|---|
| Level 2 Response demonstrates some knowledge and understanding that is relevant to the question. This is used to attempt a basic explanation, using second order historical concepts, of the issue in the question. | Level 2 answers will typically contain description of events that is linked to the issue in the question e.g. One reason for criticisms was that even if the majority of workers could vote, many of them would have no MP to vote for which they objected to. The new industrial towns which were emerging in the 1800s had no MPs despite being rich and importance centres of industry. Some people were influenced by the ideas of the French Revolution or radical thinkers like Thomas Paine. |
| Level 1 Response demonstrates basic knowledge that is relevant to the topic of the question. There is an attempt at a very basic explanation of the issue in the question, which may be close to assertion. Second order historical concepts are not used explicitly, but some very basic understanding of these is apparent in the answer. | Level 1 answers will typically contain general points e.g. At the time there were many new ideas which influenced people, like Thomas Paine and his book the Rights of Man. |
| Level 0 No response or no response worthy of credit. | |
3. How significant a change was the Glorious Revolution for Britain?
| Levels | Indicative content |
|---|---|
| Level 4 The response has a full, well-developed explanation and thorough, convincing analysis of historical events/period in terms of the second order historical concept(s) in the question. This is supported with a range of accurate knowledge and understanding that is fully relevant to the question. | Level 4 answers will typically contain a range of description and explanation that is directly relevant to the significance of the changes brought about by the Glorious Revolution e.g. The Glorious Revolution was significant because it brought about changes for Parliament. As a result of the Glorious Revolution, Britain gained a Bill of Rights. The Bill of Rights put limits on the power of the monarch and protected the rights of Parliament. It also gave the right of free speech in Parliament to MPs and ensured that Parliament would meet every year. The Bill of Rights also ensured that a Protestant monarch would take the throne of England. However, while the Glorious Revolution brought in a lot of changes for some groups, many historians believe that the way Britain was governed did not change all that much. The monarch was still by far the most powerful figure in the land. Parliament gained the right to be listened to, but king and Parliament working together to rule the country was not really a new idea. Some historians argue that the Revolution did not affect ordinary people, it just secured the position of those already in power e.g. the nobility. |
| Level 3 The response has a full explanation and analysis of the historical events/period in terms of the second order historical concept(s) in the question. This is supported by accurate knowledge and understanding that is relevant to the question. | Level 3 answers will typically contain description with explanation that is directly relevant to the significance of the changes brought about by the Glorious Revolution e.g. The Glorious Revolution was significant because it brought about changes for Parliament. As a result of the Glorious Revolution, Britain gained a Bill of Rights which protected the rights of Parliament. The Bill of Rights also ensured that a Protestant monarch would take the throne of England. |
J410/09
Mark Scheme
| | However, while the Glorious Revolution brought in a lot of changes for some groups, many historians believe that the way Britain was governed did not change all that much. The monarch was still by far the most powerful figure in the land. |
|---|---|
| Level 2 The response has an explanation and simple analysis of the historical events/period in terms of the second order historical concept(s) in the question. This is supported by some knowledge and understanding that is mostly relevant to the question. | Level 2 answers will typically contain description of events that is linked to the changes brought about by the Glorious Revolution e.g. The Glorious Revolution was highly significant because it brought about many changes. Britain gained a Bill of Rights. It was also put into law that a Protestant monarch would take the throne of England. There were other changes which came in as well. The joint monarchs William and Mary had to give up certain rights which monarchs had always had, such as the right to collect customs duties. |
| Level 1 The response has a basic explanation about the historical events/period in terms of the second order historical concept(s) in the question. The response includes limited basic knowledge that is relevant to the topic of the question. | Level 1 answers will typically contain general points e.g. The Glorious Revolution took place in 1688. It was caused by James II’s plans to make Parliament less important and to make England more Catholic. James was overthrown by William of Orange. |
| Level 0 No response or no response worthy of credit. | |
4. 'Between c.1000 and 1750 monarchs relied on co-operation with their subjects rather than conflict'. How far do you agree with this statement?
| Levels | Indicative content |
|---|---|
| Level 5 The response has a full explanation and thorough analysis of historical events and periods, which uses relevant second order historical concepts, and is developed to reach a convincing, substantiated conclusion in response to the question. This is supported by a range of accurate knowledge and understanding, appropriately selected from across the time period specified, that is fully relevant to the question. There is a well-developed and sustained line of reasoning which is coherent, relevant and logically structured. | Level 5 answers will typically select a range of relevant examples of co-operation and conflict from across the medieval and early modern eras which support a balanced argument and reach a valid conclusion e.g. As Level 4 with Overall, it could be argued that it was the successful kings and queens who favoured conflict over co-operation. Of course all monarchs did not conflict or co- operate all of the time with their subjects but it is reasonable to say that the more a ruler co-operated with his or her subjects the more successful they were. |
| Level 4 The response has a full explanation and analysis of the historical events and periods, which uses relevant second order historical concepts, and is used to develop a fully supported answer to the question. This is supported by a range of accurate knowledge and understanding, covering the time period specified, that is fully relevant to the question. There is a well-developed line of reasoning which is clear, relevant | Level 4 answers will typically select relevant examples of co-operation and conflict from across the medieval and early modern eras which support a balanced argument e.g. Medieval kings like Edward I understood the importance of co-operating with his subjects. Although he was one of England’s most powerful monarchs he knew he had to keep the good will of his barons. For example, in 1297 he re-issued Magna Carta to show his barons he would obey its principles. In the Tudor period, Elizabeth I was a good example of a monarch who co-operated with her subjects. |
| and logically structured. | Her policies on religion were generally supported by Parliament, and MPs mostly supported her on issues such as the treatment of the poor. A good example of a medieval monarch who preferred conflict to co-operation was John. He was notorious for imposing high taxes and harsh punishments on his barons. In the end it backfired and he faced a rebellion and had to agree to Magna Carta in 1215. From 1629-1640 Charles I needed money but he refused to call Parliament because MPs kept arguing with him and criticising him. By 1640 Charles’ policies on taxes and religion made the situation very tense between himself and Parliament and by 1642 Charles faced a civil war which eventually resulted in his execution in 1649. |
|---|---|
| Level 3 The response has an analysis and explanation of the historical events and periods, which uses relevant second order historical concepts, and is used to give a supported answer to the question. This is supported by accurate knowledge and understanding, from the time period specified, that is relevant to the question. There is a line of reasoning presented which is mostly relevant and which has some structure. | Level 3 answers will typically select relevant examples of co-operation and conflict from either the medieval and early modern era which support a balanced argument e.g. In the Tudor period, Elizabeth I was a good example of a monarch who co- operated with her subjects. Her policies on religion were generally supported by Parliament, and MPs mostly supported her on issues such as the treatment of the poor. From 1629-1640 Charles I needed money but he refused to call Parliament because MPs kept arguing with him and criticising him. By 1640 Charles’ policies on taxes and religion made the situation very tense between himself and Parliament and by 1642 Charles faced a civil war which eventually resulted in his execution in 1649. |
| Level 2 The response has an explanation about the historical events and periods, which uses relevant second order historical concepts, and gives an answer to the question set. This is supported by some knowledge and understanding, from the time period specified, that is relevant to the question. There is a line of reasoning which has some relevance and which is presented with limited structure. | Level 2 answers will typically identify examples of conflict or co-operation from either the medieval or the early modern era e.g. The statement is not correct. If we look at King John he did not co-operate with his subjects. He went to war with them and had to accept Magna Carta. OR The statement is correct. The feudal system meant that nobles and the king worked together based on the nobles getting land from the king and fighting for him in return. |
Mark Scheme
| Level 1 The response has a basic explanation about the historical events and periods in the question, though the specific question may be answered only partially or the answer may be close to assertion that is not supported by the preceding explanation. Second order historical concepts are not used explicitly, but some very basic understanding of these is apparent in the answer. There is basic knowledge and understanding that is relevant to the time period specified and the topic of the question. The information is communicated in a basic/unstructured way. | Level 1 answers will typically demonstrate simple knowledge e.g. In the middle ages there were lots of conflicts between the king and his subjects. One example was that the Normans fought to maintain their power. |
|---|---|
| Level 0 No response or no response worthy of credit. | |
Assessment Objectives (AO) grid
| Question | AO1 | AO2 | AO3 | AO4 | SPaG | Marks |
|---|---|---|---|---|---|---|
| 1 | 4 | | | | | 4 |
| 2 | 4 | 4 | | | | 8 |
| 3 | 4 | 10 | | | | 14 |
| 4 | 8 | 16 | | | | 24 |
J410/09
BLANK PAGE
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GEO-11
2020
Meteorites in New Hampshire
Meteorites are chunks of metallic or stony material that survive their plunge through the Earth's atmosphere and land on the Earth's surface. Intersecting the Earth's orbit and surviving a ride through the atmosphere without being vaporized is a very rare event. While out in space, debris in the solar system is called meteoroids. However, they become meteors when they enter our atmosphere. Meteoroids are generally the size of a grain of sand, and are quickly vaporized by the heat of friction created as they collide with air molecules of the upper atmosphere. We see this
vaporization as a "shooting star," or when several meteors appear seconds or minutes apart we see a "meteor shower."
A meteor that actually lands on Earth's surface is called a meteorite and is difficult to identify, especially if you did not actually see the "fall." Those meteoroids that endure the friction of the atmosphere are large enough to survive vaporization. Heating of the outside surfaces causes their surface to "melt" (ablate), giving parts of the surface a smooth molten appearance. However, the inside may still be cold, since out in space their temperature can approach absolute zero (0 = -273 ˚C) or be over 400 degrees ˚C if the meteoroid had been orbiting in direct sunlight.
Types of Meteorites:
- Metallic meteorites may have enough iron and/or nickel in them to be attracted to a magnet and will be heavy for their size. Sawing off a portion of an iron/nickel metallic meteorite may reveal a cross hatched pattern (called a Widmanstatten pattern). Having cooled slowly over several million years in orbit, the presence of this pattern proves that it is an extraterrestrial object.
- Stony meteorites are not magnetic or particularly heavy for their size. They may have what appear to be small "clumps" within the stony mass, which are rounded grains of silicate minerals called chondrules.
Why is it so difficult to find meteorites in New Hampshire?
New Hampshire's landscape was greatly altered by multiple glaciations in recent geologic time. Soil layers were scraped away completely in places to expose underlying bedrock, while in other places bedrock was buried under thick layers of stony glacial till or water-sorted deposits of sand and gravel. Any meteorites that might have been lying on or near the land surface before glaciation would have been thoroughly mixed up with all the other rock debris during the advance and retreat of the last glacier. Therefore, finding a meteorite in our rocky soil is much harder than finding one on the relatively "clean" surface of a glacier or sand dune. To complicate matters, New Hampshire's bedrock contains minerals that are magnetic and rocks commonly have been smoothed and polished by glacial ice or by being tumbled in rivers and streams. Also, industrial processes such as iron smelting and glassmaking in more recent times have left behind waste slags that once were in a molten state, and in the former case are also magnetic and feel relatively heavy for their size. Because meteorites are rare to begin with, finding one is like finding the proverbial "needle in a haystack." In fact, to date, there are no confirmed meteorite finds in New Hampshire. However, if you think you've found one, search the web for "Meteorite ID."
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Manual
EN
Bouncing Planets
WARNING — This set contains chemicals [and/or parts] that may be harmful if misused. Read cautions on individual containers [and in manual] carefully. Not to be used by children except under adult supervision.
WARNING. Not suitable for children under 8 years. For use under adult supervision. Read the instructions before use, follow them and keep them for reference.
EN
Please lend your child a hand and assist and supervise them when carrying out the experiments. Before starting the experiment, read through the instructions together and follow all the steps. Keep all parts of the kit out of reach of small children. Only carry out those experiments that are described in the instructions for use. This experimentation kit is only suitable for children over 8.
WARNING. Not suitable for children under 3 years. Choking hazard — small parts and small balls may be swallowed or inhaled.
Only use under adult supervision. Keep the experimentation kit, the packets of granular material and the finished bouncy balls out of reach of children under 8 and animals.
Notes on the polymer granules: Colored granules (99.4% polyvinyl alcohol, propylene glycol, E219, pigment), 5 packets of 10 g each. Do not ingest. Dispose of empty packets and other residues in the household trash.
The area around the experiments should be free of any obstacles and away from where food is stored. It should be well-lit and well-ventilated and should have water available. A solid table covered with newspaper should be provided. Clean the work space immediately after carrying out the experiments.
Wash all equipment used after use and wash hands thoroughly after experimenting. Wash any household materials used in the experiment thoroughly before using them again.
The packets of granular material should be (fully) used up during an experiment, i.e. once the packaging has been opened. Make sure you do not get any in your eyes when experimenting. Do not inhale or swallow the granular material and granular material powder. Do not produce dust when working with the granular material — do not rush and be calm.
Do not eat or drink anything in the experimentation area. The colorful granular material has a very powerful dying ability and can stain clothes with stains that don't wash out. For this reason, wear old clothes when experimenting and remove tablecloths or rugs from the experimentation area. Have fun experimenting!
Experiment 1
1. Assemble the ball mold halves and choose a granular material color. Open the packet using scissors. Pour some granular material into the mold.
2. Lightly shake the mold and carefully tap it on the tabletop so that the granular material settles.
3. Fill the mold with your chosen granular material color layer by layer up to the filling line shown.
4. Pour warm water into the cup included in this kit.
5. Now immerse the ball mold in the water. It needs to be completely immersed. Move the mold around in the water a bit.
6. Leave the mold to stand in the water for two minutes.
7. Take the mold out of the water and leave it for three minutes.
8. You can then carefully open it and retrieve your first rubbery, bouncing planet, which is still a bit sticky. It is best to let it dry for a bit longer.
What's happening?
The bouncy ball granules are mostly composed of polyvinyl alcohol (PVA), which is a water-soluble polymer with elastic properties. Polymers are long, tangled chains of carbon, hydrogen, and oxygen atoms. When the granules are moistened, their surfaces start to dissolve slowly, they swell up a little, and they become sticky. The long polymers get tangled up in each other. In this way, the granules stick together inside the mold.
The balls are bouncy because the PVA material is elastic, which means it springs back to its original shape after being compressed or stretched. This elastic property comes from the shapes of the polymer chains.
Experiment 2
1. Scatter some of the granular material around the edge of the petri dish.
2. Using the pipette, push the scattered granular material to the edge or form a smaller ring in the center.
3. Now drip the warm water from the pipette over the granular material and then leave it to dry for a few hours.
4. Carefully remove your ring from the dish and place it around your planet, like the rings of Saturn!
TIP! Use the finished planets to create a solar system mobile for your room.
IMPORTANT!
Your bouncy balls do not contain any additives to keep them soft forever. After a few days, they will dry out and lose their elasticity!
©2018 Franckh-Kosmos Verlags-GmbH & Co. KG, Pfizerstrasse 5 – 7, 70184 Stuttgart, Germany
This work, including all its parts, is copyright protected. Any use outside the specific limits of the copyright law is prohibited and punishable by law without the consent of the publisher. This applies specifically to reproductions, translations, microfilming, and storage and processing in electronic systems and networks. We do not guarantee that all material in this work is free from other copyright or other protection.
Project manager: L. Bergsträsser, A. Büchele Composition: sloedesign.de, M. Horn • Illustrations/Photos: Michael Flaig, Pro-Studios; © Thames & Kosmos, LLC, Providence, RI, USA
1st North American Edition © 2020 Thames & Kosmos, LLC, Providence, RI, USA Thames & Kosmos® is a registered trademark of Thames & Kosmos, LLC. Editing: Ted McGuire; Additional Graphics and Layout: Dan Freitas
Distributed in North America by Thames & Kosmos, LLC. Providence, RI 02903 Phone: 800-587-2872; Web: www.thamesandkosmos.com
We reserve the right to make technical changes.
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Appalachian Folklore & Stories
Goal of Lesson:
2017 FCE Literacy Leader Lesson Sarah Ransom, FCS Agent in Johnson County
* Inform participants of the history behind storytelling
* Teach classic Appalachian folklore
* Increase storytelling ability among members
Lesson:
Storytelling is the oldest form of narrative communication we have. The first known use of the word story dates back into the 13 th century. Before languages and written storytelling came into existence, people used images, signs and sounds to tell their stories. According to Merriam-Webster dictionary story can be defined as an account of incidents or events, a statement regarding the facts pertinent to a situation in questions (especially amusing ones), a fictional narrative shorter than a novel, the intrigue or plot of a narrative or dramatic work, a widely circulated rumor or a news article or broadcast (Story, n.d). Stories allow us to understand complex topics, human emotions and everyday occurrences. If you think over your most memorable experiences, they are stories tied to our emotions and everyday life happenings. Storytelling is something done every day. From the simple questions - "how was your day?" stories unfold as we answer that question. Many every day stories are short descriptions of daily happenings, a piece of interesting news about someone or something funny that has happened to us.
Storytelling is good for the teller, but just as pleasing to the listener. Storytelling invites us to use our imagination. A story can become its own special event, but this only happens when
the teller has fully engaged the listener. Being able to tell a story is much more than memorizing facts and information, but being able to understand tone of voice, facial expressions, appropriate inflection and a good understanding of the story. These are the tellers who can bring stories to life.
Storytelling is often used to teach history and life lessons. Storytelling is an exceptional tool that can be used to help enhance or change a perception. This is where we see things like Aesop's Fables, parables and object lessons being used. They are short stories that are full of principles. Stories can also be used to pass along history. These are told to remind us of our heritage and teach us how to face the future. It was once written that storytelling helps us "keep the present in touch with the past, reaffirms values and passes on wisdom in an entertaining and memorable manner" (ACUI, 2012).
Storytelling happens every day around us – in advertising, government relations, news media and more; while these are taking off in popularity, some of the importance on oral storytelling in a community is being lost. Deep in the heart of Appalachia, we are still telling stories. These are found as we gather in homes, attend club meetings, in our churches and everywhere we go. In 1973, the first National Storytelling Festival was started right here in Tennessee. Deep in the heart of Jonesborough, the town comes alive every year with storytellers. For 2017, event tickets can be bought anywhere from $20-500, depending on the events you want to attend. These are the people who value the importance of oral storytelling. We have historical tales that include stories of Jack, African tales of Uncle Remus and Brer Rabbit, legends from the Cherokee and other tribes of Indians and personal family stories such as Nick the Hermit and many more, ghost stories, tales of big foot, black panthers and other creatures
that roam the woods and hills of Appalachia, and of course we have many stories of the foods and traditions we hold near and dear to our hearts.
Being a good storyteller means more than just reciting information. The best storytellers:
* Starts with a compelling beginning – get their attention in the first 30 seconds to a minute or they will begin wandering
* Brings it to a close with a big finish – leave them with emotion (happy, sad, content, excited, etc.)
* Use body language, words, facial expression and tone of voice to communicate the story
* Know your story – everyone tells the same story just a little differently, know the facts and then tell it with your own flair
* Stay on topic – don't get sidetracked with another great story that needs to be told, save that for another time and finish the one that you're telling
There have been some storytellers who have taken the time to pen down some of these stories, these would include books like: Grandfather Tales by Richard Chase, Cripple Joe: Stories from My Daddy and Southern Jack Tales by Donald Davis, and other stories can be found by Ray Hicks, Doc McConnell and many other local storytellers. The Appalachian folks even have their own versions to some classic fairytales, one of these is Smoky Mountain Rose by Alan Schroeder.
Here's a classic Appalachian folk tale that fits right into Halloween spirit:
The Tale of Stingy Jack and Jack O'Lanterns
Stingy Jack was a miserable, old man who took pleasure in playing tricks on anyone and everyone – friends, family, his mother and even the Devil himself! So one day, Jack invited the devil for a drink and then convinced him to shape-shift into a coin so that Jack could pay for the drinks. The devil knew this was a good idea because once paid, he could shape shift again and they'd get their drinks for free. With that, the devil obliged and shifted into a coin. Jack then decided he wanted that coin for other purposes, so he placed the coin in his pocket next to a small silver cross. This prevented the devil from turning back into himself. Jack paid for the drinks and left the building. The devil was not too happy about this, and eventually Jack freed him with the condition that the devil didn't bother Jack for another year.
A year rolls by and Jack was out in the apple orchard. Jack spotted the devil walking down the lane and knew what he was coming for. He began to think quickly. Jack hastily climbed a nearby tree and waited for the devil to approach. When the devil got to the bottom of the tree, he called out and asked what Jack was up to. Jack exclaimed that the devil would never believe what he could see from way up in the top of the tree. Jack carried on, laughing and whoopin' and a hollerin' and looking shocked. The devil quickly became curious and started to climb the tree. Jack quickly halted his climb and said "Now Devil, this tree ain't big enough for the both of us. Lemme climb down and then you can go see". So down Jack scampered and stepped back, allowing the devil to climb up the tree. The devil started the climb, but didn't go very far before he grouched. "I don't see anything! What was it?" Jack pointed higher. "Keep goin', it's up a little higher". As the devil scooted up the tree, peering through the branches, but seeing nothing. Jack called out encouragement to keep going as he approached the trunk of the
tree. Quick as a flash, Jack whipped out his knife and carved a cross in the tree's trunk. The devil reached the top of the tree, but then realized that Jack had made it up and there was nothing to see. The devil was mad for having to climb and work so much, so he came down the tree. But when he went to step to the ground, he found that he was stuck. That is when he saw the cross and realized that Jack had tricked him once again. Jack told the Devil that he would let him down if he promised to not bother Jack for another ten years, and that the devil wouldn't claim his soul when he died. The devil was none too happy, but agreed so that he could get down. So, Jack took his knife out and carved the cross into something else so that the devil could climb down.
Well, many years went by and Stingy Jack went on playing tricks on others around him. Before he made it ten years though, Jack died. As he approached the gates of Heaven, Jack began to get excited. Only he was told by St. Peter that while on earth, Jack was a mean and cruel man who lived a miserable and worthless life. Because of this, Jack could not enter heaven and there was only one other option. So Jack turned and walked down towards the gates of hell. Now Jack was real scared. Now, the devil had been waiting for the day that Jack came to visit. True to his promise, the Devil refused to take Jack's soul. "But where will I go?" cried Jack. "I can't go to Heaven, and you won't take me!" Jack's fear began to rise, he had nowhere to go. The devil told him that he was going to be stuck between the worlds and left to wander about forever. Jack asked how he was supposed to find his way. The devil responded by throwing him a burning coal from the flames of hell to help light the way. All Jack had with him was a turnip, you see, these were Jack's favorite, so he always carried them with him. Jack used his knife to hollow out the turnip and carefully placed the burning coal inside. From that day on, Stingy Jack roamed earth with his "Jack O'Lantern" and never found a place to rest.
Smoky Mountain Rose by Alan Schroeder
Once upon a time, "smack in the heart o' the Smoky Mountains, there was this old trapper livin' in a log cabin with his daughter. One night, while Rose was fryin' a mess o' fish, the trapper, he starts lookin' dejected-like. "The long and the short of it was that he wondered if it wasn't hard on his girl, not having a mother around? And he wondered if she would mind if he married the neighbor lady? Rose answered, "I don't mind. You go a'courtin', Pa, if you think it's best." So he did, and before she knew what she had said, Rose was sorry. Oh, was that neighbor lady mean, and her two daughters "why, they were so mean they'd steal flies from a blind spider." They spent all day, every day, admiring themselves and calling each other names. And they were lazy too, making little Rose work all day, "milkin' the cow, and collectin' the firewood and churnin' the butter." Her dad hated to see her treated so badly, but it turned out that trying to talk to his new wife "was like kickin' an agitated rattler." So he held his tongue. And then the worst thing happened.
One day, he died, leaving poor Rose all alone with the hateful lady and her horrible daughters. There was nothing to stop them now, and they mocked her and worked her and generally made her life a lot harder than it should have been. Many years passed. "Now, it so happens that on the other side of the creek, there was this real rich feller- made his fortune in sowbellies and grits." And he was looking for a wife, so he got the idea to throw a fancy party and invite all the neighbors. That's when Rose really began to feel sad: the sisters hooted and sneered at the idea of her going. "Lawd-a-mercy! Who'd want to dance with a dirt clod like you?" But oh, how they worked Rose to fix them up for it. When the day finally came she watched them, "whippin' the mule, they went a-rumbling down the dirt road, chortlin' out 'Skip to
M 'Lou' the whole time." Rose watched until she was alone, and then collapsed into tears. The sound of the far off fiddle music made all her sorrows flood over her. And that's when "one of the hogs comes moseyin' up to the fence and starts talkin' to her." He told her to "stand up and turn around real fast, like you got a whompus cat bitin' at yer' britches." This caused her raggedy overalls to become "the purtiest party dress" she had ever seen and instead of bare feet, sparkling glass slippers. Next, the hog asked for "a mushmelon and two field mice" which she turned into a wagon and team of horses. Warning her that the magic would hold only until midnight, the hog sent her off the square-dance.
When she got there she saw "two fiddlers, a harmonica man, even a square dance caller come all the way from Nashville." A hush fell over the crowd as Rose walked in, the rich man's eyes danced and he held out his arm to her. But her sisters said to each other, "Well, shut my mouth!" and "I ought to wring her neck, she's been going through my bood-whar!" But Rose couldn't hear them, and she danced the night away. Suddenly, she saw the "big granddaddy clock in the corner. 'Tarnation!' she cried, "its midnight!" and she fled. One of her slippers flew off into a ditch but she made it home with the other. Looking down, she saw her rags, and thanked the hog for her night of fun. "Anytime, Sugar!" it answered. That's when her stepmother and sisters got home, mad as hornets. "Ain't you gonna whip her now, Ma?' asked Liza Jane. "My whippin' arms tired, I'll do it tomorrow", said the old meanie, and they all went to bed.
Lucky for Rose, the very next morning they all heard the news: " the rich feller' had found Rose's shoe and was stopping at every cabin to find its owner. Before they knew, rich Seb was there with the shoe. "Me first!" yelled Annie, the elder girl, and barged over. Seb tried his best to fit it, but "gettin''' the slipper onto her big foot was like tryin' to stretch a little bitty
sausage skin over a side o' beef." Shoving her sister out of the way, Liza Jane had a try, but "the minute the tuggin' started, she purt-near went blue in the face. "Lemme get the axe' she said, agaspin'. "I'll get that shoe on if it kills me!" That's when Seb saw Rose, hiding over near the hog pen. "Come over here and stick out yer foot" he said," come on now, jest set yourself down on this here bucket and stick out yer tootsie." So Rose did, and that shining slipper "went glidin' right on, just as smooth as butter!" It was love at first sight of her feet in those shoes, and Seb proposed on the spot. Those mean old sisters saw the love shining between Seb and Rose, and "'pon seein' that, they done burst into tears."
Rose, sweet girl that she was, forgave them for being cruel to her, and declared that she loved them " like soup loves salt", and from then on, all was well. And "to this day, Rose and Seb are still livin' there, and folks reckon they're 'bout the happiest twosome in all o' Tarbelly Creek."
And that is the Appalachian version to Cinderella. Storytelling is something that is unique to each area. So share your stories with your kinfolk, your friends and any strangers you may meet. You may be harboring a precious bit 'o history within the catalogue of your mind. Don't let your stories be forgotten. Remember a story every day, write down your stories and most importantly, tell a story whenever you get a chance.
References:
Association of College Union International. (2012, 11 9). A brief history of storytelling.
Retrieved from http://www.acui.org/content.aspx?menu_id=122&id=2150
Schroeder, A. (2000). Smoky Mountain Rose. Puffin Books.
"Story." Merriam-Webster.com. Merriam-Webster, n.d. Web. 21 Dec. 2016. | <urn:uuid:10508c4f-4617-4a83-ab1d-4f1e0f0a6a5a> | CC-MAIN-2021-04 | https://extension.tennessee.edu/eastern/Documents/FCE/Leader%20Lessons/FCE%202017%20Leader%20Lesson%20-%20Literacy.pdf | 2021-01-22T21:16:35+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703531429.49/warc/CC-MAIN-20210122210653-20210123000653-00047.warc.gz | 340,629,140 | 3,384 | eng_Latn | eng_Latn | 0.932159 | eng_Latn | 0.999272 | [
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Presented By City of Manassas
PWS ID#: 6685100
We've Come a Long Way
Once again, the City of Manassas is pleased to present our annual water quality report covering the period between January 1 and December 31, 2016. We are proud to report that your drinking water meets or exceeds state and federal standards. Our exceptional staff continues to work diligently twenty four hours a day, every day of the year, to deliver the highest-quality drinking water without interruption. We continually strive to adopt new methods for providing the bestquality drinking water to your homes and businesses. We are committed to the goals of source water protection, water conservation, and community education, while continuing to serve the needs of all of our customers. The City of Manassas remains dedicated to providing the highest-quality drinking water to you and your family.
Community Participation
You are invited to participate in our Utility Commission meetings and voice your concerns about your drinking water. The Utility Commission meets on the second Thursday of each month, beginning at 5:30 p.m. in the large conference room at the City of Manassas Public Works Building, 8500 Public Works Drive, Manassas, VA. If you would like to attend or have any questions, please contact the Utilities Department at (703) 257-8351.
Important Health Information
Some people may be more vulnerable to contaminants in drinking water than the general population. Immunocompromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants may be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. The U.S. EPA/CDC (Centers for Disease Control and Prevention) guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the Safe Drinking Water Hotline at (800) 426-4791 or at http://water.epa.gov/drink/hotline.
Substances That Could Be in Water
To ensure that tap water is safe to drink, the U.S. EPA prescribes regulations limiting the amount of certain contaminants in water provided by public water systems. U.S. Food and Drug Administration regulations establish limits for contaminants in bottled water, which must provide the same protection for public health. Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of these contaminants does not necessarily indicate that the water poses a health risk.
The sources of drinking water (both tap water and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of the land or through the ground, it dissolves naturally occurring minerals, in some cases, radioactive material, and substances resulting from the presence of animals or from human activity. Substances that may be present in source water include:
Microbial Contaminants, such as viruses and bacteria, which may come from sewage treatment plants, septic systems, agricultural livestock operations, or wildlife;
Inorganic Contaminants, such as salts and metals, which can be naturally occurring or may result from urban storm-water runoff, industrial or domestic wastewater discharges, oil and gas production, mining, or farming;
Pesticides and Herbicides, which may come from a variety of sources such as agriculture, urban stormwater runoff, and residential uses;
Organic Chemical Contaminants, including synthetic and volatile organic chemicals, which are by-products of industrial processes and petroleum production and may also come from gas stations, urban storm-water runoff, and septic systems;
Radioactive Contaminants, which can be naturally occurring or may be the result of oil and gas production and mining activities.
For more information about contaminants and potential health effects, call the U.S. EPA's Safe Drinking Water Hotline at (800) 426-4791.
Where Does My Water Come From?
The City of Manassas is fortunate because we have two reliable water supply sources for our customers. The primary source is the City of Manassas Water Treatment Plant, which draws water from Lake Manassas, an impoundment on Broad Run in western Prince William County. The watershed for Lake Manassas covers approximately 74.5 square miles, with the reservoir covering over 790 acres and holding approximately 5.3 billion gallons of water at full capacity. The second source of water, if needed during peak consumption periods or emergencies, is water supplied from the Prince William County Service Authority (PWCSA). The water supplied to us from PWCSA is treated at Fairfax Water's Northern Treatment Facility the James J. Corbalis Plant, which withdraws water from the Potomac River. To learn more about our watershed online, go to the U.S. EPA's Search Your Watershed at www.epa.gov/surf.
Lead in Home Plumbing
If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. We are responsible for providing high-quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline or at www.epa.gov/lead.
The City of Manassas has regularly been testing for lead in accordance with the EPA's Lead and Copper Rule, which was established in 1991. Because the City has demonstrated optimal results, we have been on a reduced monitoring schedule since 2012. The last set of lead and copper testing was performed in 2015 with outstanding results (see the Sampling Results table for more information). The next round of lead and copper testing will be performed in 2018.
Testing for Cryptosporidium
Cryptosporidium is a microbial parasite naturally found in surface water throughout the U.S. Although filtration removes Cryptosporidium, the most commonly used filtration methods cannot guarantee 100 percent removal. Monitoring of source water indicates the presence of these organisms. Current test methods do not allow us to determine if the organisms are dead or if they are capable of causing disease.
Benefits of Chlorination
Disinfection is one of the most important steps in drinking water treatment. Chlorination is the most common method of water disinfection in North America.
Symptoms of infection include nausea, diarrhea, and abdominal cramps. Most healthy individuals can overcome the disease within a few weeks. However, immunocompromised people are at greater risk of developing life-threatening illness. We encourage immunocompromised individuals to consult their doctor regarding appropriate precautions to take to avoid infection. Cryptosporidium must be ingested to cause disease, and it may be spread through means other than drinking water.
In April 2015, the City of Manassas began additional monitoring for compliance under the U.S. EPA's Long Term 2 Enhanced Surface Water treatment rule (LT2ESWTR) Round 2. The EPA has developed this rule to provide increased source water protection against microbial pathogens, such as Cryptosporidium.
Under the LT2ESWTR Round 2, the average Cryptosporidium concentration determines if additional treatment measures are needed. A Cryptosporidium concentration of 0.075 oocysts/Liter triggers
The City of Manassas's source waters additional water treatment measures.
Cryptosporidium concentrations are well are as follows:
below this threshold. The results for 2016
The Lake Manassas Average Cryptosporidium concentration for 2016 was 0.042 (oocysts/ Liter).
Before communities in the U.S. began treating drinking water with chlorine (starting with Chicago and Jersey City in 1908), thousands of people died each year due to illnesses from drinking water contamination. Drinking water chlorination and filtration have helped to virtually eliminate these diseases in the U.S. Significant strides in public health are directly linked to the adoption of drinking water chlorination. In fact, the filtration of drinking water plus the use of chlorine is probably the most significant public health advancement in human history.
How Chlorination Works:
* Elimination of many disease-causing microorganisms in drinking water.
* Reduction of many disagreeable tastes and odors.
* Biological growth elimination of slime bacteria, molds, and algae that can grow in water supply system.
* Chemical removal of hydrogen sulfide (which has a rotten egg odor), ammonia, and other nitrogenous compounds that have unpleasant tastes and hinder disinfection. It also helps to remove iron and manganese from raw water.
Questions?
For more information about this report, or for any questions relating to your drinking water, please call Rebecca Abel, Water Department Compliance Officer, at (703) 257-8342.
Source Water Assessment
Under provisions of the Safe Drinking Water Act, states are required to develop comprehensive Source Water Assessment Programs to identify the watersheds that supply public tap water, provide an inventory of contaminants present in the watershed, and assess susceptibility to contamination in the watershed. The Virginia Department of Health (VDH) conducted a Source Water Assessment of the Lake Manassas Reservoir in 2002, and found it to be of high susceptibility to contamination using the criteria developed by the state in its approved Source Water Assessment Program. The VDH assessment report consists of maps showing the source water assessment area, an inventory of known land use activities of concern in Prince William County, and documentation of any known contamination within the five-year study period. The report is available by contacting Rebecca Abel, Water Department Compliance Officer, at (703) 257-8342. Another source water assessment will be conducted in the near future.
Spring Hydrant Flushing and Chlorine Change
Every spring, from early April to late June, the city of Manassas performs hydrant flushing and changes the type of chlorine disinfectant used. Distribution mains deliver water to homes, businesses, and hydrants in your neighborhood. Water main flushing is the process of cleaning the interior of water distribution mains by flushing hydrants and sending a rapid flow of water through the mains. During this time, the type of chlorine used is changed from chloramines to free chlorine. Free chlorine is a more aggressive disinfectant, and this temporary change in the water treatment process prevents bacteria from developing resistances to the usual disinfection treatment process. Flushing helps ensure that fresh, high-quality drinking water is always present.
Some customers may notice a slight chemical smell similar to that of water in a swimming pool. Each individual has his or her own sensitivity level to the taste and/or odor of free chlorine. Many detect no difference.
Flushing maintains water quality in several ways. Flushing removes sediments such as iron and manganese, which can affect the taste, clarity, and color of the water. Flushing helps remove stale water and ensures the presence of fresh water with sufficient dissolved oxygen, disinfectant levels, and an acceptable taste and smell.
Our number-one priority is providing safe drinking water for the citizens of and visitors to Manassas. Both free chlorine and chloramines are safe and effective. The Virginia Department of Health publishes guidelines on minimum and maximum concentrations for disinfectants in drinking water. The City of Manassas maintains the water it distributes within those guidelines. The water provided is safe for drinking, for cooking and bathing, watering the garden, and for all other common uses. For water that is used for certain special purposes, such as the kidney dialysis process, the preparation of water for fish tanks and ponds, and for business requiring highly processed water, precautions must be taken to remove or neutralize the chloramines and free chlorine.
The water main flushing schedule is posted on the City's website each year. Please contact us at (703) 257-8380 if you have any questions.
Water Treatment Process
The City of Manassas Water Treatment Plant's state-licensed operators use multiple processes to remove microbial, organic, inorganic, and particulate contaminants from our source waters during water treatment. Water treatment is the process of producing pure, clean, high-quality drinking water from the source water. First, raw water from Lake Manassas enters the water treatment plant, where prefiltration chemicals are added. These prefiltration chemicals cause the particles contained in raw water to adhere to one another, making them heavy enough to settle out in the settling basins and be removed. After settling, water is filtered through layers of anthracite, gravel, and silicate sand. As smaller, suspended particles are filtered out, clear water emerges. After filtration, chlorine is added as a disinfectant to protect against any bacteria that may still be present. Chlorination is needed to deter the growth of bacteria while the water is flowing through the pipes and into your home. We carefully monitor the amount of chlorine, adding the lowest quantity necessary to protect the safety of your water without compromising taste. Following chlorination, ammonia is added to stabilize the chlorine, pH is adjusted, orthophosphate is added to prevent corrosion, and fluoride is added to prevent tooth decay. After the treatment process, the water is pumped to the water distribution system via underground piping to customers in the City of Manassas, Manassas Park, and Prince William County.
The City of Manassas Water Plant is proud to have won the Silver Award for "Water Treatment Plant Performance for Excellence in Filtration and Clarification" for the past three years in a row from the Virginia Department of Health, Office of Drinking Water. The Water Plant also received the Water Fluoridation Quality award from the U.S. Centers for Disease Control and Prevention, Division of Oral Health.
Test Results
Our water is monitored for a wide variety of components on a strict sampling schedule. The information below represents only those substances that were detected; our goal is to keep all detects below their respective maximum allowed levels. The State recommends monitoring for certain substances less than once per year because the concentrations of these substances do not change frequently. In these cases, the most recent sample data are included, along with the year in which the sample was taken.
REGULATED SUBSTANCES
| SUBSTANCE (UNIT OF MEASURE) | YEAR | MCL | MCLG | AMOUNT | RANGE | |
|---|---|---|---|---|---|---|
| | SAMPLED | [MRDL] | [MRDLG] | DETECTED | LOW-HIGH | VIOLATION |
| Chlorine (ppm) | 2016 | [4] | [4] | Highest QRAA 2.9 | 0.3–3.8 | No |
| Fluoride (ppm) | 2016 | 4 | 4 | Annual Average 0.74 | 0.70–0.77 | No |
| Haloacetic Acids [HAA] (ppb) | 2016 | 60 | NA | Highest LRAA 25 | 15–26 | No |
| TTHMs [Total Trihalomethanes] (ppb) | 2016 | 80 | NA | Highest LRAA 39 | 19–54 | No |
| Total Coliform Bacteria1 (% positive samples) | 2016 | Positive samples not to exceed 5% monthly total | 0 | Highest % Monthly Positive 2.22 | NA | No |
| Total Organic Carbon2 (TOC) | 2016 | TT | NA | NA | NA | No |
| Turbidity (NTU) | 2016 | TT | NA | Highest Reading=0.098 Annual Average=0.066 | 0.044–0.098 | No |
| Turbidity (lowest monthly percent of samples meeting limit) | 2016 | TT = 95% of samples meet the limit | NA | 100 | NA | No |
3
Tap Water Samples Collected for Lead and Copper Analyses from Sample Sites throughout the Community
| SUBSTANCE (UNIT OF MEASURE) | YEAR SAMPLED | AL | MCLG | DETECTED (90TH%TILE) | AL/TOTAL SITES | VIOLATION |
|---|---|---|---|---|---|---|
| Copper (ppm) | 2015 | 1.3 | 1.3 | 0.123 | 0/30 | No |
| Lead (ppb) | 2015 | 15 | 0 | 0.51 | 0/30 | No |
OTHER SUBSTANCES
| | SAMPLED | DETECTED | LOW-HIGH |
|---|---|---|---|
| Alkalinity (ppm) | 2016 | 42 | NA |
| Conductivity (µS/cm) | 2016 | 247 | NA |
| Total Hardness (ppm) | 2016 | 52 | NA |
1 Immediate resampling confirmed Total Coliform absence in the distribution system.
2 TOC removal ratio is a calculation of the monthly ratio of actual TOC removal versus the required TOC removal between source and treated waters.
3 Lead and copper results are based on testing completed in 2015. The next round of testing will be performed in 2018.
Definitions
µS/cm (microsiemens per centimeter): A unit expressing the amount of electrical conductivity of a solution.
AL (Action Level): The concentration of a contaminant which, if exceeded, triggers treatment or other requirements which a water system must follow.
LRAA (Locational Running Annual Average): The average of sample analytical results for samples taken at a particular monitoring location during the previous four calendar quarters. Amount Detected values for TTHMs and HAAs are reported as LRAAs.
MCL (Maximum Contaminant Level): The highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLGs as feasible using the best available treatment technology.
MCLG (Maximum Contaminant Level Goal): The level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs allow for a margin of safety.
MRDL (Maximum Residual Disinfectant Level): The highest level of a disinfectant allowed in drinking water. There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants.
MRDLG (Maximum Residual Disinfectant Level Goal): The level of a drinking water disinfectant below which there is no known or expected risk to health. MRDLGs do not reflect the benefits of the use of disinfectants to control microbial contaminants.
NA: Not applicable.
NTU (Nephelometric Turbidity Units): Measurement of the clarity, or turbidity, of water. Turbidity in excess of 5 NTU is just noticeable to the average person.
ppb (parts per billion): One part substance per billion parts water (or micrograms per liter).
ppm (parts per million): One part substance per million parts water (or milligrams per liter).
QRAA(Quarterly Running Annual Average): An ongoing annual average calculation of data from the most recent four quarters.
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OME
GENERAL CHARACTERISTICS
The emission of exhaust fumes from road vehicles, heaters, power plants, factories and incinerators are a source of air pollution, in addition of the noise due to traffic.
Pollution concentrates especially in urban areas where traffic, industrial plants and heating systems have damaging effects on the quality of the air and on the health of the population.
One of the most dangerous pollutants for mankind and one found at the highest concentrations in cities is Pm 10.
The main culprit of this production is vehicle traffic, that emits into the air of cities about one fourth of Pm 10 and about one half of nitrogen oxide, carbon monoxide and benzene measured.
Famas System, committed, since its establishment, to favouring higher quality of life in cities, has designed the ENVIROMENT solution to precisely monitor air pollution in cities and in all sensitive areas.
ENVIROMENT
MONITORING AND PROTECTION
The ENVIROMENT solution uses intelligent environmental monitoring systems in a proactive manner within the integrated approach to the abatement of city smog.
The precise characterisation of air quality is performed using specific roadside units. This allows for the accurate study of the correlation of emissions with traffic flows, industrial emissions, etc., as well as the rapid assessment of the efficiency of any reduction and /or decongestion measures taken.
Using an adequately large network of pollutant measurement points, it is possible to identify critical areas that require special actions.
ENVIROMENT also provides operators with a series of data that can be used in decision-making processes regarding anti-smog measures.
MAIN FEATURES
Precise monitoring of air pollutants and • of noise caused by traffic, industry, house heating, etc.
Detailed and precise information regarding • air quality and noise
Generation of data that can be used to help • increase quality of life in cities and for decision-making
Environmental protection starting from • targeted and wide-ranging actions
TECHNICAL CHARACTERISTICS
ARCHITECTURE
Peripheral level: air quality and noise level • monitoring units
Central level: web-based integrated software • platform for the processing and display of data and for field system supervision
COMMUNICATION SYSTEM
Ethernet; Wireless; FO •
Mobile GSM/GPRS/UMTS network •
DATA DETECTED
Air quality data: gas pollutants (carbon • monoxide, nitrogen dioxide, ozone); Pm 10 particulate matter
SOFTWARE PLATFORM
Web-based •
WebGIS (indication of system location on maps) •
Accessible from fixed and mobile devices • (PC, tablet and smartphone)
Direct supervision and control of field systems •
Alarm generation •
"Trouble Ticketing" system for system • maintenance management
DATA ANALYSIS
Pollution mapping •
Graphs and tables (reporting) •
Environmental data: noise •
Statistical analysis •
The information contained in this document is the property of FAMAS SYSTEM S.p.A. It is forbidden to copy this document, even in part, without FAMAS SYSTEM S.p.A.'s written con- sent. FAMAS SYSTEM S.p.A. reserves the right to modify the data and specifications mentioned in this document without notice. Unless agreed otherwise in writing, this document
does not form part of a contract with FAMAS SYSTEM S.p.A.
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PILLARS OF HEALTH
STUDENT TARGETS
* Skill: I will demonstrate leadership while acting as a movement captain.
* Fitness: I will discuss different physical activities and how each can positively impact my overall health.
* Cognitive: I will identify the four pillars of health and their impact on my health and wellness.
* Personal & Social Responsibility: I will show respect for myself and others by using positive and supportive language.
EQUIPMENT & SET-UP
Equipment:
* 4 Cones
* Task Tents
* Pillars of Health Activity Cards
* Music and Music Player
Set-Up:
* Create 4 quadrants in the activity area, with a cone in the center of each quadrant.
* Create 4 equal groups of students, 1 group per cone.
* Designate 1 student per group to be the Movement Captain.
ACTIVITY PROCEDURES
1. Today we'll work on improving our health and wellness with an activity called Pillars of Health! The object is for you to follow the movements of each cone's Movement Captain. When you hear the music stop, everyone except the Movement Captains will rotate clockwise.
2. Movement Captains, you are in charge of creating a safe and high-energy movement (or sequence) with the goal of incorporating movements related to the 4 Pillars of Health while they are active at your cone. Each cone will have a focus on one of the 4 pillars of health (nutrition, movement, relaxation/stress management, sleep). Captains are responsible for leading each group that rotates to their cone and can choose the same movement each time or a new one for each group.
3. Once groups rotate all the way around the area and make it back to their original cones, the Movement Captain will select a new captain for the next round.
4. This activity can also be done with exercises specific to a fitness component. For example, the Movement Captain can become the Muscular Fitness Captain, or the Yoga Captain, etc.
GRADE LEVEL PROGRESSION
* Grade 6: Play the activity as described above.
* Grades 7-8: Challenge the students to create a health-related fitness question for each Movement Captain to ask groups as they rotate to each cone.
TEACHING CUES
* Cue 1: Keep it fun.
* Cue 3: Keep moving!
* Cue 2: Use positive and supportive language during the activity.
PILLARS OF HEALTH (continued…)
UNIVERSAL DESIGN ADAPTATIONS
* UDL 1: Modify the boundaries to make the activity area smaller to meet the needs of all students.
* UDL 2: Provide sample activities for Movement Captains to help facilitate activity and minimize decision-making.
* UDL 3: Assign peer partners as needed for any student who needs additional support.
ACADEMIC LANGUAGE
Nutrition, Movement, Relaxation, Stress Management, Sleep, Leadership
PRIORITY OUTCOMES
Social Interaction:
* (6) Demonstrates respect for self and others in activities and games by following the rules, encouraging others, and playing within the spirit of the game or activity.
* (7) Demonstrates the importance of social interaction by helping and encouraging others, avoiding trash talk, and providing support to classmates.
* (8) Demonstrates respect for self by asking for help and helping others in various physical activities.
DEBRIEF QUESTIONS
Cognitive Question Set:
* DOK 1: What would you include on a list about leadership?
* DOK 2: How did the Movement Captains show leadership during the activity today?
Social & Emotional Question Set:
* DOK 1: How does physical activity affect your overall health and wellness?
* DOK 2: Explain how each of the 4 pillars of health have an impact on your physical and/or emotional health.
* DOK 3: What experiences or activities would you choose to support your physical and/or emotional health and wellness? Elaborate on why you chose them.
FOOD IS FUEL
STUDENT TARGETS
* Skill: I will successfully complete the food label scavenger hunt.
* Fitness: I will perform health-related fitness activities in personal and general space.
* Cognitive: I will correctly identify food labels for each item on the scavenger hunt card.
* Personal & Social Responsibility: I will use positive communication and encouraging language with my teammates.
EQUIPMENT & SET-UP
Equipment:
* Scavenger Hunt Cards
* Food Models from National Dairy Council
* 6 cones and 6 task tents
* Food Label Dice Card
* 1 foam die per team
Set-Up:
* Print and cut out food model cards. Scatter food models on one side of activity space.
* Place 6 cones at opposite end of space from food models.
* Place a foam die, task tent, Food Label Dice Card, and Scavenger Hunt Card at each cone.
* Create even groups of students at each cone.
ACTIVITY PROCEDURES
1. This activity is called Food is Fuel! It is important for us to recognize how to fuel our bodies with healthy foods and beverages. Reviewing food labels on things we eat and drink help us do that.
2. The object of the activity is for your group to successfully complete your scavenger hunt card. You do that by having one person at a time from your team go and find a food label on a food model card that matches each item on the scavenger hunt card. You will need a different food label for each item on the scavenger hunt card.
3. On the start signal, the first person will go and find the first item, the second person will find the second item, etc. You will continue to take turns relay race style until your team has matched a food label to each item on the scavenger hunt card. After bringing the food label back to your group, you will roll the foam die and perform the corresponding exercise shown on the chart.
4. Once each team has completed their scavenger card, or when you hear the stop signal, each group will rotate one cone to their right and review the food labels selected by that team to confirm the items selected match the scavenger hunt card.
GRADE LEVEL PROGRESSION
* Grade 6: Play the activity as described above.
* Grades 7-8: Challenge students to also create a balanced My Plate meal with the food models they select to complete their scavenger hunt card.
TEACHING CUES
* Cue 1: Keep it fun.
* Cue 3: Keep moving!
* Cue 2: Use positive and supportive language during the activity.
FOOD IS FUEL (continued…)
UNIVERSAL DESIGN ADAPTATIONS
* UDL 1: Modify the boundaries to make the activity area smaller to meet the needs of all students.
* UDL 3: Assign peer partners as needed for any student who needs additional support.
* UDL 2: Provide demonstrations as visuals to enhance understanding of directions for activity.
ACADEMIC LANGUAGE
Food label, Healthy, Body Composition, Nutrient, Cooperation
PRIORITY OUTCOMES
Nutrition:
* (6) Identifies foods from each food group that can be combined to build balanced meals.
* (8) Seeks out and makes requests for nutritious whole-food choices.
* (7) Compares and contrasts the health benefits of whole foods verses processed foods.
DEBRIEF QUESTIONS
Cognitive Question Set:
* DOK 1: What were some healthy food options that you found during the scavenger hunt?
* DOK 3: What are some things you can look for on a food label to help you determine if it is a healthy food or drink option?
* DOK 2: What are the reasons you felt these food options were healthy?
Social & Emotional Question Set:
* DOK 1: How would you describe cooperation?
* DOK 3: Does being cooperative impact a group or teams ability to be successful in completing a task or a challenge?
* DOK 2: What is an example of a way either you or a classmate showed cooperation today?
ON THE RUN
STUDENT TARGETS
* Skill: I will demonstrate verbal communication skills and active listening throughout this activity.
* Fitness: I will stay actively engaged throughout this activity.
* Cognitive: I will identify strategies for communicating clearly with my partner.
* Personal & Social Responsibility: I will use positive and supportive language with my classmates.
EQUIPMENT & SET-UP
Equipment:
* Copy of On the Run Paragraphs 1 & 2 for each group
* Cone and Task Tent for each group
* Clipboard, 2 sheets of blank paper, and a pencil for each group
Set-Up:
* Print both of the On the Run paragraphs. On one side of activity area, place a cone/task tent with paragraph 1 on one side and paragraph 2 on the other.
* Directly across from each task tent (10-15 feet apart) place a clipboard with two sheets of blank paper and a pencil.
* Create groups of 2 students. One partner begins by a task tent and the other partner will begin directly across from them by a clipboard.
ACTIVITY PROCEDURES
1. This activity is called On the Run! The object is to read, memorize, and verbally communicate some text to a partner who will be writing down what is dictated to them. This is done by one partner memorizing the text while "on the run" and the other partner writing down exactly what is shared with them. The goal is to complete an error free paper before time runs out.
2. On the start signal, the partner by the task tent (runner) will begin to read and memorize as much of paragraph 1 as they can. Then they will walk or run to their partner (writer) and verbally dictate what they read, while their partner writes it down verbatim on a sheet of paper. The runner will continue to move back and forth from the text and the writer until they have dictated the entire paragraph or until the time runs out.
3. On the stop signal, students will switch roles and repeat the activity using paragraph 2.
GRADE LEVEL PROGRESSION
* Grade 6: Play the activity as described above.
* Grade 8: Have the runner dribble an object with hands or feet as they move to and from the writer (e.g., basketball, soccer, hockey).
* Grade 7: Have the runners hold a plank position by the task tent while they are memorizing the text.
TEACHING CUES
* Cue 1: Keep it fun.
* Cue 3: Keep moving!
* Cue 2: Use positive and supportive language during the activity.
ON THE RUN (continued…)
UNIVERSAL DESIGN ADAPTATIONS
* UDL 1: Modify the distance to/from the text to make the activity area smaller if needed.
* UDL 3: Assign peer partners as needed for any student who needs additional support.
* UDL 2: Provide texts at different levels of complexity and in different size fonts as needed.
* UDL 4: Ensure any assistive technology needed by a student is available on the day of this activity.
ACADEMIC LANGUAGE
Dictation, Paragraph, Locomotor
PRIORITY OUTCOMES
Values Physical Activity - Social Interaction:
* (Grade 6) Demonstrates respect for self and others in activities and games by following the rules, encouraging others, and playing within the spirit of the game or activity.
* (Grade 7) Demonstrates the importance of social interaction by helping and encouraging others, avoiding trash talk, and providing support to classmates.
* (Grade 8) Demonstrates respect for self by asking for help and helping others in various physical activities.
DEBRIEF QUESTIONS
* DOK 1: Was there a strategy that your team used during this activity?
* DOK 2: Sometimes we use a strategy during a game or activity, and it doesn't work well. Was there a communication strategy that you tried during this game that didn't work very well? What did you do differently if you realized a communication strategy wasn't working for your team?
FOOD RELATIONSHIPS
STUDENT TARGETS
* Skill: I will help and encourage others during the gallery walk.
* Fitness: I will discuss ways that food and beverage intake are linked to my overall health and wellness.
* Cognitive: I will identify things that influence my relationship with food.
* Personal & Social Responsibility: I will show respect for myself and others by using positive and supportive language.
EQUIPMENT & SET-UP
Equipment:
* Food Relationship Cards
* Cones with Task Tents (or tape to stick posters to the wall)
* Several Sticky Notes per student
*
* Pens or pencils
Music and Music Player
Set-Up:
* Place Food Relationship Cards on cones using Task Tents, or tape them on the walls around the activity area.
* Place a pad of sticky notes and pencils next to each Food Relationship Card.
* Group students and send each group to a Food Relationship Card.
ACTIVITY PROCEDURES
1. A healthy relationship with food includes valuing the pleasure that food gives us, respecting the body's need for food and nutrition, and having mostly positive thoughts and feelings about food.
2. Today we're going to complete a gallery walk in order to explore more about food relationships and some things that can influence a person's relationship with food.
3. When the music starts, your group will walk to the nearest food relationship poster. Look at the title of the topic and then read the first question.
4. Take a few seconds to think about your response to this question, then write a short answer on a sticky note. Post that sticky note on the wall next to the poster (or by cone with task tent), then walk clockwise to the next poster and repeat the process when the music stops.
5. Once we've completed a loop around the gallery and responded to question 1, we'll take some time to discuss a few of the answers on the sticky notes for each poster.
6. Teachers: if time permits, repeat the entire gallery walk with students responding to question 2.
GRADE LEVEL PROGRESSION
* Grade 6: Focus on question 1 and allow time for detailed discussion during the debrief of the first gallery walk.
* Grades 7-8: If students demonstrate mastery of the concepts discussed for question 1, continue on to question 2 during a second gallery walk.
TEACHING CUES
* Cue 1: Think before you write.
* Cue 2: Use positive and supportive language during class discussion.
FOOD RELATIONSHIPS (continued…)
UNIVERSAL DESIGN ADAPTATIONS
* UDL 1: Allow students to work with a partner if needed.
* UDL 3: Utilize questions at a variety of reading levels if needed.
* UDL 2: Provide multiple forms of prompts and cues - kinesthetic, visual, and auditory.
* UDL 4: Allow students to dictate responses to Gallery Walk questions versus writing on a sticky note. Could dictate to a partner or to the teacher.
ACADEMIC LANGUAGE
Cultural Tradition, Dietary Restriction, Experience, Food Relationship, Influence, Nutrition, Preference, Relationship
PRIORITY OUTCOMES
Social Interaction:
(6) Demonstrates respect for self and others in activities by following the rules and encouraging others.
(7) Demonstrates the importance of social interaction by helping and encouraging others, avoiding trash talk, and providing support to classmates.
(8) Demonstrates respect for self by asking for help and helping others in various physical activities.
DEBRIEF QUESTIONS
Cognitive Question Set:
* DOK 1: What was something that you learned or heard for the first time today about food relationships?
* DOK 2: How will what we discussed today influence your relationship with food?
* DOK 3: What are some lifestyle changes related to food and beverage intake that could improve your overall health and wellness?
Social & Emotional Question Set:
* DOK 1: How would you describe respect?
* DOK 2: Did you experience an example today of someone showing respect? Explain why you feel your example was being respectful.
* DOK 3: How could someone earn your respect? What is something you could do to earn the respect of someone else?
SPELL IT OUT
STUDENT TARGETS
* Skill: I will demonstrate fitness activities with proper form and attention to safety.
* Fitness: I will stay actively engaged throughout this activity.
* Cognitive: I will identify the types of heat-related illness and the necessary safety precautions.
* Personal & Social Responsibility: I will stay focused on safe and appropriate participation while working cooperatively with my classmates.
EQUIPMENT & SET-UP
Equipment:
* Clipboard, Spell It Out Worksheet, and pencil for each group
* Spell it Out Movement Key on display in activity space
* Variety of equipment needed to complete tasks on Movement Key
Set-Up:
* Divide students into groups of 2-3
* Place equipment needed to complete tasks on Movement Key around perimeter of space
* Place copies of Movement Key in several places in activity space, or be prepared to display with a projector
* Groups begin spread out in activity space with a clipboard and pencil to complete the Spell It Out Worksheet
ACTIVITY PROCEDURES
1. This activity is called Spell It Out! The object is to complete the worksheet with your group and the corresponding movements associated with each of your answers.
2. On the start signal, each group will answer all of the questions on the Spell It Out Worksheet. Once it is completely filled out, your entire group will begin to complete the exercises/activities from the Spell It Out Movement Key that correspond with your answers. For example, if the answer given is running your team will do 10 lunges on each leg for the letter "R", identify three aerobic exercises for the letter "U" and so on. The entire group should complete each challenge before moving on to the next answer given by your group on the Worksheet.
3. Teachers: You will need to teach/review the terminology and topics on the Spell It Out worksheet prior to this activity.
GRADE LEVEL PROGRESSION
* Grade 6: Play the activity as described above.
* Grade 7-8: Have each group of students partner up with another group and complete a peer assessment of each other's Spell It Out Worksheet.
TEACHING CUES
* Cue 1: Keep it safe during each of the exercises and movements.
* Cue 3: Have fun!
* Cue 2: Use positive and supportive language with your classmates.
SPELL IT OUT (continued…)
UNIVERSAL DESIGN ADAPTATIONS
* UDL 1: Allow students to work with a partner if needed.
* UDL 3: Utilize questions at a variety of reading levels if needed.
* UDL 2: Provide multiple forms of prompts and cues - kinesthetic, visual, and auditory.
* UDL 4: Allow students to dictate responses to questions versus writing on the worksheet. Could dictate to a partner or to the teacher.
ACADEMIC LANGUAGE
Heat-related Illness, Cardiorespiratory Endurance, FITT Principle
PRIORITY OUTCOMES
Personal Challenge:
* (6) Recognizes individual challenges and copes in a positive way, such as extending effort, asking for help/feedback, and/or modifying the tasks.
* (7) Generates positive strategies such as offering suggestions/assistance, leading/following others, and/or providing possible solutions when faced with a group challenge.
* (8) Develops a plan of action and makes appropriate decisions based on that plan when faced with a challenge.
DEBRIEF QUESTIONS
* DOK 1: How can you recognize an activity or exercise that works to improve cardiorespiratory endurance?
* DOK 2: Why do you think it is important to include cardiorespiratory endurance in your exercise and fitness plans?
THE A TO ZZZ'S OF SLEEP
STUDENT TARGETS
* Skill: I will work cooperatively with my teammates to complete the Public Service Announcement planning worksheet.
* Cognitive: I will identify why sleep is important for my mental and physical health.
* Personal & Social Responsibility: I will use positive communication and encouraging language with my teammates.
* Fitness: I will stay actively engaged throughout this activity.
EQUIPMENT & SET-UP
Equipment:
* Public Service Announcement Planning Worksheet for each group
* Technology for research (laptops, iPads, etc.)
* Clipboard/Pencils for each group
Set-Up:
* Divide students into groups of 3-4.
* Have technology available for research by groups.
* Have each group spread out within the activity space with their clipboard, planning worksheet, and pencils.
ACTIVITY PROCEDURES
1. We are going to work together to create a Public Service Announcement (PSA) on the importance of sleep. Sleeping is a basic human need, just like breathing or eating, and is vital for our mental and physical health.
2. Your group is going to work together to plan out a PSA related to sleep. There will be four steps: 1) choose your topic; 2) determine how you will "hook" your audience; 3) research and choose your facts/statistics; and 4) script out a clear message.
3. On the start signal, each group will use the PSA planning worksheet to complete each of the 4 steps. It will be important for all group members to have input and feel heard during the planning process. There is technology available to assist with your research during the planning process as well. Note: teachers will need to ensure all available technology allows student research from allowable sites for your school district.
GRADE LEVEL PROGRESSION
* Grade 6: Play the activity as described above.
* Grade 8: Have students record their PSA's and reach out to local media to try and share their message with the community.
* Grade 7: Have students present the PSA's developed to the class.
TEACHING CUES
* Cue 1: Think before you write.
* Cue 3: Use positive and supportive language during class discussion.
* Cue 2: Be creative!
THE A TO ZZZ'S OF SLEEP (continued…)
UNIVERSAL DESIGN ADAPTATIONS
* UDL 1: Allow students to work with a partner if needed.
* UDL 3: Ensure any assistive technology needed by a student is available on the day of this activity.
* UDL 2: Provide multiple forms of prompts and cues - kinesthetic, visual, and auditory.
* UDL 4: Allow students to dictate responses on planning worksheet versus writing them down. Could dictate to a partner or to the teacher.
ACADEMIC LANGUAGE
Sleep, Public Service Announcement, Teamwork
PRIORITY OUTCOMES
Working with Others:
* (6) Accepts differences among classmates in physical development, maturation, and varying skill levels by providing encouragement and positive feedback.
* (7) Demonstrates cooperation skills by establishing rules and guidelines for resolving conflicts.
* (8) Responds appropriately to participants' ethical and unethical behavior during physical activity by using rules and guidelines for resolving conflicts.
DEBRIEF QUESTIONS
Cognitive Question Set:
* DOK 1: How much sleep do you think someone your age needs?
* DOK 3: What is an example of something that would be unsafe for someone to do if they haven't gotten enough sleep? Why would that task/activity be unsafe?
* DOK 2: How do you feel the next day if you haven't gotten enough sleep the night before?
Social & Emotional Question Set:
* DOK 1: What does cooperation mean?
* DOK 2: What is an example of how your group used cooperation to complete the PSA Planning Worksheet?
* DOK 3: How is cooperation related to the success of your group?
MY FITNESS PLAN
STUDENT TARGETS
* Skill: I will design a fitness and nutrition plan based on personal fitness goals, emotional and mental health needs, and activity preferences.
* Cognitive: I will identify barriers to maintaining a physically active lifestyle and seek solutions for eliminating those barriers.
* Fitness: I will participate in a variety of fitness activities using available technology.
* Personal & Social Responsibility: I will seek out opportunities to be active with friends and/or family in my local community.
EQUIPMENT & SET-UP
Equipment:
* Believe In You Great Goals 5-day Journal
* Variety of equipment needed for activities
* Task Tents with Pillars of Health Activity Cards
Set-Up:
* Divide students into groups of 3-4.
* Place task tents in center of activity space with the Pillars of Health Activity Cards.
* Place variety of equipment around perimeter of activity space.
* Groups begin spread out evenly at each of the task tents.
ACTIVITY PROCEDURES
1. This activity is called My Fitness Plan. We are going to begin by reviewing the 4 Pillars of Health, and then work on setting some GREAT goals related to the 4 Pillars. The object is for each of you to develop goals that will improve or maintain your physical and emotional health.
2. On the start signal, each group will begin at a task tent. You will review the Pillar of Health displayed. Next, you will discuss strategies or activities that can assist with that Pillar. For example, if you are at the "Movement" task tent you could have a potential goal to increase the amount of time you are physically active. Your group could discuss community opportunities for individual or team sports you may be interested in.
3. Each time you hear the stop signal, you will rotate clockwise to the next task tent until you have reviewed and discussed all 4 Pillars. There is also a variety of activity equipment around the perimeter of the space if your group would like to try out any potential activities/sports that are discussed within your group.
4. Once all 4 Pillars have been reviewed and discussed by each group, you will each complete Day 1 of the GREAT Goals 5-day Journal. You will identify at least 2 of the 4 Pillars of Health to create a goal for. You will complete one page of the journal for each goal until all 5 days are complete.
5. Teachers: Provide opportunities for assistance and feedback with completion of the journals throughout the week. Journals can be completed at home or during the beginning/end of each class.
GRADE LEVEL PROGRESSION
* Grade 6: Complete the activity as described above.
* Grade 8: Have students track their progress towards each of their goals and identify adjustments they could make for any goals that were not successfully achieved.
* Grade 7: Have students develop both short-term and long-term goals for each of the 4 Pillars.
MY FITNESS PLAN (continued…)
TEACHING CUES
* Cue 1: Be thoughtful about setting goals that are important to you and will bring you joy.
* Cue 3: When setting goals, include activities that you enjoy and are interested in.
* Cue 2: Use positive and supportive language with classmates during the activity.
UNIVERSAL DESIGN ADAPTATIONS
* UDL 1: Allow students to work with a partner if needed.
* UDL 3: Ensure any assistive technology needed by a student is available on the day of this activity.
* UDL 2: Provide multiple forms of prompts and cues - kinesthetic, visual, and auditory.
* UDL 4: Allow students to dictate their goals versus writing them down. Could dictate to a partner or to the teacher.
ACADEMIC LANGUAGE
Health-related Fitness, Skill-related Fitness, Technology, Goal
PRIORITY OUTCOMES
Physical Activity Knowledge:
* (6) Identifies a variety of physical activity options available in the local community.
* (7) Identifies barriers to maintaining a physically active lifestyle and seeks solutions for eliminating barriers.
* (8) Explains the connection between regular physical activity and overall physical, emotional, and mental health.
Fitness Programming:
* (6) Maintains a physical activity log and reflects on activity levels documented in the log.
* (7) Designs a fitness and nutrition plan based on personal fitness goals, emotional and mental health needs, and activity preferences.
* (8) Seeks out and identifies fitness opportunities in the local community.
DEBRIEF QUESTIONS
Cognitive Question Set:
* DOK 1: How does being physically active lead to a healthy body?
* DOK 2: Goal setting is an important part of being healthy and active for a lifetime. What are some strategies you could use when developing your GREAT Goals?
* DOK 3: Sometimes we experience barriers when trying to reach our goals. What are some strategies you could use to identify potential barriers and seek solutions to eliminate them?
Social & Emotional Question Set:
* DOK 1: What is emotional health?
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Modal verbs (Junior Secondary) Lesson Plan
Yeung, Ching Yee Annie; Siu, Ka Ka Katy; Lee, Fung King Jackie The Education University of Hong Kong
Level of students: Junior Secondary
Topic: Being a police officer
Duration: 75 minutes
Learning objectives
At the end of the lesson, students will be able to:
1. Use should and must to express obligations;
2. Demonstrate an understanding of the use of modal verbs might, could, should and must to express different levels of possibility;
3. Read a police report, identify the modal verbs used and tell the different levels of possibility indicated;
4. Write a recount for a suspect using might, could, should or must.
| Time | Procedure | Teaching aids |
|---|---|---|
| 10” | Recap 1. T uses the PPT to recap the use of should and must to express obligations learnt before. 2. T shows Ss a video clip about the conversations between a doctor and his patients. Ask Ss to tell what problems the patients have and what they should and must (not) do. 3. Ss tell T the difference between should and must in expressing obligations. 4. T introduces to students that in addition to expressing obligations, modal verbs can express other meanings, e.g. possibilities. | PPT Video clip https://www.youtu be.com/watch?v=q ScUhFfBntg (00:13-01:40) |
| 5” | Lead-in 5. T provides students with a context about a robbery case. Students take the role of newly recruited police officers and help solve the case. They need to learn in a workshop how to extract clues from the evidence. | PPT |
15" Input
| 10” | Task 1 - Reading a police report 8. T shows Ss a police report. 9. Ask Ss to identify the modal verbs used in the text and to order them in terms of the level of certainty. | PPT WS Task 1 |
|---|---|---|
| 15” | Task 2 - Complete the witness reports (Group work) 10. T tells the Ss that the police are asking four witnesses questions about the robbery. 11. Ask students to read what each witness said and to fill in the blanks on the worksheet with appropriate modal verbs. 12. Ask groups to read aloud the witnesses’ statements and tell the answers. 13. T asks Ss to justify their choice of the modal verb. | PPT WS Task 2 |
| 20’ | Task 3 – Suspects’ reflections 14. T tells the Ss that the three youngsters were arrested. 15. Provide some picture clues and ask students to guess what the three youngsters are thinking about. 16. Ask Ss to fill in the blanks in Text 1 (for Boy 1) with appropriate modal verbs (class construction). 17. Ss work in groups and write reflections with the picture clues and words provided for Boy 2 (group construction). 18. Show Ss picture clues for Boy 3, and Ss write reflections individually. | PPT WS Task 3 |
| 20” | An extended task 19. T chooses a news report about a crime. 20. S read through it. 21. Ask Ss to imagine that they are the suspect, and write down how they feel about the incident. Ss have to use at least three modal verbs in their writing. | An example of a news report from SCMP: http://www.scmp.c om/news/hong- kong/law- crime/article/1940 572/wan-chai- police-sergeant- |
PPT
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Oxford CBT Revised Children's Anxiety and Depression Scale.
Patient Name
Relationship to young person
RCADS. Parents.
Please click the box of the word that shows how often each of these things happens for your child. There are no right or wrong answers
| | Never | Sometimes | Often |
|---|---|---|---|
| 1. My child worries about things. | | | |
| 2. My child feels sad or empty. | | | |
| 3. When my child has a problem, he/she gets a funny feeling in his/her stomach. | | | |
| 4. My child worries when he/she thinks he/she has done poorly at something. | | | |
| 5. My child feels afraid of being alone at home. | | | |
| 6. Nothing is much fun for my child anymore. | | | |
| 7. My child feels scared when taking a test. | | | |
| 8. My child worries when he/she thinks someone is angry with him/her. | | | |
| 9. My child worries about being away from me. | | | |
| 10. My child is bothered by bad or silly thoughts or pictures in his/her mind. | | | |
| 11. My child has trouble sleeping. | | | |
| 12. My child worries about doing badly at school work. | | | |
| 13. My child worries that something awful will happen to someone in the family. | | | |
| 14. My child suddenly feels as if he/she can’t breathe when there is no reason for this. | | | |
| 15. My child has problems with his/her appetite. | | | |
| 16. My child has to keep checking that he/she has done things right (like the switch is off, or the door is locked). | | | |
| 17. My child feels scared to sleep on his/her own. | | | |
| 18. My child has trouble going to school in the mornings because of feeling nervous or afraid. | | | |
| 19. My child has no energy for things. | | | |
| 20. My child worries about looking foolish. | | | |
firstname.lastname@example.org
www.oxfordcbt.co.uk
Date
RCADS. Children.
Please tick the box of the word that shows how often each of these things happens for your child. There are no right or wrong answers
| 21. My child is tired a lot. |
|---|
| 22. My child worries that bad things will happen to him/her.. |
| 23. My child can’t seem to get bad or silly thoughts out of his/her head. |
| 24. When my child has a problem, his/her heart beats really fast. |
| 25. My child cannot think clearly. |
| 26. My child suddenly starts to tremble or shake when there is no reason for this. |
| 27. My child worries that something bad will happen to him/her. |
| 28. When My child has a problem, he/she feels shaky. |
| 29. My child feels worthless. |
| 30. My child worries about making mistakes. |
| 31. My child has to think of special thoughts (like numbers or words) to stop bad things from happening. |
| 32. My child worries what other people think of him/her. |
| 33. My child is afraid of being in crowded places (like shopping centers, the movies, buses, busy playgrounds). |
| 34. All of a sudden my child will feels really scared for no reason at all. |
| 35. My child worries about what is going to happen. |
| 36. My child suddenly becomes dizzy or faint when there is no reason for this. |
| 37. My child thinks about death. |
| 38. My child feels afraid if he/she has to talk in front of the class. |
| 39. My child’s heart suddenly starts to beat too quickly for no reason. |
| 40. My child feels like he/she doesn’t want to move. |
| 41. My child worries that he/she will suddenly get a scared feeling when there is nothing to be afraid of. |
| 42. My child has to do things over and over again (like washing hands, cleaning, or putting things in a certain order.) |
| 43. My child feels afraid that he/she will make a fool of him/herself in front of people. |
| 44. My child has to do some things in just the right way to stop bad things from happening. |
| 45. My child worries when in bed at night. |
| 46. My child would feel scared if he/she had to stay away from home overnight. |
| 47. My child feels restless. |
email@example.com
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The ABCs of Addressing Persistent Challenging Behavior
Sarah Basler: Hi everyone. Welcome to our last Coaching Corner webinar of the season. The past three webinars have been focused on relationships, emotional literacy and self-regulation, friendship skills and problem-solving. Today we're going to focus on the top tier of the pyramid model, which is intensive interventions.
Our topic is the ABCs of Persistent Challenging Behavior. Throughout today's webinar, we're going to use the words persistent challenging behavior and challenging behavior somewhat interchangeably. What we're talking about is the same types of behaviors. We're referring to those behaviors that are not responsive to developmentally appropriate guidance procedures.
I'm Sarah Basler, and I am coming to you from the National Center of Early Childhood Development, Teaching and Learning. I'm joined today by our guest expert, Dr. ML Hemmeter, or ML, as I know her. ML has helped to develop the pyramid model, and we have the opportunity to interview her today about what to do when a child or children are exhibiting persistent behavior. ML, you want to introduce yourself.
ML Hemmeter: Thank you, Sarah. As Sarah said, I'm ML Hemmeter. I also am with the National Center on Early Childhood Development, Teaching and Learning. I also am at Vanderbilt University, where I do research and teaching and service to the community. We've been engaged in work around young children who have behaviors that are challenging for many years. I think this topic we're going to be talking about today is probably one of the most commonly asked for topics that we cover. I'm looking forward to talking with y'all.
Sarah: For our time together today, we're going to first start by — we're going to define what we mean by persistent challenging behavior. We're going to talk about some ways that a coach can support coachees to reflect about challenging behavior. We're going to get to interview ML and talk about the steps for addressing challenging behavior in coaching and practice. We're going to dig into some case examples. Then we'll talk about some considerations related to addressing and responding to challenging behavior equitably. We're going to end our discussion with Koko's Corner who is our Head Start Coaching Corner, coaching companion mascot, and we'll walk you through a link to walk through a feature on the coaching companion.
Just to remind everyone, during this year of the Coaching Corner webinars, we've been focused in on social-emotional development, which is one of the domains of the Head Start early learning outcomes framework or the ELOF as we call it. Our previous webinar was focused on friendship skills and problem-solving. If you missed that webinar or any of the past webinars this season, don't worry. You can catch that webinar on DTL's Push Play or by going to the Coaching Corner webinar page on the ECLKC. It will be important as we — one thing that we'll talk about is the pyramid model. This season we've focused on how coaches can use PVC to support education staff with using pyramid model as the effective practices.
As a reminder, the pyramid model is a framework of evidence-based practices for promoting young children's healthy social and emotional development. The pyramid model is built on a a tiered public health approach by providing universal sports to all children to promote wellness, targeted services for those who need more support and intensive services for those who need them. In this webinar, we're going to be focusing on that top tier of those intensive interventions with children. For more information about the pyramid model, you can check out the National Center for Pyramid Model Innovations or the NCPMI website. We have some links within your viewer's guide if you'd like more information.
Let's start out with a little Q&A here. When challenging behavior occurs, not only do the child or the children and families that you're working with have big feelings going on, but the adults can also experience big feelings of their own. In the Q&A, share what it is that your coachees are telling you about how they feel when challenging behavior occurs. What comes up? What are those feelings or emotions that they're feeling? While we wait for some of those responses to come in, ML, what do you hear people report? How are they typically feeling? What are some of those things that pop up?
ML: It depends. I think a lot of times I hear people talk about feeling frustrated and like nothing they do works and that they don't have enough support, those kinds of things.
Sarah: I think I'm seeing a lot of great responses come in, stressed, frustrated, even disrespected, not understood. Defeated. I think too, and this comes in from my experience as a mom, but I think sometimes I feel maybe embarrassed. You might feel embarrassed that you don't know how to address it — wow, they're coming in so fast.
ML: The responses that we're getting, I can't even keep up with them, stressed, tired, defeated, overwhelmed, whatever, nothing works, is kind of an indication of how teacher, the way that people just have these responses popping into the Q&A, I think is so similar to what we get when we ask teachers or home visitors to talk about what kinds of things they see.
Sarah: Not good feelings. Hopeless, those kinds of words are popping up. I want to point out a resource that you might find helpful for you as a coach. If you're interested in doing a little activity that we call the hot buttons where it helps you — it can be an activity that you can work through. Talking about what are some behaviors that push the buttons of your coachee? Thinking about how those behaviors make them feel.
Even how, thinking about how those feelings then impact the relationship that you might have with the child or the family. There is a link within your viewer's guide to that activity. It might be a good activity to do with a coachee to kind of find out what are you feeling? What are your triggers? Because sometimes we don't know how to approach it if we aren't sure what we feel about those behaviors.
When children are engaging in behaviors that can be challenging for adults, many of those behaviors are developmentally appropriate. Those behaviors tend to be responsive to those developmentally appropriate behavior guidance and procedures. Those types of behaviors won't be the focus of today's webinar. Today, we're going to be talking about persistent, challenging behavior, which is defined as any repeated pattern of behavior that interferes with learning, engagement, relationships with peers and adults. It's also important to note that the behaviors that we're discussing today typically aren't responsive to the use of those developmentally appropriate guidance procedures and require a little bit more intensive support.
Another thing that I want to just highlight is that the way that we all view challenging behavior can be influenced by our cultural background, our past experiences, how we were parented. It's very deep. When we talk about challenging behavior there's not just one way to approach it. Often, we can be unaware of bias that we bring into a relationship or how we view behavior. That's going to impact how we are going to interpret and respond to these challenging behaviors.
As a coach, it's not only going to be important that you reflect with coachees to help them overcome bias, but you'll have to do some work as well. Even we as coaches can bring in this implicit bias with our work. It's kind of this constant loop of trying to become aware of them and interrupt those biases. Here's some general things that we know about behavior. Behavior is communication. That means that the behavior that we see or hear children exhibiting, is trying to communicate a need to peers or adults.
For example, a behavior could be communicating things like I'm bored, I'm sad, you hurt my feelings, I want some attention. Often challenging behavior can be the result of a child missing a skill or needing to know how to learn a specific skill. It might be that they're engaging in challenging behavior because they don't know how to ask for what they need in a different way. For example, if a child wants a toy that another child has, they might try to grab for the toy because they might learn, they might need to know how to ask for a turn. They might not know how to ask for request yet.
If challenging behavior continues over time, it can mean that it's successful at getting the child what they desire. For example, if you have a child that doesn't want to come to the table for meals, they want to avoid that, then they might hit their sibling or the child next to them, and that might cause them to be removed. Essentially if a child doesn't want to come to the table, they hit a child, and they get removed, then they get their need met. It's not that they, it's the way that they get to leave the table. What that communicates to the child is that if they want to leave the table, they can hit children.
Behavior can be unintentionally reinforced by adults. Adults can unintentionally reinforce these behaviors; these behaviors are not intentional of the child. Often, it's not that children are trying to manipulate us, although sometimes it can feel like that. It's we have to know that it's unintentional for the child as well.
This graphic is our pyramid flipped. When challenging behavior occurs, our first thought might be that we want to jump to the top of the pyramid and really an intensive intervention. Before we can jump to the top of the pyramid, we've got to first be sure that the coachees and the families have worked to put a strong foundation of pyramid model practice in place.
If we jump straight to the top and are focusing on these intensive interventions without that strong foundation, the relationships, the environment will be unstable because the coachees and the families will only ever be responding to behaviors. We have to have those supports at the bottom in place in order for it to be successful. Before we jump to the top of the pyramid, it's going to be important that a coach really support coachees to reflect and think about whether those foundational practices that are good for all children are in place.
Some questions you might ask your coachee or that you might as a coach observe. Has the coachee built relationships with the children and families? When you go to observe, do you feel like or see those relationships in place? Has the coachee or family designed the environment that's supportive and helps the children know what to do in order to successfully navigate that environment?
This looks different depending on who your coachee is. If you're working in a group setting, you might support your coachee to design the environment. You might support them in developing visuals or providing them with visuals. For a coachee that might be working in home, that might look different. A coach, or a home visitor wouldn't come in and rearrange the home, but they might suggest ideas or give them strategies or resources. Another thing is are there skills that maybe that child or the children need to be taught to be successful in the environment or in their interactions with peers and other adults?
Finally, if you are noticing that there are more than one to two children exhibiting challenging behavior, that could be an indication, specifically if you're in a group care setting, that there are some class-wide practices that maybe are not in place. Research that's been conducted on the pyramid model has shown that if tier one and tier two supports, which are those blue and green levels are in place, only a few children may truly need that intensive intervention. If you're noticing that it's a whole classroom full of what is being labeled as challenging behavior, it might be that some of those foundational skills are missing.
In your viewer's guide, there is a link to the Circle Time Magazine, Season 2, Edition Five, and it has even more reflection questions that you might consider using to walk through with your coachee and kind of determine what support is needed. Is it universal? Do some children need more targeted support, or does it really warrant some intensive intervention? Now we're to my favorite part where we get to really dig in with ML. As I mentioned, we're so glad you're here to share your expertise and wisdom with our participants. We'll get started. When challenging behavior occurs, what is the first thing that you recommend that a coach do?
ML: Thanks Sarah. I'm excited too. I'm going to talk about two things related to what I think you have to do at first. You really talked about the first one, but I want to just expand on it a little bit more. The first thing that we always have to do is what Sarah said, which is observe to ensure that the bottom levels of the pyramid are in place.
Sarah talked about this, but I want to point out a couple of important things. One is that it's important that we make sure that the bottom of the pyramid is in place. This is whether you're in classrooms or at home, that the bottom is in place. Before you can develop a behavior support plan for a child that you're going to implement in the context of that environment, you have to be sure that the environment can support it. For example, if we have a child who isn't following the routine of the classroom or is having a difficult time with transitions, it would be hard to develop a plan for them if the classroom's chaotic to begin with. That's one reason.
The other thing that we have to think about is that when we talk about the bottom of the pyramid and we talk about universal practices, that doesn't mean we do it in the same way for all children. It means that we're implementing good, effective prevention and promotion practices and making sure that each child gets what they need. Maybe we have a really welldesigned classroom environment and all the children, but this one child you're really concerned, or the teacher is really concerned about is engaging in the routines and transitions and is doing well. But this one child isn't. The first thing I would say is do they have the transition cues they need? Have they been given the support they need to engage in that transition?
When we're looking at whether the bottom of the pyramid model practices is in place, we're saying are they in place for all children? Are they individualized for those children who might need a little bit of help? Sometimes what looks like a child who needs more intensive supports can be addressed by just individualizing the bottom levels of the pyramid. That's an important thing for coaches to support coachees to look at is whether every child's getting the supports they need around the bottom of the pyramid.
The second thing that we want to do is if all that's in place and the child's still engaging in behaviors that are persistent, then I think it really requires that we think about a team. I think way too often when a child has behaviors that are challenging the adult. We saw this in the list of things that people typed in a minute ago. That adults don't feel like they have support, or they feel like they're being blamed, or they feel like whatever. Especially for an adult who's in a group care setting, it's important to get a team of people around them to support their use of more intensive interventions.
Sarah: I wonder what would the process look like for a child that may have a disability or a suspected delay, what would you recommend?
ML: In some ways, I'd say it's no different. We're really looking at the individual needs of children. At this age, we don't need — there's lots of children who have potential delays and disabilities that we don't even know about yet. But having set, and I think if we just continue to think about each child and what support that child needs, that's really the important thing.
The one thing I would say in addition, especially when we're talking about children with disabilities, is there's other supports available for that child, right. There's that child has an IEP or an IEFSP. They presumably have some support from an OT, a speech person, someone like that who can be helpful in supporting the team around children who have disabilities or suspected disabilities.
Sarah: We have a question in the chat that I feel like we want to address, even though we're going to be talking a lot about forming a team, coming up with a plan. The question was, "but what can teachers do in the moment when they're having these severe violent behaviors? Because it takes time to get these universal strategies in place. What would you recommend?" I have somewhere to lead them because we have a great module about that.
ML: This is a good question. I think the important thing to remember is that anytime we respond to a behavior, we're only preventing its occurrence at that moment. We're not going to change anything for the child long term. In the moment, we have to keep the child safe. Within our programs, we should have guidelines. I'm not going to tell you what those strategies are, but within our — because it will be different for every program. But within our programs, we should have strategies that say this is what you do when a child's behavior is severe and violent. The reason I can't tell you what that is because different programs have different regulations around what you can do.
But at the very least, this is something that people in group care settings need to know they have access to support around those children. The point that these universals take time is so true. I think we often talk about safety net procedures and that means what do you do to keep children safe while you're trying to get other things in place? That will somewhat depend on individual programs.
Sarah: I do want to draw viewers' attention to a resource that is located in the resource list of the viewer's guide and it's to the preschool modules, module five. It's all about challenging behavior. What we're walking you through today is what to do like creating a plan and how you go about that. There are some great strategies in there for what you can support coachees to do in the moment. There's talk in that module about the escalation cycle and what to do when children are at the peak. I want to make sure I direct you to that great resource because we won't be covering that today, but it would be very helpful.
You mentioned developing a team. When this happens, who's part of this team?
ML: That depends. That's maybe the answer to all of these questions is it depends. But I think the important thing to remember about teams around children who have behavior that's challenging is the team should be mostly composed of people who know that child best. We don't want this behavior team that comes in. We want to say who interacts with this child on an everyday basis? Who's important to have on that team? Who can inform us about that child? Then we want someone who can help support that team.
We generally think about a team as being the teacher, the family childcare provider, the home visitor, anyone who's working with the child and the family. Then we always want those of y'all who are out there, who are coaches, we think you're a very important part of that team.
We always want to have the family as an important part of that team and to support that family, to be engaged in that team. Then we often think about other people supporting the family. Maybe a child spends half their day at their grandmother's house, and their grandmother struggles with behavior. Having the grandmother on the team would be a really great team member too.
Y'all mentioned, or Sarah asked about children with disabilities. If a child has an OT or speech person who could be useful, they might be on the team. Then we want someone on the team who can support the process. For many of y'all who are coaches, that will be you. Some of you serve in that role as kind of a coach, a behavioral support person. It can be a mental early childhood mental health consultant. It can sometimes, if you're in more of a school-based setting, it could be a school psychologist. But it's someone who understands the process, who can support these other people to engage in the process.
Sarah: What is it that these team members do? You've got the team. Now, what do we do?
ML: I was thinking about this and getting ready for today, and I think one of the first things a team should do is make sure they have a common commitment to an outcome or a common goal. I've worked with teams where it's often some members of the team are looking for a way to help the family find another placement for the child versus having a common commitment to supporting the child in this setting. That's what I think is the most important, that our goal is to help this child remain in the setting where we're working with them. Having that common goal is important. Then it's a matter of collecting information about the behavior. Collecting information.
I've seen a couple of questions come in about other things that are happening in the child's life. It's gathering information on that. It's gathering any information that might help us better understand the child's behavior. Someone mentioned — Sarah when you were talking a minute ago, about why children engage in behavior, someone mentioned things that are happening outside of school that might be influencing children's behavior. We want to find out about those things in a way that feels supportive. Not in a way that feels like we're somehow blaming families for what's going on outside of school.
Sarah: Awesome. Now we've got our team. We know what that team is going to do. What would you recommend that the coach or team do next?
ML: I kind of jumped ahead a little bit. But obviously the most important thing that we have to do as a team is understand why behavior is happening. Many of y'all have seen this kind of notion of an ABC analysis or an analysis of what happens before a behavior happens. What does the behavior look like? What happens after the behavior happens? And that begins to tell us why the behavior happens or function or meaning or purpose.
Often say that children's behavior has meaning, and it's our job to figure out the meaning. What is it they're trying to communicate? What is it that they're trying to tell us? I'm sad. I'm scared. I'm angry. I'm hungry. I don't know what to do. I miss my dad. I, whatever. We're trying to figure out what that is.
That's important because you can imagine that the behavior itself doesn't tell us anything. If a child is biting, a child might be biting because they want to play with a child and they don't know how to interact with that child. They might be biting the parent to get the parent's attention. They might also bite to get someone to leave them alone, or a totally different reason. The biting isn't what helps us know what to do.
The why they're doing it helps us know what to do. Let me just give you an example. We have a little Emilio. Imagine Emilio is playing with a toy and walks away and leaves the toy there and another kid picks it up. Emilio looks over and that child has it. Emilio goes over and takes the toy from the child, and the child gets scared, gives it up. Emilio gets the toy and the function of that is for to get an item. That's a really simple example.
Behavior is rarely that easy. I wanted to give you a simple example to make the point. I want to say two other quick things. One is the word consequence can seem punishing, and that's not what we mean. We don't mean if you do this, this is going to happen. It's just a way of defining what happens after a behavior that influences whether it happens again, something like that. It's a way to describe that.
The other thing that I want to point out here that's important because of some of the questions I've gotten, is there are also things that we sometimes call setting events. A setting event might be, let's say Emilio has asthma and had an asthma attack in the night and didn't get any sleep. He gets to school and on a good day, if another child takes his toy, he might just go do something else. But on a day when he's had no sleep and he doesn't feel good, he might be more likely to engage in challenging behavior.
It's not the asthma attack or the lack of sleep that triggers the challenging behavior. It's the kid taking the toy from him. But it's more that the child taking the toy from him is more likely to trigger his behavior on a day when he hadn't had as much sleep. Knowing that Emilio had an asthma attack the night before and didn't get much sleep helps us be more intentional about supporting Emilio. That was a long-winded way of saying that the first thing we want to do is figure out what the meaning of the child's behavior is.
Sarah: I'm glad that you included that information about the setting event. Is that what you called it? Because so much of that does impact or influence how flexible you are throughout the day.
ML: It just means that if we, it just helps us know how to support Emilio. It doesn't mean we have to, that we don't have any control over it if he has that asthma attack. It just means he needs more support, might need more support that day.
Sarah: Once you've identified the possible function, what happens next?
ML: Once we know the function and it's important to recognize that children might engage in behavior for different reasons. They might engage in behavior because they don't know how to interact with friends, and they're trying to learn how to interact with friends. They might engage in behavior because they're not regulated enough, and they haven't learned to calm themselves down when something makes them mad. There're different reasons that they might engage in behavior. But once we know a reason, we develop a behavior support plan that looks something like this, where we think about what are the things, we can do to keep the child from engaging in problem behavior, to just prevent it all together.
Because as someone said, when we're teaching a new skill, it doesn't happen overnight, just like it doesn't happen overnight to learn to read right. Let me give you an example of Emilio's, and then I'll make that point. Remember that the function of his behavior was getting a toy from another child or wanting something another child has.
Depending on how old he is, we might think about how we add new materials to the setting where he's most likely to have those behaviors. That could be novel materials. Maybe if someone gets a toy he wants, he's happy to go get a different toy because there's lots of new things. Or if he's younger, we might think of his favorite toy is a red car. Let's have five red cars. If Kit takes his red, takes one red car, there's still plenty of red cars.
We also need to teach him how to ask for a turn. That's going to be the skill that we're going to teach him is how to ask for a turn. In order to teach him that, we're going to use a scripted story to teach him. As we go to free play or whatever it is, we're going to say, now remember today, when you want a toy, someone has, what are you going to do? We're going to practice with him. If we do all those things well, it's less likely that he's going to engage in the problem behavior and more likely that we're going to have an opportunity to teach him. We're teaching him this new skill, and now we've got to think about how we're going to respond to his behavior.
Let's say we've done all the prevention strategies. We've put five red cars in the group. We've read him, in the group the area, we've read him a scripted story. We practiced at the beginning of center time, and the first thing he does is asks a friend for a turn. We do a lot of positive with them. "Wow, Emilio, you took turns with your friends that made him…," or "He's so happy that you are taking turns with him." Something like that. That's the best-case scenario.
If we see that he's going to start to take the toy, we try to interrupt it and say, "Emilio, remember, what can you do if you want a turn right?" and we get him to practice it. But if we miss it and he takes the toy, we return the toy to the child and we say, "Emilio, let's practice, let's see what you can do if you want to turn, let's try that again." Something like that. That's what the behavior plan would look like.
Sarah: That's super helpful. I want to draw everyone's attention to some resources that can support that. In your viewer's guide, there should be links to a way to take ABC data and some data sheets. There's also another resource that I'd like to draw your attention to called, it's called Positive Behavior Support or PBS. These tools are to support forming a team, developing a plan and supporting implementation of the plan. It walks through the whole process and I'm missing the, it's the routines-based support guide, which is one of the resources on that page. But there's lots of information about how you kind of walk through this whole process. The things that we're talking about here.
That routines-based support guide has some, it's meant for a classroom setting, but there's also a family-based support guide that talks about common routines that you see in a group setting or at home and some prevention strategies, some ways to reinforce it and some skills to teach and things like that. It's a super helpful resource, and I would recommend downloading it. I have it binded over on my desk so I can refer to it.
We've talked about a few things here, but I wanted to know, what is one thing that you just really want coaches to know, or a few things that you think are really important to know about challenging behavior that coaches need to keep in mind?
ML: For all of us who have worked with children or had children or been around children, I'm pretty sure we've all had the experience of a child having behavior that has been challenging to us. I think, as we saw from the responses earlier, that it's very stressful and it's very stressful for families. If you're a home visitor working with families, I mean, if we think it's stressful for us in the classroom, think about what it's like if it happens all day in your home. That you have a lot of negative time with your child, right. I think we have to start by saying this is very stressful to adults. I also think it's important to think to adopt the assumption that everybody's doing the best they can.
Nobody wants children to engage in challenging behavior. But when we're stressed as adults, we respond to behavior often in ways that escalate the behavior rather than deescalate the behavior. As long as we think people can deal with that on their own, teachers aren't successful, families aren't successful, right. I think it's just important that as coaches we think about how we check in with teachers.
There's this work on vulnerable decision-making points, which is just the idea that there are times when as adults or teachers' families, we have to make decisions about how to respond to children's behavior. What we know is that you're more likely to make bad decisions about how to respond when you're tired and stressed. It's really important to help coachees, whether they're, whoever you're coaching, develop strategies for calming down before they respond to a behavior. Because we almost always respond better, more positively, more effectively if we've done it, if we've calmed ourselves down. We can't calm children down if we're not calmed down ourselves.
I think that that's what coachees need support around, checking in. How's it going? Can I jump in and, you know, read a book to the children and give you a break for a few minutes? Think about what we can do as coaches, that's not just about helping teachers implement effective practices or helping families implement effective practices. But how can we reinforce the effort that families and teachers and caregivers are making towards dealing with this? With these behaviors.
Sarah: Prioritizing self-care that looks different. Not just self-care but you have to be taking care of yourself to be able to be flexible and be able to handle these things going on. I do want to highlight something that comes up in that module that I was referring to earlier, and it's about developing neutralizing routines. It made me think when you were talking about how sometimes we need to support coachees to figure out what they're going to do in that moment, that they can stop them from responding in a way that is negative or harmful.
One way to do that is to support a coachee to develop a neutralizing routine, although we won't go into that today, that is included in that module five. I was having flashbacks of my bath time with my sons, and I have a neutralizing mantra that I say whenever they're experiencing challenging behavior. They're having a hard time. They're not giving me a hard time. Things to kind of interrupt the way I think about it.
ML: One thing just really quick, which is as Sarah's responding to the, I mean is talking about the modules. For those of y'all who don't know, the modules, the NCPMI modules have been totally redone. When she, and the new version has just been up about a month. When she's referring to module numbers, it's because there's new modules, just an FYI.
Sarah: Thank you for clarifying. There's links in the viewer's guide.
I think we have about time to do walk through one case example. Here we have, we're going to meet Akela and the Smith family. This example and both these examples should be in your viewer's guide. We're going to walk through this example and then you'll have one to take with you and work through if you want to do that on your own. Akela is a home visitor and is working with the Smith family. The family has shared that their two-year-old child, Zoe, has been having a really hard transition from bath to bedtime. Recently, Zoe's behavior has started to escalate. Zoe's been throwing toys and furniture in the room, pulling the sheets off their bed, and hitting their parents and siblings.
Akela has reached out to her coach to help problem solve what to recommend that this family do first. Everybody's feeling really stressed. What might the coach recommend that Akela do? I want to open up the Q&A box for you to share what you think the coach might recommend that Akela do first. As we're waiting for those responses to come in, ML, what do you, what would you recommend? What were some strategies you might recommend they try first?
ML: I was thinking about one of the first things I would tell a coach or a home visitor to do with a family would be to ask the family to describe the routine. One thing I think if you, all of you who have young children reflect on your own life, you probably have routines that go really well and then some routines that don't. I think sometimes the routines that go well are routines that happen in the same way every day. The child knows routine and they're predictable. The first thing I would want to ask a family is, I think it was bedtime, bath to bedtime, "Tell me a little bit about that routine?" "Does it happen in the same way every day? And what do you want Zoe to do during the routine?" to get a sense of what you might need to do to support Zoe? I would start with that.
Then I would ask the parents or the family to collect some information like what happens right before Zoe begins this meltdown. Maybe there's a really abrupt transition that the parent says you've got two more minutes and I'm emptying the bathwater and then boom, the water gets emptied versus making that a softer transition. You have two more minutes, and then you and I are going to figure out the best way to empty the bath. How can we make the routine a little bit softer for Zoe if we know what the trigger is for Zoe?
Sarah: We're seeing lots of good responses. There are some things like, questioning at getting more information, do they have trouble with the transition, finding out what's, how it feels going through the transition. I've even seen things about setting a specific routine, using visuals, giving choices. There's a lot of strategies you might offer, but I love the reminder to always get more information. Like find out what's going on because we can throw out strategies, but maybe they already have a pretty solid routine, and this is just something new. I like that you remind us to do that.
ML: I think the important thing is to remember to always be curious when we're doing this work. Curious about what the child's behavior is. Curious about what the family wants and what it looks like now. Curious will help us, approach it from a more positive perspective.
Sarah: Thank you, everyone, for your responses.
ML: I know, I wish we could, like, print them out. They're great.
Sarh Basler: I know, they're good. I'm going to move us on to because I want to make sure that we touch on this before we close out our webinar. We're moving into our focus on equity portion. I just wanted to ask what is something important about challenging behavior and equity that you just want to make sure that we know.
ML: Let me do this fast because we don't have a lot of time but recognize that there's no quick fix to this. I think most of you are probably aware that our data on the use of exclusionary discipline is disproportionately affecting young children of color, particularly young boys. I think that a lot of that is because of implicit bias. We know — but nature of what implicit bias is that you don't overcome those biases without support. I think it's a perfect role for a coach to help teachers reflect on or caregivers reflect on who they're providing supports to and who they're not. How they're interpreting behavior.
For example, if a child is, maybe a child at home, a child, and they're in the family, they do lots of rough and tumble play, and we've decided that rough and tumble play is not okay at school. Why is rough-and-tumble play not okay at school? That's where our biases enter in. Rough and tumble play can be done at school if it's done well. If children know how to do it, if children are supported to do it, all of those kinds of things. But our biases creep in when we start saying this is wrong and this is right. Or this is how I did it, or this is how my mom did it when I was a child or whatever. All of that allows biases to come in.
I think one of two things really quick that are important about this. One is that care providers work in in a context of a program for the most part. There has to be a program-wide commitment to equity that says we're focused on equity. We want to make sure every child gets what they need to be successful here. I want to support this child in a way that respects and confirms and builds on their culture and their background and their family and all that. That has to come at the program level.
For a coach to support a teacher and say, I noticed that you're responding to the same thing in different, that two children can do the same behavior and you respond to one child punitively and one child supportively. Let's think about why that is. The only way you can have those conversations is if the coachee feels safe to have those conversations. That has to come not just from the coach but from the program, from the administration, from those who are responsible for the supervision of the staff we're working with. I could say a lot more, but I know we're short on time.
Sarah: That's great. Thank you. I think too, coaches do have some say in that with coaching agreements. You can put into your coaching agreement; we will have hard conversations about equity and bias. I'm going to — and just being transparent, I might have these conversations with you, and you also please tell me if you feel I have some bias that needs to be checked. Opening it up, you can do it that way.
ML: I love that idea.
Sarah: Our last question before we wrap up, what might a coach do to help support coachees to respond to challenging behavior in equitable ways?
ML: I'm glad you asked this question because I think I gave an example a minute ago of how a teacher or how a coachee might not respond to behavior in an equitable way. But I also think we need to think about our coachees implementing practices equitably. If we know that supportive conversations and positive time with an adult and positive supportive feedback and all of those things are important for children's social-emotional development, one thing as a coach we should do is help coachees look at whether they're using those supportive practices with all children.
Are they getting, are those practices getting to the quiet child who might have more internalizing behavior issues? Are we spending so much time with the child who has behaviors that are challenging dealing with that behavior that we're not spending time with them in positive ways? I think a lot of it is helping coachees look at how they're distributing their use of positive time, positive practices, positive attention.
Then we're implementing culturally responsive practices, which is about how are we affirming children's cultures in the classroom and how do we have difficult conversations with children when they say things about other children? But that is hard work. I think we would all agree that we're much better at doing it if we have the support of someone who is there to help us do it better and not to judge or evaluate us. Which is what I think coaches can do.
Sarah: Coaches, you're important. I feel like we could talk another hour about all of this. I'm sad to say that our time is coming to an end. Thank you so much for being able to answer all these questions and walk us through in really thinking deeply about how to do, how to do this work that can be kind of challenging. Before we go, I want to point you to the viewer's guide where you can walk through an example.
Well, not an example, but this is our coaching companion mascot and Koko is going to give you an opportunity to learn about a Head Start coaching companion feature. In this episode, Koko encourages you to learn how to add comments and resources to an action step or focused observation in the Head Start Coaching Companion. Thank you so much for spending your time with us today. I know an hour is a hard, a long time to carve out, and we just are so glad that you were here with us today and we will see you next season. | <urn:uuid:e782a7a5-d123-440e-aa3a-a23bc03a52a0> | CC-MAIN-2024-51 | https://eclkc.ohs.acf.hhs.gov/sites/default/files/video/transcripts/002934-the-abcs-addressing-persistent-cb.pdf | 2024-12-07T18:38:20+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066429533.78/warc/CC-MAIN-20241207163624-20241207193624-00682.warc.gz | 192,553,190 | 9,002 | eng_Latn | eng_Latn | 0.999436 | eng_Latn | 0.999569 | [
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"İstanbul is Asking Children" Executive Summary
"Istanbul is Asking Children" is a large scale "participatory democracy" project to ensure active participation of children to the decision and policy making process regarding the development of the city they live in. The idea, content and implication method were developed by İnformal Education-cocukistanbul based on İstanbul City Assembly's approach that "Every child living in Istanbul is a natural member of the Children's Assembly" and implemented in cooperation with the İstanbul City Assembly.
The aim of the project is to hear and discuss the problems and opportunities in the city with the children by putting them in the center based on the principle that participation is a "child's right". The distinctive feature of the project is that it is not based on the general practice where adults take the opinions of a certain group of children on predetermined issues but it's being structured such that children are set free to voice out and determine their own agendas themselves. This underlines the basic approach of the project as being a "bottom-up" with children approach in contrast to a "top-down" for children approach.
The project also intends to contribute to the active involvement of local government in the process and thus being a model for future local government practices.
Including the preparation period that covers the concept and content development, preparation of all materials, creation of the project stakeholder network, educator trainings, workshop organizations and then the implication phase, the project was carried out between November 2021 and March 2022 with the participation of a total of 6,601 children within the 6-14 age range. A total of 52 stakeholders including the Istanbul Municipality departments, units and subsidiaries, district municipalities and city councils, educational institutions, NGOs, museums, libraries and informal education actors working with children in different fields. It has been possible to reach children with different social backgrounds from all districts of Istanbul thanks to the rich and widespread stakeholder network formed and their active involvement.
The project implementation was carried out based on 3 different models that support each other; Structured 2 hour "Workshop" applications in which children participate as a group of maximum 25 participants, "Wandering/Mobile" Station applications that they can access individually in various public spaces and "On-line" participation through the project website. Workshops and drop-in station implications represented 99% of total children participation with nearly same share.
The project was shaped around a metaphor. Starting from the "metaphor of care", with the approach that "Everything requires care, care is a must, we improve and develop ourselves and our city by care", children assumed the role of "Master of Care". First, they took a photograph of Istanbul through their own "mind visors" with its color, sound, smell and evocations, then rewarded the well-functioning aspects of Istanbul with their "medals". They then put Istanbul on the table and "took care of it" by reviewing it in detail as an "Istanbul expert". Identified the aspects and issues they saw as disruptive, problematic and or to be improved. They finally created solution proposals and "maintenance instructions" for its development.
The photograph of Istanbul, which is reflected and evaluated under the title " Istanbul for Me" in the report, shows that children's perception of Istanbul is quite contradictory and complex. On the one hand, children emphasize the proud nature of the city they live in with its color, sound, smell and beauty, and on the other hand they point to the crowds, noise, piles of buildings that surround them, the traffic, exhaust and the smell of smoke.
A blue and green Istanbul competes with a "gray" Istanbul, sounds of birds with traffic and horns, and smell of sea, plants, flowers with smell of exhaust and gasoline that spreads throughout the city. It is clearly visible that positive perception and impressions turn out to be considerably negative as the age increase.
While awarding medals to the features of Istanbul that they like, they are proud of and attach importance to, they award the historical and architectural monuments of the city, the sea and its beaches, the Maiden's Tower-Galata Tower and the green areas. With their medals, they also send a strong message to the city's rulers and adults;
"These are valuable to us. Watch, protect and enrich Istanbul's medals..."
As a result of the analysis and evaluation of the data obtained at the end of the project, nine "Subject Headings" and related "Sub-Headings" emerged from the freely expressed statements of children about the aspects of the city that need to be taken into care, that need to be improved, that they see as deficient and insufficient. The Headings are listed according to the frequency of expression stated by the children, thus represent directly the children's own agenda.
Subject Headings
NATURE and ENVİRONMENT appeared to be a top concern with a 35,7% share. The related sub-headings that emerged under the topic were: "Environmental Pollution – Air Pollution – Marine Pollution – Green Areas – Global Warming – Forest Fires"
It is seen that children are highly worried and sensitive about this issue. At least one out of every three children points to problems related to this topic and they worked hard to get around with creative solutions and clear instructions.
The second priority of children appeared to be the TRANSPORTATION and MOBILITY with a 20,9% share. Sub-headings that emerged under the topic were: "Cars and Traffic – Pedestrians – Bicycle Use – Public Transport"
Among the problems they point out the sub-heading "Cars and Traffic" stands out remarkably and reflects the way children perceive transportation, streets and alleys in İstanbul focused on cars and traffic and how they try to cope with it.
Their third priority seems to be URBAN LIFE, which closely follows the topic TRANSPORT and MOBILITY with a 16,6% share. Sub-headings that emerged under the topic were: "Construction – Safety – Noise – Population Density – Infrastructure – Earthquake – Agriculture and Industry"
In this regard, it is seen that children emphasize excessive and distorted urbanization and define Istanbul as a city surrounded by buildings, crowded, noisy and where they do not feel safe.
Social Life, Cultural and Social Activities, Street Animals and Economy follow the above first three main topics with almost equal concentration between 5% to 6%
The sub-headings that emerged under the heading SOCIAL LIFE were: "Living Together – Women's Rights – Children's Rights – Disabilities".
"Living Together" with the credits given to hospitality, helpfulness and multiculturalism appeared to be the most rewarded and on the contrary the most problem area in the city they lived. It is also noteworthy that children see "women's rights" as a priority over "children's rights" under this topic.
The sub-headings that emerged under the heading CULTURAL and SOCIAL ACTIVITIES were: "Children's Parks and Playgrounds – Socialization – Culture and Art – Sports".
Cultural and Social Activities as a main topic was awarded by children with most medals placing it as the second after the Nature and Environment heading. On the other hand, it is seen that "Play" and "Socialization" remain to be among fundamental problem areas for them.
The sub-headings that emerged within the scope of the topic STREET ANIMALS were: "Care – Violence".
Children reflect their sensitivity about street animals, which are one of the symbols of Istanbul, by focusing on non-violence, care and protection of street animals with a lot of concrete solution ideas.
The concerns and issues collected under the headings Economy and Education were the less frequently stated ones. This does not conclude that these topics were not important and that children had less to say. They were asked to voice out "the most important one or two" issues that effect their lives in the city. And there were so many!
The sub-headings that emerged within the scope of the topic ECONOMY were: "Economic Situation and Costliness – Contribution to the Economy and Labor Force".
The economic problems that they often face and are affected in their daily lives and living conditions have taken their place in the agendas of children as expensiveness and
unemployment.
The sub-headings that emerged within the scope of the topic HEALTH and HABITS were: "Health – Smoking and Alcohol".
An important part of the problems under this topic appeared to be the COVID 19 "pandemic" that intensively affected their lives in various ways.
The sub-headings that emerged within the scope of the topic EDUCATION were: "Education – Schools – School Needs".
Under this heading, children mainly point to the problems arising from inequalities in the education system and education, school needs and the high cost of food in school.
Children in summary are clearly and strongly demonstrating their desire to live in such an Istanbul;
* Where they don't feel stuck between tall and numerous buildings
* Where they have plenty of green space with more clean air, sea and surroundings
* Which is less crowded, less noisy,
* Which is not occupied by cars, where there is more widespread public transport and where they can walk safely
* That there are parks they can easily access and enjoy playing in
* Where they can find enough public spaces to spend time with peers and also environments in which they can find opportunities to develop their skills and interests
* Where they feel safer, which is more egalitarian, fairer and more democratic
It probably wouldn't be surprising if a similar study with adults would reveal similar Headings. However, when the priority order, the Sub-Headings, the identified problems and solution proposals are examined closely, their "uniqueness" can clearly be seen. Children are aware of "everything" and know and reflect on "what and how they want"...
This is the translation of the "Execuitve Summary" of the "İstanbul Çocuklara Soruyor" Project Report prepared by İnformal Education – cocukistanbul. | <urn:uuid:869d5ee0-be4c-4dd0-b360-39a853993c8c> | CC-MAIN-2024-51 | https://cocukistanbul.org/wp-content/uploads/2024/10/Executive_Summary_2022.pdf | 2024-12-07T16:47:30+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066429533.78/warc/CC-MAIN-20241207163624-20241207193624-00676.warc.gz | 150,763,558 | 2,024 | eng_Latn | eng_Latn | 0.998482 | eng_Latn | 0.99863 | [
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Mastering Magnesium and Hydrochloric Acid Reactions: Unraveling the Science, Stoichiometry, and Applications of Hydrogen Gas Production
Yoko Brown
Table of Contents
Verifying the Balanced Chemical Equation with the Calculated
Reactant Calculations . . . . . . . . . . . . . . . . . . . . . 83
7 Calculating Theoretical Yield of Hydrogen Gas
85
Chapter 1
Introduction to Chemical Reactions and Stoichiometry
A delicate dance of atoms and molecules fills our daily existence, each one playing a vital role in the physical world around us, often without our awareness. At the foundation of every molecular marvel lies a fascinating science known as chemical reactions. To appreciate the grandeur of these atomic sequences, one must dive into the deepest realms of chemistry and embrace the quantitative language that governs this dance: stoichiometry.
Imagine a scientist in a laboratory, attentively observing two clear liquids combining into a vibrant explosion of color and substance. This scene is an enactment of a chemical reaction - one that lies at the very heart of chemistry. Chemical reactions are processes in which the chemical structure of matter changes, leading to the formation of new substances. Although these changes can be remarkable in their variety, they all share a common principle: the rearrangement of matter's building blocks, known as atoms and molecules. This act of transformation, as fundamental as it is, allows for the rich complexity of life to flourish, offering a dazzling display of aromatic spices, powerful medicines, and luminous paints that enchant our senses and revolutionize our everyday lives.
In order to harness the full power of chemical reactions, chemists employ a domain of knowledge known as stoichiometry. Derived from the Greek words stoicheion, meaning "element," and metron, or "measure," stoichiometry enables the precise prediction of reactant and product quantities in chemical reactions. To those uninitiated in the world of stoichiometry, understanding this quantitative language may seem challenging; however, with practice, one can learn to appreciate the numerical beauty in chemical phenomena.
Chemical reactions, much like the diverse cast of characters within a masterfully crafted novel, can assume countless forms and personas. Among these are three main types: synthesis, decomposition, and displacement. In a synthesis reaction, simple substances coalesce to form more complex matter. Conversely, a decomposition reaction witnesses complex substances unraveling into simpler substances. Lastly, a displacement reaction involves one or more atoms trading places with atoms in another substance. Understanding these fundamental archetypes grants a newfound appreciation for the relationships that govern the behavior of atoms and molecules, offering a glance at the meticulous work of nature's invisible playwrights.
One poignant example of a chemical reaction occurs when placing a piece of magnesium metal into a beaker filled with hydrochloric acid. Almost instantaneously, bubbles of hydrogen gas burst forth from the magnesium surface, signifying a displacement reaction taking place. This seemingly ordinary event relies on an intricate series of molecular exchanges that are governed by stoichiometry. To better understand this example, we must first familiarize ourselves with the notations used in chemistry.
Chemical reactions, like the one between magnesium and hydrochloric acid, are typically represented using formulas and symbols. For instance, a reaction may be depicted as A + B C + D (where A and B are reactants, C and D are products, and the arrow indicates the direction of the transformation). Additionally, the willful employment of stoichiometry involves taking into account another set of symbols - coefficients and MOLEcules. Essentially, these factors quantify the stoichiometric relationships between the different reactants in a chemical reaction (e.g., if 2 moles of A are required to react with 1 mole of B, then A and B have a 2:1 stoichiometric ratio). Fully embracing the stoichiometric language is both essential and poetic, as it forms the basis for understanding the reciprocal connections governing chemical reactions.
Now that we have ventured into the realm of chemical reactions and stoichiometry, it may seem as though we stand at the edge of an abyss filled with intricate connections and uncharted complexities. However, this journey has only just begun, and it is at this juncture that we must delve into the ocean of possibility that these reactions hold for us, whether it be through their utility or their overwhelming beauty. Just as a poetic composition relies on the careful arrangement of words to create seamless lines, so too does our world rely on the meticulous balance of atoms in its every action and reaction. It is in contemplating this interconnected dance of atoms that we allow ourselves to truly appreciate the wonders of our universe - a universe that, without chemical reactions, would be devoid of life, color, and fascination.
Introduction to Chemical Reactions
The world around us is perpetually in motion; a ceaseless dance of creation and destruction, synthesis, and decay. But what sets the stage for this dynamic choreography? At its very core, the answer lies in chemical reactions. To truly appreciate the wonders of chemistry and the complexity of the natural and synthetic phenomena unfolding around us, we must first develop a clear understanding and appreciation for chemical reactions, their various classifications, and the central role they play in our daily lives and industrial processes.
To accurately define a chemical reaction, let us first explore the phenomenon at its most basic. A chemical reaction is a process wherein one or more substances are transformed into another set of substances through the rearrangement of their constituent atoms. These substances, commonly referred to as reactants and products, routinely manifest in various physical states - solid, liquid, gas, or even as ions in solution. Take, for instance, the classic example of the combustion of methane: when methane gas (CH) combines with oxygen (O) in the air, the resulting reaction produces carbon dioxide (CO), water (HO), and energy in the form of heat and light. This example beautifully illustrates the transformative nature of chemical reactions, where the atoms in methane and oxygen rearrange to generate entirely new substances with distinct chemical and physical properties.
To effectively communicate the details of a chemical reaction, chemists use a shorthand system called chemical equations. A chemical equation is a symbolic representation that employs elemental symbols and specific markings to depict the reactants and products involved in the reaction, their respective physical states, and prescribed conditions for the reaction to occur. For example, the equation for the combustion of methane can be presented as CH + 2O CO + 2HO. Here, the reactants CH and O are shown to combine in specific proportions, yielding CO and HO as products, with a balanced stoichiometry (a concept that will be revisited later). Additionally, one can annotate the required conditions for the reaction to occur, such as presence of a flame or a catalyst.
Chemical reactions can be classified into several categories based on specific criteria. These categories include synthesis (combination), decomposition, single displacement, double displacement, combustion, acid - base, redox, and complexation reactions. Each type of reaction exhibits unique characteristics, highlights specific rearrangements of atoms, and results in diverse products. By understanding these fundamental pathways, we can begin to unravel the vast array of chemical processes taking place in the natural world, as well as those we craft ourselves in laboratories and industries.
A testament to their ubiquity, chemical reactions are integral not just to the esoteric pursuits of scientists or manufacturers, but to everyday life. Digestion, metabolism, respiration, and photosynthesis are but a few examples of essential life - sustaining processes facilitated by chemical reactions. Additionally, seemingly ordinary household items such as detergents, batteries, and cosmetics are all products of specific chemical reactions and processes. The influence of chemical reactions does not stop here, however; countless industrial applications exploit this chemical ballet to produce useful materials. From the synthesis of polymers and fertilizers to the rendering of metals and the development of pharmaceuticals, chemical reactions continually shape our lives, often in ways we cannot even perceive.
This brief exploration into the realm of chemical reactions has but scratched the surface; we are now poised to delve deeper into the concepts of stoichiometry, balanced chemical equations, and the quantitative aspects of chemical reactions. As we continue our journey, the principles laid out in this discourse will provide a solid foundation for a greater understanding of the intricacies of chemical reactions and their roles in this dynamic and ever - evolving dance of creation and destruction. And as our comprehension of each aspect grows, so too will our appreciation for the marvelous world and the discoveries that await us.
Stoichiometry: The Quantitative Aspect of Chemical Reactions
Chemical reactions, at their core, are about the rearrangement of atoms to create new substances. This transformation involves breaking old bonds, forming new ones, and conserving the total number of atoms throughout the process. The study of stoichiometry allows us to examine the quantitative aspects of these reactions and accurately determine the relationship between reactants and products during a chemical reaction.
Imagine a chef who is about to cook a dish that serves several people. The recipe given provides instructions that each serving consists of one chicken breast, two potatoes, and a handful of green beans. Knowing that five people are coming, a chef can easily calculate that five chicken breasts, ten potatoes, and five handfuls of green beans are needed for a successful dinner preparation. This is closely akin to the concept of stoichiometry, where the recipe, or the chemical equation, serves as a blueprint to understand how compounds interact with one another in precise stoichiometric ratios.
Stoichiometry hinges on the concept of a balanced chemical equation, which dictates the ratio of reactants to products in a chemical reaction. A balanced chemical equation ensures that no atoms are gained or lost during the reaction, in accordance with the law of conservation of mass. Moreover, it serves as a bridge between the individual quantities of reactants and products involved in the process. The numerical coefficients present in a balanced chemical equation, simply known as stoichiometric coefficients, represent the number of moles of each reactant and product involved in the reaction. As a consequence, these coefficients give us information on the mole - to - mole ratio of compounds within any given chemical reaction.
Let us examine stoichiometry in a simple reaction involving the synthesis of water from hydrogen and oxygen. The reaction is represented by the balanced chemical equation: 2 H + O 2 HO. This equation instructs that two moles of hydrogen react with one mole of oxygen to form two moles of water. Suppose a scientist has a surplus of hydrogen gas and is given 5 moles of oxygen gas to work with. By using the stoichiometric ratio from the balanced chemical equation, she can determine that 10 moles of hydrogen would be necessary to react completely with the 5 moles of oxygen, thus yielding 10 moles of water.
As one delves further into the realm of stoichiometry, there is an increasing focus on the concept of limiting reactants. Limiting reactants are compounds that are completely consumed during a chemical reaction and, as a result, dictate the theoretical yield of a reaction. The limiting reactant is analogous to the limiting ingredient in a cooking recipe, as it ultimately determines the final product. By identifying the limiting reactant and using stoichiometric ratios, a chemist can predict the theoretical yield of a chemical reaction, which is the maximum amount of product that can be formed based on the initial quantities of reactants.
Consider a reaction between calcium carbonate and hydrochloric acid to form calcium chloride, water, and carbon dioxide: CaCO + 2 HCl CaCl + HO + CO. Suppose there are 10 moles of calcium carbonate and 18 moles of hydrochloric acid available to conduct this reaction. Applying the stoichiometric coefficients, one can identify that the mole - to - mole ratio of CaCO to HCl is 1:2. From this, it can be determined that 20 moles of hydrochloric acid would be necessary to react completely with the 10 moles of calcium carbonate. Since there are only 18 moles of hydrochloric acid available, it is the limiting reactant in this reaction, and a chemist can then predict the theoretical yield for each of the products based on the initial quantities of reactants provided.
It is important to acknowledge, however, that stoichiometry rests upon a sea of ideal conditions and assumptions. In reality, chemical reactions are influenced by variables such as temperature, pressure, and the presence of catalysts. Despite this, stoichiometry serves as a highly valuable tool for predicting and understanding the outcome of chemical reactions that unfold in various settings, from the laboratory bench to the corners of the natural world.
In uncovering the profound relationship between the quantitative aspects of chemical reactions, stoichiometry illuminates the hidden arithmetic that governs the inner workings of the atomic realm. Moreover, its mastery paves the way not only for a deeper understanding of chemistry but also for the practical application of these concepts in industry, research, and daily life. Armed with the principles of stoichiometry, the road is now open for us to venture forth and investigate the more intricate facets of chemical reactions as we continue our exploration into the fascinating world of chemistry.
Conservation of Mass and Balanced Chemical Equations
A study of chemical reactions would be utterly insufficient without a thorough understanding of the conservation of mass and balanced chemical equations. By delving into the depths of these foundational principles, one can truly appreciate the remarkable symphony that unfolds during chemical transformations.
The first towering giant of chemical thought upon whose shoulders we shall now stand is the concept of the conservation of mass. This scientific axiom, established by the great Antoine Lavoisier in the late 18th century, posits that matter can neither be created nor destroyed in a chemical reaction - only rearranged. This seemingly simple statement has profound implications and hitherto underpins the foundation of modern chemistry.
Imagine, if you will, two billiard balls engaged in a head-on clash, forever bound by an invisible magnetic tether. Even though their positions and velocities may alter dramatically during their chaotic celestial dance, the total mass of the closed system remains constant. This same inexorable law applies to atoms in a chemical reaction.
Armed with the knowledge of conservation of mass, we can now pierce the veil of balanced chemical equations with greater ease. Consider an equation as a recipe, detailing the requisite ingredients for a chemical dish and the ensuing culinary delight. By meticulously balancing the number of atoms on both sides of a chemical equation, we ensure that the atoms of reactants are conserved in the products, with their total mass remaining constant.
To render the concept more tangible, let us examine the reaction between hydrogen and oxygen gases to produce water, a reaction that sparkles in the annals of chemistry's elegant repertoire:
H2 + O2 2H2O (unbalanced)
At first glance, balancing this equation may seem an insurmountable task, akin to wielding a surgeon's knife in utter darkness. However, apprehension fades into the realm of unfounded fears merely by counting the atoms on both sides of the equation:
2 hydrogens (left) + 2 oxygens (left) 4 hydrogens (right) + 1 oxygen (right).
To address this blatant violation of the laws of conservation of mass, the equation must be balanced. A judicial application of stoichiometric coefficients to the reactants and the product sets the two sides in perfect harmony:
```
4 hydrogens (left) + 2 oxygens (left) = 4 hydrogens (right) + 2 oxygens
```
```
2H2 + O2 2H2O (balanced) Now, observe the atomic equality: (right).
```
Matter has been conserved, and the world holds its breath in reverence. With these newfound chemical incongruities resolved, we can now expand our horizons further into the quantitative aspects of chemical reactions.
A balanced chemical equation, in essence, personifies the epitome of chemical elegance, narrating not only the tale of transformed reactants into products but also revealing far more profound insights. By studying the stoichiometric coefficients embedded within the equation, one can accurately predict the quantities of reactants and products involved, and discern the number of moles of a reactant required to produce the desired quantity of a given product.
Thus, balanced chemical equations endow us with profound insight into the behavior of reactants and products alike in a chemical reaction - the intimate intertwining of matter's conservation and chemical stoichiometry. Far from being mere notations, they encapsulate the profound truth of the atomic cosmos, elucidating patterns that lie hidden beneath the surface of chemical chaos.
As we delve further into the realm of chemical reactions, equipped with our newfound understanding of conservation of mass and balanced chemical equations, we embark upon a breathtaking voyage through the sublime dance of atoms and molecules. Each step illuminates new vistas of knowledge and understanding, drawing us ever deeper into the intricate tapestry of stoichiometry, theoretical yields, limiting reactants, and beyond. Armed with the indomitable spirit of inquiry and curiosity, we are poised to uncover the myriad secrets that lie hidden within the heart of matter itself - ever transcending the limitations of the known, into the realm of the infinite unknown.
Stoichiometry in the Reaction between Magnesium and Hydrochloric Acid
The reaction between magnesium and hydrochloric acid can be represented by the following balanced chemical equation:
In this equation, magnesium (Mg) reacts with hydrochloric acid (HCl) to produce magnesium chloride (MgCl) and hydrogen gas (H). The stoichiometric coefficients (1, 2, 1, and 1) represent the mole - to - mole ratios between the reactants and products, which are essential to perform stoichiometric calculations.
The first aspect of stoichiometry that must be considered in this reaction is the determination of the moles of each reactant. For example, suppose that we have a piece of magnesium ribbon weighing 0.125 grams and 25 cm of 4.0 mol/dm hydrochloric acid solution. The first step is to convert these quantities into moles, using the molar mass of magnesium (24.31 g/mol):
moles of Mg = mass of Mg molar mass of Mg = 0.125 g 24.31 g/mol 0.00514 mol
Next, we can determine the moles of hydrochloric acid using its given concentration and volume:
moles of HCl = concentration volume = (4.0 mol/dm) (25 cm 1000 dm/cm) = 0.1 mol
Now that we have the moles of both reactants, we can use the mole - to - mole ratios to determine the moles of hydrogen gas that would be produced in the reaction. In this case, the mole ratio between magnesium and hydrogen gas is 1:1 (according to the balanced equation), so in an ideal situation where all magnesium reacts, the moles of hydrogen gas produced would simply equal the moles of magnesium:
moles of H = moles of Mg = 0.00514 mol
However, since we have an excess of hydrochloric acid in this example (0.1 mol of HCl, while only 0.01028 mol was needed to fully react with magnesium), the reaction may not proceed exactly as we have calculated so far. This phenomenon of "limiting reactants" is an essential aspect of stoichiometry.
To ensure the reaction goes to completion, we must identify the limiting reactant, which determines the maximum amount of product that can be formed. In this case, magnesium is the limiting reactant, as it is present in a smaller amount relative to the other reactant, hydrochloric acid. Consequently, magnesium will be completely consumed before hydrochloric acid, limiting the amount of hydrogen gas produced.
Recognizing the limiting reactant allows us to calculate the theoretical yield of hydrogen gas based on the magnesium's moles:
moles of H = moles of Mg (1 mol H / 1 mol Mg) = 0.00514 mol 1 = 0.00514 mol
Now we have obtained the theoretical yield of hydrogen gas. This value represents the maximum amount of hydrogen gas that can be produced, assuming perfect reaction conditions and no side reactions. In practice, the actual amount of hydrogen gas evolved might differ from this value due to experimental or reaction conditions. Still, the concept of theoretical yield enables us to predict and evaluate the efficiency of chemical reactions.
In conclusion, stoichiometry is key to understanding and predicting the outcomes of chemical reactions, such as the reaction between magnesium and hydrochloric acid. By carefully considering the balanced chemical equation, mole-to-mole ratios, and limiting reactants, we can determine the theoretical yield of products in any reaction scenario. Through meticulous calculations, chemists can optimize reaction conditions, minimize waste, and ultimately, harness the power of chemistry to drive innovation and progress across various industries and processes.
Chapter 2
Properties and Characteristics of Magnesium and Hydrochloric Acid
The symphony of the elemental world is conducted with an exquisite balance of intricate beauty, with each element performing its part in unison, intermingling, and reacting to create the vibrant physical and chemical tapestry that forms the basis of all known life. Maintaining a delicate equilibrium even while leaping into the grandest expressions of force, the properties and characteristics of elements such as magnesium and hydrochloric acid innately convey both a sense of wonder and an invitation to scrutiny.
A silvery - white alkaline earth metal found abundantly in Earth's crust, magnesium, with two valence electrons and an atomic number of 12, constitutes a distinctive part of this cosmic symphony's chord. Universally employed by nature as an essential component of chlorophyll - the green pigment facilitating the miracle of photosynthesis - magnesium's indispensability is not restricted to the botanical sphere. Indeed, our own corporeal composition benefits from this resourceful element, as it partakes in a dazzling array of biological processes and serves as an essential building block for a range of structural and functional proteins.
Yet, besides its life - sustaining roles, magnesium's prowess as a metal is to be lauded. Its lightweight and strong characteristics render it an invaluable resource in the realms of aeronautics, automotive production, and electronics. Furthermore, magnesium's astounding ability to act as a reducing agent by readily donating electrons makes it an integral ally in generating energy and extracting metals from their ores in metallurgy.
Hydrochloric acid, composed of one hydrogen atom and one chlorine atom (HCl), is characterized by a nuanced duality akin to that of magnesium. For all its abrasive impact, HCl operates collaboratively at the heart of human digestion within our gastric juices, where its acute acidity aids in breaking down food and neutralizing harmful bacteria. However, caution must be exercised in the presence of concentrated forms of this powerful proton donor, lest its formidable corrosivity takes an untoward toll on unwitting surfaces or innocent tissues.
There is a profoundly poetic beauty to the dance of opposites between magnesium and hydrochloric acid - an alkaline metal and a potent acid, performing together in a dazzling display of chemistry. When combined, these two reactants forge a formidable partnership, producing magnesium chloride (MgCl2), a soluble, ionic compound with myriad applications, and hydrogen gas (H2), an energy - storing diatomic molecule with significant potential. Their heady waltz is intricately guided by stoichiometry, the enigmatic maestro orchestrating the proportions in which these elements entwine, evolve and create anew.
As we progress deeper into the interplay between magnesium and hydrochloric acid, further dimensions of their molecular dance will reveal the multitudinous facets of these substances' properties and their dynamic interaction. Embracing an intellectual choreography imbued with both scientific rigor and artistic insight, let us continue to explore the fascinating depths of these two elements' enchanting duet, peering through the veil to glimpse an even greater panorama of chemical complexity that lies in wait.
Introduction to Magnesium and its Properties
The most fundamental starting point when investigating any element is to explore its position in that keystone of chemistry: the periodic table. Magnesium resides in group 2, which consists of alkaline earth metals. It lies in period 3, situated between the elements aluminum and silicon. The alkaline earth metals generally exhibit characteristics such as low melting points, reactivity to water, formation of basic oxides, and being found in compounds in nature. However, what truly distinguishes magnesium from its fellow group members is its electron configurations: it carries 2 valence electrons in its outermost 3s subshell (three principal quantum number). This configuration (1s 2s 2p 3s) reflects magnesium's eagerness to divest itself of these two electrons and attain the stable electron configuration of neon, its nearest noble gas neighbor.
In practical terms, magnesium's electron arrangement bestows upon the element a noteworthy chemical reactivity that drives numerous essential reactions. Although not as reactive as its fellow metal lithium, magnesium is still prone to reacting with a variety of substances, particularly acids. While some metals react violently with water, magnesium is less prone to this form of reactivity due to the formation of a thin, protective oxide layer which forms on its surface; this layer acts as a barrier and prevents a vigorous reaction with water. However, this same barrier crumbles when this metal reacts with numerous acids, including hydrochloric acid, eventually producing hydrogen gas and various salts.
Aside from its chemical reactivity, magnesium showcases intriguing physical properties that contribute to its use in various applications. One might be surprised to learn that magnesium is the lightest metal with a density of only 1.74 grams per cubic centimeter, making it an exceptional candidate for lightweight materials when strength is also a requirement. Additionally, magnesium possesses high tensile strength, excellent heat dissipating properties, and commendable electric conductivity. It is no wonder then that this versatile metal has a variety of uses: in aerospace and automotive industries for lightweighting, as a component in alloys to increase strength and hardness, in photography for producing brilliant flashes, and even as a health supplement in magnesium - rich minerals and vitamins.
Despite the technological and practical advances that can be attributed to magnesium, it is also responsible for unsuspected detrimental effects. Due to its high reactivity and tendency to oxidize, magnesium fires are a genuine threat in certain industrial settings and must be approached with caution, as water and most fire extinguishers only exacerbate the problem. One seldom hears of magnesium in the popular lexicon in the same way as more famous elements like gold or helium, but this humble element, derived from the shimmering white sands of ancient prehistoric seas, plays a versatile and
potent role in the contemporary world.
The significance of magnesium's properties and subsequent reactivity with acids, particularly hydrochloric acid, sets the stage for a detailed exploration of the reaction between these two substances. By examining the nuances of this chemical reaction, we seamlessly transition into investigating fundamental concepts such as stoichiometry, molar ratios, and limiting reactants. In doing so, a profound appreciation for the critical role this pervasive yet often overlooked element plays in both macroscopic and microscopic chemical reactions can be achieved. The humble magnesium - a fitting beginning to our clangorous journey through chemistry.
Properties of Hydrochloric Acid
As we delve into the properties of hydrochloric acid, we uncover a world of dynamic interactions - a world of ferocious collisions that define the superficially placid environment of molecules in a liquid state. To understand the makeup of a molecule that is as ubiquitous as hydrochloric acid, we must tread carefully through history, as well as the realms of thermodynamics, molecular geometry, and reactivity, all coming together to form the essence of this formidable compound.
The story of hydrochloric acid begins with the elements themselves hydrogen and chlorine. Hydrogen, the simplest and most abundant element in the universe, forms a highly reactive diatomic molecule that seeks an electron to achieve a stable electron configuration. Chlorine, on the other hand, is a highly electronegative halogen that craves for an additional electron to satisfy its electron deficiency. When these elemental titans come together, they form an iconic bond known as a polar covalent bond, where chlorine, much like a big brother, greedily holds the shared electron more tightly to itself. This subtle tug creates areas of unequal charge density within the molecule, endowing hydrochloric acid its polar attribute.
In a world where the axiom "opposites attract" rings true, hydrochloric acid, like a mysterious magnet emanating from the shadows, meticulously curates the environment around it to induce order in what would have been chaos. When dissolved in water, the polar water molecules surround each hydrogen chloride (HCl) molecule, effectively breaking the hydrogen chlorine bond and producing the true hallmark of an acid - a hydrogen ion (H+). The hydroxide ions (OH - ) originating from water combine with the liberated hydrogen ions to form water, leaving the chloride ions (Cl - ) in the solution. Thus, we find ourselves in the milieu of an aqueous solution of hydrochloric acid (HCl), a potent representatives of the corrosive world of strong acids.
The thermodynamic aspect of hydrochloric acid emerges as a key player in understanding the potency of this molecule. The interaction between the hydrogen and chlorine atoms is exceptionally stable, owing to the strong polar covalent bond between them. When HCl is dissolved in water, its enthalpy of dissociation releases energy as heat, making its solution an exothermic process. This thermodynamic stability is what allows hydrochloric acid to maintain its position on the pedestal of strong acids, retaining its characteristic properties even in dilute solutions.
As a strong acid, hydrochloric acid is recognized for its impressive reactivity profile. From tarnished silver to stubborn limestone deposits, this fearsome compound devours a myriad of substances, making it a stalwart in the cleaning industry and laboratory settings alike. Moreover, its impeccable reactivity manifests itself in the world of living organisms, as it plays a starring role in the gastric acid that breaks down our food and initiates digestion. These remarkable interactions are made possible by the small size and polar characteristics of the hydrogen chloride molecule.
The rich tapestry of hydrochloric acid's properties is far from one dimensional. Its corrosive aura, thermodynamic stability, and inherent reactivity have not only illuminated the complexities of chemical reactions but also opened doors to further investigate and understand the inner workings of acids. With the firm knowledge of hydrochloric acid's properties, we move forward to unveil the intricate dance of magnesium and hydrochloric acid, unveiling a majestic waltz between these elemental partners just waiting to be unmasked.
Investigating the Reactivity of Magnesium in Hydrochloric Acid
Magnesium, the lightweight and silvery-white metal, has long been admired for its low density yet impressive strength. Hydrochloric acid, on the other hand, is a corrosive and highly acidic substance recognized for its aggressive nature. Bringing these two disparate entities together results in a fascinating display of reactivity. To fully appreciate the extent of this interaction and understand the factors that govern its intensity, it is important to explore the inherent properties of the reacting entities as well as the conditions that surround them.
Observing the reactivity of magnesium with hydrochloric acid unveils an important phenomenon often referred to as the dance of atoms. Magnesium metal ribbon, when immersed in a solution of hydrochloric acid, eagerly sheds its outer shell of electrons, surrendering them in the form of a donation to the surrounding hydrogen ions within the acid. As electrons are transferred, the once - isolated magnesium atoms become positively charged ions while the hydrogen ions claim the newly acquired electrons and swiftly escape as hydrogen molecules, bubbling to the surface with fervor. In this captivating process, magnesium chloride is also produced, completing the union of the elements in a spectacular manner.
The prowess with which the magnesium reacts with the hydrochloric acid is largely influenced by the surface area of the metal ribbon. Imagine the case where two enterprising magicians are given a task: shred a countless number of newspapers into small pieces as fast as they can. One magician is given a single, large pair of scissors while the other is supplied with an assortment of smaller, sharper blades. With greater surface area and cutting edge, the latter magician shreds the newspapers with tenacious speed and flair compared to the former, who struggles through the massive stack with a single tool. This fascinating parallel holds true for the interaction between magnesium and hydrochloric acid; an increased surface area for the magnesium metal allows for a more rapid and intense reaction.
Concentration too plays a dramatic role in governing the ferocity of the reaction. Like a precisely choreographed tango, the steps in the reaction between magnesium and hydrochloric acid are guided by the availability of partners to dance with - partners, in this case, being the abundant hydrogen ions within the acid solution. A solution with high concentration of hydrochloric acid offers a greater abundance of hydrogen ions, ensuring a zealous performance as the magnesium ravenously partakes in the exchange of electrons. Conversely, a diluted acid solution results in a more subdued reaction, akin to an amateur two-step, as the limited availability of hydrogen ions hinders the rate at which the reaction progresses.
Temperature, the catalyst of many a chemical liaison, also dictates the responsiveness of magnesium when confronted with hydrochloric acid. As the serenade between the particles rises to a crescendo, an increase in temperature elicits faster and bolder movements. The elevated kinetic energy hastens the pace of the reaction, encouraging spontaneous rendezvous between the magnesium metal and the hydrogen ions of the acid.
In exploring the reactivity of magnesium with hydrochloric acid, we bear witness to the intricate layers governing chemical reactions. At the heart of this vibrant spectacle rests an intricate web of factors that, when altered, can either accelerate or decelerate the process. By manipulating the surface area of magnesium, the concentration of the hydrochloric acid, and the temperature of the system, we have the ability to choreograph a breathtaking performance of chemical majesty.
Formation of Magnesium Chloride and Hydrogen Gas during the Reaction
As we delve into the fascinating world of chemical reactions, it is difficult not to marvel, again and again, at what occurs when magnesium (Mg) is exposed to hydrochloric acid (HCl). The seemingly mundane interaction reveals an intricate dance of atoms and molecules yielding products that are significantly different from the substances that started the process. It is the formation of magnesium chloride (MgCl) and hydrogen gas (H) during this reaction that demonstrates the incredible power of chemistry to transform matter in surprising ways.
To fully appreciate the process, let us begin by visualizing the scene at the molecular level. Magnesium, a metal that is part of the alkaline earth family, consists of atoms that lose electrons readily, forming positive ions (Mg). In contrast, hydrochloric acid is a strong acid with its hydrogen atoms eager to give away protons (H). As a result, when the magnesium ribbon is submerged in the hydrochloric acid solution, a remarkable choreography of atoms commences.
In the opening phase, the magnesium ions and the chloride ions (from HCl) are attracted to one another, facilitated by the effective collaboration of opposite charges. As they approach, the magnesium ions surrender their electrons to the hydrogen ions, which then pair up and break free as hydrogen gas. The ensuing result of this electrifying ballet is the formation of magnesium chloride - a compound composed of one magnesium ion (Mg) and two chloride ions (2Cl) - and the effervescence of hydrogen gas bubbles.
As this magnificent display unfolds in the solution, one cannot help but notice the striking change in physical states. The solid magnesium ribbon gradually dissolves as the magnesium and chloride ions join forces, mingled in the liquid solution of magnesium chloride. Concurrently, the gas bubbles generated by the emancipation of hydrogen ions steal away from their aquatic confinements and merge with the air above. The discernable shifts in states of matter accentuate the distinctly different nature of reactants and products.
Throughout the reaction, the balanced chemical equation provides invaluable guidance in deciphering the stoichiometry of the process:
This equation communicates that one mole of magnesium reacts with two moles of hydrochloric acid to produce one mole of magnesium chloride and one mole of hydrogen gas. The numbers in front of the chemical formulas (stoichiometric coefficients) offer essential insights into the molar ratios, which aid in a variety of vital calculations, such as the prediction of theoretical yields - essential knowledge for scientists studying this reaction.
As we explore the formation of magnesium chloride and hydrogen gas during the complex interplay between magnesium and hydrochloric acid, it is easy to become entranced by the harmony of changing states, exchanging electrons, and the intertwining of elements. And while the beauty of this specific reaction is mesmerizing, it serves as only a glimpse into the vast potential of chemical reactions to bring about the transformations that underpin our world, its industries, and our daily lives.
Hidden within the structures and mechanisms of these reactions, there lie intricacies yet to be uncovered and applications yet to be discovered. As the atoms in our magnesium - hydrochloric acid reaction come together and drift apart, they provide a reminder that the real magic of chemistry resides in the details, inviting us to step closer, indulge our curiosity, and seek a deeper understanding of the boundless realm of chemical reactions. Where might this understanding lead? The possibilities, like the composition of matter itself, are limited only by the imagination.
Effect of Molar Ratios on the Reaction's Rate and Yield
A starting point to explore this insightful relationship lies with the balanced chemical equation for the reaction between Mg and HCl:
The stoichiometric coefficients in the equation depict the molar ratios involved within the reaction-one mole of Mg reacts with two moles of HCl to produce one mole of MgCl and one mole of H. It is crucial to recognize that these coefficients not only represent the ideal molar ratios but also provide a foundation for deducing both the reaction rate and the yield produced.
In real - life scenarios, however, chemists often deal with less - than - ideal conditions-experimental setups may present reactants in non-stoichiometric ratios. This deviation from the ideal molar ratios results in fascinating consequences vis - `a - vis both reaction rate and yield, which must be comprehensively evaluated to optimize a chemical process.
By systematically varying the ratio of magnesium to hydrochloric acid, researchers can analyze the effect on reaction rate and yield. In cases when less than ideal molar ratios are utilized, one of the reactants invariably becomes a limiting factor. The limiting reactant, as its name suggests, exclusively determines the quantity of product formation and directly impacts the final yield.
While investigating the impact of molar ratios on reaction rate, an interesting phenomenon arises - during initial steps of the reaction, excess HCl increases the rate of formation of hydrogen gas. Intuitively, the reaction is faster when a higher concentration of HCl is available, providing more collisions between reactant molecules and resulting in an increased reaction rate. Paradoxically, however, increasing the ratio of hydrochloric acid to magnesium can result in a diminishing effect on the rate of the reaction. This counterintuitive occurrence arises due to the formation of magnesium chloride layers on the surface of the magnesium metal. These layers impede further reactant interaction, preventing HCl from contacting unreacted magnesium and thereby reducing reaction rate.
To better comprehend the phenomenon, it is essential to consider the concept of the reaction order. In general, experimental data allows for the determination of reaction order, which clarifies the intricate correlation between reaction rate and reactant concentration. In the case of the Mg -
HCl reaction, the overall order is 2-the reaction rate is directly proportional to the concentration of HCl and inversely proportional to the surface area of magnesium. Notably, higher molar ratios of HCl lead to a faster reaction, but only up to a certain extent. It is through scrupulous analysis that chemists can find the "sweet spot" for a given reaction - both optimizing yield and minimizing potential waste of raw materials that could result from using excessively large molar ratios of reactants.
The delicate dance between molar ratios, reaction rate, and yield emphasizes the importance of exploring the realm of stoichiometry in - depth. Understanding the underpinnings of these relationships enables chemists to optimize chemical processes for multiple objectives, ranging from maximizing product yield in an industrial setting to conducting high - precision laboratory research.
Effect of Concentration of Hydrochloric Acid on Reaction Rate and Yield
The interaction between magnesium and hydrochloric acid provides a fascinating perspective on the role of concentration in the outcome of chemical reactions. Concentration refers to the amount of a substance in a given volume, often expressed in units of moles per liter (mol/L) or moles per cubic decimeter (mol/dm). By examining the effect of hydrochloric acid concentration on the rate and yield of the magnesium reaction, we can gain a deeper understanding of the fundamental principles guiding chemical reactions and their applications in both daily life and industry.
To explore this relationship, let us first consider an example involving two different concentrations of hydrochloric acid. Suppose we have two beakers filled with equal volumes of hydrochloric acid. One beaker contains a 1.0 mol/dm solution, while the other contains a 4.0 mol/dm solution. When equal amounts of magnesium are added to each beaker, it is observed that the reaction in the more concentrated solution produces a larger amount of hydrogen gas in a shorter amount of time. Why is this? And how does this observation relate to the stoichiometry and overall product yield of the reaction?
Recall that the balanced chemical equation for the reaction is Mg + 2HCl MgCl + H. Notice the stoichiometric coefficients of the reactants - one mole of magnesium reacts with two moles of hydrochloric acid. The stoichiometry thus dictates that doubling the amount of hydrochloric acid present in a given volume presents twice the number of available acid molecules that magnesium can react with. Consequently, the probability of successful collisions between magnesium and hydrochloric acid molecules increases, hence speeding up the reaction rate.
Now, let us consider the yield of the reaction. The yield, often expressed as a percentage, is a measure of how much product is formed during a chemical reaction compared to the maximum amount predicted by stoichiometry. In our example, the theoretical yield of hydrogen gas is dictated by the mole - to - mole ratio between magnesium and hydrochloric acid. At higher concentrations of hydrochloric acid, more hydrochloric acid molecules are present, making it exceedingly likely that the solution contains an excess of hydrochloric acid. Under such conditions, the limiting reactant will most likely be magnesium, as it is the reactant present in the smallest stoichiometrically appropriate amount.
Since the yield of a reaction depends primarily on the limiting reactant, increasing the concentration of hydrochloric acid should not significantly affect the overall yield of hydrogen gas, assuming that magnesium remains the limiting reactant. However, factors like impurities in the reactants, side reactions, and incomplete reaction between magnesium and hydrochloric acid can cause deviations from the theoretical yield, which can lead to observed changes in yield as the concentration of hydrochloric acid increases. Nevertheless, these deviations would be more related to the experimental conditions and procedure followed than the stoichiometry of the reaction.
Through this exploration of the effect of hydrochloric acid concentration on the reaction rate and yield, we now have a clearer understanding of the mechanisms that contribute to the observed phenomena. By influencing the likelihood of successful molecular collisions and having minimal impact on the overall yield, the concentration of reactants plays a critical role in how chemical reactions proceed. As we delve deeper into the realms of chemistry and its myriad applications in science and industry, such knowledge becomes invaluable in guiding us toward the effective management and utilization of valuable resources and driving innovation in our ever - evolving world.
Kinetics of the Magnesium and Hydrochloric Acid Reaction
Aristotle, in one of our earliest treatises on the sublime, described the phenomenon of motion being an inherent property that makes certain bodies come to life. The beauty of a spinning top, the fluttering of a leaf in the wind, or even the swirling of dust as it is lifted off the earth - all these processes are poetic only because of the fundamental beauty in the way the constituent atoms and molecules interact with each other. Students of science, often jaded by the dryness and technicalities of their discipline, would do well to recover the fascination that can be found in these details. To this end, we shall seek to explore the kinetics of the magnesium and hydrochloric acid reaction in a manner that weaves together a fabric of intellectual insight while preserving the clarity that makes it an accessible topic.
The reaction between solid magnesium metal (Mg) and hydrochloric acid (HCl) has been a well - known example in chemistry classes around the world, much like the familiar fiery combustion of the same element with oxygen. In both these dances of atoms, magnesium acts as the protagonist, losing two of its valence electrons to bond directly with its counterpart. In the case of the latter, chloride ions (Cl) from the aqueous hydrochloric acid, to form aqueous magnesium chloride (MgCl) and release hydrogen gas (H), a highly explosive diatomic molecule.
The kinetics of the reaction can be explored through the lens of three facets - the balanced chemical equation that describes the stoichiometry, the rate at which the reactants are transformed into products, and the role of the intermediate chemical species involved in the mechanistic pathway.
A stoichiometric investigation begins with the balanced chemical equation Mg(s) + 2HCl(aq) MgCl(aq) + H(g) that captures the true essence of this chemical reaction. It suggests a reaction order with respect to magnesium being 1 and with respect to hydrochloric acid being 2, based solely on the coefficients. However, experimental evidence and the reaction mechanism give us insights to the true kinetics of the reaction.
The observable rate of this reaction is typically diffusion - controlled, which is the movement of particles converging at the boundary between the two phases. As magnesium dissolves into the hydrochloric acid, a layer of hydrogen gas bubbles forms on its surface, effectively creating a barrier between the reactants, thus slowing the reaction. Magnesium ions and chloride ions combine in the solution, generating a secondary diffusion barrier, further limiting the rate at which acid can access the metal. Due to these interfacial barriers, the reaction follows a complex, mixed - order rate law instead.
To dive further into the reaction mechanism, we can invoke the often ignored minutiae of these molecular encounters - the surface imperfections and defects, such as lattice dislocations and grain boundaries, that breed the unique character of metals. These imperfections render the surface topography of magnesium rough and uneven on a microscopic level. Arrays of hydrochloric acid protons and chloride ions approach the metal at a vanguard of diversity, the impact of their arrivals dependent on the solution's concentration and temperature.
Concentration of hydrochloric acid is of particular interest here, as it can essentially augment the rate of reaction by increasing the frequency of proton collisions with the magnesium surface, thus enhancing the dissolution of Mg into the acid's bulk aqueous phase. As more protons engage with the metal, a cascade of radiating hydrogen molecules forms a new layer that influences the reaction further.
Temperature is another factor that plays a significant role in the reaction's kinetics. Temperature acceleration increases the increase of the reactive molecules-the higher the temperature, the higher the rate of collision between reacting species as well as the higher number of molecules possessing enough energy to overcome activation energy barriers.
As we reach the culmination of our discourse on a reaction that is anything but trivial, it is worth meditating on the ideal stoichiometric world of the balanced chemical equation and the complex reality of experimental kinetics. Like Bach's fugues, with their intricate themes played across multiple voices, the infinitely complex array of events unfolding during chemical reactions reveals nature's penchant for artistry. Beyond the classroom, this insight into the interaction of magnesium with hydrochloric acid sheds light on the interplay of factors that govern many industrial processes - and perhaps grants us a glimmer of renewed curiosity over the encounter of substances locked in a chemical embrace.
Factors Affecting the Production of Hydrogen Gas
Hydrogen gas, the most elementary yet exceedingly vital product formed during the chemical reaction between magnesium and hydrochloric acid, is valuable in various industrial processes, such as refining of petroleum products, ammonia synthesis, and emerging technologies for clean and renewable energy. Given the growing industrial significance of hydrogen gas and its potential for a sustainable energy future, understanding the factors that influence its production is paramount. These factors encompass various aspects, including reactant properties, reaction conditions, and reaction kinetics.
The reactivity of the participating elements, magnesium and hydrogen, plays a significant role in the production of hydrogen gas. The rate of hydrogen production is directly proportional to the activity of the metal magnesium, which serves as the reducing agent in the equation Mg + 2HCl MgCl + H. Magnesium, being part of the alkaline earth metals in the periodic table, has a relatively high reactivity due to its two valence electrons. However, were it replaced with another element, checking its position on the reactivity series would reveal how readily the reaction would proceed and, as a consequence, affect the hydrogen production rate.
The concentration of hydrochloric acid is another critical factor that directly impacts the rate of hydrogen gas production. At higher concentrations of hydrochloric acid, the frequency of molecular collisions between Mg and HO molecules increases, subsequently enhancing the reaction rate. A noteworthy caveat, however, emerges when HCl concentrations exceed the solubility limit, as the reaction no longer follows standard kinetics due to the influence of secondary factors like mass transfer and concentration gradients.
Temperature control offers a rather conspicuous yet essential influence on the rate and yield of hydrogen gas production. Generally, as the temperature increases, the reaction rate and, consequently, the production of hydrogen gas amplifies due to the increased molecular collisions and kinetic energy of the reactants. However, elevating the temperature may also lead to sublimation of magnesium, resulting in wastage of a valuable reactant and decreased reaction efficiency. Establishing an optimal temperature holds the key to balancing the outcome by maximizing hydrogen yield while
minimizing reactant loss.
The size and surface area of magnesium play a crucial role in defining the rate of hydrogen production from the reaction. Fine magnesium particles or thin ribbons have a higher surface area than bulk magnesium, enabling a higher contact area with hydrochloric acid. This increased contact area facilitates a larger number of reactant collisions, effectively accelerating the reaction rate and hydrogen production. However, excess magnesium powder should be avoided, as it may cause agglomeration, reducing the effective surface area and modifying the reaction kinetics.
Catalysis, though not directly involved in the reaction between magnesium and hydrochloric acid, is a noteworthy factor that can potentially influence hydrogen production. Some studies have investigated the role of catalytic elements like copper and iron in enhancing the reaction between magnesium and hydrochloric acid by indirectly modifying the reaction pathway. Further research is crucial to fully comprehend and optimize the effect of catalysts on hydrogen production in this context.
In summary, a myriad of factors contributes to the production of hydrogen gas during the reaction between magnesium and hydrochloric acid. Technologies have emerged that leverage the knowledge of these factors to devise cost - effective methods for obtaining hydrogen gas at an industrial scale. However, potential experimental and methodological challenges may arise when analyzing and comparing the estuary from empirical investigations with stoichiometric predictions. Scrutinizing the residuals and improving existing experimental frameworks will empower researchers to unravel the enigmatic intricacies of hydrogen gas dynamics, thereby laying the groundwork for future applications and innovations in clean energy production. The evolving societal landscape merits a relentless pursuit to understand, optimize, and harness the boundless potential that lies within hydrogen gas production.
Comparison of Magnesium's Reactivity with Other Elements in the Periodic Table
In examining magnesium's reactivity with hydrochloric acid, one might delve further into the periodic table in search of other elements that produce fascinating and insightful comparative results. The reactivity of an element is fundamentally dictated by the presence and configuration of electrons within its atoms, making the quest for comparative reactivity an exploration into the architecture of the periodic table itself. This journey highlights an array of intriguing interactions and behaviors among elements, offering answers to questions regarding their individual and collective chemical identities.
Consider magnesium, strategically situated in Group 2 and Period 3. Within Group 2, referred to as the "alkaline earth metals," magnesium shares common ground with its family members: beryllium, calcium, strontium, barium, and radium. Despite their shared features, such as a two - electron valence shell and a propensity for forming doubly - charged cations, these elements display a wide range of behaviors and reactivity profiles when exposed to hydrochloric acid.
Moving down the Group 2 column, the reactivity of these elements with hydrochloric acid increases owing to the greater ease with which their valence electrons can be removed. Beryllium, the smallest of the group, has a strong hold on its valence electrons due to the proximity of its positive nucleus, resulting in a milder reaction. Conversely, radium - the heaviest alkali earth metal - loses its electrons more readily, leading to a vigorous reaction with hydrochloric acid that manifests in the rapid generation of hydrogen gas and a highly exothermic response.
A comparison between magnesium and elements in Group 1, the alkali metals, further reveals fascinating insights into the relationship between an element's position in the periodic table and its reactivity. Alkali metals, comprising lithium, sodium, potassium, rubidium, cesium, and francium, are known to be highly reactive with water, oxygen, and other non-metals. When reacted with hydrochloric acid, they produce corresponding metal chlorides and hydrogen gas just as magnesium does. However, the combustion of alkali metals in hydrochloric acid is notably faster than that of alkaline earth metals due to the fact that alkali metals only require the loss of a single electron to obtain a stable, noble gas configuration.
Among the effortlessly captivating elements are those with slower reactivity profiles when faced with hydrochloric acid. Take, for example, Group 3 and 4 elements like aluminum, gallium, and germanium. These elements exhibit reduced reactivity with hydrochloric acid due to the fact that they form a protective oxide layer on their surface, which resists further reaction with the acid. Notably, the reactivity of zinc - a transition metal - defies its expected reactivity according to its position in the periodic table, as it reacts rapidly with hydrochloric acid to form hydrogen gas and aqueous zinc chloride.
In conclusory contemplation of magnesium's reactivity with hydrochloric acid and its comparison to other elements, the periodic table provides a kaleidoscope of exciting and diverse interactions. Fluctuations in reactivity among the various elements reveal a treasure trove of chemical information about electron configurations, sizes, and positions, as well as the forces that govern the behavior of each atom. The reactivity profiles of magnesium and other elements serve as testaments to the beauty and complexity of the periodic table - a gift that continues to gift to the scientific community and to those who appreciate the inner workings of nature itself. Driven by this glimpse at the intricate tapestry created by these myriad elemental interactions, one must now ponder: how do these dazzling displays of reactivity translate into real - world applications? For within this intriguing puzzle lies the potential to harness the power of these elements to better industry, technology, and perhaps even our understanding of the world and beyond.
Chapter 3
Balancing Chemical Equations: Mg + HCl = MgCl + H
It is easy to assume that once you write down the formulae for reactants and the products, the equation automatically stands balanced. However, this is seldom true. The unbalanced equation for the aforementioned reaction is written as:
To arrive at a balanced chemical equation, one must ensure that the number of atoms of each element on the reactant side equals the number of atoms on the product side. In other words, the total mass of reactants remains conserved, and no matter is lost or created in the process. Take a moment to appreciate the simplicity and elegance of the message embedded in these balanced equations. They unlock a wealth of information about reactions, but before we embark on that journey, we must balance the equation at hand.
Starting with magnesium, there is one Mg atom on the reactants' side and one on the products' side. This fulfills the conservation of mass requirement for magnesium. Next, we consider chlorine; there is one Cl atom in the reactant HCl and two Cl atoms in the product MgCl. To ensure the same number of atoms on both sides, we must multiply HCl by two, giving us:
Now, examining the hydrogen atoms, it is evident that we have two H atoms in the reactants through 2HCl and two H atoms in the products via H. At this stage, the conservation of mass is met for all elements involved in this reaction, and our quest to balance this chemical equation is complete.
Understanding the calculus behind balancing equations enables us to navigate the world of chemical reactions more skilfully. The stoichiometric coefficients derived from balancing the equation helps in deciphering the mole - to - mole relationships and ultimately transforming our understanding of reactants and products' interplay at the atomic level.
Indeed, like the conductor of a well-tuned orchestra, the balanced chemical equation brings harmony and order to the otherwise chaotic world of chemical reactions. It allows for precise predictions of the amounts of reactants necessary and the products to be generated, making it indispensable for a chemist, be it in the laboratory or the industrial facility.
As we delve deeper into this reaction of magnesium and hydrochloric acid, keep in mind the significance of a balanced chemical equation in directing and sculpting our understanding. We shall now venture into the other realms of stoichiometry, where the bridge of knowledge constructed through this seemingly innocuous equation shall guide our foray into theoretical yield calculations, experimental setups, and the impact these insights have on environmental and technological advancements.
The allure of the balanced chemical equation, although subtle and often overlooked, remains an indispensable piece of the puzzle that connects, validates, and unravels the mysteries of the atomic interplay during chemical reactions. It reminds us of the simplicity that underpins the seemingly complex fabric of reality, unveiling a symphony of atoms dancing in harmony, synchrony, and perpetual balance.
Importance of Balanced Chemical Equations in Stoichiometry
The art and science of chemical reactions have fascinated humankind for centuries. Stumbling upon novel reactions, discerning their underlying principles, and harnessing their power for practical purposes have driven the fields of chemistry, industry, and medicine. These reactions form the bedrock of many transformative paradigms in human civilization. As we peel back the layers of these reactions, we are gently reminded of the fundamental, yet profoundly consequential, keystone of chemistry that holds it all together: stoichiometry. An intellectual symphony that silently underpins the ceaseless play of atoms and molecules, stoichiometry is the language that tames the unbridled chaos of the quantum world and describes it in elegant terms that even our human intellects can hope to comprehend.
At the heart of stoichiometry lies the balanced chemical equation a simple yet extraordinary concept that governs the teeming cosmos of chemical reactions. Balanced chemical equations are akin to musical scores that dictate the interplay of constituent atoms and molecules. They reveal the elegance of chemical reactions in a concise notation, deftly capturing the intricate balance of matter that is neither created nor destroyed in these inter-particle tugs of war. One may contend that no other idea in chemistry possesses such sweeping ubiquity, yet so often goes unrecognized, as the balanced chemical equation.
Diving into the realm of stoichiometry with unbalanced chemical equations is akin to attempting a symphony plagued with discordant and unresolved notes. Imbalances in the atomic dance of chemical reactions can trigger catastrophic consequences, rendering downstream calculations futile. The balance of chemical equations hence forms the crux of stoichiometry, influencing its every step with extraordinary precision.
Take, for instance, the reaction between hydrogen and oxygen gases that births the life - giving molecule - water. An unbalanced reaction may allow for perilous overabundance of hydrogen or oxygen, which can culminate in highly reactive concoctions. A balanced chemical equation, however, ensures that the constituent reactants harmoniously dance to their destined tunes, forming water molecules in a controlled fashion befitting the laws of nature. Such balance not only preserves the integrity of stoichiometry but also evades hazardous consequences that often lurk in the shadows of chaotic molecular worlds.
Stoichiometry often harkens the practitioner to traverse a labyrinth of variables, such as mass, concentration, temperature, and pressure. The balanced chemical equation serves as the veritable guiding star in this conundrum, revealing the intricacies of reactant interplay and ensuring that atoms and molecules adhere to the stoichiometric constraints. In this sense, neglecting the balance of a chemical equation is tantamount to attempting a perilous voyage across stormy seas without a compass.
CHAPTER 3. BALANCING CHEMICAL EQUATIONS: MG + HCL = MGCL +
H
Beyond the confines of a single reaction, the significance of balanced chemical equations in stoichiometry can be best appreciated in the context of interwoven multistep synthesis schedules. Many chemical and industrial applications necessitate the execution of complex reaction sequences involving dozens, if not hundreds, of reactants and products precariously perched on stoichiometric scaffolds. In such scenarios, a single discordant note in a balanced chemical equation can send catastrophic ripples through the entire network of reactions, jeopardizing not only the immediate reactants and products but the entire ensemble of synthesis.
As we now delve deeper into the exploration of stoichiometry, we shall come to embrace the balanced chemical equation as our faithful companion and confidant. This humble yet immensely powerful tool will permit us to unlock the secrets of chemical reactions and harness the very essence of the cosmos. As we continue this journey, we shall encounter intricate dances of atoms and molecules, deftly choreographed by the ever - watchful hand of stoichiometry and immortalized in the hallowed annals of balanced chemical equations.
Steps to Balance a Chemical Equation: Mg + HCl = MgCl + H
The first crucial step in balancing chemical equations is to ensure that the formula represents the correct reactants and products of the chemical reaction. In our case, the given unbalanced equation is: Mg + HCl = MgCl + H. At first glance, one might assume that the left-hand side and the right - hand side of the equation accurately represent the reactants and products, respectively, but attention to detail is critical. A closer examination reveals that the reactants, magnesium and hydrochloric acid, form magnesium chloride and hydrogen gas during the course of the reaction, validating the correctness of the given formula. This satisfied condition is vital since the accurate representation of the reaction is a stepping stone towards its balanced form.
The concept of balancing chemical equations is, in essence, applying the law of conservation of mass, which states that matter cannot be created nor destroyed in the course of a chemical reaction. Thus, the atoms of various elements in the reactants must be conserved and appear in equal numbers on both sides of the chemical equation. Bearing this fundamental principle in mind, our journey towards balancing the given equation, Mg + HCl = MgCl + H, begins.
As we deconstruct the equation, let us start by counting the atoms of each element present on both sides. In the reactant side, we have one magnesium atom (Mg), one hydrogen atom (H), and one chlorine atom (Cl); whereas, on the product side, we have one magnesium atom (Mg), two hydrogen atoms (H), and two chlorine atoms (Cl). And here lies the crux of the problem: the number of hydrogen and chlorine atoms in the reactant side does not match with the number of corresponding atoms in the product side.
To rectify the discrepancy, we introduce the concept of stoichiometric coefficients - integers that can be placed in front of the reactant or product formula, effectively multiplying the number of atoms of each element in the formula by the value of the coefficient. The objective is to transform the equation in such a way that the law of conservation of mass is satisfied.
Focusing on the unbalanced number of hydrogen and chlorine atoms, we can deduce that placing a stoichiometric coefficient of "2" in front of the HCl in the reactant side will not only balance out the hydrogen atoms but also the chlorine atoms simultaneously. The revised equation now reads: Mg + 2HCl = MgCl + H. Observing the atom counts, one recognizes that, indeed, conservation of mass has been accomplished.
To ensure the equation is truly balanced, a quick check is to tally the number of atoms of each element on both sides of the equation. Doing so yields satisfying results: Mg (1), H (2), Cl (2) on both the reactant and product side, which verifies the final balanced equation as Mg + 2HCl MgCl + H. With these simple manipulations and understanding of stoichiometry principles, the once seemingly complex puzzle unfolds elegantly under the power of intellectual precision.
While the journey to balance the equation for our chosen chemical reaction between Mg and HCl may be deemed as rather simplistic, the lessons gained from this exercise hold true for any chemical reaction encountered in analytical chemistry. Balancing chemical equations is an indispensable skill that paves the way for higher - order stoichiometric calculations and analytical thinking. And as we shall see in the following sections, this balanced equation will play a central role in unlocking the mysteries of relationships between reactants and products, allowing us to delve deeper into the quantitative aspects of chemistry.
So, let us embrace the satisfaction of reaching a balanced equation, knowing that the atoms have found their rightful equilibrium, and let it propel us forward in unraveling the intricacies of stoichiometry and harnessing its potential in unraveling the fascinating world of chemical reactions. A world where the dance of elements continues unabated and under the watchful eye of the curious chemist.
Identifying Coefficients and Subscripts in the Balanced Chemical Equation
An intellectual journey into the realm of balanced chemical equations is much like traversing an intricate web of connections, where numbers, symbols, and reactions are interwoven into a fascinating tapestry of chemical understanding. Identifying coefficients and subscripts in the balanced chemical equation provides us, the scientific explorers, with the essential means to unravel these connections, leading to powerful insights we can apply in our everyday lives, industry, and research. With each step we take in scrutinizing the coefficients and subscripts, we uncover the hidden meaning behind the stoichiometry and quantities of reactants and products in chemical reactions.
Take, for instance, the most minimalistic example: the balanced chemical equation of hydrogen, H, reacting with oxygen, O, to produce water, HO. As uncomplicated as this reaction may appear, rich mathematical relationships lie beneath its seemingly simple exterior. To identify these relationships, we first need to recognize the subtleties of coefficients and subscripts.
Subscripts, denoted by small numbers written on the lower right of chemical symbols, are invaluable in representing the natural composition of substances. In the hydrogen - oxygen reaction, we see that each molecule of hydrogen comprises two hydrogen atoms (H), and each molecule of oxygen contains two oxygen atoms (O). We should refrain from altering subscripts while balancing chemical equations because they represent the basic and unchangeable atomic structure of the elements. Modifying a subscript is akin to an alchemist attempting to change the fundamental properties of matter - a concept proven impossible by modern chemistry.
On the other hand, coefficients are the integers we place in front of the chemical symbols or formulas in a balanced equation. They signify the molar amounts of the substances involved, both reactants, and products, which are altered during a chemical reaction. Coefficients, unlike subscripts, can be adjusted to achieve a balanced equation that obeys the law of conservation of mass - that is, ensuring that the total number of atoms on both sides of the equation remains equal.
Returning to our hydrogen - oxygen reaction, the equation, as written so far, is unbalanced: H + O HO. We must balance this equation to justify the conservation of atoms. By comparing the amount of hydrogen atoms on both sides of the equation, we can determine that we now require a coefficient of 2 in front of HO to achieve an equal number of hydrogen atoms. With this adjustment, our equation becomes: H + O 2HO. However, we must still contend with the oxygen atoms. Presently, there is an odd number of oxygen atoms in the newly balanced equation. Multiplying the reactants by appropriate coefficients, we finalize the equation: 2H + O 2HO. We have now successfully balanced the equation by manipulating coefficients, while the subscripts remained unaltered throughout the process.
The profundity of the balanced chemical equation is unveiled when we recognize that coefficients dictate the stoichiometry of a reaction, illuminating the mole - to - mole relationships between reactants and products, providing critical information required for calculations in stoichiometry problems. Moreover, these relationships enable chemists to derive essential information in the realms of both industry and research, including predicting optimal yields, determining limiting reactants, and tailoring the reaction conditions to maximize efficiency and minimize costs.
As our exploration of balanced chemical equations continues, the recognition of coefficients and subscripts as separate, yet complementary, aspects of these equations equips us with the capacity to unravel the myriad of connections woven into the complex web of chemistry. Knowledge and understanding of coefficients and subscripts are the keys that unlock the immense potential concealed within chemical reactions. With these intellectual tools in hand, we can effortlessly navigate the realm of stoichiometry, elevated by our newfound comprehension of the intricate links between the mathematical and molecular facets of the wondrous world of chemistry.
Using Balanced Chemical Equations to Determine Mole - to - Mole Relationships
In the world of chemistry, balanced chemical equations serve as a powerful tool for understanding and predicting the behavior of chemical reactions. These balanced equations not only provide a visual representation of the reactants being transformed into products, but they also indicate the precise proportions of each participant in this dance of atoms and particles. While these equations might seem like simple arithmetic at a glance, determining mole - to - mole relationships is essential for revealing the underlying ratios that govern how elements and compounds interact with one another.
In order to appreciate the true value of balanced equations and their role in determining mole - to - mole relationships, let us first make sure that we understand the key components of these equations: the formulas of reactants and products, and the stoichiometric coefficients which are whole numbers placed in front of the formulas, indicating the required number of moles of each species involved in the reaction.
Consider the following example of a balanced equation for a reaction between nitrogen gas (N) and hydrogen gas (H) to create ammonia (NH):
In this scenario, the stoichiometric coefficients are 1 (for N), 3 (for H), and 2 (for NH). These coefficients represent the mole-to-mole relationships between the reactants and products in the reaction, i.e., one mole of nitrogen gas reacts with three moles of hydrogen gas to produce two moles of ammonia.
From this information, we can formulate various mole-to-mole ratios that describe how moles of one substance are related to moles of another substance in the reaction. For instance, given the balanced equation presented earlier, we can deduce that:
- 1 mole of N 2 moles of NH - 3 moles of H 2 moles of NH - 1 mole of N 3 moles of H
These ratios provide insight into how the various reactants and products interact in a way that allows us to make predictions about how the reaction will proceed, given the initial amounts of reactants and desired products.
Imagine that you have been tasked with overseeing an industrial nitrogen fixation process, designed to generate a specific quantity of ammonia while minimizing waste and cost. You are given 10 moles of nitrogen gas and 20 moles of hydrogen gas. Can you produce the desired 20 moles of ammonia using these inputs? To solve this problem, we can apply the concepts we've learned about balanced chemical equations and mole - to - mole relationships.
First, using the mole - to - mole ratio given by the balanced equation, we can determine the required number of moles of each reactant. We know that to produce 20 moles of ammonia, we need:
```
(20 moles NH) (1 mole N / 2 moles NH) = 10 moles N and: (20 moles NH) (3 moles H / 2 moles NH) = 30 moles H
```
Comparing these required amounts with the given initial amounts, it becomes evident that we have an insufficient amount of hydrogen (20 moles H instead of the required 30 moles H) to produce 20 moles of ammonia while nitrogen gas is in excess (since we have exactly 10 moles N). In other words, hydrogen gas is the limiting reactant in this scenario, and the ammonia production will be limited by the available quantity of hydrogen gas.
Applying Mole - to - Mole Relationships to the Given Reaction: 0.125 mol Mg and 25cm of 4.0moldm - HCl
Applying Mole - to - Mole Relationships to the Given Reaction: 0.125 mol Mg and 25cm of 4.0moldm- HCl
Let us first take a step back and recap the balanced chemical equation for our reaction, which beautifully captures the mole - to - mole relationships between all the species involved:
In this equation, one mole of magnesium combines with two moles of hydrochloric acid to produce one mole of magnesium chloride and one mole of hydrogen gas. The coefficients in the balanced equation reveal that there is a 1:2:1:1 mole - to - mole ratio amongst Mg, HCl, MgCl, and H. Armed with this vital information, we can now dive into our given situation with confidence.
We are given that there are 0.125 mol of magnesium and 25 cm of 4.0moldm- hydrochloric acid. Recall that molarity, or moles per liter, is a measure of concentration. By multiplying the volume of the solution (in liters) by its molarity, we can find the moles of hydrochloric acid present:
Moles of HCl = Volume Molarity Moles of HCl = 0.025 L 4.0moldmMoles of HCl = 0.100 mol
So, we have 0.125 mol of magnesium reacting with 0.100 mol of hydrochloric acid. We can use the mole - to - mole ratios obtained from the balanced equation to figure out how many moles of hydrogen gas will be produced. To do this, we must examine the moles of each reactant and decide which one is the limiting reactant. The limiting reactant is the one that gets fully consumed and ultimately dictates how much product can be formed.
Recalling that the balanced chemical equation involves a 1:2 ratio between Mg and HCl, we can write:
Moles of HCl required for complete reaction = 2 Moles of Mg Moles of HCl required = 2 0.125 mol Moles of HCl required = 0.250 mol
However, we see that there are only 0.100 mol of HCl present in the solution, while the reaction requires 0.250 mol. This means that HCl is the limiting reactant, while Mg is in excess. Consequently, the formation of products in this reaction will be dictated by the amount of HCl available.
Now we use the 1:1 mole-to-mole relationship between HCl and H found in the balanced equation to calculate the moles of hydrogen gas formed:
Moles of H = Moles of HCl Moles of H = 0.100 mol
There you have it, our exploration into mole - to - mole relationships in the reaction between 0.125 mol of magnesium and 25cm of 4.0moldmhydrochloric acid has led us to predict the formation of 0.100 mol of hydrogen gas. This elegant synergy between the reactants and the products, as evident in the balanced chemical equation, allows us to judiciously apply stoichiometric principles and unravel the quantitative aspects of the reaction.
Calculating Moles of Hydrogen Gas Evolved in the Reaction
To provide a clear and concise explanation, let us consider the reaction between magnesium (Mg) and hydrochloric acid (HCl) - a widely studied reaction in the field of chemistry. Not only is this reaction intriguing due to the vigorous evolution of hydrogen gas (H), but it also serves as an excellent platform to understand stoichiometry and mole - to - mole calculations.
The balanced chemical equation for this reaction is as follows:
It is evident from the chemical equation that one mole of magnesium reacts with two moles of hydrochloric acid, producing one mole of magnesium chloride and one mole of hydrogen gas.
For example, consider we have 0.125 moles of magnesium reacting with 25 cm of hydrochloric acid with a concentration of 4.0 mol/dm - . The first step in calculating the moles of hydrogen gas evolved lies in deducing the moles of hydrochloric acid present in the given volume. This can be accomplished employing the following formula:
Moles of solute = Concentration Volume
Here, the concentration is 4.0 mol/dm, and the volume is 25/1000 dm (since 1 cm = 0.001 dm). Therefore, the moles of hydrochloric acid are:
Moles of HCl = 4.0 mol/dm 25/1000 dm = 0.1 moles
With the moles of magnesium (0.125) and hydrochloric acid (0.1) now known, we can determine the limiting reactant based on their stoichiometric relationship. Since one mole of Mg requires two moles of HCl, it is evident that the hydrochloric acid is the limiting reactant, as there are insufficient moles to fully react with all of the magnesium present.
To determine the moles of hydrogen gas evolved, we must apply the mole - to - mole relationship between the limiting reactant (HCl) and hydrogen gas. The balanced equation indicates that two moles of HCl yield one mole of H:
0.1 moles HCl (1 mol H / 2 mol HCl) = 0.05 moles H
Consequently, our calculations reveal that 0.05 moles of hydrogen gas will be produced from the given reaction.
The example illustrates the importance of understanding stoichiometry, balanced chemical equations, and mole - to - mole ratios when calculating moles of a product formed - in this case, hydrogen gas. Such calculations are invaluable when scaling reactions up to an industrial level or conducting research to optimize a given process.
As the story of magnesium and hydrochloric acid unfolds, countless practical applications and implications are revealed. Through manipulating variables such as reactant quantity, concentration, and environmental factors, the production of hydrogen gas can be modulated and optimized. The evolution of hydrogen gas serves as the connection between the theoretical world of chemical equations and the tangible realm of experimental chemistry.
As we continue our exploration into the vast world of chemical reactions, we embark upon a journey that transcends mere numbers and symbols. In our pursuit of understanding the interplay between magnesium and hydrochloric acid, we uncover a treasure trove of insights that reach beyond the laboratory walls, shaping our comprehension of the underlying complexity and intrigue found within our world.
Verifying the Balanced Chemical Equation with the Calculated Moles of Hydrogen Gas Evolved
To paint a vivid picture of our quest, let's take an imaginary scenario of having 0.125 moles of magnesium reacting with 25 cm of 4.0 mol/dm hydrochloric acid. Based on this information, we aim to discern the amount of evolved hydrogen gas, which shall serve as our end goal. A careful synthesis of knowledge and application shall be our guiding compass in this scientific pursuit.
Initially, we need to remind ourselves of the balanced equation for the magnesium and hydrochloric acid reaction: Mg(s) + 2HCl(aq) MgCl(aq) + H(g). This blueprint will form the crux of our calculations and ultimately our verification as well. It is important to remember that in a balanced equation, the stoichiometric coefficients represent the mole - to - mole relationships between the reactants and products. Thus, one mole of Mg reacts with two moles of HCl to produce one mole of MgCl and one mole of H respectively.
Armed with the ratio presented by the coefficients, we have a sturdy foundation to rely upon. In our initial foray, we computed the moles of magnesium (0.125 mol) and hydrochloric acid using the concentration and volume provided (25 cm of 4.0 mol/dm => 0.1 mol of HCl). Subsequently, we deduced that magnesium was the limiting reactant, with 0.125 moles of Mg corresponding to the formation of 0.125 moles of H.
Now comes the quintessential moment of truth, where we take a step back and verify if our calculated result holds up to the litmus test of the balanced equation. Based on the coefficients outlined in the equation, one mole of Mg should produce one mole of H. Therefore, with 0.125 moles of Mg, we expect a one - to - one ratio between Mg and H. Lo and behold, our calculated moles of hydrogen gas fit squarely within this ratio (0.125 moles of Mg and 0.125 moles of H). This tantalizing correlation between our result and the equation's stoichiometric relationship confirms the accuracy of our
calculations.
It is in this moment of realization that we can appreciate the true power of stoichiometry and balanced equations. These concepts not only provide us with a pathway to calculate amounts of reactants and products but also ensure the validity of our deductions by serving as a robust checkpoint. As chemists and scientists, we stand on the cusp of groundbreaking discoveries, guided by the tenets of stoichiometry and a balanced equation's unwavering insights.
However, this quest, though compelling, would be remiss if it were to end here. As we bask in the glory of our observations, we must now venture forth to the caverns of concentration and the realm of limiting reactants. With our verified knowledge of hydrogen gas formation by our side, the horizon beckons to explore the effect of concentration and yield in our pursuit of understanding the nuances of the world of chemical reactions.
Chapter 4
Understanding Molarity and Concentration in Reactions
In any chemical reaction, a fundamental understanding of molarity and concentration is crucial to interpreting experimental results and predicting theoretical yields. A deep dive into these concepts will not only empower budding chemists with the necessary technical insights but also reveal the intellectual beauty of chemistry itself. In our previous exploration of stoichiometry, we manipulated balanced chemical equations to calculate moles of reactants and products. Now, our quest continues with a thorough analysis of molarity, concentration, and their application in the fascinating reaction between magnesium and hydrochloric acid.
Molarity is a central concept for understanding the quantitative aspects of chemistry, representing the concentration of a solute in solution. Defined as the number of moles of solute per liter of solution, molarity (M) vividly illustrates the proportional relationship between the dissolved substance and the solvent. To help visualize this, imagine the swirling dance of solute and solvent molecules. The more solute particles join the dance, the denser and more intricate the choreography becomes in a limited amount of space. This increase in molar concentration leaves little room for missteps, with every collision increasing the likelihood of a chemical reaction.
As a case in point, let us explore the role of hydrochloric acid (HCl) concentration in the reaction with magnesium (Mg). Recall that the reaction produces magnesium chloride (MgCl) and hydrogen gas (H). But how does changing HCl concentration affect the reaction's rate and yield? To answer this question, we must first learn to speak the language of molarity.
Suppose we want to prepare a solution of HCl with a specific concentration, say 1.0 M. Achieving this task requires that we know the molar mass of HCl, which is 36.5 g/mol. We would then dissolve 36.5 g of HCl in just enough water to create one liter of solution. As we meticulously measure and mix, the role of molarity as a ratio of solute to solvent volume becomes evident.
Now, armed with this knowledge of molarity, we turn our attention to the influence of hydrochloric acid concentration on the reaction with magnesium. By varying the molarity of HCl, we can observe how the rate of hydrogen gas production and the theoretical yield of the reaction change. Higher concentrations of HCl will provide more reactant molecules per unit volume, which increases the likelihood of molecular encounters and, consequently, the rate of the reaction. However, it is essential to note that this heightened reactivity will not necessarily lead to more hydrogen gas production, as the stoichiometric ratio of reactants governs the extent of the reaction and the amount of product generated.
In conclusion, discerning the intricate interplay between molarity, concentration, and reaction outcomes requires not only a steadfast foundation in these quantitative concepts but also an appreciation for the delicate molecular dance within the solution. Like spectators at a grand performance, chemists are captivated by the myriad ways reactant concentrations shape and choreograph the course of a chemical reaction. As we unveil the mysteries of molarity and concentration, we gradually come to understand the art and science underlying chemical reactions. This newfound wisdom serves as a beacon as we move forward in our journey, delving deeper into the world of stoichiometry and the realm of reactants and products.
Importance of Molarity and Concentration in Chemical Reactions
The stage is set: two reactants poised for collision, mixed in a beaker, awaiting that spark, that catalyst, to send them hurtling into transformation, forming new substances with very different properties. The stars of this performance are magnesium and hydrochloric acid: innocent - looking, perhaps, but the stuff of vigorous chemical reactions. It is no surprise, then, that we find the junction of these two deceptively simple elements a fascinating and rich area of scientific study.
The role of molarity and concentration in chemical reactions cannot be overstated. Molarity, the measure of the concentration of a solute in a solution, is intricately linked to the very nature of chemical reactions. At the heart of any reaction lies the driving force of collision between particles to break and re-form chemical bonds, ultimately leading to the transformation of reactants to products. This dynamic landscape of molecular interactions is delicately balanced on the precipice of concentration: too little solute, and the particles become sparse, the interactions rare and uneventful; too much, and the particles may become so saturated that they cannot find empty spaces in which to move and interact. As with so many things in nature, it is the balance between these extremes that enables the chemical dance to progress smoothly and efficaciously.
Consider the reaction between magnesium and hydrochloric acid: magnesium, a courageous and valiant metal, shedding its outermost electrons to form a stable ion, albeit with some reluctance; hydrochloric acid, a fickle and demonstrative acid, greedily accepting the proffered electrons to produce a flurry of protons, hopping from one molecule to another like impatient guests at a dinner party. It is only through the precise and delicate marriage of their respective concentrations that these reactants can fulfill their potential: to form magnesium chloride, a harmonious and balanced ionic compound, and to liberate hydrogen gas, a byproduct of the exchange of electrons. This dramatic performance, then, hinges on the fine art of determining the concentrations of magnesium and hydrochloric acid that will maximize their reactivity and yield the desired products.
The elegance of molarity as a unit of concentration lies in its fundamental connection to the mole, a unit that is deeply ingrained in the description and understanding of quantitative chemical phenomena. In the same way that the mole allows us to bridge the chasm between the macroscopic and microscopic worlds, from the mass of a handful of magnesium filings to the number of individual metal atoms they contain, molarity provides a link between the abstract realm of particle count and the more tangible realm of solute volume. This dual nature of moles and molarity allows us to perceive the concentrations of our reactants, not merely as mathematical abstractions, but as physical entities whose fluctuations can reverberate through the entire course of a reaction.
It is in the application of molarity to the stoichiometric calculations of chemical reactions that its full utility becomes apparent. By analyzing the relationships between the moles of reactants and products in a balanced chemical equation, we can determine the very fate of each molecule that enters the fray of the reaction. The stoichiometry of a reaction, determined from the coefficients in the balanced chemical equation, dictates the proportions in which our reactants will perform their intricate dance of formation and destruction, and provides a gateway to understanding the precise impacts of concentration on the yield and efficiency of a chemical reaction.
In exploring the wondrous relationship between molarity, concentration, and chemical reactions, we embark upon the winding path of knowledge that leads us deeper into the realm of the atoms and molecules that power the world around us. Reactions like that of magnesium and hydrochloric acid serve as an ideal starting point, as the concentrated energy inherent in helium gas production accentuates the delicate interplay of chemistry stoichiometry in a way that is both visually evocative and analytically intriguing. It is only through delving into these interactions, experimenting and questioning as we go, that we can continue to refine our understanding of the fundamental principles governing the chemical world and harness their power to shape the future.
Review of Molarity and Units of Concentration (mol/dm)
The crux of comprehending chemical reactions lies in having a keen understanding of quantities of substances involved and how they relate to one another. A fundamental concept herein is molarity, a measure of concentration that is utilized to express the amount of solute present in a specific volume of a solution. Molarity (M) is quantified in units of moles per decimeter cubed (mol/dm) as it encapsulates the moles of solute dissolved in a one - liter solution, thereby allowing chemists to describe reactions at the molecular level.
Delving deeper into the concept of molarity, one must appreciate the significance of the mole unit, which serves as a bridge between the macroscopic world of weights and volumes, and the submicroscopic realm of atoms and molecules. A mole represents a specific quantity called Avogadro's number (6.022 x 10), embodying the number of entities such as atoms, ions, or molecules in a given amount of substance. The intrinsic nature of moles simplifies related calculations, as stoichiometry inherently operates at the molecular scale.
To illustrate the practical application of molarity, consider the reaction between magnesium (Mg) and hydrochloric acid (HCl) we have been examining:
A problem might require you to calculate the number of moles of hydrochloric acid needed to react with a particular mass of magnesium. Let's assume one must react 0.100 mol of Mg with a hydrochloric acid solution. Given the balanced chemical equation, we know that the stoichiometric ratio between Mg and HCl is 1:2, meaning that one mole of Mg reacts with two moles of HCl. Using this ratio, we can deduce that 0.200 mol of HCl are required for the reaction. However, in a real - life experimental setup, the hydrochloric acid would be in a solution form, thereby necessitating the conversion of moles to a volume of a specific solution with a known concentration.
Suppose the HCl solution has a concentration of 4.00 mol/dm. Mathematically, this translates to having four moles of HCl in one liter (1 dm) of the solution. Thus, to find the volume of the solution required for 0.200 mol of HCl, one can use the formula:
Volume of solution (in liters or dm) = (moles of solute) / (molarity of solution)
Applying this formula, we obtain:
Volume of HCl solution = (0.200 mol) / (4.00 mol/dm) = 0.0500 dm (50.0 cm)
This demonstrates that 50.0 cm of a 4.00 mol/dm hydrochloric acid solution would be necessary to completely react with 0.100 mol of magnesium. This calculation accentuates the significance of molarity in facilitating the conversion of moles to volumes, which in turn aids in connecting the molecular realm to the macroscopic world of practical measurements.
Moreover, the concept of molarity also proves instrumental in discerning reaction rates and extents under varying conditions. It enables chemists to investigate the effect of increasing or decreasing the concentration of reactants in a reaction mixture, thereby paving the way for optimizing experimental conditions, ensuring safety, and effectively harnessing the desired products.
Having laid the groundwork for understanding molarity and its critical role in stoichiometry, we can now direct our attention to applying these concepts in the context of our ongoing investigation into the magnesium - hydrochloric acid reaction. By diving into the mole ratio concept and harnessing the power of molarity, we will unmask the intricate connections between moles of reactants to moles of products so as to decipher the secrets of the producible hydrogen gas.
Calculating Concentration of Reactants (Mg and HCl) in the Reaction
While the measurement of solid reactants like magnesium can be straightforward, a crucial factor to consider is the treatment of units. Typically, the mass of a metal like magnesium is measured in grams, but chemical reactions and stoichiometric calculations often demand the use of moles. As such, we need to convert the mass of magnesium into moles using its molar mass, which for magnesium is approximately 24.3 g/mol. For example, if we have 1.0 grams of magnesium, we can calculate its moles as:
With the information now expressed in moles, we can move to the stage of the reaction where magnesium reacts with hydrochloric acid.
Calculating the concentration of hydrochloric acid can be less intuitive, as this reactant is an aqueous solution. To understand and express the concentration of a solution, chemists use the concept of molarity (M), which is defined as the number of moles of solute dissolved in one liter (dm) of a solvent. Hence, hydrochloric acid's concentration can be expressed in units such as moles per liter (mol/L) or moles per decimeter cubed (mol/dm).
Suppose we are given a known concentration of a hydrochloric acid solution, say 3.0 M. To determine the moles of HCl present in a specific volume of this solution, we need to use the following equation:
moles HCl = molarity HCl volume HCl
It is important to note that the volume must be expressed in liters or decimeters cubed, and if given in different units like milliliters (mL), a proper conversion is necessary. For instance, if we have 50.0 mL of a 3.0 M HCl solution, we first need to convert the volume to liters:
Now, we can apply the equation to calculate the moles of hydrochloric acid:
Armed with this knowledge, we can now establish the initial conditions of our reaction, based on the given amounts of magnesium and hydrochloric acid. The balanced chemical equation is:
By evaluating this equation and considering the mole ratios alongside the reactants' concentrations, we can predict the reaction's course: the reactants' conversion into products, the fate of the excess reactant, and the amount of hydrogen gas evolved.
In pursuing these calculations, precision and accuracy are crucial factors. The quality of the data we obtain hinges upon the rigor with which we approach the determination of our reactants' concentrations. Invariably, there will be some degree of error in measuring the mass or volume of our reactants, which can be mitigated through proper handling and the use of appropriate tools such as analytical balances, volumetric flasks, and pipettes.
As we move forward in investigating the reaction between magnesium and hydrochloric acid, this understanding of the reactants' concentrations serves as a reliable foundation for subsequent analytical pursuits. The careful quantification of the reactants enables a deep exploration of this intriguing reaction, allowing us to unveil the subtleties of conservation laws and stoichiometric predictions. As a result, we garner the necessary skills to confidently quantitatively scrutinize the reactions that underpin our daily lives and industry applications.
Relating Molarity and Volume to Moles in the Reaction
Molarity, denoted as "M," is defined as the amount of solute, expressed in moles, dissolved in a certain volume of solvent, typically measured in liters. In other words, the molarity of a solution can be expressed as the proportion of the moles of solute to the volume of the solvent, or M = moles of solute / volume of solution (in L). This relationship lies at the heart of stoichiometry and proves instrumental in connecting the amounts of reactants and products during a chemical reaction.
To grasp the role of molarity in the reaction between magnesium and hydrochloric acid, let us consider an example. Suppose we have a strip of magnesium weighing 0.153 grams and we wish to react it with 25 cm (0.025 L) of hydrochloric acid with a concentration of 1.5 M. Our first step would be to identify the moles of magnesium and hydrochloric acid available at the onset of the reaction. From the weight of the magnesium strip and the molar mass of magnesium (24.31 g/mol), we can determine that we have 0.00629 moles of magnesium.
By employing the relationship between molarity and moles, we can calculate the moles of hydrochloric acid in the solution. Since M = moles of solute / volume of solution, we can rearrange this equation to obtain moles of solute = M volume of solution. Therefore, moles of hydrochloric acid = 1.5 M 0.025 L = 0.0375 moles.
Having now determined the moles of both reactants, we can delve into the mole-to-mole relationships that govern the reaction between magnesium and hydrochloric acid. The balanced chemical equation for the reaction is: Mg + 2HCl MgCl + H. This equation reveals that, for every mole of magnesium reacting, two moles of hydrochloric acid are consumed, and one mole of hydrogen gas is generated. We call this the stoichiometric ratio, which is central to predicting the quantitative outcomes of the reaction.
In our current example, there are 0.00629 moles of magnesium and 0.0375 moles of hydrochloric acid available. At first glance, it appears that we have an abundance of hydrochloric acid. However, we must stay attuned to the stoichiometry of the reaction, 1:2, which indicates that we need twice the moles of hydrochloric acid as magnesium. Therefore, only 0.01258 moles (0.00629 moles 2) of hydrochloric acid will be utilized in the reaction, rendering magnesium as the limiting reactant.
Now, we can employ the balanced chemical equation to ascertain the moles of hydrogen gas produced by the reaction. Since one mole of magnesium yields one mole of hydrogen gas, our 0.00629 moles of magnesium will generate an equivalent amount of hydrogen gas. With this information, we have unraveled the crux of the relationship between molarity, moles, and volume in the context of a chemical reaction. This foundation offers us a solid starting point from which we can further explore the intricacies of stoichiometry, such as identifying limiting reactants and predicting reaction yields.
As we advance in our journey towards mastering the quantitative dimensions of chemical processes, let us remember that the key to unlocking the secrets of chemistry is by meticulously examining the relationships that connect the components of a reaction. By understanding how molarity and volume converge to dictate the number of moles involved in a reaction, we gain unprecedented access to the chemical language governing the microscopic world - a language that, when skillfully deciphered, bestows upon us the power to predict and manipulate the outcomes of reactions that shape our daily lives and propel scientific innovation to new horizons.
The Mole Ratio Concept: Connecting Moles of Reactants to Moles of Products
The concept of mole ratios, while seemingly arcane to the uninitiated, is the vital foundation for understanding and analyzing chemical reactions. This fundamental principle, which forms the backbone of stoichiometry, allows us to understand how specific amounts of reactants will react with one another to produce exact quantities of products. The beauty of mole ratios lies in their simplicity and power in unlocking the world of quantitative chemical analysis, leading to immense benefits in our daily lives and technological advancements.
To fully grasp the mole ratio concept, one must first understand the idea of a mole. Astonishingly, the word "mole" is not derived from the small burrowing mammal but from the Latin word "moles," meaning "mass." A mole is simply a collection of particles - atoms, molecules, ions, or even electrons, with a set quantity of particles called Avogadro's number, approximately 6.02 x 10ˆ23. With this knowledge, we elegantly link the atomic or molecular world's ideas to the macroscopic world of laboratory measurements in grams, liters, or other everyday units, facilitating practical applications.
Delving deeper into the mole ratio concept, we must embrace the wisdom of balanced chemical equations. These iconic symbols, which grace the annals of countless chemistry textbooks, succinctly capture the essence of a chemical reaction using coefficients to signify the stoichiometric relationship between the moles of different reactants and products. In other words, the coefficients in a balanced chemical reaction exhibit mole - to - mole relationships. This insight empowers chemists and curious minds alike to calculate the precise amounts of reactants required to produce desired quantities of products, minimizing wastage and maximizing efficiency in various applications.
Consider the classic combustion of methane (CH) in the presence of oxygen (O) to yield carbon dioxide (CO) and water (HO). The balanced chemical equation for this reaction is, quite poetically:
The numbers preceding each chemical species (1 for methane, 2 for oxygen, 1 for carbon dioxide, and 2 for water) represent the coefficients, which correspond to the moles of each element involved in the chemical reaction. What this equation tells us, quite remarkably, is that for every one mole of methane reacted, two moles of oxygen are required to produce one mole of carbon dioxide and two moles of water. These mole ratios are the very key that unlocks a world of powerful stoichiometric calculations.
Let us now employ these mole ratios to an enthralling challenge: how many moles of oxygen are needed to burn 4 moles of methane completely? This problem is swiftly dispatched by invoking the mole ratios:
As this captivating example demonstrates, mole ratios unleash the full potential of stoichiometry in guiding us through a world of quantity, with repercussions extending far beyond the realm of pure chemistry. Its influence is palpable in agriculture, where batching precise ratios of ingredients is paramount for optimal plant growth, or in pharmaceutical manufacturing, where attaining proper drug dosages saves lives. The mole ratio concept, then, transcends the immutable boundary between the microscopic and macroscopic realms, shining light upon the very nature of our existence.
The intellectual journey through the mole ratio concept is a story of balance and harmony - an interplay of reacting species brought together in stoichiometric proportions. As the mysteries of chemical reactions continue to unravel and the symphony of molecular interactions persist in an intricate dance, we stand as witnesses, guided by the ever - present compass of mole ratios, deeply connected to the universe's vast expanse. But this path we've traversed lies not at the journey's end; instead, it serves as a mere beginning. With our understanding of mole ratios now firmly entrenched, we can delve deeper into the enigmatic world of stoichiometry and embrace what truly lies at the heart of chemical reactions: the dance of atoms that creates beauty in the world all around us.
Utilizing Given Information to Determine Moles of Hydrogen Evolved
Imagine an explorer setting out on an expedition with a diverse set of tools and data at their disposal, from which they decipher the mysteries of the chemical world. On this quest, the balanced chemical equation serves as a guiding map, revealing invaluable information about the reactants' stoichiometry and their relative proportions. To reveal this information, we first need to balance the chemical equation: Mg(s) + 2HCl(aq) MgCl(aq) + H(g). This equation illustrates that one mole of magnesium reacts with two moles of hydrochloric acid to yield one mole of hydrogen gas.
Consider the following example: an experiment wherein 0.125 moles of magnesium react with a 25cm solution of 4.0moldm hydrochloric acid. Our task is to determine the moles of hydrogen evolved in this reaction. This puzzle requires us to untangle the given information and sift through the crucial data.
We begin by converting the concentration of hydrochloric acid into moles. As the concentration is expressed in moldm, and the volume is in cm, we need to convert the volume to dm using the conversion factor (1dm = 1000cm): Volume (dm) = 25cm 1000 = 0.025dm. Now armed with the volume in dm and the concentration, we are able to calculate the moles of HCl using the equation Moles = Concentration x Volume: Moles of HCl = 0.025dm 4.0moldm = 0.1 moles.
With the moles of both reactants in hand, we can stride forward and employ stoichiometry to determine the moles of hydrogen evolved. Our map, the balanced equation, reveals a mole - to - mole ratio between Mg and HCl of 1:2, and a 1:1 relationship between Mg and H. This means that for every one mole of Mg, one mole of H would be produced.
Having the stoichiometric relationships, we can formulate proportions for these relationships to connect the moles of reactants to the product: (Moles of H) / (Moles of Mg) = 1/1 and (Moles of H) / (Moles of HCl) = 1/2. To determine the moles of H produced, we can analyze the reactants and identify the limiting reactant. Comparing the moles of Mg and HCl, we can deduce that 0.125 moles of Mg would require 0.25 moles of HCl for complete consumption. However, we only have 0.1 moles of HCl available. Therefore, HCl is the limiting reactant, and we can use the second proportion to calculate the moles of hydrogen gas evolved: (Moles of H) / (Moles of HCl) = 1/2, and thus Moles of H = 0.1 moles of HCl (1/2) = 0.05 moles.
In summary, we have embarked on a journey to elucidate the moles of hydrogen evolved in a reaction between magnesium and hydrochloric acid, utilizing the key information provided. By balancing the chemical equation, converting given data to moles, employing stoichiometry, identifying the limiting reactant, and setting up relevant mole proportions, we have accomplished our goal. In doing so, we have showcased the power of these techniques in registering yields of products formed, laying the foundation for further exploration into the theoretical and experimental yields of chemical reactions, as well as their applications in diverse contexts. So, let us gear up for the next leg of our expedition, as we delve deeper into the uncharted territories held within the realm of stoichiometry and chemical reactions.
Chapter 5
Determining Moles of Magnesium and Hydrochloric Acid in the Reaction
Determining the moles of magnesium and hydrochloric acid in a chemical reaction necessitates not only a solid understanding of stoichiometry and the balanced chemical equation, but also the ability to confidently navigate the nuances of scientific data interpretation. As journeyers in this chemical expedition, let us delve deep into the uncharted realms of moles, masses, and volumes - ultimately uncovering the secrets that govern and quantify the interaction between the humble metals and their acidic counterparts.
To begin our search for tangible units amidst the constant interplay of reactants and products, let us consider a reaction between magnesium (Mg) and hydrochloric acid (HCl) that leads to the formation of magnesium chloride (MgCl) and hydrogen gas (H). Envision an intrepid chemist who introduces 2.50 g of magnesium to 50.0 cm of a 3.00 moldm hydrochloric acid solution. The first step in our quest lies in deciphering these values and translating them to the mole language.
Though armed with barely a mass and a concentration here, we are undeterred in identifying the moles using mathematical prowess. The moles of magnesium are easily determined through a simple mass - to - moles conversion, using the molar mass of magnesium (24.31 g/mol) as a key to unlock this quantitative treasure. With a quick division operation, we unravel this secret, decoding 2.50 g of magnesium to be approximately 0.103 mol of Mg.
The moles of hydrochloric acid pose a more interesting challenge - one that requires us to combine the art of concentration with the intricacies of volume. As molarity is defined as the number of moles in one liter (dm) of solution, we must first convert the volume of the hydrochloric acid solution to decimeters cubed by dividing 50.0 cm by 1000, resulting in a volume of 0.0500 dm. Now, armed with both concentration and volume, we can finally calculate the moles of hydrochloric acid by invoking the formula: moles = molarity volume. This calculation reveals the cryptic value of hydrochloric acid to be approximately 0.150 mol of HCl.
However, our journey does not end here. Having deciphered the reactants' moles, we now look to the balanced chemical equation as our beacon: Mg + 2 HCl MgCl + H. But what does this guiding equation tell us, exactly? Like a travel - worn scroll, it holds the key to understanding the constant relationship between the moles of magnesium and hydrochloric acid at play in this chemical dance. The stoichiometric coefficients - 1 for magnesium and 2 for hydrochloric acid - communicate how these participants gracefully adapt and balance each other during the formation of new products.
It is through this equation that we approach the hallowed ground of mole ratios. Every step of magnesium through the dance floor calls for a carefully calculated twirl of two hydrochloric acid partners, with the harmony of the reaction wholly dependent on the precision and faithfulness of these steps. For example, in the reaction between 0.103 mol Mg and 0.150 mol HCl, we bear witness to a flawless execution of mole ratio perfection - a 1:2 relationship that dictates the progression of each player towards the shared goal. By recognizing that 0.150 mol HCl can react with only 0.075 mol of Mg, we can see that the reactants are not in a perfect 1:2 ratio. However, even with this slight deviation, we remain confident that our determined chemist can still evaluate the magnitude of and maintain the order within the chaotic harmony that is chemical reaction.
Understanding the Initial Given Data: Magnesium Moles and Hydrochloric Acid Concentration
In order to unravel the intricate puzzle that is a chemical reaction, one must first decode the given information. Dealing with the reaction between magnesium (Mg) and hydrochloric acid (HCl), our initial information consists of the moles of the magnesium reactant and the concentration of the hydrochloric acid reactant. With this information in hand, we embark on an intellectual journey to deduce the finer details of the reaction, such as the amount of hydrogen gas evolved.
The amount of a substance is often represented in a unit called "moles." Imagine that a mole is akin to a dozen eggs - a fixed quantity of substance that facilitates simpler calculations. The number of atoms or molecules (fundamental particles) in a mole is a constant value known as Avogadro's number, approximately 6.022 x 10ˆ23 particles per mole. Thus, 0.125 moles of magnesium signifies that the reaction contains 0.125 x Avogadro's number of magnesium atoms.
The second piece of information provided is the concentration of hydrochloric acid, expressed as 4.0 mol/dm. To further elucidate the concept of concentration, consider that a concentration of 4.0 mol/dm implies that there are 4.0 moles of HCl present in every one liter (dm) of the given solution. To paint a clearer picture, imagine a bustling cityscape, where the concentration of people would represent the number of individuals per unit area.
For most chemical reactions, the concentration of the solution sufficiently encompasses its properties. However, some reactions also consider other factors that influence its behavior, such as temperature, pressure, or additives. In our tale of magnesium and hydrochloric acid, the concentration will be our guiding beacon, and we will pay heed to its role in shaping our reaction's outcome.
Now that we have established a fundamental understanding of our initial given data, we can begin to construct a map that will lead us to our coveted destination - the evolution of hydrogen gas. As we delve deeper into the world of stoichiometry and limiting reactants, it is crucial to acknowledge that this comprehension of moles and concentration serves as the foundation for our journey. Like bold pioneers setting out to explore new lands, we are now equipped with the knowledge and skills required to navigate the uncharted territory that lies ahead in our quest for hydrogen's mysteries.
In mastering this first stage, we have conquered the initial challenges and paved our way for the next steps in the stoichiometric odyssey. Determining moles of reactants and products, identifying the limiting reactant, and calculating the theoretical yield are within our reach. As we press onward, we shall not forget the importance of understanding our raw materials, for these are our compass and our sextant - for without these initial guiding parameters, we would surely be lost in a chemical labyrinth.
Calculating Moles of Hydrochloric Acid from Concentration and Volume
Inquiring minds often seek to understand the relationship between the world at the atomic scale and the plethora of observable phenomena that rely on these infinitesimal interactions. To this end, we elegantly waltz through an intricate dance, drawing connections between the ostensibly separate realms of mass, volume, and species count. A curtain lifts at the center of the stage, revealing a crucial player in the grand ballet of chemistry: moles. When it comes to an acid, such as hydrochloric acid (HCl), uncovering the stratum of moles entrusts us with the capability to reckon the potential severity of reactions and shed light on the subtle nuances of multi - faceted chemical systems.
Suppose we are given the concentration and volume of hydrochloric acid participating in a reaction, and our pursuit is to find the moles of this potent compound. The key to unlocking this enigma lies in embracing and orchestrating the interrelation between moles, molarity, and volume. Molarity, denoted by a capital M, is the concentration of a solution expressed in moles of solute per liter of solution (mol/L or mol dm). In our case, the solute is hydrochloric acid and the solution is the mixture of HCl and water. This remarkably simple yet significant parameter enables us to proceed.
Visualize a chemist whose hands are lovingly cupped, gently cradling 100 mL of an aqueous solution teeming with HCl at a 2 M concentration. Here, we now see the stage set for unraveling the mystery of moles. How many moles of hydrochloric acid lay within the caring, protective curvature of the chemist's hands?
Fortune smiles upon us, for the solution is but a stone's throw away from the information within our gentle grasp. We unveil an equation, a potion for our chemical notion: moles of solute (n) equates to molarity (M) multiplied by volume (V) in liters, expressed mathematically as n = M V.
The potion we have discovered, n = M V, is an imbibition that allows us to transmute the given volume and concentration of hydrochloric acid into moles. Therefore, in the case of our caring chemist, we must convert the volume of our 2 M HCl solution from milliliters (mL) to liters (L). Hence, 100 mL shall transform into 0.100 L, as there are 1,000 milliliters in 1 liter.
Our stage is set, our characters primed: M = 2 mol L and V = 0.100 L. The math is elementary: n = (2 mol L) (0.100 L) = 0.200 mol of HCl. Lo and behold! The moles of hydrochloric acid have been revealed to us, as if plucked from the fabric of the universe itself.
Through this illustrious demonstration, we gain an appreciation for the elegance and simplicity with which we can calculate moles of hydrochloric acid (or any solute, for that matter) from the given concentration and volume. The enchanting conversion factors and the equation n = M V allow us to derive vital information about the world around us and draw connections between the atomic and macroscopic scales.
Yet, as our dance continues, we must strive to look beyond this one wondrous circumstance. We must take note of how the choreography relies on the interchange of variables and embrace the delicate balance of stoichiometry. As we pirouette around with moles, molarity, and volume, we lay the foundation to comprehend the intricate realm of chemical reactions, wrangle theoretical yields, and uncover the secrets of elusive limiting reactants.
In closing this dance, we must appreciate the power of simplicity and strive to embark upon our next act, guided by our newfound understanding of calculating moles from concentration and volume. For within this knowledge lays the intricate but discernable complexities, the interwoven relationships, the patterns and symmetries that guide our formulations and calculations, revealing the subtle elegance of the intellectual ballet that is chemistry.
Using Stoichiometry to Determine Moles of Hydrogen Formed
In our hand, we hold the key - a balanced chemical equation that depicts the reaction in question: Mg(s) + 2HCl(aq) MgCl(aq) + H(g). This seemingly simple equation harbors serenity and chaos being magically intertwined, teaching us the way to navigate the perplexing realm of chemical reactions. The brilliance of stoichiometry shall be revealed here, as it empowers us to unveil not only the moles of hydrogen formed but also a world full of chemical wonders.
As our journey commences, the first step is to acquaint ourselves with the balanced chemical equation. Unfurling before us is the grand stage of a chemical reaction, with magnesium (Mg) and hydrochloric acid (HCl) as the protagonists, eagerly waiting to showcase their magnificent performance - a breathtaking dance of atoms that culminates in the formation of magnesium chloride (MgCl) and hydrogen (H). The stoichiometric coefficients, those illustrious numbers painstakingly crafted to balance the equation, indicate the number of moles of the reactants and products involved in the reaction. For instance, 2HCl represents that two moles of hydrochloric acid react with one mole of magnesium for every mole of hydrogen gas evolved.
Equipped with this knowledge, we delve into the mystical land of mole ratios - a cornerstone for our quest to determine the moles of hydrogen formed. A mole ratio is, in essence, the ratio of moles of different chemical species in a reaction, derived from the stoichiometric coefficients in the balanced chemical equation. In our case, the mole ratio involving hydrogen (H) can be expressed as follows:
1 Mg: 2 HCl: 1 H
The revelation that each mole of magnesium reacting corresponds exactly to one mole of hydrogen gas evolved strikes us like a thunderbolt, illuminating the path to unlock the secrets of stoichiometry.
Armed with the mole ratio in hand, we only need to know the initial moles of reactants to determine the moles of hydrogen formed. Imagine we are given that the reaction commenced with 0.125 moles of magnesium. Through stoichiometry, we can instantly and unerringly infer that by the end of the reaction, exactly 0.125 moles of hydrogen gas will be formed. This example unveils the first glimpse of stoichiometry's prowess but portrays
merely an inkling of its true potential.
For the more adventurous spirits, what if instead of revealing the moles of magnesium, we discover that there are 25 cm of a 4.0 mol/dm hydrochloric acid solution? This minor change in information unravels an entirely new set of calculations, but fear not, as stoichiometry shall unfailingly guide us on the right path. First, we convert the volume and concentration of hydrochloric acid to moles using the formula:
moles of HCl = volume (dm) concentration (mol/dm)
The conversion reveals that we have 0.1 moles of HCl. Returning to our trusted mole ratio, we can determine that with 0.1 moles of HCl, we can indeed produce 0.05 moles of hydrogen gas (1:2 mole ratio between Mg and HCl). However, we must consider that in this example, we do not have enough hydrochloric acid to react completely with the initial 0.125 moles of magnesium. Thus, the limiting reactant in this case is HCl, and the amount of hydrogen gas produced would be dictated by HCl instead.
These captivating explorations demonstrate how stoichiometry, through mole ratios and the balanced chemical equation, can divulge critical information about a chemical reaction. Knowing the moles of hydrogen formed, we gain valuable insights into the reaction's yield, efficiency, and potential applications - a testament to stoichiometry's indispensability as an analytical tool. As our curiosity sparks even more burning questions, we continue our voyage through the vast expanse of chemical reactions. Yet, efforts ensure that stoichiometry shall remain as a trusted guide until the very end, revealing even greater wonders of chemistry that await our discovery.
Connecting Moles and Mass: Converting Hydrogen Moles to Grams
Consider the iconic reaction between magnesium and hydrochloric acid: the swift and seemingly magical transformation of a solid metal and aqueous acid into a cloud of effervescent hydrogen gas and an aqueous ionic compound, born out of both chemicals' ardent desire to find stability. From this captivating exhibition of nature's affinity for balance, we can perform a suite of calculations, the foremost of which is determining the moles of hydrogen gas evolved. But wait! The spirit of scientific investigation pines for more insights. It demands we venture beyond the realm of moles, into the dominion of mass. For in the world of science, mass and moles are known to be entwined, tethered together by the little-known, often-underappreciated entity: molar mass.
The concept of molar mass is a triumph of human intellect. It serves as the bridge between moles and mass, deftly strolling within the gulf that separates the microscopic and macroscopic universe. Molar mass is defined as the mass of exactly one mole of a substance, expressed in grams per mole (g/mol). Thus, it allows us to seamlessly convert between moles and mass, providing a common language for both the atomic and human scales.
Let us now explore the technique to wield the power of molar mass in converting hydrogen moles to grams. On the periodic table, hydrogen holds the coveted position of number 1, representing its atomic number and equally exuberant atomic mass, affectionately 1.0079 grams per mole (g/mol). However, in our quest, we must remember a crucial fact: hydrogen often exists as a diatomic molecule (H), embraced by the power of a covalent bond. Thus, in our calculations, we must acknowledge the molar mass of hydrogen gas as approximately double that of an individual hydrogen atom, totaling 2.016 grams per mole (g/mol).
The process of converting hydrogen moles to grams is straightforward, eloquent, and strident. To embark on this journey, begin by determining the moles of hydrogen gas produced in the given reaction. Next, brandish the molar mass of hydrogen gas, and proceed to multiply the number of moles by this molar mass, casting aside any lingering doubts in the process. The conclusion of this calculation will reveal the mass of the generated hydrogen gas, transmuted from the arcane realm of moles to the tangible domain of grams.
Consider a wistful example, where we have deduced the production of 0.025 moles of hydrogen gas in a reaction between magnesium and hydrochloric acid. To translate this quantity of moles into grams, we undertake the following calculation:
0.025 moles * 2.016 g/mol 0.0504 grams
Through our arduous labor, we unravel the revelation that the phenomenon we once beheld as 0.025 moles of hydrogen gas also exists as approximately 0.0504 grams of the eponymous substance. This transformation, ascribed to the mastery of molar mass conversion, shall be our testament in the annals of scientific discovery.
In conclusion, the marriage of moles and mass in stoichiometric calculations unveils the true interconnectedness of diverse concepts in chemistry. The ability to convert hydrogen moles to grams equips the aspiring chemist with a powerful tool in disentangling the manifold complexities of chemical reactions, and provides a platform on which further adventures into the enigmatic realm of stoichiometry may flourish. Both the beginning and the seasoned scientist shall find solace in knowing the bonds connecting moles and mass, these seemingly distant realms of chemistry, are forged with unwavering certainty by the humble, resolute molar mass. The power of this conversion lies not solely in the capacity to solve problems but in fostering our innate curiosity to unveil the underlying stories woven into the fabric of nature itself.
Comparing Moles of Magnesium and Hydrochloric Acid: Determining Which Reactant is Limiting
In the theater of chemical reactions, reactants take center stage and give their brilliant performances, transforming into products that often steal the show. However, when the curtain goes up, a seemingly simple equation is often at play: the principle of limiting reactants. Understanding how the moles of magnesium and hydrochloric acid contribute to this concept is crucial in mastering the art of stoichiometry, predicting yields, and understanding the factors that govern the progression of chemical reactions.
Let us imagine the reaction occurring on stage between magnesium (Mg) and hydrochloric acid (HCl). In a balanced equation, we see that magnesium reacts with two moles of hydrochloric acid to produce magnesium chloride and a mole of hydrogen gas as byproduct:
In this performance, however, not all actors are equal - hydrochloric acid appears in pairs to balance the equation. This ratio governs the relationship between the moles of reactants, inevitably leading to one of the reactants running out before the other. The star performer who steps down first becomes the limiting reactant, inhibiting further progress of the reaction until more of the missing link is added or the reaction begins anew with a fresh supply of both reactants.
Comparing the moles of magnesium and hydrochloric acid can provide valuable insights into which reactant will become the limiting factor in the reaction. To accomplish this, we must first convert the given mass or volume of the reactants to moles. For magnesium, the conversion is simple: divide the mass given by the molar mass of magnesium (24.31 g/mol). For hydrochloric acid, we multiply the concentration (moles per liter or mol/L) by the given volume in liters, converting the volume if necessary.
Once we have the moles of reactants on equal terms, we can refer to the balanced chemical equation to determine which reactant is limiting. In our imaginary stage performance, we require two moles of hydrochloric acid for every mole of magnesium. By comparing the actual available moles of reactants with these required amounts, we can discern which reactant will run out first.
Let us consider an example. Given 0.5 moles of magnesium and 1.4 moles of hydrochloric acid, we must first divide the moles of hydrochloric acid by the 2:1 ratio from the balanced equation to establish a fair comparison:
Moles of HCl in 2:1 ratio = 1.4 moles / 2 = 0.7 moles
In this scenario, magnesium and hydrochloric acid are present in the ratio of 0.5:0.7, respectively. Since the moles of magnesium are lower than 0.7, magnesium is the limiting reactant. Consequently, the reaction will cease once all 0.5 moles of magnesium are reacted, leaving behind an excess of unreacted hydrochloric acid.
This understanding of limiting reactants offers a powerful tool in predicting the yield of products, optimizing reaction conditions, and evaluating the progression of a chemical reaction. By carefully comparing the moles of magnesium and hydrochloric acid, we can efficiently guide the chemical performance that unfolds before us on the stage of stoichiometry.
However, the theater of chemical reactions is ever - evolving, and new, innovative performances are continually being developed in the industry and laboratories worldwide. As we advance our grasp of limiting reactants and expand our knowledge of other factors influencing the yield, rate, and efficiency of chemical reactions, we contribute to a brighter future in our pursuit of clean energy, sustainable practices, and novel technologies. The curtain is far from falling on this fascinating field of study.
Identifying Factors that Influence the Amount of Hydrogen Evolved
In our journey to understand the reaction between magnesium and hydrochloric acid, we now turn our focus to the various factors that influence the amount of hydrogen gas evolved during the reaction. It is crucial to recognize and understand these factors, as they have a direct impact on the stoichiometric calculations, experimental designs, and even the industrial applications of this reaction.
One prominent factor that affects the production of hydrogen gas is the surface area of magnesium that is exposed to the hydrochloric acid. Magnesium, often found in the form of a ribbon or a powder, presents different surface areas to the reacting acid. A greater exposed surface area leads to an increased rate of reaction, as more magnesium atoms are simultaneously reacting with the hydrochloric acid, producing more hydrogen gas. However, it should be noted that the total amount of hydrogen produced remains the same, albeit at a faster rate.
A second determining factor is the concentration of hydrochloric acid involved in the reaction. Higher concentrations result in a greater number of reactive moles per unit volume, thereby increasing the rate at which hydrogen gas is produced. Nonetheless, the overall amount of hydrogen gas produced will still be dictated by the stoichiometry of the reaction and the amounts of reactants used.
Temperature also plays a key role in influencing the generation of hydrogen gas. An increase in temperature generally corresponds to an enhancement in the reaction rate, as the molecules have more kinetic energy and are more likely to surpass the activation energy barrier required for the reaction to take place. Consequently, the reaction between magnesium and hydrochloric acid proceeds more rapidly, and greater quantities of hydrogen gas are produced in a shorter period.
Moreover, impurities present in the initial reactants can impact the amount of hydrogen produced, as they may consume some of the reactants or alter the reaction pathway. For instance, magnesium often has a thin oxide layer on its surface, which may initially inhibit the reaction with hydrochloric acid by acting as a barrier between the reactants. Once this layer is penetrated, however, the underlying magnesium can freely react
with the acid, generating hydrogen gas.
Furthermore, the presence of catalysts can significantly alter the quantity of hydrogen evolved during the reaction. Although catalysts are not consumed in a reaction, they speed up the rate by providing an alternative reaction pathway that has a lower activation energy. However, it is critical to note that not all catalysts will have the same effect on the reaction, and the magnitude of the catalytic influence is highly dependent on the specific catalyst used.
As we continue to dissect and analyze the reaction between magnesium and hydrochloric acid, it becomes apparent that multiple factors intertwine to impact the generation of hydrogen gas. A thorough understanding of these factors not only allows us to predict and control the amount of hydrogen produced in various experimental settings but also ensures their accurate implementation in industrial applications. Furthermore, it provides a solid foundation for further exploration into the optimization of hydrogen gas production and paves the way for innovative strategies in the development of clean energy alternatives and sustainable solutions.
Chapter 6
Limiting Reactants and Excess Reactants: Identifying the Limiting Reactant
In the world of chemical reactions, the analogy of a dance can be aptly used to describe the intricate play of reactants and products as they combine to create new substances. And just like in a well - choreographed dance, harmony between the performers is crucial. Every dancer needs a partner; similarly, in a chemical reaction, every reactant must have another reactant with which it will react. However, often one finds that there is an unequal number of "dancers" or reactants available. This is where the pivotal concept of limiting and excess reactants comes into play.
Imagine a ballroom with 10 male and 14 female dancers. Ultimately, the number of possible dance couples will be limited to 10 pairs, with 4 women left without partners. In a chemical reaction, the limiting reactant is the equivalent of the male dancers, and the excess reactant is like the female dancers. Once the limiting reactant is exhausted, no new product can be formed, despite the presence of excess reactants. Thus, knowing which reactant is the limiting one enables a chemist to predict the theoretical yield of the product and guide the reaction towards maximum efficiency.
Take, for instance, the earlier mentioned reaction between magnesium (Mg) and hydrochloric acid (HCl) to produce magnesium chloride (MgCl)
and hydrogen gas (H). The balanced chemical equation for this reaction can be written as:
Notice the coefficients in the balanced equation: one mole of magnesium reacts with two moles of HCl to produce one mole of MgCl and one mole of hydrogen gas. These coefficients immediately provide us with the mole - to mole ratios of reactants and products, an essential aspect of stoichiometry. However, suppose you are given 0.030 moles of Mg and 0.050 moles of HCl. Which reactant, in this case, is the limiting one?
To answer this question, we must determine which reactant will run out first by calculating how many moles of product can be formed from each reactant individually. Recall the coefficients from the balanced equation and the mole - to - mole ratios they represent:
1 mol Mg : 2 mol HCl : 1 mol MgCl : 1 mol H
Using the mole - to - mole relationships, we can deduce that one mole of Mg will produce one mole of hydrogen gas, whereas one mole of HCl will produce 0.5 moles of hydrogen gas since two moles of HCl are required to produce one mole of hydrogen gas:
0.030 mol Mg (1 mol H / 1 mol Mg) = 0.030 mol H 0.050 mol HCl (0.5 mol H / 1 mol HCl) = 0.025 mol H
Since fewer moles of hydrogen gas (0.025 mol) can be produced from HCl, it is the limiting reactant, and Mg is the excess reactant. By identifying the limiting reactant, we can also calculate the maximum or theoretical yield of hydrogen gas - an essential aspect of optimizing chemical reactions in research and industry.
This seemingly simple yet vital concept of limiting and excess reactants forms the crux of countless chemical reactions in various fields, including engineering, environmental science, materials science, and pharmaceuticals, among others. Knowledge of limiting reactants is crucial not only in designing efficient reactions but also in understanding the root causes of the performance of a process when the desired yield is not met.
In conclusion, the elegant dance of chemical reactions cannot be truly comprehended nor optimized without grasping the concept of limiting and excess reactants. A firm understanding of this idea allows the chemist to be a maestro, orchestrating the reaction with precision and flair, tapping into the vast potential of transforming matter through the fascinating language of chemistry. As we delve deeper into the stoichiometry of chemical reactions, the importance of adequately identifying the limiting reactant will continue to unravel as an indispensable tool in directing the dance of reactants and products towards a triumphant crescendo.
Introduction to Limiting Reactants and Excess Reactants
Imagine yourself as a master chef, responsible for preparing delicious meals for your diners. It is crucial to have a deep understanding of the ingredients at your disposal so that you can create and plate each dish perfectly. Each ingredient plays its role in a dance of flavors, and it is your responsibility as the chef to ensure that each component is in harmony with the other. In much the same way, nature has her own canvas of ingredients with which she paints the tapestry of our existence - her ingredients, the chemicals and elements that make up our world. These molecules form the basis of chemical reactions, and the limiting and excess reactants therein.
One might wonder what the difference between a limiting reactant and an excess reactant is. Consider a scenario wherein you have to assemble a bicycle. To do this, you need two wheels, one frame, and a chain. In this case, if you have one frame, four wheels, and two chains, you will only be able to produce one bicycle, as the unifying factor across these components is the number of frames, which directly limits the number of bicycles that can be assembled. In this example, the limiting factor is the number of frames, while the excess factors are the wheels and chains.
Analogous situations arise in the world of chemical reactions. One reactant may be present in excess, while another may be available in limited amounts. This limiting reactant effectively determines the amount of product that can be formed in the reaction. In this dance of molecules, one partner always sets the pace.
Take, for example, the reaction between ammonia (NH) and oxygen (O) to produce nitrogen dioxide (NO) and water (HO). The balanced chemical equation for this reaction can be written as: 4 NH (g) + 7 O (g) 4 NO (g) + 6 HO (l)
Thus, for every 4 moles of ammonia reacting, 7 moles of oxygen are needed, and 4 moles of nitrogen dioxide and 6 moles of water are produced. This equation clearly outlines the stoichiometric quantities required. However, life rarely offers us perfect conditions, and the reactants are often available in mismatched quantities. In such cases, it is crucial to identify the limiting reactant and the excess reactant.
The process of determining the limiting reactant involves a series of careful calculations and stoichiometric considerations. One must first determine the mole ratios of each reactant, as shown in the balanced chemical equation. By determining the actual amounts of each reactant present and comparing those quantities to the required stoichiometric ratios, it is possible to elucidate which reactant will be used up first, thus controlling the overall outcome of the reaction.
Understanding limiting and excess reactants not only sharpens our comprehension of the underlying mechanisms of chemical reactions but also allows us to optimize the production of desired products judiciously. It is frequently this principle of limiting reactants that undergirds improvements in industrial manufacturing and advances in research. As we venture forth into this captivating scientific domain, it becomes clear that the mastery of limiting and excess reactants is a cornerstone in the edifice of human knowledge.
The stage is set, the curtains are drawn, and the ingredients are ready to take their place in the reactions that shape the world around us. Limiting and excess reactants provide the framework for this intricate ballet, which unites disciplines and fosters understanding. Entering this labyrinth of stoichiometric relationships, we emerge unshackled with the power to create, manipulate, and optimize chemical reactions for the betterment of our world.
Identifying the Limiting and Excess Reactants: Magnesium (Mg) and Hydrochloric Acid (HCl) in the Reaction
In the world of chemistry, reactions are a study in balance. Every element on the periodic table is determined to find a sense of equilibrium with its surroundings, and thus chemical reactions occur. But not all reactants are created equal, and in many cases, certain elements are favored over others in a chemical tug - of - war. The question then becomes: which factor most controls the outcome of a specific reaction?
To accurately identify the limiting and excess reactants in our system, we must first understand their role in the overall reaction. Limiting reactants set the pace of a chemical reaction, with their availability directly determining the amount of product formed. Excess reactants, on the other hand, are present in greater amounts than needed for the reaction to go to completion. By identifying these two components in the reaction between magnesium and hydrochloric acid, we can better predict the reaction's yield and strategically design experimental setups to optimize the outcome.
In order to dive in and identify the limiting and excess reactants in the reaction between magnesium and hydrochloric acid, it is crucial to first write out the balanced chemical equation for the reaction:
Naturally, this prompts an examination of the stoichiometric coefficients, which detail the mole - to - mole relationship between each reactant and product. From this analysis, we clearly see that one mole of magnesium reacts with two moles of hydrochloric acid to yield one mole of magnesium chloride and one mole of hydrogen gas.
With this information in hand, we can now examine the specific information regarding the magnesium and hydrochloric acid reactants in our given scenario. By converting the mass of magnesium and the volume and concentration of hydrochloric acid into moles, we can compare these quantities with the mole - to - mole relationship established by the balanced chemical equation.
For example, assume that we have 0.125 moles of magnesium reacting with 0.200 moles of hydrochloric acid. Based on the stoichiometry of the reaction, we need two moles of HCl for every mole of Mg. Thus, 0.125 moles of magnesium will require 0.250 moles of HCl to react completely. However, in our example, only 0.200 moles of HCl are available, which is insufficient for complete reaction with the 0.125 moles of magnesium. This confirms that hydrochloric acid will be the limiting reactant and magnesium will be the excess reactant in this scenario.
Determining the limiting and excess reactants in a chemical reaction is the lynchpin in predicting the outcome of a chemical reaction. By paying careful attention to the stoichiometry of reactants and the unique relationship between magnesium and hydrochloric acid, we can effectively steer the experimental design, control the theoretical yield of hydrogen gas, and set the stage for further exploration into the complex world of chemical reactions.
As we continue our journey through this chemical landscape, we must always return to the foundational concept of balance and equilibrium. Our exploration of limiting and excess reactants has guided us through the delicate waltz between magnesium and hydrochloric acid, setting the stage for a deeper investigation into this dynamic and fascinating reaction.
Importance of the Limiting Reactant in Calculating Product Formation
In any chemical reaction, understanding limiting reactants is of the utmost importance when predicting the amount of product that can be formed. A limiting reactant is that reactant which gets completely depleted and consumed in a chemical reaction, restricting the ultimate yield of products.
To grasp the critical role a limiting reactant plays in determining the product formation, let us visualize a scenario analogous to a reaction, where bicycles are assembled from wheels and frames. Suppose that there are 25 bicycle frames and 58 wheels at our disposal. In this case, the number of bicycles that can be assembled is limited by the number of frames since each completed bicycle requires two wheels, and with only 25 frames, a maximum of 25 bicycles can be made. In this example, bicycle frames are analogous to the limiting reactant, while wheels are the reactants in excess.
Translating this concept to a chemical reaction, consider the scenario in which magnesium (Mg) reacts with hydrochloric acid (HCl) to form magnesium chloride (MgCl) and hydrogen gas (H). The balanced chemical equation for this reaction is:
The stoichiometric coefficients in the equation reflect the mole - to - mole ratio of the reactants and products. One mole of magnesium reacts with two moles of hydrochloric acid to produce one mole of magnesium chloride and one mole of hydrogen gas. In this reaction, if there is more moles of hydrochloric acid than needed to react with all of the available magnesium, the magnesium becomes the limiting reactant, and the amount of hydrogen gas evolved depends solely on the quantity of magnesium available.
When calculating the product formation in terms of mass or moles, it is crucial to take the limiting reactant into account to obtain an accurate estimate. Ignoring this aspect could result in an overestimation of the yield, leading to unwarranted expectations in, for instance, an industrial setting, or misconstrued conclusions in a research context.
The concept of limiting reactants is not only significant for predicting yields but is essential for understanding the efficiency and sustainability of a process. By identifying the limiting reactant, steps can be taken to minimize waste, optimize resource utilization, and manage costs and environmental impacts. In industries where large - scale chemical reactions are carried out, even slight changes in the reactant feed ratio or introduction of a catalyst can significantly increase the yield of desired products, thereby improving overall process efficiency and profitability.
To appreciate the full extent of the limiting reactant's importance in calculating product formation, consider the implications of overlooking this concept. Without identifying the limiting reactant, erroneous conclusions could be drawn about the reaction's progress. For example, the measured amounts of remaining reactants and products might not align with the theoretical predictions, leading to imprecise understanding and incorrect decisions.
Furthermore, without accounting for the limiting reactant, the environmental repercussions of a reaction might be misinterpreted, such as underestimating the waste produced or the resources consumed. On a large scale, disregarding limiting reactants can have a direct impact on the sustainability of industries reliant on chemical reactions.
In conclusion, the limiting reactant's role in calculating product formation must not be treated as an afterthought. It is a fundamental concept that reveals the constraints and possibilities of reactions and affects the overall efficiency of chemical processes. By paying close attention to limiting reactants, researchers and engineers can continually refine and optimize chemical reactions, maximizing the desired product yields while minimizing waste and resource consumption - the practical essence of chemistry in the service of humankind. With this appreciation for limiting reactants, the subsequent steps in the analysis of chemical reactions take shape, unlocking deeper understanding and greater mastery over the transformation of matter.
Using Stoichiometry to Determine Limiting Reactant: Moles of H Evolved
Consider a scenario wherein we have a fixed amount of magnesium and hydrochloric acid. The balanced chemical equation for this particular reaction is given by:
We notice the stoichiometric coefficients, hinting at a vital piece of information: one mole of magnesium reacts with two moles of hydrochloric acid to produce one mole of magnesium chloride and one mole of hydrogen gas. As aspiring chemists, our primary task is to determine the limiting reactant in this reaction, which in turn, will govern the moles of hydrogen gas evolved.
More often than not, the quantities of reactants are expressed in grams or concentrations rather than moles. We are now faced with the task of converting the units to suit our needs. Fortunately, stoichiometry offers a convenient method to switch between grams and moles, paving the way for meaningful calculations. Avogadro's number (6.022 x 10) is employed to convert the given grams of magnesium into moles, and concentration, along with the volume of hydrochloric acid, is utilized to compute the moles of HCl.
Once the moles of Mg and HCl are ascertained, the next colossal challenge lies in predicting the actual reactants directly participating in the reaction. To determine this, we must examine the available moles of each reactant and calculate the equivalent moles of the other reactant according to the stoichiometric ratios mentioned in the balanced equation. The reactant available in lesser quantity becomes the limiting reactant, and its stoichiometry influences product formation - in our case, the hydrogen gas.
Let us illustrate this methodology through an example. Suppose we have 0.100 moles of magnesium and 0.240 moles of hydrochloric acid. First, we decipher the balanced equation to find out if the given amounts correspond to a 1:2 ratio of magnesium to hydrochloric acid. We then proceed to divide the moles of magnesium and HCl by their respective stoichiometric coefficients and compare the quotient obtained. The smaller quotient represents the limiting reactant (magnesium in our example), which in turn allows us to predict the amount of hydrogen gas formed.
As we approach the finale of our journey through stoichiometry, we stumble upon a deceptively simple yet crucial rule: A limiting reactant dictates the amount of product formed. With this knowledge in our grasp, we can now confidently calculate the moles of hydrogen gas evolved by simply accounting for the stoichiometry of the limiting reactant. In our case, 0.100 moles of magnesium react with 0.200 moles of HCl to yield - by ratio - 0.100 moles of hydrogen gas.
By conquering this territory, we script an overwhelming victory against the seemingly unpredictable world of chemistry. Equipped with the weapon of stoichiometry, we can meticulously predict the outcome of a chemical reaction and efficiently sail through the uncharted waters of qualitative and quantitative analysis. Our next logical pursuit puts the acquired stoichiometric wisdom to the test, exploring how a delicate balance between theoretical and experimental yields unravels a fascinating tale of the interplay between academic brilliance and empirical execution. Let us embark on this intricate voyage, accompanied by the spirit of curiosity, and the unwavering tenacity for answers!
Steps for Determining the Limiting Reactant Using Balanced Chemical Equation: Mg + HCl = MgCl + H
In the grand tapestry of chemical reactions, one of the fundamental principles a chemist must master is the art of identifying the limiting reactant. This deceptively simple concept plays a vital role in determining the extent of a reaction and the amount of its product - knowledge of which is essential for both scientific endeavors and practical applications. As we delve into the captivating world of magnesium and hydrochloric acid, let us journey through the key steps of determining the limiting reactant using a balanced chemical equation: Mg + 2HCl = MgCl + H.
The first step towards mastery over the limiting reactant concept lies in understanding the balanced chemical equation. In our case, we have been presented with the balanced equation of magnesium reacting with hydrochloric acid to form magnesium chloride and hydrogen gas. It is crucial to note the stoichiometric coefficients of each substance in the equation, as they represent the mole - to - mole relationship between the reactants and the products. In this case, we have a 1:2:1:1 ratio between Mg, HCl, MgCl,
and H, respectively.
Once the balanced equation has been thoroughly grasped, we must turn our attention to the initial amounts of our reactants. For instance, suppose we are given the following information: 3.0 moles of magnesium and 5.0 moles of hydrochloric acid. The next step is to calculate the number of moles of each reactant that would be consumed if the reaction were to proceed to completion.
To do this, we must make use of the mole - to - mole ratios derived from the balanced equation. Dividing the given moles of each reactant by their respective stoichiometric coefficients, we find that magnesium would require 3.0 moles/1 (stoichiometric coefficient of Mg), while hydrochloric acid would require 5.0 moles/2 (stoichiometric coefficient of HCl). In both cases, we obtain the number of "sets" of the reaction that can occur for each reactant.
Our next step is to determine which reactant will be entirely consumed first. Comparing the "sets" of the reaction for each reactant, we notice that magnesium can undergo 3.0 sets, while hydrochloric acid can undergo 2.5 sets of the reaction. As the reaction cannot proceed without both reactants, we can infer that hydrochloric acid, with only 2.5 sets, is the limiting reactant and will be consumed entirely. Magnesium, on the other hand, will be present in excess after the reaction has taken place.
With the knowledge of the limiting reactant in hand, we can move forward to determine the amounts of products that will be formed. Referring back to the mole - to - mole ratios from the balanced equation, we can readily calculate the number of moles of hydrogen gas that will be produced. In this case, we know that 2 moles of HCl react with 1 mole of Mg to produce 1 mole of H. Since 5.0 moles of HCl were initially present, we can deduce that 2.5 moles of hydrogen gas will be formed in the reaction.
As we have journeyed through these steps for determining the limiting reactant, we have not only unlocked the understanding of the interplay between magnesium and hydrochloric acid but also harnessed the potential to predict the outcome of countless other chemical reactions. This knowledge will continue to serve as a guiding light in our exploration of the myriad aspects of stoichiometry, such as the complexities of the theoretical yield and the dynamic relationship between reactants and products. In the end, it is through the delicate balance of these interconnected principles that we may truly grasp the breathtaking beauty of chemical reactions.
Calculating Moles of Mg and HCl Needed for the Reaction
Picture a scenario where a chemist is tasked with synthesizing magnesium chloride (MgCl) crystals, an essential raw material used in the production of various pharmaceutical compounds and fire retardant materials. To achieve this goal, the chemist must first generate magnesium chloride via the reaction between magnesium and hydrochloric acid, then proceed to crystallize the product under appropriate conditions. How much magnesium and hydrochloric acid must be combined to produce a certain mass of magnesium chloride crystals?
In order to answer this question, we must rely on stoichiometry - the study of the quantitative aspects of chemical reactions. Stoichiometry enables us to determine the precise number of moles of reactants needed to synthesize a desired amount of product. In stoichiometry, we make heavy use of balanced chemical equations, which serve as a recipe for assembling the reactants in the correct proportions. Here, we must employ the balanced equation for the reaction between magnesium and hydrochloric acid:
The numbers preceding each chemical species are stoichiometric coefficients, which are the key to calculating the moles of reactants and products involved in a reaction. Consider a culinary analogy: if a chef were to bake a cake, she would need to measure each ingredient carefully, ensuring that the correct ratios are maintained for a delicious and successful result. In chemistry, stoichiometric coefficients serve a similar role, indicating the relative amounts of reactants and products according to the balanced equation.
To calculate the number of moles of each reactant required, we first determine the amount of target product, in this case, magnesium chloride. Suppose the chemist needs to prepare 150 grams of magnesium chloride. Start by converting the mass of magnesium chloride into moles using the molar mass of MgCl (95.21 g/mol):
Next, we employ the stoichiometric coefficients from our balanced equation, which indicate the mole - to - mole relationships between the reactants and products. From the balanced equation, we know that 1 mole of Mg reacts with 2 moles of HCl to produce 1 mole of MgCl. Consequently, we need the same number of moles of Mg as MgCl and twice as many moles of HCl to carry out the reaction. Dividing the moles of MgCl by the stoichiometric coefficients, we obtain the following:
Moles of Mg = (1.576 mol MgCl) / (1 mol Mg/mol MgCl) = 1.576 mol Mg
Moles of HCl = (1.576 mol MgCl) / (0.5 mol MgCl/mol HCl) = 3.152 mol HCl
With these values in hand, the chemist can now weigh out the necessary quantities of magnesium and hydrochloric acid needed to ensure a stoichiometrically balanced reaction. She will require 1.576 moles of Mg (or 38.10 grams) and 3.152 moles of HCl (or 116.10 grams) to synthesize 150 grams of MgCl. This precise calculation allows the chemist to optimize her resources and reduces the risk of waste, thereby contributing towards a greener and more efficient laboratory practice.
As this example illustrates, calculating moles of reactants in a chemical reaction is a fundamental skill for any chemist, whether in the laboratory, chemical industry, or environmental monitoring. The ability to relate reactants and products through stoichiometry and balanced chemical equations ensures a deep understanding of the underlying principles of chemistry, thus clearing the path to more advanced concepts, processes, and applications that await our explorations.
Comparing the Moles of Mg and HCl to Identify the Limiting Reactant
In the grand theater of chemical reactions, each player has its part to perform, contributing its own share of ingenuity and vitality to the extraordinary dance of matter transformation. Identifying the limiting reactant amidst this intricate ballet represents an essential act of profound discernment, an intellectual challenge that calls upon our deepest understanding of the enigmatic and ever - changing world of chemistry.
To set the stage, let us ponder upon the reaction between magnesium and hydrochloric acid, which produces magnesium chloride and hydrogen gas - a common yet captivating example of the marriage between a metal and an acid. Our task is to carefully analyze the moles of the reactants in order to determine which one of them is the limiting reactant - the one hamstrung by its own scarcity, which ultimately dictates the maximum yield of the products that can be formed.
The actors involved in this intimate scene are none other than magnesium and hydrochloric acid themselves. As they engage in a chemical dance called a reaction, they transform into the products, magnesium chloride, and hydrogen gas. This grand transformation can be represented using a balanced chemical equation: Mg + 2HCl MgCl + H. In this equation, the stoichiometric coefficients stipulate the necessary mole ratio for the reactants to fully convert into the products, which is one mole of magnesium reacting with two moles of hydrochloric acid to produce one mole of magnesium chloride and one mole of hydrogen gas.
Now, let us assume we have been given the molar amounts of magnesium and hydrochloric acid in our laboratories. Are the reactants at a ratio that enables their enigmatic dance to continue unhindered? Or shall they be stymied by an excess or deficiency of one dance partner that could potentially hinder the performance?
To discern the identity of the limiting reactant in this mesmerizing dance, we must first calculate the amount of each reactant present, in moles. Next, we can divide the number of moles of each reactant by their respective stoichiometric coefficients in the balanced chemical equation. These quotients will represent their respective extent to which they can fully participate in the reaction, given their mole - to - mole ratio.
Let the calculated quotient of magnesium be referred to as Q, and that of hydrochloric acid as Q. If Q is smaller than Q, then magnesium is the limiting reactant. Conversely, if Q is smaller than Q, then hydrochloric acid is the limiting reactant. The smaller quotient indicates the reactant that would run out first, thereby dictating the overall amount of products that can be produced from the reactants. Once determined, the limiting reactant allows us to unmask the true potential of the reaction - the theoretical yield of the products, which is attainable only through perfect collaboration amongst all players involved in this celestial dance.
As intellectuals discerning the mysteries of the chemical realm, we must be ever - cognizant that the limiting reactant is a fundamental aspect of any reaction and its stoichiometry. A precise determination of the limiting reactant enables us to harness the full potential of a chemical reaction, empowering us to predict outcomes, optimize yield, and ultimately sculpt
the reactions to suit our needs.
Having unraveled the identity of the limiting reactant in this passionate dance between magnesium and hydrochloric acid, we may now direct our gaze towards the broader implication that this knowledge brings. It is with these insights we grasp that the sublime ballet of chemical reactions is not just a mere cavalcade of reactions, but rather a carefully orchestrated performance, honed with precision and driven by our deepest understanding of chemistry. And as we venture further into the world of stoichiometry, we shall continue to bring forth the knowledge and insights gained from determining limiting reactants and use them as a compass in our pursuit of unraveling the mysteries this spectacular world holds.
Reactant Availability and Reaction Completion: Role of Limiting and Excess Reactants
To appreciate the concept of limiting and excess reactants, consider our culinary endeavors: imagine trying to make a salad composed of lettuce, tomatoes, and cucumbers. If we have a whole head of lettuce but only three tomatoes and two cucumbers, it's clear that the number of salads we can create with this combination of ingredients will be limited by the scarcest ingredient, the cucumbers. Similarly, in chemical reactions, the limiting reactant is the compound that is consumed entirely first, restricting the formation of the desired products.
By identifying the limiting reactant, chemists can predict the maximum amount of product that can be formed from the given reactants, which we refer to as the theoretical yield. To illustrate this, let's consider a hypothetical reaction involving compounds A and B, producing compound C:
A + 2B C
Suppose we have 12 moles of compound A and 24 moles of compound B. Since the stoichiometry of the reaction dictates that for each mole of A, two moles of B react, B is the limiting reactant in this scenario, despite being larger in quantity. Consequently, the theoretical yield of compound C will be governed by the availability of compound B.
Excess reactants are the others that remain after the limiting reactant is completely consumed. In our example, compound A is the excess reactant, as some moles of A will remain unreacted at the end of the process. Understanding the concept of excess reactants is particularly important in industrial processes, where the careful management of resources and minimizing pollution are major priorities.
Another way to envision the role of limiting and excess reactants is to consider an assembly line of robotic arms constructing an intricate device. Each arm must flawlessly perform its task to contribute to the final product. If one arm falls behind or malfunctions, the entire assembly process will be affected by the bottleneck created, limiting the overall production. In a chemical reaction, each reactant represents one of these robotic arms, performing chemical transformations to produce the final desired product. Therefore, it is crucial to optimize the feeding of reactants to maximize production by considering the limiting and excess reactants, avoiding bottlenecks and ensuring the efficient use of resources.
These fundamental concepts of limiting and excess reactants also govern the completion of chemical reactions. When the limiting reactant is entirely consumed, the reaction will naturally reach completion because there are no more reactants available for the chemical transformation to occur. Consequently, tracking the progress of a reaction and predicting when it would reach completion becomes a more manageable task using these concepts.
In conclusion, the nuanced interplay between limiting and excess reactants forms a scintillating waltz that encapsulates the intricacies of reaction dynamics. By mastering the art of reactant balance, chemists can unlock the secrets of the universe's elemental dance, setting the stage for miraculous performances spanning myriad applications, from energy production to life - sustaining biological processes. As we venture further into the world of stoichiometry and chemical reactions, we shall continue to rely on these concepts, building upon their foundations to ingeniously design efficient and sustainable industrial processes and solve pressing environmental issues. Ultimately, the role of limiting and excess reactants undoubtedly transcends the boundaries of chemistry, leaving an indelible mark upon the modern world.
Addressing Common Misconceptions and Troubleshooting Limiting Reactant Calculations
One of the most common misconceptions when examining limiting reactants is the assumption that the reactant with the smallest mass or volume is always the limiting reactant. This notion stems from the intuitive idea that a smaller amount of a substance will be exhausted before a larger amount. However, we must remember that stoichiometry centers on the concept of moles, not mass or volume. The actual limiting reactant depends on its mole - to - mole ratio with the other reactants, as described in the balanced chemical equation. To address this misconception, we must consistently begin our calculations by converting mass or volume measurements into moles, then utilizing the stoichiometry and mole - to - mole ratios to identify the limiting reactant properly.
Another common misconception involves the belief that limiting reactants only influence the theoretical yield of the products, not the reaction rate. While the limiting reactant does indeed dictate the maximum amount of product that can be formed, it may also impact the reaction rate by affecting the frequency at which reactant particles collide, which plays a critical role in the activation energy of a reaction. In this way, the limiting reactant can have both qualitative and quantitative impacts on a chemical reaction. To fully appreciate its impact, we must consider the limiting reactant's role in both stoichiometry and reaction kinetics.
In the throes of stoichiometric calculations, students often misinterpret the coefficients in a balanced chemical equation, mistaking them for the mass ratio of the reactants. However, we must be mindful that these coefficients represent mole - to - mole ratios, not the Reactant mass ratio. Always converting masses to moles before analyzing the chemical equation, and consistently referring back to the balanced chemical equation and its stoichiometry, will ensure more accurate calculations, vital when identifying the limiting reactant.
Even when we have successfully dismantled these misconceptions, we are not yet free from the pitfalls of calculation errors. Careful attention to detail and step - by - step calculations can prevent these missteps. When calculating limiting reactant scenarios, it's essential to compare mole ratios and not mass or volume, as detailed earlier. Furthermore, it's crucial to consider all reactants present, not simply those that seem "balanced" regarding their coefficients in the balanced chemical equation. A methodical, diligent approach to stoichiometry that involves accurately calculating and comparing reactant moles will guarantee a precise understanding of the limiting reactant.
With misconceptions addressed and calculation errors troubleshooted, we are now ready to venture into a deeper understanding of the chemical reaction, specifically concerning the theoretical yield and the practical implications of these calculations in the real world. Our mastery of limiting reactants and stoichiometry paves the way for analyzing, predicting and optimizing processes in industries and research alike.
Chapter 7
Calculating Theoretical Yield of Hydrogen Gas
Let us consider the widely known chemical reaction between magnesium (Mg) and hydrochloric acid (HCl), showcasing not only magnesium's admirable reactivity, but also the simplicity of conducting this exothermic reaction:
Notice that we have presented the balanced chemical equation with appropriate stoichiometric coefficients in place. It is crucial to have a balanced equation to ensure that the conservation of mass is respected. This balanced equation sets the stage for our journey through stoichiometry, as it provides the mole - to - mole ratios between reactants and products, the starting point for calculating the theoretical yield of hydrogen gas.
Suppose we have initiated the reaction with 0.125 moles of magnesium reactant. However, unlike previous discussions on stoichiometry, we are now given the concentration of hydrochloric acid to be 4.0 mol/dm instead of the moles for a challenge. We are tasked with calculating the theoretical yield of hydrogen gas in moles. To accomplish this, let us first convert the concentration of hydrochloric acid to moles. Given the volume of hydrochloric acid is 25 cm (or 0.025 dm), we multiply concentration by volume:
4.0 mol/dm 0.025 dm = 0.1 mol HCl
Having determined the moles of all reactants involved, we proceed to identify the limiting reactant in the reaction. From the balanced equation, we know that one mole of magnesium is required to react with two moles of hydrochloric acid. Therefore, if we divide the moles of provided reactants by their respective stoichiometric coefficients, we can compare them and identify the limiting reactant.
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0.125 mol Mg / 1 = 0.125 0.1 mol HCl / 2 = 0.05
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Since 0.05 is smaller than 0.125, hydrochloric acid is our limiting reactant. Limiting reactants play a critical role in determining the theoretical yield, as they determine the maximum number of moles of hydrogen gas that can be produced.
Now we must use the limiting reactant and its stoichiometric relationship to calculate the theoretical yield of hydrogen gas. From our balanced equation, we know that for every two moles of HCl, one mole of H gas is produced. Thus, we can set up the following expression:
Here, we have calculated our theoretical yield of hydrogen gas to be 0.05 moles. This yield enables us to evaluate the efficiency of the reaction when compared to experimental results. Furthermore, having the theoretical yield in moles offers versatility, as it can easily be converted to other units such as mass or volume to fit specific applications.
The knowledge of theoretical yield calculations carries tremendous importance for various industries that produce vital chemicals. Many processes aim to optimize yields, reduce waste, and improve cost efficiency, all goals that rely heavily on accurate estimations of theoretical yields to evaluate production efficiency. The production of hydrogen gas, in particular, is an area replete with potential, as the world clamors to find cleaner energy alternatives.
Review of Stoichiometry and Balanced Chemical Equation of Mg and HCl Reaction
To start off, stoichiometry deals with quantifying the relationships among the masses, moles, and volumes of various substances involved in a given chemical reaction. It provides us with the means to establish a quantitative connection between the amounts of reactants used and the amounts of products formed during the course of a reaction. The foundation of stoichiometry lies in the balanced chemical equation, which serves as the ultimate guide for predicting the interplay of reactant and product quantities.
In the case of the magnesium and hydrochloric acid reaction, the chemical equation can be represented as follows:
Before we proceed, it is critical to note that the equation presented above is not balanced, as it does not adhere to the law of conservation of mass. The law states that the mass of the reactants must be equal to the mass of the products in a chemical reaction. To rectify this discrepancy, we must balance the chemical equation by adjusting the coefficients of each species involved in the reaction. The balanced equation for the Mg and HCl reaction can be written as:
By carefully analyzing this balanced equation, we can deduce the stoichiometry of this reaction. Here, we can see that for every mole of magnesium reacted, two moles of hydrochloric acid are consumed to yield one mole of magnesium chloride and one mole of hydrogen gas. This valuable piece of information, known as the stoichiometric ratio, forms the bedrock for countless calculations aimed at predicting the quantities of reactants and products for a given reaction scenario.
At this juncture, let us apply these stoichiometric principles to a practical example involving the reaction between magnesium and hydrochloric acid. Suppose we have 0.25 moles of magnesium and 0.50 moles of hydrochloric acid available for the reaction. The balanced equation tells us that we require 0.50 moles (2 0.25) of HCl for 0.25 moles of Mg to react completely. Given that we indeed have 0.50 moles of HCl available, it is apparent that the reaction will proceed to completion with no limiting reactant involved.
With the fundamental principles of stoichiometry and the balanced chemical equation at our disposal, we can now predict the moles of magnesium chloride and hydrogen gas that would be produced under these conditions. By referring to the stoichiometric ratios, we can conclude that 0.25 moles of Mg would yield an equivalent 0.25 moles of MgCl and H each. This insight enables us to take measurements and make accurate scale - ups or scale - downs for a variety of industrial applications, where the prudent use of reactants and precise predictions of product yields prove indispensable.
Having said this, we must acknowledge that real - world scenarios may often deviate from the idealized conditions depicted by stoichiometry. Factors such as reaction kinetics, side reactions, and losses during the course of the reaction can lead to discrepancies between the predicted values and experimentally observed quantities. Nevertheless, the predictive power of stoichiometry and the balanced chemical equation remain unmatched in their ability to guide our understanding of chemical reactions, such as the reaction between magnesium and hydrochloric acid in this case.
As we progress further in our study of chemical reactions and their quantitative aspects, the significance of stoichiometry and the balanced chemical equation will continue to resonate with us. These quintessential concepts serve as stepping stones to a wide array of topics, such as limiting reactants, theoretical yields, reaction rates, and much more, forming an intricate yet harmonious web of chemical knowledge that we shall continue to explore.
Converting Reactants' Information into Moles: Magnesium and HCl
To begin, consider an experiment where a strip of magnesium metal is immersed in a measured volume of hydrochloric acid solution. The chemical formula of the metal is Mg, while that of the solution is HCl. A fizzing reaction ensues, with bubbles of hydrogen gas rapidly forming, as well as the creation of a colorless magnesium chloride solution. How can we predict the final outcome of this experiment, such as determining how much hydrogen gas is produced, or the concentrations of the remaining magnesium and hydrochloric acid ions? Conversion into moles is the crucial first step in this analysis.
Magnesium, being a metal, is often provided as a strip or ribbon with a given mass in grams. To convert this mass into moles of magnesium atoms, simply divide the mass by the molar mass of magnesium. The molar mass is the mass of one mole of a substance and can be found on the periodic table, with units in grams per mole (g/mol). Magnesium's molar mass approximates to 24.3 g/mol. Thus, if there is a strip of magnesium weighing 1.2 grams, we can calculate the moles of magnesium atoms using the following equation:
Moles of Mg = (mass of Mg) / (molar mass of Mg) = (1.2 g) / (24.3 g/mol) 0.049 moles of Mg
For hydrochloric acid, things are slightly more complicated as it is present in a solution with a given volume and concentration. The concentration is expressed as the molarity of the solution, denoted in moles per liter (mol/L) or mol/dm, which provides the moles of hydrochloric acid solute per liter of solvent (water). If we have a 0.5 L solution of hydrochloric acid with a concentration of 2 mol/L, we calculate the total moles of hydrochloric acid as follows:
Moles of HCl = (volume of HCl) (concentration of HCl) = (0.5 L) (2 mol/L) = 1 mol of HCl
With these conversions complete, we can now unlock the full power of stoichiometry, enabling us to predict the amount of product formation, determine the limiting reactant, and the concentration of any remaining reactants. However, alongside these technical calculations lies a deeper appreciation of the fascinating interplay between mass and mole measurements, as we bridge the divide between the visible, tangible world of reactants and the invisible, atomic realm of chemical reactions.
By converting reactants' information into moles, we embark upon a journey of chemical exploration, enabling us to predict reaction outcomes and connect seemingly disconnected pieces of data. Ultimately, it is through the humble act of dividing mass by molar mass or multiplying molarity by volume that we uncover the intricate connections binding atoms, ions, and molecules together in the infinite dance of chemistry - a dance that moves to the rhythm of stoichiometry, choreographed by the interplay between mass and moles.
The Concept of Theoretical Yield: Determining the Amount of Hydrogen Gas Produced
The concept of theoretical yield is a cornerstone of stoichiometry and plays an essential role in predicting the amount of product formed during a chemical reaction. Theoretical yield refers to the maximum amount of a given product that can be produced from a chemical reaction, considering classically the stoichiometric amounts of reactants and products in a balanced chemical equation. By determining the theoretical yield of a specific product, scientists and engineers can assess the efficiency of reaction systems and identify areas for optimization.
To understand the concept of theoretical yield, we will consider an example with a Mg and HCl reaction, a practical and frequently encountered application of stoichiometry. In this reaction, magnesium (Mg) reacts with hydrochloric acid (HCl) to form magnesium chloride (MgCl) and hydrogen gas (H). A balanced chemical equation representing this reaction can be expressed as:
In this equation, stoichiometric coefficients denote the mole ratio for each reactant and product. When calculating the theoretical yield, these ratios must be considered to achieve an accurate prediction. In this particular example, we are interested in determining the amount of hydrogen gas produced from the reaction.
To calculate the theoretical yield, first convert amounts of reactants (in mass, volume, or concentration) into moles. This can be done by using the molar mass of the reactant for mass measurements, using concentration and volume values for concentrated solutions, or using the ideal gas law for gaseous reactants.
In our example, let's assume we have 0.100 moles of Mg and 100.0mL of 2.0M HCl solution. Next, we will identify the limiting reactant - the reactant that will be completely consumed first during the reaction. This can be done by comparing the available moles of each reactant with respect to the stoichiometric ratios in the balanced equation.
For the Mg and HCl reaction:
0.100 mol Mg x (1 mol H / 1 mol Mg) = 0.100 mol H (theoretical yield) 100.0mL HCl x (1L / 1000mL) x (2 mol HCl / 1L) x (1 mol H / 2 mol HCl) = 0.100 mol H (theoretical yield)
In this case, both reactants yield the same amount of hydrogen gas. However, if the amounts of these reactants were not stoichiometrically equal, one would act as a limiting reactant restricting the theoretical yield.
Using the obtained mole value for hydrogen gas, we can now convert it into the desired mass, volume, or concentration units of interest. For example, if we would like to express the theoretical yield in mass, we can use the molar mass of hydrogen gas:
0.100 mol H x (2.02 g/mol) = 0.202 g H (theoretical yield)
Thus, the maximum amount of hydrogen gas that can be produced from this reaction under ideal conditions is 0.202 grams. The theoretical yield provides valuable information that can be used to assess the efficiency of reaction systems, optimize manufacturing processes, and predict possible side products in complex reaction pathways.
It is important to note that the actual yield of a reaction is often less than the theoretical yield due to factors such as incomplete reactant conversion, side reactions, and purification losses. Therefore, experimental determination and careful analysis of yield ratios are essential to understand and optimize real - world reaction systems.
Challenges lie in the accuracy of the theoretical yield determination, as many factors can influence the formation of the product. An accurate prediction requires, among other factors, precise stoichiometry and accurate limiting reactant identification. The discipline of chemistry and engineering thus strive for continuous improvement in the understanding of reaction mechanisms and kinetics, allowing for the refinement of the theoretical yield calculations and, ultimately, the optimization of chemical processes.
In summary, the concept of theoretical yield is a powerful tool to determine the maximum possible product formation given a set of reactants and reaction conditions. The application of theoretical yield in the study of Mg and HCl reaction provides valuable insights into both the stoichiometry and limiting reactant aspects of the reaction, setting the foundation for more indepth studies into reaction kinetics, experimental deviations, and alternative reaction pathways. As we delve deeper into the nuances of chemistry and engineering, the precision and utilization of theoretical yield calculations will continue to evolve and shape our approach to synthetic processes, practical problem solving, and innovative research.
Mole - to - Mole Ratios and their Role in Predicting Yields
Mole - to - mole ratios represent a crucial aspect of chemistry that allows us to make accurate predictions of products generated in a chemical reaction. These ratios, derived from the coefficients of a balanced chemical equation, serve as a bridge connecting the reactants and products involved in the reaction - both qualitatively and quantitatively. By understanding the concept of mole - to - mole ratios and applying it correctly, we can predict the yields of products formed in reactions, providing valuable information for various industrial processes, academic research, and our daily lives.
To delve further into mole - to - mole ratios, we must first revisit the balanced chemical equation, where the law of conservation of mass is maintained. In a balanced equation, the coefficients of each species represent the number of moles required or produced during the reaction. For example, consider the simple synthesis of water from its elements, hydrogen and oxygen:
2H + O 2HO
In this balanced chemical equation, the coefficients 2, 1, and 2 indicate that 2 moles of hydrogen react with 1 mole of oxygen to produce 2 moles of water. This relationship between the moles of reactants and products is the essence of mole - to - mole ratios.
Predicting yields using mole - to - mole ratios relies on the steps below:
1. Begin by converting mass or volume measurements of reactants to moles. 2. Utilize mole - to - mole ratios derived from the balanced chemical equation to relate moles of reactants to moles of products. 3. Finally, convert moles of products back into desired units such as mass or volume.
Let us illustrate the efficiency of mole - to - mole ratios with an example. Suppose we react 4.0 grams of hydrogen with 36.0 grams of oxygen to produce water. To predict the yield of water in grams, we would:
1. Convert reactants to moles: 4.0 g H (1 mol H / 2.02 g H) = 1.98 mol H 36.0 g O (1 mol O / 32.0 g O) = 1.12 mol O
2. Use mole - to - mole ratios to determine the moles of water produced: (1.98 mol H / 2) = (1.12 mol O / 1) Product yield = 1.98 mol HO
3. Convert product moles to mass: 1.98 mol HO (18.02 g HO / 1 mol HO) = 35.7 g HO
In this example, the mole - to - mole ratio method allowed us to predict a yield of 35.7 grams of water from the given reactants.
Understanding and applying mole - to - mole ratios require meticulous attention. Even a seemingly insignificant deviation from the method can result in significantly different yields, causing discrepancies in experimental results or industrial productions. Thus, it is essential to validate the coefficients, convert units consistently, and ensure precise measurements at each step.
The accurate prediction of yields using mole - to - mole ratios serves as a powerful tool for chemists, engineers, and manufacturers to optimize processes and minimize resource wastage. Imagine, for example, the vast implications of mole - to - mole ratios in the production of pharmaceutical drugs or advanced materials. By mastering this concept, researchers and industries can design better processes, leading to increased efficiency and cost savings.
Predictability is a valuable commodity in the world of chemistry, and mole - to - mole ratios offer us this vital gift. As we continue to advance and innovate in various sectors, this humble yet powerful tool remains a cornerstone of our ability to understand and manipulate the reactants and products that knit the fabric of chemical reactions. And so, we embark on the next steps of our journey with a newfound appreciation of this essential concept, knowing that the art of stoichiometry rests heavily on these omnipresent numerical relationships.
Application of Limiting Reactant in Theoretical Yield Calculation
Picture yourself in a laboratory, standing in front of a beautifully designed large - scale manufacturing process model. The task at hand is to calculate the hydrogen gas produced by the reaction of magnesium with hydrochloric acid, a critical operation that underpins numerous practical applications ranging from fuel production to metallurgy. The ability to efficiently and accurately calculate theoretical yield becomes essential to optimizing the process and ensuring economic and environmental sustainability.
To emphasize the importance of applying the concept of limiting reactant in calculating theoretical yield, let's delve deep into a fictional scenario. Imagine that as a chemist working in a research and development laboratory, you have been given the responsibility of calculating the maximum amount of hydrogen gas that can be produced by reacting 1 mole of magnesium with 6 moles of hydrochloric acid. This simple exercise provides valuable insights into the stoichiometry of the reaction, guiding your team's decision - making processes in the lab.
Now, invoking the balanced chemical equation for this reaction:
Mg + 2HCl MgCl + H
Through stoichiometric analysis, you identify the mole-to-mole relation between magnesium and hydrochloric acid to be 1:2. By using the moles of each reactant provided, you can now proceed with identifying which reactant is in excess and which one is limiting. Upon closer inspection, it becomes evident that magnesium is the limiting reactant since 6 moles of hydrochloric acid would require 3 moles of magnesium, and we only have 1 mole of magnesium available.
This revelation of magnesium being the limiting reactant is invaluable in accurately predicting the yield of hydrogen gas. By linking the information with stoichiometric coefficients (the numbers in front of element symbols in a balanced chemical equation), it becomes effortless to deduce the amount of hydrogen gas produced. Since the mole - to - mole ratio of magnesium to hydrogen is 1:1, we find that the reaction forms a maximum of 1 mole of hydrogen.
The implications of such precise calculation extend far beyond the laboratory and are of paramount importance in a myriad of applications. For instance, let's say your lab is involved in designing hydrogen - powered cars; being able to predict the theoretical yield of hydrogen gas from a specific amount of reactants affects the car's design, efficiency, and performance. Knowing the limiting reactant's identity acts as a guide in optimizing the method of hydrogen production, reducing waste, and minimizing environmental impacts.
In addition, the seamless integration of limiting reactant concept with theoretical yield calculations improves the accuracy and relevance of experimental data, as researchers can better compare their experimental yield to the anticipated yield. This comparison provides essential feedback on the factors impacting the yield, such as errors in measurements or the influence of reaction conditions. It further supports efforts in refining methodologies to achieve minimal discrepancies between theoretical and experimental values.
In conclusion, the unison of limiting reactant concepts and theoretical yield calculations paves the way for sophisticated insights into different chemical processes. Whether you are operating in an advanced research capacity or designing large - scale industrial systems, applying this powerful combination empowers you to make more accurate predictions, optimize reaction efficiency, dramatically reduce waste, and actively contribute to efforts in addressing environmental challenges. Embrace the wisdom of limiting reactants, and unlock new levels of precision and mastery in the captivating world of chemical reactions.
Calculating Moles of Hydrogen Gas Evolved by Magnesium and HCl Reaction
Calculating moles of hydrogen gas evolved by the reaction of magnesium and hydrochloric acid is an essential part of understanding stoichiometry and chemical kinetics. This calculation is particularly important to scientists, researchers, and those in the chemical industry who rely on accurate yield predictions when developing new products or optimizing existing reactions. Using a well - balanced chemical equation, in conjunction with mole - to mole conversions, and concepts from limiting reactants, we will unravel the mysteries behind the calculation of hydrogen produced in the Mg and HCl reaction.
Consider a real - world example: a research laboratory is attempting to develop a hydrogen - powered vehicle's fuel cell powered by the reaction between magnesium and hydrochloric acid. The engineers must know the quantity of hydrogen gas produced accurately to design an efficient and effective fuel cell. To calculate the quantity of hydrogen gas evolved, they must start by analyzing the balanced chemical equation for the reaction:
From this equation, we can see that the mole ratio between magnesium (Mg) and hydrogen gas (H) is 1:1, which means that for every mole of Mg reacted, one mole of H is produced. Similarly, the mole ratio between hydrochloric acid (HCl) and hydrogen gas is 2:1. By obtaining the number of moles of either the magnesium or hydrochloric acid in the reaction, the moles of hydrogen gas can easily be determined using the balanced chemical equation.
Imagine there are 0.50 moles of magnesium and a concentration of 1.0 mol/dm of hydrochloric acid in a flask with a volume of 0.5 dm. To calculate the moles of HCl, we use the formula:
Moles = Concentration x Volume
Moles of HCl = 1.0 mol/dm x 0.5 dm = 0.5 moles
Now, we must compare the moles of magnesium and hydrochloric acid to see which reactant is limiting as it will determine the maximum amount of hydrogen gas produced. Since the desired ratio is 1:2, the required amounts are 0.50 moles of Mg and 1.0 moles of HCl. By comparing the amounts, we see that HCl is the limiting reactant and will dictate the amount of
hydrogen gas produced.
Using the mole ratio between HCl and H from the balanced chemical equation (2:1), we can now calculate the moles of hydrogen gas evolved:
Moles of H = (Moles of limiting reactant) x (Mole ratio between product and limiting reactant)
Moles of H = 0.50 moles x (1 mole H / 2 moles HCl) = 0.25 moles of H
Thus, the reaction of 0.50 moles of magnesium with 0.50 moles of hydrochloric acid will result in the production of 0.25 moles of hydrogen gas. This information is now available for our engineers, allowing them to ensure precise, accurate data for the design of the hydrogen - powered fuel cell, opening the doors to innovation and a cleaner, more sustainable future.
Calculating moles of hydrogen gas evolved by the reaction of magnesium and hydrochloric acid, as demonstrated in our example, provides invaluable information for chemists, students, and industry professionals alike. This not only aids in understanding foundational stoichiometric principles but also becomes a powerful tool in optimizing chemical reactions for practical applications. The interplay of reactants and products within a balanced chemical equation paves the way for fuel cells, groundbreaking research, and possibilities yet to be discovered. As we move forward in our exploration of stoichiometry and chemical reactions, let us harness the power of moles and mole ratios to continue enhancing our understanding, advancing technology, and working towards a future filled with endless possibilities.
Converting Moles of Hydrogen Gas to Other Units (e.g., Mass or Volume)
In the realm of chemical reactions, stoichiometry plays a crucial role in calculating the amounts of reactants and products involved in a reaction. Once we understand the mole - to - mole relationships between reactants and products, we can convert moles of a substance to other units, such as mass or volume. To demonstrate these conversions, let's use the example of the reaction between magnesium and hydrochloric acid, which produces magnesium chloride and hydrogen gas.
The balanced chemical equation for the reaction is:
First, let's discuss converting moles of hydrogen gas to its mass. This conversion is a relatively straightforward process involving the molecular weight of hydrogen gas. The molecular weight (or molar mass) of a substance is the mass of one mole of that substance and is usually expressed in grams per mole (g/mol). To calculate the mass of hydrogen gas, we can use the molecular weight of hydrogen (H), which is approximately 1 g/mol. Since hydrogen gas is diatomic (H), its molecular weight would be 2 g/mol. Thus, to convert moles of hydrogen gas to grams, we can simply multiply the moles by the molecular weight of hydrogen gas:
Mass of hydrogen gas (g) = Moles of hydrogen gas Molecular weight of hydrogen gas
For example, if we have 0.50 moles of hydrogen gas, we can calculate the mass as follows:
Mass of hydrogen gas (g) = 0.50 moles 2 g/mol = 1.00 g
Now that we have discussed converting moles of hydrogen gas to mass, let's move on to volume conversion. We can determine the volume of hydrogen gas evolved using the Ideal Gas Law, which relates the pressure (P), volume (V), temperature (T), and amount (n) of a gas in moles. The Ideal Gas Law is represented by the equation:
In this equation, R is the ideal gas constant (approximately 0.0821 Latm/molK). To use the Ideal Gas Law to calculate the volume of hydrogen gas, we will need to know the temperature and pressure conditions of the experiment. For simplicity, let's assume that the reaction occurs at standard temperature and pressure (STP) conditions (0C or 273.15 K and 1 atm). At STP, one mole of any gas occupies 22.4 liters. Consequently, we can quickly convert moles of hydrogen gas to liters by multiplying the moles by the molar volume of the gas (the volume occupied by one mole of gas) at STP:
Volume of hydrogen gas (L) = Moles of hydrogen gas Molar volume of gas at STP
For instance, if we have 0.50 moles of hydrogen gas, we can calculate the volume as follows:
Volume of hydrogen gas (L) = 0.50 moles 22.4 L/mol = 11.2 L
In conclusion, converting moles of hydrogen gas or any substance into other units like mass or volume is essential for comprehending the results of chemical reactions. These conversions also offer valuable insights into designing and analyzing experimental data, identifying limiting reactants, and calculating theoretical and experimental yields. As we navigate the intricate labyrinths of stoichiometry, the abilities to manipulate and convert units become indispensable tools in our pursuit of understanding and predicting the outcomes of chemical reactions.
Factors Influencing Theoretical Yield and Sources of Deviation
Theoretical yield is at the heart of stoichiometry, a powerful tool for predicting and understanding the outcomes of chemical reactions based on the balanced chemical equation. In essence, the theoretical yield refers to the maximum possible amount of the desired product that can be obtained in the reaction. However, as with many things in science, the real world is often a bit more complex, and it is quite rare for experimental yields to match their theoretical counterparts. As we venture into the realm of factors influencing theoretical yields and sources of deviation, it is pertinent to not only identify these factors but also recognize their effects in practical scenarios.
One of the main factors influencing theoretical yield is the stoichiometry of the balanced chemical equation. An error in stoichiometric coefficients can wreak havoc on the entire process of calculations related to moles and mass of reactants and products. Take, for instance, a hypothetical reaction with an incorrect stoichiometric coefficient in the balanced equation, leading to an overestimation of the actual amount of product formed. This error can ripple through all the calculations and result in a deviation from the real yield value. It is thus crucial to scrutinize and verify the balanced chemical equations as a first step towards accurate yield predictions.
Another critical factor lies in the purity of reactants used in the chemical reaction. The presence of impurities not only has the potential to affect the number of moles of each reactant, but also interfere with the reaction mechanism itself. For example, consider a reaction between two reactants A and B. If reactant A has impurities in the form of substance C, it may cause the reaction to produce undesired side products, consequently reducing the yield of the intended product. The careful examination, verification, and refinement of reactant purity can play an essential role in ensuring accurate
theoretical yield predictions.
The third factor to consider is the reaction mechanism itself. In cases where the reaction involves several steps or intermediate species, the possibility of deviations from the expected yield increases. This is because the theoretical yield calculations are often based on the assumption that a simple, direct reaction occurs. Side reactions involving transient intermediates can lead to the formation of unwanted by - products or even consume the main reactants. Furthermore, the existence of competing reaction pathways may also lead to complexities in predicting the actual yield of the desired product, thereby necessitating a more robust understanding of reaction mechanisms in such cases.
A related consideration is the impact of reaction conditions, such as temperature, pressure, and catalysts, on the reaction's progress. Changes in these variables might favor certain reaction pathways over others or even affect the equilibrium of the reaction. For instance, an increase in temperature could potentially favor the formation of products with higher energy forms, thus deviating from the expected yield. A comprehensive investigation of reaction conditions and their consequent effects on product formation provides useful insights for fine - tuning theoretical yield predictions.
The effect of human error should not be overlooked in discussions of theoretical yield deviations. In any experiment, errors in measurements, calculations, or interpretations can lead to discrepancies between experimental and theoretical values. For example, a miscalculation of the moles of the reactants can greatly impact the predicted yield. Likewise, a misinterpretation of experimental data can lead to inaccurate comparisons between experimental and theoretical yields. Being diligent, meticulous, and self aware of potential biases and mistakes remains a golden rule in scientific pursuits, for both seasoned researchers and neophyte chemists alike.
As our journey through the labyrinth of factors affecting theoretical yield and sources of deviations concludes, it becomes evident that chemical reactions involve a plethora of intricacies that can affect the final outcomes. It is in navigating through these myriad factors, traversing through stoichiometry and balanced equations, meandering around reactant purities and reaction mechanisms, and cautiously handling human errors, that chemists can continue to hone their predictions and secure a better understanding of the molecular world. The call remains for those who tread this path to be acutely aware of these influencing factors while relentlessly pursuing the ultimate goal: accurate theoretical yield predictions, reconciled with the chaos and imperfections of reality. And from this knowledge, we stand poised to reshape and re - imagine the very nature of our chemical pursuits, opening new vistas for exploration, innovation, and progress.
Significance and Applications of Theoretical Hydrogen Gas Yield in Industry and Research
In the chemical industry, a key application for hydrogen gas lies in the field of petrochemicals and fertilizers. The Haber - Bosch process for ammonia synthesis, which combines nitrogen and hydrogen to produce ammonia, is a significant area where the theoretical yield of hydrogen gas plays a critical role. Accurate calculations of hydrogen gas yield are essential to optimize the industrial process, reduce waste, and minimize production costs. Furthermore, ammonia is a crucial component of many fertilizers, making the efficient usage of hydrogen gas essential for global food security.
In the realm of metallurgy, hydrogen gas finds use in the reduction of metal ores and oxides. One such application is the production of ultra high purity metals, such as those used in semiconductor technologies. By understanding and predicting the theoretical hydrogen yield accurately, metallurgists can optimize their process designs, minimize contamination, and ensure the consistent and reliable manufacturing of ultra - pure metals. Not only does this precision contribute to resource conservation, but it also supports technological advances that form the backbone of modern electronic devices and communication.
The burgeoning field of renewable energy has also turned its attention towards hydrogen gas as a potential "green" energy source. The ability to accurately predict the hydrogen yield in various processes, such as water electrolysis or thermolysis, is fundamental to evaluate the efficiency and viability of these technologies. This precision supports researchers and policymakers in understanding the effectiveness of a given hydrogen production method and aids in making informed decisions regarding large - scale implementation. For instance, the development of hydrogen - driven fuel cell technology, a promising alternative to traditional combustion engines, relies on a clear understanding of hydrogen yields to optimize energy storage and
usage and minimize potential waste.
Moreover, the accuracy of theoretical hydrogen yield predictions has a notable role to play in combating climate change. By harnessing hydrogen's potential as a carbon - free fuel, scientists and engineers can work towards a future with minimal greenhouse gas emissions. An exact understanding of hydrogen production pathways, as well as the optimization of these methods to extract the most hydrogen efficiently, is necessary to make significant steps towards carbon neutrality and sustainable development.
Finally, hydrogen gas is also an essential component in cutting - edge aerospace engineering, particularly in the expansion of human space exploration. As various space agencies look to harness hydrogen fuel cells for reliable energy storage during prolonged space missions, exceptional care must be taken to ensure the highest level of fuel efficiency. Predicting exact hydrogen gas yields is of utmost importance due to the unique constraints and challenges that space travel imposes on fuel production and storage.
In conclusion, the accurate determination of theoretical hydrogen gas yield through stoichiometry holds paramount importance, shaping innovations and developments in a diverse array of industries and research modalities. As the global community increasingly relies on hydrogen gas for myriad applications, the precision of estimating hydrogen gas yield will not only contribute to optimizing its use but also support the widespread realization of sustainable technologies and energy sources. The diverse consequences of accurate hydrogen prediction underscore the importance of mastering stoichiometry, a seemingly simple concept with profound implications for our planet's future.
Chapter 8
Experimental Set - up and Safety Precautions
As chemists and researchers embark on their quest to understand the vast world of chemical reactions and the nuanced interplay between reactants to yield a plethora of intriguing products, one must ensure that the mechanisms of exploration remain both precise and secure. Although an experimental setup might vary concerning each unique problem under investigation, the foundations of designing accurate and safe experiments remain universally applicable. The following discussion will elucidate the principles of experimental setup and safety precautions that govern any chemical investigation, with a particular focus on the reaction between magnesium and hydrochloric acid.
The first contemplation in experimental setup design must be the selection of proper glassware and equipment. Chemists must thoughtfully determine the specific tools needed to measure, mix, and analyze reactants and products, bearing in mind the concentrations, physical states, and hazard potentials involved. In the case of the magnesium and hydrochloric acid reaction, a proper setup might entail utilizing a gas syringe or a water displacement arrangement to accurately measure the volume of hydrogen gas evolved. This equipment choice exemplifies the incorporation of technical insights by recognizing the gas state of hydrogen; additionally, it considers the moderately corrosive nature of the HCl by using glassware. While a measuring cylinder might serve its purpose in some experiments, the generator required for scaling this reaction to an industrial or large - scale degree exemplifies the necessary adaptability in glassware selection for the sake of accuracy.
Moreover, measuring techniques are crucial for obtaining genuinely meaningful data. In the case of determining the moles of hydrogen formed during the Mg - HCl reaction, precision is of the essence. For calculating the concentration of the hydrochloric acid, one might utilize a pipette to ensure the accurate measurement of the solution's volume. Additionally, one must attentively weigh the magnesium metal sample, being wary of any unnoticed impurities or oxidation that might mar its mass reading. Ultimately, the precision of an experimental setup is directly proportionate to the reliability and replicability of its results.
Aside from accuracy, safety remains paramount during any experimental pursuit. Proper handling, storage, and disposal of reactants not only protects researchers but also fosters the integrity and longevity of laboratory equipment, facilities, and the surrounding environment. Magnesium presents a myriad of risk potentials; for instance, magnesium may ignite when heated or combined with incompatible materials, and the metal will burn intensely in the presence of air. Additionally, hydrochloric acid is a corrosive substance that poses risks to the skin, eyes, and respiratory system upon exposure. Researchers must remain cognizant of such risks to ensure the minimization of experimental mishaps.
Safety precautions play a vital role in upholding this secure environment. Firstly, implementing policies that encompass regular equipment inspection, adherence to standard reagent storage, and correct waste disposal procedures can reconcile many potential hazards. Protective gear further dampens these risks, including luxurious items such as lab coat, gloves, and goggles that shield the individual from various laboratory perils. Lastly, preparedness for mishaps is essential; acknowledging that accidents can happen, proper emergency protocols that accommodate chemical - specific neutralizations and rinsing stations should be established and rehearsed periodically.
As we delve deeper into the world of chemical reactions and their applications, we must not lose sight of the importance of a well - designed and secure experimental setup. Detailed consideration of the glassware and equipment needed, sound measuring techniques, and understanding the potential hazards and safety measures contributes to a successful and in depth exploration of the chemical world. With this knowledge, chemists and researchers continue their pursuit of novel discoveries in the field, merging precision and safety to bring the dreams of scientific excellence to fruition.
As Marie Curie, pioneer of radioactivity, sagely recognized, "One never notices what has been done; one can only see what remains to be done." Our exploration of experimental design and safety precautions sets the stage for continued investigations, knowing that these principles form the basis for obtaining data vital to our understanding of chemical reactions. As our journey into the reaction of magnesium and hydrochloric acid persists, let us reflect on the importance of establishing a solid foundation in these principles for the sake of accuracy, safety, and the overall advancement of humanity's knowledge.
Designing Appropriate Experimental Procedures and Set - up
A picture may be worth a thousand words, but a meticulously constructed experimental set - up is worth its weight in gold to a chemist. A well designed experiment often begins with a thorough understanding of the chemical reactions involved. For our investigation into the reaction between magnesium and hydrochloric acid, the following balanced chemical equation serves as our guiding principle: Mg(s) + 2HCl(aq) MgCl(aq) + H(g). This equation will be our starting point, our roadmap through the uncharted territory of chemical experimentation.
Understanding that the primary product of interest in our reaction is hydrogen gas, a gaseous substance, informs the selection of glassware and equipment to collect and measure the evolved gas. An ideal set - up would employ an inverted graduated cylinder or burette filled with water submerged in a water bath; the hydrogen gas produced by the reaction displaces the water in the graduated cylinder or burette, providing an easy and accurate means of measuring its volume. The choice of using a water - filled graduated cylinder or burette not only allows for the trapping of gas but also provides a useful starting point to implement Dalton's Law of Partial Pressures and account for water vapor in our measurements.
It is vital to ensure that the reactants, magnesium and hydrochloric acid, are of suitable purity and concentration to prevent unforeseen side reactions or unaccounted deviations in our results. Using reagent - grade chemicals is advisable, and appropriate dilutions of hydrochloric acid should be performed to standardize its concentration. Accurately measuring the mass of magnesium, as well as the concentration and volume of hydrochloric acid, will facilitate well - founded stoichiometric calculations and enable us to identify limiting reactants, calculate theoretical yields, and assess the efficiency and validity of our experimental findings.
It is often said that with great power comes great responsibility, and this adage holds true for chemical reactions, which can possess both incredible potential and inherent risk. Identifying hazards related to the handling and use of magnesium and hydrochloric acid is essential to a controlled and secure experimental set - up. Handling magnesium should be done with care, as the fine powder, if allowed to accumulate, can be a fire risk. Hydrochloric acid, being a strong acid, can cause burns to the skin and damage to the eyes, and its corrosive fumes can irritate the respiratory system. The use of suitable protective gear, including gloves, goggles, and even a lab coat, combined with proper ventilation and a fume hood, can significantly minimize these risks.
Moreover, the rapid production of hydrogen gas during the reaction demands stringent measures to prevent gas leaks and possible combustion due to the flammability of hydrogen in air. The use of a closed system, such as a water-filled glassware set-up, can mitigate this risk, while maintaining a safe distance from open flames for the entire duration of the experiment is of utmost importance.
In closing, the creation of a carefully designed, articulate, and well executed experimental procedure and set - up for the reaction of magnesium and hydrochloric acid is akin to composing a symphony, where the individual components come together harmoniously to achieve a result that transcends the sum of its parts. As we continue to explore the labyrinthine world of stoichiometry, the lessons learned here shall illuminate our path, leading us towards ever greater understanding and enlightenment. And, like the hydrogen gas that steadily rises from our chemical reaction, we too shall ascend into the stratosphere of knowledge, confident in our mastery of the art of experimental design.
Utilizing Proper Glassware, Equipment, and Measuring Techniques
An expression commonly heard when discussing the importance of glassware is "the right tool for the job." In the laboratory, this maxim is nothing short of sacred. The selection of glassware is determined by the specific needs of the experiment and, most importantly, the nature of the substances involved. For instance, volumetric flasks are designed for precise measurements and dilutions, while beakers cater to more approximate requirements. In the case of the reaction between magnesium and hydrochloric acid, the production of hydrogen gas necessitates the use of a vessel that is large enough to contain the evolved gas. An Erlenmeyer flask would be an appropriate choice, one with a narrow mouth that can be easily capped to prevent gas from escaping.
Glassware quality is another aspect that demands attention. Borosilicate glass offers exceptional heat resistance, making it the ideal choice for reactions that involve temperature changes. In contrast, not all glassware should be used in the context of vacuum work, as they may implode. When dealing with a potentially exothermic reaction, such as magnesium and hydrochloric acid, it is crucial to choose glassware capable of withstanding thermal changes. This ensures that the experiment progresses safely and avoids unexpected interruptions.
The success of a chemical reaction lies not only in its glassware but also in the measuring techniques employed throughout the process. With the reaction of interest being magnesium and hydrochloric acid, errors occurring at the juncture of mass and volume determination can ultimately impact the yield and rate of hydrogen gas produced. Therefore, it is essential to understand the limitations of various measuring tools and techniques.
When dealing with solid magnesium, a precisely calibrated digital balance is an invaluable tool. Given that the reaction can be significantly affected by even small deviations in mass, a balance with a readability of at least 0.1 mg is advised. It is also imperative to maintain a consistent tare technique, ensuring optimal accuracy in mass readings.
For liquid measurements, particularly that of hydrochloric acid solutions, a level of precision is required that cannot be achieved with standard beakers and flasks. Volumetric pipettes and graduated cylinders are the preferred instruments for such measurements. They offer clear, sharp calibration markings in addition to narrow, cylindrical shapes that minimize errors due to meniscus reading and surface tension. It is essential to practice correct pipetting techniques, making use of gloves and eyewear protection, as the inaccuracies introduced by these factors can have consequential effects on the progress of the reaction.
Besides glassware and measurement techniques, the utilization of proper equipment and apparatus plays an indispensable role in the study of chemical reactions. In the example of investigating a gas - evolving reaction, it is crucial to capture and measure this newly formed product. One method commonly employed is the water displacement technique, which involves bubbling the produced gas through a graduated tube filled with water. By carefully monitoring the volume changes, the experimenter can gain insight into the amount of gas formed and how it correlates to the aforementioned theoretical calculations.
The elegance of the chemical reaction lies not only in its theoretical underpinnings but in the experimenter's ability to bring this dance to life through their expertise and equipment. The foundation, built with proper glassware and measuring techniques, serves not only to protect the safety of the photographer but also to enhance the beauty of the exposition. In this symphony of particles and glass, precision and accuracy grant their performance's tempo, shaping the narrative of the experiment and carrying it into the next movement: where we address the potential hazards, risks, and safety protocols required for working with magnesium and hydrochloric acid.
Identifying Potential Hazards and Safely Handling Reactants
In the seemingly quiet and serene setting of the chemistry laboratory, where creative minds engage in innovative explorations, lies a hidden world of potential hazards. As we delve into the fascinating realm of chemical reactions, specifically focusing on the reaction between magnesium and hydrochloric acid, it becomes imperative to unveil the veiled dangers and dangers that lurk beneath the surface, and adopt measures to safely handle these reactants.
One of the most important steps in the preparation for any chemical experiment is the identification of risks associated with the chemicals being used. Magnesium, a highly reactive and flammable metal, poses several threats. Burning magnesium produces magnesium oxide, which, upon inhalation, can cause irritation and damage to the respiratory tract, posing a health hazard to the operator. Additionally, the bright flame emitted by burning magnesium can cause eye injuries, highlighting the need for proper eye protection.
Hydrochloric acid, a strong and corrosive acid, brings another array of potential hazards. Upon contact with the eyes or skin, it can cause severe burns, while the inhalation of its fumes can lead to irritation or damage to the respiratory system. Moreover, hydrochloric acid's corrosive nature also poses risks to laboratory equipment and surfaces, underscoring the necessity of proper storage, handling, and cleanup practices.
Safely handling these reactants can be accomplished by adhering to a few key guidelines. Firstly, always make sure to wear appropriate personal protective equipment (PPE), such as a lab coat, gloves, safety goggles or a face shield, and closed - toe shoes. This precautionary measure minimizes exposure to corrosive substances, flammable materials, and hot surfaces, effectively reducing the chances of injury.
Secondly, ensure proper ventilation during the experiment, as both magnesium and hydrochloric acid release fumes that can be hazardous if inhaled. Working in a fume hood, or at least in a well - ventilated area, is essential for maintaining a safe working environment. In the case of inadequate ventilation, respiratory protection, like a mask or a respirator, should be used.
A further safety measure involves securing all containers of chemicals when not in use and storing them according to the manufacturer's guidelines. For instance, hydrochloric acid must be stored in a tightly sealed, glass container with a vented cap to prevent pressure buildup. The container should be placed in a secondary containment, such as a plastic tub, to contain spills or leaks. When transferring the acid, always pour it into water, and never the reverse, to reduce the risk of splattering.
Lastly, always have an emergency plan in place that outlines the steps to be followed in case of accidents, such as spills, chemical exposure, or fire. This entails knowing the location and use of safety equipment, such as eyewash stations, safety showers, fire blankets, and fire extinguishers, as
well as the emergency contact number for immediate assistance.
Envisioning our foray into the phenomenal world of stoichiometry and the reactions engaging magnesium and hydrochloric acid, it is fitting to remind ourselves of the duality that exists in the nature of these chemical substances -substances that can herald immense potential for scientific discovery, yet be veiled with danger if not handled with utmost care. Arming ourselves with the knowledge of potential hazards and mastering the art of safely handling reactants will not only enrich our understanding of chemical reactions, but also pave the way for a secure and thriving scientific journey.
Implementing Safety Measures, Protective Gear, and Emergency Protocols
In any scientific endeavor, safety should be the top priority, especially when dealing with reactive substances and potentially hazardous processes. The reaction of magnesium and hydrochloric acid, for example, has the potential to produce unwanted consequences if not handled properly. Therefore, it is essential to implement safety measures, utilize protective gear, and establish emergency protocols to ensure a successful and safe experiment.
Safety measures begin with a thorough understanding of the properties of the reactants involved, as well as their potential risks. Magnesium, a highly reactive metal, can ignite in the presence of heat or open flame, while hydrochloric acid is highly corrosive and can cause severe burns upon contact with the skin and eyes. Therefore, when dealing with these substances, it is crucial to ensure not only the safety of the experimenter but also the integrity of the experiment.
Handling reactive substances such as magnesium requires precision and care. The use of appropriate tools, such as tongs and gloves, ensures a safe distance between the experimenter and the reactant. It is also crucial to avoid contact with moisture or heat sources, as these can trigger an unwanted reaction. Moreover, storing magnesium away from other flammable materials reduces the risk of accidental ignition.
When working with hydrochloric acid, proper storage and handling are essential to avoid direct contact with the skin and eyes. The use of a chemical-resistant container and a designated, well-ventilated area prevents accidental spills and the release of hazardous vapors. Always add the acid to water and never the other way around, as this practice prevents the violent reaction known as an exothermic process that produces significant heat and can result in a splash of the concentrated acid.
Protective gear is indispensable when handling hazardous materials. The experimenter should wear appropriate clothing, including a lab coat or apron, long - sleeved attire, and closed - toe shoes. Lab gloves should be chemical-resistant to prevent direct contact with corrosive substances, while safety goggles or a face shield protect the eyes from any potential splashes or airborne particles. Additionally, a respirator may be needed if dealing with large quantities of hydrochloric acid or working in an inadequately ventilated area.
Despite rigorous safety precautions, accidents can happen, and it is crucial to have established emergency protocols should an incident arise. When setting up a lab space, ensure that there is immediate access to an eyewash station and a safety shower in case of contact with corrosive chemicals. In the event of a chemical spill or accidental exposure, the affected area should be rinsed thoroughly for a minimum of 15 minutes. Moreover, having a fire extinguisher readily available can mitigate the damage in case of accidental ignition of flammable materials.
Knowledge and implementation of first aid procedures should also be a priority. All individuals present in the experimental area must be educated on the necessary steps in case of exposure, ingestion, or inhalation of the reactants and products of the experiment. Contacting emergency services, poison control, or medical professionals should also be part of the emergency protocol, and relevant contact information should be readily accessible.
A smoothly running and safe experimental endeavor is the result of conscientious planning, adherence to safety measures, and a mindful approach. Regardless of the scale or stakes involved, safety remains paramount, allowing scientists the opportunity to explore, innovate, and contribute to the vast repertoire of human knowledge.
As we strive to better understand and manipulate the natural world and its diverse reactions, let us not lose sight of the responsibility that accompanies our inquiries. Safety lies at the heart of scientific progress: without it, we risk not only our well - being but also the integrity of our findings. With the proper precautions and attentiveness in place, we can delve into the fascinating realm of chemical reactions, standing firmly on the path towards the efficiency, sustainability, and innovations that await in our future endeavors.
Chapter 9
Analyzing and Comparing Experimental Results to Theoretical Yield
Utilizing the reaction between magnesium and hydrochloric acid as our case study, we begin by calculating the theoretical yield of hydrogen gas. This involves employing stoichiometric principles and the balanced chemical equation, alongside known quantities of reactants such as moles of magnesium and the concentration and volume of hydrochloric acid. The theoretical yield denotes the maximum amount of hydrogen gas that could be produced based on these quantities.
With the theoretical yield in hand, the next step is the arduous task of carrying out the experiment and measuring the actual amount of hydrogen gas evolved. This experimental yield is often affected by various factors, including the accuracy of measurements, the purity of reactants, and environmental conditions, to name a few. Quantifying the experimental yield of hydrogen gas calls for utilizing accurate measurement techniques such as gas displacement or manometry. Careful experimental design can minimize the impact of errors and inconsistencies on the result and can provide a better basis for comparison with the theoretical yield.
Once both theoretical and experimental yields of hydrogen gas have been determined, it is essential to analyze the data and compare the two. Are the experimental results close to the theoretical predictions, or is there a significant difference? If discrepancies arise, it is vital to explore each step of the experimental process. Were there any measuring errors, impurities in reactants, or side reactions that could have occurred and impacted the experimental yield? Identifying these potential factors can help improve the procedure and rectify errors made during the experiment.
The comparison of experimental results to theoretical yield provides an avenue to assess accuracy and precision. A close agreement between the two values implies a high level of accuracy and suggests that the experimental procedure appropriately mirrors the theoretical predictions. Consistent results, even if they deviate from the theoretical yield, indicate precision in experimental methods. Rigorous evaluation of data allows researchers to fine - tune experimental procedures, to optimize reproducibility and reliability and to develop a deep understanding of the chemical system in question.
In the realm of science, knowledge builds upon itself, like a tower constructed with bricks of understanding and cemented with accurate experimental investigations. Each successful comparison of experimental results to theoretical yield strengthens the tower, providing an unshakable foundation on which future scientific knowledge will rest. As we turn our gaze forward to the ever - expanding horizons of hydrogen production and utilization, the importance of refining our analytical techniques becomes evident. This will not only improve our grasp of the magnesium - hydrochloric acid reaction but will also propel us closer to unlocking the full potential of hydrogen gas as a sustainable energy source and groundbreaking industrial material.
Introduction to Analyzing and Comparing Experimental Results
In the vast landscape of chemistry, understanding and comparing experimental results is akin to walking a tightrope with a fine thread between precise evaluation and human error. This dance, while challenging, offers invaluable insights into the inner workings of chemical reactions, such as the one between magnesium (Mg) and hydrochloric acid (HCl).
Before stepping into the realm of analysis and comparison, it is essential to bear in mind that no experimental result is truly flawless. Human error, environmental factors, and equipment imperfections imbue the experimental process with a level of uncertainty. However, this does not deem the process futile; rather, it calls for greater attention to detail and improved
methodology.
To enrich our understanding of the reaction between magnesium and hydrochloric acid, a hypothetical scenario serves as an illuminating illustration. Imagine having conducted an experiment to measure the hydrogen gas evolved in the reaction:
While evaluating the resulting data, it becomes imperative to consider possible sources of error and to strike an elusive balance between skepticism and confidence in one's results. The comparison between the experimental and theoretical yields of hydrogen gas holds the key to unlocking a treasure trove of information.
Errors in experimentation can manifest in many forms. In our Mg - HCl reaction, inaccuracies may spring from improper handling of the magnesium strip, leading to variations in mass and surface area. The latter plays a pivotal role in the rate of reaction, as a larger surface area expedites the process. For the hydrochloric acid, the concentration may differ from expectations due to evaporation, contamination, or imprecise measurement. As a vigilant scientist, one must diligently scrutinize each step of the process to identify potential weak points and identify improvements for future trials.
A significant challenge in measuring the hydrogen gas evolved lies in capturing the effervescence of the chemical reaction. The volatile nature of hydrogen, coupled with its invisibility to the naked eye, demands an array of carefully executed techniques. Oftentimes, a water displacement method is employed, with hydrogen gas displacing a known volume of water. The displaced water gives rise to calculations about the hydrogen gas volume, resulting in an experimental yield that can be compared to theoretical expectations.
Integrated with the wisdom gleaned from potential errors, data analysis involves a meticulous comparison of experimental yield with theoretical yield. The latter is calculated using stoichiometry, which takes into account the limiting reactant and the balanced chemical equation. Should a chasm emerge between the theoretical and experimental yields, the gap serves as a compass, pointing toward an improvement in experimental design and procedure.
At the heart of this comparison lies a sophisticated appreciation for the role of chance and the beauty of chemistry's underlying principles.
An analytical eye gleams with discernment while recognizing that every experimental result offers a step toward scientific growth rather than a definitive condemnation or vindication.
As the intricate ballet of analysis unfolds, the researcher moves ever closer to the true nature of the reaction between magnesium and hydrochloric acid. The wisdom distilled from comparing experimental and theoretical yields holds the potential to illuminate new pathways of research and industry applications. For, in the words of the venerable scientist Louis Pasteur, "Chance favors only the prepared mind."
Factors Affecting Experimental Yield of Hydrogen
In investigating the factors affecting the experimental yield of hydrogen gas, one must delve into the array of interconnected variables at play. Temperature, reaction conditions, impurities and different isotopes of magnesium, reactant purity, and side reactions are all contributing elements to deviations from the theoretical yield. Understanding these factors will aid in refining experimental techniques and uncovering insights into the study of the reactive behavior of magnesium and hydrochloric acid.
Temperature is a crucial factor that exerts considerable influence over the reaction rate and, consequently, the yield of hydrogen gas. As temperature rises, the energy levels of the system's molecules are elevated, and the likelihood of successful collisions between magnesium and hydrochloric acid particles increases. This heightened activity results in more frequent and intensive encounters, leading to a faster and potentially more complete reaction. However, the higher the temperature, the higher the chance of additional side reactions also occurring, which can confound calculations and detract from the accuracy of the experimental yield.
In the reaction between Mg and HCl, several different isotopes of magnesium may be present. These isotopes exhibit slight variations in mass, which, in turn, could lead to subtle differences in reaction rates. Magnesium - 26, for instance, is slightly heavier than magnesium - 24, and will consequently experience lower kinetic energy at a given temperature. Although these isotopic variations account for only minor discrepancies in the overall yield, they highlight the complexity of chemical processes and underline the necessity of precise and careful calculations in any experimental study.
The vital role of reactant quality cannot be overemphasized. Impurities present in either magnesium or hydrochloric acid can have distracting effects on the evolution of hydrogen gas, suppressing or enhancing the reaction depending on the foreign species involved. Moreover, even minute impurities can also skew the mole-to-mole relationships established through stoichiometry, ultimately leading to deviations from the anticipated yield. One must, as such, strive to use the purest possible reactants in order to minimize the effects of contamination and to obtain reliable and reproducible results.
Interference from side reactions is another factor that can blur the distinction between experimental and theoretical hydrogen gas yields. For instance, hydration of magnesium chloride can occur in the presence of water, producing magnesium oxychloride. This compound tenderly clings to the magnesium surface, forming a deceptively whitish layer that shields the metal from further corrosion. Extensive formation of this coating can impact the hydrogen yield by hindering the reaction's progress and concealing the true extent of magnesium consumption.
Without a doubt, there is an inextricable web of factors shaping the experimental yield of hydrogen gas in the Mg - HCl reaction. To refine experimental techniques and optimize the accuracy of yield measurements, one must remain vigilant about these components and strive to control their impact on the reactive process. Only through a conscientious approach to experimentation, combined with a solid grounding in chemical theory, can we hope to forge a deeper understanding of the enigmatic phenomenon encapsulated by the reacting filaments of magnesium and the effervescent evolution of hydrogen gas. As we proceed onward in our exploration, it is vital that we bear in mind the profound interconnectedness of these factors and remain ever curious about the intricate mysteries of the chemical world.
Possible Errors and Inconsistencies in Experimental Method
It is often said that the devil is in the details, a phrase that rings particularly true when considering experimental methodology in the field of chemistry. When designing and executing an experiment - such as the magnesium and hydrochloric acid reaction exploring the production of hydrogen gas numerous factors come into play that may lead to errors and inconsistencies, ultimately influencing the results obtained. This discussion delves into various sources of error in experimental methods, providing salient examples and technical insights, while accentuating the importance of meticulous vigilance and attention to detail to ensure accurate and reliable outcomes.
To begin, consider the aspect of measurement, a crucial component in any experimental investigation. When measuring, it is essential to use the correct and calibrated equipment, from graduated cylinders to analytical balances to ensure the precision and accuracy of measurements. For instance, if inconsistent volumes of hydrochloric acid are utilized across several trials due to cuvette imperfections, it could result in variations in the observed reaction rate, leading to discrepancies between achieved and expected hydrogen gas yields.
Furthermore, errors may arise due to improper or inconsistent techniques for mixing reactants. It is important to maintain control and consistency over factors such as stirring speed, the temperature at which the reactants are mixed, and the order in which the reactants are combined. Variations in any of these factors may alter reaction rates and, consequently, the yield of hydrogen gas observed.
Another area where errors can emerge is the actual reaction set - up. This can arise from factors like fluctuating room temperature, unforeseen variations in the composition or purity of the reactants, or reactive properties of reaction vessels - such as using metal containers that could inadvertently participate in the reaction and thus skew the results. These seemingly minor details, if overlooked, can significantly impact outcomes and limit the repeatability and reliability of the experiment.
Inadequate control or inconsistent monitoring of experimental conditions can also result in errors. Temperature, pressure, or humidity fluctuations, for example, can impact both the reaction itself and the evolved hydrogen gas's containment and measurement. Proper controls and monitoring techniques must be established to ensure that the experiment mimics the intended conditions.
Additionally, it is essential to account for potential side reactions stemming from impurities in the reactants or undesired interactions with other species present within the system. For example, the presence of water may hydrolyze magnesium, complicating stoichiometric calculations of reagents and products. In this vein, one must remain vigilant for the formation of unexpected products or changes in experimental parameters, such as pressure fluctuations, that might hinder the accurate measurement of hydrogen gas produced.
Given the delicate nature of chemical reactions, it is also crucial to be mindful of the time it takes to measure, mix, and analyze the reactants and products. Timing errors may lead to changes in reactant concentrations, reaction rates, or even the magnitude of the hydrogen gas yield if measuring yield as a function of time. It is essential to be time - sensitive at every step of the process to minimize any discrepancies in experimental results.
Lastly, there will always be an element of human error, whether in the form of lapses in communication, transcription, or calculation, which can adversely affect experimental outcomes. Standardizing lab practices, training, and guidelines for minimizing these errors can help improve experiment consistency and reduce the likelihood of mistakes.
As we conclude this discussion of potential errors in experimental methods, it is clear that the pursuit of accuracy and precision in research is an intricate dance, requiring constant vigilance, exactness, and an understanding of the complex interplay of factors at work. Nevertheless, with a conscientious and meticulous approach, one can successfully navigate these challenges and contribute to the growing knowledge base in chemistry. With that insight, we can now delve into the different methods available to measure the hydrogen gas evolved in our experiment and ensure that our results accurately reflect the phenomenon we aim to study.
Methods to Measure Hydrogen Gas Evolved
Determining the amount of hydrogen gas evolved during a chemical reaction is critical in the study of stoichiometry, as it directly impacts the comparison between experimental and theoretical yields. Accurate measurement of this product enables researchers to gauge the efficiency of a given reaction, identify potential sources of error in their experimental methodologies, and develop better methods for optimizing hydrogen gas production. Moreover, as hydrogen gas plays a crucial role in various industrial and clean energy applications, reliable methods of quantifying its generation assume great importance. In this light, we will explore several methods for determining the volume of hydrogen gas evolved in a chemical reaction, as well as the technical insights integral to their successful implementation.
One widely employed method in measuring the volume of hydrogen gas evolved is water displacement, which is conducted using a graduated cylinder or a eudiometer tube. This apparatus consists of an inverted, water - filled cylinder with a gas collection apparatus connected to its base. As hydrogen gas is generated from the chemical reaction in question, it becomes caught in the collection apparatus, gradually displacing the water within the cylinder. By noting the initial and final water levels, one can accurately determine the volume of hydrogen gas produced, provided that variables such as water temperature and atmospheric pressure are held constant. It is vital to exercise caution during this method when handling reactive materials, such as magnesium, as these can react violently when exposed to water. Thus, ensuring that the water level in the cylinder is properly maintained becomes crucial to the success of this technique.
A more advanced method of measuring hydrogen gas evolution involves using a manometer, which measures gas pressure instead of volume. This apparatus comprises a U - shaped tube containing a liquid, often mercury or another non - volatile fluid. When hydrogen gas is generated through a chemical reaction, the pressure exerted by the gas displaces the liquid within the manometer, creating a measurable change in height. By utilizing the ideal gas law (PV=nRT), one can then determine the volume of hydrogen gas evolved by relating the observed pressure change to the amount of gas generated under known conditions of temperature and atmospheric pressure. While manometers offer greater precision than water displacement techniques, they can be more complex to set up and operate, requiring a higher level of attention to detail and technical understanding.
In addition to the aforementioned methods, gas chromatography (GC) offers a highly accurate and advanced way of determining hydrogen gas volumes. This technique involves the separation and quantification of individual gas components within a sample, allowing for the direct measurement of a specific gas, such as hydrogen, even in the presence of other gases. Gas chromatography requires specialized instrumentation, including a gas chromatograph equipped with a suitable detector, such as a thermal conductivity or mass selective detector. While this method can be cost - prohibitive and requires a higher level of training to operate, it offers unrivaled accuracy and specificity in quantifying gas generation, making it an essential tool in advanced research settings.
As we have seen, a variety of methods exist for accurately measuring hydrogen gas evolved during chemical reactions, each with its own unique advantages and technical considerations. While some approaches may be more suited to particular situations than others, each can contribute valuable insights into the stoichiometric relationships under study, as well as guide the optimization of hydrogen gas production processes for sustainable and clean energy applications. As researchers and innovators continue to explore the potential uses and benefits of hydrogen gas, refining and expanding these methodologies will remain essential to the quest for greater efficiency, reliability, and sustainability in chemistry and energy. The knowledge gained from these measuring techniques will serve as a stepping stone towards improving experimental methodologies and opening new avenues for hydrogen gas production in the inexorable march of scientific and technological advancement.
Calculating Experimental Yield of Hydrogen Gas
In calculating the experimental yield of hydrogen gas, a plethora of factors and considerations come into play, including precise measurement techniques, accurate data interpretation, and careful adjustments for the plethora of confounding elements that inevitably come into play when attempting to replicate an idealized stoichiometric reaction in the messy, chaotic world of real-world experimentation. A meticulous and measured approach, however, can yield invaluable insights into the nature and mechanics of the chemical reactions at hand, serving as a scaffold for both theoretical understanding and practical application.
Imagine, for example, a scientist who has diligently calculated the theoretical yield of hydrogen gas that ought to be produced by a reaction between magnesium and hydrochloric acid. Outfitted with all the necessary tools and equipment - calibrated pipettes, a controlled environment for safe handling of reactants, pressure gauges to measure the gas evolved - the time has now come to translate the theoretical understanding into concrete, observable results. This process begins with the implementation of a carefully designed experimental procedure.
The first step involves ensuring that the magnesium used in the reaction is freshly cleaned to remove any traces of oxide layers that may have formed on its surface over time, and also making sure it is correctly weighed using an appropriately calibrated balance. The hydrochloric acid should be similarly measured out with care using a calibrated pipette to guarantee an accurate concentration, and then slowly added to the magnesium in a controlled fashion.
As the reaction proceeds, the hydrogen gas produced should be collected and measured using a suitable technique - perhaps via the displacement of water in a graduated cylinder or using a gas syringe. Throughout this process, it is important to minimize any potential for gas loss through leaks and evaporation, as well as any interference by extraneous factors, such as variations in temperature and pressure.
Upon completion of the reaction, and having gathered a wealth of data, the scientist must now apply a critical eye to the information obtained. The experimental yield of hydrogen gas must be quantified, through a careful analysis of the measured volume of gas produced, as well as any necessary calculations to account for variations in temperature, pressure, and impurities that might have affected the outcome.
However, even the most scrupulous experimental approach can yield an experimental yield that deviates from the theoretical yield. In such cases, reflection on the experimental process can often illuminate sources of error or inconsistencies - imperfections in measurement techniques, inadequate mixing of reactants, or unexpected interference from external factors such as humidity or the presence of trace contaminants.
When discrepancies arise between the theoretical and experimental yields, it can often be tempting to dismiss the results as flawed, or simply chalk them up to the inevitable inaccuracies of real - world experimentation. Yet, this view would be shortsighted, for there is much to be gained from a rigorous examination of such deviations from expectation.
Consider, for instance, an experimental yield of hydrogen gas that consistently falls short of the predicted theoretical yield, despite careful efforts to control for potential sources of error. In this case, persistent exploration into the possible factors responsible for the discrepancy may reveal a hitherto unknown aspect of the magnesium and hydrochloric acid reaction - perhaps a subtle alteration in the stoichiometry under certain conditions, or the impact of a previously unrecognized catalytic or inhibitory process.
Ultimately, the process of calculating the experimental yield of hydrogen gas serves not only as a means to measure the success or accuracy of a given reaction but also as a crucible in which our understanding of the underlying chemistry can be forged and refined. By examining, with diligence and curiosity, the interplay between theory and experimental observation, we stand to gain not only a clearer picture of the chemical processes at hand, but also a more profound appreciation for the ever - shifting boundary between the pristine, predictable realm of the stoichiometric equation and the rough, uncharted landscape of experimental reality. And it is in this liminal space that true scientific innovation takes root, bearing fruit in the form of new technologies, cleaner energy sources, and a deeper understanding of the world that surrounds us.
Data Analysis: Comparing Experimental and Theoretical Yields of Hydrogen
The first step in comparing the experimental and theoretical yields of hydrogen is ensuring that the theoretical yield is accurately computed. This involves using stoichiometry and balanced equations along with precise values of reactants and conditions under which the reaction takes place. With advancements in computational chemistry and simulation tools, predicting the theoretical yield has become more accurate than ever before, allowing researchers to use these predictions as a benchmark for their experiments.
Experimental yield, on the other hand, is determined by empirically measuring the amount of hydrogen generated. Several factors can cause deviations from the expected theoretical yield, such as impurities in the reactants, measurement errors, or side reactions. In order to precisely evaluate the experimental yield, it is crucial to implement robust methodologies for measuring hydrogen gas evolved and take into account any possible sources of error.
When comparing the experimental and theoretical yields, it is essential to normalize the results for a clear comparison. For instance, one can express both yields in terms of moles or mass, or even percentage yield (i.e., the ratio of experimental yield to theoretical yield multiplied by 100). By doing this, insights into the efficiency of the process, reaction mechanisms, and possible improvements can be gained.
Let us consider an example where the percentage yield of a magnesium and hydrochloric acid reaction was significantly lower than expected. Upon investigating, researchers discovered that the presence of a thin oxide layer on the magnesium surface hindered the reaction with hydrochloric acid, resulting in a reduced experimental yield. By employing surface treatment techniques to remove the oxide layer before conducting the reaction, the experimental yield was significantly improved, indicating that the oxide layer played a crucial role in hindering hydrogen production.
In another instance, a group of researchers observed a higher - than - expected experimental yield of hydrogen in their experiments. After a thorough analysis, they found out that side reactions with other trace elements produced additional hydrogen, leading to increased yields. This discovery prompted further research into novel pathways for hydrogen production, focusing on designing reactions with multiple components to maximize hydrogen yields.
Data analysis also offers clues for optimizing reaction conditions to maximize experimental yield. Suppose the temperature has a significant impact on a reaction's rate and yield. By analyzing data from experiments conducted at different temperatures, researchers can identify the optimal temperature for achieving maximum yield, thus providing guidance for large - scale industrial hydrogen production.
Lastly, comparing experimental and theoretical yields can help researchers identify knowledge gaps, improve computational models, and refine experimental techniques. As a result, the field of hydrogen production reaps the benefits of constant innovation, growth, and development.
As we peer into a future where hydrogen plays a central role in our quest for sustainable energy sources, the importance of accurate data analysis and yield comparisons cannot be overstated. Ongoing research and development in this field rely on a thorough understanding of the factors shaping hydrogen production and advances in experimental and computational techniques. By embracing the challenges that come with analyzing and comparing chemical reaction data, scientists and engineers will continue pushing the boundaries of hydrogen technologies - one yield comparison at a time.
Assessing the Accuracy and Precision of Experimental Results
The pursuit of knowledge and understanding in science is often driven by empirical evidence, which forms the basis for our theories, predictions, and technological advancements. In the realm of chemistry, experimental results provide crucial information regarding the behavior of elements and compounds, shedding light on reaction kinetics, stoichiometry, and thermodynamics. However, the accuracy and precision of these experimental results are contingent on a myriad of factors, such as the experimenter's skill, the quality of the equipment, and the inherent limitations of the method employed. Therefore, it is imperative for scientists to meticulously assess the accuracy and precision of their results in order to establish the validity of their findings, and subsequently, refine their experimental design for future studies.
Let us begin by elaborating on the terms 'accuracy' and 'precision,' which are frequently used interchangeably in colloquial discourse but hold distinct meanings in scientific parlance. Accuracy refers to how closely the measured value of a quantity agrees with its true or accepted value. If a chemist conducts an experiment to determine the concentration of a hydrochloric acid solution and obtains a value that aligns well with the actual concentration, then their result is deemed accurate. Precision, on the other hand, pertains to the consistency of repeated measurements, highlighting the reproducibility of the results. It is important to note that results can be precise but not accurate, and vice versa. For instance, a measurement device could consistently yield the same reading for a variable, but if the device is inherently flawed or calibrated incorrectly, the measured values will deviate significantly from the true value.
Now, let us examine some strategies and techniques to assess the accuracy and precision of experimental results, with reference to our study of the reaction between magnesium and hydrochloric acid. To evaluate accuracy, one could compare their findings with results obtained from alternate methods or reputable sources, such as existing literature, databases, or reputable instrumental analysis. In our example, by comparing the yield of hydrogen gas determined from the experiment with a reference value or theoretical calculation, chemists can glean insights regarding the 'closeness' of their experimental results to the expected outcome. Additionally, they can employ statistical analysis, such as calculating the mean and standard deviation of repeated trials, to quantify the extent of deviation from the true value.
In order to assess precision, one can scrutinize the internal consistency of the data, which is efficiently achieved via statistical tools. The calculation of standard deviation, coefficient of variation, and confidence intervals allows chemists to gauge the degree of variability or dispersion in their results. By analyzing these metrics, one can identify trends and anomalies, such as potential outliers or systematic errors that may be skewing the data. Furthermore, these analyses enable them to determine the number of trials or sample size needed to achieve a desirable level of precision in their measurements.
The intricacies and unpredictability of experimental chemistry often give rise to unforeseen challenges, as even the slightest discrepancy in reagents, glassware, or instruments can yield misleading results. In our magnesium and hydrochloric acid reaction scenario, impurities in the magnesium sample, inaccuracies in measuring the reactant quantities, or even temperature and pressure fluctuations in the laboratory environment could influence the accuracy and precision of the hydrogen gas yield. By developing keen observational skills, adopting meticulous record - keeping practices, and rigorously auditing experimental data, chemists are better equipped to identify sources of error and devise solutions to minimize their impact on future investigations.
As we embark on the next phase of our exploration of magnesium and hydrochloric acid's reaction, let us keep in mind that the perpetual quest to hone our understanding relies heavily upon the accuracy and precision of our empirical data. The symbiotic relationship between science and experimentation drives the development of novel theories, technologies, and applications that reshape our world. Thus, the pursuit of veracity in our experimental results fosters our ability to unveil and maneuver the complex tapestry of chemical interactions that dictate the behavior of matter on a microscopic and macroscopic scale, propelling us forward in our scientific endeavors.
Improving Experimental Method and Design for Better Yield Comparison
Experimental design in hydrogen gas production via magnesium and hydrochloric acid reactions offers several avenues for optimization. One essential component of a robust design is the consideration of reactant purity. Impurities in either the magnesium or the hydrochloric acid can lead to side reactions or inhibit the main reaction, consequently skewing the experimental yield of hydrogen gas. Ensuring the use of high - quality, pure reactants can mitigate the influence of impurities. Additionally, conducting preliminary tests to assess the purity of reactants or developing purification processes, can aid significantly in the improvement of experimental yield comparisons.
Another critical aspect of experimental design is the precise and accurate measurement of reactant quantities. The utilization of appropriately calibrated and verified measuring instruments, such as pipettes or burettes, for hydrochloric acid and analytical balances for magnesium, enables researchers to obtain accurate volumes and masses for input into stoichiometric calculations. Repeated calibrations alongside routine equipment maintenance will minimize measurement errors and their subsequent impact on the yield comparisons.
The rate of the reaction between magnesium and hydrochloric acid is also a vital parameter to consider in experimental design. Reaction rate plays a crucial role in determining how long a reaction takes to reach completion, and to ensure an accurate comparison, it is essential to determine the reaction time correctly. Using real - time monitoring techniques, such as gas pressure or gas volume measurements, can support researchers in identifying the exact moment when the reaction is complete, thus allowing for a more accurate yield determination.
Control of experimental variables, such as temperature and pressure, can significantly impact the outcome of hydrogen gas production. The rate of a chemical reaction, and subsequently the yield of a product, often depends on environmental factors. Consistent control and monitoring of these variables during experiments can enhance the reproducibility and reliability of results, enabling more accurate yield comparisons.
It is equally crucial to remember that researchers must develop detailed experimental protocols, explicitly outlining every step involved in the process. These protocols should thoroughly describe all necessary safety precautions, reactant handling, measuring methods, equipment set - up and operation, among other required details. Sharing these protocols with fellow researchers exposes the experimental method to scrutiny, fostering scientific collaboration and facilitating best practices in hydrogen gas production research.
The intellectual endeavor of scientific discovery hinges on scientists' ability to design and execute sound, accurate, and repeatable experiments. By refining and perfecting experimental design, researchers in hydrogen gas production can be confident in the results they generate and the subsequent comparisons to theoretical yields. With this steadfast foundation of knowledge in hand, the quest for sustainable hydrogen production and utilization can forge onwards, blazing a path towards a cleaner, more prosperous future.
In the end, the art of experimental design is rooted not merely in technical expertise but also in an unwavering commitment to scientific integrity. The attentive researcher, relentless in their pursuit of improvement, will no doubt see the fruits of their labor manifest in the rich tapestry of experimental yield comparisons. As the journey into hydrogen gas production and utilization advances, each step of progress leaves behind a legacy of intellectual curiosity and diligence - a testament to the importance of scrupulous experimental design and method in bridging the realms of theory and reality.
Significance of Accurate Comparison Between Experimental and Theoretical Yields
The accurate comparison between experimental and theoretical yields in chemical reactions is of paramount importance, as it serves as a compass to guide the understanding of experimental processes, aid in the development of new and more efficient ways to produce desired products, and ensure the effective utilization of resources. In a world where efficient industrial processes and judicious use of resources are crucial for sustainability, it becomes imperative to have a reliable means of evaluating the validity and efficiency of our chemical equations.
Experimental yield is the actual amount of product obtained from a chemical reaction, whereas theoretical yield represents the maximum amount of product that could potentially be formed based on the stoichiometry of the balanced chemical equation. The difference between these two yields can provide valuable insight into the efficiency and accuracy of the reaction, and highlight potential areas for improvement. A successful comparison of experimental and theoretical yields can lead to more accurate predictions of product formation, better resource management, and greater understanding of the underlying chemical processes.
One essential aspect of comparing experimental and theoretical yields is ensuring that accurate and precise measurements are used throughout the experimental process. The measurements must reflect the conditions under which the reaction is taking place, including temperature, pressure, and the purity of reactants. It is also important to use consistent and reliable measuring equipment to minimize random errors that can skew the results. Rigorous experimental design and meticulous documentation help to strengthen the credibility of experimental yield data and build a reliable foundation for comparison with theoretical predictions.
In addition to accurate measurements, data analysis techniques such as statistical analysis and computational modeling can be employed to more accurately understand and compare the experimental and theoretical yields. These tools can help identify patterns and trends in the data, guide future experimentation, and establish a clear relationship between the experimental conditions and the reaction outcomes. Moreover, innovations in data analysis often lead to the development of new methods and optimization techniques, which in turn can help to increase the yield of desired products and reduce waste even further.
In an industrial context, accurate comparison of experimental and theoretical yields can lead to significant improvements in the efficiency and cost - effectiveness of production processes. In many industries, there is constant pressure to maximize output, minimize waste, and reduce costs, in order to remain competitive in the market. By fine - tuning and optimizing chemical reactions based on accurate yield comparisons, industries have the opportunity to streamline their operations, save on raw materials and labor costs, and ultimately contribute positively to the global economy.
On a broader scale, accurate comparison of experimental and theoretical yields also plays an essential role in the advancement of scientific knowledge. By analyzing discrepancies between these two values, researchers can identify gaps in their current understanding of chemical processes, formulate new hypotheses, and explore the frontiers of science in pursuit of breakthrough discoveries. This pursuit has the potential to unearth new solutions to some of the most pressing challenges of our time, such as climate change, dwindling natural resources, and pollution.
In conclusion, the accurate comparison between experimental and theoretical yields is not only a testament to the scientific rigor but a cornerstone for the stewardship of Earth's resources, the driving force behind industrial progress, and an engine propelling scientific discovery. Emphasizing its significance and dedicating the necessary attention to its pursuit should remain at the forefront of chemistry, whether in academic laboratories or industrial plants; for it is within this intricate dance of atoms and molecules that lies the future of our planet.
Chapter 10
Applications and Implications of Hydrogen Gas Production in Industry and Research
The advent of hydrogen gas production has dawned an age of monumental impacts on the realms of industry and research alike. As a testament to its boundless potential, the utilization of hydrogen gas not only holds the promise of enhancing existing industrial processes but is also paving novel avenues in research and technology. From sustaining our world's insatiable appetite for energy to spearheading breakthroughs in sustainable technologies, hydrogen gas is proving itself as an indispensable resource for the future.
In the realm of industry, hydrogen gas production plays a pivotal role in a myriad of processes across sectors such as refining, chemicals, and fertilizers. One of the primary applications lies in the petroleum refining sector, where hydrogen gas is employed in hydrocracking and hydrotreating to transform crude oil into more valuable products like gasoline, diesel, heating oil, and even jet fuel. As the world continues to demand cleaner fuels with more stringent emission norms, the need for hydrogen gas in these processes further intensifies.
Hydrogen gas also garners significant attention for its role as a feedstock in the production of bulk chemicals, most notably ammonia and methanol.
In the Haber - Bosch process, hydrogen is combined with nitrogen to form ammonia which serves as a crucial building block for fertilizers and other nitrogen - containing compounds. Meanwhile, methanol production hinges on the combination of hydrogen and carbon monoxide to generate a versatile chemical used across industries - from the manufacturing of plastics and resins to serving as a crucial product in pharmaceutical, textile, and even pesticide sectors.
The implications of hydrogen gas production extend far beyond these traditional industries, as the compound has captured the imagination of researchers and scientists alike for its potential in propelling a sustainable future. One of the most prominent examples lies in hydrogen fuel cells - a groundbreaking technology wherein hydrogen reacts with oxygen to produce electricity while releasing water as a byproduct. This clean and efficient energy source has rapidly gained traction in both stationary applications like power generation and grid storage, as well as mobile applications in the form of hydrogen - fueled vehicles, trains, and ships.
Moreover, the revolutionary concept of a hydrogen - based economy has emerged as a potential solution to the ever - growing challenges posed by climate change and dwindling fossil fuel reserves. Hydrogen gas - with its capability to store and transport energy - could serve as the linchpin for this alternative energy infrastructure that, if developed and implemented, would thrust us into a more sustainable era. Notably, innovative technologies are being pursued in the quest for achieving cost - competitive hydrogen production from renewable sources, such as solar-driven water splitting and biological hydrogen production.
Innovations in hydrogen gas production, however, do not come without challenges and environmental implications. While the current mainstream method for hydrogen production - steam methane reforming (SMR) - is efficient and economical, it is heavily reliant on natural gas as its primary feedstock. Consequently, questions surrounding the sustainability, ecological footprint, and greenhouse gas emissions arise. As we deliberate on the virtues of hydrogen, it is crucial that we remain steadfast in the pursuit of greener hydrogen production methods, such as those reliant on renewable sources or advanced nuclear technologies.
In conclusion, the innumerable applications and implications of hydrogen gas production in industry and research stand as a testament to the compound's potential in transforming the landscape of energy, technology, and sustainability. As we embark on this journey to harness the hydrogen revolution, it is critical that we recognize and address the challenges that accompany these advancements - the limitations of our current infrastructure, the need for large - scale adoption, and the necessity for green production methods. As we grapple with these issues, the future of hydrogen gas production lies in our ability to devise innovative solutions to ensure that this critical resource propels humanity into the sustainable future we envision and, indeed, require.
Industrial Applications of Hydrogen Gas Production
The dawn of the 21st century has initiated a rapidly expanding interest in advanced, eco - friendly technologies, capable of providing sustainable means to satisfy the growing energy demands of our rising global population. One of the most promising sources of clean energy lies in the industrial production and application of hydrogen gas. With its high energy content per unit mass and exceptional combustion properties, hydrogen stands at the center of numerous industrial processes that shape the technological landscape of the modern world.
One of the most prevalent industrial applications of hydrogen gas manifests in the petrochemical sector, where it is employed to hydrocrack and hydrotreat heavy crude oil. These operations serve to break down complex hydrocarbon molecules into smaller, easily processed constituents, such as gasoline, diesel, and jet fuel, thereby increasing the overall yield of usable fossil fuels. Additionally, hydrogen plays an essential role in refining crude oil by removing undesirable sulfur compounds that contribute to air pollution and corrosion within combustion engines. The implementation of eco friendly legislation worldwide has prompted large - scale investments into hydrogen production technologies to meet the rising demand for cleaner fuels.
The rise of hydrogenfilled zeppelins in the early 20th century paint a formidable picture of hydrogen gas as a source of buoyancy. Though the catastrophic explosion of the Hindenburg in 1937 led to a decline in their popularity, recent advances in materials science and aircraft engineering have spurred a resurgence in the exploration of hydrogen for lighter - than air flight - albeit with rigorous safety measures in place. Hydrogen's vast potential for applications in aviation is elegantly summarized by the words of Jules Verne, who predicted that the element would one day allow humanity to "traverse immense distances and arrive at unknown countries without fatigue."
Another groundbreaking application of hydrogen gas lies in its potential to revolutionize the automotive industry. Vehicles powered by hydrogen fuel cells offer a powerful response to the rising concerns about air pollution arising from the transportation sector. As opposed to conventional internal combustion engines, which emit carbon dioxide and nitrogen oxides, hydrogen fuel cells produce only water and heat as byproducts, dramatically reducing the carbon footprint of vehicular transport. By using hydrogen to produce electricity within fuel cells, scientists and engineers are actively developing cutting - edge vehicles with longer driving ranges, quicker refueling times, and zero tailpipe emissions, heralding a new era of smart, sustainable mobility.
Beyond its applications in the petrochemical and transportation industries, hydrogen gas has the potential to serve as a foundational pillar for the development and scaling of renewable energy systems. One of the most striking challenges imposed by the integration of wind turbines and solar panels into national electrical grids lies in the intermittent and unpredictable nature of their energy output. To tackle this issue, researchers are fast at work developing efficient hydrogen production technologies such as electrolysis, which enable the storage of excess renewable energy in the form of hydrogen gas. This hydrogen can then be converted back into electricity through fuel cells or turbines, providing a reliable buffer against fluctuations in generation capacity. Hydrogen thereby plays a critical role in realizing the sustainable energy systems of the future.
The possibilities for hydrogen gas production and application are seemingly boundless, spanning sectors from consumer electronics and pharmaceuticals to heavy industry, explosives, and space exploration. As technological breakthroughs and innovative research work to demystify the element once described by Lavoisier as "an extremely light and subtle substance," the full extent of its capabilities and potential as an advanced energy carrier are gradually unfolding before our eyes. In the words of Michael Faraday, whose 19th - century experiments on the electrolysis of water first laid the foundation for the modern understanding of hydrogen gas production, "Such is the condition of vital material; it must recur from age to age and rise superior to the operations of decay."
Research Innovations in Hydrogen Gas Production Techniques
As the world moves towards a more sustainable, low-carbon future, hydrogen gas production is increasingly becoming a significant contender in the global quest for clean energy alternatives. This enduring interest arises due to hydrogen's distinctive qualities, as it is an abundant, versatile element with minimal environmental impacts upon combustion. Notably, hydrogen burns cleanly, emitting only water vapor as a byproduct. Unsurprisingly, industries and researchers continue to explore diverse methods for hydrogen production, leveraging technological advancements to optimize existing techniques and develop novel approaches to drive efficiency, affordability, and environmental compatibility.
One of the primary methods for producing hydrogen is through steam methane reforming (SMR), a thermochemical process that extracts hydrogen from methane - rich natural gas by reacting steam with hydrocarbons. However, the process faces several limitations, including the formation of greenhouse gases like carbon monoxide and carbon dioxide, as well as an elevated energy input requirement due to the need for high reaction temperatures. Recent research innovations aim to overcome these challenges through process optimization, such as employing catalysts that mitigate greenhouse gas emissions while boosting reaction efficiency. For instance, a class of materials known as perovskites has been studied extensively for their potential catalytic properties in the SMR process. Perovskites can operate at lower temperatures, reducing energy input requirements, while reforming methane and steam into hydrogen with reduced carbon dioxide emissions. These innovative catalytic systems hold great potential for future hydrogen production processes that are both efficient and environmentally friendly.
In addition to steam methane reforming, electrolytic methods that deploy renewable energy sources are also at the vanguard of hydrogen production research. Electrolysis has long been a well-established technique for splitting water into hydrogen and oxygen using electricity. However, the process has often been hampered by low energy conversion efficiency and high capital costs, particularly concerning the catalysts used in the process. Exemplifying cutting - edge research in this area is the spherical silicon - based catalyst discovered by scientists at the University of Wollongong in Australia. This novel catalyst exhibits an increased surface area compared to traditional flat catalysts, significantly enhancing efficiency while lowering costs. When coupled with renewable energy sources such as solar and wind, these novel electrolysis techniques could pave the way to sustainable, carbon - neutral hydrogen production on a large scale.
Another burgeoning area of hydrogen production research pertains to photocatalytic and photoelectrochemical processes, which harness sunlight to generate hydrogen directly from water. Through careful design of suitable nanomaterials and semiconductors, researchers have made significant strides in numerical optimization for maximizing photoconversion efficiency. For instance, recent advances in quantum dots and metal - organic frameworks have opened new avenues for future research in both photocatalytic water splitting and photoelectrochemical cell design. These cutting - edge materials are capable of harvesting a broader range of the solar spectrum, dramatically enhancing solar - to - hydrogen conversion efficiency while maintaining markedly lower costs and environmental burdens when compared to conventional hydrogen generation techniques.
Role of Hydrogen Gas in the Production of Clean Energy and Transportation
Hydrogen gas, with its fascinating simplicity as the lightest and most abundant element in the universe, emerges as a compelling candidate in our quest for a sustainable fuel source. Its potential transcends the boundaries of applications in clean energy production and transportation, as it addresses both global energy and climate crises. By offering the prospect of not only diminished greenhouse gas emissions but also localized energy resilience, hydrogen gas is poised to play a significant role in revolutionizing modern energy systems.
As we delve into the opportunities presented by hydrogen gas, we must first recognize its role in clean energy production. Electrolysis, the process of using electricity to split water into oxygen and hydrogen, allows us to utilize surplus renewable energy and store it in the form of hydrogen gas. This in turn can be converted, using hydrogen fuel cells, into electricity that quietly and efficiently powers various modes of transportation. By coupling renewable energy sources such as wind and solar power with hydrogen conversion and storage, we create a symbiotic relationship that enables the full potential of clean energy production.
Moreover, the intrinsic versatility of hydrogen gas lends itself to multiple forms of energy conversion and storage methods. In contrast to traditional energy carriers such as electricity, which inherently experiences losses during transmission, hydrogen gas can be easily compressed, liquefied, or chemically bound for efficient storage and transportation. The utilization of hydrogen gas for energy storage not only improves the flexibility of the grid but also aids in mitigating the natural intermittency of renewable energy sources. As we strive towards energy independence and stability, hydrogen gas stands as a promising component of a sustainable energy infrastructure.
The transportation sector serves as a quintessential example of where hydrogen gas's potential can be harnessed. From vehicles to maritime shipping and even aerospace applications, these domains stand to benefit from the rapid advancements in hydrogen gas as a fuel source. In recent years, hydrogen fuel cell vehicles (HFCVs) have garnered significant attention, embodying the perfect intersection between environmental friendliness and technological innovation. Powered by fuel cells that combine hydrogen and oxygen to generate electricity, HFCVs effectively minimize the environmental footprint of conventional internal combustion engines by emitting only water vapor as a byproduct.
This shift towards hydrogen - based transportation not only addresses the growing concern surrounding pollution and carbon emissions from the automotive industry but also sets the stage for a complete redesign of our transportation landscape. Hydrogen fueling infrastructure could serve as the catalyst for the emergence of refueling corridors, easing the range anxiety typically associated with electric vehicles. This transformative change in transportation infrastructure is accompanied by the promise of reduced dependence on fossil fuels and increased energy security, both of which are paramount concerns for contemporary societies.
Nonetheless, despite the vast potential held by hydrogen gas, we must acknowledge the challenges that come with its ascension in the clean energy and transportation arenas. Issues such as the current high costs of producing hydrogen from renewable sources, as well as scaling up fuel cell production and infrastructure, necessitate focused efforts from both government and private sectors. It is through robust research, development, and collaboration that we can work in tandem to address these challenges and harness the promise of hydrogen gas as an integral component of a sustainable future.
Thus, as we gaze upon the horizon of possibilities in our relentless pursuit of clean energy and sustainable transportation, the ascent of hydrogen gas is undeniably illuminating. From the magnitude of its potential impact on energy systems to the prospect of revolutionizing the transportation landscape, hydrogen gas emerges as both a beacon of hope and a harbinger of change. Like the stars that adorn our nighttime sky, this humble element has, in its simplicity, the power to light up not merely our cities but our collective future - a future that we must continue to boldly pursue and tirelessly innovate towards.
Environmental Impacts of Hydrogen Gas Production
From its inception, the potential of hydrogen gas as an alternative energy source has hinged on two characteristics: its seemingly boundless availability and its capacity to be harnessed for energy without causing harm to the environment. Given that hydrogen's utility in industries is well - established, it remains crucial to ascertain the environmental consequences of extracting and utilizing hydrogen gas in greater detail, particularly in light of interest in hydrogen gas for a greener global future.
At first glance, hydrogen gas appears to be a highly appealing energy source. The most plentiful element in the universe, hydrogen is abundant on Earth when bound with oxygen as water molecules, making it a potentially unlimited resource. Moreover, harnessing the energy stored in hydrogen gas yields water vapor as a byproduct, a substance innocuous when compared to the carbon dioxide and other pollutants released by hydrocarbon combustion. However, understanding the environmental impacts of hydrogen gas production requires a deeper examination of the processes behind the scenes.
One prominent method of hydrogen gas production is steam methane reforming (SMR), in which natural gas is combined with steam to release hydrogen and carbon dioxide. While SMR is considered more efficient than other methods of hydrogen gas production, it does pose significant environmental concerns, primarily due to methane leakage and the combustion of natural gas to produce steam. Methane, a potent greenhouse gas, has a global warming potential around 25 times that of carbon dioxide over a century. Therefore, any benefits derived from using hydrogen gas as fuel may be counteracted by the harm caused by methane and carbon dioxide release during SMR processes.
Another major hydrogen gas production method is electrolysis, where an electric current is used to split water molecules into hydrogen and oxygen. The environmental impact of electrolysis hinges largely on the source of the electric energy utilized. Using renewable energy, such as solar or wind power, could result in remarkably low environmental impacts; however, if fossil fuels provide the electricity for electrolysis, then this method is less environmentally friendly. While renewable sources hold great promise for carbon - free hydrogen production through electrolysis, widespread implementation remains constrained by their intermittent nature and the efficiency of energy conversion.
As interest in hydrogen gas as an energy source continues to grow, research into alternative production methods is ongoing. Among these is the use of microalgae to generate hydrogen gas through photosynthesis, a process that mitigates both greenhouse gas release and land use issues associated with other biofuels, such as ethanol. While microalgal hydrogen production remains in its developmental stages, it represents a potential pathway towards environmentally sound hydrogen gas production in the future.
Whichever method is employed, hydrogen gas production must be examined in a broader context, extending from the source of raw materials to the final product. Hydrogen gas production and storage are accompanied by energy - intensive processes that contribute significantly to the total carbon emissions, including the compression and liquefaction of hydrogen for transportation and storage. However, as the global demand for cleaner energy sources continues to rise, opportunities to optimize these energy intensive processes will emerge, further reducing the environmental impact of hydrogen gas production.
In understanding the environmental impacts of hydrogen gas production, it is essential to maintain an open and informed discourse, encouraging development and adoption of more sustainable production methods. Ultimately, the success of hydrogen as an environmentally benign energy source depends not only on innovative technological advancements but also on a clear - eyed evaluation of its potential and limitations. As we delve into the myriad intricacies and opportunities presented by hydrogen gas production, we must also understand that the journey to a cleaner energy future is paved with unrelenting efforts, technical ingenuity, and unwavering dedication.
Future Trends and Challenges in Hydrogen Gas Production and Utilization
One major trend driving progress in the hydrogen gas sector is the development of innovative production methods. Currently, the most common method of hydrogen production is steam methane reforming (SMR), which uses natural gas as the main feedstock. Although advances in SMR technology have improved its energy efficiency and reduced its carbon emissions, it still heavily depends on fossil fuels. In order to overcome this limitation, researchers are exploring novel hydrogen production techniques that harness renewable energy sources. One such emerging technique is electrolysis, which uses electricity to split water molecules into hydrogen and oxygen. By coupling electrolysis with renewable energy sources like wind or solar power, hydrogen can be produced with essentially zero carbon emissions. This can lead to the establishment of an entirely green hydrogen economy that complements the broader shift towards renewable energy.
Beyond electrolysis, researchers are investigating the potential of microbial electrolysis cells, which leverage bacteria to generate hydrogen in a process similar to natural photosynthesis. Additionally, photoelectrochemical hydrogen production methods are being explored, which involve using solar energy to directly induce water splitting reactions. Despite the advances in these emerging production techniques, challenges persist in scaling up the technologies to meet the commercial demands of the energy sectors. Solutions to such challenges must ensure not only technical efficiency and affordability but also compatibility with existing infrastructure.
In addition to advancements in production methods, next - generation hydrogen storage and distribution technologies are crucial for widespread utilization. Compressed hydrogen, liquid hydrogen, and chemically bound hydrogen represent the three principal storage options, each with its own set of benefits and challenges. Researchers are exploring novel storage materials and systems to improve hydrogen's energy density and reduce the costs associated with storage and transportation. Developing solutions to hydrogen embrittlement, thermal management, and leak prevention is also crucial to ensure safety and reliability.
Hydrogen gas has the potential to revolutionize various industries, particularly transportation, power generation, and energy storage. Fuel cell electric vehicles (FCEVs) powered by hydrogen have several advantages over battery electric vehicles, including faster refueling time and longer driving range. However, establishing a comprehensive hydrogen refueling infrastructure remains a major challenge, as it requires significant investment and coordination between multiple stakeholders. Hydrogen gas can also be used to generate power in fuel cells, replacing traditional combustion engines in various applications like combined heat and power systems for buildings, portable generators, and back - up power.
Furthermore, hydrogen can play a significant role in energy storage, acting as a buffer for intermittent renewable energy sources. By storing excess electricity generated during peak periods of production, hydrogen gas can be used to generate electricity when needed, thereby helping to balance and stabilize diverse power grids. Addressing the inherent challenges of hydrogen storage and safety remains paramount to the realization of these promising applications.
Environmental considerations are of utmost importance as nations strive to decarbonize their energy systems. The transition to a hydrogen economy must be both environmentally and socially sustainable, protecting both ecosystems and local communities. This calls for rigorous assessment and monitoring of the entire hydrogen supply chain, from production and distribution to utilization. Determining the appropriate mix of hydrogen technologies and applications to optimize resource utilization and minimize environmental impact must be driven by holistic, evidence - based decision making.
As the hydrogen economy continues to evolve, addressing both technical and non - technical challenges will be paramount for its widespread adoption. Policies that incentivize innovation and encourage the integration of hydrogen gas technologies into existing energy systems will be essential to drive the growth of this nascent sector. Yet, the promise of a cleaner, more sustainable, and more resilient energy landscape awaits as the vision of a comprehensive hydrogen future unfolds - a future that has the potential to redefine not just how we use energy but also how we understand the limits of human ingenuity and the boundaries of the possible. | <urn:uuid:8a997bd3-15a1-4fea-b710-621a924135a2> | CC-MAIN-2024-51 | https://omniscience.tech/download_pdf/magnesium-and-hydrochloric-acid-reactions-unraveling-the-science-stoichiometry-and-applications-of-hydrogen-gas-production | 2024-12-07T18:32:44+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066429533.78/warc/CC-MAIN-20241207163624-20241207193624-00686.warc.gz | 386,303,616 | 57,786 | eng_Latn | eng_Latn | 0.982794 | eng_Latn | 0.99513 | [
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www.ecosmagazine.com
Published: 26 May 2014
New research shows plants and rain may have a deeper connection
Current climate models may underestimate the full impact of forest vegetation on rainfall, meaning the potential consequences of land-cover change on global temperature increase can't be assessed with certainty, according to new research.
Credit: David Win CC BY-NC-ND 2.0
In a recent paper published in Trends in Plant Science, ecologist Douglas Sheil, from the Norwegian University of Life Sciences and associate researcher with the Center for International Forestry Research (CIFOR), concludes that erratic rainfall could worsen with deforestation.
Forest cover change could also be behind a perceived eastward shift of the rainfall zone over Southeast Asia, with a potential regional and global impact that may have been demonstrated by the ferocity of fires in Sumatra, Indonesia, in 2013 that caused a thick haze, Sheil said.
'Vegetation probably has an even bigger effect on climate than we've realised,' he added.
Standard models used to forecast climate change take into account the physical properties of forests — the way they reflect sunlight or the friction created as wind blows over them — but overlook biological processes that could affect air flow and cloud formation significant for rain production.
A recent study, cited in Sheil's paper, showed that winds travelling through forests typically produce more than twice as much rain as those that blow over open land, leading to predictions from scientists that by 2050, the tropics could see a 12 per cent and 21 per cent decline in wet and dry season precipitation, respectively.
Transpiration 'is an active biological process' that is not fully reflected in the physics of climate models, Sheil said.
Transpiration from vegetation may contribute as much as 90 per cent of the moisture in the atmosphere derived from land surfaces — far more than earlier estimates.
Trees produce flows of water vapour that are typically more than 10 times greater than from herbaceous vegetation per unit of land area, surpassing those produced by wet ground or open water.
Sheil concluded that, while increasing atmospheric CO2 could lead to larger, denser forests that store more carbon, it could also reduce the amount of atmospheric moisture they produce through their leaves — and, therefore, the amount of rainfall over the forest and downwind.
In the past, researchers have posited the idea of forests acting as a 'biotic pump,' that draw in moist air as it rises over forested regions, which then condenses and creates a low-pressure area that draws in more moist air, creating a positive feedback loop.
Deforestation breaks the cycle, disrupting precipitation and making it more variable, not only by reducing transpiration and cloud formation, but also by slowing or disrupting the flow of air inland from coastal areas.
That means less moisture arrives from outside the region to fall as rain, resulting in further drying of the forest, and less transpiration and precipitation. This sets up a negative feedback loop that could — in an extreme scenario — change a moist forest region into a dry environment, according to Sheil.
Trees also influence cloud formation by emitting carbon-based chemicals called volatile organic compounds (VOCs) into the atmosphere.
Some of those compounds are deposited on tiny airborne particles such as dust, bacteria, pollen and fungal spores. As the particles grow with the deposition of VOCs, they promote condensation and gather the resulting moisture, hastening cloud formation.
'It's amazingly complex, and in a sense we're still kind of in the dark ages. There is a link, but we don't really understand it,' Sheil said.
Source: CIFOR
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ECONSPEAK: A Journal of Advances in Management IT & Social Sciences,
Vol. 8, Issue 1, January 2018 Impact Factor 5.132 ISSN: (2231-4571)
www.skirec.orgEmail Id: email@example.com
AWARENESS FOR NATIONAL ANTHEM AMONG CHILDREN IN INDIA
Dr. Paras Jain
Director, Silicobyte Katni Degree College
Dikshabhumi Campus, Adharkap,Katni (M.P)
KEYWORDS: National Anthem, Spiritual, Awarness, Colourful History
ABSTRACT
The National Anthem of India is entitled 'Jana Gana Mana'. It generally helps citizens relate to the country's spiritual and philosophical sentiments, its rich culture and colorful history. The national anthem presents a country's identity to the world and it acts as an instrument of unity among its citizens. Every citizen should remember and respect it. It is possible by learning since childhood that's why in school education, starting of day with national anthem is compulsory. Awareness about national anthem is essential among school students. Present study is targeted to primary and middle school students for finding of awareness regarding national anthem.
INTRODUCTION
The national anthem was originally composed in Bengali by India's first Nobel laureate Rabindra Nath Tagore on 11 December 1911 and was formally adopted as India's national anthem in 1950. National Anthem refers to a musical composition that has been selected by an authorized government body and is meant to represent a country's patriotic ethos. The national anthem presents a country's identity to the world and it acts as an instrument of unity among its citizens. The National Anthem conveys the spirit of 'Unity in Diversity', which lies at the core of India's cultural heritage.
The National Anthem is one of the most potent declarations of a country's independent status. India is a nation of multiple languages and dialects therein. Jana Gana Mana is understood unequivocally throughout India and thus brings forth the spirit of unity among these diverse languages. Our National Anthem conveys very aptly the traditions and values that still hold strong as the backbone of the country. It helps reinforce the accepting and assimilating nature of Indian culture along with its tolerance. It appeals to the country's patriotic emotions and helps unifying the different races, castes and creeds by solemn singing of the hymn-like verses.
ECONSPEAK: A Journal of Advances in Management IT & Social Sciences,
Vol. 8, Issue 1, January 2018 Impact Factor 5.132 ISSN: (2231-4571)
www.skirec.orgEmail Id: firstname.lastname@example.org
For any citizen of any country respect, dedication and devotion for nation is essential. Govt. of almost all countries instructs their citizens to honor nation and national things. These feelings should inculcate among children at home, at school and everywhere. India is a country of diversity in terms of languages, castes, religions, culture and states. To keep integrate them national anthem plays important role. Awareness among kids about national anthem is necessary.
OBJECTIVE OF STUDY
- Finding of awareness for national among anthem among primary students
- Finding of awareness for national among anthem among middle students
HYPOTHESIS
1. There is no significant awareness for national anthem among primary students
2. There is no significant awareness for national anthem among middle students
METHODOLOGY
Descriptive survey method was adopted for present study. 200 rural and 200 urban students were randomly selected as sample. In both category 50% male and 50% female students were taken. They were tested for awareness using self-prepared test paper. Collected data was tabulated and comparatively analyzed using mean, standard deviation and t value as statistical tools.
FINDING AND ANALYSIS
Table: Awareness among Students for National Anthem
| | | Mean Value | Std. Deviation | Mean Value | Std. Deviation |
|---|---|---|---|---|---|
| Primary | Rural | 63 | 1.24 | 66 | 1.07 |
| | Urban | 67 | 1.06 | 71 | 0.88 |
| | Rural | 68 | 0.92 | 72 | 1.01 |
ECONSPEAK: A Journal of Advances in Management IT & Social Sciences, Vol. 8, Issue 1, January 2018 Impact Factor 5.132 ISSN: (2231-4571)
www.skirec.orgEmail Id: email@example.com
Chart: Awareness among Students for National Anthem
Data shows significant awareness among primary and middle school students. Among primary rural male students mean value is 63 while for female is 66 with t value 0.92. For urban male students mean value is 67, for female is 71 with t value 0.78. Thus hypothesis 1, there is no significant awareness for national anthem among primary students is rejected.
Among middle school students for rural male, mean value is 68 while for female mean value is 72 and t value is calculated as 0.86. Among urban male mean value is 73 and for urban female is 76 with t value 0.84. Hence hypothesis 2, there is no significant awareness for national anthem among middle students is rejected.
CONCLUSION
Awareness found in study shows need to do more in this respect. National anthem is a matter of pride for citizens. To make responsible citizens, students should be practically trained for national concerns since childhood. They should learn to respect nation, national flag, national anthem, national song, constitution. Efforts to disrespect nation should be prevented and patriotism should be appreciated.
REFERENCES
1. Kumar, P.M., Good to Know: General Instructions To Follow While The National Anthem Is Being Played, https://thelogicalindian.com, 30 Dec. 2016.
2. Kalan, H., 30 seconds Guide to: The Indian National Anthem, https:// www.mensxp.com 15 August 2012.
3. http://www.culturalindia.net
4. http://indiaopines.com
5. Govt guidelines for disabled during national anthem: Maintain maximum alertness physically, http://www.hindustantimes.com, 19 Jan 2017. | <urn:uuid:0baaee24-920a-4743-9253-94795bd79edd> | CC-MAIN-2018-13 | http://skirec.org/wp-content/uploads/2018/02/Econ1Jan18-4664-1.pdf | 2018-03-20T09:21:46Z | crawl-data/CC-MAIN-2018-13/segments/1521257647327.52/warc/CC-MAIN-20180320091830-20180320111830-00266.warc.gz | 262,331,760 | 1,331 | eng_Latn | eng_Latn | 0.995053 | eng_Latn | 0.995772 | [
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Section 3
Milk replacer Nutritional Specification
Introduction
The primary nutrients in milk replacer are protein, fat, carbohydrates, vitamins and minerals. It is a legal requirement for milk replacers to have a declaration of ingredients in descending order of inclusion. It is therefore almost impossible to accurately assess the quality of milk replacer from the label. A farmer can only get a rough idea of the suitability of a given milk replacer for the purpose of rearing calves from the oil, protein, fibre, and ash content.
What is the optimum protein content of milk replacer? 1
Why is the protein source in milk replacer important? 2
What is the ideal fat content in milk replacer? 3
What fibre content should there be in milk replacer? 4
Ash, vitamins and minerals in milk replacer. 5
Milk replacer appearance. 6
What are acidified milk replacers? 7
Are there any benefits to feeding acidified milk replacers? 8
Practical considerations for mixing and feeding milk replacer. 9
11
53
54
Milk replacer Nutritional Specification
What is the optimum protein content of milk replacer?
A good quality milk replacer will contain only milk derived protein sources.
Most research studies in calf-to-beef systems have shown no economic or animal performance advantages to feeding milk replacer with greater than 20% crude protein content. However, feeding milk replacer with protein levels below 20% reduces liveweight gain.
For farmers aiming to achieve very high levels of calf growth (i.e. greater than 900g/day), higher levels of crude protein are required (i.e. 25-27%).
Why is the protein source in milk replacer important?
Protein sources can be either milk or plant/ vegetable proteins. For the first 2-3 weeks of a calf's life, milk-derived proteins are important as these are the only proteins a calf can digest efficiently. After three weeks of age, a higher level of plant-derived proteins can be tolerated with no ill-effects on the calf.
Milk Proteins: milk-derived proteins sources include skim milk powder and whey powder. Young calves should receive MR based on skim milk powder or whey protein concentrate.
of diarrhoea. Higher fat milk replacers may suppress concentrate intake, so may not be suited to systems requiring early weaning. However, studies have shown that reducing the fat content of the MR from 18% to 12% does not have any effect on concentrate intake or live weight gain.
Fat sources should be highly digestible and preserved with an antioxidant. Fats commonly used include tallow, lard, palm and coconut oil. Coconut and palm oil have a similar digestibility to milk fat (approximately 96%).
What fibre content should there be in milk replacer? 4
Crude fibre content over 0.15% generally indicates the inclusion of plant protein in a product. However, just because a product has low crude fibre does not rule out the inclusion of plant protein entirely, as soya protein concentrate is low in fibre.
Diets of calves under three weeks of age should contain <0.15% crude fibre.
KEY FACTS:
For every 0.1% increase in fibre content in milk replacers, about 10% of the total protein has been derived from plant, rather than milk, sources.
Ash, vitamins and minerals in milk replacer. 5
Vegetable proteins: commonly used vegetable proteins are soya protein, wheat gluten, and pea protein. In general, digestibility and subsequent calf growth and feed efficiency are lower with vegetable proteins than with milk derived proteins.
Soya protein products can contain a variety of anti-nutritional factors that further decrease the digestibility in young calves, although recent advancements in processing have improved the quality of soy-protein products. Pea proteins are known for their rapid sedimentation, which puts them at a disadvantage.
What is the ideal fat content in milk replacer? 3
Milk replacers can contain 10-25% crude fat, with 18-20% fat content ideal. Research at Teagasc Grange has shown no benefit to feeding MR with higher than 18% fat content. Calves less than two weeks old cannot digest non-milk fats as well as milk fats, so milk replacer high in milk fat lowers the risk
Some manufacturing processes can lead to a high mineral content in whey protein products (e.g. delactosed whey), which can increase the risk of diarrhoea. The ash content of milk replacer should therefore not be higher than 8%, with target ash content of 6.5-7.5%.
Table 3. Mineral and vitamin requirements of calves.
| Calcium | 1.0% |
|---|---|
| Phosphorus | 0.7% |
| Vitamin A | 9,000 IU/kg |
| Vitamin D | 600 IU/kg |
| Vitamin E | 50 IU/kg |
Source: Nutrient Requirements of Dairy Cattle. National Research Council, 2001.
Milk replacer appearance.
Milk replacer powder should be easily dissolved and not leave any sediment at the bottom of the feeder. It should be free of lumps and foreign material. Even though the colour and odour is not necessarily a guide to its quality, MR should not have any unpleasant, burnt or other off-odours and should be cream in colour.
If the powder is orange to orange-brown in colour and has a burned or caramelized smell, it may have undergone Maillard Browning as a result of excessive heat during storage. In this case, there will be some loss of nutrient quality and product palatability.
What are acidified milk replacers?
Acidified milk replacers are essentially normal milk replacers to which organic acids (sorbic, citric, malic or fumaric) and/or organic salts (calcium sorbate, sodium formate or calcium formate) have been added in various combinations to give an overall inclusion level of 1.0 to 2.0%. Extra quantities of emulsifiers are added also to prevent fat separation when the milk is left standing.
Acidified milk replacers have a pH of 5.7 to 5.9 (pH of normal milk replacer is 6.3 to 6.5) and are guaranteed to remain stable for a minimum of 48 hours. However, prevailing temperatures will affect the length of time they remain stable. Since most calf-rearing takes place in spring, temperature is not usually a problem.
Are there any benefits to feeding acidified MR? 8
In addition to the longer shelf-life, the following nutritional advantages may result from acidification:
* Less diarrhoea, due to the acid conditions controlling the rapid multiplication of harmful bacteria such as E.coli.
* Better feed efficiency due to improved clotting time and improved enzyme activity.
Practical considerations for mixing and feeding milk replacer.
Feeding:
* MR should contain at least 20% protein, >10% fat and no more than 10% starch and sugars (sucrose).
* Ideally start feeding MR once the calf has received adequate colostrum and transition milk (generally at three to four days of age).
* Do not over-feed calves, especially during the first three weeks of life, as it may cause scouring.
* Consider MR as a feed, not a drink. Ad lib clean water is essential from day three for proper rumen development and feed intake.
Mixing:
* MR is usually reconstituted at a concentration of 125g/litre of mixed milk. Add 125g of powder to 875ml of water to give one litre of mixed milk at 12.5% milk solids. It is essential to always read and follow the manufacturer's recommendations.
* Use scales to measure the powder correctly and ensure consistency.
* Never suddenly change the quantity of milk being fed.
* Reconstitute by adding the total amount of powder required to half the measured volume of water, mix thoroughly and then add the balance of warm water (ideally 39°C; never greater than 45°C) to make up the correct volume.
* Aim to feed calves at body temperature (37-39°C).
* Maintain a high standard of cleanliness throughout the preparation and feeding process.
Always add the replacer to the water. Adding the water to the dry milk replacer will cause the powder to stick to the sides of the container, resulting in poor mixing.
11
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How to create a meaningful film experience with
TÉR
A project on film education for 3-6 year old's
From a very young age, children are open to many different forms of art. Film, as an audiovisual medium, is particularly attractive and accessible for almost all children. Children not only enjoy moving image and easily engage with narrative films and documentaries, but also actively respond to abstract and experimental films, which give them a lot of room for imagination.
Children see movies on a daily basis. How can we make film watching a meaningful experience? How and what can we teach children in a very early age about film and media, since the early years are the most formative? We try to answer these questions on a practical way in Cinemini Europe, a film education project with films, activities and teaching materials for children between 3-6 years old.
With Cinemini Europe we want to give children and care takers the opportunity to discover the diverse world of moving image in a meaningful and fun way. We believe it is not primarily about understanding film, but rather experiencing it. By watching, playing and reflecting on moving image, we want to stimulate the development of creativity and critical thinking and spark a love for film.
Cinemini Europe is an European project by Das Österreichische Filmmuseum, Deutsches Filminstitut & Filmmuseum, Eye Filmmuseum, Kinodvor Cinema Ljubljana, Taartrovers and is supported by Creative Europe.
This material is created to support the creation of meaningful film educational activities.
TÉR
Director István Szabó
Country Hungary
Year 1971
Prod. byMafilm
Length 5 minutes
Image colour
Sound sound
Synopsis
A boy painting some letters on the walls of a city house with a piece of chalk takes us to the adjacent square where public life is being performed on a sunny day: Children, women, men, young and old - everyone is at play, chasing each other, dancing with each other, talking or screaming, always in movement. The camera captures this moment of collective life in a breathtakingly fluid movement, giving us the feeling that we could potentially be every single one of them or all of them at once, close to everything and at the same time strangely detached, flying above and watching life unfold from afar.
Film aesthetic
István Szabó's portrait of a public square where families hang out collectively on a summer day is a documentary film which does not follow one character or one event but rather gives us an idea of a certain place in a certain time. The film is framed by the boy who paints letters on the walls of houses surrounding the park until he runs into it. At this very moment the camera follows him and then let's go to investigate all the people he passes in running. There is an ongoing tension in the film which is derived from the fact that it does not show us the whole square first and then the people in it one by one but rather unfolds the whole square by going from one individual to the next. One can read this literally: The square is not a square in itself, it becomes one through the people that inhabit it.
While we look at children and adults in small groups and on their own from quite a distance in the beginning the film slowly begins to come closer until – towards the end – we have children looking directly into the camera, interacting with it and us, the spectators. This also changes how we could think of the film: As a document or as a fictional film that stages things for the camera.
At the end the boy leaves the square again and then magically ascends to the air from which he (and we) finally get a view of the whole square and all of the people we have just met.
Filmmaker(s)
István Szabó is probably the internationally most renowned director from Hungary. Born in Budapest in 1938 his family had to go into hiding during the later stages of WW II because of their jewish descent. After graduating from high school he started studying at the Academy of Theatrical and Cinematic Arts, directing several short films. After working in Hungary for a while he made a number of international films in the 1980's, one of the most widely known being Mephisto (1981) which won him an Academy Award for Best Foreign Language Film.
Creating a meaningful film experience
General suggestions on how to work with this film:
1 Prepare a meaningful screening for the children, in cinema, at school or kindergarten (ideal setting: large screen, a bit of darkness, clear but not too loud sound, space for playing – potentially with an installation or else with a simple set up like table and drawing paper or light and shadow).
2 Have an introductory dialogue with the children on film in general and the project: ask about their personal experiences with film, ask if they've seen a film in a cinema before, tell them about the project and the visit, and discuss the rules.
3 Introduce the film(s) and watch the film.
4 Allow the children to bodily articulate reactions and to share emotions, thoughts and notifications about their experience.
5 Create a safe surrounding for a discussion and encourage a dialogue. Try to let the kids talk and collect what they have to say, draw connections between what they have seen, articulate similarities and follow up on differences (why have different kids seen things differently although they have seen the same film?).
6 Let the children process the films by playing freely (with one of the installations or a simple alternative).
7 Hand out the activity cards, and let the children play in groups or individually.
8 Repeated viewing: watch films again (and again, and again: children love repetition and learn from it).
Talking & Activity suggestions
1 Ask the children to tell you what the people in the park did? Ask them if there were things they did not understand or things they felt especially drawn to or familiar with. You can ask for example: Do you know all the games the children played? Do you have a space like this in your neighborhood?
Colophon
Cinemini Europe is a project by
2 After having watched it a second time, prepare some stills from the film and talk about the idea of distance: When is the camera close to people, when is it far away? What can we see better when being close, what can we see better when being far away?
3 Go to a park or the outside area of your Kindergarten and give a number of digital cameras to the children. Ask them to take photos of things or people around them. Present a selection of these photos to the group and discuss.
The activity cards
For each film of the Cinemini Europe project two or more activity cards have been created. The activity cards are nice treasures for the children, a remembrance of what they've seen. The assignment on each card invites to reflect and elaborate a bit more on the film. With simple and playful activities like drawing, dancing, acting or imagining children can work on the development of various skills, such as fine motor skills, speaking and listening skills and social and emotional skills. The activity cards can be done in groups, individually, in class or at home.
Further watching or viewing
The following films from the cinemini Europe project might be a good addition to Tér:
When Cities Fly – this film would allow you to follow up on the notion that cinema can document something without using any words.
L'arrivée d'un train en gare de La Ciotat – this film can help you to start talking about the difference between documentary and fictional film which is also an aspect of Tér.
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Civil Air Patrol's ACE Program
What's Hidden Below? Grade 6 Academic Lesson #6
Topics:
remote sensing, imaging radar, topographic maps (science, math)
Lesson Reference:
NASA SpacePlace lesson: Rising Above the Problem
Length of Lesson: 50 minutes
Objectives:
* Students will gather information using measurement and observation.
* Students will make predictions, collect data, analyze, and make a conclusion.
Next Generation Science Standards:
* MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
CCSS Math:
* 6.G.4 - Solve real-world and mathematical problems involving area, surface area, and volume.
CCSS ELA:
* SL 6.2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
* SL 6.1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
* SL 6.4 - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Solve real-world and mathematical problems involving area, surface area, and volume.
Background Information:
We can use technology called imaging radar to help create a picture of the terrain on Earth – or any other planet (such as Mars). Imaging radar instruments are either flown over the surface of the planet in an airplane or launched into orbit around the planet. Imaging radar works by bouncing a radar signal off the ground, then measuring the strength of the signal that comes back and how long it takes.
For an introduction to NASA's remote sensing programs, you may wish to watch this video (or share it with your class): "NASA | Getting the Big Picture".
CAP's ACE Program (2023)
Materials:
- an object, such as a small teddy bear or other simple-shaped object (or incorporate geometry by securing a distinct 3-D geometric figure inside the box)
- box (such as a Styrofoam carryout box) that includes a top
- sharp, straight stick, such as a wooden skewer or knitting needles (Safety: Be sure to instruct students on safe use of the skewer and perhaps attach an eraser or piece of clay to the end of the sharp skewer). If you add an end that will not stick into the paper on the top of the box, you may have to pre-cut holes in the box for use in surveying the object.
- ruler
- markers
- grid paper (a copy for covering the object and a "Grid Data Sheet" are included)
NOTE: Secure an easily identifiable object inside a box. If using a light-colored Styrofoam carryout box, line the bottom of the inside of the box with black paper (or use black spray paint to make the inside surface dark). Consider using a dark-colored object to make it harder for "peepers" to see it. Place a lid on the box. Tape a piece of graph paper on top of the lid (copy provided). If using a box that makes it difficult to insert the skewer, poke holes through the dots on the grid paper covering the object prior to conducting this lesson. To correctly place measurements on the skewer, place the skewer vertically into the box. Make a mark on the skewer indicating the top of the box. Make a ring around this mark in a color of your choice. The measurement of the top colored ring will be "0" to indicate surface level. Now, move down the skewer stick about 1 cm and draw another colored ring. This ring represents 1 cm. Move down 1 more cm and draw another colored ring. This ring represents 2 cm above surface level. Continue this method. It is wise to put your object into the box, insert the skewer vertically at the highest point of your object in order to determine the "lowest" colored ring needed on your skewer. This lowest colored ring indicates the highest point of the object in the box. (You may wish to omit the measurements and simply allow students to make different bands of colors on the skewer.)
You can either conduct a whole class activity using the one hidden object in the box, or you can prepare enough hidden object boxes for students to work on in small groups.
Lesson Presentation:
1. Show students a box that you have prepared that has a hidden object inside it. Ask students how they might be able to determine what is in the box without pressing or shaking the box and without looking inside. Listen to student ideas.
2. Tell students that they will conduct a remote sensing activity to simulate a process called radar imaging in order to help determine what is in the box. Explain remote sensing and radar imaging.
Think about the words "remote sensing." Remote refers to something located at a distance, far away or hidden away. "Sensing" may cause us to think of our five senses. When we use any of our five
CAP's ACE Program (2023)
senses, it provides us with information. So, remote sensing actually means gathering information about something from a distance, without having any physical contact with the object we want to study. Airplanes and satellites can conduct remote sensing. One way to obtain information about something without actually coming in contact with it is by using radar. Imaging radar instruments are either flown over the surface of the planet in an airplane or launched into orbit around the planet. Imaging radar works by bouncing a radar signal off the ground and then measuring the strength of the signal that returns and how long it takes to return.
3. Tell the students that their hand will be the aircraft or satellite. The skewer with bands of color will be the radar signal sent to the ground. Explain that students will do the following to obtain information about the hidden object: 1) Push the skewer through the single A-1 box on the grid paper covering the box. 2) See what color on the stick is closest to the opening of the hole. 3) Use that color to color the A-1 coordinate on the "Grid Data Sheet." Explain that the colors represent the height above sea level, or in this case, height above the surface of the box. (With real radar imaging, the time it takes for the signal to return and the strength with which it returns determines the elevation of the point the signal hit.) Tell students that they will continue this process until each box on the loose leaf grid paper data sheet is colored. Ask students how this process will help reveal the object below the cover. (It will reveal the outline as well as any varying heights of the object in the box.)
If conducting this as a whole class activity, distribute a "Grid Data Sheet" to each student. Continue to call volunteers to the front of the room one at a time to "send a signal down to the object below." Have the volunteers call out the coordinate (e.g. A-2, D-5) and the first visible color on the bottom of the skewer. Have the class color in the appropriate coordinate box (e.g. A-2, D-5) on their grid sheet.
If conducting this activity in small groups, distribute a box with a hidden object and a skewer to each group. If skewers are not prepared ahead of time with measurement colors, show students how to make them. Distribute a "Grid Data Sheet" to each student and allow them to work together in their group to reveal their hidden object.
4. Once the class or small groups have completed the radar imaging simulation, ask them to analyze the data sheet(s). Does the image give them a better idea of what the hidden object is? Even if the students cannot tell exactly what the object is, how does a colored picture such as the one they have created help them? (If they know the heights that each color represents, they can imagine how the object might look in three dimensions.) Ask students if they know what they have created on their "Grid Data Sheet." Tell them they have created a topographical map, usually called a topo map. Ask students if they know what a topo map is? Confirm that a topo map shows the elevations in an area.
You may wish to show your class this explanation: Topographic Maps Video.
Summarization:
Ask students to share something they learned today. Confirm that students can define remote sensing and radar imaging.
Character Connection: Remind students that as they go through life, they need to use all their senses to determine if something is good or bad, right or wrong, or useful or not useful. The more we learn, know, and understand about things, the better decision makers we become. "Knowledge is power!"
Assessment:
* teacher observation
* completed "Grid Data Sheet"
Additional activity ideas to enrich and extend the primary lesson (optional):
* Allow students to find a mystery object and mark their own wooden skewers to present the activity to another group of students or their family at home.
* Have students build a robot arm using the lesson "Build Your Own Robotic Arm" from TryEngineering. The lesson focus is to develop a robot arm using common materials. Students will explore design, construction, teamwork, and materials selection and use.
* Another activity called "What shape is it?" from the website Quarked. This activity helps students determine the shape of an unseen object by bouncing a ball off of it.
* A classroom activity from NASA called Robotic Arm Challenge is also available.
* For this activity, you might want to borrow the CAP Robotic STEM Kit. Learn more about the STEM Kits available through the CAP AE office.
Associated Websites:
* "Remote Sensors" - Join Wavie as she leads you through a fun new video designed to help you learn about remote sensing and how the earth is observed by scientists from space. Check out other videos created by the IEEE Geoscience & Remote Sensing Society to learn more about satellite imaging, remote sensors, and orbital rotation.
* Echo the Bat (video reading) and downloadable book
* Engineering in the classroom by Jet Propulsion Laboratories
CAP's ACE Program (2023)
Tape this grid sheet on top of the lid that is covering the hidden object. (Cut off the excess paper not covering the lid.) The dots on each grid square are provided as an indicator of where to insert the skewer.
| | A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
| 2 | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
| 3 | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
| 4 | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
| 5 | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
| 6 | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
| 7 | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
| 8 | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
| 9 | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
| 10 | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
| 11 | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
| 12 | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
| 13 | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
| 14 | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
| 15 | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
| 16 | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
| 17 | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
| 18 | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
| 19 | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
| 20 | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
| 21 | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
Grid Data Sheet
The colors on the skewer indicate height above "surface" level. When the skewer is held vertically (up and down) the top colored ring will have a measurement of "0" indicating no height above the surface. Rings closer to the bottom will have the highest measurements, indicating greater distances from the surface of the box to the top of the object. Holding the skewer vertically, record measurements for the colors listed below. Remember, the color at the top of the skewer will be "0." Measure from this color down to obtain correct measurements for the colors below the top colored-ring. Color each grid coordinate below according to the first visible color shown on the skewer after inserting it into the box at a particular coordinate.
Blue= cm Red=
cm Green= cm Black= ____cm Yellow= _____cm Brown=_____cm Orange=
cm
Purple=
cm Pink=
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Our Mission
Network for Teaching Entrepreneurship (NFTE) activates the entrepreneurial mindset with unique learning experiences that empower all students to own their futures.
What is the Entrepreneurial Mindset?
Having an entrepreneurial mindset prepares young people for lifelong success – in school, in business, and in life. The entrepreneurial mindset is a set of characteristics, attitudes, behaviors, and skills that help students identify and make the most of opportunities, overcome and learn from setbacks, and achieve in a variety of settings. These skills and traits drive action and are essential for success in today's ever-evolving innovation economy and future workforce. In NFTE's model, the entrepreneurial mindset emphasizes eight core domains:
INITIATIVE & SELF RELIANCE
FLEXIBILITY & ADAPTABILITY
COMMUNICATION & COLLABORATION
CREATIVITY & INNOVATION
FUTURE ORIENTATION
CRITICAL THINKING & PROBLEM SOLVING
OPPORTUNITY
RECOGNITION
COMFORT WITH RISK
The entrepreneurial mindset helps NFTE students further their education, launch their own businesses, and succeed in the workplace.
96%
94%
of NFTE seniors are on track to graduate high school on time, compared to less than 80% among their peers of alumni feel NFTE helped them learn how to build a business, while 82% feel NFTE helped them grow their entrepreneurial mindset
IN
NFTE alumni have started at least one business, compared to 2% of young adults in general
1 4
Teaching entrepreneurship accelerates inclusiveness. NFTE programs reduce inequities in education and the workforce in two ways:
* NFTE programs reduce the opportunity gap for students from under-re sourced communities. This is significant at a time when an estimated 38% of young people are not adequately prepared for post-secondary success.
* NFTE students who are young women are able to make tremendous gains in entrepreneurial mindset skills when compared to their male peers. This suggests that providing girls with early exposure to entrepreneurship can accelerate gender diversity among entrepreneurs.
AT A GLANCE
NFTE IN THE U.S.
2022-23 School Year (Projected*)
647
38,404
Students in Classrooms, Immersive Camps, and Afterschool Programs
Teacher Corps Members
1,396
Programs in Schools and Communities
603
Schools and Community Partners
Demographics
Grade Level
NFTE Entrepreneurship Pathway and Certification
NFTE's innovative programs engage and challenge young people. Our Entrepreneurial Teacher Corps is trained to guide students as they develop their entrepreneurial mindset through experiential, project-based learning that integrates lean startup practices and digital tools. Advanced NFTE students are able to earn both the Intuit QuickBooks certification and the Entrepreneurship and Small Business (ESB) certification from Certiport, a Pearson VUE business.
BLENDED
LEARNING
Face-to-Face
Learning
Digital
Tools
GOLD
STANDARD
PROJECT-BASED
LEARNING
(PBL)
Publicly
Presented
Product
Need
to
Know
Driving
Question or
Knowledge
Feedback
and
Revision
Inquiry
and
Innovation
Student
Voice and
Choice
21st
Century
Skills
Build
Measure
Learn
LEAN STARTUP PRACTICES
NFTE ENTREPRENEURSHIP PATHWAY
Awareness
Intermediate
Advanced
World Series
of Innovation
(online experience)
Introductory
BizCamp
Entrepreneurship 1
Entrepreneurship 2*
Startup Tech
Entrepreneurship
Essentials
IN-SCHOOL PATHWAY
OUT OF SCHOOL
Startup Summer
Start It Up!
| Awareness | Introductory | Intermediate |
|---|---|---|
| World Series of Innovation (online experience) | | IN-SCHOOL PATHWAY |
| | Startup Tech Entrepreneurship Essentials | Entrepreneurship 1 |
| | | OUT OF SCHOOL |
| | Start It Up! | BizCamp |
Certiport ESB Certification; Intuit Quickbooks Certification; Intuit Design for Delight (D4D) Innovator Certification
*
NFTE mobilizes business leaders and entrepreneurs as volunteers to bring real world experience into every NFTE student's program experience. Dedicated volunteers serves as coaches, business advisors, guest speakers and competition judges. They help young people develop their business ideas, refine their plans and pitches, and explore career opportunities.
I never saw myself running a business, but NFTE taught me to see opportunity rather than obstacles and completely changed the direction of my life.
Jay'Ana Smith, NFTE Alum
To learn more about partnering with NFTE, supporting our Aspiring Entrepreneurs Program, or bringing NFTE programs to your school or community-based organization, email us at email@example.com. | <urn:uuid:bd02a390-8b9e-4139-9cb6-2a1b4633c439> | CC-MAIN-2024-18 | https://nfte.com/wp-content/uploads/2023/09/NFTE-US-At-a-Glance-FY23.pdf | 2024-04-18T21:54:46+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817239.30/warc/CC-MAIN-20240418191007-20240418221007-00836.warc.gz | 386,331,035 | 992 | eng_Latn | eng_Latn | 0.97949 | eng_Latn | 0.985718 | [
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Spread the Light Elementary
On each evening of the Jewish festival Hanukkah, families use the helper candle on a menorah (Hebrew for "lamp"), to light one additional candle until all the candles are lit on the final night. This is why Hanukkah is sometimes called the "Festival of Light." This lesson teaches young people about the story and celebration of Hanukkah through image analysis and reading. Then, students complete an art project to show all the ways they can spread their light like the shamash, the helper candle!
Essential Question: What is Hanukkah? How can I be a shamash?
Standards/Objectives:
Washington, DC K-12 Social Studies Standards 2023 Standards:
* 1.1 Explain what constitutes a community and describe characteristics of different local and global communities
* 1.4 Describe ways in which groups of people in the same community can hold different beliefs and live their daily lives in different ways, while still working together toward shared goals.
* 3.38 Analyze how groups maintain their cultural heritage and how this heritage is manifested in the symbols, traditions and culture of Washington, DC.
C3 Framework
* D2.Civ.7.K-2. Apply civic virtues when participating in school settings.
* D2.Civ.10.3-5. Identify the beliefs, experiences, perspectives, and values that underlie their own and others' points of view about civic issues.
* D4.6.K-2 Identify ways to take action to help address local, regional, and global problems.
Time Estimate: 60-80 minutes
Resources:
- Spread the Light Slide Deck
- 1 capture sheet per student (optional)
- Hanukkah book (recommendations below)
- Activity options: white printer paper, construction paper, markers, scissors, tape or glue OR markers and coloring page
Activities:
1. Slide 2-4: Activate Prior Knowledge
Use the cues on the slide to help students explore this image and build background knowledge. After prompting student thinking, introduce vocabulary like Hanukkah, menorah, and shamash. Use slide 4 to set the agenda and objectives for the day.
Differentiate: Edit the cues to help structure students thinking. Use the capture sheet to practice notetaking for older students. Higher level thinkers may want to create their own cues with a thinking routine like See – Think – Wonder. Other students might have success with more openended cues – counting the candles, guessing at her feelings, making a prediction for what's going to happen next.
2. Slide 5: Background Knowledge
Below in Student Materials, there is a corresponding Cloze Notes page to help students digest this information. Edit as necessary to differentiate, adding or removing blanks and defined terms to create accessibility.
3. Slide 6: Read and Learn
Pick from the list of recommended books below to read to your class. While you read, pause to point out some of the traditions of Hanukkah – lighting the Menorah, playing dreidel, sharing songs and stories, and eating foods like latkes and chocolate gelt.
Recommend Books:
Chanukah Lights Everywhere by Michael J. Rosen
Hershel and the Hanukkah Goblins by Eric Kimmel
Meet the Latkes by Alan Silberberg
**All books are available at the DC Public Library
4. Slide 7-8: What is the shamash?
Use the prompts to point out that even though it's 8 nights and 1 candle per night, there's 9 candles. The tallest candle is called the Shamash, the helper candle, and it's lit first and used to light the other 8 candles day by day.
Shamash candles do not go out when used to light other candles – it does not dimmish you to help others! We can each be like the shamash and help each other share our light.
5. Slides 9-13: How can I be a shamash?
Use the slides to tell the story of the first National Menorah and show how sharing the matchbook and returning it with a presidential signature are acts of kindness.
After you share the example, use the white board, poster board, or easel paper to solicit and record ideas for how students share their light with others.
6. Slides 14-15: Activity Instructions
Distribute blank white paper, construction paper, rulers, scissors, and tape/glue.
Help students follow the instructions on the slides to make their own Menorah.
Differentiate: For more challenge – make this an interdisciplinary lesson by adding specific measures for each part of the project and ask students to use rulers to make and cut their candles to specific lengths. You could also challenge students to think about the way others help them and have them make candles for each other. For less accessibility – pre-cut the Menorah strips or use the Menorah coloring page below so there is no cutting and pasting.
7. Slide 16 – Wrap up
Encourage students to share their Menorahs with each other somehow. You could do a show and tell, Gallery walk, call on students to share, etc.
Name__________________
Spread the Light – Capture Sheet
1. Activate! Look at the image (below or on the slides) and use the space below to answer the questions.
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
2. What is Hanukkah? Follow along and fill in the blanks as you learn.
H______________ is an 8-day J______________ festival celebrating an ancient miracle. Long ago, G______________ rulers didn’t want Jewish people to be able to celebrate their Jewish religion. A group of Jewish warriors called the M______________ fought for their r______________ f______________. They wanted to be able to be Jewish without harassment or v______________ from the King. The Maccabees were able to defeat the King and gain their freedom, but the Jewish T______________ had nearly been destroyed. According to tradition, a very small amount of o_______ burned in the Temple’s M______________ for 8 days, which was enough time to clean the Temple and make more oil. A m______________! On each n______________ of Hanukkah, Jewish families light one more c______________ on the Menorah to remember the miracle of the oil and the Maccabees.
3. Read and Learn! How do Jewish families celebrate Hanukkah? As we read this book together, find details to help you answer this question!
________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________
4. How can I be a shamash? Follow along and fill in the blanks as you learn.
In 1979, President C______________ lit the first National M______________ across the street from the White House to celebrate Hanukkah. The candles were p______________ from the wind inside a plexiglass box. The m______________ were too s______________ to light the candles, so a Secret Service Agent was sent to find l______________ matches. A nearby store, owned by a Jewish family, happened to have a specialty matchbox with 8- inch matches. The long matches were the perfect l______________ to reach inside the box and light the candles. President Carter s______________ the match box and gave it back to the store owners as a thank you.
How am I a shamash?
1. Find the shamash and write your name on it.
2. On each candle, share a way you like to help your friends and family – how are you a helper?
3. Color in the rest of the menorah!
Image Credit:
https://www.familyholiday.net/hanukkah-coloring-
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CREATE - Conceive
Conceive – Standard of Achievement (1)
The student will use a variety of sources and processes to generate original ideas for artwork.
Enduring Understanding
Ideas come from a variety of internal and external sources and are building blocks that inform the creative process.
Essential Questions
Where do ideas come from?
Why is idea generation important for the creative process?
How do different sources and processes affect the artists' final works?
| | National Visual Arts Standards | SOL’s | SEM | YEAR |
|---|---|---|---|---|
| ART II A. Select, analyze and use multiple sources to generate original ideas for image making. | VA:Cr1.1.Ia MA:Cr1.1.II | AII.1 | | |
| 1. Access and combine information from a variety of selected print, media outlet and on-line resources to generate ideas for image making. | | AII.1 (A) | ✔ | ✔ |
| 2. Discern and compile reference material to generate ideas for image making. | | | ✔ | ✔ |
| 3. Investigate current global issues to generate ideas for image making. | | | ✔ | ✔ |
| 4. Expand and maintain an actual or virtual collection of reference materials to generate ideas for photos. | | | ✔ | ✔ |
| 5. Experiment with and combine traditional and non-traditional media to generate ideas for image making. | | AII.16 | | ✔ |
| ART II B. Select and use multiple approaches to initiate the creative process. | VA:Cr.1.1.Ia MA:Cr1.1.II | | | |
| 1. Analyze and critique thoughts and ideas in the creative process. | | | ✔ | ✔ |
| 2. Use a variety of approaches to form new challenges and generate ideas for photographs. | VA:Cr.1.1.Ia | | ✔ | ✔ |
| 3. Select and use a variety of graphic organizers to generate and organize ideas for photographs. | | | ✔ | ✔ |
| 4. Maintain a digital or traditional process journal/portfolio, a blog or website for idea development, preliminary sketches, research, critical writings, reflections, notes, and final works. | | AII.2 (b) | ✔ | ✔ |
| 5. Collaborate to share and discuss research findings to generate ideas for image making. | | | ✔ | ✔ |
| 6. Systematically review features of other photographers works to inform ideas for image making. | | | ✔ | ✔ |
| 7. Document, compare and discuss potential ideas for photographs. | | | ✔ | ✔ |
CREATE – Develop
Develop – Standard of Achievement (2)
The student will plan, advance, and refine original ideas for photographs.
Enduring Understanding
Ideas become advanced through the process of weighing choices, considering alternatives, and making decisions.
An artist revises ideas to discern their value in the creative process.
Essential Questions
How does an artist measure the value of an idea?
How is involvement in the idea development process reflected in the artists' works?
CREATE - Produce
| | National Visual Arts Standards | SOL’s | | |
|---|---|---|---|---|
| ART II A. Problem-solve to refine and advance ideas in visual, verbal, and written forms for image making. | MA:Cr1.1.II | AII.2 | | |
| 1. Apply a personal aesthetic to design, develop, and refine ideas for photographs. | | | ✔ | ✔ |
| 2. Weigh alternatives for media choices to develop ideas that support artistic intent versus perception. | | | | ✔ |
| 3. Identify and document goal, time, resource and personal limitation constraints in planning for image making. | | | ✔ | ✔ |
| 4. Develop and evaluate multiple ideas in planning for photoshoots and final images. | | | ✔ | ✔ |
| 5. Make critical and reflective choices to refine and edit original photographs through creative problem solving for image making. | | AII.2 (a) | | |
| ART II B. Test, evaluate, and refine plans to meet desired outcomes for photographs. | VA:Cr3.1.IIa MA:Cr1.1.II | AII.2 | | |
| 1. Use critical thinking and reflection to refine plans for photographs. | | | ✔ | ✔ |
| 2. Test plans for image making at critical intervals. | | | ✔ | ✔ |
| 3. Apply a personal aesthetic to design, test, and refine plans for photographs. | | | ✔ | ✔ |
| 4. Collaborate to evaluate and refine plans for photographs. | MA:Cr2.1.II | | ✔ | ✔ |
Produce – Standard of Achievement (3)
The student will realize the culmination of original ideas from conception through resolution in original photographs.
Enduring Understanding
Ideas are [integral] endemic to photographs.
The act of making art brings life to ideas and allows them to be shared. (tangible construct)
Essential Questions
What processes are used to bring ideas to realization in photographs?
How do artists' choices impact the efficacy of the final products?
| | National Visual Arts Standards | SOL’s | | |
|---|---|---|---|---|
| ART II A. Investigate and interpret a range of topics to communicate meaning in original photographs. | | | | |
| 1. Express personal beliefs and values in photographs. | | AII.1 (b) | ✔ | ✔ |
| 2. Investigate topics to organize and integrate content, style and production methods in photographs. | MA:Cr3.1.Ia | | ✔ | ✔ |
| 3. Explore metaphor and sub-text in relation to social and cultural issues in photographs. | | | ✔ | ✔ |
©2021 All Rights Reserved. Loudoun County Public Schools
LCPS Art Curriculum: PHOTOGRAPHY
| 4. Realize and articulate connections among personal, community and global issues in photographs. | | | ✔ | ✔ |
|---|---|---|---|---|
| 5. Present alternative viewpoints in photographs to inform and illuminate social, cultural or political issues of concern. | | | | ✔ |
| ART II B. Identify and integrate familiar and unfamiliar subject matter to express ideas in image making. | | | | |
| 1. Interpret the human face and figure in a variety of contexts in photographs. | | AII.14 | ✔ | ✔ |
| 2. Select and depict natural objects and artifacts in diverse styles and contexts in photographs. | | AII.14 | ✔ | ✔ |
| 3. Depict natural and/or unnatural atmospheres or conditions in photographs. | | | | ✔ |
| 4. Pursue and incorporate abstract and non-representative forms in photographs. | | | ✔ | ✔ |
| 5. Expand on observational skills to create expressive and meaningful photographs. | | AII.14 | ✔ | ✔ |
| 6. Interpret a subject in an original style or point of view. | | AII.17 | ✔ | ✔ |
| 7. Explore and apply non traditional darkroom techniques | | | | ✔ |
| ART II C. Select and employ formal components to support communication of ideas in photographs. | MA:Cr3.1.IIIb | AII.12 | | |
| 1. Select and integrate formal components to compose photographs. | | | ✔ | ✔ |
| 2. Select and layer formal components for an intended outcome in photographs. | | | ✔ | ✔ |
| 3. Use a variety of atmospheric, linear, and multi-point perspective to create the illusion of space in photographs. | | AII.13 | ✔ | ✔ |
| ART II D. Select and care for materials, tools and processes safely and appropriately. | | | | |
| 1. Demonstrate and explain appropriate procedures in the use of image making processes. | | | ✔ | ✔ |
| 2. Use contemporary media, tools, and processes to create, edit, and present original photographs. | | AII.10 | ✔ | ✔ |
| 3. Organize, manage, and demonstrate personal responsibility for the safe and efficient use and maintenance of materials and tools in image making. | | AII.5 | ✔ | ✔ |
| 4. Demonstrate proficiency, skill, and control in the use of media and techniques in photography. | | AII.15 | ✔ | ✔ |
| 5. Demonstrate safety protocols when using developing and darkroom equipment and materials. | | | ✔ | ✔ |
| 6. Apply and justify ethical choices when creating and distributing photographs and design. | | AII.8 | | |
| ART II E. Refine and expand the use of art media, skills and techniques. | | | | |
| 1. Experiment, practice and persist in acquiring skills and techniques. | VA:Cr.2.1.IIa | AII.1a | ✔ | ✔ |
| 2. Plan for and create original photographs that demonstrate development of personal aesthetic. | | | ✔ | ✔ |
| 3. Explore and apply a variety of digital collage techniques and processes to produce original photographs. | | | ✔ | ✔ |
| 4. Explore and apply a variety of traditional and contemporary photographic techniques, processes, and applications to produce original photographs. | | | | ✔ |
| 5. Demonstrate a functional knowledge of the essential mechanisms of a camera. | | | ✔ | ✔ |
| 6. Interpret and predict the effects camera control choices have on final images. | | | ✔ | ✔ |
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PRESENT – Organize
Organize – Standard of Achievement (4)
The student will apply and refine skills and practices to prepare and display photographs.
Enduring Understanding
The way photographs are prepared and arranged for presentation affects their significance in the eye of the viewer.
Artists and curators attempt to convey meaning through the display of photographs.
Essential Questions
How does the organization of photographs on display influence the interpretation of the viewer?
What are the preparation and organization responsibilities for displaying photographs?
Who assumes responsibility for the preparation and display of photographs?
| | National Visual Arts Standards | SOL’s | | | LCPS 5C's |
|---|---|---|---|---|---|
| ART II A. Select, prepare, and submit photographs for evaluation and display. | VA:Pr4.1.Ia | AII.2 (c) | SEM | YEAR | Critical Thinker Communicator |
| 1. Prepare and organize photographs for presentation and evaluation based on anticipated display outcomes. | MA:Pr4.1.Ia | | ✔ | ✔ | Critical Thinker Communicator |
| 2. Prepare and present photographs to meet technical and digital requirements of a specific platform or venue. | | | ✔ | ✔ | Critical Thinker Communicator |
| 3. Maintain, protect, categorize and store photographs in actual and digital files for future evaluation and display. | | | ✔ | ✔ | Critical Thinker Communicator |
PRESENT – Curate
Curate – Standard of Achievement (5)
The student will sift through, contemplate and select photographs based on criteria or purpose.
Enduring Understanding
Curation of photographs requires active engagement in the examination and selection of photographs.
Curation encompasses abilities that reflect aesthetic, critical, contextual and technical decisions.
Essential Questions
How do personal experiences affect curation of photographs?
Why is it important to engage in the curation process?
| | National Visual Arts Standards | SOL’s | | |
|---|---|---|---|---|
| ART II A. Compare, select and curate photographs for preservation, presentation, and display. | VA:Pr4.1.Ia | | | |
| 1. Collaborate to apply criteria for selection and presentation. | | | ✔ | ✔ |
| 2. Analyze, interpret, and evaluate artwork to identify common characteristics of selected photographs or designs presented as a series or sequence. | | AII.3 (a) | | ✔ |
| 3. Develop a display of personal photographs for the purpose of evaluation and display. | MA:Re8.1.I | | | ✔ |
| 4. Curate the presentation of a collection through a variety of contexts including physical display and digital channels. | MA:Pr6.1.II | | ✔ | ✔ |
| 5. Maintain a digital or traditional process journal/portfolio, a blog or website for idea development, preliminary sketches, research, critical writings, reflections, notes, and final works. | | AII.2 (b) | ✔ | ✔ |
| 6. Demonstrare care and presevation techniques with tangible works. | | | ✔ | |
| ART II B. Adhere to and justify criteria used for selecting photographs for presentation and evaluation. | VA:Pr5.1.Ia | | | |
| 1. Apply specific criteria in the selection and preparation of photographs for physical display or digital publication. | | | ✔ | ✔ |
| 2. Analyze and describe the impact that an exhibition or collection has on personal awareness of social, cultural, or political beliefs and understandings. | Va:Pr6.1.Ia | | | ✔ |
| 3. Select and juxtapose photographs for presentation based on attributes and relationships among them. | | | | ✔ |
| 4. Analyze, compare, and select, personal artwork for a collection or portfolio presentation. | VA:Pr4.1.IIa | | ✔ | ✔ |
PRESENT – Communicate
Communicate – Standard of Achievement (6)
The student will articulate observations, interpretations, and ideas about art and artistic endeavors using appropriate modes of expression (vocabulary).
Enduring Understanding
Communication is a multi-faceted endeavor that involves one or more of the senses.
Effective communication depends on the mode of delivery, the content, and the receptivity of the audience.
Essential Questions
How does an artist choose the best way to communicate with an audience?
What is the relationship between artists' intent and chosen means of communication?
| | National Visual Arts Standards | SOL’s | | |
|---|---|---|---|---|
| ART II A. Determine and explain artistic intentions of self and others. | | | | |
| 1. Examine and explain the impact of process on intended meaning in personal photographs. | | | ✔ | ✔ |
| 2. Describe how the relationship between media and subject matter can impact the final meaning in works of photographs. | | | ✔ | ✔ |
| 3. Investigate and describe the goals and requirements of various post-secondary art-related educational and career opportunities. | | AII.9 | | ✔ |
| 4. Review and describe personal and local impacts of artwork exhibitions and presentations. | MA:Pr6.1.Ib | | ✔ | |
| 5. Investigate and compare past and present means of communication through visual art. | | | ✔ | ✔ |
| ART II B. Analyze, explain and document personal realizations resulting from art and artistic endeavors. | | | | |
| 1. Analyze how image making experiences inform future artistic endeavors. | | | ✔ | ✔ |
| 2. Identify and describe evidence and outcomes of risk taking in personal photographs. | | | | ✔ |
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RESPOND – Perceive
Perceive – Standard of Achievement (7)
The student will contemplate and explain content, value and intended purpose of photographs.
Enduring Understanding
Perception involves careful looking to inform the understanding of art and the world.
Artists' personal experiences and methods of looking influence the way in which they perceive artistic endeavors.
Essential Questions
Why is it important to follow a formalized method of looking at photographs?
How does taking the time to observe and examine photographs inform understanding of the image making process?
| | National Visual Arts Standards | SOL’s | SEM | YEAR |
|---|---|---|---|---|
| ART II A. Apply art criticism processes to determine and explain content and meaning in photographs. | | AII.3 | | |
| 1. Apply an established model of art criticism such as aesthetic scanning which asks the viewer to: describe, analyze, interpret and evaluate personal, peer, and professional photographs. | | AII.3 (b) | ✔ | ✔ |
| 2. Participate in art criticism processes based established models to determine how the artwork engages the viewer. | | | ✔ | ✔ |
| 3. Use constructive critical approaches to critique including in progress (formative), peer, self-reflective, and summative. | | AII.3 (c) | ✔ | ✔ |
| 4. Identify types of contextual information such as political, social, historical, and cultural, used in the interpretation of photographs. | VA:Re8.1.IIa | | ✔ | ✔ |
| 5. Form and defend opinions in systematic critiques of photographs and production processes. | MA:Re9.1.HS.II | | ✔ | ✔ |
| ART II B. Examine and discuss current influences on perceptions and interpretations of photographs. | | | | |
| 1. Hypothesize ways in which art influences perception and understanding of human experiences. | VA:Re7.1.Ia | | ✔ | ✔ |
| 2. Evaluate the effectiveness of an image to influence ideas, feelings and behaviors of the viewer. | VA:Re7.2.IIa | | ✔ | ✔ |
| 3. Define and practice ethical behaviors when responding to photographs and design. | | | ✔ | ✔ |
| 4. Describe how the perception of quality and meaning in photographs can shift over time. | | | ✔ | ✔ |
RESPOND – Reflect
REFLECT – Standard of Achievement (8)
The student will initiate, recall and contemplate learning experiences and personal performances to inform future artistic endeavors.
Enduring Understanding
Reflective practice leads to improved performance in artistic endeavors.
Reflection enables the transfer of prior learning to the undertaking of future artistic challenges.
Essential Questions
What constitutes reflective practice?
What is learned from reflective practices?
In what ways does reflective practice guide decision-making in the creative process?
| | National Visual Arts Standards | SOL’s | | |
|---|---|---|---|---|
| ART II A. Contemplate and explain how prior learning informs future artistic endeavors. | | | | |
| 1. Consider and explain how investigation, experimentation, and documentation work together to impact personal image making. | | | ✔ | ✔ |
| 2. Examine and describe how previous image making experiences inform current process applications. | | | ✔ | ✔ |
| 3. Select among alternative solutions to solve image making problems. | | | | ✔ |
| 4. Reflect on the success or failure of problem solving to inform future image making. | | | ✔ | ✔ |
| ART II B. Contemplate and explain how learning through image making process applications influences personal learning and growth. | | | | |
| 1. Compare and contrast a set of personal photographs to review image making approaches in relation to personal growth. | | | ✔ | ✔ |
| 2. Specify and explain how acquired skills and techniques and process knowledge informs personal artistic endeavors. | | | ✔ | ✔ |
| 3. Collaborate to examine and explain rationale for choices made in the image making process. | | | ✔ | ✔ |
| 4. Specify and explain how the use of light has affected the process and final image. | | | | |
RESPOND – Evaluate
EVALUATE – Standard of Achievement (9) – The student will appraise the artistic experience and its personal and global significance.
Enduring Understanding – photographs and the image making process have extrinsic and intrinsic value. Authentic judgments about the value of art and the artistic experience are informed through the application of a formal observation system.
Essential Questions – What can be gained by applying a formal observation system to determine the value of an artwork? How does the selected evaluation system affect the perception of an artwork? What values are inherent to photographs and the artistic experience? How does the type of evaluation system used provide insight into the creative process?
| | National Visual Arts Standards | SOL’s | | |
|---|---|---|---|---|
| ART II A. Select and apply established criteria to judge and evaluate photographs. | | | | |
| 1. Select relevant criteria to evaluate photographs and image making processes at decisive stages based on context and goals. | MA:Re9.1.HS.I | | ✔ | ✔ |
| 2. Select and apply a set of criteria based on form, concept, and process to evaluate personal photographs. | | | ✔ | ✔ |
©2021 All Rights Reserved. Loudoun County Public Schools
LCPS Art Curriculum: PHOTOGRAPHY
| 3. Evaluate the effectiveness of the communication of ideas in personal works of art and design. | | | ✔ | ✔ | Critical Thinker |
|---|---|---|---|---|---|
| 4. Explain personal responses to aesthetic qualities found in photographs and design. | VA:Re7.1.IIa | | ✔ | ✔ | Critical Thinker |
| 5. Investigate how art and design can be viewed from a variety of personal, cultural, and historical perspectives. | | AII.6 (c) | ✔ | ✔ | Critical Thinker |
| ART II B. Evaluate the impact of art and creative process applications on ideas and behaviors in a global environment. | | | | | LCPS 5C's |
| 1. Investigate and explain how communication and collaboration in image making addresses the needs of the local and global community. | | AII.7 | ✔ | ✔ | Communicator Collaborator Contributor |
| 2. Research and evaluate how critical thinking, problem solving and innovation within artistic practice have shaped local and global advancements. | | | ✔ | ✔ | Creator Critical Thinker |
| 3. Discuss and analyze the ways in which contemporary artists influence viewers’ perceptions of the world. | | | ✔ | ✔ | Critical Thinker |
| 4. Assess ideas and methods of making photographs to further drive decisions during the process. | | | ✔ | ✔ | Critical Thinker |
| 5. Assess the role and impact of contemporary digital media on the creative process. | | | | ✔ | Critical Thinker |
| 6. Compare and evaluate a images created for documentation versus images created as an artistic experience | | | ✔ | ✔ | Critical Thinker |
| 7. Research and evaluate the technical, historic, and artistic issues of photography up to the 19th century. | | | ✔ | ✔ | Critical Thinker |
| 8. Research and evaluate the technical, historic, and artistic issues of photography after the 19th century. | | | ✔ | ✔ | Critical Thinker |
CONNECT – Relate
Relate – Standard of Achievement (10)
The student will consider and associate artistic endeavors in relation to personal experiences and external influences.
Enduring Understanding
The art experience enriches the human condition by fostering conceptual links across time and cultures.
The arts provide evidence of human existence and invite interaction.
Essential Questions
How does art promote conceptual links between personal experiences and external influences?
How do photographs reveal evidence of human interactions?
| | National Visual Arts Standards | SOL’s | SEM | YEAR |
|---|---|---|---|---|
| ART II A. Investigate ways social, cultural and historical factors influence photographs and design. | | | | |
| 1. Identify diverse historical and contemporary photographs and artistic developments. | | AII.6 (a) | ✔ | ✔ |
| 2. Compare and connect historical and contemporary photographs and artistic developments. | | AII.6 (b) | | |
| 3. Examine and explain how context, purpose, and value, such as social trends, power, equality, and identity relate to art and image making ideas. | | | | ✔ |
| 4. Compare and connect the use of photographs in social, cultural and historical contexts. | | | | ✔ |
| 5. Collaborate to gain insight into social and cultural factors and their influence on image making. | | | ✔ | ✔ |
| ART II B. Examine and explain the relationship between personal knowledge and experience and artistic endeavors. | | | | |
| 1. Deliberate and discuss how contemporary visual culture and photographs challenge or confirm personal beliefs and values. | | | | ✔ |
| 2. Analyze and explain how personal knowledge and experience influence responses to art and artistic endeavors. | | | ✔ | ✔ |
| 3. Reflect on and analyze personal responses to photographs. | | | ✔ | ✔ |
| 4. Analyze and explain ways photography presentations expand understanding of cultural experiences. | | | | ✔ |
| 5. Analyze and explain how photography presentations affect artistic endeavors. | | | | ✔ |
CONNECT – Reconcile
Reconcile – Standard of Achievement (11)
The student will explore and integrate experiential and academic domains of knowledge as part of the artistic experience.
Enduring Understanding
Connectivity is an essential characteristic of the artistic experience.
Reconciling connections in the creative process enriches and validates the human experience.
Essential Questions
How are connections between art and culture developed?
How do artists reconcile connections among art, culture, and personal experience validate artistic endeavors?
| | National Visual Arts Standards | SOL’s | | |
|---|---|---|---|---|
| ART II A. Select and apply topics and methods from other academic domains to support and enhance artistic endeavors. | | | | |
| 1. Document and compare the idea development and image making process with methods used in other disciplines. | VA:Cn10.1.Ia | | | ✔ |
| 2. Access and combine aspects of interdisciplinary topics in innovative ways to develop art ideas and works. | | | ✔ | ✔ |
| 3. Explore and respond to works of art that are inspired by other fine arts and fields of knowledge. | | AII.11 | ✔ | ✔ |
| 4. Examine and assess how photographic techniques are used in other disciplines. | | | | ✔ |
| 5. Connect learned techniques and ideas with professional occupations. | | | ✔ | ✔ |
| ART II B. Demonstrate and explain how personal culture can validate the human experience through artistic | | | | |
| d 1. Examine and discuss how social, political, economic and cultural factors influence artistic endeavors and outcomes. | | AII.13 | ✔ | ✔ |
| 2. Distinguish and select among local and global resources to inform and support artistic goals. | | | | ✔ |
| 3. Select and express aspects of personal culture in image making. | | | ✔ | ✔ |
| 4. Identify and describe cultural influences on personal artistic interpretations and understandings. | | | ✔ | ✔ |
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PLEASANT RIDGE MIDDLE SCHOOL STUDENT HANDBOOK
MISSION:
As a team we will create a respectful, student-centered, and learning focused environment.
VISION: Relentless pursuit of each student's success
Principal: Phoebe Lewis
Assistant Principal: Derek Adams
Pleasant Ridge Middle School 9000 W. 165 TH Street Overland Park, KS 66085
Telephone: (913) 239-5700
Attendance Line: (913) 239-5701
Fax: (913) 239-5748
Website: hhttp://www.bluevalleyk12.org/prm
Office Hours: 7:30am – 4:00pm
Note: All dates and policies in this handbook are subject to change post publication. For an up-to-date calendar, please go to the Pleasant Ridge website and select the link to the calendar.
Middle School Level Philosophy
We believe it is essential to provide a balanced education for the middle school student based on an understanding and respect for his or her unique physical, social, emotional, and intellectual needs.
We believe middle level students have unique characteristics and are in a transitional stage of their development. The school will be organized to best meet those needs.
Our educational philosophy is based on these beliefs:
We believe all students can learn and learning must be accommodated through meeting the needs of the wide range of student abilities and interests.
We believe each student should have the opportunity to grow in the areas of selfknowledge, self-discipline, social skills, citizenship, and academic responsibility.
We believe in a positive, caring, and safe environment designed to encourage the development of the total child.
We believe each student should have learning opportunities which encourage exploration through a variety of experiences.
We believe each student should be treated with respect and trust.
We believe the development of positive self-esteem is fundamental to every student's success in school.
Mission Statement
As a team we will create a respectful, student-centered, and learning focused environment.
Vision Statement
Relentless pursuit of each person's success
Seven Blue Valley Character Virtues
The Code by which we live at PRMS is built upon the foundation of the BV Character Virtues.
Respect
* A willing fulfillment of obligations to self and others and accountability for one's conduct; Honesty
* A caring and regard for the value, dignity, uniqueness, and safety of self and others; Responsibility
* Valuing the truth and acting with integrity and authenticity;
* Living within agreed upon or self-imposed limits in pursuit of a greater good or long-term goal; Compassion
Self-discipline
* Empathy for others, combined with the demonstration of kindness and support; Courage
* Putting forth efforts to pursue well-defined goals.
* Acting on your beliefs even in the face of adversity; and Perseverance
Academic Expectations
At School:
Grades and performance in Middle School are a strong indication of post-secondary educational success. To be a successful middle school student, you will need to model the following academic behaviors:
Ask questions when you are confused or need clarification.
Turn in quality work.
Be a self-advocate. Let the teachers know what you need to be successful
Be attentive and engaged in class. Look at the speaker and follow along.
Be on-time and have all your materials for class.
Be respectful towards others and their learning.
At Home:
Be organized. Know what you need, bring it home, and know where to find it
Have a routine for doing homework (A regular place and time)
Check parents-online and your teachers' websites.
When you are absent, make up your work in a timely manner
Library Media Center
The library is open one-half hour before school until one-half hour after school.
The Library Media Center is at the center of our educational activity. We encourage your utilization of the Library Media Center's services.
Materials may be checked out for a two-week period and may be renewed for an additional two weeks. Exceptions may be made for items in heavy demand.
Students who wish to use the computers/software in the library must adhere to the published guidelines governing their use.
Students will be responsible for the replacement of materials should they be lost or damaged.
School Counselors
Guidance services are available for every student in the school. Their services include assistance with educational planning, interpretation of test scores, occupational information, career information, study skills help, help with home, school and/or social concerns, or any question or concern the student may feel he would like to discuss with the counselor. The counselors also conduct several group sessions with students who are interested and with various parent groups.
Appointments may be made to see a counselor, before or after school and between classes. You should not remain in the counseling office, waiting to see a counselor, without an appointment. Parents are also encouraged to utilize the services of the school counselor and the special services personnel of the district.
Care of the Facility
We are very proud of our school facility and want to demonstrate that pride. Students are responsible for the proper use and care of all school equipment and property. Students who disfigure property or equipment will be required to pay for damage done or replace the item(s) and pay for labor time required to repair the item(s).
Use of Communication Technologies by Students
Communication technologies shall be defined as technologies used on District grounds or at District activities whether or not owned or operated by the District, including, but not limited to, computer networks, the Internet, and e-mail.
Student use of communication technologies shall be considered as a privilege, which may be restricted or denied. Any student who uses communication technologies in an inappropriate or unacceptable manner or in violation of Board policies or administrative guidelines, shall be subject to disciplinary action including, but not limited to, temporary or permanent loss of use. The use of personal electronic devices that result in a substantive disruption to school; that causes personal harm or embarrassment; and/or that promote academic dishonesty (BOE policy 3500b) are prohibited from use in all parts of the school.
Electronic Devices
Pleasant Ridge is committed to aiding students and staff in creating a 21st century learning environment, for that reason the use of Chromebooks is provided under our district's 1:Learner Initiative. Use of Cell Phones is strictly prohibited in alignment with the district's Middle School Cell Phone Policy.
Fire and Severe Weather Drills
Fire drills at regular intervals are required by law and are an important safety precaution. It is essential that when the first signal is given, everyone obeys orders promptly, and quietly clears the building by the prescribed route(s) as quickly as possible. Severe weather drills will be conducted two times per school year. Students will be expected to comply with all staff requests during emergency situations including "intruder drills" and other Crisis Response Team incidents
Personal Property
Expensive items such as watches, large sums of money, electronic games, etc., should not be brought to school. You take a risk of theft or loss by bringing the above items to school. Protect yourself and your property and leave them safely at home.
Lockers
A locker assigned to a student remains as school property jointly held by the student and the school. All students will have individual lockers. Care should be taken to insure confidentiality of the combination and an "orderly" arrangement of materials and supplies. Lockers and gym lockers should remain locked at all times. Report any locker difficulty to the office. Outside locks will not be permitted on any hall locker.
Special notes regarding lockers:
2. Do not bring valuable items to store in lockers (electronic games, iPads, etc.)
1. The locker combination is confidential data and should not be shared with others.
3. Do not paint/write on lockers or place permanent stickers on locker inside or outside.
5. Keep lockers locked at all times. Unlocked lockers may be subject to theft.
4. Report any problems to the office.
6. Lockers must be thoroughly clean prior to checkout time.
Student Personal Appearance Policy
Clothing that disrupts learning is not appropriate for school and students will be asked to change their clothes. Provocative clothing is inappropriate as well. Examples of clothing that disrupts learning include:
Board Policy 3513 states student clothing shall be appropriate for students in the business of learning. Clothing or appearance that distracts from the purposes of the school shall not be permitted. Student clothing shall reflect a sense of self-respect and personal dignity. District staff shall seek parent cooperation in encouraging students to adhere to this policy. PRMS expectations are:
Apparel that allows a bare midriff or exposed back
Clothing that is too tight
Apparel that allows underwear to show (i.e. boxers under low slung jeans, bra straps under tops)
Extremely short shorts or short skirts with provocative slits
Parents will be encouraged to monitor student dress to support a learning environment.
Necklines that are provocative
Apparel items posing a threat to the safety of school community members are not to be worn in schools (i.e. chains, studded accessories).
T-shirts that advertise illegal activities or items students cannot legally buy will not be worn in school.
Students who are wearing inappropriate clothing will be asked to cover the clothing or replace it. Students failing to comply will be sent home or the parent will be contacted to bring other acceptable clothing. For health and safety reasons, footwear must be worn at all times.
Student Transportation
We want to encourage safe practices as students are transported to school. Please observe all safety regulations on and near the campus. Do not walk in nearby fields or on others' property.
Middle School students are not permitted to drive vehicles to school for any reason. Blue Valley Unified School District #229 has bus transportation contracted with the Petermann (now part of Durham School Services 2012-2013). All students must adhere to all policies of the bus company and school district, and they must cooperate with the assigned bus driver(s) to assure safety on the bus.
The bus loading area will be on the southwest loop of the building.
Car Drop-Off and Pick-Up Zone is on the SE driveway loop of the building
Prior to loading the bus:
Bus riders should conduct themselves in a safe and courteous manner while waiting for the bus.
Pupils must be on time and must ride the appropriate bus to which their area is assigned.
Be careful in approaching bus stops. Wait until the bus comes to a complete stop before attempting to board the school bus.
While on the bus:
The driver is in charge of the students and the bus. Students must obey the driver promptly and respectfully.
"Classroom conduct" is to be observed by students while on the bus. Unnecessary loud conversation could divert the driver's attention and result in a serious accident.
Assist in keeping the bus safe and clean at all times.
Keep hands and head inside the bus at all times after entering and until leaving the bus.
Treat bus equipment with respect.
Students should never tamper with the controls or equipment on the bus.
Damage to seats, etc., must be paid for by the offender.
Keep books, packages, coats, feet and all other objects out of the aisle.
Students must maintain absolute silence when approaching a railroad crossing stop or street intersection.
Do not throw anything out of the bus window(s).
Students are not permitted to leave their seats while the bus is in motion.
The use or possession of tobacco, lighters/matches, liquor or illegal drugs on school buses or at the bus stop is prohibited and shall be reason for immediate suspension of transportation.
No glass containers, animals, pets, toys, or weapons are allowed on the bus.
After Leaving the Bus:
The driver will not discharge riders at places other than their regular bus stop, at home or at school unless proper authorization from parent or school official is obtained.
Cross the road when the driver signals it is safe. The student should then look to be sure no traffic is approaching from either direction.
If a student who normally rides a different bus plans to ride home with a friend on his/her bus, BOTH students must have a note signed by a parent to the effect. The school cannot accept responsibility to give this permission.
Extra-Curricular Bus Trips:
Students shall respect and adhere to the request of the teacher or chaperone(s) appointed by the school during all activities of a field trip.
The same rules and regulations for bus transportation apply to any trip under school sponsorship.
Other Transportation Information:
A driver shall not be required to transport a student when the student's conduct endangers safety of others, when he/she commits acts of vandalism or uses obscene language, unacceptable signs or commits immoral offenses. Notification of suspension of transportation shall be made to the parent by the bus contractor or the school.
Bus Slips
They must be signed by a parent or guardian and returned to the bus driver prior to the student's riding the bus again. Problems or concerns should be handled through Durham Bus Company, 913-681-2492
Bus slips are given to students who violate rules and regulations or as a reprimand for misbehavior, etc.
Pedestrian, Bike, and Skateboard Safety
Please use extreme caution entering/exiting Antioch Road and 165th Street
Skateboards, Razors, and Hoverboards create safety problems and are NOT to be used on the campus. We adhere to the school district policy and will NOT permit skateboards on the campus.
No middle student may drive to or from school unaccompanied by a licensed adult.
The Cafeteria
The regulations of the lunchroom are designed to make the school cafeteria a place where you can enjoy your lunch while, at the same time, leaving it clean and attractive for others who will use the room following your departure. Please be courteous to all students and staff!
The lunchroom personnel and your fellow students will appreciate your cooperation in:
1. Depositing all lunch litter in wastebaskets.
3. Not placing gum on trays or utensils.
2. Returning all trays and utensils to the dishwashing area.
4. Leaving the table, chairs and floor around your place in a clean condition for others who will use the facility.
6. Following all requests of the lunchroom workers/supervisors in a cooperative and courteous manner. (Specific lunchroom guidelines will be conveyed during your lunch period.)
5. Remaining seated when not getting your lunch or taking utensils back.
7. Birthday and special lunches dropped off at the school must be eaten in the Commons. Lunches will NOT be eaten in the school office.
8. Students are not allowed to order food or lunches to be delivered to the school. Parents may drop lunches off in the office for students.
Students who bring their own lunches are asked to go directly to their table and place discarded sacks and cartons in the wastebaskets at the conclusion of the lunch hour. No food may be taken from the cafeteria. Only plain bottled water with a cap may be taken from the cafeteria.
Attendance Policy
The Blue Valley Unified School District #229 strongly believes that regular attendance contributes to the probability of educational success and to the development of attitudes of consistent performance, which will generalize to adult life. The State of Kansas delegates to the Board of Education the responsibility of determining reasons for excusable absences.
The following are reasons for excusable absence (makeup required, credit received according to provisions of building guidelines) for non-attendance at school, extra-curricular or co-curricular activities:
1. Personal illness;
3. Necessary appointments which cannot be made outside the school day and are verified;
2. Illness or death in the family (mother, father, siblings, grandparents, aunts, uncles, cousins, death of a friend);
4. Emergencies requiring a student's service or presence at home and which can be verified;
6. Family vacations and personal matters arranged in advance with the school administration (with class assignments arranged in advance and due upon return, or upon a date agreed upon by the teacher, whichever is later); or/and
5. Obligatory religious observances of the student's own faith;
7. Participation in a school approved student activity; a Kansas State High School - sanctioned activity, or a district-approved function.
Students shall make up all assignments missed during excused absences, with credit awarded according to school guidelines. Students are given two school days per absence to make up missed work for full credit. After three days of excused absence, the student is given one day per absence to make up work.
Any absence for a day or any significant part of a day for reasons other than those listed above and any absence without parent knowledge and arrangement with school officials shall be considered an unexcused absence (with makeup work suggested to the student, but with no credit awarded). A "significant part of a day" is defined as more than one class period or its equivalent. Per the state of Kansas policy, students who are absent for more than three (3) consecutive days must provide a physician's statement to the school in order to excuse the absences. If a student will be gone for a period of three (3) or more days for reasons other than illness, such as vacation, the student must obtain written permission from the school administration and collect assignments from teachers prior to the absences. Permission forms can be obtained from the PRMS main office.
Truancies
A student is truant if after leaving his home for school, he/she does not attend school, or if he/she leaves school or assigned area(s) during school hours without permission, or if he does not attend a class, or does not attend an assigned detention period.
Students are considered truant by the Johnson County District Attorney's office if he/she has 3 consecutive unexcused absences, 5 unexcused absences in one semester or 7 unexcused absences in a school year. School officials are mandated truancy reporters, and students will be reported truant to the Johnson County District Attorney's office as required by state and county requirements.
Illness
If a student becomes ill during the school day, he/she should obtain a pass from his/her teacher to go to the nurse's office. Do not go directly to the health room without a pass, except in the case of an emergency. If you wish to go home due to illness, the nurse will contact a parent(s) and clear your leaving through the office. It is necessary for the nurse to make a phone call to parents if a student needs to go home; students should not call parents to come and get them before contacting the nursing office.
Make-up Work After Absences
If a student was absent one week or less the student will be granted double the amount of time they were absent in which to make up work.
Students who have excused absence shall have the opportunity to make up work. It shall be the responsibility of the student, on his own initiative, to contact the teacher(s) involved to determine make-up assignments and establish mutually agreeable times for daily and test make-up.
If he/she is absent more than one week, the student will be granted the amount of time absent, plus one week to make up the work. If a student has a long-term assignment, which has had a previously announced due date, he/she should work together with the teacher to adjust the time needed and the due date for the assignment.
Students who are absent from class due to a school activity are expected to turn in assignments and get any assigned homework before they leave for the activity.
If you are aware of a long-term absence that is coming up such as a family vacation, notify the office in writing and have your student complete the request for homework form prior to their absence.
When a student is absent for any reason, they may obtain homework assignments by consulting the PRMS website or working with a buddy student in his/her class to get the work missed.
Leaving School Grounds
Once students are on the bus and/or have arrived at school, the school accepts responsibility for their safety. After arrival at school, or on school grounds, students may not leave the school property unless properly excused. Students who LEAVE the campus or the classroom without permission will be considered truant. Students who leave the campus after school hours are expected to go to their own home.
During the school day, any student who leaves the school property for any reason must be signed out in the office by his parent/guardian.
The adult responsible must come into the office when he/she desires a student to leave prior to normal dismissal time. Written authorization must be obtained by the office to permit students to depart with anyone other than the student's parent/guardian.
School Security
All exteriors doors at PRMS will be locked during the school day and all visitors, including families, will need to use the buzz-in entry system. Visitors will be asked to use the outside intercom and security camera to show their government-issued ID or Blue Valley Schools Photo Identification Badge and share the purpose of their visit before being "buzzed in." Once inside, visitors will continue to sign in at the office and wear a visitor badge while in the school.
School Arrival
Contract time for teachers is 7:30-3:15; therefore, supervision is limited prior to 7:30am and after 3:15 pm. Students are not permitted to enter the academic areas of the building before 7:35 am unless given prior permission by his/her teacher or the building administration. Students should remain in the designated supervised areas until 7:35am. Sixth graders should report to the Commons area when they arrive, and seventh and eighth graders should report to the Gymnasium when they arrive. All students are welcome to participate in our breakfast program. If you wish to have breakfast at school, report to the commons area and remain there until you have finished eating. Remember that no food/drink (except plain bottled water with a cap) may be taken out of the cafeteria/commons area. Please remember to clean up your breakfast area after you are finished.
Students are not to remain in the building after the dismissal time(s) unless requested to do so by a faculty member or involved in a school activity and then the student(s) must be under the direct supervision of faculty members.
Tardiness
Students are expected to arrive at school between 7:30 and 7:40am. Students arriving after 7:40am should report to the office to receive a pass. If the reason for late arrival does not fall within the guidelines of reason one (1) through seven (7) of the district's reasons for excusable absences (see ATTENDANCE) the student will receive a tardy card, marked unexcused. Students receive a warning for the first three tardies. On the third tardy the student's parents will receive an email advising them that on the fourth tardy their student will serve a school detention before school. Teachers may have consequences for students who are tardy to their class. There are minutes allotted between classes to use the restroom and pass from one class to another. If you have been detained in the office or by a teacher between classes, ask for a pass from the person who detains you before going to your next class.
Hall Passes
Students are not permitted in the halls during class periods unless a teacher has given express permission. It is the student's responsibility to see that he/she has a written pass before leaving his/her assigned areas for any reason.
School Visitation – Students
All visitors and guests in the building should wear I.D. badges.
School visitors are not permitted. Relatives or friends of current students are not permitted to shadow during the day. If an out-of-town (generally out of the Kansas City area) visitor wishes to visit PRMS, a request should be made to the principal or assistant principal 24 hours prior to the visitation date by your parent. A school administrator shall act on the request and issue a visitor's permit, if approved.
New students wishing to enroll at PRMS, who also wish to visit the school, should set up a tour with the registrar's office 72 hours prior to the school date.
Interscholastic Activities Program
The middle school athletic program shall be operated in strict accordance with the rules and regulations set forth by KSHSAA, those of the league affiliate within the policy limits set on time and place of events that are termed "extra curricular".
All students participating in extra curricular activities shall be required to attend a full day of school on the day of the scheduled activities, unless they have been excused for necessary appointments by the administration at least 24 hours prior to the absence.
Special health/safety guidelines will be provided by coaches/sponsors prior to the start of activities. Activity, participation guidelines and season schedules will be available to participants prior to the start of each activity.
Interscholastic school athletics are available only for 7th and 8th grade students. KSHSAA rules require completion of an approved physical examination before a student is eligible to take part in practice sessions or to represent his/her school in interscholastic athletics or cheerleading. The physical exam may not be taken earlier than May 1st prior to the academic year the student participates and must be completed prior to the student's first practice session for an activity.
The school does not provide accident insurance for students participating in athletics. Parents should make certain that students have adequate coverage for any accident that might occur.
Academic Guidelines
Pleasant Ridge Middle School follows the Kansas State High School Athletic Association Academic guidelines. The guidelines are as follows:
Scholarship—Students shall have passed at least five new subjects (those not previously passed) of unit weight, or its equivalency, the previous quarter or the last quarter of attendance.
Enrollment—The student shall be enrolled in and attending a minimum of five new subjects (those not previously passed), of unit weight, or its equivalency, during the present quarter.
Philosophy of Discipline
The Board of Education of Blue Valley Unified School District #229 believes that discipline in the broadest sense is all of the actions, which support and guide student activities within a school. In this regard, discipline relates to the over-all climate established to implement the expressed purposes and objectives of this school district in the most effective manner. Discipline includes the reflection of student choices and decision-making as a way to contribute to the academic and social success of each student.
Code of Student Behavior
Blue Valley District Administrators are instructed to help instill and to administer the enforcement of fair, firm and consistent behavior codes within their buildings which will help insure appropriate learning climates(s) in the school district. The behavioral expectations for students are age-level appropriate and communicated to the students, staff and parents. Positive school citizenship should be encouraged and reinforced within the entire school community.
Unacceptable Behavior
The Blue Valley School district's philosophy of discipline strives to assist students to understand that school rules function much like the laws in society. Both fulfill a need to protect individual and group rights.
The Board will not allow persons with disruptive intent to endanger the safety of pupils or school personnel, to damage property, to interfere with the educational progress, or to attempt to close the schools. Acts of behavior which interfere with the maintenance of effective learning environment or which are antagonistic to the welfare of other pupils will not be considered acceptable. The specific acts of behavior application to students in respect to school activities, or on school property, which are, deemed grounds for disciplinary action are:
Failure to comply with reasonable request(s), defiance, and/or insubordination.
Breaking school rules.
Fighting
Obscenity, profanity, indecency, or bullying/harassment
Making threats, intimidation and/or extortion
Possession, transfer, consumption, sale or being under the influence of alcoholic beverages
Possession or use of weapon and/or look-alike toys
Possession of laser pointers
Theft
Smoking
Bullying
Unruly conduct which disrupts school
Violation of compulsory attendance laws, excessive trades, and/or absences
Forgery
Arson
Trespassing
Vandalism
The use of personal electronic devices that result in a substantive disruptions to school; that causes personal harm or embarrassment; and/or promote academic dishonesty
Violation of Board policy
Public Display of Affection (Hugging/Kissing, etc.)is not acceptable at the MS level
Other unacceptable behavior
Corrective measures for those unacceptable behaviors and violations of school rules and regulations should be described to the pupils in advance. Those measures may include, but not be limited to counseling, conferencing, peer-mediation, parent involvement, written assignments, referral to specialist/agencies, detention periods, work sessions, exclusions from class, in and out of school suspensions, Saturday school and expulsion.
Bullying
Bullying has various forms. All students and staff have the right to learn and teach in an environment free from bullying behavior. Our rule is simple: If you see it, report it to the adult who can make a difference. We have the 1-800-Safe-Schools hotline, 239-HELP or visit our school website and click on the Report Bullying Here tab, if an individual is worried about reporting in person. Whatever you do, please report bullying behavior, so we can do what we need to do to make it stop!
Weapons/Weapon-Like Devices - Possession on School Property
Board Policy 3516 addresses the possession of a "weapon" or a "weapon-like device" on school district policy. It is essential that both parents and students realize that this policy applies 24 hours a day, 7 days a week, 365 days per year, (even during the summer or other vacation times). Students who possess such items on district property at any time can suffer district expulsion or other appropriate school consequences. Depending on the issue, the law may also be involved. The lesson here is to never bring a weapon or weapon-like device on school property.
Per Board Policy 3516, "weapon-like devices" include, but are not limited to, any facsimile weapon, pocketknife, box cutter, antique firearm, Class C common fireworks, etc. This does include pellet guns, b-b guns, and paint guns.
Sexual Harassment
The Board of Education believes that all students and employees are entitled to work and study in school-related environments that are free of sexual harassment. Therefore, sexual harassment by any officer, employee, student or other person having business with the District is prohibited. Sexual harassment is defined as sexual advance, request for sexual favor, or sexbased behavior that is not welcomed and not requested.
Examples of sexual harassment include, but not limited to the following: unwanted attention of a sexual nature; continued or repeated unwanted sexual flirtations; advances or propositions; continued or repeated unwanted remarks about an individual's body; sexually degrading words used toward an individual or to describe an individual; the display in the school or work place of sexually suggestive actions, gestures, objects, graffiti or pictures.
A student who believes that he or she has suffered sexual harassment, or his or her parent or guardian, may report such matter to a building administrator, nurse, counselor, or teacher. If a school official receives a complaint from a student or parent, he or she will notify a building administrator as soon as possible. Students or their parents may also notify a district level administrator in Education Services.
After completion of an investigation, if the investigator determines the claim of sexual harassment was made maliciously, disciplinary action will be taken.
Reports of sexual harassment received from other sources will also be investigated.
Retaliation against a person who reports or testifies to a claim of sexual harassment shall be prohibited. Any retaliation shall itself be viewed as an instance of sexual harassment, subject to the provisions of this policy.
Drug Abuse Policy
The possession, use, transfer, or sale of restricted substances, (drugs, tobacco, alcoholic and cereal malt beverages, as defined by state statutes to include lighters and other paraphernalia) on public school property or at public school activities is expressly prohibited. Any student violating this policy will be suspended or expelled from school.
Plagiarism/Cheating
Plagiarism – Presenting someone else's work as your own, copying without using quotation marks, not giving credit to sources, improper documentation, having someone else do work but submit as own, resubmitting same work produced for another assignment, receiving unauthorized assistance.
Cheating – Copying, allowing others to copy work, using or consulting unauthorized notes/resources, unauthorized collaboration, giving/revealing/receiving test or quiz info via technology, notes, gestures, etc.
Falsification – Deliberate concealment of true origin of data, forgery of signature of documents, etc.
Plagiarism/Cheating/Falsification may result in a student receiving a low grade or a failing grade. It will also result in no credit for the plagiarized assignment and an academic warning. Any further instance of plagiarism will result in further disciplinary action.
Detention Periods
A detention period is a time when the student is assigned to stay beyond the regular school day for violations of acceptable student behavior policies. Detentions may be assigned before school, after school, or on a Saturday. Students should fully understand
that any teacher, paraprofessional or substitute in the building has the authority to correct misconduct at any time.
Excessive detentions will result in extended time periods for detention time(s) and/or Saturday School.
Detention period time may include independent study time, reflection, conferencing, etc., as assigned by the staff member.
24 hour written notice must be given to the student in order for them to arrange transportation.
If the student cannot keep a detention period, it is his/her responsibility to have his/her parent call or send a note to the teacher, in advance of the assigned time for the detention period, requesting an alternative date/time.
Suspensions and Expulsions of Students
All Blue Valley District policies regarding suspension and expulsion of students shall be derived from those guidelines provided in KSA 72-8901 Et.Seq. and amended provisions. Suspensions and expulsions of students may be imposed for serious violations of the published regulations. To be "suspended" will be defined as "to be debarred temporarily from the privileges of functioning as a student." A short-term suspension not exceeding ten (10) school days, may be imposed by an administrator. A long-term suspension, one exceeding ten (10) school days, must result from authority of the District Suspension and Expulsion Committee.
Students on suspension should complete school assignments in order to remain up to date and to aid in their returning to classes. However, a student may not receive credit for work missed during the duration of any short-term suspension from school.
A student may be suspended or expelled who commits the following:
Conduct, which substantially disrupts, impedes or interferes with the operation of any public school.
Willful violation of any published regulations for student conduct adopted or approved by the Board of Education.
Conduct which substantially impinges upon or invades the rights of other.
Disobedience of any order of a faculty member, other school authority, law enforcement officer, when such disobedience can reasonably be anticipated to result in disorder, disruptions interference with the operation of any school or substantial and material impingement upon or invasion of the rights of others.
Conduct which as resulted in conviction of the student of any offense specified in Chapter 12 of the KS. Statues Annotated or any Criminal Statute of the United States.
The Board's regulation pertaining to suspension(s) and expulsion of students as authorized by KSA 72-8901 Et.A1. is published and available upon request.
Emergency Safety Interventions (ESI)
Emergency Safety Interventions (ESI) refers to the use of seclusion or physical restraint. District personnel may use seclusion and/or physical restraint only when less restrictive alternatives were determined by a school employee to be inappropriate or ineffective, and when a student's behavior presents an immediate danger to self or others. Violent actions that are destructive of property may necessitate the use of ESI. The use of ESI shall stop as soon as the immediate danger of physical harm ceases to exist.
ESI Restrictions
1. Use of ESI for purposes of discipline, punishment or for the convenience of a school employee, is prohibited.
2. A student shall not be subjected to an ESI if the school has received appropriate written documentation provided by the student's licensed health care provider, stating the student has a medical condition that could put him/her in mental or physical danger because of an ESI. The written statement shall include the student's specific medical diagnosis, a list of reasons why ESI would be dangerous based on the diagnosis, and any suggested alternatives to ESI. A student may still be subject to an ESI if not using the ESI would result in significant physical harm to the student or others.
Campus Police Officers and School Resource Officers shall be exempt from the requirements of ESI when engaged in an activity with a legitimate law enforcement purpose. School security officers are not exempt from ESI requirements.
Seclusion
"Seclusion" occurs when behaviors meet the conditions for conducting an ESI and a student is (1) purposely isolated from the learning environment and separated from most or all peers and adults by school personnel; and (2) is prevented from leaving, or has reason to believe he or she will be prevented from leaving the location of isolation. Both conditions must be present for seclusion to occur. The use of "Time Out" where a student is temporarily removed from a learning activity without being secluded, when used as part of a behavioral intervention, or the use of in-school suspension, out of school suspension, or any other appropriate disciplinary measures are not considered an ESI.
Area of Isolation Restrictions
1. During seclusion, a school employee shall see and hear the student at all times.
3. All areas of isolation shall be a safe place with proportional and similar characteristics as those of other rooms where students frequent, including well-ventilated and sufficiently lighted.
2. All areas of isolation equipped with a locking door to prevent exit, shall be designed to automatically disengage when the school employee moves away from the seclusion room.
Restraint
"Physical restraint" occurs when student behaviors meet the conditions for conducting an ESI and bodily force is used to substantially limit a student's movement, except that consensual, solicited, or unintentional contact to provide comfort, assistance or instruction shall not be deemed physical restraint. Except in cases where the students' movements are substantially limited by bodily force the use of "Physical Escort" or temporary touching or holding the hand, wrist, arm, shoulder, or back of a student who is acting out for the purpose of inducing the student to walk to a safe location is not considered an ESI.
Restraints Restrictions
1. The use of prone physical restraint, supine physical restraint, physical restraint that obstructs the airway of a student, or any physical restraint that impacts a student's primary mode of communication is prohibited.
3. The use of mechanical restraint, except those protective or stabilizing devices either ordered by a person appropriately licensed to issue the order for the device or required by law, any device used by a certified law enforcement officer in carrying out law enforcement duties, and seat belts or other safety equipment when used to secure students during transportation, is prohibited.
2. The use of chemical restraint, except as prescribed treatments for the student's medical or psychiatric condition by a person appropriately licensed to issue such treatments, is prohibited.
School Documentation of Incidence
1. Each building shall maintain documentation any time ESI is used with a student. Such documentation must include all of the following: a) date and time of ESI; b) type of ESI; c) length of time the ESI was used; d) school personnel who participated in or supervised the ESI; and e) whether the student had an IEP, 504 plan, or behavior intervention plan at the time of the incident.
3. The principal or designee will submit the documentation on the final day of the fall and spring semester of each school year to the Superintendent or his/her designee.
2. All documentation shall be provided to the building principal, or principal's designee who will maintain the documentation and review the data at least quarterly.
4. The District designee will report incidents of using ESI to the Kansas State Department of Education ( "KSDE" ) as required.
Parent Notification and Documentation
1. The principal or designee shall notify the parent the same day as the incident. The same-day notification requirement is satisfied if the school attempts at least two methods of contacting the parents (i.e. phone and text, or phone and email).
3. A parent may agree, in writing, to receive only one same-day notification from the school for multiple incidents occurring on the same day.
2. A parent may designate a preferred method of contact to receive notification.
4. Documentation of ESI shall be completed and provided to the parent within one (1) school day of the incident. The documentation will include: a) events leading up to the incident; b) student behaviors that necessitated the ESI; c) steps taken to transition the
student back to the educational setting; d) the date and time of the incident, type of ESI used, duration of the ESI, and the school personnel who used or supervised the ESI; e) space or an additional form for parents to provide feedback or comments to the school regarding the incident; f) a statement that invites and strongly encourages parents to schedule a meeting to discuss the incident and how to prevent future incidents; and g) email and phone information for the parent to contact the school to schedule the ESI meeting. Schools may group incidents together when documenting the items if the triggering issue necessitating the ESI's is the same.
6. If the school is aware that a law enforcement officer or school resource officer has used seclusion, physical restraint or mechanical restraint, including handcuffs, on a student, the school shall notify the parent the same day using the parents preferred method of contact. The school is not required to provide written documentation to the parent, nor document this law enforcement action as an ESI.
5. Upon the first ESI each year, parents will be provided a printed copy, or upon written request, an email copy of: a) the ESI policy which indicates when ESI can be used; b) flyer of parent rights; c) information on the parent's right to file a complaint through the local dispute resolution process (which is set forth in this policy); d) the complaint process of the state board of education; and e) information that will assist the parent in navigating the complaint process including contact information for Families Together and the Disability Rights Center of Kansas. Upon the second or subsequent incident, the parent shall be provided with a full and direct website address containing all such information.
Parent Right to Meeting on ESI Use
After each incident, a parent may request a meeting with the school to discuss and debrief the incident. The student may be invited to attend the meeting at the discretion of the parent. The school shall hold this meeting within ten (10) school days of receiving the parent's request. The time for calling the meeting can be extended beyond the 10-day limit if the parent is unable to attend within that time period.
1. The focus of any such meeting shall be to discuss proactive ways to prevent the need for ESI and to reduce incidents in the future.
3. For a student with a Section 504 Plan, the 504 Team shall also discuss the incident and consider whether to conduct a functional behavior assessment and/or whether a behavior intervention plan is needed, or existing plan needs to be modified. The Team should also discuss and consider if there is a need for a special education evaluation.
2. For a student with an IEP, the IEP Team shall also discuss the incident and consider whether to conduct a functional behavior assessment and/or whether a behavior intervention plan is needed, or existing plan needs to be modified.
4. If the student with an IEP or Section 504 Plan is placed in a private school by the parent, the meeting shall include the parent and the private school. If a formal team meeting is held, the private school will help facilitate the meeting.
5. For a student without a Section 504 Plan or IEP, the school staff and parent shall discuss the incident and consider the appropriateness of a referral for special education evaluation, the need for a functional behavioral assessment, or the need for a behavior intervention plan. Any such meeting shall include the parent, a school administrator, at least one of the student's teachers, a school employee involved in the incident, and any other school employees designated by the school administrator.
Nothing in this section shall prohibit the development and implementation of a functional behavior assessment or a behavior intervention plan for any student if the student would benefit by the measures.
ESI Complaint Investigation Procedures
1. If a parent believes that an ESI was used in violation of state law or board policy, the parent may file a written complaint within thirty (30) calendar days of notification of the disputed ESI. The "Request of Investigation of Emergency Safety Invention (ESI)" shall be accessible on the Blue Valley District website.
3. Upon receipt of a complaint, the Superintendent or his/her designee will investigate the complaint and develop a written report which will include findings of fact, conclusions relevant to the requirements of this policy or regulations of the KSDE; and, if necessary, corrective actions to remedy an instance of noncompliance.
2. The Board of Education has delegated to the Superintendent or his/her designee the authority to receive parental written complaints regarding the use of ESI.
4. The written report will be submitted to the parents, the school, the Board of Education, and to the KSDE within thirty (30) calendar days from the date the complaint is received in the Superintendent's office.
5. A parent may file a request for administrative review by the Kansas State Board of Education within thirty (30) calendar days from the date a final decision is issued pursuant to the local dispute resolution process.
Annual Staff Training
Staff members shall be trained regarding the use of positive behavioral intervention strategies, de-escalation techniques, and prevention techniques.
1. The District designee will schedule school personnel ESI training programs consistent with nationally-recognized training programs on the use of emergency safety interventions.
3. The District designee will maintain written or electronic documentation of training provided and lists of participants in each ESI training program. This documentation will be made available for inspection by the state board of education upon request.
2. Training will be designed to meet the needs of personnel as appropriate to their duties and potential need for use of ESI procedures. Staff members deemed most likely to need to restrain a student will be provided a greater intensity of training.
Appointment of Designee
The Superintendent shall appoint a District staff member to implement the requirements of this policy for using Emergency Safety Interventions (ESI).
Board ESI Policy Notice
Board Policy 3522 is published on the District's website, on each school's website, and the entire Board ESI Policy must be available in each school's student handbook, code of conduct, or school safety plan. Parents will be notified of the online availability of this policy annually during enrollment.
B.O.E. Adopted 12 Aug 2013
B.O.E. Amended 10 Aug 2015
B.O.E. Amended 08 Sep 2014
B.O.E. Amended 08 Aug 2016
B.O.E. Amended 18 Mar 2019
LEGAL REFERENCE: K.A.R.91-42-1 through 91-42-7.
Legal
Cross References
K.A.R. 91-42-1 through 91-42-7|Office of KS Secretary of State
3522 - Emergency Safety Interventions Guidelines
Procedures and Regulations Subject to Change
The information contained in this handbook is current and in effect at the time it is submitted for printing. Therefore, the procedures and regulations as set forth in the handbook may be altered or revised as dictated by necessity. Changes will be announced and posted on the bulletin boards. Please note any further policy changes in your notebook. Pleasant Ridge Middle School adheres to all Board of Education policies (USD #229) including policy #2140 "Nondiscrimination Statement" and policy #2144 "Grievance Procedure for Discrimination Complaint." Copies of all Board of Education policies are available upon request. The Blue Valley Unified School District #229, Overland Park, KS, does not discriminate on the basis of race, color, national origin, sex, age or handicap in admission or access to, or treatment or employment in its programs and activities. If you have any questions regarding the above, please contact: Blue Valley District Office (913-239-4000). | <urn:uuid:2b9ec295-5d06-4a89-bdaf-5c2cba651c28> | CC-MAIN-2024-18 | https://www.bluevalleyk12.org/cms/lib/ks02212623/Centricity/Domain/5197/PRMS%20Student%20Handbook.pdf | 2024-04-18T20:11:43+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817239.30/warc/CC-MAIN-20240418191007-20240418221007-00832.warc.gz | 610,105,699 | 10,162 | eng_Latn | eng_Latn | 0.994144 | eng_Latn | 0.998667 | [
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Bat
* eat insects, moths, and beetles
* hibernate in disused buildings, old trees and caves
* hibernate from November to April
Hedgehog
* eat insects, slugs, beetles snails and frogs
* hibernate in dry leaves and grass
* hibernate from December to April
Badger
* eat insects, small animals, worms, fungi and fruit
* live in woodland and farmland
* do not hibernate
Snake - Adder
* eat small mammals such as mice and voles
* live in woodland and grassland
* hibernate from October to March
Snail
* eat leaves, fungi and fruit
* lives in its shell during winter
* can hibernate for up to three years
Dormouse
| Size | 1 |
|---|---|
| Amount of food eaten | 2 |
| Time hibernating | 4 |
* eat insects, flowers, fruit and nuts
* hibernate rolled up in a small ball on the ground in leaves
* hibernate from October to April
Tortoise
* eat leaves, grass and flowers
* lives in its shell during winter
* hibernates for up to ten weeks
Bear
* eat grass, roots, insects and berries
* hibernate in caves or digs a den
* hibernate from October to April
Bumblebees
* eat pollen and nectar
* hibernate in hives
* hibernate from December to March
Whale
* eat small plankton and krill
* live in the ocean
* do not hibernate
Ladybirds
| Amount of food eaten | 1 |
|---|---|
| Time hibernating | 3 |
* eat insects, such as aphids
* live on plants and vegetation
* hibernate from November to April
Penguin
* eat krill
* live on the ice in Antarctica
* do not hibernate
Moth
| Amount of food eaten | 1 |
|---|---|
| Time hibernating | 3 |
* eat nectar and flowers
* hibernate as a caterpillar in vegetation
* hibernate from December to March
| Polar Bear | |
|---|---|
| Size | 4 |
| Amount of food eaten | 5 |
| Time hibernating | 0 |
| • eat seals • live on the ice in the Artic • do not hibernate | |
Frog
| Size | 1 |
|---|---|
| Amount of food eaten | 2 |
* eat insects, slugs and worms
* live in the mud in ponds during winter
* hibernates from February to March
Albatross
| Size | 3 |
|---|---|
| Amount of food eaten | 3 |
| Time hibernating | 0 |
* eat fish
* live on the coast in Antarctica
* do not hibernate | <urn:uuid:c3378931-ff53-4b9f-9e9e-9e9134e118ab> | CC-MAIN-2024-18 | https://education.theiet.org/media/6963/which-animals-hibernate-activity-cards.pdf | 2024-04-18T20:10:06+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817239.30/warc/CC-MAIN-20240418191007-20240418221007-00838.warc.gz | 201,069,016 | 672 | eng_Latn | eng_Latn | 0.997906 | eng_Latn | 0.998032 | [
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SAC Debate: National Menorah Secondary Learners
In 1979, US President Jimmy Carter lit the first National Menorah in Washington, DC to celebrate Hanukkah. While some Jews celebrated the recognition of Hanukkah on a national stage, others were concerned by what they saw as infringement on the separation of church and state. In this lesson, students will learn about Hanukkah, read primary sources with arguments for and against the use of a National Menorah, and come to their own conclusions about the National Menorah and the meaning of religious liberty. It takes the format of a Structured Academic Controversy (SAC).
Essential Question: Should the United States have a National Menorah?
Time Estimate: 60-80 minutes
Materials:
* SAC Debate Slides
* 1 Instructions and Evidence Sheet for each student
* 1 set of documents for each pair of students
* Notebook paper or electronic submission for Closing written response
Activities:
1. Prepare the materials and pair students.
2. Introduce the First Amendment to the US Constitution and discuss students' prior knowledge as a hook. (Slide 2) Review the background knowledge so students begin on similar footing (Slide 4-5).
3. Distribute the Structured Academic Controversy (SAC) Instructions and Evidence sheet, as well as 1 set of Documents per pair.
4. Follow the SAC instructions as described (with supporting slides 6-9).
5. Assessment: Students independently write a one paragraph response to the question using the evidence and analysis they learned in the SAC. They should share their own personal viewpoint, regardless of the one they were originally assigned (Slide 10).
Standards/Objectives:
Washington, DC K-12 Social Studies Standards 2023 Standards:
* 8.2 Use excerpts from documents that shape constitutional democracy in the United States…to analyze principles about the role of the government.
* 8.54 Analyze how the First Amendment of the US Constitution has been interpreted to limit or provide opportunities for citizen action to protest, resist and influence government policy.
* GC.14 Analyze the ways in which the US Constitution and Bill of Rights protect individual rights and liberties from undue governmental influence, analyzing to what extent these rights have expanded or been abridged over time.
* GC.49 Analyze the origins of a public policy issue, and present a proposal defending a position or invoking a call to action at the local, state or national level.
C3 Framework
* D1.2.9-12. Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
* D2.Civ.4.9-12. Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.
* D2.Civ.10.9-12. Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.
* D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
* D4.1.9-12. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
Modifications/Accommodations:
To Increase Challenge:
* Research to add additional relevant documents
* Require use of all documents on both sides (ensure counter-arguments)
* Students work alone instead of with partners
* Change assessment type – write to a local elected official regarding opinion
To Increase Accessibility:
* Shorten the Documents or remove one or two (be sure to keep the evidence balanced, so students do not feel there is an obvious "correct" answer)
* Define words in the margins, including translations for English Language Learners
* Display thesis stems ("The National Menorah should/should not be used because ….")
* Expand Background Knowledge (slide 4)
* Model how to read documents to pull evidence/explanation (i.e. "I do, we do, you do" model for first few documents)
*
Change assessment type – provide sentence stems and model writing a detailed paragraph
STRUCTURED ACADEMIC CONTROVERSY: Should the United States
have a National Menorah?
| | Side A | Side B |
|---|---|---|
| Yes, the United States should have a National Menorah. | | |
I) Prepare the evidence (20 minutes)
1) You will partner with one other classmate, and together you will be assigned either Side A or Side B.
2) Read the documents once through together.
3) Read the documents a second time and identify evidence that supports your assigned side of the argument.
4) Fill out your Evidence Sheet with quotes from the documents and be sure to include explanations of how those quotes support your argument.
5) Develop in your own words the thesis of your argument and write it at the bottom of your Evidence Sheet.
6) Practice the clear delivery of your thesis, along with the best evidence and explanations. Craft your position thoughtfully and anticipate counterarguments.
II) Conduct the Controversy (10 minutes)
1) You and your partner will be matched with a set of partners from the other side.
2) Side A presents their argument using the evidence they collected on the Evidence Sheet. Side B takes notes on Side A's presentation on their Evidence Sheets. (4 minutes)
3) Side B presents their argument using the evidence they collected on the Evidence Sheet. Side A takes notes on Side A's presentation on their Evidence Sheets. (4 minutes)
4) Controversy! Question each other, evaluate the sources, introduce new analysis. (2 minutes)
III) Consensus-Building (5 minutes)
1) Drop your assigned side – you are no longer arguing the sides of the debate, but rather working as a group of 4 to fully understand both sides of the question at hand.
2) Find points of consensus or agreement regarding the question (or at least clarify what specific points are at issue between the sides), using supporting evidence. In other words, what can both sides agree on?
3) List these points of agreement and specific disagreement at the bottom of the Evidence Sheet.
4) Consider: What evidence did you personally find the most convincing?
STRUCTURED ACADEMIC CONTROVERSY: Evidence Sheet
Side A : Yes
Side B : No
Document Evidence / Explanation
Document Evidence / Explaination
Thesis:
Thesis:
Consensus: List the points that both sides can agree upon
STRUCTURED ACADEMIC CONTROVERSY: Documents i
Document A: First Amendment to the United States Constitution
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof.
Document B: Rabbi Sidney Schwartz, executive director of the Jewish Community Council of Greater Washington (1984)
We have a commitment to the separation of church and state. We objected to having a creche on the Ellipse, and we object to having the menorah on public property too…It happens to be our symbol, but we feel it is equally wrong.
Creche: A model of the Christian Nativity scene, with baby Jesus, Mary, and Joseph, the "Holy Family" according to Christian tradition
Ellipse: a park on White House grounds in Washington DC
Document C: Rabbi Abraham Shemtov, director of the American Friends of Lubavitch, who erected the first Menorah (1984)
The lighting of candles at Hanukah is the one observance in the Jewish religion where public display is not just an ingredient of the observance but its very essence… [Jewish groups who oppose the National Menorah] fail to believe fully in what Hanukah is all about.
Document D: Rabbi David Saperstein, codirector of the Religious Action Center of the Union of American Hebrew Congregations and the Central Conference of American Rabbis (1984)
Our fundamental constitutional prohibition against government establishment of religion mandates that government-maintained public lands not be used to display religious symbols... There is ample opportunity for all Americans to display their particular religious symbols in their homes, churches and synagogues.
Document E: Treasury Deputy Secretary Stuart E. Eizenstat Remarks At Lighting Of The National Chanukah Menorah Washington, Dc (2000)
For more than 20 years, due to the leadership of the Chabad Lubavitch Movement, a menorah has stood here in our nation's capital as a symbol of the pluralism and religious liberty that are such a precious part of the American heritage …My wife Fran and I watched our young sons Jay and Brian light the first National Menorah in 1979 in Lafayette Park with President Jimmy Carter. Since then, I have been privileged to travel across the globe as an ambassador and representative of my country. As I have done so, I have seen more and more Menorahs lit each year in places unthinkable when we first lit this menorah more than 20 years ago. From the former Soviet Union to Eastern Europe to South America and elsewhere, a few more candles are being kindled each year to celebrate Chanukah as more and more people enjoy the freedom to worship according to their own conscience-that inalienable right for which Judah and the Maccabees fought so many years ago.
Document F: Gratz College President Zev Eleff (1984)
Pushing this symbol in public spaces has far greater implications for the Jewish community than just Chanukah…[W]here the church operates as government, Jews do not always fare that well.
Document G: Hanukkah In America: A History by Dianne Ashton (2013)
In Pittsburgh, in December 1989, Chabad placed its eighteen-foot-tall menorah along with a sign proclaiming a "Salute to Religious Liberty" next to a forty-five-foot tall decorated Christmas tree on the steps of the city courthouse... When the American Civil Liberties Union objected to [these] displays because they exhibited religious symbols on government property, the Supreme Court agreed to hear the case. Justice Brennan explained the Court's decision to allow both menorah and tree…While each item, tree and menorah, might be seen as particular religious symbols under some circumstances, when they are displayed together, that is not necessarily the case. "The menorah here stands next to a Christmas tree and a sign saluting liberty," he wrote. That turns the display into "simply a recognition of cultural diversity." The objects remained.
i
Documents Cited Below
Ashton, Dianne. Hanukkah in America: A History. New York University Press, 2013. Book.
Eizenstat, Stuart E. "TREASURY DEPUTY SECRETARY STUART E. EIZENSTAT REMARKS AT LIGHTING OF THE NATIONAL CHANUKAH MENORAH WASHINGTON, DC." 21 December 2000. US Department of the Treasury. 9 November 2023. https://home.treasury.gov/news/press-releases/ls1095
Feinberg, Lawrence. "Jewish Groups Urge Menorah's Removal." 22 December 1984. The Washington Post. 9 November 2023. https://www.washingtonpost.com/archive/local/1984/12/22/jewish-groups-urgemenorahs-removal/e839a27f-56d3-4d3c-a173-fe94a26e55e5/
The Bill of Rights: A Transcription. National Archives, U.S. National Archives and Records Administration, 9 Nov 2023, https://www.archives.gov/founding-docs/bill-of-rights-transcript | <urn:uuid:5c2d2769-48b0-422b-a73b-8e99e9daa888> | CC-MAIN-2024-18 | https://capitaljewishmuseum.org/wp-content/uploads/2023/12/CJM-NationalMenorahDebate-Instructions.pdf | 2024-04-18T19:38:08+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817239.30/warc/CC-MAIN-20240418191007-20240418221007-00842.warc.gz | 145,089,933 | 2,441 | eng_Latn | eng_Latn | 0.94381 | eng_Latn | 0.992501 | [
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1 of 1
Text
A Salad Lover's Guide to Greens
The meal of the diet-conscious populace may well be the salad. Practically no other dish consistently offers so many vitamins and minerals, fiber and variety. Plus, a wellprepared salad can inspire a main course, or become one.
When it comes to making salads, there are some tricks of the trade worth knowing, as we've outlined below.
Buying and storing
In general, the darker the leaf, the better it is for you. Best example: Romaine lettuce has six times as much vitamin C and eight times as much beta-carotene as iceberg lettuce.
For optimum freshness, greens should be kept cold. Your supermarket should have them displayed in refrigerated or iced racks.
Look over the greens before you buy. The leaves should be bright green and crisp. Watch out for heads with leaves that are wilted, decayed, bruised or brown along the edges. Greens should also have a fresh, clean smell.
Store greens, unwashed, in a perforated plastic bag in the crisper drawer of your refrigerator for up to one week.
Don't throw the outer leaves away -- these are the greenest and most nutritious.
Perfect salad technique
Gently rinse greens to remove sand or dirt. Soaking greens in a bowl of water can remove vitamin C and other water-soluble vitamins.
When using greens in a salad, ensure maximum crispness by drying the leaves after washing. Use a salad spinner or wrap the leaves in a clean, lint-free dishtowel and refrigerate until ready to use.
For optimum nutrition and flavor, mix a variety of compatible greens: red leaf lettuce and spinach leaves, for example.
Add thinly chopped or sliced carrots, tomatoes, mushrooms, cucumbers or green or yellow onions.
Choose a dressing that complements your salad and accompanying dishes. Be sure the dressing is well-chilled before using.
Use dressing sparingly. Pour on too much, and you're left with soggy leaves and an overload of fat. Rule of thumb: Use 1 tablespoon or less per person. To avoid wilted leaves, add dressing just before serving.
Tasteful extras
For added interest, use a variety of oils in your dressings. Flavored oils -- such as walnut, hazelnut, sesame, avocado, peanut and virgin olive oil -- have the same calorie and fat content as safflower or corn oil. Because of their richer flavor, however, you may end up using less.
While you're at it, add a few flavored vinegars to your pantry. Ones to try: balsamic, red wine, tarragon, rosemary or raspberry.
Fresh or dried herbs -- such as basil, tarragon, dill, sage and cilantro -- add flavor, but no fat, to dressings. The zest of lemons, limes or oranges makes a nice change of pace.
Mustard can add flavor and a smooth texture to your dressings with a minimum of calories and very little fat.
Green nutrition
A salad a day might well keep the doctor away, because a diet heavy in greens can help supply your daily intake of several important vitamins and minerals. Men should get 900 micrograms of vitamin A each day, and women should get 700 micrograms, according to the federal Institute of Medicine. Both men and women should get 60 mg a day of vitamin C. For calcium, both men and women should consume 1,000 to 1,300 mg of calcium. For iron, the daily requirements are 8 mg for men and postmenopausal women, and 18 mg for pre-menopausal women.
The StayWell Company, LLC ©2024
3/20/2024, 10:47 AM
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Family Engagement Fitness Event
Step-by-Step Guide for Creating Your Own Event
Family Engagement Fitness Event Guide
All rights reserved, including the right to reproduce this guide or portions thereof in any form whatsoever without prior written consent from Sandy "Spin" Slade, Inc.
Sandy "Spin" Slade, Inc. 670 E. Parkridge Ave. Suite 104 Corona, CA 92878 (951) 279-3476 (888) 842-7746
fax: (951) 279-3957 www.skillastics.com
Patent Protected © Copyright 2019 Sandy Spin Slade, Inc. All Rights Reserved.
All activities included in this Family Engagement Fitness Guide are designed to help enhance physical activity in a Family Fitness Event setting. It is important as a sponsor of this event that you clearly state that individuals who participate are doing so at their own risk and are voluntarily participating in these activities and assume all risk of injury to themselves or others. Sandy "Spin" Slade, Inc. and Distributors of this program disclaim any liabilities of loss or injury in connection with the information presented.
Daily physical activity has long been recognized as an essential ingredient of a healthy life. Unfortunately, physical activity has been eliminated from American's daily life. Starting a Family Engagement Fitness Event will help bring awareness to this problem and create a fun and memorable event for the students and their families in your After School program.
Getting Started:
[x] Hold the event on a weekday evening or Saturday morning.
[x] Start promoting the event at least 6 weeks in advance.
[x] In the announcement, recommend that parents obtain medical clearances before participating or have them sign the medical disclaimer (included) and bring the day of the event.
[x] Reach out to local college Physical Education Departments for volunteers.
[x] Timing is everything! Some months are more desirable than other when deciding to schedule this event. Here are months/days to consider;
o February – National Heart Month
o January – Family Fit Lifestyle Month
o February 5, 2020 – National Girls and Women's Sports Day
o May – National Physical Fitness and Sports Month / National Physical Education and Sports Week – First week in May
o March – National Nutrition Month
o June – National Dairy Month
o October – Child Health Day – first Monday of October
o September – National Childhood Obesity Awareness Month
o October – Healthy Lung Month
[x] Community Resources: Take advantage of some of the services offered in your community. Inviting these organizations to your event will only enhance your evening.
o Invite Local Chapters from;
- American Heart Association
- Dairy Council
- American Cancer Society
- Hospitals / Health Organizations
- City Park and Recreation Departments
- Local Health Clubs
- YMCA
- Boys and Girls Club
- Local Nutritionist
- Local Sport Celebrity
o Organizations like above are always willing to promote their services by setting up a booth and distributing information at your event. Give them a call. You may even get free "goodies" from these organizations to give as awards throughout the event.
[x] National Resources: Take advantage of information offered by these national organizations. There is a wealth of information offered by these non-profit organizations.
o Active Schools – www.activeschoolsus.org
o SHAPE America – www.shapeamerica.org
o National Dairy Council – www.nationaldairycouncil.org
o United States Department of Agriculture – www.choosemyplate.gov
o President's Council on Physical Fitness – www.fitness.gov
o National After School Association, Healthy Eating Physical Activity Standards – https://naaweb.org/resources/naa-hepa-standards
[x] Promotional Ideas:
o Write an article for the School/Organization Newsletter / Calendar Page
o Send a flyer home with every student
o Invite the Superintendent or Principal to your event
o Invite School Board Members to your event
o Invite local media (newspapers and television)
o Provide water and nutritious snacks at a booth during the event (fundraiser)
o Invite a local celebrity to make an appearance and to participate in the activities (i.e. Mayer, City Council Members, High School Sports Star, etc.)
Set Up:
Start by setting up the gym, multi-purpose room or outdoor area like a "carnival" atmosphere. Various activities should be stationed throughout the area, so participants can roam freely to each activity.
Make sure each activity station is clearly marked with the name of the activity and a brief description on how the activity is played.
Create (or use download template) "Play Pass" that everyone receives when they arrive. This pass will include every activity.
[x] Participants would have this pass marked after participating in the activity.
[x] The goal is for each participant to participate in all the activities.
[x] Once a "Play Pass" is filled, participants return it with their name on for a chance to win a drawing.
o Prizes can be donated from local merchants
REMEMBER: Your best friend is the custodian at the school. Be sure to treat him/her with respect and they will help you out considerably.
Equipment Needed:
[x] Skillastics® Activity Kit (Fitness, STEM, Basketball)
[x] 4-6 Hula Hoops
[x] 4-6 Jump Ropes
[x] 1 Basketball and Basket
[x] 1 Garbage Can and Ball
[x] 6 Poly Spots
[x] 5 Cones
[x] 4-6 Beanbags
[x] 20 Activity Scarves
[x] 6 Skillastics Activity Task Cards
[x] 20 Balloons
Activities:
1) Skillastics® - There are many different Skillastics® Activity Kits to choose from. We recommend that you pick from either Fitness Skillastics®, STEM Skillastics® or Basketball Skillastics® to use during your event. These three are most conducive for parents and children to play together.
a. Set up the Skillastics® Activity Kit on one end of event area.
b. Place participants in groups of 2-6, depending on how many individuals are waiting to play.
c. Assign a color to each group.
d. Have the person who is overseeing this area briefly explain how to play Skillastics® (The students will already know how to play, so they can help their parents).
e. Explain that it will be a competition. The first team that travels completely around the mat, jumping over their start spot and COMPTLETING the FIRST activity past their start spot, wins.
f. On signal, competition begins (Music playing will make it more exciting).
g. After a team wins, a rotation of new participants waiting to play, takes their place.
2) Hula Hoop Competition –
a. Have 4-6 Hula Hoops available.
b. On signal, all participants begin hula-hooping. (Music playing will make it more exciting).
c. The person still hula-hooping, wins.
d. After someone wins, rotate new participants.
3) Jumping Rope –
a. Have 4-6 Jump Ropes available.
b. Have the participants compete in two activities;
i. Everyone Jumps for 30 seconds. Last person still jumping, wins. (if more than 1 person is still jumping – continue until one person remains).
ii. Everyone Jumps for 15 seconds quickly. Count how many rotations in 15 seconds. The participant with the most rotations, wins.
iii. If there are participants who don't know how to jump rope, that is okay. They still can participate by pretending to jump rope, which allows them to enjoy the activity.
4) Shooting Baskets –
a. Have 1 Basketball and 1 Basket available. (If a basket is not available, skip this activity and do only ball toss instead).
i. Participants attempt 3 shots only from a designated spot (Free Throw area).
ii. Mark on their "Play Pass" how many he/she makes out of three.
5) Ball Toss –
a. Set up a garbage can as a target. (Any type of ball can be used – softball, playground ball, etc.)
i. Participants attempt 3 shots only from a designated spot.
ii. Mark on their "Play Pass" how many he/she makes out of three.
6) Obstacle Course –
a. Set up an Obstacle Course exactly like Day 3 (Warm Up) in the Fitness Skillastics® Lesson Plan Guide.
i. 6 Skillastics® Poly Spots
ii. 5, Cones
iii. 4-6 beanbags
iv. 4-6 scarves
v. 6, Fitness Skillastics® Task Cards.
b. Going through the obstacle course one time will allow the "Play Pass" to get marked.
7) Balloon Balance –
a. Have 10-12 balloons available. (have a reserve of balloons ready in case some pop).
b. On signal, each participant starts "hitting" the balloon upwards with one hand only.
c. If balloon touches floor, that individual is out.
d. Last participant left, wins.
e. After someone wins, rotate new participants.
8) Scarf Activities –
a. Have 10-20 activity scarves available.
b. Have the participants go through a series of scarf activities.
c. Reference Day 2 and Day 3 scarf activities in the Fitness Skillastics® Lesson Plan Guide for guidance.
d. After 5 minutes, rotate new participants.
ENTRANCE
Community Tables
Skillastics®
Activity Scarves
Jump Rope
Hula Hoop
Obstacle Course
Ball Toss
Basketball
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Poker Hill School Family Handbook Table of Contents
Purpose of Handbook
The Family Handbook is intended to provide families with general information about Poker Hill School. The procedures, policies and practices described are subject to change as organizational needs and structures within Poker Hill School evolve. While it is not possible to foresee or attempt comment on every situation that may occur, we follow the State of Vermont Early
Childhood Program Licensing Regulations. A copy can be reviewed at school or at the following website: http://dcf.vermont.gov/sites/dcf/files/CDD/Docs/Licensing/CBCCPP_Regulations_FINAL.pdf
Mission Statement
* We believe that a rich environment fosters a passion for learning.
* At Poker Hill School we are a circle of families and teachers that support and learn from each other.
* We believe in the innate wisdom of children to choose their own learning path.
* We believe music and art bring children joy and create pathways for self-expression.
* We believe that access to the natural world inspires children's sense of wonder.
* We believe imaginative play is every child's right and is essential to healthy development.
* We believe children benefit and grow from having real chores, which contribute to the sustainability of the entire community.
* At Poker Hill School we grow, harvest, prepare, and serve healthy food, and we encourage children to be physically active every day.
* We encourage children to talk through problems as they arise.
* We believe in helping children realize that they are an important part of an interconnected world and that they can make a difference.
History
Poker Hill School, founded in 1972 by Lucille Ingalls and Ann Crocker, opened in a remodeled old barn in Underhill, Vermont. Lucille and Ann, two experienced educators, shared a commitment to child-directed learning, a philosophy that continues today. In 1978 Beth and David London and Gay Steimle purchased the school from Lu and Ann and continued to evolve the philosophy of child-directed learning in a farm-based setting. In March 1983, a fire destroyed the original school building, a renovated 100-year-old barn. The program relocated to St. Thomas Church while the school was rebuilt. After reopening in our current building in September 1983 the partnership of Steimle and the Londons was dissolved and a non-profit corporation, Poker Hill School, Inc. was established. Gay left in 1984 and Beth and David continued to run the school while the Board of Directors evolved to include parents and teachers. During the next 29 years the school continued to flourish with many dedicated staff members leaving their mark including: Beth London; David London; Bonnie MacLeod; Amy Wise; Scotte Mason; Jo McClellan; Renee Slattery; JoAnne Denee; Mug Tomany; John Pulio; Gayle Massingham; Thule Shartie; Pat Nugent; Rita Clark; Lisa Sweet; Heather Ward-Migner; Emily Carson; Tamara Pless; Cathy DesRoches; Tracey Leavitt; Annie Casswell; Cass Repp; Kim Aucter and Tess Glanville.
During the 2011-2012 school year, the Board of Directors launched a Capital Campaign to purchase the school building and grounds from Beth and David London and leadership transitioned from Beth and David to Katie Amadon. In 2014, Kyle Hibbard took over as Director of the school, and in 2019 Grace Marek became the Director. Katie is now the part-time Administrative Director, and Kyle is a consultant to the school.
Since its inception, Poker Hill School has served more than 1400 children, and today many "second generation" students attend. The State of Vermont has recognized Poker Hill School with awards for early childhood excellence. For the past four years, Poker Hill School has participated in Step
Ahead Recognition System (STARS), Vermont's quality recognition system for childcare, preschool, and afterschool programs. Poker Hill School has maintained a 4-star rating each year.
Philosophy
At Poker Hill School we are a circle of families and teachers that support and learn from each other. We believe that a rich environment fosters a passion for learning. We facilitate children's growth by encouraging the children to make significant decisions that set their own individual paths of learning. We nurture and support each child's learning rather than directing it. Children select their own chores, have large blocks of free playtime, and choose many of their own activities. Teachers reflect the children's interests and needs in both our large and small group curriculum planning and respond to learning opportunities that arise over the course of each day. We support each child's growth as an autonomous individual within a caring and democratic community. We strive to make each child feel respected and valued. We believe in helping children realize that they are an important part of an interconnected world and that they can make a difference. We strive to create for children a sense of responsibility both for their school community and also for the larger world around them. Children have real chores that contribute to the sustainability of the entire community and together with their families and the staff they participate in a number of community service activities. We believe that music, literacy, and the arts bring children joy and create essential pathways for self-expression. Music and art are an integral part of every day at Poker Hill School. We believe that imaginative play is every child's right and is essential to his or her healthy development. Dramatic play is at the core of our curriculum. We believe that access to the natural world inspires children's sense of wonder. We spend a lot of time outdoors in our extensive playground, exploring the rich natural environment of our fields, woods, ponds and stream. Children are also invited and encouraged to help in the gardens. At Poker Hill School we grow, harvest, prepare, and serve healthy food. We also encourage children to be physically active every day and provide many opportunities for large motor play.
Discipline
At Poker Hill School, we focus on preventing discipline problems from arising. This involves setting rules, informing children of consequences, enforcing rules consistently, and redirecting problematic behavior. We encourage children to feel empathy for each other, and we emphasize the Golden Rule: treat others the way you would like to be treated. Teachers mediate conflict situations, looking for win/win solutions whenever possible. We support children in talking through problems as they arise and engaging in conflict resolution. During large group meetings, the children help us develop other rules as needed. We aim to teach children to own their behavior and to make good choices.
Curriculum
The emotional and social well-being of each child is of prime importance to all of us at Poker Hill School. Secure and happy children can grow and flourish. Our goal is to help children separate comfortably from their parents and find school a safe and happy place to be. We value sociodramatic play because it stimulates children to play cooperatively together and to develop friendships. This play also allows children to express feelings, anxieties and work through emotional challenges.
The arts are also an integral part of the daily Poker Hill School experience. We value the process
of art for its own sake, because through art the child is able to express his or her inner world of fantasies and feelings and can explore and order his or her perceptions of the world. We provide the time, space and materials for self-initiated art projects throughout the day. Our art projects, whether teacher-directed or child-initiated, are open-ended and allow each child to discover his or her own way without correction, comparison, or interruption. Music fills our days as we sing, play instruments, and dance. We believe that if we awaken the artist and the musician within each child, their lives will be incomparably enriched and fulfilled.
We believe that reading and writing, just like the spoken language skills that precede them, are developmental skills that emerge according to an internal clock within each learner. Our goal is to stimulate that emergence by providing an environment rich in print and in which reading and writing are used in meaningful ways. We read to the children every day, and we attempt to make books come alive through dramatizations and by using books as springboards for many other activities.
Our emphasis in mathematics is on laying the experiential foundation for mathematical concepts and relationships essential for later learning. This foundation is developed through the repeated manipulation, classification, and comparison of a multitude of concrete objects.
We support each child's physical development each day, emphasizing the development of strength, flexibility, balance, and body awareness as well as the development of specific skills. We offer large motor activities and provide large motor play during free time in both the morning and the afternoon. Our outdoor environment, including the playground, driveway for trike, bike and scooter riding, gardens, fields, stream, pond, and woods provide rich learning opportunities for all curriculum areas throughout the seasons. Teachers share responsibility for curriculum. We draw both from emergent curriculum practices as well as from The Creative Curriculum for Preschool to ensure we are developing and implementing rich curriculum for every child.
The Role of Families at Poker Hill School
Poker Hill School is a community of families: parents, guardians, children, staff, siblings and extended family, all contributing to a vibrant, caring school environment for three to six-year-old children. Families play an essential role by supporting their child's school experience. We invite and encourage parents and guardians to visit whenever they can. Parents and guardians who have a few minutes are welcome to stay and play, read stories, play a game, or join morning meeting. Parents and guardians can also volunteer during activity time to facilitate an activity such as an art, cooking, or any number of projects. Parents and guardians are also invited and encouraged to chaperone field trips. We do ask adult visitors to be mindful of supporting the transition of all children into our program as well as maintaining the flow of the school day. While we welcome you to visit the school and take part in activities and feel at home, we ask that you be mindful of the number of adults present, and keep your visiting with other adults to a minimum while transitioning your child. Feel free to find a space not in the main flow of the school to visit with others, as we know this is an important connection and support! Other family members who are interested in volunteering at PHS should see the director ahead of time.
A few important notes:
* There is a sign-in/out sheet located at the Family Center and it is very important that children are signed in and out each day. (*see below for our Pick-Up Policy )
* Families should carefully read the monthly newsletter, known as The Round Window, and keep abreast of all the school activities. This will be posted on the Poker Hill School website and an email notice will be sent to each parent, unless a hard copy is requested.
* Near our daily sign-in sheet we have a whiteboard for daily news, please check this for important news and updates.
* Parents and guardians are invited and encouraged to attend and chaperone field trips or join us for special events like Beach Day. Families are invited to help be involved in the school by participating in Love Your School Week. This typically occurs over February and summer breaks, and families sign up to help with a variety of activities to help maintain the school, such as washing dress up clothes, repairing books, washing windows, and many other chores and activities that help us take care of our school! Throughout the year families can also sign up to take home a load of laundry.
* At Poker Hill School, we support families in many ways. We have a lending library of family resources . We offer a book group throughout the year. We work together to support our community and to care for others. We also take part in other community events throughout the year and families are invited to participate.
Drop-Off and Pick-Up Procedures
Many children and families are coming and going each day and Poker Hill School can be very busy and crowded at drop-off and pick-up times. While we encourage parents and guardians (and other family members) to visit and be a part of the day, we also ask that you be respectful and mindful of other children/families and the daily schedule. Having many adults spending time on the floor at once can be distracting and difficult for children as well as teachers, especially during busy times of transition such as when we are transitioning from snack and the end of the school day, to the after-school programming. If you are picking your child up at 3:30, consider arriving earlier so you can talk with teachers, observe some play and help your child transition out of the building by 3:30. This will help children transition as well, as we will begin new activities for those children in after school care, and it may be challenging for children to see new activities become available just as you are asking them to leave. Please help us take care of our environment and community by following these policies:
* No idling vehicles allowed.
* Road parking must be on the school side of the road.
* We have a small parking lot so please park respectively.
* No parking on the road between November 1 and April 30 . The town will tow at your expense.
* We also have a second parking lot just beyond the barn and garden.
* If you are staying for a longer drop-off or visit, please park in the second parking lot. Drive slowly and cautiously while entering the parking lot.
* Please be respectful and do not leave children before 7:30 a.m. Teachers are here early and working hard to set up the school. If you arrive early to get your child settled and signed in, it is not a problem, but please wait until 7:30 to say goodbye. At the end of the day, if your child is attending after school care, please be at school by 4:30 for pick-up
Pickup Policy
Staff shall release a child only to persons authorized by the parents or guardians. When a person authorized to pick up a child is unknown to staff, his/her identity must be verified prior to releasing the child. Names for all persons authorized to pick the child up should be listed on the medical and emergency form.
Snow Days and Delayed Openings
Snow days and weather related delayed openings are called in conjunction with Chittenden East Supervisory Union. If there is a delayed opening, Poker Hill School will open at 8:30 (no before care). Closings and delays due to other factors will not affect Poker Hill School and we will remain open. We never have early closings and we do not make up snow days in June.
Board of Directors and Board Meetings
The Board is comprised of Poker Hill School community members, including current and former parents and guardians as well as staff. The Board governs Poker Hill School by developing, maintaining, and following policies and objectives, acquiring and approving allocation for sufficient resources, and is accountable to the public for the services of the school. Board meetings are held once each month throughout the school year, typically the second Tuesday of each month (7-9 p.m. at Poker Hill School). All parents and guardians are invited to attend board meetings at any time throughout the school year. There are up to nineteen Voting Members on the board at any time and you are eligible to become a Voting Member after attending three board meetings. Being a Voting Member is not a requirement-- parents and guardians are welcome to come to a board meeting at any time.
Grievance Policy
Any Poker Hill School parent or guardian is entitled to bring a grievance before the Executive Committee of the Board. While acknowledging that it is always best to try to resolve problems through informal communications, if a person desires to file a formal grievance, the grievance must be filed in writing to the Board President within thirty days after the person filing had knowledge of the occurrence that gave rise to the grievance. The Executive Committee of the Board will discuss the grievance and determine appropriate actions as necessary. The Board President must provide a written decision/follow-up within one week after the next Executive Committee meeting to the person who filed the grievance. In the event that there is a conflict-of-interest between the grievant and a member of the Executive Committee that member will remove him or herself from the final decision making process.
Child Abuse Reporting
All Poker Hill School employees are required by state law to report suspected child abuse or neglect to the Vermont Department for Children and Families, Family Services Division (DCF, FSD) within 24 hours of the suspected event. Vermont law (33.V.S.A. 49, § 4912) defines an abused or neglected child as one whose physical health, psychological growth and development, or welfare is harmed or is at substantial risk of harm by the acts or omissions of his or her parent or other person responsible for the child's welfare. An abused or neglected child also means a child who is sexually abused or at substantial risk of sexual abuse by any person. (For more information see http://dcf.vermont.gov/protection/reporting/mandated ). Poker Hill School employees who suspect abuse or neglect must make concerted effort to inform the Director prior to making the report, or as soon after as possible. The employee will provide appropriate documentation to DCF, FSD, and discuss the case with the staff as a whole. The Director will
maintain Specialized Child Care Provider status. Every teacher will receive training regarding Reporting Suspected Abuse & Neglect and will sign a statement of understanding.
Meet the Poker Hill School Staff
Grace Marek, Director
Grace graduated from Oklahoma State University in 2000 with a degree in English Literature. She is currently pursuing a Master's Degree in Early Childhood Education Administration. Grace worked as a children's programming assistant at several libraries. She served as the Secretary and President of the Poker Hill Board of Directors. Grace taught at Poker Hill School from 2014 to 2017. She lives in Underhill with her husband, Tony, daughters, Annie and Zoey and dogs, Linus and Luna. She enjoys volunteering in the community, reading, traveling, and camping.
Abby Retzloff, Assistant Director & Monday/Wednesday/Friday Teacher Abby graduated from the A.P.E.X. program at UVM and earned a degree in Elementary Education. She taught at Poker Hill School from 1984 – 1989 and has over 25 years experience teaching and working with young children and families. Her work has included: Building Bright Futures, literacy programs, early education advocacy with Chittenden East, V.C.P.C., and many summer and after school art and science programs. She lives in Underhill with her husband Phil and two children, Ted and Clara. When not teaching, she loves to garden, cook, and be with her friends and family.
Stephanie Brogle, Full Time Teacher
Stephanie graduated from UVM in 2004 with a degree in Early Childhood Education with a concentration in Psychology. She has been working with children ages birth through kindergarten since graduation from UVM. She has been a licensed teacher since 2006 and continues to work on professional development credits. Stephanie joined Poker Hill School in 2011. She lives in Underhill with her partner Jake, son Tate and dog Kaiya. When not busy with the kids she likes to hike, run, and walk her dog. She also loves spending time with friends, and working on craft and repurpose projects. Family is also very important to her so she travels often throughout New England.
Kat Hamilton, Tuesday/Thursday Teacher & Wednesday Aide
Kat has been teaching at Poker Hill School since 2008. Kat graduated from The University of Vermont in 2007 with a Bachelor's degree in Early Childhood Education and Early Childhood Special Education. She concentrated her studies in Art and Communication, focusing on American Sign Language. Kat and her family, which includes her husband Jon, 9 year old step-daughter Satori, and daughters Ember and Nova, live in Underhill. Kat and her family enjoy animals, the outdoors, camping, and gardening.
Katina Combs, Tuesday/Thursday Teacher and Monday & Friday Aide Katina, mother of three former Poker Hill School students, Austin, 19, Mason, 16, and Dylan, 13, has a bachelor's degree in Elementary Education from Johnson State College. Katina joined Poker Hill School as a teacher in 2010. Katina enjoys scrap-booking, biking, and camping with her family.
Katie Gardner, Tuesday/Thursday Teacher
Katie graduated from the University of Vermont in 2016 with a degree in Early Childhood Education and a minor in Communicational Sciences and Disorders. She joined Poker Hill School staff shortly after graduation as a Tuesday/Thursday teacher. Much of Katie's previous work has been with infants and toddlers as well as one year with Kindergarteners. When Katie isn't at
school, she enjoys spending time with her family, playing with her sister's dogs, and doing anything active!
Thea Korczykowski, Monday/Wednesday/Friday Teacher
Thea graduated from Northeastern University with a degree in Psychology in 2000. She moved to Alaska with her husband, Mike, where she taught preschool and studied Early Childhood Education at the University of Alaska Fairbanks. In 2010 they moved to Richmond, where they currently live with their two daughters, Lily and Charlotte, and their husky Merlin. Thea enjoys sewing, reading, art projects with her girls, restoring old furniture, and being outside.
Kristen Vella, Monday/Wednesday/Friday Teacher
Kristen lives in Essex with her husband, Chuck, and two children, William and Kate. She graduated from Johnson State College with a double major in Elementary Education and Psychology in 2004. After working as a preschool teacher for several years, Kristen decided to stay home with her children as they both attended Poker Hill School. Currently Kristen is pursuing her Master's Degree in Early Childhood Education through Champlain College. She enjoys nature, reading, camping, and traveling the world with her family.
Sandra Soucy, Monday/Wednesday/Friday Teacher
Sandra earned a Bachelor's degree in Early Childhood Education from Boston College, earned her Master's in Early Childhood Education at Champlain College in December 2017, and has maintained a teaching license in New England since 1990. She has worked with young children for over thirty years in settings as diverse as a state-run home for children in Bethel, Alaska to a Jewish Community Center preschool in Brookline, MA. But she considers her greatest teaching accomplishment to be home schooling her own four children. Sandra lives in Fairfield with her husband of twenty-seven years, her youngest son, Leo, and their cat, Milo. Sandra's other three children are pursuing college degrees themselves. Sandra spends time outdoors in all seasons, and keeps active by running, skiing, biking, hiking and snowshoeing. She especially treasures time spent with her family.
Meghan Conroy, Tuesday/Thursday Teacher
Meghan graduated from St. Lawrence University in 2004 with a degree in English Literature and a minor in Outdoor Studies. In 2009, she graduated from Oregon State University with a Master of Arts in Teaching with the focus on Early Childhood and Elementary Education. Meghan has worked in a variety of school settings including preschool, elementary school, and high school. Meghan lives in Underhill with her husband, Joe, their three children, River, Eden, and Wilder and their two dogs, Petey and Jakey. She enjoys reading, running, baking, and being outdoors.
Buddy Dubay, Music Teacher and After School Teacher
Buddy graduated from Mount Mansfield Union High School in 1979 and then earned a degree in Elementary Education from the University of Vermont. He has been teaching young children in Vermont since 1984. He has been a teacher at Poker Hill School since 1998. He lives in Huntington with his wife Melissa and his daughter Emma, who attends St. Olaf College in Minnesota. Buddy loves music. He plays several instruments and sings. He has released three CDs of children's music, facilitates a non-profit musical group called the Minor Key Youth Music Programs and runs a musical afterschool program in the Chittenden East District. He likes gardening, swimming, and traveling.
Katie Amadon, Administrative Director
Katie joined Poker Hill School as the director in 2011 after working with children and families for
over 15 years in many different capacities, including teaching preschool. Katie graduated from UVM with a degree in Early Childhood Education and received a Master of Social Work degree from Wheelock College. Katie and her husband Rob live in Cambridge with their daughters Charlotte and Willa, and black lab Calvin. Katie enjoys sharing her love for the outdoors with her family, reading, gardening, and cooking.
Beth & David London, Buildings & Grounds Maintenance
Beth and David both graduated from the University of Pennsylvania with degrees in education. Together they ran Poker Hill School from 1978-2012. They have two daughters and three grandchildren. They continue to live across the street from the school caring for the animals, gardens and grounds. Your children will see them often and work with them in the gardens.
IMPORTANT PHONE NUMBERS
| Poker Hill School | | |
|---|---|---|
| Grace Marek, Director | | |
| Abby Retzlof | | |
| Stephanie Brogle | | |
| Katina Combs | | |
| Buddy Dubay | | |
| Thea Korczykowski | | |
| Kat Hamilton Kristen Vella | | |
| Katie Gardner | | |
| Meghan Conro | | |
| Sandra Soucy | 324-7453 | |
| Susannah Slabinski (Board President) | | 355-0929 |
| David London (Buildings & Grounds) | | 355-9395 |
Wellness Policy
In order to keep everyone as healthy as possible during the school year, we have a wellness policy. Children should only come to school if they are well enough to participate fully in the day's activities, including outdoor time. If a child needs medication for a fever, they are too sick to come to school even if the medication has brought the fever down. If a child has diarrhea, they are too sick to come to school. If a child has vomited in past 24 hours, they are too sick to come to school even if he appears to feel better. If a child has developed a fresh cold they should stay home and recover and not come to school and infect everyone else. If a child has a temperature over 100º F, please keep them home. If a child has experienced diarrhea, vomiting, or a temperature they must be symptom free for 24 hours before returning. If a child has been treated with an antibiotic for an infection they may come to school 24 hours after the treatment has begun. We can administer medication but we do need written permission and instructions from a parent or guardian. A teacher can get you a medication permission form and sign-up sheet for medication. Please be sure to talk to a teacher, sign medication in, put the medication in the refrigerator or medication cabinet in the kitchen and pick it up there as well. Never put medication in a child's lunch box or cubby. For medications kept at school on an ongoing basis (such as an epi-pen), these are kept in the upper cabinet in the kitchen, and still need to be signed in when they first come to school. These medications also need to be in original prescribed boxes/bottle. In the event of a case of head lice at Poker Hill School, staff will check children for lice and notify families. A general fact sheet will be sent home which includes asking families
to check children's heads for lice daily and assure the environment is free from head lice through such measures as vacuuming carpets and upholstered furniture. If children have head lice, they may return after they receive the first treatment. It is recommended that the child be retreated 7 to 10 days after the first treatment since no product is 100% effective against head lice.
Publicly Funded Pre-Kindergarten (Act 166)
Poker Hill School is a qualified prekindergarten program through the State of Vermont and therefore children enrolled in Poker Hill School are encouraged to apply for and receive publicly funded tuition (10 hours a week, for 35 weeks during the school year). It is important that families apply through their school district in order to receive this funding. The state tuition rate to be paid to community-based private pre-K providers (such as Poker Hill School) on behalf of children attending prekindergarten during the 2019-20 school year is $3,356.00. If you have any questions regarding Act 166, please visit education.vermont.gov/act-166
Attendance Policy
Poker Hill School has contractual agreements with school districts for the purpose of providing high quality and developmentally appropriate early education services to pre-kindergarten aged children. Under this contract we are required to report daily attendance records to the school districts and notify them if your child has been absent for an average of one pre-k day/week over the course of one month for TTh and an average of 2 pre-k days/week for MWF. We are required to communicate to you in writing that you risk the loss of pre-k funding, and where necessary develop a plan for attendance and tuition payment.
Tuition 2019-20
Annual tuition is set each year by the Board of Directors, and is then split evenly into nine payments after the 10% deposit is paid. Annual tuition covers the Poker Hill School day from 8:30 a.m. to 3:30 p.m. The first payment due is a non-refundable deposit (a payment equal to 10% of your total yearly tuition) to secure your child's spot. The deposit is due for new families on May 10 th and for returning families on June 10 th . The remaining nine payments are billed September through May. We are providing other payment options for you to choose from to ensure your payment schedule meets your needs as a family. We do have financial assistance through both cleaning barter and scholarship. Please email the director if you would like more information about financial assistance.
PAYMENT OPTIONS
of
| Program | Annual Tuition | 10% Deposit | State Pre-K Tuition Rate (Act 166 Funding minus $13) | Remaining Tuition | OPTION 1 Annual (Due Sept 10th) | OPTION 2 Biannual (Due Sept 10th & Jan 10th) |
|---|---|---|---|---|---|---|
| Tuesday/ Thursday | $4,880 | $488 | $3,356 | $1036 | $1036 | $518 |
| Monday/ Wednesday/ Friday | $7320 | $732 | $3,356 | $3232 | $3232 | $1616 |
* Payments should be placed in the tuition basket above the sign-in sheet, or mailed to school.
* The Tax Identification # for Poker Hill School is 03-0289409
* If you make payments in cash, put money in an envelope with your name clearly on it.
Before and After School Care
Poker Hill School provides before and after school care for children between 7:30-8:30 a.m. and 3:30-4:30. Before and after care is used as needed and is billed separate from tuition at a rate of $8.00/hour. Before and after school care is calculated at the end of the month, rounding up to the nearest half hour each day. Before and after school care costs will be included in the following monthly invoice.
Financial Assistance
Poker Hill School is committed to ensuring that children and families are not deterred from enrolling in or attending Poker Hill School due to financial barriers. We offer Financial Assistance in the form of scholarship and barter, and also encourage families to seek assistance through the state when eligible. Applications will be due in the spring, for the following year. Applications are reviewed and awards are determined by the Scholarship Committee.
The Lu Ingalls, Brooks Baker, Sam Leonard Memorial Scholarship Fund is in place to help families defray some of the tuition costs if needed. Scholarship funds are raised annually through fundraising efforts and through donations made to the school by families and friends of the school. The Scholarship Committee works hard to distribute available funds as equitably as possible, according to need. We ask families to pursue every means of raising tuition on their own, including additional employment, support from family and accessing other resources, including state financial assistance, before requesting financial assistance from Poker Hill School.
We have cleaning barter positions available each year. In addition, if the school has a need for some other form of work that a family requesting financial assistance is able to give, the director may contract to have the family barter for things like carpentry, painting, or other skills-based work.
For information on Vermont State Child Care Financial Assistance eligibility requirements please visithttp://dcf.vermont.gov/benefits/ccfap.
Collection of Tuition & Late Payment Policy
* Payment is due the 10th of every month.
* If by the 10th of the following month, payment has not been received and/or a payment plan hasn't been set, a second notice will be sent.
* If payment isn't received by the end of the month, Poker Hill School (Director, Administrative Director, or Treasurer) will contact the family to create a payment plan for the full tuition.
* By the end of the second month, if payment arrangements have not been set, a final notice will be sent and the child's enrollment will be reviewed by the board.
* Families may apply for (additional) scholarship funding as part of the payment plan, to be reviewed by the Poker Hill School Scholarship Committee.
* If no payment plan can be established, the child may be withdrawn from the school as a result of the late tuition.
* Families may contact Poker Hill School at any time to create a payment plan.
* If there is a balance due at the end of the year, the family may not enroll a child or sibling for the following years and their spot will be given to another child.
What happens if my child does not finish the school year?
When families accept a spot at Poker Hill School they are committing to paying tuition through the school year. All families are expected to pay a nonrefundable deposit of 10% of the annual tuition when accepting a spot at Poker Hill School. In the rare case that children leave prior to the end of the school year, 60 days notice is required and you are responsible for paying tuition through those 60 days. During this time Poker Hill School will try to fill your spot. In the case that the spot cannot be filled, you are responsible for paying tuition for the remainder of the school year. You may petition the Finance Committee of the Poker Hill School Board of Directors to waive the tuition cost beyond the initial 60 days. Please see the director with any questions about this policy.
Summer Camp
Poker Hill School Summer Camp is a wonderful introduction to Poker Hill School for children. Families are encouraged to choose one week of summer camp. Camp is not mandatory, though it does provide opportunities for children to learn the routine and meet their teachers and peers. The relationships that are formed at camp, both with teachers and other children, provide valuable support to children as they transition into the school year. After summer camp the transition to school in the fall is much easier for everyone. The staff is able to get to know children and use this as a chance to match children to their small groups, because of this we highly recommend that students attend if they are able.
Poker Hill School holds two sessions of summer camp during the summer. Each week features four days of camp Monday through Thursday from 8:30 a.m. to 12:30 p.m. Each day will include free play, snack, morning meeting, organized activities, lunch, and stories. Weather permitting, we will spend a lot of time outdoors. Children will interact with, and help care for our animals and will explore our large garden, peeper pond, and hiking trails. Poker Hill School provides snack each day. Families provide lunch in a labeled lunch box/bag for their child. Poker Hill School will decide before the start of each school year if there is a need to be peanut and tree nut free. The Poker Hill School Camp Fee is $125 for the week. Payment is due the first day of camp. Please email the director if you have a need for camp scholarship.
Home Visits & Conferences
Home visits are a way for children to invite teachers into their world and it gives teachers an opportunity to see children in their natural environment. Home visits typically happen right before the beginning or within the first few weeks of school. Conferences are scheduled with each child's group teacher in the fall and spring. Teachers will contact families to schedule a convenient time. Conferences can also be set up throughout the year to discuss your child's development.
Make-Up Days
Up to three make-up days are available to each student as the schedule allows. Make-up days can be used to compensate for days missed due to illness or vacation but are not for snow days. These must be scheduled with a teacher to ensure we have space on the day you are interested in (we are limited to two make-up children per day). Because the end of the school year is busy with the Spring Show and field trips, make-up days need to be used by mid-May.
Clothing for School
Please make sure that children are dressed properly for the weather because we play outside almost every day. We also paint, cook, and get involved with mud and other messy substances so we ask that children wear clothing that allows them to explore and play without worrying about getting their clothes dirty. Also, please choose clothing that children can handle by themselves. Please label all clothing. We often hike, run and climb outdoors so everyone needs sneakers or similar shoes so they can fully participate in this part of the program. NO FLIP-FLOPS AT SCHOOL! Flip-flops do not keep your child's feet safe while at school. Any sandals should have a back strap to hold them securely on their feet. Shoes are required at all times so when the weather requires boots please also send shoes to wear indoors.
Winter weather clothing is always a challenge for parents, children and teachers alike. Encourage children to be as independent as possible when preparing for winter weather. Provide clothing that s/he can do her/himself like slip on or Velcro shoes and snaps rather than buttons. Please help children practice dressing skills at home. When leaving children at school, set up their cubby so that clothes can be easily accessed by the child without adult assistance. Take everything out of the backpack and hang the snow pants on the outside of the jacket so that the child puts these on first. Check children's extra clothing box regularly and keep clothes that are seasonally appropriate in their box. Please LABEL everything.
Toilet Training
Children should be toilet trained prior to beginning the school year. Please encourage independence in this area so they will be ready to begin the year with us.
Snacks and Lunches
Poker Hill School provides snacks and families are responsible for sending lunches. Please get a lunchbox and drink container that children can open. Label and decorate this box so that it is easily recognizable. Write children's name near the handle. We refrigerate lunch boxes so you do not need a small cooler or ice pack (these take up too much room). Please label all reusable containers as well. We highly recommend reusable containers instead of prepackaged foods. These foods are expensive and contribute to the excessive waste our society generates. Also, prepackaged foods are generally difficult for children to open themselves and have no way to close if the child doesn't finish eating it. We have reusable snack bags for sale. These are easy to
label and all sales benefit Poker Hill School. If you forget to send a lunch to school we will prepare one. We are also able to heat foods in the microwave (send food in a microwave safe container). Please also send a water bottle for children to use throughout the day at school.
Poker Hill School will decide before the start of each school year if there is a need to be peanut and tree nut free. This means that in order for school to be safe for everyone, families must read labels carefully.
If Poker Hill School needs to be peanut/tree nut free, please:
Do not send any foods (packaged or homemade) that have been made with peanuts or tree nuts, OR foods that "may contain" peanuts or tree nuts, OR are "manufactured in a plant with peanut or tree nut foods." With everyone's help we can keep Poker Hill School peanut and tree nut free.
See the following links for information about foods and ingredients to avoid. You may be surprised, this includes pesto and veggie burgers so please read carefully! http://www.eatingwithfoodallergies.com/treenutallergy.html http://www.eatingwithfoodallergies.com/peanutallergy.html
Also, here is a link to safe snacks free of peanuts and tree nuts:
http://snacksafely.com/snacklist.pdf Another resource is http://www.eatingwithfoodallergies.com
This information will be available at school too, and we can always offer suggestions. We all have the responsibility for keeping our children safe, and we appreciate your help.
Foods that are round and about the size of a nickel are easy for preschoolers to choke on. Prevent choking by avoiding these foods or cutting them into small pieces or different shapes. Pieces of food should not be round or bigger than ½ inch. A few common hazards include grapes, cherry tomatoes, hot dogs, cheese sticks, carrots or baby carrots. If you send these foods to school, cut them small and lengthwise so they are not round. For more information visit: http://www.choosemyplate.gov/preschoolers/food-safety/choking-hazards.html
Emergency Response Plan
The Emergency Response Plan provides basic preparedness and planning information in event of an emergency such as floods, ice storms, toxic spills, etc. It is the responsibility of Poker Hill School, Inc. to communicate changes in the ERP to all Poker Hill School, Inc. Staff and Families. If you would like to see the Emergency Response Plan, please email or speak with the director.
Emergency Fire Drills and Procedures
Emergency evacuation drills are practiced monthly by PHS students, staff and volunteers. All staff members are educated on the emergency response plan. This includes, locations of all emergency phone numbers, and contacts for students. All teachers are CPR and First Aid certified.
Holidays & Special Events
Holidays, customs, and traditions among Poker Hill School families are diverse and so we do not sponsor or endorse any particular set of holiday practices. We do however enjoy exposing the children to these diverse holiday traditions and so we encourage parents to share their specific traditions with the group. We recognize the common themes of light and giving that run through the December holidays and so with that in mind we offer a Solstice Celebration for the whole family (see below for more information).
Annual Calendar Events (see the current Poker Hill School Calendar for exact dates)
Play Dates
At the end of the summer there will be a playdate/open-house where families can visit Poker Hill School and meet the director, teachers and other families. Snacks and beverages are provided.
Family Night
Each year the teachers invite families to Family Night. This is an adult night only and is an opportunity to learn more about each child's day, ask questions and learn more about how Poker Hill School operates. Members of the Poker Hill School Board will briefly talk about ways families can join committees or become voting members. There will be a dessert potluck, teacher skits, and time with group teachers. Family Night is also a great way to meet other families and the PHS community.
Harvest Market
Every year Poker Hill School families march in the Harvest Market parade. Children make a special crown, necklace, or flag at school to show their school spirit. In addition to the parade, the Community Building and Fundraising Committee organize a booth set up for face painting and other fundraisers. We are always in need volunteers.
Solstice Celebration
Children, and family members come together and sing songs about light and the holidays. The celebration starts 3:45 and finishes up by 4:30. Children make special lanterns in preparation for the celebration.
Valentine's Day
Teachers will provide many opportunities for children to make Valentines for friends and family at Poker Hill School. If you choose to bring in Valentines for your child's group or for all children, please do not bring in candy, chocolates, lollipops or any edibles. It is a safety concern if children eat these foods when not sitting at a table or being closely monitored by teachers.
Love Your School
Teachers create a list of cleaning and building improvement projects that families help with over February break. A sign-up poster will be displayed and families can choose projects that work for them. Poker Hill School is always unlocked, so families can complete the project they sign up for when it's convenient.
Pokerpalooza
The Community Building Committee plans a dance party at a local elementary school with music by Super Sounds, a local DJ. Pizza is provided and families are asked to bring in a dish to share. This is a wonderful event for the whole family.
The Spring Show
Monday/Wednesday/Friday students put on a spring show for families. Each group prepares a skit or play and children sing their favorite PHS songs. This is the highlight of the year for families, teachers, and children.
End of the Year Celebration
On the last day of school, we will have a family hike to the tipi and an ice cream social. If you would like to join us for the hike, please be at school by 2:45. We will be heading up to the tipi by 3:00 and we will be back at school by 3:45 for ice cream and songs. This is a wonderful way to end our year and to send off children to kindergarten.
Community Building Events
In addition to regular annual events listed above, the PHS Community Building Committee organizes other events to bring the Poker Hill School community together. These may include: Community Breakfast, Fall Family Hike, Leafy Luncheon, book group, teacher appreciation and others!
Poker Hill School Board Fundraising Events
Poker Hill School organizes and runs several fundraisers each year. The purpose is to raise funds for special purchases, school improvements and other financial needs through various events and efforts throughout the school year. These may include: Harvest Market Face Painting Booth, Book Fair, etc. Poker Hill School participates in Box Tops for Education. Box Tops can be put in the box top bin on the sign in shelf.
Birthday Celebrations and Birthday Books
If a child's birthday is during our school year we generally celebrate it on the school day closest to the actual birthday. Summer birthday celebrations are arranged with the child's group teacher. Many families choose the half birthday. At Poker Hill School we celebrate birthdays with special songs, a special card or craft made by the children and a birthday book. Birthday books are gifts given by the birthday child's family to the school. These books are inscribed with a special plaque. They are an important part of our library and we are very grateful for them. We will keep a collection of birthday books we would like to receive at school that you may purchase (price is typically on the book) or you may also choose a favorite from home or the bookstore. Please check first with a staff member to see if we already have it. We respectfully ask that birthday cupcakes or other treats not be sent to school. If every family sends in cupcakes it means over seventy different school days when sweet treats are served and this seems excessive. Also, we would like to promote the idea that celebrations can occur without sweet treats.
Typical Daily Schedule
| | 7:30 a.m. | School opens for before school care. |
|---|---|---|
| 8:30 a.m. | | Greeting families, free play and a.m. chores. We encourage families to |
| | | arrive in time to settle in before 9:30. |
| | 9:45 a.m. | Clean-Up and morning snack. Teachers sit with their small group. |
| 10:00 a.m. | 0:00 a.m. | Morning Meeting. Children and teachers gather for songs and |
| | | announcements about morning activities. |
| 1 | 0:30 a.m. | Morning activities within each curriculum area are offered. |
| 11:45 a.m. | 11:45 a.m. | Clean-Up and Lunch Meeting. Children and teachers gather for brief |
| | | meeting and announcements before lunch. |
| 1 | 2:00 p.m. | Lunch |
| 1 | 2:30 p.m. | Outdoor play and p.m. chores |
| 2:00 p.m. | 2:00 p.m. | Small Group Time- Teachers facilitate developmentally appropriate |
| | | activities that may include stories, group discussion, calendar work, |
| | | literacy activities, math activities, art projects and the like. |
| | 3:00 p.m. | Afternoon Snack. Families begin to arrive for pick-up. |
| | 3:30 p.m. | Small Group Time ends & After School Care begins. |
| 4:30 p.m. | | PHS school day ends. |
Poker Hill School Calendar (2019-2020)
August 12 th -15 th
Summer Camp 1
August 19 th -22 nd
Summer Camp 2
Tuesday, August 20 th
Board of Directors Meeting (7:00-9:00 pm)
Sunday, August 25 th
Open House/Playdate @ Poker Hill School (10:00-12:00)
Tuesday, September 3 rd
School Opens for T/TH children
Wednesday, September 4 th
School Opens for MWF children
Saturday, September 28 th & 29 th
Harvest Market Parade & Face Painting Booth (9:00 am parade)
Wednesday, October 2 nd
Family Night (7:00-9:00 pm) - Adults only
Thursday, October 3 rd
Picture Day for T/TH children
Friday, October 4 th
Picture Day for MWF children
Tuesday, October 9 th
Board of Directors Meeting (7-8 pm meet & greet, 8-9 mtg)
Friday, October 18 th
Staff Professional Development - School Closed
Tuesday, November 12 th
Board of Directors Meeting (7:00-9:00 pm)
November 16 th -24 th
School Closed – School Recess
Tuesday, December 10 th
Board of Directors Meeting - if needed 7:00-9:00 pm)
Thursday, December 19 th
Solstice Celebration for T/TH families (3:45-4:30 pm)
Friday, December 20 th
Solstice Celebration for MWF families (3:45-4:30 pm)
December 21 st -January 1 st
School Closed - School Recess
Thursday, January 2 nd
School Re-Opens
Tuesday, January 14 th
Board of Directors Meeting (7:00-9:00 pm)
Saturday, January 18 th
PokerPalooza
Monday, January 20 th
School Closed – Staff Professional Development
Tuesday, February 11 th
Board of Directors Meeting (7:00-9:00 pm)
February 20 th & 21 st
Pajama Days
February 22 nd -March 3 rd
Winter Recess & Love Your School Week
Tuesday, March 3 rd
School Closed – Staff Professional Development
Wednesday, March 4 th
School Re-Opens
Tuesday, March 10 th
Board of Directors Meeting (7:00-9:00 pm)
March 26 th & 27 th
Beach Days
Tuesday, April 14 th
Board of Directors Meeting (7:00-9:00 pm)
April 18 th - April 26 th
School Closed - Spring Recess
May 4 th & 5 th
Teacher Appreciation Days
Tuesday, May 12 th
Annual Meeting of the Board of Directors (7:00-9:00 pm)
Wednesday, May 13 th
Spring Show
Friday, May 22 nd
Last Day for Make-Up Days
Monday, May 25 th
School Closed- Memorial Day
Tuesday, June 9 th
Board of Directors Meeting - if needed (7:00-9:00 pm)
Tuesday, June 9 th
Last day for T/TH children
Wednesday, June 10 th
Last day for MWF children
Thursday, June 11 th
Teacher In-Service
Snow days and weather related delayed openings are called in conjunction with MMMUSD-CESU. If there is a delayed opening, Poker Hill School will open at 8:30 (no before care). Closings and delays due to other factors will not affect Poker Hill School and we will remain open. We never have early closings. We do not make up snow days in June.
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GLOSSARY
ABATEMENT: The method of reducing the degree or intensity of pollution, also the use of such a method.
ABSORPTION LOSS (Irrigation): The initial loss of water from a canal or reservoir by wetting of the soil when water first enters the structure.
ACCESS ROAD: A vehicular travelway constructed to provide entry to an area.
ACID SOIL: Soil with a pH value less than 7.0. The term is usually applied to the surface layer or to the root zone unless specified otherwise.
ACRE-FOOT: The volume of water that will cover 1 acre to a depth of 1 foot.
AEROBIC: Growing or occurring in the presence of molecular oxygen (see anaerobic).
AGRICULTURAL POLLUTION: Liquid and solid wastes from all types of farming, including runoff from pesticides, fertilizers, and feedlots; erosion and dust from plowing; animal manure and carcasses; and crop residues and debris.
AIR POLLUTION: The presence the contaminants in the air in concentrations that prevent the normal dispersive ability of the air and that interfere directly or indirectly with man's health, safety, comfort, or the full use and enjoyment of his property.
AIR QUALITY STANDARDS: The prescribed level of pollutants in the outside air that cannot be exceeded legally during a specified time in a specified geographical area.
ALGAE (sing.,alga): Simple plants, many microscopic, containing chlorophyll; forming the base of the food chain in aquatic environments. Some species may create a nuisance when environmental conditions are suitable for prolific growth.
ALKALINE: Having the properties of an alkali; opposite of acidic.
ALKALINE SOIL: Soil with a pH value greater than 7.0, particularly above 7.3 throughout most of the root zone, although the term is commonly applied to only the surface layer or horizon of a soil.
ALLOTMENT: An area designated for the use of a prescribed number of cattle or sheep, or by common use of both under one plan of management.
ALLUVIAL LAND: Areas of unconsolidated alluvium, generally stratified and varying widely in texture, recently deposited by streams, and subject to frequent flooding; a miscellaneous land type.
ANAEROBIC: Growing or occurring in the absence of molecular oxygen (see aerobic).
ANGLE OF REPOSE: Angle between the horizontal and the maximum slope that a soil assumes through natural processes.
ANIMAL UNIT (A.U.): A measurement of livestock numbers based on the equivalent of a mature cow (approximately 1,000 pounds live weight); roughly one cow, one horse, one mule, five sheep, five swine, or six goats.
ANIMAL UNIT MONTH (A.U.M.): A measure of forage or feed requirement to maintain one animal unit for a period of 30 days.
ANNUAL PLANT: A plant that completes its life cycle and dies in 1 year or less.
AQUATIC PLANTS: Plants growing in or near water with true roots, stems, and leaves other than algae.
AQUIFER: A geologic formation or structure that transmits water in sufficient quantity to supply the needs for development; usually saturated sands, gravel, fractures, or cavernous and vesicular rock.
ARID: Regions or climates that lack sufficient moisture for crop production without irrigation. The limits or precipitation vary considerably according to temperature conditions, with an annual limit for cool regions of 10 inches or less and for tropical regions up to 15 to 20 inches.
ARTESIAN WATER: Water confined under enough pressure to cause it to rise above the level first encountered in drilling. Flowing artesian wells are produced when the pressure is sufficient to force the water above the land surface.
ASPECT: The direction that a slope faces.
AUTOMATED SYSTEM: An irrigation system using timers or self-propulsion to reduce labor requirements in the application of irrigation water.
AUXILIARY SPILLWAY: A dam spillway built to carry runoff in excess of that carried by the principal spillway.
AVAILABLE FORAGE: Forage that is accessible for animal consumption.
BACKFILL: The material used to refill a ditch or other excavation, or the process of doing so.
BASE MAP: A map showing certain basic data to which other information may be added.
BASIN: 1. In hydrology, the area drained by a river. 2. In irrigation, a level plot of field, surrounded by dikes, which may be flood irrigated.
BASIN IRRIGATION: A method of irrigation in which a level or nearly level area, surrounded by an earth ridge or dike, is flooded with water.
BEDLOAD: The sediment that moves by sliding, rolling, or bounding on or very near the streambed.
BERM: A shelf or flat area that breaks the continuity of a slope.
BIENNIAL PLANT: A plant that requires 2 years to complete its life cycle.
BIOCHEMICAL OXYGEN DEMAND (BOD): A measure of the oxygen used in meeting the metabolic needs of aerobic micro-organisms in water rich in organic matter; also called biological oxygen demand.
BLOOM: A readily visible concentrated growth or aggregation of minute organisms, usually algae, in bodies of water.
BORDER DIKES: Earth ridges built to guide or hold irrigation water within prescribed limits in a field; a small levee.
BORDER DITCH: A ditch used as a border of an irrigated strip or plot; water is spread from one or both sides of the ditch along its entire length.
BORDER IRRIGATION: A surface method of irrigation by flooding between border dikes.
BRACKISH: Slightly salty; applied to water with a saline content that is intermediate between that of freshwater streams and sea water.
BROADCAST SEEDING: Scattering seed on the surface of the soil, in contrast to drill seeding, in which seeds are placed in rows in the soil.
BROAD-CRESTED WEIR: An overflow structure for measuring water, often rectangular in cross section, in which the water adheres to the surface of the crest rather than springing clear.
BROWSE: Twigs or shoots, with or without attached leaves, of shrubs, trees, or woody vines available as forage for domestic and wild browsing animals.
BROWSE LINE: The line on woody plants marking the height to which browsing animals have removed browse.
BRUSH MANAGEMENT: Management and manipulation of stands of brush by mechanical, chemical or biological means or by prescribed burning.
BRUSH MATTING: 1. A matting of branches placed on badly eroded land to conserve moisture and reduce erosion while trees or other vegetative covers are being established. 2. A matting of mesh wire and brush used to retard streambank erosion.
BUFFER STRIPS: Strips of grass or other erosion-resisting vegetation between or below cultivated strips or fields.
CARRYING CAPACITY: 1. In recreation, the amount of use a recreation area can sustain without deterioration of its quality. 2. In wildlife, the maximum number of animals an area can support during a given period of the year. See grazing capacity.
CESSPOOL: A lined and covered excavation in the ground which receives the discharge of domestic sewage or other organic wastes from a drainage system, so designed as to retain the organic matter and solids by permitting the liquids to seep through the bottom and sides.
CHANNEL IMPROVEMENT: Improvement of the flow characteristics of a channel by clearing, excavation, realignment, lining, or other means in order to increase its capacity.
CHANNEL STABILIZATION: Erosion prevention and stabilization of velocity distribution in a channel using jetties, drops, revetments, vegetation and other measures.
CHECK: A structure, permanent or portable, designed to raise or control the water surface in a channel or ditch.
: Small dam constructed in a gully or other small watercourse to decrease streamflow velocity,
CHECK DAM minimize channel scour and promote deposition of sediment.
CHUTE: A high-velocity, open channel for conveying water to a lower level without erosion.
CLEAN TILLAGE: Cultivation of a field so as to cover all plant residues and to prevent the growth of all vegetation except the particular crop desired.
CLEARCUTTING: A method of cutting that removes the entire timber stand on the area cut.
CLEARING AND SNAGGING: The clearing of trees and brush, and the removal of sediment bars, logs, snags, boulders, debris and other obstructions from the flow area of channels in order to improve flow characteristics.
CLOSED DRAIN: Subsurface drain, tile, or perforated pipe that receives surface water through surface inlets.
COLIFORM: A group of bacteria used as an indicator of sanitary quality in water. The total coliform group is an indicator of sanity significance, because the organisms are normally present in large numbers in the intestinal tracts of humans and other warm-blooded animals.
COLLUVIUM: Soil material or rock fragments moved by creep, slide, or local wash and deposited at the bases of steep slopes.
COMMON USE (Range): Grazing use by more than one kind of animal, either at the same time or at different times within the same growing season.
COMPACTION: 1. In geology, the changing of loose sediment into hard, firm rock. 2. In soil engineering, the process by which the solid grains are rearranged to decrease void space and bring them into closer contact with one another, thereby increasing the weight of solid material per cubic foot. 3. In solid waste disposal, reducing the bulk of solid waste by rolling and tamping.
COMPLETE PROTECTION: The withdrawal of all grazing animals from a given range.
COMPREHENSIVE PLAN: A report from a governmental planning agency that describes how its areas of jurisdiction should be developed, expressing both policies and a coordinated plan for public and private land use, a transportation system, and public services, and facilities. Also called comprehensive development plan, general plan, master plan.
COMPREHENSIVE PLANNING PROGRAM: A continuing process which includes research on the conditions and trends in physical, social, and economic development; preparation and adoption of a comprehensive plan; programming of capital improvements; and initiation of the regulatory and administrative measures for implementation and maintenance of the plan.
CONCENTRATION: The amount of suspended particles in a unit volume as specified for a given temperature and pressure.
CONCRETION: A local concentration of a chemical compounds, such as calcium carbonate or iron oxide, in the form of an aggregate or nodule of varying size, shape, hardness and color.
CONDUIT: Any channel intended for the conveyance of water, whether open or closed.
CONJUNCTIVE WATER USE: The joining together of two sources of irrigation water, such as ground water and surface water, to serve a particular piece of land.
CONSERVATION: The protection, improvement and use of natural resources according to principles that will assure their highest economic or social benefits.
CONSERVATION CROPPING SYSTEM: Crop production using a combination of cultural and management practices that will protect the soil from erosion and improve or maintain its physical condition.
CONSERVATION DISTRICT: A public organization created under state law as a special-purpose district to develop and carry out a program of soil, water and related resources conservation, use, and development within its boundaries; usually a subdivision of state government with a local governing body; often called a Soil Conservation
District or a Soil and Water Conservation District.
CONSERVATION PLAN FOR FARM, RANCH OR NONAGRICULTURAL LAND UNIT: The properly recorded decisions of the cooperating landowner or operator on how he plans, within practical limits, to use his land within its capability and to maintain or improve the soil, water and other resources.
CONSERVATION PLAN MAP: An aerial photograph(s) covering a farm or ranch with planned land use, field boundaries, fences, etc., portrayed thereon.
CONSERVATION STANDARDS: Standards for various types of soils and land uses, including criteria, techniques and methods for the control of erosion and sediment resulting from land disturbing activities.
CONSERVATION TILLAGE: An tillage system which reduces loss of soil or water compared to unridged or clean tillage.
CONSUMPTIVE USE: The quantity of water used and transpired by vegetation plus that evaporated. See evapotranspiration.
CONTAMINATION: The act of polluting or making impure; used to indicate chemical, sediment, or bacteriological impurities.
CONTINUOUS GRAZING: Domestic livestock grazing a specific area throughout the grazing season. Not necessarily synonymous with year-long grazing.
CONTOUR: 1. An imaginary line on the surface of the earth connecting points of the same elevation. 2. A line drawn on a map connecting points of the same elevation.
CONTOUR DITCH: Irrigation ditch laid out approximately on the contour.
CONTOUR FARMING: Conducting field operations such as plowing, planting, cultivating and harvesting on the contour.
CONTOUR FLOODING: Method of irrigating by flooding from contour ditches.
CONTOUR-FURROW IRRIGATION: Applying irrigation water in furrows that run across the slope with a forward grade in the furrows.
CONTOUR FURROWS: Furrows plowed approximately on the contour to prevent runoff and increase infiltration.
CONTOUR INTERVAL: The vertical distance between contour lines.
CONTROLLED BURNING: The use of fire for burning a predetermined area to accomplish some desired result.
CONTROL STRUCTURE: A regulating structure to maintain water at a desired elevation, usually installed in gravity flow systems.
CONVENTIONAL TILLAGE: The combined primary and secondary tillage operations normally performed in preparing a seedbed for a given crop grown in a given geographical area.
CONVEYANCE LOSS: Loss of water from delivery systems during conveyance, including operational losses and losses due to seepage, evaporation, and transpiration by plants growing in or near the channel.
CORE TRENCH: Excavation for a core wall in the construction of an earth embankment.
CORE WALL: Wall of masonry, sheet piling or compacted earth placed near the center of a dam or embankment to reduce seepage.
CORROSION: The wearing away of earth materials through the cutting, scraping scratching and scouring effects of solid material carried in the currents of water or air.
CORROSION: The solution of rocks and other materials by chemical action.
CORRUGATION IRRIGATION: A partial surface flooding method of irrigation, normally used with drilled crops, where water is applied in small graded channels or furrows so spaced that an adequate lateral spread is obtained by the time the desired amount of water has entered the soil.
COVER CROP: A close-growing crop grown primarily for the purpose of protecting and improving soil between periods of regular crop production or between trees and vines in orchards and vineyards.
COW MONTH: The grazing needed to maintain a mature cow in good condition for 30 days.
CREST: 1. The top of a dam, dike, spillway or weir, frequently restricted to the overflow portion. 2. The summit of a wave or peak of a flood.
CRIB DAM: A barrier of timber forming bays or cells that are filled with stone or other heavy material.
CRITICAL AREA: A severely eroded sediment producing area that requires special management to establish and maintain vegetation in order to stabilize soil conditions.
CRITICAL REACH: The point in the receiving stream below a discharge point at which the lowest dissolved oxygen level is reached and recovery begins.
CROP RESIDUE: The portion of a plant or crop left in the field after harvest.
CROP RESIDUE MANAGEMENT: Use the of that portion of the plant or crop left in the field after harvest for protection or improvement of the soil.
CROP ROTATION: The growing of different crops in recurring succession on the same land.
CULTURAL EUTROPHICATION: Acceleration by man of the natural process of enrichment (aging) of bodies of water.
CUT: Portion of land surface or area from which earth has been removed or will be removed by excavation; the depth below original ground surface to excavated surface.
CUT-AND-FILL: Process of earth moving by excavating part of an area and using the excavated material for adjacent embankments or fill areas.
CUTOFF: 1. Wall, collar, or other structure, such as a trench, filled with relatively impervious material intended to reduce seepage of water through porous strata. 2. In river hydraulics, the new and shorter channel formed either naturally or artificially when a stream cuts through the neck of a bend.
DAM: A barrier to confine or raise water for storage or diversion, to create a hydraulic head, to prevent gully erosion, or for retention of soil, rock, or other debris.
DAM, DIVERSION: A structure constructed to divert part or all of the water from a waterway or stream into a different watercourse, irrigation canal or ditch, or a waterspreading system. For sediment control purposes, a diversion dam may divert runoff from an unstable eroding watercourse into a stable nonerosive watercourse. Diversion dams may be constructed of compacted earth-fill, concrete, masonry or timber. Outlet works must provide positive control of the water to be diverted. By-pass works must be capable of passing all flows needed to satisfy downstream owners in cases where all water is not diverted. This may require a system of weirs, orifices or gates. An emergency spillway is required to pass maximum flows in excess of the capacity of the diversion and by-pass system unless such system is designed to handle such maximum flows.
DEBRIS BASIN: A dam constructed across a waterway or at other suitable locations to form a silt or sediment basin, thus preventing sediment damages to downstream areas. Basins can be excavated or formed by a combination of earthfill dam and excavation. An ungated pipe through the dam with a perforated riser within the basin and above the sediment storage level will permit the passage of runoff waters. An emergency spillway should be provided to pass flows exceeding the capacity of the basin without overtopping the dam. Other systems of controlling the flow of water through the dam may be used depending on individual sites, however the pipe and riser combination are most common. Debris basins may be temporary during a construction period or may be permanent, some of which may have dual purpose by storing both debris and water.
DEBRIS DAM: A barrier built across a stream channel to retain rock, sand, gravel, silt or other material.
DEBRIS GUARD: Screen or grate at the intake of a channel, drainage or pump structure for the purpose of stopping debris.
DECOMPOSITION: The breakdown of organic waste materials by bacteria; may be aerobic or anaerobic.
DEEP PERCOLATION: Water that percolates below the root zone and cannot be used by plants.
DEFERRED GRAZING: The discontinuance of livestock grazing for a specified period of time during the growing season to promote plant reproduction, establishment of new plants or restoration of vigor by old plants. The postponing or resting of grazing land provides more cover for soil protection while providing a feed reserve for fall and winter grazing or emergency use.
DEFERRED-ROTATION GRAZING: A systematic rotation of deferred grazing.
DEGRADATION: To wear down by erosion, especially through stream action.
DEGREE OF USE: Utilization or consumption of plant growth in respect to weight--may be expressed in qualitative terms such as unused, slight, moderate, full, close, severe, over extreme, destructive, etc. or as percent of weight for either an individual plant or the vegetation as a whole.
DELIVERY BOX (Irrigation): Structure diverting water from a canal to a farm unit, often including measuring devices.
DENSITY: The number of plants or specific plant parts per unit area of ground surface.
DEPOSITION: The accumulation of material dropped because of a slackening movement of the transporting agent (water or wind).
DESALINIZATION: 1. Removal of salts from saline soils, usually by leaching. 2. The conversion of salt water to sweet water. Also spelled desalination.
DESILTING AREA: An area of grass, shrubs or other vegetation used for inducing deposition of silt and other debris from flowing water; located above a stock tank, pond, field or other area needing protection from sediment accumulation. See filter strip.
DESIRABLE PLANT SPECIES: Species of moderate to high palatability that are preferred by animals. Also, species that are beneficial with respect to soil and water conservation.
DETACHMENT: The removal of transportable fragments of soil material from a soil mass by an eroding agent, usually falling raindrops, running water or wind. Through detachment, soil particles or aggregates are made ready for transport - soil erosion.
DETENTION DAM: A dam constructed for the purpose of temporary storage of streamflow or surface runoff and for releasing stored water at controlled rates.
DETERIORATED RANGE: A range which has regressed or may still be regressing from its production potential; can be caused by many factors but is usually due to continued overuse by livestock, wildlife, rodents or insects and certain types of erosion.
DIKE: An embankment to confine or control water, especially one built along the bank of a river to prevent overflow of lowlands; a levee.
DISCHARGE: Rate of flow; a volume of fluid passing a point per unit time, commonly expressed as cubic feet per second, million gallons per day, gallons per minute, or cubic meters per second.
DISCHARGE POINT: A location at which effluent is released into a receiving stream.
DISPOSAL FIELD: Area used for spreading liquid effluent for separation of wastes from water, degradation of impurities and improvement of drainage waters. Also called infiltration field.
DISSOLVED SOLIDS: The total amount of dissolved material, organic and inorganic, contained in water or wastes. Excessive dissolved solids make water unpalatable for drinking and unsuitable for industrial uses.
DISTRIBUTION SYSTEM: 1. System of ditches and their appurtenances which convey irrigation water from the main canal to farm units. 2. Any system that distributes water within a farm.
DIVERSION: A channel with a supporting ridge on the lower side constructed on a gradient across the slope to divert water from areas being damaged to sites where it can be used or disposed of safely.
DIVERSION DAM: A barrier built to divert part or all of the water from a stream into a different course.
DIVERSION TERRACE: Individually designed channels across a hillside used to protect bottomland from hillside runoff or, when placed above a terrace system, to protect against runoff from an unterraced area; may also divert water out of active gullies, protect farm buildings from runoff, reduce the number of waterways, and sometimes used in connection with stripcropping to shorten the length of slope so that the strips can effectively control erosion. See terrace.
DRAIN SYSTEM STRUCTURE: An auxiliary structure installed in a subsurface drainage system to control the flow of water and reduce erosion; this includes pipe drops, junction boxes, catch basins, sand traps and other special purpose structures; used to protect ends of drain lines, control grade and velocity, regulate flows, collect sediment and debris and prevent erosion in drainage channels; normally constructed of reinforced concrete, concrete block, stone, masonry or other suitable prefabricated materials.
DRILL SEEDING: Planting seed with a drill in relatively narrow rows, generally less than a foot apart. See broadcast seeding.
DROP STRUCTURE: A structure for dropping water to a lower level and dissipating its surplus energy; a drop may be vertical or inclined.
DUGOUT: A natural or artificial depression that impounds water and differs from a reservoir in that a dam is not relied upon to back up water.
EARTH DAM: Dam constructed of compacted soil materials.
ECOLOGY: The study of interrelationships of organisms to one another and to their environment.
ECOSYSTEM: A community, including all component organisms, together with the environment, forming an interacting system.
EFFLUENT: 1. Solid, liquid, or gas wastes which enter the environment as a by-product of man-oriented processes. 2. The discharge or outflow of water from ground or sub-surface storage.
EMERGENCY SEEDING OF BURNED AREAS: Stabilizing soils after wildfire burns by selecting and seeding adapted grasses and legumes. Such planting prevents soil erosion and reduces flood silt and sedimentation damage on or below burned areas.
EMERGENCY SPILLWAY: A spillway used to carry runoff exceeding a given design flood.
ENCLOSURE: An area fenced to confine animals.
ENVIRONMENT: The sum total of all the external conditions that may act upon an organism or community to influence its development or existence.
ENVIRONMENTAL IMPACT STATEMENT (EIS): A document prepared by a federal or state agency or a private firm detailing the environmental impact of a proposed law, construction project or other major action that may significantly affect the quality of the environment; required by the National Environmental Policy Act and various state environmental laws.
EPHEMERAL STREAM: A stream or portion of a stream that flows only in direct response to precipitation, and receives little or no water from springs, snow or other sources; the channel is at all times above the water table.
EROSION: 1. The wearing away of land surface by running water, wind, ice, or other geological agents, including such processes as gravitational creep. The following terms are used to describe different types of erosion.
ACCELERATED EROSION: Erosion much more rapid than geologic erosion, mainly caused by the activities of man or other animals or by a natural event, such as fire, that exposes a bare surface.
GEOLOGICAL (NATURAL) EROSION: The normal or natural erosion caused by geological processes acting over long geologic periods and resulting in the wearing away of mountains, the building up of floodplains, costal plains, etc.
GULLY EROSION: Removal of soil (sometimes to considerable depths) from narrow areas over a short period of time.
EUTROPHICATION: An aging process in lakes characterized by an abundant growth of aquatic plants and waters deficient in oxygen. The process is usually accelerated by surface runoff containing nitrogen and phosphorus.
EVAPOTRANSPIRATION: The combined loss of water due to evaporation from the soil surface and transpiration from plants.
EXCLOSURE: An area fenced to exclude animals.
FAUNA: The animal life of a region.
FERTILIZER: Any organic or inorganic material of natural or synthetic origin that is added to a soil to supply elements essential to plant growth.
FIELD CAPACITY: The amount of water retained in a soil or in solid wastes after it has been saturated and has drained freely. In soils, also called field moisture capacity (obsolete in technical work) and is usually expressed as a percentage of the ovendry weight of the soil. In waste management also called moisture holding capacity.
FILTER STRIP: Strip of permanent vegetation above farm ponds, diversion terraces and other structures to retard flow of runoff water, causing deposition of transported material, and thereby reducing sediment flow. See desilting area.
FIRE BREAK: A strip of bare land or fire retarding vegetation used to check creeping or running fires; can serve as a line from which to work and facilitate the movement of men and equipment during fire suppression activities.
FISH STREAM IMPROVEMENT: Improving channels of perennial streams for fish habitat by providing shade and deepening and altering stream flow characteristics. Land treatment measures are applied to watersheds to control erosion and reduce sedimentation in stream channels.
FIXATION: Soil processes in which certain chemical elements essential for plant growth are converted from soluble or exchangeable form to a less soluble or nonexchangeable form (i.e. phosphate fixation).
FLOOD IRRIGATION: The application of irrigation water where the entire soil surface is covered by a sheet of water; called "controlled flooding" when water is impounded or the flow is directed by border dikes, ridges or ditches.
FLOODPLAIN: A nearly level alluvial plain that borders a stream channel and is subject to flooding unless protected artificially.
FLORA: The plant life of a region.
FORAGE: All browse and herbaceous food that is available to livestock or game animals; used for grazing or harvested for feeding.
FORAGE PRODUCTION: The weight of forage produced within a designated time period on a given area; may be expressed as either green, air-dry or oven-dry.
FROST ACTION: Freezing and thawing of soil moisture. Frost action can damage structures and plant roots.
FURROW IRRIGATION: A partial surface flooding method of irrigation normally used with clean-tilled crops where water is applied in furrows or rows of sufficient capacity to contain the designed irrigation stream.
GABION: A rectangular or cylindrical wire mesh cage filled with rock and used as a protecting apron, revetment, etc., against erosion.
GATE (Irrigation): Structure or device for controlling the flow rate into or from a canal, ditch or pipe.
GRADE: 1. The slope of a road, channel or natural ground. 2. The finished surface of a canal bed, roadbed, top of embankment, or bottom of excavation; any surface prepared for the support of construction like paving or laying a conduit.
GRADE STABILIZATION STRUCTURE: A structure for the purpose of stabilizing the grade of a gully or other watercourse, thereby preventing further headcutting or lowering of the channel grade.
GRADIENT: Change of elevation, velocity, pressure or other characteristics per unit length; slope.
GRASSED WATERWAY: A natural or constructed waterway, usually broad and shallow, covered with erosionresistant grasses, used to conduct surface water from cropland.
GRAZING CAPACITY: The maximum stocking rate possible without inducing damage to vegetation or related resources.
GRAZING SEASON: A period of grazing to obtain optimum use of the forage resource. On public lands, an established period for which grazing permits are issued.
GRAZING SYSTEM: The manipulation of livestock grazing to accomplish a desired result.
GREENBELT: A strip of land kept in its natural or relatively undeveloped state or in agricultural use and which serves to break up the continuous pattern of urban development; frequently planned around the periphery of urban settlements.
GROUND COVER: Grasses or other plants grown to keep soil from being blown or washed away.
GROUND WATER: All subsurface water comprising the zone of saturation.
GROWING SEASON: The period and/or number of days between the last freeze in the spring and the first frost in the fall.
GULLY: A furrow, channel or miniature valley, usually with steep sides, through which water commonly flows during and immediately after rains or snow melt.
GULLY CONTROL PLANTINGS: The planting of forage, legumes or woody plants in gullies to establish or reestablish a vegetative cover adequate to control runoff and erosion and incidentally produce useful products.
HEAD GATE: A water control structure; the gate at the entrance to a conduit.
HEADWATER: 1. The source of a stream. 2. The water upstream from a structure or point on a stream.
HEAVY METALS: Metals present in municipal and industrial wastes that pose long-term environmental hazards including boron, cadmium, cobalt, chromium, copper, mercury, nickel, lead and zinc.
HEAVY USE AREA PROTECTION: Protecting heavily used areas by establishing vegetative cover, surfacing with suitable materials (asphalt, concrete, gravel, cinders, bark) or installing needed structures.
HERBICIDE: A chemical substance uses for killing plants, especially weeds.
HOLDING TANK: A prefabricated structure of concrete, steel or like materials constructed to store liquid manure from animals or other wastes.
HYDROSEEDING: Hydraulic dissemination of seed in a water medium; mulch, lime, and fertilizer can be incorporated into the sprayed mixture.
IMPERVIOUS SOIL: A soil through which water, air or roots cannot penetrate.
IMPOUNDMENT: Generally, an artificial collection or storage of water, as a reservoir, pit, dugout or sump. See reservoir.
INTAKE RATE: The rate of entry of water into soil.
INTERMITTENT STREAM: A stream or portion of a stream that flows only in direct response to precipitation, and receives little or no water from springs and snow melt or other sources. It is dry for a large part of the year, ordinarily more than 3 months.
INTRODUCED SPECIES: A species not part of the original fauna or flora of a particular area.
IRRIGATION LATERAL: A branch of the main canal conveying water to farm ditches.
IRRIGATION SYSTEM, SURFACE AND SUBSURFACE: A planned system for the efficient distribution of irrigation water by surface means, such as furrows, borders, contour levees or contour ditches, or by subsurface means; systems must be carefully planned and installed to obtain optimum irrigation efficiency and to eliminate or minimize erosion.
IRRIGATION SYSTEM TAILWATER RECOVERY: A water runoff collection and storage system to provide a constant quantity of water back to the initial system or to another field. Water is applied to the rows at the same rate for the entire irrigation period. Advance time should equal irrigation recession time as nearly as possible. Recession time is usually one-fourth of the entire irrigation period.
IRRIGATION STRUCTURE: Any structure or device necessary for the proper conveyance, control, measurement or application of irrigation water.
IRRIGATION WATER MANAGEMENT: The use and management of irrigation water where the quantity of water used for each irrigation is determined by soil moisture-holding capacity and crop needs; water is applied efficiently and significant erosion and water loss does not occur. Irrigation water management is applicable to all methods of irrigation.
JETTY: A structure built of rocks or other material extending into a stream or into the sea to induce scouring or bank building, or for protection.
KEY MANAGEMENT SPECIES: Major forage species on which management should be based.
LAGOON: In sewage treatment, a reservoir or pond built to contain water and animal wastes until they can be decomposed either by aerobic or anaerobic processes.
LAND CAPABILITY: The suitability of land for use without permanent damage; involves consideration of the risks of erosion and difficulties in land use owing to physical land characteristics including climate.
LAND DISTURBING ACTIVITY: Any land change which may result in soil erosion from water or wind and the movement of sediments into water or onto land, including tilling, clearing, grading, excavating, etc.
LAND LEVELING: The process of shaping the land surface for better movement of water and machinery over the land; also called land forming, land shaping or land grading.
LAND SMOOTHING: Removing mounds, depressions and other surface irregularities by use of special equipment in order to improve drainage, provide more uniform cultivation and improve equipment operation and efficiency. It is not necessarily an erosion control practice in itself but a supporting practice for other erosion control practices.
LEACHING: The removal of soluble materials from the soil by percolating waters.
LINED WATERWAY OR OUTLET: A waterway or outlet with an erosion resistant lining of concrete, stone or other permanent material to eliminate erosion from the waterway. This practice is applicable to channels where the capacity requirements do not exceed 100 c.f.s. It is also applicable as a spillway outlet for earthfill dams.
MECHANICAL PRACTICES: Soil and water conservation practices that primarily change the surface of the land or that store, convey, regulate or dispose of runoff water without excessive erosion.
MINE DUMPS: Overburden and other waste materials from ore and coal mines, quarries or smelters, usually with little or no vegetative cover. A miscellaneous land type.
MINIMUM TILLAGE: The amount of tillage required to create the proper soil condition for seed germination and plant establishment.
MULCHING: Applying plant residues or other suitable materials not produced on the site to the soil surface for erosion control; also used to help establish plant cover and prevent surface crusting and compaction.
MULTIPLE LAND USE: Harmonious use of lands for more than one of the following purposes: grazing of livestock, wildlife production, recreation, wildlife habitat and timber production; not necessarily the combination of uses that will yield the highest economic return or greatest unit output.
NATIVE PASTURE: Land on which the climax plant community is forest, but which is used or managed primarily for the production of native species for forage.
NATURAL REVEGETATION: Natural re-establishment of plants - propagation of new plants over an area by natural processes.
NITRIFICATION: The biological oxidation of ammonium to nitrate and the further oxidation of nitrite to nitrate.
NONPOINT POLLUTION: Pollution whose sources cannot be pinpointed; best controlled by proper soil, water and land management practices.
NONRENEWABLE NATURAL RESOURCES: Natural resources that, once used, cannot be replaced.
NOTILL: The placing of seeds in a cut below the soil surface to create the proper soil coverage for seed germination with little or no disturbance on the surface.
NOXIOUS SPECIES: An undesirable plant species that is unwholesome to the range or animal. Not to be confused with species declared noxious by certain laws.
NUTRIENTS: Elements or compounds such as carbon, oxygen, nitrogen, phosphorous, etc., which are essential for the growth and development of plants and animals.
OPEN DRAIN: Natural watercourse or constructed open channel that conveys drainage water.
OPEN RANGE: An extensive grazing area on which the movement of livestock is unrestricted.
OUTLET: Point of water disposal from a stream, river, lake, tidewater, or artificial drain.
OVERBURDEN: The earth, rock and other materials that lie above a mineral deposit.
OVERSTOCKING: Placing a number of animals on a given area that will result in overuse at the end of the planned grazing period.
OVERSTOCKING (Forestry): Too many trees/acre for individual trees to be healthy or vigorous.
OVERUSE: Excessive use of the current year's growth, resulting in range deterioration or overgrazing, if continued.
OXIDATION POND: A man-made lake or pond in which organic wastes are reduced by bacterial action; often oxygen is bubbled through the pond to speed the process.
PARTICULATES: Solid or liquid particles in the air or in an emission including dust, smoke, fumes, mist, spray and fog.
PASTURE: An area devoted to the production of native or introduced forage and harvested by grazing.
PASTURE AND HAYLAND MANAGEMENT: The proper treatment and use of pasture and hayland; includes grazing and harvesting methods to maintain or improve the quality and quantity of plants for forage and to protect the soil.
PASTURE PLANTING: Establishing adapted herbaceous species on land to be treated and grazed as tame pasture.
PERCENT USE: Grazing use of current growth, usually expressed as a percent of weight removed.
PERCOLATION: The downward movement of water through soil, especially the downward flow of water in saturated or nearly saturated soil at hydraulic gradients of the order of 1.0 or less.
PERENNIAL PLANT: A plant that normally lives 3 or more years.
PEST: "Pest" means, but is not limited to any insect, fungus, rodent, nematode, snail, slug, weed and any form of plant or animal life or virus (except virus on or in living man or other animal) which is normally considered to be a pest or which the executive director may declare to be a pest (NRS 555.2665).
PESTICIDE: "Pesticide" means:
1. Any substance or mixture of substances, including any living organisms or any product derived therefrom or any fungicide, herbicide, insecticide, nematocide or rodenticide, intended to prevent, destroy, control, repel, attract or mitigate any insect, rodent, nematode, snail, slug, fungus, weed and any other form of plant or animal life or virus (except virus on or in living man or other animals) which is normally considered to be a pest or which the executive director may declare to be a pest.
2. Any substance or mixture of substances intended to be used as a plant regulator, defoliant or desiccant, and any other substances intended for such use as may be named by the executive director by regulation after calling a public hearing for that purpose (NRS 555.267).
pH: A numerical measure of acidity or hydrogen ion activity. Neutral is pH 7.0. pH values below 7.0 are acid; values above 7.0 are alkaline.
PHREATOPHYTE: A plant whose roots are in or very near the water table.
PLANNED GRAZING SYSTEM: A system of grazing in which two or more grazing units are alternately rested in a planned sequence over a period of years. The resting period may be throughout the year or during the growing season of the key species.
PLAYA: A shallow central basin of a plain where water gathers after a rain and is evaporated.
POINT SOURCE (Pollution): A stationary source of pollution, such as a smoke stack or discharge pipe. See nonpoint pollution.
POLLUTION: The condition caused by the presence in the environment of substances of such character and in such quantities that the quality of the environment is impaired or rendered offensive to life. See air pollution, water pollution.
POND, WASTEWATER STABILIZATION: A natural or artificial pond into which untreated or partially treated wastewater is discharged and in which natural purification and stabilization processes take place under the influence of sunlight, air, and biological activity. See lagoon.
PRIMARY WASTE TREATMENT: The first stage in wastewater treatment in which substantially all floating or settleable solids are mechanically removed by screening and sedimentation.
PROPER GRAZING USE: Grazing ranges and pastures in a manner that will maintain adequate cover for soil protection and maintain or improve the quality and quantity of desirable vegetation.
RANGE: All land producing native forage for animal consumption, and lands that are revegetated naturally or artificially to provide a forage cover that is managed like native vegetation. Generally considered as land that is not cultivated.
RANGE CONDITION: The state and health of the range based on what that range is naturally capable of producing.
RANGE IMPROVEMENT: Any structure or excavation to facilitate management or range or livestock. Also an increase in the grazing capacity of range.
RANGE INVENTORY: An itemized list of resources of a management area such as range sites, range condition classes, range condition trends, range use, estimated proper stocking rates, physical developments and natural conditions such as water, barriers, etc.
RANGE MANAGEMENT: The art and science of planning and directing range use to obtain sustained maximum animal production, consistent with perpetuation of the natural resources. See multiple use.
RANGE RENOVATION: Improving rangeland by discing or other mechanical means.
RECHARGE: Process by which water is added to the zone of saturation.
RECLAMATION: The process of reconverting disturbed lands to their former uses or other productive uses.
RESERVOIR: Impounded body of water or controlled lake in which water is collected or stored.
RESIDUE: Material that remains after gases, liquids, or solids have been removed.
RESTORATION: The process of restoring site conditions as they were before the land disturbance.
RETURN FLOW: That portion of the water diverted from a stream that finds its way back to the stream channel either as surface or underground flow.
REVEGETATION: The re-establishment or improvement of vegetation through either natural or mechanical means.
REVETMENT: Facing of stone or other material, either permanent or temporary, placed along the edge of a stream to stabilize the bank and to protect it from the erosive action of the stream.
RIPARIAN AREA: Vegetated ecosystems along a waterbody through which energy, materials, and water pass. Riparian areas characteristically have a high water table and are subject to periodic flooding and influence from the adjacent waterbody.
RIPRAP: Broken rock, cobbles or boulders placed on earth surfaces, such as the face of a dam or the bank of a stream, for protection against the erosive action of water; also brush or pole mattresses, brush, stone or other similar materials used for soil erosion control.
RUNOFF: That portion of the precipitation on a drainage area that is discharged from the area in stream channels or through the ground water system.
SANITARY LANDFILL: A site on which solid wastes are disposed of in a manner that protects the environment; wastes are spread in thin layers, compacted to the smallest practical volume, and covered with soil.
SCOUR: To abrade and wear away; used to describe the wearing away of terrace or diversion channels or stream beds.
SECONDARY POLLUTANTS: Those pollutants that result from the chemical reactions involving primary pollutants or related atmospheric contaminants (i.e. oxidants from photochemical activity).
SECONDARY WASTE TREATMENT: The removal of up to 90 percent of the organic material from sewage by the metabolic action of bacteria. See waste treatment.
SEDIMENT: Mineral or organic solid material which is either in suspension, is being transported, or has been moved from its site of origin to another resting place by air, water, gravity, or ice.
SEDIMENT DISCHARGE: The quantity of sediment, measured in dry weight or by volume, transported through a stream cross-section in a given time. Sediment discharge consists of both suspended load and bedload.
SEPTIC TANK: An underground tank used for the deposition of domestic wastes. Bacteria in the wastes decompose the organic matter, and the sludge settles to the bottom. Effluent flows through drains into the ground. Sludge is pumped out at regular intervals.
SETTLING BASIN: An enlargement in the channel of a stream to permit the settling of debris carried in suspension.
SEWAGE: The total organic waste and wastewater generated by residential and commercial establishments.
SEWAGE SLUDGE: Settled sewage solids combined with varying amounts of water and dissolved materials that is removed from sewage by screening, sedimentation, chemical precipitation, or bacterial digestion.
SHRINK-SWELL POTENTIAL: Susceptibility to volume change due to loss or gain in moisture content.
SLOPE: A slant or incline of the surface, usually measured in degrees or percent from the horizontal and characterized by direction (exposure).
SOD: Vegetation which grows so as to form a mat.
SOIL ABSORPTION SYSTEM: Any system that utilizes the soil for subsequent absorption of treated sewage, such as an absorption trench, seepage bed, or seepage pit.
SOIL IMPROVEMENT: The processes for, or the results of, making the soil more productive for growing plants by drainage, irrigation, addition of fertilizers and soil amendments, and other methods.
SOLID WASTE: Useless, unwanted, or discarded material with insufficient liquid content to be free flowing. See waste.
SOLID WASTE DISPOSAL: The ultimate disposition of refuse that cannot be salvaged or recycled.
SOLID WASTE MANAGEMENT: The purposeful, systematic control of the generation, storage, collection, transport, separation, processing recycling, recovery, and disposal of solid wastes.
SPECIES COMPOSITION: The relative proportions of various plant species in the total cover on a given area. It may be expressed in terms of cover, density, weight, etc.
SPOILBANK: A pile of soil, subsoil, rock, or other material excavated from a drainage ditch, pond, or other cut.
SPRING DEVELOPMENT: Improving springs and seeps by excavating, cleaning, capping, or providing collection and storage facilities for water. Spring developments are usually made to improve the distribution of livestock or recreation water supplies. Spring development may include collection systems, spring boxes and outlet pipes. Erosion control benefits may include better distribution of cattle grazing by improved water distribution facilities thereby reducing the possibility of overgrazing and erosion.
STABILIZED GRADE: The slope of a channel at which neither erosion nor deposition occurs.
STILLING BASIN: An open structure or excavation at the foot of an overfall, chute, drop or spillway to reduce the energy of the descending stream.
STREAMBANKS: The usual boundaries, not the flood boundaries, of a stream channel. Right and left banks are named facing downstream.
STREAMBANK PROTECTION: Stabilizing and protecting banks of streams or excavated channels against scour and erosion by vegetation or structural means. Channel grade must be controlled before permanent streambank protection measures are installed unless the protection can be safely and economically constructed to a depth well below the anticipated depth of bottom scour. Streambank protection works can include many methods such as banksloping and vegetation, riprap, concrete paving, jetties, revetments or fencing. Each site must be considered individually and designed as an individual project.
STREAM CHANNEL STABILIZATION: Stabilizing the channel of a stream with suitable structures to control aggradation or degradation in a stream channel. Such structures may be concrete, masonry, timber or gabion check dams for major streams. Post, wire and brush may serve the purpose for smaller streams. Each site must be considered and designs made on an individual basis.
STREAM LOAD: Quantity of solid and dissolved material carried by a stream.
STREAMSIDE MANAGEMENT AREA (SMA): A designated area that consists of the stream itself and an adjacent area of varying width where management practices that might affect water quality, fish, or other aquatic resources are modified. The SMA is not an area of exclusion, but an area of closely managed activity. It is an area that acts as an effective filter and absorptive zone for sediments; maintains shade; protects aquatic and terrestrial riparian habitats; protects channels and streambanks; and promotes floodplain stability.
STRIP MINING: A process in which rock and top soil strata overlying ore or fuel deposits are scraped away by mechanical shovels. Also known as surface mining.
STUBBLE MULCHING: Leaving the stubble of crops or crop residue essentially in place on the land as a surface cover during fallow and the growing of a succeeding crop. Tilling, planting and cultivating operations are performed in such a way as to keep protective amounts of vegetation on the soil surface. Soil erosion losses are reduced by providing a cover along with improved physical condition and water infiltration.
SUBIRRIGATION: Applying irrigation water below the ground surface either by raising the water table within or near the root zone, or by using a buried perforated or porous pipe system that discharges directly into the root zone.
SUBSURFACE DRAIN: A conduit, such as tile, pipe, or tubing, installed beneath the ground surface to collect and convey drainage water. Drains are used for lowering or controlling ground water or surface runoff in areas having a high water table.
SURFACE WATER: All water whose surface is exposed to the atmosphere.
SUSPENDED LOAD: Solids or sediments suspended in a fluid by the upward components of turbulent currents or by colloidal suspension.
SUSPENDED SOLID: Any solid substance present in water in an undissolved state, usually contributing directly to turbidity.
TAILINGS: 1. In agriculture, forage material that falls behind the harvesting combine. 2. In mining, second grade or waste material derived when raw material is screened or processed.
TAILWATER: 1. In hydraulics, water in a river or channel, immediately downstream from a structure. 2. In irrigation, water that reached the lower end of a field.
TERTIARY WASTE TREATMENT: Wastewater treatment beyond the secondary or biological stage that includes removal of nutrients such as phosphorus and nitrogen, and a high percentage of suspended solids; also known as advanced waste treatment.
THERMAL POLLUTION: A term describing the act of changing the natural temperatures of bodies of water by discharging warmer water into them.
THINNING: Cutting within tree stands to provide adequate growing space and accelerate diameter growth but also, by suitable selection, to improve the average form of the remaining trees.
TOPOGRAPHY: The relative positions and elevations of the natural or manmade features of an area that describe the configuration of its surface.
TURBIDITY: 1. The cloudy condition caused by suspended solids in a liquid. 2. A measurement of the suspended solids in a liquid.
UNIVERSAL SOIL LOSS EQUATION: An equation used to design water erosion control systems: A = RKLSPC wherein A is average annual soil loss in tons per acre per year; R is the rainfall factor; K is the soil erodibility factor; L is the length of slope; S is the percent slope; P is the conservation practice factor; and C is the cropping and management factor.
UNPALATABLE SPECIES: Species that are not readily eaten by animals.
URBAN RUNOFF: Storm water from city streets and gutters that usually contains litter and organic and bacterial wastes.
URBAN WASTE: A general term used to categorize the entire waste stream from the urban area.
WASTES: Material that has no original value or no value for the ordinary or main purpose of manufacture or use; damaged or defective articles of manufacture; superfluous or rejected matter or refuse.
WASTE PROCESSING: Operations such as shredding, compaction, composting and incineration, in which the physical or chemical properties of wastes are changed.
WASTE TREATMENT: Any of the physical or chemical processes whereby the qualities of given waste are made more compatible or acceptable to man and his environment.
WATER DISPOSAL SYSTEM: The complete system for removing excess water from land with minimum erosion. For sloping land, it may include a terrace system, terrace outlet channels, dams and grassed waterways. For level land, it may include only surface drains or both surface and subsurface drains.
WATER IMPOUNDMENT: A body of water created or stored by impoundment structures such as dams, dikes, and levees.
WATER POLLUTION: The addition of harmful or objectionable material to water in concentrations or sufficient quantities to adversely affect its usefulness or quality.
WATER RESOURCES: The supply of surface and ground water in a given area.
WATER RIGHTS: Legal rights to the use of water. They consist of riparian rights and those acquired by appropriation and prescription. Riparian rights are those rights to use and control water by virtue of ownership of the bank or banks. Appropriate rights for the exclusive use of water are those acquired by an individual, based strictly on priority appropriation and application of the water to beneficial use and without limitation of the place of use to riparian land. Prescribed rights are those to which legal title is acquired by long possession and use without protest of other parties.
WATERSHED: A natural hydrologic drainage area.
WATER TABLE: The upper surface of ground water or that level below which the soil is saturated with water; locus of points in soil water at which the hydraulic pressure is equal to atmospheric pressure.
WATERWAY: A natural course or constructed channel for the flow of water.
WEED: An undesired, uncultivated plant.
WETLANDS: Areas that are inundated or saturated by surface or ground water at a frequency and duration to support, and that under normal circumstances do support, a prevalence of vegetation typically adapted for life in saturated soil conditions; wetlands generally include swamps, marshes, bogs, and similar areas. (This definition is consistent with the Federal definition 40 CFR 230.3; December 24, 1989. As amendments are made to the wetland definition, they will be considered applicable to this guidance.)
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