text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Time | Foods | Calories |
|----------|-------------|----------|
| Breakfast| | |
| Snack | | |
| Lunch | | |
| Snack | | |
| Dinner | | |
| Snack | | |
**Exercise Completed Today**
| Length of Time |
|----------------|
**ANT (write down the negative thought)**
**ANT Species (identify the species)**
**ANTeater (talk back to the thought)**
| ANT (write down the negative thought) | ANT Species (identify the species) | ANTeater (talk back to the thought) |
|--------------------------------------|-----------------------------------|-----------------------------------|
| | | |
Gratitude (write down one thing that you are grateful for today)
Calming Activity for Today | Length of Time |
|---------------------------|----------------|
| | |
New Learning Activity for Today | Length of Time |
|--------------------------------|----------------|
| | |
Notes
© Jesse J. Payne, Ed.D. www.brain25.com | <urn:uuid:dcab8da4-5744-46c4-97ce-2a08c408c1e5> | CC-MAIN-2024-51 | https://www.brain25.com/_files/ugd/0ccef4_e42473dd63fd4f588216cc2ecad44cb3.pdf | 2024-12-09T04:07:47+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00395.warc.gz | 624,689,938 | 228 | eng_Latn | eng_Latn | 0.915121 | eng_Latn | 0.939654 | [
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SEVERE GALES
The most common cause for damage and disruption in the UK is due to Severe Gales, with the majority of damage reports coming from the domestic community.
Don’t miss the other 5 leaflets in the severe weather series. Look out for the following:
- Heavy Rain
- Heavy Snow and Icy Roads
- Thunderstorms and Lightning
- Heat and Sun
- Dense Fog
Produced with information from the Met Office
Before the storm:
- Secure loose objects like ladders, garden furniture or anything that could be blown into windows and other glazing and break them.
- Close and securely fasten doors and windows, paying particular attention to those on the side of your house that is exposed to the wind and large doors such as garage doors.
- Park vehicles in a garage, if available. Otherwise keep them clear of buildings, trees, walls and fences.
- Close and secure loft hatches with bolts, especially if the roof pitch is less than 30°.
- If the house is fitted with storm shutters, ensure these are closed and fastened.
- If chimney stacks are tall and in poor or uncertain condition, move beds away from areas directly below them.
During the storm:
- Stay indoors as much as possible.
- If you go out try not to walk or shelter close to buildings and trees.
- Keep away from the sheltered side of boundary walls and fences, if they fall they will collapse on this side.
- Do not go out to repair damage whilst the storm is in progress.
- If possible, enter and leave your house through doors on the sheltered side, closing them behind you.
- Do not stand on sea walls or promenades when large waves are breaking, you may get swept away.
After the storm:
- Be careful not to touch any electrical/telephone cables that have been blown down or are still hanging.
- Do not walk too close to walls, buildings and trees as they could have been weakened.
- Make sure that any vulnerable neighbours or relatives are safe and help them make arrangements for any repairs.
Driving in windy weather:
- It’s not just high sided vehicles that are affected by high winds, strong gusts can affect cars, motorcyclists, cyclist and horse riders.
- Turbulence created by large vehicles may affect other road users especially motorcyclists. Keep well back from them.
- Take care when driving on exposed roads and bridges. If possible, delay your journey or find alternative, less exposed routes.
- Slow down and be aware of side winds, taking particular care if you are towing or a high sided vehicle.
- Do not drive unless your journey is really necessary. | <urn:uuid:0cd63007-cc31-44ba-9b49-eaa0bc7b0188> | CC-MAIN-2018-05 | https://www.tendringdc.gov.uk/sites/default/files/documents/council/Severe%20Gales.pdf | 2018-01-21T08:27:07Z | crawl-data/CC-MAIN-2018-05/segments/1516084890394.46/warc/CC-MAIN-20180121080507-20180121100507-00779.warc.gz | 993,953,520 | 541 | eng_Latn | eng_Latn | 0.998585 | eng_Latn | 0.999387 | [
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Annette Lucille Noble was born on July 12, 1844, the daughter of Dr. William and Amelia Stiles Noble. She attended the common schools and the Albion Union Female Seminary in Albion from which she graduated in 1863. Miss Noble was stricken with polio at an early age which made it necessary for her to walk with a cane.
She began her writing career shortly after the Civil War. She first contributed to such publications as the Christian Union, Harpers Bazaar, Frank Leslie's publications and the New York Graphic. Her first published book entitled, Eleanor Willoughby was published in 1870. From this point on she wrote constantly and authored twenty-nine more books. One of her books, Uncle Jack's Expedition, which drew upon her own childhood and family experiences was popular for about 25 years. Many of her books were also translated into foreign languages. Her books held an appeal for younger readers but were also popular with adults. Most of her stories, however, had their setting in foreign lands, the exotic places which she absorbed in her numerous trips abroad. In fact, Miss Noble made over thirty transatlantic trips. She was a pioneer for group tours and take parties of young women. She based on these trips into foreign lands. She traveled extensively in Europe but also frequented Egypt, Palestine, and Syria. Her life was a somewhat perilous one as she was in Germany during the outbreak of World War I in 1914. She and her companions had to make an evacuation ride on a train into Switzerland in short order. She reminisced years later, that it was one of the most thrilling adventures of her life.
She was always "the lady author" and demanded the greatest respect from all who knew her. She once explained in a foreword in one of her books: "There is nothing so sad in this world, no broken hearts, not even a village, and readers who look for these had better look elsewhere."
Annette Noble died on Nov. 27, 1932 at the age of 88 and was laid to rest in Mt. Albion Cemetery. Our portrait of her, we judge, may have been taken in the 1870's. The other picture shows her and one of her companions feeding pigeons in Italy on a trip in 1900. Miss Noble lived for many years on East Academy St. in Albion and left no survivors except her niece, Miss Daisy Watson, also of E. Academy St. | <urn:uuid:4663367a-6578-426c-b37e-018c1e0e68b1> | CC-MAIN-2024-30 | https://www.cobblestonemuseum.org/wp-content/uploads/vol-17-no-11-Authoress-Annette-Noble-1844-1932-3.15.1995-2.pdf | 2024-07-13T12:32:31+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514494.35/warc/CC-MAIN-20240713114822-20240713144822-00709.warc.gz | 620,845,008 | 507 | eng_Latn | eng_Latn | 0.998997 | eng_Latn | 0.998997 | [
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BIOCHEMISTRY
Man's Brain Chemistry
MAN'S BRAIN, in contrast to brains of lower animals, may be as highly differentiated chemically as it is intellectually.
Findings showing this, with their implication for better understanding of man's human mind, then his behavior and why diseases are coming from research by Dr. Williamina Hinwich and associates at Galesburg State Research Hospital, Galesburg, Ill.
Dr. Williamina is the wife of the hospital's director of research, Dr. Harold Hinwich.
She is trying to make a chemical map of the human brain, which can be compared to maps of the brain showing anatomical structures and nervous system activities and brain cell functions.
The chemical composition of the brain is different in different areas. The amount of a chemical, such as nitrogen, found in the fore part of the brain differs from that found in the rear of the brain. While such differences also are found in animal brains, they are very much less than those found in human brains.
This gives Dr. Hinwich the idea that man's brain may be as highly differentiated chemically as it is intellectually.
A small structure near the base of the brain, called the caudate nucleus, contains exceedingly large amounts of the enzyme, cholinesterase. These large amounts of the enzyme are found in the caudate nucleus of all species examined, such as rats, rabbits and man.
Scientists do not yet know what this means, although they do know that the enzyme destroys the chemical acetylcholine and normally acts to prevent dangerously large accumulations of it at nerve endings.
Dr. Williamina Hinwich showed a blue-eyed rabbit to science writers visiting the Galesburg and other mental hospital research centers under the auspices of the National Mental Health Council and with a grant from Smith, Kline and French. (See p. 103 and SNL, Feb. 11, pp. 84 and 89 for related stories.)
The rabbit also had blue eyes, nose and mouth because the dye methylene blue, had been injected into it. But Dr. Hinwich said, if we could look into its brain, we would see no blue color there except perhaps on the lining of the blood vessels. This is because a mechanism known as the blood-brain barrier stops passage of most chemicals into the brain.
Only part of the brain that would be blue is around the hypothalamus, at the place where the stalk of the pituitary gland enters. Dr. Hinwich and her group are trying now to find whether other chemicals, such as DFP, and nerve gases like chemical, DFP, and glutamic acid, believed to increase intelligence, can affect this region of the hypothalamus or penetrate the blood-brain barrier.
The blood brain barrier is either lacking or undeveloped in new-born human babies and in infant rats. In the rats it develops at about 20 days of age.
If more can be learned about this structure, it may be possible to find ways of getting drugs through it into the brain to bring greater healing to sick minds.
Science News Letter, February 18, 1956
PUBLIC HEALTH
Urge Better Sanitation For "Take Out" Foods
UNLESS certain sanitation safeguards are observed, restaurant "take out" foods, vending machine lunches and pre-cooked frozen dinners can be a source of food poisoning.
Charles Senn, nutrition expert at the University of California at Los Angeles School of Public Health and the Los Angeles City Health Department, issued this warning.
"One danger lies in not refrigerating or heating prepared foods properly after purchase," he said. "The most common type of food poisoning results from cooked foods because food poisoning germs can multiply to a dangerous point in three hours. This applies to restaurant take-out foods."
Demand for pre-cooked foods has become so great, plant sanitation facilities have not caught up, Mr. Senn says.
An example is the preparation of frozen meat pies. Well-cooked ingredients are handled by workers in frozen food sheds. At home some housewives merely warm the product in the oven until it "feels right" when punched by a fork. Frequently the pie is not hot long enough to kill food poisoning germs.
Solution to the particular problem is reheating, and thus sterilizing, the meat pie filling before serving it. Long-time answer for all pre-cooked foods lies in heat sealing and some sort of radiation treatment, Mr. Senn believes.
Science News Letter, February 18, 1956 | <urn:uuid:fd36b79f-0d8e-4ff3-aaf5-54fc6b241f84> | CC-MAIN-2024-30 | https://www.sciencenews.org/wp-content/uploads/2011/06/00964018.ap070892.07a00300.pdf | 2024-07-13T12:53:12+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514494.35/warc/CC-MAIN-20240713114822-20240713144822-00708.warc.gz | 811,884,415 | 916 | eng_Latn | eng_Latn | 0.998356 | eng_Latn | 0.998356 | [
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Italian Arum
Arum italicum
Italian arum is a nonnative species sometimes grown for its beauty. Left untended, its presence can be harmful in community gardens.
Identification
- Green, arrowhead-shaped leaves with white veins
- Hoodlike flowers blooming in early summer
- Long clusters of red berries in late summer
Potential impacts
- Highly toxic by ingestion
- Moderate to severe skin irritation
- Outcompetes crops and native plants
- Very difficult to remove
Removal
- Wear gloves to protect hands from skin irritation
- Dig out roots, carefully removing root fragments and tubers
- Cut stems with berries
- Put all plant matter in a sealed bag in trash bins instead of compost to prevent spread | <urn:uuid:ee9afb80-b43e-42cf-b983-01c11584644b> | CC-MAIN-2023-06 | https://www.portland.gov/sites/default/files/2022/Italian%20arum.pdf | 2023-02-04T01:39:14+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500080.82/warc/CC-MAIN-20230204012622-20230204042622-00268.warc.gz | 936,575,918 | 151 | eng_Latn | eng_Latn | 0.994687 | eng_Latn | 0.994687 | [
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Skyguide
2015 - IV
created by:
Robert Zebahl
www.faint-fuzzies.de
in cooperation with:
René Merting
www.freunde-der-nacht.net
The Skyguide should mainly give you some suggestions for own observations and will briefly describe 5 objects annually for every season. It contains easy as well as difficult objects, which are sorted by ascending difficulty. How difficult an object is, depends on several factors, especially quality of sky, aperture of the used telescope and the experience of the observer.
For each object the most important information are given and if applicable a DSS image (Digitized Sky Survey). In addition you will find a chart, created by the free software Cartes du Ciel (Skychart), to get an overview of where the object is located. This chart shows stars down to a magnitude of about 8.0 mag. Telrad rings \((0.5^\circ, 2^\circ, 4^\circ)\) on the chart mark the position of the object. But basically I recommend creating your own finder charts. The visual descriptions are mainly based on own observations and only serve as a reference point.
RT Ori is a carbon star of the spectral class C6 and is visually located about 2° away from Bellatrix (gamma Ori). Due to its visual brightness RT Ori should be always visible in smaller telescopes to show its conspicuous orange to red coloring. Under dark skies you could also try binoculars to see some color. About 25 arcminutes southwest is the planetary Abell 10, a not too faint nebula of the abell catalogue.
NGC 2022 (H 4.34, Collarbone Nebula)
**Constellation**: Ori
**Coordinates**: 05h42m06.20s / +09°05'10.30"
**Brightness**: 11.6 mag
**Size**: 0.65×0.65'
DSS II (blue) - 5.0×5.0'
NGC 2022 is about 7000 light years away and was discovered by Friedrich William Herschel in 1785. The surname ‘Collarbone Nebula’ comes from its location in the constellation Orion. Due to its pretty high surface brightness observers from the city could also have a try. Its small angular size makes high magnifications useful. Under rural skies (Bortle 4) with an 8 inch Dobsonian at 171x the nebula appeared slightly oval. Otherwise the nebula appears roundish, evenly bright and well defined. To see details within the nebula a larger aperture is needed.
The open cluster NGC 2169 with a distance of about 1200 light years is quite compact and appears more like a group of about 15 moderately bright stars. Due to its visual brightness it can be well observed from city. The cluster is evident and therefore easy to find. On a closer look the cluster might appear like the number '37', which is tilted towards northeast.
A less known, but pretty bright reflection nebula is NGC 1788, which is located in the southwestern part of Orion. Most of the stars within the nebula are hidden by dust so only a few embedded stars can be observed. Brightest star is the 10.11 mag HD 293815 in the northwestern part. The nebula itself appears well defined and elongated depending on aperture, whereby the distribution of brightness is not uniform. Even with binoculars under rural conditions you might see a small brightening. Immediately adjacent in the southwest is the dark nebula LDN 1616.
Another fairly bright and small reflection nebula is NGC 1999 with a distance of about 1500 light years, which is located south of the Great Orion Nebula Messier 42. The nebula shines from the light of the variable star V380 Orionis. The black patch within the nebula is not a dark nebula in front of illuminated dust like Barnard 33 (Horsehead Nebula) in front of IC 434 but it’s truly empty space. This looks like a keyhole from which the surname comes from. The nebula should be easily visible with an 8 inch Dobsonian under rural skies. At a magnification of 200x the nebula appeared slightly asymmetrical around the star. To see the keyhole high magnification and rather good seeing seems to be important. | <urn:uuid:4b0a2480-4c5b-4e4b-b561-ae075deb55b9> | CC-MAIN-2025-05 | http://www.faint-fuzzies.de/projects/skyguide/skyguide-en-2015-4.pdf | 2025-01-20T00:21:42+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362532.35/warc/CC-MAIN-20250119214819-20250120004819-00565.warc.gz | 47,399,237 | 909 | eng_Latn | eng_Latn | 0.892954 | eng_Latn | 0.9976 | [
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Needed: A Superboard for Resource Use
J. LLOYD TRUMP*
IN SPITE of decades of much urging that schools relate better to the homes and communities they serve, their programs typically remain school-bound—or even worse, classroom-bound. The situation is so bad that some writers, regarded by many persons as extremists, urge the abolition of conventional schools. So we read about "schools without walls," "free schools," "open schools," and the like, as proposals to enable learners to utilize the away-from-school environment.
The unresolved dilemma in broadening the learning environment arises from inadequate planning, rigidity in conventional educational programs, and lack of information about and coordination of the opportunities for learning that the away-from-school settings can provide. The proposals in this article aim to resolve those difficulties.
Home and Community Use
What I urge is not new. The roots of the ideas are of long standing. However, some of the educational changes which I and others have proposed for schools in recent years make it easier to develop this broadened concept of the learning environment in a systematically coordinated and administered program.
Thirty years ago, Paul R. Pierce, then principal of Wells High School, in the near-north side of Chicago, described a comprehensive program of home and community use that the staff, students, and community had developed in the late 1930's. In an environment which Pierce described as "blighted areas and buoyant youth," in a time of extreme poverty and depression, the staff extended education into home and community in a remarkably comprehensive manner.
The "division" (homeroom) teacher, working with his students, helped each one to develop a "Record of Daily Activities" that was maintained by each pupil for analysis and discussion. "Before-school activities" included home duties, working for pay, and walking to school. The school day listed a comprehensive program. Activities between school dismissal and 6 p.m. included school sports, school library, working with pay, hobbies, church activities, and visiting a neighborhood house. Activities listed for "after 6 p.m." as evening opportunities included home duties, working for pay, studying, en-
---
1Paul R. Pierce, Developing a High-School Curriculum. New York: American Book Company, 1942.
* J. Lloyd Trump, Associate Secretary for Research and Development, National Association of Secondary School Principals, Washington, D.C.
taining friends, and movies (before TV!).
Similarly, students made extensive plans for vacation periods, with provisions for stock-taking. Such activities as the following, plus many more, were on the form: cycling, pleasure reading, visiting doctor, home study, summer school, museums, galleries, lectures, musical events, forums, clubs, part-time or full-time jobs, home chores, saving and spending, religious activities, and camping. Bulletins were provided by the school that described and located all sorts of opportunities in the Wells neighborhood and the Chicago area.
Teachers and pupils spent much time in the area interviewing people, collecting data, making plans, and evaluating results. The book tells a fascinating story. However, the Wells program did not spread widely among American secondary schools during the past three decades. It might have been a victim of World War II. Perhaps, like many other good ideas, it was a casualty of the Sputnik-hysteria that overemphasized mathematics, science, and modern foreign languages in a school-bound setting.
Certainly, there is no lack of urging in educational literature that schools should utilize community resources. Take a few minutes in a library to note the yearbooks of various organizations on this topic in the past 30 years or the articles listed under appropriate headings in Education Index or the card catalogue. Also, there is no lack of educational activities on the part of numerous agencies in most communities. One needs only to remind readers of the extensive programs of religious groups, museums, youth organizations, and industries to emphasize what is now going on. The question is, are these efforts coordinated? A corollary is, what gaps exist? And a third question is, where does organized education—public and private—fit into the total picture?
Superboard of Learning Resources
My thesis is that none of the foregoing questions will be answered satisfactorily until a community or city creates a Superboard of Learning Resources, with an appropriate staff to carry on coordinated planning, development, and evaluative functions.
Let us lay aside, first of all, the concerns that some persons may express immediately about the lack of initiative and responsibility that might result when presently-constituted public and private agencies share control with someone else. The charter legislation of the elected Superboard will need to spell out responsibilities and relationships under which the various agencies will operate to serve the residents of the area. Each organization, presently tax-supported or privately funded by voluntary contributions, will develop programs and budgets as in the past. However, the Community Educational Staff will work with the various agencies to help them avoid needless repetitions, establish policies to serve all of the people better, develop sounder fiscal practices, and provide general data to help evaluate programs with feedback and guidance for continuous improvement.
There is no reason that the Superboard of Learning Resources and its supervisory staff must make the mistakes that many city and county school systems have made in the past several decades as they have exercised strong central, uniform controls over the individual schools that make up the system. The fetish of uniformity that often dominates the "administrative mind" and makes the system less responsive to local needs because "everyone must be treated alike" plagues these large school systems. Such a situation did not exist years ago when the principal and staff of each local school rightly had much control over the program for the neighborhood. Fortunately, there appears to be a turning away from traditional school-system uniformity, so that the professional employees in each local school, working with the local community, have responsibility for their program. Of course, some local persons enjoy the opportunity to blame the central office for their ineffective programs—but many of these persons scarcely deserve the title of professionals. Thus the Superboard of Learning Resources and its staff would need to play a different role than the conventional Board of Education and central office staff play today.
Selected Changes
Before concluding this statement, in order to cast further light on the Superboard idea, I want to point out some changes in school programs that we are seeking to implement in a group of schools.\(^2\) These selected changes may help to illustrate the need for better coordination of the three learning/teaching environments: home, school, and community.
A basic goal in this project is to schedule each student into the best learning environment for a given task. For example, if a museum, office, shop, or library is better than the school has or can reasonably provide, the school schedules the student in that locale rather than in the simulated environment of the school. Of course, someone in that location needs to report to the student's teacher-adviser about the student's attendance, his attitudes, and achievements. The same principle applies to learning at home. Both community-resource personnel and the home have regular contacts with the school through the teacher-adviser system.
Each student has a teacher-adviser who arranges his schedule and monitors his progress by receiving reports in all of the subject areas. Every student is known as a total human being educationally, by someone at the school, his teacher-adviser.
A curriculum goal in this model is extremely important. The aim is to reduce the requirements in the cognitive and skills areas to the minimum essentials that everyone needs to know by current definitions in the various subject areas. The purpose is to provide each student with more time and energy to discover and develop his own interests and talents, again under the supervision of his teacher-adviser. A departmental responsibility is to encourage the students to learn more in the subject area than they think they want to do. There are two basic reasons: first, if you learn more, the field opens up to you a number of hobbies, special interests, and a fuller life; second, if you learn even more, careers are open to you.
These changes in schools, and other alternatives related to them, make possible the fuller use of home and community resources by students and teachers in schools and tie all of these resources together more closely. Both groups are freer to participate in the community by means of more open schedules and concepts of teaching and learning roles.
A quarter-century ago, Floyd Wesley Reeves at the University of Chicago urged the abolition of the position of Superintendent of Schools. He wanted the head to be called Superintendent of Education. His proposal makes sense. We would add the Superboard of Learning Resources in addition to the Board of School Supervisors or of Education. We would not abolish the Theatre boards, the Music Center boards, the various boards for vocational rehabilitation, work experience, welfare, and the rest. We would seek more efficient use of resources and coordination under a Superboard and a staff that would help all the others. Again, the aim is to make more efficient uses of their resources, develop new ones, and most important, provide better services to the persons of all ages who need better opportunities to enrich their lives than the present system provides.
The foregoing ideas were urged earlier this year by the writer at a Conference on Total Community Library Service, sponsored jointly by the National Education Association and the American Library Association, in the NEA Center in Washington. I raised such questions as these: If school libraries and community libraries have similar goals, why waste money on separate schools and libraries, separately trained personnel, separate boards, separate taxing bodies, and the like? Where does one stop and the other start? Who owns 4:30 p.m., Saturday, Sunday, or July?
The need for better community coordination is obvious. Until we have a community Director of Learning Resources and a staff, and one Superboard of Learning Resources, we will not have truly a community program of continuing education.
\(^2\) J. Lloyd Trump and William Georgiades, "Doing Better with What You Have," and "The NASSP Model Schools Action Program." *NASSP Bulletin* 54 (346): 106-33, May 1970, and 56 (364): 116-26; May 1972 respectively.
Copyright © 1972 by the Association for Supervision and Curriculum Development. All rights reserved. | <urn:uuid:74981b57-c218-4527-be04-9cffb6a46eef> | CC-MAIN-2021-04 | http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197211_trump.pdf | 2021-01-25T01:12:17+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703561996.72/warc/CC-MAIN-20210124235054-20210125025054-00495.warc.gz | 115,940,412 | 2,108 | eng_Latn | eng_Latn | 0.977396 | eng_Latn | 0.998653 | [
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10-7 Study Guide and Intervention
Special Segments in a Circle
Segments Intersecting Inside a Circle If two chords intersect in a circle, then the products of the lengths of the chord segments are equal.
\[ AB \cdot BC = EH \cdot HD \]
\[ 6 \cdot x = 8 \cdot 3 \]
Substitution
Multiply.
\[ 6x = 24 \]
\[ x = 4 \]
Find \( x \).
The two chords intersect inside the circle, so the products \( AB \cdot BC \) and \( EH \cdot HD \) are equal.
\[ AB \cdot BC = EH \cdot HD \]
\[ a \cdot b = c \cdot d \]
Lesson 10-7
Special Segments in a Circle
Segments Intersecting Outside a Circle If secants and tangents intersect outside a circle, then two products are equal. A secant segment is a segment that has exactly one endpoint on the circle and another endpoint outside the circle. A tangent segment is a segment with one endpoint on the circle.
- If two secants are drawn to a circle from an exterior point, then the product of the measures of one secant segment and its external secant segment is equal to the product of the measures of the other secant segment and its external secant segment.
- If a tangent segment and a secant segment are drawn to a circle from an exterior point, then the square of the measure of the tangent segment is equal to the product of the measures of the secant segment and its external secant segment.
Exercises
Find \( x \). Assume that segments that appear to be tangent are tangent. Round to the nearest tenth if necessary.
1. \[ 2x = 3 \cdot 6 \]
\[ 2x = 18 \]
\[ x = 9 \]
2. \[ 2x = 3 \cdot 6 \]
\[ 2x = 18 \]
\[ x = 9 \]
3. \[ 2x = 3 \cdot 6 \]
\[ 2x = 18 \]
\[ x = 9 \]
4. \[ 2x = 3 \cdot 6 \]
\[ 2x = 18 \]
\[ x = 9 \]
5. \[ 2x = 3 \cdot 6 \]
\[ 2x = 18 \]
\[ x = 9 \]
6. \[ 2x = 3 \cdot 6 \]
\[ 2x = 18 \]
\[ x = 9 \]
7. \[ 2x = 3 \cdot 6 \]
\[ 2x = 18 \]
\[ x = 9 \]
8. \[ 2x = 3 \cdot 6 \]
\[ 2x = 18 \]
\[ x = 9 \]
Chapter 10
43
Glencoe Geometry
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Find $x$. Assume that segments that appear to be tangent are tangent. Round to the nearest tenth if necessary.
1.
\[
\begin{align*}
M & \quad 11 \\
S & \quad 5 \\
V & \quad x \\
T & \quad 11
\end{align*}
\]
2.
\[
\begin{align*}
K & \quad 8 \\
S & \quad 4 \\
L & \quad 9 \\
J & \quad x
\end{align*}
\]
3.
\[
\begin{align*}
R & \quad 20 \\
E & \quad 7 \\
M & \quad x \\
S & \quad 21
\end{align*}
\]
4.
\[
\begin{align*}
F & \quad 8 \\
J & \quad 10 \\
M & \quad 3 \\
P & \quad x \\
K & \quad
\end{align*}
\]
5.
\[
\begin{align*}
T & \quad 15 \\
L & \quad 17 \\
V & \quad x \\
P & \quad 14 \\
S & \quad
\end{align*}
\]
6.
\[
\begin{align*}
G & \quad 5 \\
H & \quad x \\
Q & \quad 15 \\
P & \quad 6 \\
J & \quad
\end{align*}
\]
7.
\[
\begin{align*}
Z & \quad x \\
A & \quad x - 3 \\
K & \quad 6 \\
B & \quad
\end{align*}
\]
8.
\[
\begin{align*}
E & \quad 25 \\
G & \quad 20 \\
H & \quad x \\
T & \quad
\end{align*}
\]
9.
\[
\begin{align*}
I & \quad 20 \\
N & \quad x \\
E & \quad x - 6 \\
P & \quad
\end{align*}
\]
10. **CONSTRUCTION** An arch over an apartment entrance is 3 feet high and 9 feet wide. Find the radius of the circle containing the arc of the arch. | <urn:uuid:33477c2a-175b-4203-89a6-b6e1474f2c08> | CC-MAIN-2023-06 | https://www.lcsnc.org/cms/lib010/NC01911169/Centricity/Domain/1130/10-7%20notes%20and%20homework.pdf | 2023-02-04T02:48:40+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500080.82/warc/CC-MAIN-20230204012622-20230204042622-00270.warc.gz | 863,547,487 | 1,160 | eng_Latn | eng_Latn | 0.595678 | eng_Latn | 0.810748 | [
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English teacher, why you be doing me things you be doing? Southerman
This essay is meant to introduce the idea that black students in urban areas need a different focus in litera English classes. Southerman feels English teachers focus on grammar to missing the point of the rhetoric. The essay purposefully employs the use of what can be described as ebonics, to taunt and make a point to the reader. The point being that grammar does not necessarily enter communication.
The writer explains her own research of readings and speaking of inner city children. She then uses her research to explain that grammar is not what is necessary to move the children, it is language skills. The way to convey their ideas they state so well offhand as opposed to when they write them down. The goal seems to be to again to teachers that instead of pushing for sentence structure, they should push
the ideas their students have. She feels
how is where the skill is, and what is
necessary to take the students further.
4/5 | <urn:uuid:bba14dbe-c32f-4ee7-91ed-447d5144d95d> | CC-MAIN-2017-26 | https://taylormckenziewordpresscom.files.wordpress.com/2015/12/journal-4.pdf | 2017-06-24T10:15:12Z | crawl-data/CC-MAIN-2017-26/segments/1498128320257.16/warc/CC-MAIN-20170624101204-20170624121204-00076.warc.gz | 863,573,085 | 208 | eng_Latn | eng_Latn | 0.999244 | eng_Latn | 0.999018 | [
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Many parents worry about this question. The answer comes from children, families, teachers, and doctors working together as a team. Watching your child’s behavior at home and in the community is very important to help answer this question. Your doctor will ask you to fill out rating scales about your child. Watching your child’s behavior and talking with other adults in the child’s life will be important for filling out the forms.
Here are a few tips about what you can do to help answer the question:
Watch your child closely during activities where he or she should pay attention.
- Doing homework
- Doing chores
- During storytelling or reading
Watch your child when you expect him or her to sit for a while or think before acting.
- Sitting through a family meal
- During a religious service
- Crossing the street
- Being frustrated
- With brothers or sisters
- While you are on the phone
Pay attention to how the environment affects your child’s behavior. Make changes at home to improve your child’s behavior.
- Ensure that your child understands what is expected. Speak slowly to your child. Have your child repeat the instructions.
- Turn off the TV or computer games during meals and homework. Also, close the curtains if it will help your child pay attention to what he or she needs to be doing.
- Provide structure to home life, such as regular mealtimes and bedtime. Write down the schedule and put it where the entire family can see it. Stick to the schedule.
- Provide your child with planned breaks during long assignments.
- Give rewards for paying attention and sitting, not just for getting things right and finishing. Some rewards might be: dessert for sitting through a meal, outdoor play for finishing homework, and praise for talking through problems.
- Try to find out what things set off problem behaviors. See if you can eliminate the triggers.
If your child spends time in 2 households, compare observations.
- Consult your child’s other parent about behavior in that home. Cooperation between parents in this area really helps the child.
- If the child behaves differently, consider differences in the environment that may explain the difference in behavior. Differences are common and not a mark of good or bad parenting.
Talk to your child’s teacher.
- Learn about your child’s behavior at school. Talk about how your child does during academic lessons and also during play with other children.
- Compare your child’s behavior in subjects he or she likes and those in which he or she has trouble with the work.
- Determine how the environment at school affects your child’s behavior. When does your child perform well? What events trigger problem behaviors?
- Consider with the teacher whether your child’s learning abilities should be evaluated at school. If he or she has poor grades in all subjects or in just a few subjects or requires extra time and effort to learn material, then a learning evaluation may be valuable.
Gather impressions from other adult caregivers who know your child well.
- Scout leaders or religious instructors who see your child during structured activities and during play with other children
- Relatives or neighbors who spend time with your child
- Determine how other environments affect your child’s behavior. When does your child perform well? What events trigger problem behaviors?
Make an appointment to see your child’s doctor.
- Let the receptionist know you are concerned that your child might have ADHD.
- If possible, arrange a visit when both parents can attend.
Adapted from materials by Heidi Feldman, MD, PhD | <urn:uuid:5f1357d0-46cb-4feb-99d9-cdb51e2171a8> | CC-MAIN-2018-34 | http://blueridgekids.com/wp-content/uploads/2010/01/ADHD-Does-my-Child-have-ADHD3.pdf | 2018-08-18T04:11:58Z | crawl-data/CC-MAIN-2018-34/segments/1534221213286.48/warc/CC-MAIN-20180818040558-20180818060558-00347.warc.gz | 52,407,017 | 701 | eng_Latn | eng_Latn | 0.998475 | eng_Latn | 0.998475 | [
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Snowman Wordsearch:
can you find all these wintry words in the snowman?
snowflake
snowball
winter
icicle
freezing
frosty
cold
slide
icy wintry slippery
chilly skid shiver
skate ski sledge | <urn:uuid:efa68c48-f6df-4216-918d-156898efb654> | CC-MAIN-2018-34 | http://teknoteket.com/Vedlegg/snowman_wordsearch.pdf | 2018-08-18T05:01:32Z | crawl-data/CC-MAIN-2018-34/segments/1534221213286.48/warc/CC-MAIN-20180818040558-20180818060558-00348.warc.gz | 430,123,255 | 64 | eng_Latn | eng_Latn | 0.996055 | eng_Latn | 0.996055 | [
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The Basics: Employment
Introduction for the Trainer
Key Content
During this session, participants will learn why having a job is important, what they need to do to find a job, and what their rights as workers are.
Main Messages
Finding, getting, and keeping a job is critical to a refugee’s successful adjustment and self-sufficiency in the United States. Although an employment specialist will help a refugee look for a job, the refugee must work closely with the specialist in the job search and perform well to keep the job. Trainers should stress that participants should accept the first job that is offered to them, even if it is not in their field, so that they can build a work history and begin to support their family. To build a good work history, refugees should stay in their job for at least 6 months.
Participants need to know that, for most refugees, public assistance is limited in the amount and the length of time it is given. They also need to know that if they do not take a job that is offered to them, they may lose public assistance.
Employees in the United States have the right to be paid for their work and to work in a safe and healthy environment.
Objectives
Participants will be able to do the following:
- Describe why getting a job is important
- State their responsibility to find a job
- State and explain the importance of staying at a job
- Describe the right to be paid for working and to work in a safe environment
Materials
- Basics of Employment Questions (included)
- Flipchart paper, markers, and tape
Key English Vocabulary
- employer/employee
- employment
- job
- I need a job.
Trainer’s Introduction of Session to Participants
Supporting your family is important to your family’s future and well-being in the United States. During this session, we will talk about why getting and keeping a job is important. You will receive help in your job search from a resettlement agency staff member or an employment specialist, but you must work closely with them to find a job. Workers in the United States have the right to be paid and to work in an environment that is safe and free from discrimination and harassment.
Introductory Exercise
Conduct a “think-pair-share” exercise by asking participants to think about why having a job is important.
Ask participants to share their thoughts about this with a partner. Bring the full group together and ask for highlights from the partner discussions. Record ideas on flipchart.
Briefly review the key English vocabulary for this plan by saying the first word aloud in English. Participants say the word to a partner, and then all together as a group. Continue in the same way with the rest of the words and the sentence. Throughout the session, emphasize the words as they come up and use the sentence whenever there is an opportunity. If there is time (8 to 10 minutes), use the unit vocabulary found at the end of this unit to help participants better understand key English vocabulary words.
Activity
Divide participants into groups of four to five. Ask the groups to each choose a spokesperson who will share the highlights of their discussion.
Read the first Basics of Employment Question aloud. Small groups discuss the question for a few minutes.
Bring the full group together. Ask spokespeople to share highlights from their small group discussions with the full group. Record highlights on flipchart paper and discuss the responses to the question. Provide accurate information as necessary.
Continue with the rest of the Basics of Employment Questions in the same way.
When finished, debrief the activity with the full group using the questions below.
Debriefing Questions
- Why is it important to have a job in the United States?
- Who is responsible for finding jobs for you and members of your family?
- Why is keeping a job important in the United States?
- What is a right as a worker that you have in the United States?
Working With Individuals
When working with an individual, conduct the introductory exercise by asking the participant to think about why having a job is important. Discuss this with the participant. Then discuss the Basics of Employment Questions in the same way.
Variations and Considerations
If possible, group participants by language background for the activity so that they can communicate in a common language.
If needed, use translated versions of the Basics of Employment Questions.
Consider having small groups change the spokesperson for each Basics of Employment Questions during the activity.
Basics of Employment Questions
1. Who in your family has worked before?
2. Who in your family is able to work in the United States?
3. Who is responsible for you and your family members finding a job?
4. Once you have a job in the United States, why is it important for you to keep that job?
5. What rights do workers in the United States have? | <urn:uuid:43d33732-d223-418e-b308-056b9dbcf749> | CC-MAIN-2019-22 | http://culturalorientation.net/content/download/3124/17756/version/4/file/Basics-Employment.pdf | 2019-05-20T17:32:45Z | crawl-data/CC-MAIN-2019-22/segments/1558232256082.54/warc/CC-MAIN-20190520162024-20190520184024-00485.warc.gz | 46,756,450 | 976 | eng_Latn | eng_Latn | 0.998307 | eng_Latn | 0.999 | [
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Can you list 3 pieces of textiles equipment needed for sewing?
What is embroidery?
Embroidery is the textile specific term given to stitching and can be done by hand or machine. Embroidery is an art of decorating fabrics with stitched designs.
Cotton is a soft _______ that grows from the ________ of the cotton ________. (Fibre is long and thin, like __________). After the cotton fibre is gathered from the plant, it can be made into thread. The cotton thread can then be made into __________, such as denim and calico. The fabric can be used to make clothes for people and many other things. Cotton __________ is very nice to wear, especially in hot weather, and is easy to move around in.
COTTON KEYWORDS
CLOTHING, SEEDS, PLANT, FIBRE, FABRIC, HAIR
Fibres and fabrics
From fibres to fabrics
All textiles products are made from fabrics.
Fabrics are made from fibres. If you look closely at your clothes you can see these individual strands.
This diagram shows the basic process by which fibres are made into fabrics:
- Source of fibre: sheep/silkworm/oil
- Fibre spun into yarns and put into rolls
- Yarns woven/knitted into fabrics
- Finish may be applied to fabric
Fibres and fabrics continued...
FIBRES
NATURAL
ANIMALS
- Wool from sheep
- Silk from silkworms
PLANTS
- Cotton from cotton plant
- Linen from flax plant
MAN-MADE
SYNTHETIC
- Polyester from coal
- Acrylic from oil
REGENERATED
- Processing cellulose
- Satin from rayon
Natural Fibres and Fabrics
Plant fibres: Cotton
Cotton grows in hot climates, on bushes. The seeds of the bush ripen, and split open to reveal fluffy white cotton.
Like linen, cotton is strong and cool to wear, but not very crease resistant.
Products made from cotton include jeans, blouses, T-shirts, sheets and towels.
Animal fibres: Wool
Goats, alpacas, camels and even rabbits can all be sheared for wool.
The main property of wool is that it is very warm. However, it can shrink when washed and it is not as durable as other natural fabrics like cotton and silk.
Products made from wool include warm clothing (e.g. jumpers and coats), suits, blankets and furniture upholstery.
Cotton grows in hot climates, on bushes. The seeds of the bush ripen, and split open to reveal fluffy white cotton.
Like linen, cotton is strong and cool to wear, but not very crease resistant.
Products made from cotton include jeans, blouses, T-shirts, sheets and towels. | <urn:uuid:d436964e-67b7-4001-8e9b-60a9592b64cb> | CC-MAIN-2022-27 | https://www.croftonacademy.org.uk/wp-content/uploads/2021/11/TEXTILES-Y7-TERM-1-Material-Cotton.pdf | 2022-06-26T20:29:09+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103271864.14/warc/CC-MAIN-20220626192142-20220626222142-00437.warc.gz | 763,580,682 | 588 | eng_Latn | eng_Latn | 0.985132 | eng_Latn | 0.999269 | [
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The Old Mathematics in the New Curriculum
Problem: to match sound mathematics and sound pedagogy.
THE publicity that has accompanied many of the recent developments in mathematics education has been received with mixed feelings by teachers, administrators and school patrons. School people [and parents] who recall unhappy times in the mathematics classroom may believe that a new era is being prepared for students because the old incomprehensible mathematics is going to be replaced by new and useful mathematics—high school algebra which was so puzzling is now going to give way to something called 'Boolean Algebra' which is up-to-date twentieth century stuff.
The mathematics teacher of the "old school" is very uneasy because it is likely that he has not studied the "new mathematics." And, even if he takes a summer institute course bearing the title 'Modern Algebra,' he may be all the more concerned because he probably feels, and with some justice, that he would have a very difficult time teaching subject matter which he barely understood. Finally, some parents view the situation with either joy or misgivings because they feel that they shall no longer be able to conduct tutorial sessions around the dining room table.
It is my contention that too much has been made of the allegedly new mathematics in the new curriculum. In looking at the content of the new programs for grades 9-12, I am impressed more by the attempt to organize the traditional subject matter along logical lines than by the inclusion of new subject matter.
Elementary Algebra
This attempt is most striking in the elementary algebra portion of the curriculum. What has heretofore been a year spent on learning an assortment of isolated rules and techniques which are quickly forgotten or confused is now a year devoted to learning (preferably discovering) a few basic principles and considering some of the logical consequences of these principles. These logical consequences amount to the same old rules and techniques as before, but the students' reaction to them is vastly different.
Let us consider an example. Consider the pedagogical problem of teaching a
student to solve a system of equations "algebraically." Suppose that the student faces the problem of solving the system of equations:
(1) \(3x + 4y = 18\)
(2) \(2x - 5y = -11\)
In the conventional curriculum, he is told that the thing to do is to multiply the sides of each equation by certain numbers so that the resulting equations will have either the x-terms or the y-terms alike. Multiply (1) by 5 and (2) by 4:
(1) \((3 \cdot 5)x + (4 \cdot 5)y = 18 \cdot 5\)
(2) \((2 \cdot 4)x - (5 \cdot 4)y = -11 \cdot 4\)
Then, add the equations. This will eliminate one of the unknowns.
\[(3 \cdot 5 + 2 \cdot 4)x = 18 \cdot 5 - 11 \cdot 4\]
Solve the resulting equation:
\[23x = 46\]
\[x = 2\]
Substitute in either of the given equations to find the other unknown. By dint of a tremendous amount of practice, the student finally masters the technique. But, it remains pretty much of a mystery to him. The justification for the steps involved is that they produce the right answer or that "this is the way the book does it."
Now, let us see how this problem is handled in one of the new programs. For one thing, the problem usually appears as an application of some more general idea. In this case, the general idea is that an equation in two variables defines a set of pairs of numbers. [For example, some of the pairs in the set defined by the first equation are \((0, 4.5), (1, 3.75), (2, 3), (4, 1.5)\) and \((5, 0.75)\).] So, solving this system of equations amounts to finding the pair of numbers which is common to the two sets of pairs.
One way to do this is to graph the two equations. The point of intersection of the two graphs gives you the sought-for pair. [The conventional curriculum may not have taught graphing prior to this topic.] The student graphs these equations and sees the common solution. Now, the student is asked to "add" the equations and graph the result. He gets:
\[(3 + 2)x + (4 - 5)y = 18 - 11\]
and, when he graphs this equation, he discovers that its graph passes through the point of intersection of the graphs of the original equations. This is moderately surprising and he may wonder whether this is just an isolated event, or whether it would happen with any two equations of the type he is considering. He has the basic principles to enable him to prove that it would always happen. Next, the student is asked to take equation (1), multiply both sides by some nonzero number, and graph the resulting equation. Say he multiplies by 7:
\[(1') (3 \cdot 7)x + (4 \cdot 7)y = 18 \cdot 7\]
He knows from previous experience that the graph of \((1')\) is the same as the graph of (1). [Moreover, he can prove this.] Take equation (2); multiply both sides by, say 6:
\[(2') (2 \cdot 6)x - (5 \cdot 6)y = -11 \cdot 6\]
and graph. Once again, the graph of \((2')\) is the same as the graph of (2). Now, add equations \((1')\) and \((2')\):
\[(3') (3 \cdot 7 + 2 \cdot 6)x + (4 \cdot 7 - 5 \cdot 6)y = 18 \cdot 7 - 11 \cdot 6\]
and graph the result. As before, the graph of \((3')\) will pass through the common point of the graphs of (1) and (2). We now have an important general result. Suppose that \(r\) and \(s\) are nonzero numbers, and the sides of (1) are multiplied by \(r\) and those of (2) are multiplied by \(s\). If the resulting equations are added:
\[(\bullet) (3r + 2s)x + (4r - 5s)y = 18r - 11s\]
the graph of this equation will pass through the common point of the graphs of (1) and (2). Moreover, the values of 'r' and 's' determine the "tilt" of the graph of this equation. If this graph were
a vertical line, all of its points would have the same first number as the common point. So, the problem now becomes one of finding those values of 'r' and 's' for which the graph of equation (•) is a vertical line. The student knows that any equation for which the y-term is missing has a vertical line as its graph. So, he seeks numbers r and s such that 4r - 5s is 0. The numbers 5 and 4 will do nicely. [So will 10 and 8.] Then, (•) becomes:
\[
(3 \cdot 5 + 2 \cdot 4)x = 18 \cdot 5 - 11 \cdot 4
\]
or:
\[
x = 2
\]
Hence, each point on this vertical line has first number 2. Since the common point is also on the vertical, its first number is 2. The second number for the common point can be found either by substitution or by choosing values of 'r' and 's' which convert (•) into an equation whose x-term is missing.
The student is now permitted to develop the most efficient technique he can out of this explanation. It is pretty clear that he does not have to think about the graphs. The whole job boils down to choosing the correct multipliers, r and s.
**An Understanding Approach**
Objections to the new programs should not center on questions concerning new subject matter. The real question is whether or not students should understand the skills which are taught in both the conventional and the new programs. This is not a trivial issue. If you decide on an understanding approach, the implications of this commitment are far-reaching. For example, the question of time becomes important. It requires only a few minutes in a conventional program to tell students how to solve systems of equations. It will take the better part of a class hour to use the other approach. Moreover, the other approach requires a consistency of treatment prior to this point in the curriculum in order to develop in the student a taste for and a delight in logical explanations. And, once this taste is cultivated, your later courses should be modified to keep students from rebelling at inconsistencies. An understanding approach requires much more of the teacher in terms of preparation, especially if the textbook has not been written in the same spirit.
Finally, there is the terrible hazard of thinking that any approach which emphasizes logical explanations leads to understanding. If such were the case, logical mathematics courses for high school would be plentiful, for mathematicians do know all the correct explanations. High school mathematics holds no mysteries for mathematicians. However, the trick is to build a curriculum in which the mathematics is logically developed and to match this curriculum both to the present interests, needs and capacities of the learners, and to their future interests and needs. For example, it would not require much to take the conventional approach to the system-of-equations technique described above and give a brief but sound mathematical explanation which did not refer to graphs. But, such an explanation would not call for the discoveries inherent in the graphing approach and would not appeal as much to students with strong geometric intuition.
The recent developments in high school mathematics education have not been concerned with replacing old subject matter with new subject matter. The primary task has been that of finding a matching between sound mathematics and sound pedagogy. The job has just begun.
Copyright © 1962 by the Association for Supervision and Curriculum Development. All rights reserved. | <urn:uuid:ecc53b18-55e9-489d-b20a-24d85b938aff> | CC-MAIN-2019-39 | http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_196203_beberman.pdf | 2019-09-16T02:40:25Z | crawl-data/CC-MAIN-2019-39/segments/1568514572471.35/warc/CC-MAIN-20190916015552-20190916041552-00509.warc.gz | 210,093,497 | 2,129 | eng_Latn | eng_Latn | 0.980165 | eng_Latn | 0.998832 | [
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Circle and Triangle
A circle is a shape with all points at the same distance from its center.
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Lehmann Lovegrass—Central South Africa and Arizona, USA
Jerry R. Cox, G.B. Ruyle, Jan H. Fourle, and Charlie Donaldson
Lehmann lovegrass (*Eragrostis lehmanniana*), a warm-season sub-climax perennial bunchgrass from southern Africa, was introduced into the southwestern USA in 1932. Since that time it has invaded much of the semidesert rangelands of southeastern Arizona. The extent and nature of this invasion concerns environmentalists, ranchers, and public land administrators who wish to stimulate the return of native grasses. Questions of interest regarding Lehmann lovegrass include: (1) What is the current distribution in Africa and North America?, (2) How is the grass managed in both continents? and (3) How similar are rainfall and temperature patterns in two countries where the grass dominates?
**Distribution and History**
**Southern Africa**
Lehmann lovegrass is widely distributed in west central South Africa (Fig. 1) where it has been an important forage plant for wild and domestic ungulates for thousands of years. The grass occurs at elevations between 2,800 to 4,800 ft; where annual rainfall varies between 8 and 22 inches, and most rainfall occurs in spring, summer, and fall (November to April in the southern hemisphere). There are two major centers of distribution in South Africa: one is west of Kimberley in the southern Kalahari Desert (Fig. 2), and the other is near Middleburg in the Karoo. When surface soils are sand to sandy loams, as in these areas, Lehmann lovegrass often occurs in pure stands and constitutes the bulk of the available forage. The grass is tolerant to grazing but dies in summers when rainfall is below average; however, when soil moisture conditions improve, it reestablishes from seed.
**Arizona**
In 1932, F.J. Crider, director of the Boyce Thompson Southwestern Arboretum at Superior, Ariz., received Lehmann lovegrass seed collected in the Griqualand West Region of South Africa (Fig. 1-*). Crider planted Lehmann lovegrass seed on the arboretum grounds and observed that seedlings produced seedheads during the first year of growth. In 1935 Crider organized a series of screening tests at the Plant Materials Nursery, United States Department of Agriculture-Soil Conservation Service (USDA-SCS), in Tucson, Arizona. Of the many Lehmann lovegrass accessions tested, Crider selected one that matured quickly and produced abundant seed under irrigation. The accession was numbered "A-68", and the USDA-SCS initiated a seed production program in 1937.
Between 1937 and 1940 approximately 300 pounds of Lehmann lovegrass seed were produced at Tucson and distributed to soil conservationists and scientists within USDA-SCS for field plantings. By 1940 Lehmann lovegrass seed...
had been sown in Arizona, New Mexico, and Texas. Within a short time it began to appear on areas which had not been seeded.
Early seeding success sparked interest and the demand for Lehmann lovegrass seed exceeded the USDA-SCS supply. Between 1951 and 1984 the USDA-SCS provided 2,186 pounds of Lehmann lovegrass seed to commercial seed growers, and commercial growers produced 165,500 pounds. Approximately 70% of the commercially available seed was sown on rangeland and along highways in Arizona, New Mexico, and Texas. The majority of the remaining seed was transported to Mexico and planted in the northern frontier states of Chihuahua, Coahuila, and Sonora.
Major stands of Lehmann lovegrass in Arizona are located in the counties of Cochise, Graham, Pinal, and Santa Cruz. Surface soils on these sites (shaded areas in Fig. 3) vary from sand to sandy loams, elevations range from 3,250 to 4,800 ft, and winter temperatures (December to February in the northern hemisphere) rarely fall below 32° F for more than 4 hours within a 24-hour period.
**Fig. 3. Distribution of Lehmann lovegrass in the United States.**
Since 1937 Lehmann lovegrass has been successfully established on more than 165,000 acres and has spread naturally to an additional 182,000 acres in southeastern Arizona. Private land owners in cooperation with USDA-SCS, USDA-Forest Service and United States Department of Interior, Bureau of Land Management have sown almost 155,100 acres or 94% of the seeded areas. The total area on which Lehmann lovegrass is the major plant species is currently about 347,000 acres.
Perennial shrubs dominated the majority of the area successfully sown to Lehmann lovegrass in southeastern Arizona. Mechanical treatments were used to reduce shrub competition, increase water infiltration, and prepare a seedbed to enhance Lehmann lovegrass seed germination and seedling growth.
Mechanical soil disturbance due to highway, pipeline, and powerline construction began to accelerate after 1960 in southeastern Arizona. Because of soil erosion on disturbed areas, the Arizona Department of Transportation began to seed Lehmann lovegrass in 1965. Between 1965 and 1985 the Department seeded 4,100 acres. The majority of the seeded area (75%) was along Interstate 10 between Tucson and the New Mexico Border, and along Interstate 19 between Tucson and Nogales, Mexico (Fig. 3). Approximately, 6,750 pounds of Lehmann lovegrass seed have been sown along highways in southeastern Arizona.
The total rangeland area successfully sown to Lehmann lovegrass is more than 31 times greater than that area sown along highway, pipeline (860 acres), and powerline (240 acres) rights-of-way. However, the spread of Lehmann lovegrass may be more closely related to plantings along rights-of-way than rangeland plantings because highway, pipeline, and powerline plantings established continuous corridors into rangelands, and traverse many environmental gradients. Field plantings, on the other hand, were made in rectangular shapes and were confined to localized areas.
**Grazing**
**Southern Africa**
In South Africa, where non-preferred perennial grasses (such as Lehmann lovegrass) occur infrequently, land managers use limited grazing to stimulate preferred perennial climax grasses and non-use to limit the growth of non-preferred grasses. The hypothesis is that preferred grasses are stimulated by moderate grazing (less than 50% removal), but under moderate grazing animals will not utilize non-preferred grasses. In theory the non-preferred grasses accumulate litter, growth rate declines, and plants die and are replaced by preferred grasses.
Where South African rangelands are dominated by Lehmann lovegrass or nonpreferred perennial grasses, the grazing strategy for range improvement is based on extended rest. If the rancher is to provide long rest periods he needs many pastures within which to rotate grazing animals (multicamp system). The ideal number of pastures, in the multicamp system, is generally regarded as 6 to 8 per herd or flock although as many as 15 pastures are sometimes used. Within 6 to 8 pastures the rancher grazes for 7 to 14 days and rests for 35 to 98 days. Grazing periods of 7 days and rest periods for 35 to 49 days are recommended when grasses are actively growing in spring and summer. When grasses are dormant or semidormant, grazing periods are 14 days or more and rest periods are 50 to 98 days.
South African ranchers and researchers believe the multicamp grazing system increases the competitiveness of preferred climax grasses at the expense of the less desirable non-preferred grasses. Data to support this assumption, however, are unavailable.
**Arizona**
In southern Arizona where Lehmann lovegrass occurs with native grasses, selective cattle grazing may favor the
establishment and spread of Lehmann lovegrass. Under conventional year long grazing management, cattle prefer native grasses during the summer growing-season and lightly graze Lehmann lovegrass. In contrast, cattle utilize Lehmann lovegrass in fall, winter, and spring because the foliage remains green longer than that of most native grasses. This seasonal pattern of animal selectivity is thought to reduce native grass vigor, because plants are repeatedly grazed during active growth. Consequently, Lehmann lovegrass may obtain a competitive advantage.
**Climatic Comparison**
When moisture and temperature regimes are similar at widely spaced points on the globe, a plant from one site should be adapted at the other. If this assumption is correct, moisture and temperature regimes where Lehmann lovegrass occurs as the predominant species in Africa and North America should be similar.
Seven locations in southeastern Arizona and in central South Africa were selected where Lehmann lovegrass has been the predominant forage plant for at least 20 years. Precipitation and temperature records were summarized for the seven sites in each continent. Total annual precipitation averaged 15.8 inches in South Africa and 15.9 inches in Arizona, while mean annual maximum and minimum temperatures were 78 and 49°F, and 76 and 48°F, respectively, for the South Africa and Arizona locations. While the means are similar, they do not reveal significant climatic differences that occur between African and North American locations.
In central South Africa 87% of the annual rainfall is distributed between October and March (late spring to early fall), and winters are dry (Fig. 4). In southeastern Arizona precipitation is bimodally distributed in summer (60%) and winter (40%), and spring and fall are dry. Temperatures are warmer in spring when soil moisture is available in South Africa, while summer and fall temperatures are warmer in Arizona (Fig. 5).
Precipitation distribution in South Africa closely parallels that of the North American Temperate Grasslands and the Chihuahuan Desert. Winter minimum temperatures, however, in the American Temperate Grasslands and Chihuahuan Desert are 4 to 10°F cooler than southern Arizona and central South Africa. If cold temperatures are the primary regulator influencing the distribution of Lehmann lovegrass we could not expect the species to invade north, east, or southeast of its current area of distribution in Arizona. Precipitation predominantly occurs in winter and summer temperatures are 2 to 4°F higher to the west of southeastern Arizona. Under such conditions Lehmann lovegrass can be established in winter and spring, but it fails to survive hot, dry summers.
It is commonly believed that Lehmann lovegrass will continue to spread in the southwestern USA because it is adapted to a wide range of climatic and edaphic conditions. Recent studies, however, suggest that this grass is more narrowly adapted than previously thought. Climatic and edaphic conditions seem to have limited the spread of Lehmann lovegrass to southeastern Arizona. We suspect that Lehmann lovegrass invasion into native rangelands has been ecologically curtailed and subsequent population increases will largely be through increased stand densities at existing sites. | <urn:uuid:88211ae0-b42a-4784-97f6-041c2e701189> | CC-MAIN-2021-10 | https://www.tucson.ars.ag.gov/unit/publications/PDFfiles/694.pdf | 2021-02-26T16:32:07+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178357929.4/warc/CC-MAIN-20210226145416-20210226175416-00046.warc.gz | 1,068,098,598 | 2,306 | eng_Latn | eng_Latn | 0.995146 | eng_Latn | 0.99571 | [
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Practice your rotation and rotate your name on this paper: Key
AP Physics C: 7.8 Rotational Momentum
1. What is the formula for angular momentum and what are the units?
\[ L = I \omega \]
\( I \) is kgm\(^2\) \( \omega \) is rad/sec
2. In linear momentum there are 3 types of equations (bouncy, perfectly inelastic and explosion). In rotational momentum you mostly just deal with objects that are spinning then attach to each other. Write me a set up for 2 objects rotating separately and then connecting together.
\[ I_1 \omega_1 + I_2 \omega_2 = (I_1 + I_2) \omega_f \]
3. In linear momentum, change in momentum is equal to Impulse. What is the formula for Impulse?
\[ \Delta p = J = \int F \cdot dt \]
\[ \Delta L = \int \tau \cdot dt \]
4. If you wanted to calculate change in angular momentum on a graph by taking the integral, what would the y-axis and x-axis need to be?
Y-axis: torque
X-axis: time
5. To the right is a pulley system that moves two wheels. The one on the left has a moment of inertia of 3I and a speed \( \omega \). The wheel on the right has a moment of inertia of \( I/2 \) and a speed of 2\( \omega \).
a. Calculate the angular kinetic energy of each wheel.
\[ K_{rot} = \frac{3I(\omega)^2}{2} \]
\[ \text{right: } K_{rot} = \frac{\left(\frac{I}{2}\right)(2\omega)^2}{2} = \frac{I}{2} \cdot 4\omega^2 = \frac{2I\omega^2}{2} = I\omega^2 \]
b. Calculate the angular momentum of each wheel.
\[ \text{Left: } L = 3I\omega \]
\[ \text{Right: } L = \left(\frac{I}{2}\right)2\omega = I\omega \]
c. Calculate the angular momentum and angular kinetic energy of the system.
\[ K_{rot} = \frac{3I\omega^2}{2} + I\omega^2 = \frac{3I\omega^2}{2} + \frac{2I\omega^2}{2} = \frac{5I\omega^2}{2} \]
\[ L_{tot} = 3I\omega + I\omega + 4I\omega \]
d. If the angular velocity of the larger wheel was increased to 3\( \omega \) and the smaller wheel was increased to 6\( \omega \), calculate the change in the angular momentum of the system.
\[ \text{Final: } L_{tot} = (3I)(3\omega) + \left(\frac{I}{2}\right)(6\omega) = 9I\omega + 3I\omega = 12I\omega \]
\[ \text{Initial: } L_{tot} = 4I\omega \]
\[ \Delta L = L_f - L_i = 12I\omega - 4I\omega = 8I\omega \]
6. A merry-go-round with an angular momentum of $145 \, kgm^2/s$ is spinning at a constant speed. Then some unknown torque speeds the merry-go-round up to an angular momentum of $250 \, kgm^2/s$.
a. If the torque was applied for 5 seconds, how much torque was applied to the merry-go-round?
\[
\Delta L = \int F \, dt \\
250 - 145 = \int_0^5 T \, dt \\
T = 105 \, Nm
\]
b. If the moment of inertia of the merry-go-round was $1.2 \, kgm^2$, at what acceleration was the merry-go-round being turned.
\[
T = I \alpha \\
105 = 1.2 \alpha \\
\alpha = 87.5 \, rad/s^2
\]
7. A disk of radius $R$, mass $M$ and moment of inertia $I$ is being spun in a clockwise direction with a force $F$.
a. Calculate the angular speed of the disk after a time $T$ seconds. (answer in terms of variables given)
\[
\omega = ? \\
F = F \\
R = R \\
M = M \\
I = I \\
\tau = I \alpha \\
\alpha = \frac{FR}{I} \\
\omega_f = \omega_0 + \alpha t \\
\omega_f = (0) + \left(\frac{FR}{I}\right)T = \left(\frac{FRT}{I}\right)
\]
b. Calculate the angular momentum at time $T$.
\[
L = I \omega \\
L = I \left(\frac{FRT}{I}\right) = \left(\frac{2FRT}{I}\right) = FRT
\]
1. The graph to the right shows the force a motor applies to a wheel of radius 0.3 meters.
a. Calculate the torque applied to the wheel at $t=2$ seconds.
\[
\tau = F \cdot R \\
\tau = 6(1.3) = 1.8 \, Nm
\]
b. Calculate the change in angular momentum of the wheel for the 8 second time interval. (hint: use angular impulse)
\[
\Delta L = \int F \, dt \\
\Delta L = 32 \, kgm^2/s
\] | <urn:uuid:cda65225-1694-4be6-b78d-2aecae6d380c> | CC-MAIN-2023-23 | https://www.cliffordsclassroom.com/uploads/4/3/2/8/43280341/0117_001.pdf | 2023-06-02T08:15:27+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648465.70/warc/CC-MAIN-20230602072202-20230602102202-00011.warc.gz | 771,311,509 | 1,312 | eng_Latn | eng_Latn | 0.841955 | eng_Latn | 0.841503 | [
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Look at the picture. Then build the word.
| | | |
|---|---|---|
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
1. yak
2. yam
3. yarn
4. yolk
5. yo-yo | <urn:uuid:ff022349-a5e8-49ff-902f-370ca0590bfc> | CC-MAIN-2022-49 | https://www.lovetoteach.org/index.php?option=com_k2&Itemid=274&id=3277_166b7e42e48457e9426dadc5ada35a13&lang=en-us&task=download&view=item | 2022-11-28T15:11:02+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710533.96/warc/CC-MAIN-20221128135348-20221128165348-00006.warc.gz | 944,054,742 | 97 | eng_Latn | eng_Latn | 0.94201 | eng_Latn | 0.94201 | [
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Welcome to 7th grade!
The summer reading directions are as follows:
1. Select **one** middle school book of your choice, not previously read, that received a Newbery Honor, Medal, or another award.
2. After reading the book, complete one of the activities listed below.
3. Your assignment is due on **Friday** of the first week of school (**September 7th**).
4. This will be your first reading grade of the school year, so please take your time, and do a good job.
| Activity | Instructions |
|-------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Create a “soundtrack” for the book. | What 10 songs would you choose? Give a 3 to 5 sentence explanation for why you chose EACH song and how it connects to the events or characters in the book. Include the title and artist for each song. |
| On a poster or large sheet of paper, draw 15 objects or symbols to | represent the book. Using complete sentences, explain what each object or symbol represents and explain how the symbol is important to the book. |
| Create a 10-15 page children’s picture book based on your book. | Draw or create pictures that illustrate the important concepts of the story line of your book and be sure to tell the main points in your picture book. |
| Write a 3 paragraph proposal to have the book you’ve read made into a | movie. Include which actors will play the main characters in the movie and why, and the location where the movie will be filmed and why. Create a movie poster for the book. It should include elements from a real movie poster such as slogan, the actors and the rating. |
| Complete each of these eight ideas with words or ideas from the book | you read: This book made me wish that..., realize that..., decide that..., wonder about..., see that..., believe that ..., feel that..., and hope that... In a 5 paragraph essay, explain three reasons whether or not you would recommend this book to others. |
| Write a 250-300 word letter to the author of the book. Tell the author | how his or her work somehow changed your way of thinking about yourself and the world around you. Make a connection between yourself and a character or event in the story. You are writing about how the book affected YOU! |
| Using materials like clay, wood, or soap, make 3-D models of four | objects which were important in the book you read. On a card attached to each model, explain why that object was important in the book. |
| Write a diary that one of the story’s main characters might have kept | before, during, or after the book’s events. The character’s thoughts and feelings are very important in a diary. The diary should contain at least 20 entries with at least two sentences in each. |
| Stories are based on conflicts and solutions. Choose three conflicts | (problems) that take place in the story and give the solutions. Pick one that you wish had been handled differently and explain how it should have been handled in a five paragraph essay. |
| Write a one-paragraph summary of each chapter and illustrate the main | action or idea of each chapter. |
| Do research on a topic brought up in your book. Write a two-page paper | on your topic. Explain why that topic is important. |
| Create a mural containing at least four scenes from the book using | paints, markers, or watercolors. On the back, explain each scene in a paragraph (4 paragraphs total). |
| Create a timeline of 25 events for the book, including an illustration | and a caption for each event. |
| Make a test for the book you read. Include 10 true-false, 10 multiple | choice, and 10 short essay questions. After writing the test, provide a separate answer key. |
| Create an award for each of the main characters based on their actions | in the novel. Write at least one paragraph detailing why the character deserved the award. One might be awarded “wisest” for the guidance he/she gave to others. | | <urn:uuid:a909d60a-f212-42ca-a02a-06768cc36a9f> | CC-MAIN-2018-51 | http://riversidems.sharpschool.net/UserFiles/Servers/Server_5983372/Image/7th%20Grade%202018%20Summer%20Reading%20Assignment.pdf | 2018-12-17T01:22:16Z | crawl-data/CC-MAIN-2018-51/segments/1544376828018.77/warc/CC-MAIN-20181216234902-20181217020902-00312.warc.gz | 253,883,896 | 875 | eng_Latn | eng_Latn | 0.999508 | eng_Latn | 0.999508 | [
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What are Gathering Games? (adapted from macscouter.com)
Games Are:
- Lessons without teachers
- Body builders
- Mind stretchers
- Friend makers
- Building blocks
- Most of all, games are fun
What does a Scout Gain through these games?
- Learns new skills
- Develops new interests
- Learns to follow the rules
- Learns fair play
- Learns to wait his or her turn
- Is taught respect for the rights of others
Scouts like games in which there is a sizable element of luck along with a challenge of technique. They do not require prizes, nor do they seem to worry if the game is not finished. They like games which restart almost automatically, so that everyone is given a new chance. Scouts like games whereby they gain the reassurance that comes with repetition.
Remember, the success of a game period depends greatly upon leadership. A leader can challenge and persuade the shy Scout and channel the energy of the "showoff", making meetings fun for all.
Choosing A Game:
- Know and understand the game.
- Be prepared to teach the game.
- Take into consideration: Physical arrangements
- Equipment needs
- Number involved
- Abilities of the participants
The important feature of every game: KISMIF - Keep it simple make it fun. Give it full attention; practice to make it work; then evaluate to make sure it is right.
Suggestions For Conducting Games:
- Know the game well and the area needed before teaching it. Have all the necessary equipment on hand.
- Remove all possible hazards from the game area.
- Have the full attention of the group before trying to explain the rules of the game.
- To introduce the game, name it, demonstrate it, ask for questions, then start it.
- Always insist on fair play.
- If a game is going badly, stop it, explain it again, then try the game once more.
- Play, but don't overplay a game. A successful game will be more in demand if it is stopped while it is still being enjoyed.
- Be alert to overexertion.
Again – Keep it simple, make it Fun!
Some online resources that have scout gathering games....
www.programresources.org/categorized-activities-index/
www.inquiry.net/OUTDOOR/games/ripley/index.htm
www.scoutorama.com/activity/activity.cfm?gmtype_id=1
scoutingvideos.com/troop-wide-games/
macscouter.com/games/Volume2.asp | <urn:uuid:7c59d7be-cfdb-45cd-a34a-d894f74e5297> | CC-MAIN-2018-51 | http://manateerambler.com/Files/GatheringGames.pdf | 2018-12-17T00:44:11Z | crawl-data/CC-MAIN-2018-51/segments/1544376828018.77/warc/CC-MAIN-20181216234902-20181217020902-00313.warc.gz | 179,550,068 | 514 | eng_Latn | eng_Latn | 0.998027 | eng_Latn | 0.99845 | [
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"This is how kids want to learn."
Arne Duncan, US Secretary of Education,
at King Middle School, Portland, ME
Thinking in a new direction
Across the country, educators, policy makers, and parents are looking for ways to fix an education system that is failing far too many students. Expeditionary Learning offers a different approach to school improvement, and we have the results to prove that it works. We engage our students so that they become self-motivated learners. We inspire our teachers and give them the tools they need to make a difference in their students’ achievement. And we give hope to communities that have lost faith in the ability of their schools to prepare young people for success.
A thriving professional network
We partner with school districts and charter boards to open new schools and transform existing schools at all levels, pre-K–12, and in all settings—urban, rural, and suburban. Since our start in 1992, we have grown from a small group of ten schools into a diverse national network of more than 150 schools.
Powerful professional development
We invest in the growth of both new and veteran teachers, helping them create rigorous and stimulating learning environments where students love to learn and teachers love to teach. We offer schools a comprehensive suite of professional development, coaching, and online tools to improve curriculum design, instruction, school culture, leadership, and assessment practices.
Engaged teaching and learning
Our model challenges students to think critically and take active roles in their classrooms and communities. This results in higher achievement and greater engagement in school. Our schools give students the academic and character-building skills they need to reach their potential as learners and leaders.
“The idea is to put really important and difficult work together with great joy in doing it.”
Greg Farrell, President Emeritus, Expeditionary Learning
Expeditionary Learning schools are outperforming state and district averages on standardized tests and closing critical achievement gaps. In many US cities, our schools are the highest-performing public schools, and in our high schools, 100 percent college acceptance is the standard. For our students, the benefits are clear.
**Students in our schools:**
• Graduate with the academic knowledge, critical thinking skills, and problem-solving capacity needed to succeed in college and beyond
• Hold themselves and their peers to high expectations for quality work, commitment to learning, and character
• Take leadership roles in their schools and communities
• Engage their families and communities in their learning by leading family conferences and making formal presentations to experts and the public
• Complete projects that challenge them to do the work of professionals—scientists, historians, mathematicians, writers, and artists
• Work with experts and conduct field research to produce high-quality academic products that meet professional standards
• Contribute to their communities through meaningful service embedded in the curriculum
• Benefit from learning in an environment that is physically and emotionally safe, marked by kindness, respect, and responsibility
• Find joy in learning
“Engaging with Communities”
Third- and fourth-grade students at Capital City Public Charter School in Washington, DC interviewed social service providers and the homeless people around their school to understand their lives and struggles. They wrote and illustrated an ABC book for younger children to teach them about the humanity and challenges of homeless people.
“Making Learning Relevant”
King Middle School students worked as historians, reporters, and writers to honor local civil rights heroes in their community of Portland, ME. Students interviewed and photographed local citizens who were actively involved in the civil rights movement and created biographies that highlighted their contributions.
“Solving Complex, Real-World Problems”
Springfield, MA Laureles engineer Joseph Finkel asked the ninth-grade environmental science class at The Springfield Renaissance School to collect data and make a recommendation for energy conservation in the city’s school buildings. Students presented their “Greenprint” to the mayor, who eagerly accepted their recommendations. The city has since saved thousands of dollars in energy costs.
“Achieving ‘Personal Bests’”
Kindergartners from ANSER Charter School in Boise, ID created bird cards that they sold throughout the state to raise money for bird habitats. They used structured peer critique to improve their drawings, and their fifth-grade research buddies helped them write accurate descriptions of bird habitats, diets, and life cycles.
“This kind of innovative school... is an example of how all our schools should be.”
Barack Obama, US President, at Capital City Public Charter School, Washington, DC
Penguins live in Antarctica and eat snow and fish. They look flippant and cute on the feet. They have a blue eye and like to use an hour to turn their eggs to warm them. Penguin don’t build nests. The female lays an egg on the clutch feet and he keeps it warm. The male penguin goes out to get food. He stays with the egg for 9 weeks and doesn’t eat any food. She comes back and leaves her penguin to go get food easy from them.
—Lena, 4th grade student, Michelle
These cards were created by kindergarten students from the ANSER Charter School in Boise, Idaho. The students sold these cards to raise money for protecting areas of snow. All proceeds from the sale of these cards will be donated to the Idaho Birding Association.
—ANSER Charter School, An Expeditionary Learning Center
Codman Academy Charter Public School is an Expeditionary Learning school in Dorchester, one of Boston’s most challenged neighborhoods. It opened in 2001 in response to community demand for a small college preparatory high school. Like many of our secondary school students around the country, Codman’s students know from the moment they begin ninth grade that they are on a path to college. They focus six days a week on rigorous coursework, in-depth projects, and internships that prepare them for success. They know how to dig deeply for meaning in their reading, write persuasively, learn from their peers, persevere until their work is of high quality, and look for the connections between academics and life.
Since the first students walked across the stage in 2005, all of Codman’s graduates have been accepted to four-year colleges. Even better, 75 percent of them have either graduated or are still enrolled. This level of persistence is a direct result of Codman’s postgraduate support. The dean of alumni visits graduates on their campuses, provides summer work assistance, and conducts workshops on everything from cultural adjustment to financial aid.
Codman’s success is remarkable but not unique among our high schools. Those with 100 percent college acceptance rates set the standard for the national network.
“In addition to studying books and striving for academic excellence, there was definitely the sentiment within the school that we owed a duty to our community and our families.”
Shaun Robinson, Alumnus
Codman Academy
Building quality schools
Our on-site coaching, off-site institutes, mentor schools, print materials, and online resources help new and existing schools move toward excellence.
**Dynamic leadership**
We support school leaders in building effective, collaborative teams focused sharply on student achievement, continuous improvement, and celebrating learning across the school.
**Compelling curriculum**
We make content and skills standards come alive for students by connecting learning to relevant issues, identified needs, and authentic audiences. Academic content is charged with rigor through the curricular structures of learning expeditions, case studies, projects, fieldwork, consultation with community experts, service learning, and exhibitions of student work.
**Engaging instruction**
We teach effective instructional strategies during off-site institutes and on-site professional development sessions. Our school designers work one-on-one with individual teachers in the classroom and outside of class to plan, model, critique, and support best practices.
**Continuous assessment**
We equip teachers to infuse ongoing formative assessment into their lessons and to build effective summative assessments to track student learning. We support a whole-school focus on using multiple sources of data to refine instruction and improve student achievement.
**Positive school cultures**
We help our schools build cultures of respect, responsibility, courage, and kindness, where students and adults are committed to quality work and citizenship.
“The environment at an Expeditionary Learning school breeds leaders.”
Roxanne Henry, Parent
World of Inquiry School, Rochester, NY
Alice B. Beal Elementary School
Springfield, MA, Kindergarten
Join us
School leaders, teachers, parents, and supporters can help bring Expeditionary Learning to more schools. You can read more about us and review our latest results at www.elschools.org. Contact us to learn more about our school partnerships and ways to support our mission.
Together, we can transform our schools into places where students and adults become leaders of their own learning.
EXPEDITIONARY LEARNING
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Eighth Floor
New York, NY 10001
212-239-4455 tel
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www.elschools.org
A chartered entity of Outward Bound
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What happened next?
Use the code to fill in the blanks.
| | A | S | D | L | I |
|---|---|---|---|---|---|
| V | N | V | J | Y | R |
| A | E | M | G | B | Z |
| O | U | F | W | T | O |
| H | P | C | K | F |
The servant offered to pull the weeds, but the man said no, because the wheat might be rooted up as well. Then Jesus explained the parable.
Unscramble the phrases on the left. Then solve the math problems to match the answers. Follow the example.
1. onS fo Mna
- Son of Man
2. odlwr
- 2 + 3
- The enemy who sows the weeds
3. teh eplope fo het nmdikgo
- 10 - 6
- The weeds
4. eht leeppo fo teh veli neo
- 7 - 4
- The good seed
5. vldie
- 8 - 7
- The One Who sowed the good seed
6. eth nde fo eht ega
- 3 + 3
- The harvest
7. Ignaes
- 2 + 5
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Writing the IDEAL paragraph
Identify and define your idea / argument upfront
Describe your point in general detail / theory
Explain your point using examples
Apply the verb e.g. explain, analyse, evaluate, justify
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YOU WILL HAVE 10 MINUTES IN WHICH TO READ THE STORY, AND THEN 30 MINUTES FOR ANSWERING THE QUESTIONS.
In the answer booklet there are different types of questions for you to answer in different ways.
1. **Multiple-choice answers**
You do not need to do any writing for these questions. You need to circle the word which best answers the question.
Example:
The story is set in the
Past Present Future
Circle ONE of the above.
2. **Short answers**
Some questions are followed by a short line, showing that you have to write just one word or a short phrase.
Example:
What is the name of the writer?
William Shakespeare
3. **Longer answers**
Some questions are followed by a few lines, showing that you need a more detailed answer.
Answer the questions as carefully as you can. Do not ask to turn over the pages, but carry on in your own time. Check your answers if you have time, and if you need to make any changes do so neatly and clearly.
The Snow Goose by Paul Gallico
This passage tells the story of Philip Rhayader, a man who is disabled and, as a result, is ignored by people around him. He takes comfort from the wild birds that visit his lighthouse every year.
In the late spring of 1930 Philip Rhayader came to the abandoned lighthouse at the mouth of the River Aelder. He bought the lighthouse and many acres of marshland surrounding it.
He lived and worked there alone the year round. He was a painter of birds and of nature, who had withdrawn from all human society. Some of the reasons for this were apparent on his fortnightly visits to the little village of Chelmbury for supplies, where the natives looked disapprovingly at his misshapen body and dark visage. For he was a hunchback and his left arm was crippled, thin and bent at the wrist, like the claw of a bird.
They soon became used to his strange figure, small but powerful, the massive dark, bearded head set just slightly below the mysterious mound on his back, the glowing eyes and the clawed hand, and marked him off as ‘that painter chap that lives down at the lighthouse’.
Physical deformity often breeds hatred of humanity in men. Rhayader did not hate; he loved very greatly: man, the animal kingdom, and all nature. His heart was filled with pity and understanding. He had mastered his handicap, but he could not master the rebuffs that he suffered due to his appearance. The thing that drove him into seclusion was his failure to find anywhere a return of the warmth that flowed from him. He repelled women. Men would have warmed to him had they got to know him. But the mere fact that an effort was being made hurt Rhayader and drove him to avoid the person making it.
He was a friend to all things wild, and the wild things repaid him with their friendship.
Tamed in his enclosure were the geese that come travelling down the coast from Iceland and Spitzbergen each October, in great flocks that darkened the sky and filled the air with the rushing noise of their passage – the brown-bodied pink feet, white breasted barnacles, with their dark necks and clowns’ masks, the wild fronts with black-barred breasts, and many species of wild ducks, widgeon, mallard, pintails, teal and shovellers.
Some were not allowed to leave, so that they would remain there as a sign and signal to the wild ones that came down at each winter’s beginning that here were food and sanctuary.
Many hundreds came and remained with him all through cold weather from October to the early spring, when they migrated north again to their
breeding grounds below the Arctic circle.
Rhayader was content in the knowledge that when storms blew, or it was bitter cold and food was scarce, or when the big guns of the distant bag hunters roared, his birds were safe; that he had gathered to the sanctuary and security of his own arms and heart these many wild and beautiful creatures who knew and trusted him.
They would answer the call of the north in the spring, but in the autumn they would come back, barking and whooping and honking in the sky, to circle the landmark of the old lighthouse and drop to earth near by to be his guests again – birds that he well remembered and recognized from the previous year.
And this made Rhayader happy, because he knew that implanted somewhere in their beings was the germ knowledge of his existence and his safe haven, that this knowledge had become part of them and, with the coming of the grey skies and the winds from the north, would send them back to him.
For the rest, his heart and soul went into the painting of the country in which he lived and its creatures. There were not many Rhayader paintings in existence. He hoarded them jealously, piling them up in his lighthouse and the storerooms above by the hundreds. He was not satisfied with them, because as an artist he was uncompromising.
Section A: Questions on *The Snow Goose*
1. In which year did Philip Rhayader start living at the lighthouse? ( /1)
2. **Circle** the verbs in the sentence below:
He lived and worked there alone the year round. ( /2)
3. What does the word ‘fortnightly’ mean? (line 6) ( /1)
4. ‘Like the claw of a bird’ is an example of which of the following? **Circle** the correct answer. ( /1)
metaphor simile personification alliteration
5. Explain what is meant by the word ‘supplies’ in line 6. ( /2)
6. **Circle THREE** words that the writer uses to describe Philip Rhayader’s appearance in paragraphs 2 and 3. ( /3)
misshapen broken young strange
ugly energetic powerful ungainly
7. What do you think the writer means when he writes ‘physical deformity often breeds hatred of humanity in men’? (line 14) ( /2)
8. **Circle** the adverb in the following sentence (lines 14-15). ( /1)
‘Rhayader did not hate; he loved very greatly’
9. Name one thing that you learn about Philip Rhayader from the line: ‘His heart was filled with pity and understanding.’ (lines 15-16) ( /1)
________________________________________________________________________________________
10. What do you think the writer means when he says, ‘But the mere fact that an effort was being made hurt Rhayader and drove him to avoid the person making it’? (lines 20-21) ( /3)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
11. Several types of birds are mentioned in lines 24-29. Write the names of TWO of them (but not the adjectives used to describe them). ( /2)
________________________________________________________________________________________
________________________________________________________________________________________
12. Three proper nouns are used in line 26. Write them in the spaces provided below. There is 1 mark for each. ( /3)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
13. Give TWO reasons why Philip Rhayader kept wild birds. ( /2)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
14. What is meant by the sentence: ‘They would answer the call of the north in the spring’? (line 40) ( /2)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
15. Explain, in your own words, why, each autumn, as described in lines 44-47, Philip Rhayader feels happy.
( /2)
16. In your own words, why is Philip Rhayader never satisfied with his paintings?
( /2)
17. For each of the words printed in bold in the left-hand column of the table below, circle the ONE word in the other column that would be best used to replace it in the passage.
( /5)
| Visage | Face | Appearance | Helmet |
|--------------|------|------------|--------|
| Deformity | Markings | Disfigurement | Appearance |
| Rebuffs | Contradictions | Insults | Names |
| Seclusion | Isolation | Loneliness | Lighthouse |
| Enclosure | Pen | Care | Aviary |
18. For each of the words printed in bold in the left-hand column of the table below, write, in the right-hand column, a word that has the OPPOSITE meaning. The first one has been done for you. (One mark for each correct response)
( /5)
| Spring | Autumn |
|----------|--------|
| Powerful | Weak |
| Repelled | Attracted |
| Wild | Tame |
| Pity | Joy |
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During the first 6 months, breast milk is the best thing for your baby. Whenever possible, breast feed babies so that they receive the nutrition they need. You can breast feed babies until they are 4 years of age or more. Doing this will help ensure that your baby grows strong and healthy. Breast milk protects your baby from diseases by strengthening their own ability to fight off diseases.
With breast milk you won’t need bottles, clean water (that is sometimes difficult to find), or expensive baby formula. Your body produces milk that is perfect for your baby; anytime you need it, it is always fresh and clean. To make sure that your baby can get the best nutrition from your breast milk, you need to take care of your own nutrition intake. Make sure that you are getting enough protein, vegetables, and fruit every day.
Using baby formula can cause disease, malnutrition, and dehydration (lack of liquid) for your baby. Breast milk is free, no money is needed. In a disaster area where clean water, sanitation, and nutrition are a big challenge, breastfeeding is the best option.
Do not mix baby formula with dirty water. Breastfeeding your baby is the best and safest way to ensure your baby’s survival.
Developed by Bumi Sehat Foundation and IDEP Foundation
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Thailand is situated in the heart of the Southeast Asian mainland, covering an area of 513,115 sq.km and extending about 1,620 km from north to the south and 775 km from east to west. Thailand borders the Lao People’s Democratic Republic and the Union of Myanmar to the North, the Kingdom of Cambodia and the Gulf of Thailand to the East, the Union of Myanmar and the Indian ocean to the West, and Malaysia to the south.
The country comprises 76 provinces that are further divided into districts, sub-districts and villages. Bangkok is the capital city and also centre of political, commercial, industrial and cultural activities. Moreover, it is the seat of Thailand's revered Royal Family, with His Majesty the King recognised as Head of State, Head of the Armed Forces, Upholder of the Buddhist religion and Upholder of all religions.
Thailand is a constitutional monarchy with His Majesty King Bhumibol Adulyadej, or King Rama IX, the ninth king of the Chakri Dynasty, the present king. The King has reigned for more than half a century, making him the longest reigning Thai monarch. Thailand embraces a rich diversity of cultures and traditions. With its proud history, tropical climate and renowned hospitality, the Kingdom is a never-ending source of fascination and pleasure for international visitors.
**People**
Thais are well-known for their friendliness and hospitality. A large majority of over 62 million citizens of Thailand are ethic Thai, along with strong communities
whose ethnic origins lie in China, India and elsewhere. About 7 million people reside in the capital city of Bangkok.
Thai (80%), Chinese (10%), Malay (3%), and the rest are minorities (Mons, Khmers, hill tribes) Ethnic Thais form the majority, though the area has historically been a migratory crossroads, and has thus produced a degree of ethnic diversity. Integration is such, however, that culturally and socially there is enormous unity.
The Thai can be broken down into various regional groups including the main Thai, northeastern, northern, and southern Thai with their own culture and ways of life. The main Thai culture has become more dominant due to official government policy which was designed to assimilate and unify the disparate Thai in spite of ethnologic unity.
**Language**
Spoken and written Thai is largely incomprehensible to the casual visitor. However, English is widely understood, particularly in Bangkok where it is almost the major commercial language. English and some European Languages are spoken in most hotels, shops and restaurants in major tourist destinations, and Thai-English road and street signs are found nationwide.
Central Thai or Thai Klang is the main Thai spoken language and is largely used nowadays. However, the dialects are exist in provincial parts with their commonly understandable Thai Klang.
Religion: Buddhism (95%), Muslim (4%), others (1%)
**Government**
Thailand has had a constitutional monarchy since 1932, but all governments acknowledged The King as the chief of state. Parliament is composed of 2 houses, The House of Representatives and the Senate. Both representatives and senators are elected by the people. A prime minister elected from among the representatives leads the government. The country is divided into 76 provinces. The Bangkok Metropolitan Administration comes under an elected governor. Appointed provincial governors administer the other 76 provinces (Changwat), which are divided into districts (Amphoe), sub-districts (Tambon) and villages (Mu Ban).
**National Flag**
The red, white, and blue stripes symbolize the nation, Buddhism, and the monarchy, respectively.
**Code of Arm**
Represented as Garuda; the mythical creature in Thai literature, usually seen in official documents or buildings.
Time
The time in Thailand is seven hours ahead of Greenwich Mean Time (+7 hours GMT).
Climate
Thailand enjoys a tropical climate with three distinct seasons-hot and dry from February to May (average temperature 34 degrees Celsius and 75% humidity); rainy with plenty of sunshine from June to October (average day temperature 29 degrees Celsius and 87% humidity); and cool from November to January (temperatures range from 32 degrees Celsius to below 20 degrees Celsius with a drop in humidity).
Much lower temperatures are experienced in the North and Northeast during nighttime. The South has a tropical rainforest climate with temperatures averaging 28 degrees Celsius almost all year round.
You can check for the Thailand weather at http://www.tmd.go.th/en/
Currency
The Thai currency is the Baht. There are 100 satangs in 1 baht. (B=baht). Notes are issued in denominations of B1000 (gray), B500 (purple), B100 (red), B50 (blue), B20 (green), and B10 (brown-rarely use now). There are 10, 5 and 1 baht coin, and 50 and 25 satang. Most foreign currencies and traveller cheques are easily changed at banks, hotels or moneychangers at the airport. All major credit cards are widely accepted throughout the kingdom.
For further information of Thai currency or exchange rate, please see Bank of Thailand, http://www.bot.or.th
Food
Thai food is eaten with a fork and spoon. Even single dish, such as fried rice with pork or steamed rice topped with roasted duck, is served in bite-sized slices or chunks obviating the need for a knife. The ideal Thai meal is a harmonious blend of the spicy, the subtle, the sweet and sour, and is meant to be equally satisfying to eye, nose and palate.
A typical meal might include a clear soup (perhaps bitter melons stuffed with minced pork), a steamed dish (mussels in curry sauce), a fried dish (fish with ginger), a hot salad (beef slices on a bed of lettuce, onions, chillies, mint and lemon juice) and a variety of sauces into which food is dipped. This would be followed by sweet desserts and/or fresh fruits such as mangoes, durian, jackfruit, papaya, grapes or melon.
Electricity
The electric current is 220 volt AC (50 cycles) throughout the country. Many different types of plugs and sockets are in use. Travellers with electric shavers, hair dryers, tape recorders and other appliances should carry a plug adapter kit. The better hotels will make available 110-volt transformers.
Tap water
Tap water is clean but drinking from it directly should be avoided. Bottled water is recommended.
Clothing
Light, cool clothes are sensible but a jacket is needed only for formal meetings and dining in top restaurants. Shorts (except knee length walking shorts), sleeveless shirts, tank tops and other beach-style attire are considered inappropriate dress when not actually at the beach or in a resort area.
Weights & Measures
The metric system is used throughout Thailand. Numerals on vehicle speed ohmmeters, highway markers and speed limits all indicate kilometres.
Driving in Thailand
Traffic in Thailand drives on the left side of the road.
Most Thai drivers are well mannered, almost polite, be it up to a certain level. Despite this, traffic is rather hectic in and around busy Bangkok where calm driving is not really appreciated.
On many rural roads or even in Bangkok’s small alleys, you will find motorcycles, cars and occasionally your 12 wheel trucks maneuvering against (one way) traffic. Driving around Thailand’s country side at night is considered to be hazardous, especially on holidays and long weekends. There are no street light and the trucks or drunk driving are always seen.
Thai Greeting: The ‘WAI’
This characteristic Thai way of greeting is one of the most, if not the most, beautiful ways of contact ever devised to promote understanding among human beings. Done well and gracefully, even for the umpteenth time by the same person to another person, the one being ‘wai-ed to’ cannot help but feel a certain warmth for the person ‘wai-ing’. When being wai-ed to, you would be considered impolite if you didn’t return or at least acknowledge the wai.
Do's and Don't in Thailand
The Monarchy: Thai people have a deep, traditional reverence for the Royal Family, and a visitor should be careful to show respect for the King, the Queen and the Royal Children.
Religion: Visitors should dress neatly in all religious shrines. They should never go topless, or in shorts, hot pants or other unsuitable attire. It is acceptable to wear shoes when walking around the compound of a Buddhist temple, but not inside the chapel where the principal Buddha image is kept.
Each Buddha image, large or small, ruined or not, is regarded as a sacred object. Never climb onto one to take a photograph or do anything which might indicate a lack of respect. Buddhist monks are forbidden to touch or be touched by a woman, or to accept anything from the hand of one. If a woman has to give anything to a monk, she first hands it to a man, who then presents it.
Social Norms: Thais don’t normally shake hands when they greet one another, but instead press the palms together in a prayer-like gesture called a wai. Generally a younger person wais an elder, who returns it.
Thais regard the head as the highest part of the body, literally and figuratively. Therefore, avoid touching people on the head and try not to point your feet at people or an object. It is considered very rude. Shoes should be removed when entering a private Thai home.
Public displays of affection between men and women are frowned upon.
Special Advice:
- Beware of unauthorised people who offer their services as guides.
- Observe all normal precautions as regards to personal safety, as well as the safety of your belongings. Walking alone on quiet streets or deserted areas is not recommended. Be sure that all your valuables—money, jewellery, and airline tickets—are properly protected from loss.
- Drop your garbage into a waste container. The fine will be imposed on a person who spits, discards cigarette stubs, or drops rubbish in public areas.
- Do not get yourself involved with drugs. Penalties for drug offences are very severe in Thailand.
- Do not support any manner of wild animal abuse. Never purchase any products or souvenirs made from wild animals including reptiles like snakes, monitor lizards, and also turtle shell and ivory. Avoid patronizing local restaurants that serve wild animal delicacies. It is against the law to slaughter wildlife for food in Thailand.
National public holidays in Thailand
The Thai Calendar has adopted the western calendar to divide the year into days, weeks and months, using Thai names for these units. Years are numbered according to the Buddhist Era (BE) which commenced 543 years before the Christian era. For example, 2003 AD is BE 2546 and 2004 is BE 2547.
National public holidays Thailand’s national public holidays are linked to religious or agricultural traditions and follow the lunar calendar, therefore the dates for some of the holidays change each year.
- New Year’s Day: Jan 1
- Makha Bucha Day: late January to early March
- Chakri Day: April 6
- Songkran Day (Thai New Year): April 13
- National Labour Day: May 1
- Coronation Day: May 5
- Visakha Bucha Day: May
- Asanha Bucha Day: July
- Khao Phansa (Buddhist Lent): July
- HM the Queen’s Birthday: August 12
- Chulalongkorn Day: October 23
- HM the King’s Birthday: December 5
- Constitution Day: December 10
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Changes in the land
One constant in the St. Charles Ecopark (and everywhere else) is that nature is always changing. In newly exposed soil, pioneering weeds like ragweed and chicory grow first. In damp areas near the river you’ll notice cottonwood and sycamore trees springing up in thickets.
Along a big river like the Missouri flooding is the main disturbance on shore. Without a major flood—or windstorm, disease, or insect damage—the forest has time to mature. Other trees in the Ecopark include silver maple, box elder, green ash, and black willow. These are typical first-stage riverfront trees. If the Ecopark were underwater more often, they could not survive.
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ADDICTED TO THE TUBE
Watching television is the world’s most popular pastime. But now researchers are warning too much TV can be a bad thing. Here are some tips to keep you off the couch.
Did you ever rush home to catch an episode of “Friends”? Or did you sit anxiously on the edge of your seat during the series finale of “M*A*S*H”?
Or do you sing along with the characters from the new up-and-coming show “Glee”? Or did you yell and scream at your television during the FIFA World Cup?
Watching TV is the world’s most popular pastime, and according to the December 2009 Nielson data, Americans watch about 35 hours of TV per week—that’s almost as much as a full-time job. It has reached the point where many researchers are calling this TV habit an addiction.
“Wait—an addiction? I’m not addicted to TV. I just watch TV to relax after a hard day’s work,” you may say. And that’s OK. Watching TV can be especially relaxing and provide fun entertainment. However, it becomes a major issue when people watch so much TV that it causes harmful effects to their mind, body or relationships.
One of the best ways to see if you’re addicted to TV is to take a break from it for a week, or even a month. If you are unable to do so, then you may want to reconsider your TV habits. The following list contains a few healthy suggestions that pertain to TV watchers of all genres:
1. Turn off the TV during meals.
This may require you to miss some of your favorite shows but you may be surprised about the negative effects of eating in front of the TV. When families eat meals in front of the tube they often overeat or eat mindlessly, beyond the
point of hunger satisfaction. They also eat more unhealthy foods like pop and potato chips and fewer vegetables.
2. Keep the TV out of the bedrooms.
Having a TV in the bedroom is strongly associated with numerous health and educational problems, including obesity, smoking, sleep problems and poor schoolwork, according to the *New York Times*. It is also 10 times harder to monitor your child's viewing hours and type of shows when the TV is hidden in the bedroom.
3. Monitor the types of shows you watch.
You may not realize it but the types of shows you watch can have a major affect on you, especially violent TV programs. According to surgeongeneral.gov, 61 percent of television programs contain some violence and 44 percent of the violent interactions on TV involve perpetrators who have some attractive qualities worthy of emulation. Also, children who watch violent TV shows are more likely to show aggressive behavior as well as fear that something bad might happen to them. Additionally, studies show those who watch TV before going to bed have a harder time falling asleep.
4. Participate in healthy activities while watching TV.
Instead of wasting precious time as a couch potato, you can concurrently participate in healthy activities and watching TV. That way you can watch your favorite TV show guilt-free. While most people are unable to complete tasks with great mental concentration while watching TV, there are some great low-attention tasks that can be combined with TV.
**According to the December 2009 Nielson data, Americans watch about 35 hours of TV per week. That is almost as much as a full-time job.**
**Healthy Activities You Can Do While Watching TV**
1. Exercise.
2. Crafts.
3. Put a puzzle together.
4. Mending and small household items repair.
5. Clean and organize the TV room.
6. Organize collections (CDs, DVDs, craft supplies, etc.)
7. Prepare a grocery list, meal plan or a to-do list.
8. Fold laundry or iron.
9. Clip coupons.
10. Scrapbooking.
Many people don't think they're addicted to TV until they take an in-depth look into their TV schedule. Here are a few questions to consider while deciding if you have an addiction problem:
1. Do you watch a great deal of TV (over 3-5 hours a day)?
2. Can you stop watching TV when you want to?
3. Could you go a week, or even a month, without watching TV?
4. Have you made many fruitless attempts to reduce TV usage?
5. Do you feel compelled to watch TV?
6. Have you given up important social, family or occupational activities in order to watch TV?
7. Is watching TV having harmful effects on your life (insomnia, physically, mentally or with your relationships)?
If you said yes to more than two of these questions, you may want to consider monitoring your TV usage or going without TV altogether. | <urn:uuid:b705f684-2907-49c7-b395-7fec2f15f981> | CC-MAIN-2021-21 | https://motherdaughterinitiative.files.wordpress.com/2018/04/addicted-to-the-tube-leadership-in-action-magazine-september-2010.pdf | 2021-05-16T16:22:07+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991224.58/warc/CC-MAIN-20210516140441-20210516170441-00461.warc.gz | 444,517,019 | 967 | eng_Latn | eng_Latn | 0.999184 | eng_Latn | 0.999295 | [
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## December 2020
| Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
|--------|--------|---------|-----------|----------|--------|----------|
| | | | | | | |
| **Words of the Week**
Use these words in a sentence and discuss.
**Traditional**
**Cultivate**
**Exaggerate** | | | | | | |
| **13** | **14** | **15** | **16** | **17** | **18** | **19** |
| **Quality Assurance Check** | **FDHS Parent Mtg 9 AM & 6 PM** | **JSHS Evening Out with Santa 5:00 PM** | **CHS Christmas Parade 5:00 PM** | **FDHS Polar Express Drive-Thru** | **Parent Conferences** | **Fatherhood Activity Calling All Dads** |
| **20** | **21** | **22** | **23** | **24** | **25** | **26** |
| **27** | **28** | **29** | **30** | **31** | | |
### Community Assessment ends Dec. 11th
**Self-Assessment begins Dec. 14th**
**Learning Theme for December**
“STORIES & RHYMES”
**Skills for the Month**
- Compare fantasy and reality
- Interpret illustrations
- Predict, estimate, and guess
- Explore charts and graphs
- Express opinions
---
Lowndes County BOE Head Start
P.O. Box 158 | 141 Main Street
Hayneville, AL 36540
Phone: 334-548-2145
Fax: 334-548-0021
Website: www.lowndesboeheadstart.org
Central Head Start 863-7590
Fort Deposit Head Start 827-8704
Jackson-Steele Head Start 874-4792 | <urn:uuid:d593abc1-a6cc-4584-bb44-d4a1655a96cc> | CC-MAIN-2021-21 | https://www.lowndesboe.org/userfiles/18/my%20files/december%20monthly%20calendar%202020.pdf?id=5010 | 2021-05-16T14:34:52+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991224.58/warc/CC-MAIN-20210516140441-20210516170441-00458.warc.gz | 922,217,078 | 429 | eng_Latn | eng_Latn | 0.467783 | eng_Latn | 0.467783 | [
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Values & principles
Introduction
Broadly speaking, values are the inherent beliefs held by individuals; culture describes the behaviour of a group of like-minded people. Different nations, or different groups of people, or different societies, are likely to have different values; often people with similar values will group together. Values include ethical and moral values, political and religious values, social and aesthetic values, etc.
The people who work in a business or NGO will all have individual values – but the organisation will develop a culture, usually predicated on the values on the leaders, and which provide guidance for the way that all the staff should behave. Ideally, the staff’s shared values and the culture will be mutually reinforcing.
Edgar Shein argues\(^1\) that there are three levels of culture:
- What you see: the way people dress or the way the office is arranged or the formal processes;
- What the organisation says about its values and beliefs: reflected in its purpose and philosophies; and
- Basic underlying beliefs: what people really think, which can be difficult to discern, but are key to explaining why people and organisations behave in a particular way.
These levels can be thought of as a culture iceberg, where what you see is only a small part of the total, with most of it below water and therefore hidden from view.
Widely shared values are likely to lead to harmony. The most successful organisations are those where the staff share similar values and moral principles since these guide individual and corporate behaviour, and where those values reinforce the organisation’s purpose.
Some businesses go to considerable effort to set out their value, perhaps by writing a ‘values statement’ which they then pin on the wall to remind themselves of what they believe, or by preparing a graphic illustration such as PricewaterhouseCooper’s ‘value wheel’. It is important, however, not to try to cover
---
\(^1\) Edgar Schein, “Organisational culture & leadership”, Jossey Bass, 1992
everything but rather the four or five values that are fundamental to the organisation.
Personal values can evolve over time, but generally values like integrity and respect are deeply held; asking people to work in an environment where there is conflict between their personal values and the culture is ultimately likely to lead to dissonance.
Values imply that people have choices – and the choices that they make will be guided by their values. Shared values are likely to lead to mutual trust and to consistent decision making. If everyone in the business believes everyone will take the ‘right’ decision in a given set of circumstances, then there is less need for hierarchical control and more scope to encourage personal responsibility and initiative. This will result not only in a stronger focus on achieving the organisation’s goals but also in a more motivated workforce. | <urn:uuid:09a499b1-e3bd-4266-84d9-0325f5962f4f> | CC-MAIN-2018-51 | http://businessadvocacy.net/dloads/fsValues.pdf | 2018-12-18T16:11:55Z | crawl-data/CC-MAIN-2018-51/segments/1544376829429.94/warc/CC-MAIN-20181218143757-20181218165757-00634.warc.gz | 45,328,660 | 562 | eng_Latn | eng_Latn | 0.998399 | eng_Latn | 0.998257 | [
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5E2 - RAIDEN WALKER
"An illustrated biography of the inventor of the telephone"--
Alexander Graham Bell invented the telephone during the years of the Industrial Age in Europe and America. It was the day and age for new innovations and new devices that exploded in the field of manufacturing. While many of those instruments were suited for large companies and the wealthy, who could invest in them, the everyday man's use of the telephone was a dream of Alexander Bell, of his telegraph and of all the other inventions that sprang from his fruitful mind. Although he worked with the deaf, he never lived in a world of silence, and neither did his hearing-impaired family and friends. Inside you'll read about Budding Inventor A Lovely Wife: A Loving Life Mixing Business with Pleasure And much more! Alexander Graham Bell was a precious young man, and it didn't dismay him that many others, who were older and more experienced than he, were scrambling to build the world's first telephone. There was a stampede to the patent office toward the latter half of the 19th Century. Patent attorneys were shown anything from rough pencil drawings to scribbled out explanations of how these devices were sure to work. Many, many of the applicants presented verbal ideas. Others, though, designed carefully engineered diagrams and prototypes. Only Alexander Graham Bell and his assistant, James Watson, had demonstrated it in front of influential scientists and notable statesmen at a University.
Alexander Graham Bell invents a talking machine he calls the telephone and demonstrates it at the World's Fair in Philadelphia in 1876.
The popular image of Alexander Graham Bell is that of an elderly American patriarch, memorable only for his pause, his Santa Claus beard, and the invention of the telephone. In this magisterial reassessment based on thorough new research, acclaimed biographer Charlotte Gray reveals Bell's wide-ranging passion for invention and delves into the private life that supported his genius. The child of a speech therapist and a deaf mother, and possessed of superbly acute hearing, Bell developed an early interest in sound. His understanding of how sound waves might relate to electrical waves enabled him to invent the "talking telegraph" before his rivals, even as he undertook a tempestuous courtship of the woman who would become his wife and mainstay. In an intensely competitive age, Bell seemed to shun fame and fortune. Yet many of his innovations—electric heating, using light to transmit sound, electronic mail, composting toilets, the artificial lung—were far ahead of their time. His pioneering ideas about sound, flight, genetics, and even the engineering of complex structures such as stadium roofs still resonate today. This is an essential portrait of an American giant whose innovations revolutionized the modern world.
Developed by National Geographic in consultation with literacy education experts, a series of high-interest, exciting and easy-to-read books contain simple text, National Geographic photography and kid-friendly design, as well as loads of information about subjects that really matter to kids. Simultaneous.
Introduces the life and accomplishments of Alexander Graham Bell, the inventor most widely known for developing the telephone.
"...rarely have inventor and invention been better served than in this book." --New York Times Book Review Hero, Edwin Grosvenor, American Heritage's publisher and Bell's great grandson, tells the dramatic story of the race to invent the telephone and how Bell's patent for it would become the most valuable ever issued. He also writes of Bell's other extraordinary inventions: the first transmission of sound over light waves, metal detector, first practical phonograph, and early airplanes, including the first to fly in Canada. And he examines Bell's humanitarian efforts, including support for women's suffrage, civil rights, and speeches about what he warned would be a "greenhouse effect" of pollution causing global warming.
Alexander Graham Bell was a Scottish immigrant whose interest in helping the hearing-impaired led him to become not only an influential and respected teacher of the deaf, but the inventor of the telephone. This title examines Bell's life from his roots in Scotland, through his immigration to America, to his teaching experiences and inventions, his success with the telephone, and his later work toward inventing a flying machine. It highlights Bell's personal life and dedication to helping people, showing how he used his talents to help such famous Americans as Helen Keller and President James A. Garfield, who had been shot by an assassin.
The life and career of Alexander Graham Bell, the man credited with inventing the telephone. The telephone is one invention that changed the world. It was made by Alexander Graham Bell. Kids will read this book and find out more about him, like that his first job was teaching deaf people. They will also learn more about his invention and working with Thomas Watson. Aligned to Common Core Standards and correlated to state standards. Applied to STEM Concepts of Learning Principles. Super Sandcastle is an imprint of Abdo Publishing, a division of ABDO.
Alphabetical articles profile the life and work of notable scientists and inventors from antiquity to the present, beginning with Jean Louis Rodolphe Agassiz and concluding with the Wright Brothers. This book traces the life of Alexander Graham Bell, from his early childhood and education through his sources of inspiration and challenges faced, early successes, and the invention for which he is best known: the telephone. A timeline at the end of the book summarizes key milestones and achievements of Bell's life.
Alexander Graham Bell Educator. Innovator. Inventor. These three words sum up Alexander Graham Bell, one of the greatest scientific men of his era. He is most famous for the invention of the telephone, a device which he predicted would transform human society. And it did. But the telephone is just one of the many innovations and inventions that Bell brought into being. Inside you will read about... Childhood - Emigration to North America - The Bell Telephone Company - The Race to Save the President - A Rival to the Wright Brothers - Later Years and Death And much more! A man who epitomizes the word visionary, Alexander Graham Bell predicted the use of light as a medium for transmitting information and how humanity would be transformed by flight. This is his story.
Tells the story of how Alexander Graham Bell came up with the telephone, and how his invention changed the way people communicate. Written in graphic-novel format.
Alexander Graham Bell revolutionized the way people communicate. Readers will enjoy this book about Bell's life and his impact on the world. The text follows Bell's early life and work, with an emphasis on his experiments in sound transmission. Readers will learn all about early telephones and how they worked, as well as a few of Bell's other inventions. Authentic photographs and fascinating content bring Alexander Graham Bell to life. This is the perfect supplement for social studies and STEM curricula.
A biography of Alexander Graham Bell, focusing on his invention of the telephone and his lifelong work with deaf people.
Finalist for the PEN/Acornille Bograd Weld Award for Biography Finalist for the Mark Lynton History Prize "Meticulously researched, crackling with insights, and rich in novelistic detail" (Steve Silberman), this "provocative, sensitive, beautifully written biography" (Sylvia Nasar) tells the true—and troubling—story of Alexander Graham Bell's quest to end deafness. "Researched and written through the Deaf perspective, this marvelously engaging history will have us rethinking the invention of the telephone." —Jaipreet Virdi, PhD, author of Hearing Happiness: Deafness Cures in History We think of Alexander Graham Bell as the inventor of the telephone, but that's not how he saw his own career. As the son of a deaf woman and, later, husband to another, his goal in life from adolescence was to teach deaf students to speak. Even his tinkering sprang from his teaching work; the telephone had its origins as a speech reading machine. The Invention of Miracles takes a "stirring" (The New York Times Book Review), "provocative" (The Boston Globe), "scrupulously researched" (Pittsburgh Post-Gazette) new look at an American icon, revealing the astonishing true genesis of the telephone and its connection to another, far more disturbing legacy of Bell's: his efforts to suppress American Sign Language. Weaving together a dazzling tale of innovation with a moving love story, the book offers a heartbreaking account of how a champion can become an adversary and an enthralling depiction of the deaf community's fight to reclaim a once-forbidden language. Katie Booth has been researching this story for more than fifteen years, poring over Bell's papers, Library of Congress archives, and the records of deaf schools around America. But she's also lived with this story for her entire life. Witnessing the damaging impact of Bell's legacy on her family would set her on a path that overturned everything she thought she knew about language, power, deafness, and the telephone.
A biography, with photographs and quotes from Bell himself, which follows this well known inventor from his childhood in Scotland through his life-long efforts to come up with ideas that would improve people's lives.
Describes the life and accomplishments of scientist, inventor, and teacher of the deaf Alexander Graham Bell, who is best known for inventing the telephone.
A biography of the teacher and inventor best known for his work with the deaf and his invention of the telephone.
A biography of the man known for his interest in teaching the deaf and for his invention of the telephone.
Well before Alexander Graham Bell invented the telephone, Aleck (as his family called him) was a curious boy, interested in how and why he was able to hear the world all around him. His father was a speech therapist who invented the Visible Alphabet and his mother was hearing impaired, which only made Aleck even more fascinated by sound vibration and modes of communication. Naturally inquisitive and inclined to test his knowledge, young Aleck was the perfect person to grow up in the Age of Invention. As a kid he toyed with sound vibrations and began a life of inventing. This in-depth look at the life and inspiration of the brilliant man who invented the telephone is sure to fire up the imaginations of young readers who question why and how things work. Driven by curiosity and an eagerness to help others, Aleck became a teacher for the deaf. His eventual invention of the telephone proved that he never stopped thinking big or experimenting with sound. Backmatter includes more information about Bell's inventions, a timeline of his life, a bibliography, and sources for further learning.
Documents Bell's scientific experiments of Alexander Graham Bell at his summer home and laboratory on Cape Breton Island in Nova Scotia.
Christopher Beauchamp debunks the myth of Alexander Graham Bell as the telephone's sole inventor, exposing that story's origins in the arguments advanced by Bell's lawyers during fiercely contested battles for patent monopoly. The courts anointed Bell father of the telephone—likely the most consequential intellectual property right ever granted.
Profiles the inventor of the telephone, who was also a teacher of the deaf, co-founder of the National Geographic Society, and creator of the metal detector.
Documents the illicit beginnings of the lucrative telephone monopoly, revealing how Bell's journals acknowledged his illegal copying of Elisha Gray's invention in order to secure what would become the nation's most valuable patent. Reprint. 13,000 first printing.
Explores the life of Alexander Graham Bell, the inventor of numerous devices, including the telephone.
This exciting biography includes science and history background on Bell's era, as well as sidebars and biographies of inventors and scientists who influenced—and competed with—him. Readers will build telegraphs, liquid transmitters, intercoms, metal detectors, and tetrahedral kites as they explore the science behind Bell's wide-ranging inventions.
A reprint of the 1973 biography of the American inventor. Divided into pre-telephone, telephone, and post-telephone sections, also covers his work with the Smithsonian, the deaf, the National Geographic Society, and Science magazine. Paper edition ($12.95) not seen. Annotation copyrighted by Book News, Inc., Portland, OR
Who Was Alexander Graham Bell? is aligned to the Common Core State Standards for English/Language Arts, addressing Literacy.R1.1 and Literacy.L.2. Large black-and-white illustrations show Alexander Bell's greatest accomplishment, the first telephone. Further images and sequential text share the origin and development of this now global, mobile technology. This book should be paired with "Alexander Graham Bell: Famous Inventor" (9781448889726) from the Rosen Common Core Readers Program to provide the alternative point of view on the same topic.
In 1876, at only 29 years old, Alexander Graham Bell completed the invention that would turn him into a household name: the telephone. What began as a tool for his deaf students, the device would ultimately change the way people communicate forever. Driven by a keen scientific mind and a desire to find new ways to assist people, Bell produced groundbreaking inventions in an astonishing range of fields, including aviation and medicine. Jennifer Groundwater tells the story of his most important discoveries, and his passionate, lifelong quest to improve the way things work. This new illustrated edition offers 50+ visuals including blueprints, artifacts, and behind-the-scenes photos of Bell developing inventions.
A biography of the prolific inventor best known for his work with the deaf and his invention of the telephone.
Growing up, Alexander Graham Bell was fascinated with music, speech, and sounds. He worked hard to invent things that would not only help those with impaired hearing, but also bring people together in new and special ways. What he didn't know was that his simple idea--to help people communicate--would change the world when he invented the telephone.
Impeccably researched, and written with Charlotte Gray's unerring eye for personal and historical detail, Reluctant Genius tells the story of a man very different from his public image. Most of us think of Alexander Graham Bell as a white-bearded sage, but the young Alec Bell was a passionate and wild-eyed genius, a man given to fits of brilliance and melancholy. His technologies for photophones, tetrahedrals, flying machines and hydrodromes laid the groundwork for future achievement. And he adored his wife, Mabel, a beautiful, deaf young woman from a blueblood Boston family. Gray goes where no other writer has gone, delving deeply into Bell's personality and into his intense relationship with Mabel, whose background and temperament were a startling contrast to his own. Reluctant Genius takes us on an intimate journey into the golden age of invention and the vibrant life of a man whose work shaped our world.
Alexander Graham Bell forever changed the world. The telephone and his many other landmark inventions rank among the most transforming and enduring of the modern era. But it was his work with the deaf, teaching as well as inventing tools to ease communication, that he considered his life's work. The son of a speech therapist father and hearing impaired mother, his stellar achievements in sound reproduction and aviation give proof that he fit his own definition of an inventor. He said, "An inventor a man who looks upon the world and is not contented with things as they are. He wants to improve whatever he sees, he wants to benefit the world." This is a compelling biography of a true scientific visionary. Oxford Portraits in Science is an on-going series of scientific biographies for young adults. Written by top scholars and writers, each biography examines the personality of its subject as well as the thought process leading to his or her discoveries. These illustrated biographies combine accessible technical information with compelling personal stories to portray the scientists whose work has shaped our understanding of the natural world. | <urn:uuid:dd2ef089-1aba-477f-8bde-45bc4f62a355> | CC-MAIN-2022-33 | http://www.goochandhousego.com/nikki/legacy/who-was-alexander-graham-bell-pdf/5e2 | 2022-08-11T09:36:43+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571246.56/warc/CC-MAIN-20220811073058-20220811103058-00434.warc.gz | 70,010,210 | 3,378 | eng_Latn | eng_Latn | 0.998084 | eng_Latn | 0.998101 | [
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Gantt Charts
Introduction
Gantt Charts are a tool used in project planning – and are probably the most useful of all project planning techniques. Project planning is used when there is a definite start and end to an exercise. You plan because you want to ensure that you do not forget anything – and to help you manage the project efficiently and effectively.
Project planning sheet
Start by brainstorming a list of all the activities that need to be completed for a project. If you cannot identify all of the tasks, then it might be sensible to split the project into a series of smaller projects, where the end of one project provides the information required to start the next project. Put the tasks in a logical order and fill in a Project Planning Sheet with estimates of how long each activity will take. If the start of one task is dependent on the completion of an earlier task, note that as well. To avoid delays, start activities with long lead time as early as possible.
Gantt charts
A Gantt chart, originally devised by Henry Gantt, provides a graphical representation of the tasks and times in the project planning sheet. It provides a simple overview of a number of related activities and their expected durations for a particular project. Specifically, a Gantt chart is a series of horizontal bars combined on a chart with each bar representing a specific activity and the length of the bar representing the time required.
Imagine that your BMO wants to advocate a specific policy proposal. The key steps, together with timings and the expected durations, are shown in the example.
Table 1: Gantt chart
| | Oct | Nov | Dec | Jan | Feb | Mar | Apr | May |
|----------|-----|-----|-----|-----|-----|-----|-----|-----|
| 1. Consult with members | | | | | | | | |
| 2. Undertake research | | | | | | | | |
| 3. Prepare draft proposals | | | | | | | | |
| 4. Build alliances with stakeholders | | | | | | | | |
| 5. Seek meetings with policy makers | | | | | | | | |
| 6. Modify draft proposals | | | | | | | | |
| 7. Publish final proposals | | | | | | | | |
| 8. Meet with Minister | | | | | | | | |
| 9. Issue press release | | | | | | | | |
Note that activities that are independent can be undertaken simultaneously, provided that sufficient resources are available. However, some activities cannot start until others are complete (though these dependences may not be obvious from the chart). For example, you cannot define the service accurately until you have completed the market research.
The chart can be used to check regularly on what needs to be done when, and whether everything is going according to plan. It is a tool to be used. This way you can control the changes rather than the changes controlling you.
If it is important to keep this chart in front of you all the time for management purposes, think about using a dry wipe board. This has the further advantage that it can be altered from day to day if necessary.
**Useful tips**
- There is now a wide range of software, eg Microsoft Project, available to assist the planning process. These packages can produce charts, schedules, etc very rapidly, though you will find for most projects that pencil and paper, or a spreadsheet package, will be more than adequate.
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Rodenticides can harm wildlife; please use carefully
Throughout California, the careless use of poison baits used to control rodents has injured and killed numerous wild animals and pets. This is because scavenging birds like owls, hawks, and predators such as raccoons, foxes, skunks and coyotes that eat dead or dying rodents that have consumed these baits will also be poisoned.
Pets will also eat dead or dying rodents and unprotected bait. You can protect both pets and wildlife by reading – and following – the label directions of any rodent baits you purchase, and only purchasing those that are legal for the pest you are trying to control.
Protect your wild neighbors and pets from accidental poisoning. Use all pesticides very carefully and follow all label directions, or chose organic or mechanical pest control methods.
**Rodenticide Baits: Frequently-Asked Questions**
**Q. How do rodent baits harm wildlife and pets?**
A. It’s possible for wildlife and pets to consume the poison directly. However, it’s more likely that these animals have received a secondary exposure. A secondary exposure occurs when wildlife or pets consume dead or dying rodents that have eaten the rodent bait. Wildlife that can be affected by secondary poisoning include owls, hawks, other scavenging birds and predators such as raccoons, foxes, skunks and coyotes.
**Q. How can I protect wildlife and pets, but still control rodent pests?**
A. Rodent bait users must follow label directions carefully. Some rodent baits, for example those that contain the active ingredients **chlorphacinone** and **diphacinone**, are legal to use in outdoor areas. These products can be used to control field rodents such as gophers, voles and ground squirrels. Other rodent bait products, such as those that contain the active ingredients broadifacoum, bromodialone or difethialone, can only be used to control rodents found within structures, like rats and mice.
→ Read product labels carefully before using any pesticide, and follow directions exactly.
→ Check daily for dead rodents. Wearing gloves, collect the carcasses as soon as possible, place in plastic bags and dispose in garbage cans with tight lids that other animals can’t open. Always wear protective gloves when handling any dead animal.
**Q. Where can I get the rodenticide with chlorphacinone and diphacinone?**
A. These products are sold at many hardware, nursery and farm supply stores. Depending on the county, they may also be sold by the county agricultural commissioner’s office.
**Q. Why are chlorphacinone and diphacinone safer to use in open spaces?**
A. Chlorphacinone and diphacinone are less toxic to mammals, and are eliminated rather quickly from the bodies of animals that ingest them. These products generally require multiple feedings before killing rodent pests.
**Q. What kind of rodenticides should I NOT use in the yard, away from buildings?**
A. Over-the-counter rodenticides, such as d-Con®, that contain the active ingredients **brodifacoum**, **bromadiolone** or **difethialone**. These can only be legally used to control rats and house mice in and around structures. It is illegal to
Q. Why is brodifacoum so dangerous for wildlife and pets?
A. Brodifacoum, bromodialone and difethialone pose a greater secondary toxicity risk to wildlife and pets than products that contain chlorphacinone and diphacinone. These products are more toxic to mammals, stay longer in the bodies of animals that ingest them and can kill with a single feeding. Their residues are most likely ingested by scavenging dead rodents. Deer are sometimes attracted to the pellet form of brodifacoum.
Q. How do these rodent baits work?
A. Both types of rodenticides are anti-coagulants. Animals that ingest them die from internal hemorrhaging (bleeding).
Q. How do you know rodent baits are poisoning wildlife?
A. Since 1994, CDFW’s Pesticide Investigations Unit has confirmed at least 136 cases of wildlife poisoning from anticoagulant rodent baits. Brodifacoum was the poison most frequently detected. Animals harmed include coyote, gray fox, San Joaquin kit fox, raccoon, fox squirrel, bobcat, red fox, mountain lion, black bear, Hermann’s kangaroo rat, golden eagle, Canada goose, great-horned owl, barn owl, red-shouldered hawk, red-tailed hawk, Cooper’s hawk, turkey vulture and wild turkey.
Since animals typically retreat to their dens, burrows or other hiding places in the final stages of anticoagulant poisoning, the number of non-target wildlife killed by these compounds may be much greater than we know. CDFW researchers have found that most birds and mammals killed by anti-coagulants are found in areas adjacent to urban development.
Q. Can I control rodent pests without using poison baits?
A. You can discourage some rodents from moving in by keeping grasses mowed at no more than two inches or by disking around sites that need to be protected. (See Vole Control, below.)
Q. I found a dead raccoon (or other small wild animal) in my yard. What should I do?
A. First, do NOT touch it bare-handed. Wildlife can carry diseases and parasites, so always wear protective clothing – especially gloves – before handling dead or dying animals of any kind. If you’re in an urban or suburban area, call your city or county animal control office with detailed information about the animal’s appearance and condition. Even if they don’t have the staff to come retrieve it, they need to know about it, as the one you found may not be the only one.
Q. If I think my pet has been poisoned, what should I do?
A. If your pet is having seizures, is unconscious or losing consciousness, or is having difficulty breathing, phone ahead and take your pet immediately to your local veterinarian or emergency veterinary clinic.
Vole Control
Rodent baits are often used to control voles. Their populations tend to be cyclical and once established, vole colonies are not easy to control.
One of the most effective ways to discourage voles from moving in is to simply mow grasses down to no more than two inches or disk around sites that need to be protected. Either action will reduce or eliminate their preferred habitat. Often, if you don’t control the vole population, there may be little you can do about it. The secret is to protect sensitive sites – such as gardens – by mowing or disking the area before the population gets too high.
If you must use a rodent bait to control voles, only use those baits intended for field rodents. Their labels will identify chlorphacinone or diphacinone as the active ingredient. Baits should only be used in small treatment areas and the areas should be checked daily for dead rodents.
With very high vole populations, rodent baits may ultimately have little effect. The best approach is to protect sensitive sites – such as gardens – by mowing or disking the area before the population gets too high. | <urn:uuid:9418ede7-0ca1-4892-8fe8-bc7e17c843dd> | CC-MAIN-2020-40 | http://smmc.ca.gov/pdf/attachment3600_Attachment%203.pdf | 2020-09-27T22:45:25+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401582033.88/warc/CC-MAIN-20200927215009-20200928005009-00431.warc.gz | 107,632,966 | 1,512 | eng_Latn | eng_Latn | 0.998295 | eng_Latn | 0.998333 | [
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Appendix
Auxiliary words and phrases that are almost always unnecessary
(Auxiliary words and phrases, however — used sparingly — can improve the cadence of your writing, making it more rhythmic and pleasing.)
| Auxiliary Words/Phrases |
|---------------------------------------------------------------|
| a total of |
| absolutely |
| abundantly |
| actually |
| all things being equal |
| as a matter of fact |
| as far as I am concerned |
| at the end of the day |
| at this moment in time |
| at this time |
| basically |
| closely |
| current |
| currently |
| during the period from |
| each and every one |
| existing |
| extremely |
| for the most part |
| generally |
| I am of the opinion |
| that |
| I would like to say |
| I would like to take |
| this opportunity to say |
| in due course |
| in the end |
| in the final analysis |
| in this connection |
| in sum |
| in total |
| in view of the fact that |
| it should be understood that |
| largely |
| last but not least |
| obviously |
| of course |
| on the whole |
| other things being equal |
| quite |
| really |
| really quite |
| regarding the (noun), it... |
| the fact of the matter is |
| the month(s) of |
| to all intents and purposes |
| very |
Buzzwords
Buzzwords aren’t necessarily bad. Some are essential. Most are overused. A few should be banned from your vocabulary.
Common buzzword errors
1. Sprinkling your conversation and writing with the buzzwords du jour, which marks you as something of a puffbag or, worse, a slave to trends
2. Using buzzwords
- that are less descriptive or precise than less-trendy alternatives
- that were ill-advised from the start and should never have been coined
- that the general public might not understand
The buzzwords listed on the next page are or have recently been in vogue. New buzzwords are continually entering the vocabulary. Please add to the list as you see fit.
| Boldface words | Use rarely or not at all |
|---------------|--------------------------|
| Words in italics | Use with care |
| Other words | May indicate lazy writing. Is there a more precise, descriptive word? |
**Absolutely**
- B2B (Business-to-Business)
- B2C (Business-to-Consumer)
- Backward-compatible
- Benchmarking
- Best of breed
- Best practice
- Best-in-class
- Breakthrough
- Bricks-and-clicks
- Burning platform
- Business layer
- Business logic
- Business process
- Business-centric
- Challenge
- Change management
- Client-focused
- Communication
- Community (as in “the [worldwide] law-enforcement community”)
- Competency
- Co-opetition
- Core business
- Corporate culture
- Creative destruction
- Cross-platform
- Customer-centric
- Cutting-edge
- Digital signage
- Diversity
- Drill-down
- Due diligence
- Ecosystem engineer
- E-Enable
- Elevator statement
- Empowerment
- End-to-end
- Engage
- Enterprise
- EQ
- Essential
- Excellence
- Experience
- Extensibility
- Feedback loop
- Fit for purpose
- Focus
- Forward-looking
**Framework**
- Frictionless
- Frontier
- Gestalt
- Glass ceiling
- Globalization
- Going forward
- Grow (as in "grow the business")
- Holistic
- Impact (instead of effect as a noun, or affect as a verb)
- Information sharing (as a reason for having a meeting)
- Information society
- Interactive
- Interoperability
- Key Performance Indicator (or KPI)
- Knowledge base
- Knowledge economy
- Knowledge worker
- Leadership
- Learning curve
- Learning enterprise
- Learning organization
- Leverage
- Lifelong learning
- Logistics
- Low-hanging fruit
- Maximize
- Metric
- Middleware
- Mission statement
- Mission-critical
- Modularity
- Mouse racing
- Multimedia
- Network
- Next-generation
- Off message
- Offerings
- On message
- On the ground
- Operationalize
- Optimize
- Outside the box
- Ownership
**Paradigm**
- Paradigm shift
- Parameter
- Perspective
- Plugability
- Political capital
- Proactive
- Productize
- Proof of concept
- Quantum leap
- Rainmaker
- Reengineering
- Rigor
- Robust
- Scalability
- Sea change
- Seamless integration
- Social software
- Solution
- Spatial standardization
- Spearhead
- Spin
- Spin doctor
- State-of-the-art
- Step-change
- Strategic
- Strategic alignment
- Strategic fit
- Strategize
- STUN protocol
- Sustainability
- Synergy
- System
- Talking points
- Team
- Teamwork
- Thought leader
- Touch base
- Transparent functionalities
- Truthiness
- Virtual
- Vision statement
- Win-win situation
- Workflow
- World class
| Stuffy or Flabby Word (Distancing) | Simple Word (Inviting) |
|-----------------------------------|------------------------|
| acquire | get |
| additional | more |
| advise | tell |
| assist | help |
| attend | go to |
| commence | begin, start |
| communicate | let me know, tell, write|
| complete (v.) | finish |
| evident | clear |
| execute | do |
| implement | introduce, carry out |
| inform | tell |
| initiate | begin, start |
| locale, locality | place |
| materialize | take place, occur |
| modify | change |
| occur | happen |
| participate | take part |
| purchase | buy |
| request (v.) | ask |
| requirements | needs |
| sufficient | enough |
| terminate | end, stop, finish |
| transmit | send |
| utilize | use |
**Distancing (Third-Person Impersonal — It)**
| Distancing (Third-Person Impersonal — It) | Better (First Person — I, We*) |
|-------------------------------------------|-------------------------------|
| It will be appreciated | I would appreciate |
| It is impossible to | We can’t |
| It would be difficult to | We can’t easily |
| It is our position that | We feel |
* Do not use we when you mean I.
**Flatulent Phrase**
| Flatulent Phrase | Better |
|-----------------------------------------|---------------------------------------------|
| a high level of intelligence | high intelligence or intelligence |
| as a tool to guide future development decisions | to guide development |
| assist you with | help you |
| at your earliest convenience | soon |
| by means of | by, through, with |
| for the purpose of | for |
| in order to | to |
| in spite of the fact that | although |
| in the course of | during |
| In the event of | if |
| possesses unsurpassed qualifications | is qualified or is well qualified |
| prior to | before |
| so as to | to |
| subsequent to | after |
| wholly united | united |
| will take steps to | will |
| with regard to | regarding, concerning |
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Organizing Your Teacher Desk/Workspace
Write the functions of your desk area on the lines and the supplies needed in order to accomplish that task below it in the box.
Grading/Student Feedback
- colored pens
- sticky notes
- grade book
- EC grader
- stamps
- stickers | <urn:uuid:8ffcdd8c-d604-4b80-93a4-9aad83f01b1c> | CC-MAIN-2018-51 | https://www.ateachersbestfriend.com/wp-content/uploads/2015/08/Worksheet-Organizing-Your-Teacher-Desk-Workspace-A-Teachers-Best-Friend.pdf | 2018-12-18T14:40:15Z | crawl-data/CC-MAIN-2018-51/segments/1544376829429.94/warc/CC-MAIN-20181218143757-20181218165757-00638.warc.gz | 825,724,907 | 63 | eng_Latn | eng_Latn | 0.995204 | eng_Latn | 0.995204 | [
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Russian Skyfall by Natasha Artemieva
The “smoke train” — the trail left by the Chelyabinsk meteorite as it rushed through the atmosphere — was spectacularly caught on film by Russian photographer Marat Ahmetvaleev, who was fortunate enough to be photographing the sunrise that day.
More at http://marateaman.livejournal.com/27910.html
This is from an article by PSI Senior Scientist Natasha Artemieva that was published as “News and Views” in the Nov. 13, 2013, issue of Nature.
The Feb. 15, 2013, entry of a 65-foot-wide celestial rock into Earth’s atmosphere above the Ural Mountains in Russia offered both a spectacular show and invaluable information that advances our understanding of high-velocity impacts. It was the largest impact event on Earth since the Tunguska blast in 1908.
In his letter to *Nature* in 1908, renowned amateur astronomer W. F. Denning described the night of 30 June in Bristol: “The firmament was abnormally luminous, with a very strong glow all over the north at midnight.” Other letter writers in that issue of *Nature* and the next issue also reported seeing bright lights in Berlin, London, and Prague that night. And atmospheric disturbances and seismic signals were registered across Eurasia, with the strongest reported in Russian Siberia.
Then in 1927, a huge area of devastated forest was discovered near the Podkamennaya Tunguska River, also in Siberia. It took decades to connect all of these observations with a cosmic-body impact, now known as the Tunguska event of 1908, which carried a total energy of 10–15 megatons of TNT, equal to 1000 times the Hiroshima bomb. Taken together with the hypothesis that an asteroid impact caused the mass extinction at the Cretaceous–Palaeogene geological boundary 66 million years ago, the Tunguska event highlighted a new threat to the human race and a challenge for astronomers: to predict the next asteroid impacts.
There are three fundamental physical processes involved as meteoroids — asteroids’ smaller counterparts — enter the atmosphere. First, atmospheric drag decelerates meteoroids from their initial velocity of about 12 miles per second to a free-fall velocity ranging from inches to hundreds of feet per second, depending on size. Second, atmospheric shock waves heat the air sur-
Continued on page 2
This half-ton rock, the largest piece of the Chelyabinsk meteorite, was located in Lake Chebarkul at the time of the fall and pulled from the water months later. Anton Melnikov/Reuters/Corbis
Inside this issue:
| ABOUT NATASHA ARTEMIEVA | 2 |
| INTRODUCING AMANDA HENDRIX | 3 |
| CLOSEST EVER ASTEROID SPACECRAFT FLYBY | 3 |
| FACE-TO-FACE WITH SUGATA TAN | 4 |
| THE DEATH OF COMET ISON | 4 |
Arizona, California, District of Columbia, Florida, Indiana, Maryland, Maine, New Mexico, New York, Nevada, Oklahoma, Pennsylvania, South Carolina, Texas, Utah, Virginia, Vermont, Washington, Wisconsin, West Virginia, Wyoming
Copyright © 2014 Planetary Science Institute
Russian Skyfall by Natasha Artemieva (continued)
rounding the meteoroid and make the body visible as a fireball. Thermal radiation evaporates the meteoroid, which may lose more than 90% of its initial mass before it hits the ground. Third, extremely high dynamic pressure breaks the meteoroid into smaller fragments, which in turn are subjected to even higher degrees of deceleration and evaporation.
So far, approximately 90% of near-Earth objects, such as comets and asteroids larger than a half-mile in diameter, have been monitored. Smaller, Tunguska-like bodies are much more difficult to detect. However, the DA14 near-Earth asteroid, which is about 100 ft wide, was discovered in February 2012. A year later in Tucson, AZ, I was watching NASA TV about the asteroid’s expected closest approach (approximately 17,000 miles above Earth) coming the next day, when breaking news from a Russian radio station announced that a superbolide had exploded over Chelyabinsk.
My first thought was that the Russian media had misinterpreted NASA TV. But it was not a mistake. Thousands of people observed a bright flash in the sky followed by a powerful sonic boom that destroyed windows across an area of about 3,000 miles. More than 1,500 people were injured, mainly by broken glass. Amateur video recordings of the event allowed scientists to reconstruct the body’s trajectory and its fragmentation history: the entry angle was unusually low (17° above the horizon), the observed trajectory in the atmosphere exceeded 155 miles in length, several light flashes occurred below an altitude of 25 miles, and hundreds of fragments were dispersed along the trajectory.
According to video records and calculations of a “dark flight” (part of its path not visible due to low speed and absence of light) the largest fragment would have touched down in Lake Chebarkul. The recovery of this fragment in October 2013 (see front page photo), which weighed about 1,300 lbs, was the best prize for the scientists. Most probably the Chelyabinsk meteoroid is part of the 86039 near-Earth asteroid, not the 2012 DA14 asteroid, which passed by Earth almost unnoticed, thanks to its loud precursor. Analyses of infrasound and seismic signals and the brightness of the light flash allowed us to estimate the pre-atmospheric diameter of the asteroid to be in the range of 55-65 ft, with a total mass of about 10,000 tons. Only a tiny fraction of this mass, less than 0.01%, has been recovered. The rest formed a spectacular smoke train 125 miles in length (see photos on front and back page) which could be seen for a half-hour as a huge contrail and was then seen as a giant dust belt in the stratosphere by NASA satellites until mid-April.
Scientific teams in Russia, the U.S., and Czech Republic used standard models of impacts to make their calculations. Although these models are valid for small meteoroids, they may fail for meteoroids that are over 30 ft in diameter. For these, the collective behavior of fragments plays a crucial part: evaporation could be more intense and account for the small final mass, whereas dynamic pressure could be much lower, explaining why large fragments survive. It is hoped that the Chelyabinsk event will prompt researchers to refine their models.
Continued on back page
About the Author, Natasha Artemieva
Natasha (short for Natalia) Artemieva grew up in Russia not far from Chelyabinsk and moved to Moscow to study physics and math at the Institute (University) of Physics and Technology in 1976. She joined PSI in 2006 and splits her time among Tucson, Berlin, and Moscow.
Her interest in space science followed the 60’s zeitgeist. Human space travel began in 1961 when Yuri Gagarin, a Soviet pilot and cosmonaut, became the first person to orbit Earth. Gagarin, with his winning smile and celebrity status, made becoming a cosmonaut a popular, new goal for young people in Russia and everywhere. Natasha shared that ambition.
After a short excursion into plasma physics and the births of three children, her girlhood dream of space exploration turned into the adult reality of being a scientist studying high-velocity impacts in the Solar System. She earned her Ph.D. in 1996 at the Institute of Geosphere Dynamics, Russian Academy of Sciences.
Her main focus is studying impact craters and related phenomena on the Moon, Mars, and Earth using numerical models. Her main instrument is the hydrocode SOVA (meaning “owl” in Russian) created with her Ph.D. supervisor during her graduate years. Natasha’s current projects include the study of ejecta from the Chicxulub crater in Mexico and global fires at the K-Pg boundary, transfer of meteorites from the Moon, and formation of double ejecta layers around martian craters. Meteoroids (such as Chelyabinsk and Tunguska) were the main subject of her Ph.D. and remain her prime interest.
Outside of science, she tries to find time for cycling, dancing, and flower gardening. We are delighted to have Natasha back in Tucson every winter and spring.
Introducing Amanda Hendrix
In 2012, Amanda Hendrix joined PSI as a Senior Scientist. Her science investigations focus almost exclusively on UV spectroscopy. She is keenly interested in what this wavelength regime reveals about the surfaces of small bodies in the Solar System, including the Moon, asteroids, and the icy moons of the outer Solar System.
Amanda knew as early as the 2nd grade, when learning about the Solar System, that she was especially drawn to the planets. However, not realizing there was a career in it, she decided she would be an astronaut. Once she discovered that she could have a career doing planetary science — “the most satisfying, creative, stimulating career she could imagine” — that did it for her. (All that being said, if given the opportunity, she confesses, she would fly in space in a heartbeat. Once she did fly in the “Vomit Comet” and proclaimed it “out-of-this-world fun!”)
Amanda attended California Polytechnic State University, San Luis Obispo, for her undergraduate education (graduating in 1991), studying physics and aeronautical engineering. She also spent a year abroad in Heidelberg, Germany. She went to graduate school at the University of Colorado (CU) in Boulder to study aerospace engineering. She found her way into planetary science when she joined the Galileo Ultraviolet Spectrometer team to analyze the data from lunar flybys for her Ph.D. thesis with her advisor Charles Barth. From then on, studying UV spectra of surfaces has been her specialty. After getting her Ph.D. in 1996, as a post-doctoral student at CU Boulder, Amanda was the UVS Co-Investigator, leading the effort on analysis of data of the icy Galilean moons and investigating the chemical and photometric effects of plasma bombardment on the surfaces of these moons. She was also interested in extending her UV spectroscopy interests to asteroids, so she contacted (future PSI-er) Faith Vilas and weasled her way into a summer research project with her at Johnson Space Center. They eventually learned about the important effects of space weathering on S-class asteroids in the UV, a topic on which they continue to collaborate.
While at CU Boulder, Amanda became involved with the Cassini Ultraviolet Imaging Spectrograph (UVIS) team; at the time, Cassini was en route to Saturn. Fellow UVIS Co-I (and another future PSI-er) Candy Hansen alerted her to an opening on the Cassini science planning team at JPL. She worked at JPL for 12 years, mainly on the Cassini mission, planning science activities during icy satellite flybys and ultimately spending two years as Deputy Project Scientist. Amanda left JPL to join PSI in 2012.
As a Co-Investigator on Cassini UVIS, Amanda analyzes the far-UV spectra of Saturn’s icy moons, studying variations in spectral shapes and photometric properties across the surface and what processes could have produced them. As a Participating Scientist on LRO/LAMP (Lunar Reconnaissance Orbiter/Lyman Alpha Mapping Project, a far-UV spectrograph), she is studying far-UV spectra of Earth’s Moon to understand composition, hydration, and space weathering effects.
Besides planetary science, the loves of her life are her husband, her 9-year-old stepdaughter, and their dogs! Favorite free time activities include yoga, food and wine, going to the beach and hiking, and exploring new places.
We could not be more pleased to welcome Amanda to PSI!
Closest Ever Asteroid Spacecraft Flyby
by Alan Fischer
PSI Research Scientist Jian-Yang Li was part of a research team that secured high-resolution images of near-Earth asteroid 4197 Toutatis during a close spacecraft flyby. The images were taken by China’s Chang’e-2 spacecraft, which passed within about 770 meters of the asteroid and allowed images to be taken with resolution of better than 3 meters.
“This is the smallest flyby distance ever conducted by any spacecraft to a Solar System object,” Jian-Yang said. “The images returned are of high quality that reveal a wealth of geologic features of the asteroid, advancing our understanding about the origin and evolution of this asteroid.” Jian-Yang is co-author on a Scientific Reports paper titled “The Ginger-shaped Asteroid 4179 Toutatis: New Observations from a Successful Flyby of Chang’e-2.”
Jian-Yang participated in the definition of the scientific objectives and technical requirements for the flyby mission. After the flyby, he discussed the research and data analysis plan with the research team in China, based on the characteristics of the available imaging data. During the development of the paper, he provided information and helped revise the paper.
Jian-Yang is the only scientist from a U.S. research institution on the project. His contribution to this work is not supported by any NASA funds.
The masthead image on the front page is from the Hubble telescope and shows the large Whirlpool Galaxy M51, at left, known for its sharply-defined spiral arms. Their prominence could be the result of the Whirlpool’s gravitational tug-of-war with its smaller companion galaxy, at right. At the Hubble News Center site (Hubblesite.org), find the story behind this image, along with its original news release and all related images. Credit: NASA, ESA, S. Beckwith (STSc), and The Hubble Heritage Team (STSc/ALURA)
Face-to-Face with Sugata Tan
Sugata Tan joined PSI in December 2011 as an Associate Research Scientist. He came to us while he was working on Titan’s chemistry with Jeffrey Kargel (University of Arizona), who introduced him to planetary science and to PSI. He lives with his wife and two daughters in Laramie, Wyoming. He was a researcher at the Soft Material Laboratory, University of Wyoming, for six years. Before coming to the U.S., he was a senior lecturer teaching engineering, physics and mathematics at the University of Surabaya, Indonesia.
Sugata’s science is all about chemical thermodynamics and development of thermodynamic equation-of-states for phase equilibria of various chemical systems: cryogenic chemistry, aqueous systems, petrochemical systems, polymeric systems, etc. In the last few years he has been excited to apply this expertise to planetary science. In his current funded project, he is developing a thermodynamic equation-of-state that can describe phase equilibria at cryogenic conditions relevant to extraterrestrial bodies: solid-liquid-vapor equilibria on Titan and solid-vapor equilibria for applications on cold bodies such as Pluto.
Sugata’s interest in space science began as a Star Trek fan. He was also inspired by great films: Carl Sagan’s *Contact*, Steven Spielberg’s *Close Encounters of the Third Kind*, Roland Emmerich’s *Stargate*, and great books: Stephen Hawking’s *A Brief History of Time*, Fritjof Capra’s *The Tao of Physics*, and Gary Zukav’s *The Dancing Wu Li Masters*. He finds enlightening the fact that his engineering tool for petrochemical industries applies well to describing planetary chemical thermodynamics.
Sugata acquired his B.Sc. in physics at Gadjahmada University, Indonesia (1987), an M.Sc. in applied physics at the University of Adelaide, Australia (1995), and his Ph.D. in chemical engineering at the University of Wyoming (2004).
The works of Anthony de Mello and Eckhart Tolle inspire him to challenge his destiny and be a lifelong learner. The Australian outback and Wyoming wilderness have taught him much about nature, and he enjoys hiking when he finds the time.
Sugata is a very welcome addition to our PSI science staff!
Death of Comet ISON Viewed from Kitt Peak
by Emily C. S. Joseph
Comet ISON (named for the survey that discovered it, the International Scientific Optical Network) had two characteristics that made it extra exciting for scientists: It was “new” and it was what’s called a “Sun-grazer.” This was the first time it had visited the inner Solar System — it had been traveling from the outskirts, where it was formed, for about 400,000 years. This meant it was unaltered by previous approaches to the Sun. However, once it did get near the Sun, it got extremely close — 724,000 miles above the Sun’s surface!
This rare event had telescopes around the world turning towards the comet, and PSI Senior Scientist Jeff Morgenthaler led a team that made observations from the McMath-Pierce Solar Telescope on Kitt Peak, 56 miles from Tucson.
Comet ISON entered the frame from lower right and fled the Sun toward the upper right, falling apart as it went, in this time-lapse Solar & Heliospheric Observatory image from November 28, 2013. (Credit: ESA/NASA/SOHO/SDO/GSFC)
Some team members in front of the main spectrograph, l-r: Lori Spalsbury (University of Maine), Jeff Morgenthaler, Principle Investigator (PSI), Carey Lisse (Johns Hopkins Applied Physics Lab), Prof. Emeritus Uwe Fink (UA Lunar and Planetary Laboratory), Matthew Knight (Lowell Observatory). Photo by Carey Lisse.
The McMath-Pierce’s odd-shaped building actually contains three separate telescopes that focus light down its 300-foot-long optical tunnel. Morgenthaler’s team reconfigured the main spectrograph to allow them to observe Comet ISON in the bright daytime sky. The telescope was rearranged several more times in the course of observation, with changes being made as the comet got closer to the Sun.
The comet rounded the Sun on November 28, however, the nucleus did not survive its solar close encounter. This deprived backyard observers of what was hoped to be a beautiful naked-eye comet, but this was still a once-in-a-lifetime scientific opportunity. We’ve never seen anything like ISON before, and its spectacular demise will be talked about for years to come.
PSI continues to expand with the purchase of a building between our east and west wings in Tucson. We were already leasing the southern half of this facility, the “mid-wing”, seen in this photo, for the past year, and in executing our option to buy we have added another 3,400 sq ft. This represents an investment in our continuing success, giving us good breathing room and space for more offices and new laboratories.
We shared this new space and our many activities with the public at a recent PSI Open House. We attracted a great crowd, including Tucson Mayor Rothschild and some Friends of PSI who drove out from California to attend the event! PSI scientists talked about our efforts to track incoming meteors with weather radar (including last year’s fall over Tucson), demonstrated our ability to generate 3-D topographic maps of Mars, explained what we have been learning about Vesta from the Dawn mission illustrated by a 3-D movie of the rotating protoplanet, conducted impact demonstrations with audience participation, and a half-dozen other activities. Bill Hartmann gave a tour of his artwork around our buildings and the scientific thought and perspective that informs it. I was bending people’s ears about PSI’s range of mission activity and basic research, its business model, continuing growth around the country, and showed a presentation of our efforts to bring human exploration to Tucson through our Atsa Suborbital Observatory program. There is much to be excited about.
We are also pleased to announce the first awardees of the Pierazzo International Student Travel Awards, named in honor of PSI Senior Scientist Betty Pierazzo. At a time of shrinking funds available for international travel, these awards provide support for a U.S. graduate student to attend a planetary related meeting outside the U.S., and a non-U.S. graduate student to attend a planetary-related meeting in the U.S.. This memorializes Betty’s commitment to education and building international collaborative relationships. These awards are supported by PSI’s Betty Pierazzo Memorial Fund. We look forward to sharing pictures of the presentations that will be made in Vienna and Tucson later this year.
Mark V. Sykes
April 2014
PSI attended LPSC
Above, PSI Director Mark Sykes (center, in green) surrounded by some members of PSI’s LPSC contingent who gathered for dinner and conversation at Landry’s Seafood restaurant.
Photo by Robert Reedy
PSI scientists attended the 45th annual Lunar and Planetary Science Conference (LPSC) in Houston, March 17-21. More than 50 PSI scientists and educators made over 128 oral and poster presentations at the conference held in The Woodlands, Texas.
Topics included the Mars Science Laboratory rover mission, the Mercury MESSENGER mission, the Dawn mission to the asteroid Vesta, achondrite meteorites, lunar remote sensing, planetary cartography, asteroid analysis, exobiology, lunar impact cratering and many more areas of scientific study.
PSI Staff News
Congratulations to our newest PSI parents!
At right, Noah Bennett Berman, son of PSI Research Scientist Daniel Berman and Desi Berman, was born on Feb. 10. He weighed 8 lbs 1 oz and measured 19 inches long.
Joshua David Benecchi was born March 11 to PSI Research Scientist Susan Benecchi and her husband R.J. Newborn Joshua weighed 6 lbs and was 19.5 inches long.
Russian Skyfall (Continued from front page)
The trail of the Feb. 15th, 2013, fireball formed a spectacular “smoke train” 125 miles in length that could be seen for a half-hour and was observed as a giant dust belt in the stratosphere by NASA satellites until mid-April.
More at http://marateaman.livejournal.com/27910.html
How common are Tunguska- and Chelyabinsk-like events — should we expect other guests from outer space any time soon? Standard methods predict a Tunguska-like event once every millennium, and a Chelyabinsk-like event once a century. However, recent observations allow a tenfold higher probability for both types of event. We may have to wait 100 years to find out.
And are astronomers capable of predicting the impacts of meteoroids several feet in diameter? Probably not: Such objects are too small to be detected in space by modern telescopes. One successful prediction was that of asteroid 2008 TC3, which was discovered by accident a day before it struck Earth’s atmosphere, and recovered later in Sudan as the Almahata Sitta meteorite. If the trajectory, size, and composition of a body are known, physicists can predict its behavior: whether it will harmlessly vaporize and fragment in the atmosphere or cause serious damage to the planet’s surface, such as shock waves, wildfires, and impact craters.
Finally, can humans minimize the risk of impact-related injuries? Yes they can, by learning a few basic facts about meteoroids and their interaction with the atmosphere — just as people living in seismically active areas are prepared for earthquakes. A meteoroid impact could happen at any time, anywhere on Earth. If you see a bright flash in the sky, do not panic: stay away from the windows and find a secure spot to hide. If possible, use your mobile phone to take pictures and videos, and time the interval between the flash and the sonic boom (it may take up to a few minutes). Without your observations, a future impact event might remain as enigmatic as that at Tunguska. | <urn:uuid:ed84b6b1-fffd-4cc1-98d6-9cf9db694de4> | CC-MAIN-2018-51 | http://psi.edu/sites/default/files/newsletter/Spring2014PSINewsletter.pdf | 2018-12-18T16:11:31Z | crawl-data/CC-MAIN-2018-51/segments/1544376829429.94/warc/CC-MAIN-20181218143757-20181218165757-00634.warc.gz | 227,512,415 | 4,993 | eng_Latn | eng_Latn | 0.997094 | eng_Latn | 0.997228 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2974,
8001,
13301,
17654,
21024,
23041
] | [
3.296875,
2.390625
] | 3 | 0 |
Topics that you should understand from Unit 6.
- Triangle Midsegment
- Triangle Inequalities in 1 triangle
- Triangle Inequalities in 2 triangles
Fill in the blanks.
1. $\overline{DE}$ is parallel to _______
2. $\overline{KJ}$ is parallel to ____________
3. $FE = \frac{1}{2} \text{__________}$
4. $JE = \text{________} = \text{________}$
5. If $KL = 12$, find $DE$
6. If $DJ = 5$, find $FE$
7. If $KD = 15$, find $KJ$
8. If $DE = x + 5$ and $KL = 24$, solve for $x$.
9. If $JL = 3x + 6$ and $DF = x - 12$, solve for $x$.
Determine if the given measurements can form a triangle.
10. 17, 10, 7
11. 12, 15, 13
12. 8, 10, 8
13. 14, 7, 5
Determine what two numbers the length of the third side of a triangle will fall between, given the first two sides.
14. 7 and 12
15. 18 and 10
16. 13 and 20
List the sides in descending order.
17. \( \triangle FGE \) with angles 55°, 63°, and 62°
18. \( \triangle ABC \) with angles 46°, 102°, and 32°
List the angles in descending order.
19. \( \triangle LJK \) with sides 14 yd, 16 yd, and 18 yd
20. \( \triangle KLM \) with sides 13 cm, 18 cm, and 20 cm
Fill in the blank with >, <, or =.
21. \( LM \) ________ \( MN \)
22. \( CP \) _______ \( TP \)
23. \( AD \) _________ \( DC \)
Write and solve an inequality for the variable.
24. \( \triangle ABC \) with sides \( 2x - 3 \), 12, \( x + 15 \), 18, 19
25. \( \triangle ABC \) with sides \( 3x - 6 \), 68, 42, \( x + 21 \)
27. \( \triangle ABC \) with sides 15, 12, 13, \( 2x - 3 \), \( x + 22 \)
28. Quadrilateral \( ABCD \) with angles 31°, (2x-3)°, 18°, 9°, 18°, 12°, 18°, 18° | <urn:uuid:d31296c7-08bc-459f-b8aa-27cbc7a5f98a> | CC-MAIN-2019-04 | https://www.msrazormath.com/uploads/8/2/6/2/8262661/chapter_6_review_pdf.pdf | 2019-01-21T09:43:12Z | crawl-data/CC-MAIN-2019-04/segments/1547583771929.47/warc/CC-MAIN-20190121090642-20190121112642-00216.warc.gz | 860,053,798 | 617 | eng_Latn | eng_Latn | 0.785479 | eng_Latn | 0.893268 | [
"eng_Latn",
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3.4375
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Why is washing your hands important?
The most common way germs are spread is by people’s hands.
Germs are often harmless but they can also cause illnesses such as colds and tummy bugs, as well as more serious illnesses such as E.coli and flu.
Hand washing is the single most important thing you can do to help to reduce the spread of infections.
Washing your hands properly with soap and warm water can help protect you, your family, children and others.
When should I wash my hands?
You should make regular and thorough hand washing part of your daily routine, especially:
- Before eating or handling food
- After using the toilet
- After blowing your nose, coughing or sneezing
- After touching animals or animal waste
- After handling rubbish
- After changing a nappy
- Before and after touching a sick or injured person
- Before and after visiting a hospital ward (remember alcohol-based hand rubs are also provided)
How do I wash my hands properly?
It takes at least fifteen seconds to wash your hands properly – this is about how long it takes to sing ‘Happy Birthday to You’ twice through!
Encourage children to wash their hands by showing them how to do it, and by setting them a good example.
1. Wet hands with water
2. Apply enough soap to cover all hand surfaces
3. Rub hands palm to palm
4. Right palm over the back of the other hand with interlaced fingers and vice versa
5. Palm to palm with fingers interlaced
6. Backs of fingers to opposing palms with fingers interlocked
7. Rotational rubbing of left thumb clasped in right palm and vice versa
8. Rotational rubbing, backwards and forwards with clasped fingers of right hand in left palm and vice versa
9. Rinse hands with water
10. Dry thoroughly with towel
Source: World Health Organisation
It is also important to remember the following:
- Remove rings or jewellery before cleaning your hands
- Keep your nails short, as this will make it easier to clean your hands properly
- If you have wound dressings, stitches or catheters try not to touch them any more than is absolutely necessary
Where can I get more information?
For more information and advice about hand washing you can ask the healthcare staff who visit your home.
Alternatively you can get advice from the following places:
Health Protection Agency
www.hpa.org.uk
National Patient Safety Agency’s
www.npsa.nhs.uk/cleanyourhands
Help us to prevent infection spreading
For patient, service users and visitors we have chosen to participate in the cleanyourhands campaign as all our staff take infections seriously and are committed to keeping you, our patients, clients and service users as safe and healthy as possible.
Good staff hand hygiene
When our staff clean their hands before and after touching you, it helps stop germs from spreading.
Our staff can clean their hands in two different ways:
- Handrub
- Soap and water
There are certain circumstances when soap and water should be used, such as when hands are dirty or when caring for someone with diarrhoea or vomiting. Handrub is recommended in all other situations.
It’s OK to ask
The clean your hands campaign helps remind our staff about the importance of hand hygiene when caring for you. Our staff take hand hygiene seriously but sometimes when they’re really busy, they might not clean their hands as often as they should. So if you’re worried that they’ve forgotten, it’s OK to remind them!
We welcome your help in keeping you safe. | <urn:uuid:117da0b8-7098-43ae-a825-61b3e045b924> | CC-MAIN-2019-04 | https://www.hct.nhs.uk/media/1179/hand-hygiene-information-leaflet.pdf | 2019-01-21T10:19:32Z | crawl-data/CC-MAIN-2019-04/segments/1547583771929.47/warc/CC-MAIN-20190121090642-20190121112642-00216.warc.gz | 804,124,759 | 729 | eng_Latn | eng_Latn | 0.996081 | eng_Latn | 0.996764 | [
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3.828125
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Holiday Homeworks
Std: IX
(Mathematics)
1. Exercise 1.1: 1 to 4
2. Example 3 & Example 4 (Page No.7)
3. Exercise 1.2: 1 to 4
4. Exercise 1.3: 1
अवकाश गृहपाठम् कक्षा 9 संस्कृतम्
1. अकार, इकार, उकारान्त पुलिलङ्गशब्दाः; अकार, इकार, उकारान्त नपुंसक लिड्गशब्दाः;
ईकारान्त उकारान्त स्त्रीलिड्गशशब्दाः; किम्, तत्, अस्मत् युज्मत् शब्दाः
2. भू, पथ्, नम्, गम्, दश, सेव् धातुनाम् लट् लड़ग्, लट् लकारः लिखतु
BIOLOGY
1. Draw and label
a) Prokaryotic cell
b) Plant cell
c) Animal cell
2. Explain cell theory
3. How is prokaryotic cell different from eukaryotic cell?
4. Make a comparison of plant and animal cell
PROJECT ON THE TOPIC- FOOD RESOURCES
ENGLISH
1. Learn 2 poems for poem recitation (you can learn the poem of your text also).
2. Compose 2 poems.
3. Prepare a scrapbook on the first 3 topics of your MCB book.
4. Read the novel “Three men in a boat” and write the summary of first ten chapters.
5. Read newspaper daily and write a report on important topics.
6. Read story books and write book review of any two storybooks.
CHEMISTRY
CLASS IX
1) Write and try the activities given in the class IX NCERT text - chapter I, showing that
a) particles of matter are continuously moving
b) particles of matter are very small
c) particles of matter attract each other
2) Suggest similar activities to prove the same
Class IX Physics Holiday Homework
1. Define the terms rest and motion with suitable examples
2. A body is thrown up to a height of ‘h’ m. What is the distance travelled and the displacement of the object if it returns to the position of start.?
3. Suppose an athlete takes 4 rounds of a track of length 300m, what is the distance travelled and the displacement?
4. A particle moves around a circle of radius 10cm. What is the distance and displacement of the particle when it completes $3 \frac{1}{2}$ rotations?
5. On cloudy days when there is thundering and lightning observe the time interval between a flash of lightning and the sound of thunder heard by you. Measure it using a digital wrist watch and calculate the distance of the point of lightning. Repeat the same for 7 days and tabulate your observations. Compare it with the rainfall on the respective days and try to infer a relation between distance of cloud and amount of rainfall.
| Date | Time interval between lightning and sound of thunder (t seconds) | Distance of cloud D = 346 x t | Amount of rainfall |
|------|---------------------------------------------------------------|-------------------------------|-------------------|
| | | | |
| | | | |
6. Whenever you go out of your house either to a friend’s house or to market or anywhere measure the time you start from your house and the time you reach your destination. Calculate the distance of each place from your house. Take average speed of walking as 4Km/h if you go on foot, or if you travel by any motor vehicle.
check the speedometer with the help of the person driving the vehicle and hence calculate the distance
| Date | Time of departure | Time of arrival at destination | Time interval (t) | Mode of travel | Speed of travel | Distance between house and destination |
|------|-------------------|---------------------------------|------------------|---------------|----------------|---------------------------------------|
| | | | | | | |
| | | | | | | |
7. Express a speed of 60m/s in km/h, km/mt, km/s, m/mt, m/h and cm/s.
**HINDI**
1. किन्हीं चार पुस्तकों का अवलोकन -For FA 2 Evaluation
(minimum 3 pages for 1 book review)
2. किन्हीं चार विषयों पर स्वतंत्र रचना -For FA 2 Evaluation | <urn:uuid:bfdb0d81-1981-4533-923c-c9e07a4b7eb0> | CC-MAIN-2019-04 | https://www.kvkollam.gov.in/images/stories/homework/classix.pdf | 2019-01-21T10:32:47Z | crawl-data/CC-MAIN-2019-04/segments/1547583771929.47/warc/CC-MAIN-20190121090642-20190121112642-00225.warc.gz | 850,469,652 | 1,005 | eng_Latn | eng_Latn | 0.711697 | eng_Latn | 0.980074 | [
"eng_Latn",
"eng_Latn",
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] | false | rolmOCR | [
978,
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4.0625
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1. Multiple Choice A bed and breakfast has 6 rooms and 4 guests. No guests share a room. How many ways can the guests be assigned to rooms?
A. $4!$
B. $\binom{6}{4} P_4$
C. $\binom{6}{2} P_2$
D. $\binom{6}{4} C_4$
2. Multiple Choice What is the 3rd term in the expansion of $(2x - 2)^7$?
A. $896x$
B. $-2688x^2$
C. $2688x^5$
D. $-896x^6$
3. A battery has a negative and a positive end. In how many different ways can 4 AAA batteries be arranged end to end? Explain.
Each battery can be positioned in 2 ways: positive end up or negative end up. Use the fundamental counting principle. The number of possible arrangements is: $2 \cdot 2 \cdot 2 \cdot 2 = 16$ So, there are 16 ways to arrange the batteries end to end.
4. a) Would you use a permutation or combination to solve this problem? Explain.
In a particular week, there are 2 volleyball games, 3 floor hockey games, and 4 basketball games scheduled in Jerome’s school. He has a ticket that allows him to attend 3 of the games. How many ways can Jerome attend exactly 2 floor hockey games and one other game?
I would use a combination because the order in which Jerome attends the games does not matter.
b) Solve the problem.
Jerome can attend 2 of 3 floor hockey games in 3 ways: AB, AC, BC For the other game, there are 2 volleyball games and 4 basketball games to choose from, for a total of 6 games. Use the fundamental counting principle: $3 \cdot 6 = 18$ There are 18 ways that Jerome can attend exactly 2 floor hockey games and one other game.
5. How many different ways are there to arrange all the letters in the word NANNURALUK, an Inuit word for polar bear?
There are 10 letters: 2 are As, 2 are Us, and 3 are Ns Number of permutations:
$$\frac{10!}{2!2!3!} = 151\,200$$
So, there are 151\,200 different ways to arrange all the letters.
6. A golfer has 13 clubs in her bag. She practises with 4 clubs from the bag. How many choices of 4 clubs can the golfer make?
The order in which she chooses the clubs does not matter.
Use a combination.
\[
_{13}C_4 = 715
\]
The golfer can make 715 choices of 4 clubs.
7. Solve each equation.
a) \(_nP_2 = 110\)
\[
_nP_2 = \frac{n!}{(n - 2)!}
\]
\[
110 = \frac{n!}{(n - 2)!}
\]
\[
110 = n(n - 1)
\]
\[
0 = n^2 - n - 110
\]
\[
0 = (n - 11)(n + 10)
\]
\[
n = 11 \text{ or } n = -10
\]
Since \(n\) cannot be negative,
\[
n = 11
\]
b) \(_nC_3 = 364\)
\[
_nC_3 = \frac{n!}{(n - 3)!3!}
\]
\[
364 = \frac{n!}{(n - 3)!6}
\]
\[
6 \cdot 364 = n(n - 1)(n - 2)
\]
\[
2184 = n(n - 1)(n - 2)
\]
\[
\sqrt[3]{2184} = 12.97
\]
Try 3 consecutive numbers with 13 as the middle number:
\[
12 \cdot 13 \cdot 14 = 2184
\]
So, \(n = 14\)
8. These are the terms in row 5 of Pascal’s triangle.
\[
1 \quad 4 \quad 6 \quad 4 \quad 1
\]
a) What are the terms in row 6?
Add pairs of adjacent terms in row 5 to generate the terms in row 6.
The first and last terms are 1.
\[
1 \quad 5 \quad 10 \quad 10 \quad 5 \quad 1
\]
So, the terms in row 6 are: 1, 5, 10, 10, 5, 1
b) Use the terms in row 6 to expand the binomial \((x - 1)^5\).
Use the terms in row 6 as coefficients of \((x - 1)^5\).
Start with \(x^5\) and end with \((-1)^5\).
\[
(x - 1)^5 = 1(x^5) + 5(x^4)(-1) + 10(x^3)(-1)^2 + 10(x^2)(-1)^3 \\
+ 5(x)(-1)^4 + 1(-1)^5
\]
\[
= x^5 - 5x^4 + 10x^3 - 10x^2 + 5x - 1
\] | <urn:uuid:e2dad1c8-bcad-4aee-a7eb-c06860170ad5> | CC-MAIN-2019-04 | https://moodle.sd58.bc.ca/moodle/pluginfile.php/64374/mod_folder/content/0/Chapter%208/pc12_sol_c08_ptest.pdf?forcedownload=1 | 2019-01-21T09:56:35Z | crawl-data/CC-MAIN-2019-04/segments/1547583771929.47/warc/CC-MAIN-20190121090642-20190121112642-00226.warc.gz | 584,732,185 | 1,183 | eng_Latn | eng_Latn | 0.762011 | eng_Latn | 0.981605 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1827,
3307
] | [
3.875
] | 1 | 0 |
Word Wheel
Phonics: Fr- Blends
Step 1: Print the phonics wheel on card stock paper and cut along the dotted line.
Step 2: Attach the front to the back with a brass paper fastener.
Step 3: Spin the wheel to view the words.
Phonics: Fr- Blends
Word Wheels
Preview
Please log in to download the printable version of this worksheet.
Word Wheel
Phonics: Fr- Blends
Preview
Please log in to download the printable version of this worksheet.
Super Teacher Worksheets - www.superteacherworksheets.com | <urn:uuid:e8a59e32-983d-4a42-a275-2392a243efd4> | CC-MAIN-2023-50 | https://www.superteacherworksheets.com/phonics-blends/fr-words-wheel.pdf | 2023-12-07T03:36:19+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100632.0/warc/CC-MAIN-20231207022257-20231207052257-00183.warc.gz | 1,096,970,872 | 124 | eng_Latn | eng_Latn | 0.981135 | eng_Latn | 0.989399 | [
"eng_Latn",
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] | false | rolmOCR | [
331,
498
] | [
2
] | 1 | 1 |
Physiological Techniques of Stress Management
This activity will help you to:
- Identify criticisms of techniques of stress management
- Elaborate on criticisms
- Identify points of comparison and contrast
- Write more effective exam commentary
Use the hints on the left to formulate criticisms that apply to either drug treatment, or biofeedback, or both.
Use the notes you make to write a couple of short paragraphs explaining the similarities and differences between the two treatments.
| Hint | Criticism | Comparison or contrast? |
|------|-----------|-------------------------|
| Altering the chemicals in the brain can have many different effects. | | |
| Stress is arguably all about how people perceive their environment. | | |
| Treatments that require motivation and engagement frequently fail with people who are very depressed and anxious. | | |
www.psychlotron.org.uk Aidan Sammons | <urn:uuid:0075a277-e3ea-42ca-9da9-258cf45e6c37> | CC-MAIN-2019-04 | http://psychlotron.org.uk/resources/physiological/AS_AQA_stress_managementphysiocrits.pdf | 2019-01-21T10:50:56Z | crawl-data/CC-MAIN-2019-04/segments/1547583771929.47/warc/CC-MAIN-20190121090642-20190121112642-00223.warc.gz | 177,903,506 | 176 | eng_Latn | eng_Latn | 0.990923 | eng_Latn | 0.990923 | [
"eng_Latn"
] | false | rolmOCR | [
902
] | [
2.1875
] | 1 | 0 |
Bluebells
Step 1: Sketch the outline and add some basic colors.
Step 2: Add more details to the flowers and leaves, and refine the sketch.
Step 3: Continue adding details and refining the sketch.
Step 4: Finalize the sketch with more details and shading. | <urn:uuid:c1187a71-57c0-401c-8649-6ae857c61464> | CC-MAIN-2018-30 | http://www.twobadmice.com/2-X-folded-insert-BlueBells.asp | 2018-07-16T00:38:47Z | crawl-data/CC-MAIN-2018-30/segments/1531676589029.26/warc/CC-MAIN-20180716002413-20180716022413-00402.warc.gz | 580,757,604 | 61 | eng_Latn | eng_Latn | 0.994147 | eng_Latn | 0.994147 | [
"eng_Latn"
] | false | rolmOCR | [
258
] | [
2.15625
] | 1 | 5 |
HOW TO... run a virtual future voters registration drive
What is ORFV and how can I register?
The Ontario Register of Future Voters is a list of eligible 16- and 17-year-olds who will be automatically added to the voters list when they turn 18. To be eligible, you must be:
- 16 or 17 years old;
- a Canadian citizen; and
- a resident of Ontario.
You can use eRegistration to add, update or confirm your information on the Ontario Register of Future Voters. Only the applicant can add, update or remove their information.
Examples of acceptable ID include an Ontario driver’s licence, report card, cell phone bill, or pay stub. Find other examples of acceptable ID needed to register or maintain your information at elections.on.ca/id-requirements.
How do I participate in a virtual future voters registration drive?
1. Designate one teacher as the Future Voters Teacher Ambassador at your school. Get in touch with firstname.lastname@example.org to let us know you are participating. If there isn’t a teacher available to lead the initiative, share the opportunity and info with your school’s elected student council or other civic action clubs!
2. Ask each Grade 10, 11 and 12 homeroom classroom teacher (or student) to share the ORFV materials and encourage those eligible to sign up.
3. If you want to participate in a friendly provincial competition, make sure you track how many students sign up for the Ontario Register of Future Voters! Share an Excel spreadsheet, Word doc, or other tracker where students who have registered can add their name, a reason they commit to vote in their first election, and a screenshot of their successful online registration.
4. Teachers can designate a student in each class as the Future Voters Student Ambassador to remind others to register and update their information on your school’s tracker. Student ambassadors can share weekly registration totals with their class and their school’s teacher ambassador.
5. At the end of the registration drive period, teacher ambassadors can share the total registration number with their school and submit to Elections Ontario at email@example.com. They can also share 5-10 quotes or reasons that students listed for committing to vote in their first election.*Schools should not share their tracker containing student information with Elections Ontario.
6. Elections Ontario will announce the winning school at the end of the registration drive!
What is the timeline?
1. **Confirm participation by April 16th** - Email Elections Ontario at firstname.lastname@example.org to let us know your school is participating and the name/email of the Future Voters Teacher and Student Ambassador(s).
2. **Share your school’s registration totals by April 30th** – Share your total number, and if possible, the total number as a percentage of total 16- and 17-year-old students at your school.
How can I host a classroom discussion?
Elections Ontario encourages you to remain non-partisan in your discussions about voter engagement, electoral participation, and democracy. While issues are very important motivators for voters, everyone has different perspectives on what issues matter most. Elections Ontario encourages all eligible voters to participate in the democratic process and have their voices heard.
Possible discussion questions:
- What have you learned about the importance of democracy and voter participation over the last year?
- What values do you associate with voting? How might these be the same or different to the values your parents or grandparents associate with voting? Why?
- What motivates you to vote?
- Who inspires you to vote?
- How will you get informed about issues and candidates when you vote for the first time?
- Fill in the blanks:
- I will vote in my first election:
- Because ____________
- So that ____________
- To represent my _______
- For my community/family/friends to _______
- So in the future we ___________
How can I include those who may not be eligible to vote or to sign up for the ORFV?
Democracy and civic participation are not just about voting. Discuss the other ways that students play a role in building community, contributing to democratic decision-making processes in their homes or schools, and why representation matters in all aspects of society (government, school, work, sports, the arts, etc.) | <urn:uuid:0af2fd3f-3665-4495-9bf7-9b89d663993e> | CC-MAIN-2021-21 | https://www.elections.on.ca/content/dam/NGW/sitecontent/2021/outreach/How%20To%20Run%20a%20Virtual%20Future%20Voters%20Registration%20Drive.pdf | 2021-05-07T00:56:03+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988774.18/warc/CC-MAIN-20210506235514-20210507025514-00491.warc.gz | 629,138,300 | 871 | eng_Latn | eng_Latn | 0.998294 | eng_Latn | 0.998342 | [
"eng_Latn",
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] | false | rolmOCR | [
2444,
4373
] | [
3
] | 1 | 0 |
Remote Control: The choice is yours
Use this guide to help your family learn how God wants us to live with self-control.
Activity
Tissue Issue
What You Need:
Tissue, Bible or Bible app
What You Do:
Together, look up Ephesians 5:15-17. Ask your child to read the verses out loud a couple of times. Once they’re familiar with it, hand them a tissue.
Say, “In a moment, you’re going to put this tissue over your face. Then, I’m going to read the verse out loud, pausing along the way. When I pause, you have to blow the tissue up into the air and tell me the next word before it falls down. For every word you get right, you get a point. But if you lose control of the tissue and it falls to the ground, you get no points. How many points do you think you can get?”
Read the following phrases, pausing at the end of each one. Keep track of your child’s score, based on the game rules described above.
Ephesians 5:15-17 (NIRV)
- So be very careful how you . . . (live).
- Do not live like people who aren’t . . . (wise).
- Live like people who are . . . (wise).
- Make the most of every . . . (opportunity).
- The days are . . . (evil).
- So don’t be . . . (foolish).
- Instead, understand what the Lord . . . (wants).
When you’re finished, tally up the score. Congratulate your child on their effort. Remind them that losing control of the tissue is a simple reminder that nothing good comes from losing control.
Talk About the Bible Story
What does it mean to have self-control?
How does self-control protect us, like an ancient city’s walls protected the city?
When do you tend to lose control?
Are there any areas of your life where I or other adults have placed more “walls,” boundaries, or rules than you’d like? If you grow in self-control, how could that show that you might be ready for some of those walls to open up?
Parent: Share about a time when you lost control and it caused trouble. Remind your child that even when we do lose control, we have the opportunity to “make it right” by asking for forgiveness—and asking the other person how we can help fix what went wrong.
Prayer
Use this prayer as a guide, either after talking about the Bible story or sometime before bed tonight:
“Dear God, please be our strong wall and protect us from saying or doing things that will lead us into trouble. Give us Your power to live wisely and carefully as we follow You this week. In Jesus’ name, amen.”
Download the free Parent Cue App
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Thirty years ago the life of the average child was completely different. It wasn’t uncommon to hear parents tell their kids, “Go outside and play”. There were no video games and the typical TV had three channels. Then it all changed…
WHAT HAPPENED?
In the early 80’s the first popular video game consoles were released and cable TV with cartoon channels became the norm. Suddenly, instead of just a few hours at the arcade and a couple of hours once a week watching cartoons, children had screen distractions available for multiple hours a day.
A recent study published by the American Academy of Pediatrics found that (in a sample representing four million U.S. children) nearly half of preschoolers didn’t have the opportunity for parent-supervised outdoor play each day. A similar study by the Alliance for Children, a nonprofit advocacy group, revealed that, “Compared to the 1970’s, children now spend 50% less time in unstructured outdoor activities. Children ages 10 to 16 now spend, on average, only 12.6 minutes per day in vigorous physical activity. Yet they spend an average of 10.4 waking hours each day relatively motionless.”
A study in 2005 reported that the average child spends 44 hours per week staring at some kind of electronic screen. That is over 6 hours per day. However, a more recent study in 2013, actually said it’s more like 7 hours a day (almost 50 hours per week).
HEALTH RISKS
Increased screen time has become the norm for this generation of children, which creates serious health risks. For instance, childhood obesity in pre-adolescents has more than doubled in the past 20 years and the rate of clinically obese adolescents has tripled. Additionally, recent studies have shown there may be a link between this decreased outdoor play and increased Ritalin and antidepressant prescriptions use. Other studies have shown that children exposed to natural or outdoor settings receive benefits to their cognitive health, such as a reduction in ADHD symptoms.
HEALTH BENEFITS
Many of the benefits are going to be obvious, such as; fresh air, more exercise, lower risk of obesity, opportunities to exercise imagination and increased social interaction. However, recent studies have actually suggested less obvious benefits like better circulation. Dutch researchers have found that kids with ADHD function better when in the woods than in a built environment. Plus, environmental education offered in schools helps students increase their critical thinking skills.
MAKING THE CHANGE
The first step is the easiest; decrease screen time. Once the time allowed in front of a screen is limited children will have to find something else to do. One of the easiest ways to affect this change is to have children “buy” their screen time. For every hour spent in physical activity, they could earn a half hour of screen time. This will quickly and effectively cut down the amount of time spent plugged in to a computer or other electronic device.
Another important part of making this change will be finding ways to engage and entertain children. Before the advent of so much technology, children inherently knew what to do when told to “go outside and play”. So when sending children out to play be sure to provide some ideas of things they can do, or it won’t be surprising to find them just sitting outside looking bored. A quick Google search of “outdoor summer activities” or “activities for children to do outside” will provide many ideas. You can also find inspiration on Bluewater Chiropractic’s Pinterest page (link on website).
FOR CHILDREN
Sidewalk chalk is easy to find and inexpensive but extremely useful for outside play. Not only do children love to draw on the driveway or the back patio but spraying it away in a rainbow of colors with the water hose is as much fun. For younger children, this is an easy way to help them learn to read. Draw big letters on the driveway, such as C, H, L, S, etc. The game can begin simple enough; call out the letter and the child runs to that letter. When this is no longer challenging, activities can be associated with each letter, like clap for the letter C and hop for the letter H.
Another fun game for outdoor play is to take an old sheet, place it on the lawn, and give the children some paint to paint with brushes, fingers or toes. The finished product can be hung up in the garage, or on an outside wall of the house or even used as a backdrop for some fun summer pictures. In general taking kids outside to teach them games like duck-duck-goose and freeze tag will allow them to play independently of electronic entertainment.
FOR THE FAMILY
Outdoor activities for the family can be as elaborate as a treasure hunt and making bird feeders or as simple as a game of catch. Family outdoor activities can include skipping stones along the water, going bird watching and discussing nature (how trees make oxygen, for example). A camera is a great tool for family activities on hikes, or even in the backyard.
FOR SENIORS
Everyone benefits from outdoor play, including elderly family members. Outdoor craft shows or flea markets can be a great way to spend the day, and many communities offer outdoor theaters or botanical gardens.
A fun idea may be to invest in a metal detector; this is a unique outdoor activity that can also be fun for both grandkids and grandparents.
In summary, we are living in a sedentary society and our children suffer because of it. Less screen time should automatically result in more activity, which is rewarding for the whole family. | <urn:uuid:b77dfbf1-a462-4101-b644-6ae6af423e1e> | CC-MAIN-2018-30 | http://bluewaterchiropractic.com/clients/4584/documents/June_Wellness_Family_Newsletter_-_Website1.pdf | 2018-07-16T01:06:51Z | crawl-data/CC-MAIN-2018-30/segments/1531676589029.26/warc/CC-MAIN-20180716002413-20180716022413-00399.warc.gz | 47,782,568 | 1,130 | eng_Latn | eng_Latn | 0.998245 | eng_Latn | 0.998482 | [
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Introduction to the Article
Movies were a new form of entertainment for a new century of leisure-hungry Americans. As the average work week decreased and wages rose, men and women sought new ways to spend their increased time and money – and entrepreneurs were happy to accommodate them, for a price. In large cities and small towns, the thirst for fun sparked the rise of a wide range of commercial recreations: amusement parks, dance halls, billiard parlors, vaudeville and burlesque houses, and professional sports. But none of these activities was as popular or widespread as the movies. The first nickelodeon – a term that combined the price of admission with the Greek word for theater – was opened in Pittsburgh on June 19, 1905. The low cost of attending this new institution made it accessible to all but the poorest Americans. By 1910, nearly one-third of the nation flocked to the movies each week; by 1920, weekly attendance equaled 50 percent of the nation’s population. People loved the movies.
Richard Butsch looks at nickelodeon audiences and describes what it was like to go to the movies during the early years of silent film. He discusses who went to the movies, what they saw, and what they did. Butsch shows how movie theaters served as community centers for many poor urban residents. Yet, while millions of Americans eagerly embraced them, numerous civic leaders denounced movies and movie theaters as dangerous entities that posed grave physical, moral, and sexual risks to audiences – especially the nation’s children. These moral leaders fought to censor and control what audiences could see and do at the movies. Moviegoing, then, was not a simple activity but one filled with controversy. No new amusement caused greater pleasure and fear than the movies.
Discussion Points
How did various people and groups respond to the promises and problems of the movies? Who opposed the movies and why did they judge them as dangerous? Who supported them? Consider what would happen today if a new form of popular entertainment emerged that was aimed largely at immigrants and poor workers and was located in “bad” or “dangerous” sections of a city. How would various groups – youths, parents, city leaders – respond to such an activity?
From *The Making of American Audiences: From Stage to Television, 1750–1990*
Richard Butsch
**The Celluloid Stage: Nickelodeon Audiences**
A decade after their first commercial exhibition, millions of people made movies a weekly habit. But who went to the movies in the early days and what was the character of the early movie theaters were matters of debate. Multiple images of movie theaters and audiences vied for acceptance. Reformers and flâneurs described movies as immigrant entertainment, yet small-town entrepreneurs promoted it as an entertainment for the middle class. The working-class nickelodeon was described on the one hand as community center and conqueror of the saloon, and on the other as a school for scandal teaching adolescent boys to steal and girls to be promiscuous. The latter image of endangered children represented a shift from the nineteenth-century concern about women’s respectability to a twentieth-century fixation on children’s welfare, and from the place to the performance as the cause of the problem. This would give rise in the 1920s to research on the effects on children and the beginnings of a mass communication research tradition. In this chapter I will explore how some characterizations were contradicted by the growth of middle-class attendance, but nevertheless continued to fuel popular worries about and eventual research interest in the effects of the media on children.
From Kinetoscope to Nickelodeon
Movies were first shown commercially as a technological novelty, moving pictures. It did not much matter what was filmed, just that it moved. People were intrigued by films of such simple things as smoke puffing from a chimney or waves breaking on a beach. The earliest commercial exhibition was by kinetoscope, a machine through which one person at a time could view the film. For a penny one could view a film lasting about a minute. By the end of 1895 kinetoscopes were operating in most major cities and even small towns like Portage, Wisconsin and Butte, Montana. While kinetoscopes were installed in department stores, hotel lobbies, barrooms, drug stores, and so on, they became identified with penny arcades. The arcade patrons were primarily men and boys, who came to peep through the kinetoscope, often at sexually suggestive films. Movie historian Benjamin Hampton said patrons of arcades, parlors, and dime museums had an insatiable appetite for these movies and went from place to place in search of films they had not seen.
But the kinetoscope fad was brief; by 1900 projector and screen displaced it. Movie projection was commercially demonstrated first in April 1896 at Koster and Bial’s Music Hall, the sporting vaudeville theater near Herald Square in New York. A newspaper lithograph shows an audience of men in tails and top hats engrossed in watching the novel demonstration. That same summer movies were included as a novelty in programs of vaudeville houses, amusement parks, traveling exhibitors and lecturers, legitimate theaters, phonograph and kinetoscope parlors, and church groups around the country.
Soon, the Keith vaudeville circuit began to feature movies and other big-time houses followed suit. Movies became the featured “act” and created a boom in “refined” vaudeville between 1898–1900, during which time vaudeville provided the main exhibition outlet for movies. But this novelty also wore off, and until films with more sustaining interest than waves on beaches were produced, it could not hold an audience. By 1900 continuous vaudeville managers began to use the short films as “chasers” to clear the house before the next performance.
Nickelodeons became the next dominant exhibition form. As early as 1895, a few storefronts were converted into motion picture showrooms. They held from 200 to 500 people – the number often limited by theater licensing laws or building codes – who were seated on ordinary kitchen chairs not fastened to the floor. Enterprising arcade owners bought screens and projectors, and opened back rooms to audiences. Variety claimed it was “the natural outcome of the Penny Arcade.” In 1905,
nickelodeons in converted storefronts spread across the country so rapidly that *Billboard* called them the “jack-rabbits of public entertainment” and the *Moving Picture World* said they were “multiplying faster than guinea pigs.” By 1910 there were reputedly over 10,000. Even smaller cities had several: Grand Rapids had fifteen in 1908, Youngstown twenty.\(^1\)
Shows ran from morning to night. The films changed each day, encouraging daily attendance. The films were short, about fifteen minutes, and movie projection was erratic. The picture flickered on the screen, and the projector was hand-operated. Nevertheless, the realism was a dramatic change from the sets of cheap melodrama.
### Nickelodeon Demographics
Film history tradition has characterized nickelodeon audiences as urban immigrant workers who found in the nickelodeon a place to socialize, and in the movies ideas to negotiate the transition between the old country and their new home. This image derived from a turn-of-the-century fascination with the Lower East Side of New York City by intellectuals who created vivid public images of every aspect of the lives of these poor immigrants, including their attraction to nickelodeons.
Ample evidence does indicate the presence of a substantial working-class audience and of many nickelodeons in immigrant neighborhoods. Nickelodeon was one of very few entertainments affordable to working-class immigrants, and the silent films proved no barrier to their lack of English. In 1910, nickelodeons in Manhattan were concentrated in or on the periphery of tenement neighborhoods filled with immigrants. Progressive reformer Annie MacLean in 1910 found that foreigners preferred nickelodeons over theaters in Johnstown, Pennsylvania. A study of the steel-mill town of Homestead, Pennsylvania, home of many Hungarian and Polish immigrants, describes their situation.
> ... five cents for a show consisting of songs, moving pictures, etc., which lasts fifteen minutes or so.... Men on their way home from work stop for a few minutes to see something of life outside the alternation of mill and home; the shopper rests while she enjoys the music, poor though it be, and the children are always begging for five cents to go the nickelodeon.\(^2\) ...
The image of the urban nickelodeon as an immigrant refuge made it inappropriate for middle-class clientele. Lights, posters, and a barker with megaphone outside gave the theater a circus atmosphere and inside
it was dark and odorous. The *Moving Picture World* editor said “any person of refinement looked around to see if [he were] likely to be recognized by anyone before entering the doors.”\(^3\) The movie exhibition industry and trade press strove to distinguish movie houses from this disreputable nickelodeon image. *Moving Picture World* in 1909 cited the neighborhood Audubon Theater of the Washington Heights neighborhood of Manhattan as a family theater attracting children of the “better classes” and the Parkway Theater at 110th and Central Park West as having “high class character of the patrons… quite a family aspect.”\(^4\)
Recent research looking beyond immigrant working-class neighborhoods finds other sites with other audiences. Movies were popular in cities with few immigrants and small working-class populations, such as Kansas City in 1912. In big cities there were a variety of opportunities for the middle class to go to movies, in better theaters, in vaudeville, or in amusement parks. Middle-class shoppers dropped into nickelodeons along Fourteenth Street and Sixth Avenue in New York – although they attended vaudeville or theater at night.
That the audiences were middle class has been inferred from the geographic location of many nickelodeons on retail streets served by mass transportation within major cities. In Boston before 1910 several movie houses had opened in the central shopping district amid the major department stores, vaudeville houses, and legitimate theaters. The Stanley theater chain began in Philadelphia in the city center, next to the largest department stores. Similarly, Milwaukee movie houses were located near transit lines and shopping streets. In New York in 1908, many were located on main thoroughfares or along transit lines. Seven were located around Union Square, near the refined vaudeville houses of Proctor and Keith. Many others were located in other entertainment streets of the city such as 125th Street and along the Second and Third Avenue streetcar lines, near lower-middle- and middle-class ethnic neighborhoods whose residents were somewhat better off than the new immigrants of the Lower East Side. Many of the earlier movie houses in Chicago were located in business districts rather than working-class neighborhoods. The *Chicago Sunday Tribune* said in 1906 that “there is hardly a section of the city that is without this class of show house …from three theaters in the heart of the shopping district on State Street… to the more modest establishments well up North Clark Street.”\(^5\) …
English professor Edward Wagenknecht reminisced that middle-class children attended with glee. The storefronts he described were on commercial streets in the lower-middle-class neighborhood of Lawndale around 1907. It was a German–Irish neighborhood of Chicago with a
growing number of Jewish families. The nickelodeons were rather humble places with posters pasted in the windows, no wider than an ordinary city lot, and with ceilings so low that the top of the picture sometimes was cut off. He mentions his favorite nickelodeon doing badly. The owner remedied the problem by opening a saloon in the front and continuing to show movies in the rear. The remaining movie patrons deserted at once and the theater closed. Apparently the saloon was not an acceptable solution, as it might have been in a working-class neighborhood.
Small-town movie houses, which accounted for a substantial part of the audience, also contradicted this shoddy immigrant image. Small-town patterns of moviegoing varied not only from those of big cities but also from region to region. In general, however, the small-town movie house was more dependent on the middle class, as it needed broad approval not only for sufficient attendance but also to prevent attacks from moral crusaders. Here, perhaps sooner and more consistently than in cities, we find efforts to ensure the respectable nature of the movie house. One producer touring the small towns of the Northwest reassured readers of *Moving Picture World* that exhibitors were respected members of their communities and that the best class of people attended. An exhibitor of Pennsylvania in 1910 noted that small-town houses catered to the “best people” because they needed everyone’s patronage to survive.\(^6\)
All of this indicates an early differentiation of houses: the small, dark, and crowded neighborhood nickelodeon seating only a couple hundred people; the larger houses on commercial blocks, some formerly vaudeville or drama theaters; and the spare but respectable small-town movie theater. The larger houses in downtown shopping districts were more profitable, but the neighborhood storefront dominated public imagery of movie houses.
The equating of the nickelodeon with the immigrant working class has been largely a matter of nomenclature. The term “nickelodeon” was and continues to be used synonymously with a cheap movie house with a low-income patronage, producing a tautological argument about patronage. Other movie outlets received little description in the press, making the nickelodeon by default *the* representative of movie exhibition in public discourse. Film history research continued this reduction of exhibition to that of cheap houses full of immigrants, perhaps due to the plentiful descriptions of nickelodeons and the obscurity of others. Only recently have film historians begun to pay attention to the wide variety of other exhibition venues with similarly varied audiences.
A more complete description includes movie houses ranging from frugal to fancy and the clientele likewise. The frugal ones, in poorer
neighborhoods, were called nickelodeons; the fancier ones were called theaters. Moviegoing included a variety of audiences distributed across these venues: the middle class, who had not previously patronized stage entertainments because of religious beliefs; more prosperous working-class patrons of melodrama or vaudeville, who abandoned stage entertainment for movies; and the urban working class, who seldom spent anything on entertainment until the movies.
The debate about the class of movie audiences has left in the shadows the consideration of other groups. Blacks, Indians, Mexicans, and Asians were segregated to galleries or excluded altogether. Such exclusion constituted a minimal measure of respectability for any public place in this era. However, a few black-owned theaters offered an alternative and advertised that blacks were free to sit anywhere. According to the black weekly newspaper, the Indianapolis *Freeman*, in 1909 there were 112 “colored theaters” of all types in the United States, most of them outside major cities and being combination vaudeville and movie houses. From the first, black-owned theaters in Chicago’s South Side and in the small city of Lexington, Kentucky combined live entertainment, particularly by black musicians, with movies. In both cities they advertised the “high-class” nature of their clientele, distinguishing them from the rougher patrons of black saloons and dance halls.\(^7\)
Women were an important part of the audiences, even in immigrant nickelodeons. Low costs and convenient location made the nickelodeons accessible to women workers and shoppers. Their informality meant mothers did not have to “dress up” to attend them. A trade journal in 1907 attributed the growth of nickelodeon to women and children. A photograph of an audience in a Troy, New York movie house shows mostly women and children. Several sources noted baby carriages lining the sidewalk or cluttering the entrances to movie houses. Social reformer Mary Heaton Vorse commented, “Prayers finished, you may see a mother sorting out her own babies and moving on serenely to the picture show down the road” after evening church services.\(^8\)
As with theater sixty years earlier, the image of mother and child in attendance would help to certify the safety and propriety of the nickelodeon. Some exhibitors and producers fostered this image by encouraging women to bring the children. Theaters in Lewiston, Maine in 1907 offered teddy-bear souvenirs, checked baby carriages, and encouraged parents to send their children unattended. Some mothers apparently agreed and let their boys go unattended.
A large percentage of the regular audience were children. Estimates of children in the audience ranged from 20 percent in Detroit and Madison, Wisconsin to two-thirds in Pittsburgh and Portland, Oregon. Reports from New York and Cleveland complained that large numbers
of these children were unescorted by adults. The thought of unchaperoned teenage girls in particular raised fears of sexual promiscuity. A *Chicago Tribune* reporter in 1907 observed a downtown nickelodeon at 6 p.m. “composed largely of girls from the big department stores who came in with bundles under their arms.” The reporter’s concern was that they made “undesirable acquaintances [men] of mature age.”
Young single immigrant working women enjoyed the freedom of going to the nickelodeon on their own. An Italian garment worker from New York’s Lower East Side reminisced:
The one place I was allowed to go by myself was the movies. I went for fun. My parents wouldn’t let me go anywhere else… I used to enjoy going to the movies two or three times a week. But I would always be home by 9 o’clock.
An Italian girl met her boyfriend on the sly at the movies in the afternoon.
Recreational surveys by reformers found that location and hours made great differences in audience profiles. Men predominated in downtown houses while women and children were more common in neighborhood houses, especially on Saturday and Sunday afternoons. A survey in Cincinnati characterized the daytime audience as being predominantly men, with an occasional woman, sometimes with children, and a few truant boys and girls; a noon audience was composed of young people from stores and factories and a downtown high school. In evenings, downtown theaters were “evenly mixed,” while the residential theaters were attended by mostly women and children. A study of Madison in 1915 reported a similar pattern. Whether movies were a male or female, children or adult pastime, depended on the time and place.
**A Mass Medium**
Some film historians have claimed that immigrant working-class moviegoers represented a new market for commercial entertainment. Yet, through the late nineteenth century and into the movie era, immigrants supported their own ethnic theaters. … Lower East Side Jews were avid supporters of Yiddish theater and Sicilians were supporters of puppet shows. Descriptions of their behavior are interchangeable with those of ethnic movie audiences. The movies benefited from the entertainment habits nurtured by the stage: avid theatergoers became avid moviegoers.
What distinguished movies from previous stage entertainments was *not* the creation of a new market of immigrants or working-class people.
Rather it was the *depth* of saturation of these markets that was new. Actual data on saturation rates do not exist. But commentary and overall attendance suggest that higher proportions of all groups must have been attending movies to achieve such high numbers of admissions and receipts. Clearly more people, especially children, went regularly to nickelodeons than ever went to previous stage entertainments. Places of exhibition were numerous and admission cheap, even compared to cheap vaudeville, so that accessibility was increased dramatically for those with low incomes and those living in remote places....
Many went. The *Independent* claimed in 1908 that the movies attracted “thousands who never go to the theater, and particularly [were] appealing to the children.” Surveys in the prewar period indicate that weekly attendance was approximately equal to the city’s population in most cities. More people went and more went more frequently than they had to other theater entertainments. Most movie shows in the nickelodeon era were cheap, half the price of the gallery for drama theaters or vaudeville, making frequent attendance feasible for lower-income groups and even children. Frequent moviegoers always represented a large portion of the movie audience. Many adults and children went more than once per week.\(^{12}\)
**Working-Class Audiences, Autonomous Publics**
In contrast to the extensive literature on the *demographics* of the nickelodeon audience, there is relatively little about their *behavior*. But these descriptions, mostly of working-class immigrants, are intriguing for their resemblance to that of nineteenth-century working-class audiences, in their sociability and appropriation of nickelodeons as an alternative public space. Contemporary writers described the nickelodeons as family and community centers, contradicting the fears about unchaperoned children in the audiences. Lewis Palmer noted in 1909, “Certain houses have become genuine social centers where neighborhood groups may be found any evening of the week… where the regulars stroll up and down the aisles between acts and visit friends.” A 1914 Portland, Oregon study claimed, “Many of them are family resorts. Community pictures are shown, the people chat in a friendly manner, children move freely about the house and the manager knows his patrons personally… these houses already take in many a nickel and dime that would otherwise go over the bar [of saloons] … people attending all kinds of theaters are orderly, quiet and courteous.”\(^{13}\)
For temperance reformers the nickelodeon was a happy contrast to the “workingman’s club,” the saloon, because it was free of alcohol and
reunited men with their families. According to the *Willamantic* (Connecticut) *Journal*, “Men not often seen in the company of their wives on the street were now taking whole families to the motion pictures night after night.” Many surveys noted a diminished attendance at saloons attributed to men going to movies with their families. In 1914, Presbyterian minister Charles Stelzle asserted that movies were cutting into the profits of saloons; in a 1916 article in the *Independent* he favored the movies as a substitute for the saloon. The motion picture house, he claimed, was democratic just as the saloon, where the working man could feel comfortable and at home. He could come just as he is, without dressing up. But in addition he could take his family there, where he could not to the saloon. A few years later a saloonkeeper of Middletown told sociologists Robert and Helen Lynds, “The movies killed the saloon. They cut our business in half overnight.”
Observers described audiences, to a significant degree, as determining their own use of the space in the nickelodeon and even in the small theaters of the silent era of the 1920s. Even though film had displaced live actors, the performance was not yet standardized. Managers edited movies to fit their audiences’ tastes. Sometimes projectionists would change the speed of the film and even run the film backward for the amusement of the audience. There was a notable interaction between audiences and projectionists and managers.
Live musical accompaniment to the film also provided a rich source of interaction, akin to that for stage performers. Piano players, mostly women, took pride in their improvisational skills, through which they responded to the audience, especially in neighborhood theaters. When movie producers began in about 1910 to distribute cue sheets for musicians to accompany their movies, many musicians rejected these and continued to play according to their own tastes and that of their audiences. Musicians and audiences could thus entirely alter the mood and intent of a scene. A serious drama could be made into a farce.
Managers of small theaters attempted a delicate balance between acquiescing to their audiences’ wishes and “managing” the audience. They were generally supportive of musicians’ efforts to please the audience, regardless of the impact on the dramatic effects of the movie, and despite objections of movie producers. Managers also used sing-alongs and sometimes giveaways to modulate and manipulate their audiences. Illustrated songs were often advertised to the less-inhibited working-class and small-town audiences. Almost all nickelodeons had a singer who led the audience, who were guided by song slides. Sing-alongs were familiar from cheap vaudeville. Almost every house used illustrated songs while the projector was loaded with a new reel of film. Reformer Michael Davis said about audience participation in sing-alongs, “no
warm-blooded person can watch the rapt attention of an audience during the song, and hear the voices swell as children and adults join spontaneously in the chorus, without feeling how deeply human is the appeal of the music, and how clearly it meets a sound popular need.”\(^{15}\)
But nickelodeons were rarely sites of political activism. A few held benefits for strikers, much as other local merchants would often advance credit to strikers. In 1911, some theaters screened an announcement supporting a campaign against a local gas company. But there is no record of the kinds of crowd actions that had been common in early nineteenth-century theaters, in which working-class audiences often orchestrated the political messages on-stage, objecting to some, demanding others. Working-class audiences exercised some autonomy in controlling the space and defining its purpose to suit their own needs. In doing so they collectively shaped the reading of both the situation and the movies to fit their own working-class experience, and thus used the nickelodeon as a site for producing an alternative culture. But they rarely expressed overt political consciousness or purpose, unlike the saloon that often had been the meeting place for unions and strikers. This perhaps made it reassuring to middle- and upper-class reformers worried about social control.
**Changing Habits, for Better or Worse**
If people were frequently going to the movies, what had they stopped doing, what had they previously done with this time? The citizens of Middletown told the Lynds that “movies have cut into lodge attendance” and probably the patronage of saloons and attendance at union meetings as well. Saloonkeepers’ concern over loss of business was a reason for middle- and upper-class rejoicing. But theater owners worried that people were leaving drama theater for the movies. The galleries were empty, they said, because the boys who had formerly sat there now frequented the movies. Hard times favored the nickelodeon over other entertainments. When people could not afford a theater or vaudeville ticket they could still muster a nickel for the movies. In the 1907–8 recession many theaters closed but nickelodeons were booming. *Lippincott’s* magazine said that the movies caused decreases in box office at legitimate and vaudeville theaters and disbanding of theater companies. It claimed the nickelodeon attracted “nearly every class of those we term theater-goers” and that “it is a common occurrence to enjoy amusement by machinery in what was a regulation playhouse.” In 1910, *World’s Work* cited nine New York theaters from which “the Biograph manager has driven vaudeville and the old-fashioned first-class drama.” In 1911
the same magazine claimed movies had replaced theatrical performances in 1,400 former playhouses. Robert Grau claimed that seventy traveling theatrical companies had to fold because of the movies and that movies had “contributed principally” to the decline of melodrama. The *Jewish Daily Forward* commented on the impact of movies on Yiddish performances in 1906. “A year ago there were about ten Jewish music halls in New York and Brooklyn. Now there are only two [while at movies] hundreds of people wait in line.”\(^{16}\) …
As movies moved out of storefronts into regular theaters, they demonstrated their greater profitability even in drama’s own home. Movies provided a greater profit even on Saturdays, the traditional theater night. Drama theaters that traditionally closed for the summer began to show movies instead. Movie companies began aggressively buying and closing theaters or pressuring local governments to tax or restrict licensing for drama productions. The result was a greater difficulty for touring companies to find a theater at an affordable rent. By 1914, movie palaces were being built in Times Square that were equal in comfort and luxury to those of drama theaters, with admission of 25 cents instead of 2 dollars…
**Children, Movies, and Reformers**
The movies stirred new concerns among moral reformers. Even though children attended theaters in the nineteenth century, reformers directed their concerns toward the dangers to young men and women and to the general moral climate of the community as a whole. The central issue about nineteenth-century audiences had been respectability, which applied to adult behavior and especially to women. The primary focus of criticism was the behavior in the audience, the rowdiness, drinking, and prostitution. Even in the concert saloons the primary concern was not the entertainment, but the alleged licentious behavior of the waiter girls with the clientele.
By the turn of the century, women’s respectability was no longer the issue. This older fear was overshadowed by concerns about the safety and socialization of children. Children were being redefined sympathetically as innocent and impressionable, a departure from earlier Calvinist conceptions of children as evil barbarians in need of discipline. Adolescence was being defined as a distinct developmental period, subject to many pitfalls. Charitable organizations began to direct attention to lower-class child abuse and neglect; juvenile delinquency was distinguished from adult crime, and states instituted the first juvenile courts. Children were defined as endangered creatures.
Accompanying the shift in focus from women to children was a shift in attention to class. The primary concern in the era of respectability was its certification of the class credentials of the middle and upper classes. The new concern about children was centered on the lower classes. Society women’s charities as well as middle-class professionals focused on socializing lower-class children, especially the growing numbers of urban-dwelling immigrants, who they believed lacked adequate parenting.
Almost from the first, what drew the attention of movie crusaders were the large numbers of unchaperoned adolescents and children in nickelodeon audiences. Reformers feared that moviegoing led to delinquency among boys and sexual immorality among girls. For the first time, reformers concentrated their attention on the effect of the show rather than on the behavior in the audience as the primary concern, although audience behavior continued to be part of the discussion. Previous New York state laws focused on theaters (1839) and concert saloons (1862) as places of delinquency, but not on the performance. But in the nickelodeon era the movie itself became a central focus and censorship the means to control its dangers.
Jane Addams, settlement house founder and reformer, in a series of essays published in 1909 as Spirit of Youth, worried about the many children who seemed addicted to the motion pictures. She cited a group of young girls who refused a day’s outing in the country because they would miss their evening at the nickelodeon; and four daughters of a shopkeeper who would steal movie admission from his till. Addams identified movie content as the root cause of the children’s misbehavior. She called the nickelodeon the “house of dreams” to indicate movies’ inducement of fantasies in children’s minds.\(^{17}\) She told a tale of boys nine to thirteen years old who saw a movie of a stagecoach holdup and mimicked it themselves. They bought a lariat and a gun and, one morning, lay in ambush for the milkman, nearly killing him. Addams was only one among many writers at the time who publicized stories of children imitating movie crimes.
As a result, censorship became an early instrument of reform. Chicago enacted the first movie censorship ordinance in 1907, followed by dozens of other cities. By 1913 several states and cities had laws prohibiting children’s attendance without an adult after a certain hour. In a cover letter to a report on movies, the mayor of Cleveland in 1913 cited movies of crime as the major evil of movie exhibition and urged censorship in that city. American Magazine, citing the Cleveland report, urged industry self-censorship over government censorship. To protect themselves from government regulation the Motion Picture Patent Company, an organization of movie producers, formed a censorship board for New York and enlisted the cooperation of the People’s Institute. This soon became the
voluntary National Board of Censorship. Producers hoped to counter criticism that might threaten their efforts to capture a middle-class market.
Reformers claimed censorship markedly improved the moral quality of movies. Louise de Koven Bowen, wealthy friend and patron of Jane Addams, claimed the Chicago ordinance of 1911 which her Juvenile Protection Association of Chicago advocated, had made a difference. Similarly, Michael Davis credited the Board of Censorship, with which he was involved, for much improvement from 1908 to 1910.
Censorship blunted but did not stop criticism. Many continued to object to movie content, whether or not censorship had been instituted in their city. In a 1914 debate in the Outlook, some letter-writers still worried that girls might be led into prostitution by what they called “white slave” films, which they said did not depict the awful consequences for girls. Another article expressed fear that movies would give immigrant children unrealistic expectations of what they could have and accomplish in America, leading to their disillusion and dissolution: “The version of life presented to him in the majority of moving pictures is false in fact, sickly in sentiment, and utterly foreign to the Anglo-Saxon ideals of our nation. In them we usually find this formula for a hero: He must commit a crime, repent of it, and be exonerated on the ground that he ‘never had a mother’ or ‘never had a chance’ – or perhaps that he was born poor.”\(^{18}\)
Fears of the effects of movies were accompanied by a belief that movies were unusually effective in “implanting” – a word often used at the time – ideas in children’s minds. In an address to the People’s Institute in New York, Reverend. A. Jump in 1911 expressed the theory that movies operated through “psychologic suggestion” to put ideas in the viewer’s head without his knowing it. He therefore wanted to make sure, through censorship, that these ideas were what he considered good. The same sentiments were expressed at the Conference of the National Child Labor Committee by a Birmingham Alabama Boy’s Club superintendent. Making the same claim in more “scientific” garb, Harvard professor Hugo Munsterberg concluded in *The Photoplay: A Psychological Study*, “The intensity with which the plays take hold of the audience cannot remain without social effects… the mind is so completely given up to the moving pictures.”\(^{19}\) These were the first expressions of what would later be called “hypodermic” theories of media effects.
Critics did not entirely ignore the atmosphere within the storefront theater itself. The two concerns were sometimes intermingled in the same article. They related many “horrors” perpetrated therein, some reading like a tabloid front page. Censorship was no guarantee of the
conditions within the theater. Theater ownership was not centralized, leaving each to compete in the market as he chose. Critics were dismayed at the darkness in the storefront theaters, which they saw as encouraging and enabling sexual encounters. Louise de Koven Bowen cited as an example of the dangers a case in which a Chicago proprietor had enticed young girls into his theater and molested them. She claimed that “boys and men in such crowds [outside nickelodeons] often speak to the girls and invite them to see the show, and there is an unwritten code that such courtesies shall be paid for later by the girls,” and that “darkness afforded a cover for familiarity and sometimes even for immorality.” *American Magazine* reiterated to its nationwide readership the dangers of darkness, “indiscriminate acquaintance,” and foul air in the theaters.
Nevertheless, after censorship, reformers often preferred movies to other entertainments, particularly cheap vaudeville. As a neighborhood and family institution, the nickelodeon was much less threatening than more anonymous entertainments farther from the reach of family and neighborhoods. By contrast, reformers sometimes condemned cheap vaudeville’s sexual immorality, in terms reminiscent of the criticisms of concert saloons in the 1860s, except now the attention was on stage acts. The Cleveland study referred to cheap vaudeville acts as “positively degrading,” and in describing an audience of one indecent dancer stated, “the ladies in the audience hid their faces…many of the older men turned their heads while the young men and boys stamped their feet, clapped their hands, many of them rising out of their seats, waving their hats, at the same time shouting vulgar suggestions to the performer.” A few simply condemned its very low intellectual level and deadening effects educationally.
Reverend H. A. Jump, in his address to the People’s Institute, the home of the National Board of Censorship, praised the movies as “the cleanest form of popular entertainment being given indoors today” and thanked the Board for this. He claimed those who thought movies immoral did so on the prejudice that cheap admission implied immorality. Yet movies had a high standard which “would never be allowed to apply to the drama patronized by the well-to-do.” He considered movies to have a good educational and moral effect upon the “common people.”
A Madison, Wisconsin report in 1915 expressed a definite change in attitude since censorship – “of course there is nothing alarming in children going to movies in the afternoon unattended by elders” – and accepted the claims that movies have “substituted good recreation for many less desirable forms” and “tended to draw families together by giving them a common interest.” It too complained of the worst types of
vaudeville, the mixed bill of vaudeville acts and movies. A recreation survey of Cincinnati 1913 described the movies as “unobjectionable and provided clean recreation… films of distinctly educational and high recreational value are frequently shown…. There can be no doubt that the quality of recreation offered by the moving picture show has vastly improved in the last few years and is still improving.”\textsuperscript{23}
Later in the 1910s women’s groups began to pressure local exhibitors to offer special showings for children in neighborhood theaters. Local civic groups in several cities organized Saturday matinee movies for children in the mid-1910s. While these often were located in movie houses, the theater managers were not the initiators but simply cooperators. The Women’s Press Club of New York sponsored Saturday morning movies in two commercial theaters in 1916–17. The Club selected the films for moral education. They excluded films that depicted crimes, convicts, fighting, saloons, gambling, and sex. They also chose films with an eye to their entertainment value to ensure the theater owners of some profit. A women’s club of Chicago organized a Better Films Committee to advise local groups on how to organize children’s or family programs and what films to show. If local exhibitors would not cooperate they advised groups to buy a projector and show films in schools. Such programs were not commercial but reform efforts, often directed at working-class children. Organizations and businesses sometimes bought blocks of tickets to distribute free to poor children or to their employees. Programs were “planned for clean entertainment, making education secondary.” However, the results were mixed, as some children still preferred to see the more exciting adult movies.\textsuperscript{24}
The thrust of almost all of the discussion, although ostensibly about children, when examined more closely, is about class. Middle- and upper-class reformers worried about the lower classes absorbing dangerous ideas from movies, many made by immigrants themselves. Lists of topics to be avoided in movies included workers’ strikes. The recreational surveys quoted above were sponsored by private elite groups and directed primarily at gathering data on working-class neighborhoods and working-class children. Michael Davis looked in depth at three tenement districts in Manhattan, and the Cincinnati study targeted similar districts for closer examination. Cover letters, introductions, conclusions, and recommendations typically reveal a fear of working-class juvenile delinquency. They proposed funding public recreation facilities for these working-class neighborhoods, since such neighborhoods could not afford private clubs. There is almost complete absence of comment about middle- and upper-class youths’ recreation. Such attention might have raised questions about the surveyors’ own child-rearing practices.
Magazine articles also reveal the same concerns. In one expression of this attitude, some reformers equated uneducated adults with children, claiming they could not discern reality from fiction and were more susceptible to movies than the better educated. One reformer in 1909 claimed “the constant picturing of crime … is a harmful and degrading thing, especially when a large percentage of the patrons of such theaters is made up of minors, or adults without education.” The Outlook stated, “Undeveloped people, people in transitional stages [i.e., immigrants] and children are deeply affected [by movies].” The quote reveals what lay behind these fears of the movies, that these immigrants would not learn to behave like the middle- and upper-class “Anglo-Saxon” reformers. It considered sympathy for the circumstances of the poor to be misplaced and not a suitable explanation for crime.\(^{25}\)
More optimistic reformers saw movies as potentially being a great educator for adult poor and immigrants. Mrs. W. I. Thomas considered movies not inherently bad but “an educational medium that is historic” in its potential, which had been “turned over to these mere ‘promoters of pleasure.’” The Outlook similarly contended that movies “could be made as effective a means of instruction in such social problems [as white slavery] as either fiction or the stage.” They hoped to harness this great resource and use it as a tool of social control.\(^{26}\)
But whether pessimists or optimists, their concerns were often rooted in class-based fears of lower-class disorder, the underlying concern of much Progressive reform and the overt fear of conservatives in efforts such as the eugenics movement. While the subject was ostensibly children, this discourse was part of the larger concern about the huge wave of lower-class immigration into the nation in this era.
Notes
1 “Nickel Vaudeville,” Variety (March 17, 1906), 4; “Moving Pictures,” Billboard 18: 41 (October 13, 1906), 21; “The Nickelodeon,” Moving Picture World and View Photographer 1: 9 (May 7, 1907), 140; Kenneth MacGowan, Behind the Screen: The History and Technique of the Motion Picture (New York: Dell, 1965), 129, on number of nickelodeons.
2 Annie Marion MacLean, Wage-Earning Women (New York: MacMillan, 1910), 143–53, on Pennsylvania mining towns; Margaret Byington, Homestead: The Households of a Mill Town (New York: Charities Publication Committee, 1909), 40.
3 Elaine Bowser, The Transformation of the Cinema, 1907–1915 (Berkeley: University of California Press, 1990), 1, for quote from Moving Picture World.
4 Bowser, 122–3, on Audubon Theater.
5 Musser, 421–4, on Chicago.
6 Bowser, 37.
Bowser, 9–10, for estimated numbers.
Peiss, 150, on Mary Eaton Vorse quote.
Lauren Rabinovitz, 73, on Chicago; also Peiss, 151–3, on unchaperoned girls.
Elizabeth Ewen, “City Lights,” 55.
“Recreation Survey of Cincinnati” (1913), 26–7.
Robert E. Davis, “Response to Innovation: A Study of Popular Argument About New Mass Media” (Ph.D., University of Iowa, 1965), 55, on *Independent* quote.
Lewis Palmer, “The World in Motion,” *Survey* 22 (June 5, 1909), 356; Foster, “Vaudeville and Motion Picture Shows,” 27–8.
Bowser, 2, on *Willamantic Journal*; Lynd, *Middletown*, 265; also Bartholomew, 7.
Michael Davis, 24.
Lynd (1929), 265; Day Allen Willie, “The Theatre’s New Rival,” *Lippincott’s* 84 (October 1909), 458; *World’s Work* (1910 and 1911), on closings cited by Robert E. Davis, “Response to Innovation,” 467–8; Grau (1910), 172; Lary May, *Screening Out the Past: The Birth of Mass Culture and the Motion Picture Industry* (New York: Oxford University Press, 1980), 35, on *Daily Forward* quote.
Addams, 92.
“‘Movie’ Manners and Morals,” *Outlook* (July 26, 1916), 695.
Reverend H. A. Jump, “The Social Influence of the Moving Picture” (New York: Playground and Recreation Association of America, 1911); quote of Munsterberg in Garth Jowett, “Social Science as a Weapon: The Origins of the Payne Fund Studies, 1926–1929,” *Communication* 13: 3 (December 1992), 213.
Bowen, 2, 4–5, 9.
Bartholomew, 13–15.
Reverend H. A. Jump, 8.
“Madison Recreational Survey,” 52, 54, 59; “Recreation Survey of Cincinnati,” 27–9.
Richard DeCordova, “Ethnography and Exhibition: The Child Audience, The Hays Office and Saturday Matinees,” *Camera Obscura* 23 (May 1990), 91–106.
R. E. Davis, 234, for 1909 quote; “‘Movie’ Manners and Morals” (July 26, 1916), 694.
Mrs. W. I. Thomas, 147; “The White Slave Films: A Review,” *Outlook* (February 1914), 345.
**Documents**
**Introduction to the Documents**
The rise of the movies spurred intense debates over their character: Did these new forms of entertainment exert a positive or negative influence on audiences? Were they to be feared or embraced? Much of the early public debate over these questions was conducted by elites. However, the following sources offer us insights into how people of the time felt about these new
moving images and the moviegoing experience. Barton W. Currie describes the appeal and attraction that nickelodeons held for ordinary Americans in 1907 and offers a sense of what it was like to go to one of these new “movie” theaters and experience the wondrous sights of a world most audience members would never get to see in person. Social surveyor Robert Bartholomew takes us outside of New York City and describes the pleasures and perils of moviegoing in Cleveland, Ohio. The last document from the *New York Call*, a popular working-class newspaper, tells how inexperienced — and sometimes even experienced — early moviegoers could get so caught up in the action on the screen that they lost all sense of reality.
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**The Nickel Madness**
“The Nickel Madness,” by Barton W. Currie, was published in *Harper’s Weekly* on August 24, 1907
**The Amazing Spread of a New Kind of Amusement Enterprise Which is Making Fortunes for its Projectors**
The very fact that we derive pleasure from certain amusements, wrote Lecky, creates a kind of humiliation. Anthony Comstock and Police-Commissioner Bingham have spoken eloquently on the moral aspect of the five-cent theatre, drawing far more strenuous conclusions than that of the great historian. But both the general and the purity commissioner generalized too freely from particulars. They saw only the harsher aspects of the nickel madness, whereas it has many innocent and harmless phases.
Crusades have been organized against these low-priced moving-picture theatres, and many conservators of the public morals have denounced them as vicious and demoralizing. Yet have they flourished amazingly, and carpenters are busy hammering them up in every big and little community in the country.
The first “nickelodeon,” or “nickelet,” or whatever it was originally called was merely an experiment, and the first experiment was made a little more than a year ago. There was nothing singularly novel in the idea, only the individualizing of the moving-picture machine. Before it had served merely as a “turn” in vaudeville. For a very modest sum the outfit could be housed in a narrow store or in a shack in the rear yard of a
tenement, provided there was an available hallway and the space for a "front." These shacks and shops are packed with as many chairs as they will hold and the populace welcomed, or rather hailed, by a huge megaphone-horn and lurid placards. The price of admission and entertainment for from fifteen to twenty minutes is a coin of the smallest denomination in circulation west of the Rockies....
An eloquent plea was made for these humble resorts by many "friends of the peepul." They offered harmless diversion for the poor. They were edifying, educational, and amusing. They were broadening. They revealed the universe to the unsophisticated. The variety of the skipping, dancing, flashing, and marching pictures was without limit. For five cents you were admitted to the realms of the prize ring; you might witness the celebration of a Pontifical mass in St. Peter's; Kaiser Wilhelm would prance before you, reviewing his Uhlans. Yes, and even more surprising, you were offered a modern conception of Washington crossing the Delaware "acted out by a trained group of actors." Under the persuasive force of such arguments, was it strange that the Aldermen befriended the nickelodeon man and gave impetus to the craze?...
Already statisticians have been estimating how many men, women, and children in the metropolis are being thrilled daily by them. A conservative figure puts it at 200,000, though if I were to accept the total of the showmen the estimate would be nearer half a million. But like all statisticians, who reckon human beings with the same unemotional placidity with which they total beans and potatoes, the statistician I have quoted left out the babies. In a visit to a dozen of these moving-picture hutches I counted an average of ten babies to each theatre-et. Of course they were in their mothers' or the nurse-girls' arms. But they were there and you heard them. They did not disturb the show, as there were no counter-sounds, and many of them seemed profoundly absorbed in the moving pictures.
As a matter of fact, some mothers – and all nurse-girls – will tell you that the cinematograph has a peculiarly hypnotic or narcotic effect upon an infant predisposed to disturb the welkin. You will visit few of these places in Harlem where the doorways are not encumbered with go-carts and perambulators. Likewise they are prodigiously popular with the rising generation in frock and knickerbocker. For this reason they have been condemned by the morality crusaders.
The chief argument against them was that they corrupted the young. Children of any size who could transport a nickel to the cashier's booth were welcomed. Furthermore, undesirables of many kinds haunted them. Pickpockets found them splendidly convenient, for the lights were always cut off when the picture-machine was focused on the
canvas. There is no doubt about the fact that many rogues and miscreants obtained licenses and set up these little show-places merely as snares and traps. There were many who thought they had sufficient pull to defy decency in the choice of their slides. Proprietors were said to work hand in glove with lawbreakers. Some were accused of wanton designs to corrupt young girls. Police-Commissioner Bingham denounced the nickel madness as pernicious, demoralizing, and a direct menace to the young. …
But if you happen to be an outlaw you may learn many moral lessons from these brief moving-picture performances, for most of the slides offer you a quick flash of melodrama in which the villain and criminal are always getting the worst of it. Pursuits of malefactors are by far the most popular of all nickel deliriums. You may see snatch-purses, burglars, and an infinite variety of criminals hunted by the police and the mob in almost any nickelet you have the curiosity to visit. The scenes of these thrilling chases occur in every quarter of the globe, from Cape Town to Medicine Hat.
The speed with which pursuer and pursued run is marvellous. Never are you cheated by a mere sprint or straightway flight of a few blocks. The men who “fake” these moving pictures seem impelled by a moral obligation to give their patrons their full nickel’s worth. I have seen a dozen of these kinetoscope fugitives run at least forty miles before they collided with a fat woman carrying an umbrella, who promptly sat on them and held them for the puffing constabulary.
It is in such climaxes as these that the nickel delirium rises to its full height. Young and old follow the spectacular course of the fleeing culprit breathlessly. They have seen him strike a pretty young woman and tear her chain-purse from her hand. Of course it is in broad daylight and in full view of the populace. Then in about one-eighth of a second he is off like the wind, the mob is at his heels. In a quarter of a second a half-dozen policemen have joined in the precipitate rush. Is it any wonder that the lovers of melodrama are delighted? And is it not possible that the pickpockets in the audience are laughing in their sleeves and getting a prodigious amount of fun out of it?
The hunted man travels the first hundred yards in less than six seconds, so he must be an unusually well-trained athlete. A stout uniformed officer covers the distance in eight seconds. Reckon the handicap he would have to give Wefers and other famous sprinters. But it is in going over fences and stone walls, swimming rivers and climbing mountains, that you mount the heights of realism. You are taken over every sort of jump and obstacle, led out into tangled underbrush, through a dense forest, up the face of a jagged cliff – evidently traversing an entire country – whirled through a maze of wild scenery, and then brought back
to the city. Again you are rushed through the same streets, accompanying the same tireless pack of pursuers, until finally looms the stout woman with the umbrella.
A clerk in a Harlem cigar-store who is an intense patron of the nickelodeon told me that he had witnessed thief chases in almost every large city in the world, not to mention a vast number of suburban towns, mining-camps, and prairie villages.
"I enjoy these shows," he said, "for they continually introduce me to new places and new people. If I ever go to Berlin or Paris I will know what the places look like. I have seen runaways in the Boys de Boulong and a kidnapping in the Unter der Linden. I know what a fight in an alley in Stamboul looks like; have seen a paper-mill in full operation, from the cutting of the timber to the stamping of the pulp; have seen gold mined by hydraulic sprays in Alaska, and diamonds dug in South Africa. I know a lot of the pictures are fakes, but what of that? It costs only five cents."
The popularity of these cheap amusement-places with the new population of New York is not to be wondered at. The newly arrived immigrant from Transylvania can get as much enjoyment out of them as the native. The imagination is appealed to directly and without any circumlocution. The child whose intelligence has just awakened and the doddering old man seem to be on an equal footing of enjoyment in the stuffy little box-like theatres. The passer-by with an idle quarter of an hour on his hands has an opportunity to kill the time swiftly, if he is not above mingling with the *hoi polloi*. Likewise the student of sociology may get a few points that he could not obtain in a day's journey through the thronged streets of the East Side.
Of course the proprietors of the nickelets and nickelodeons make as much capital out of suggestiveness as possible, but it rarely goes beyond a hint or a lure. For instance, you will come to a little hole in the wall before which there is an ornate sign bearing the legend:
**FRESH FROM PARIS**
*Very Naughty*
Should this catch the eye of a Comstock he would immediately enter the place to gather evidence. But he would never apply for a warrant. He would find a "very naughty" boy playing pranks on a Paris street — annoying blind men, tripping up gendarmes, and amusing himself by every antic the ingenuity of the Paris street gamin can conceive.
This fraud on the prurient, as it might be called, is very common, and it has led a great many people, who derive their impressions from a glance at externals, to conclude that these resorts are really a menace
to morals. You will hear and see much worse in some high-priced theatres than in these moving-picture show-places.
In some of the crowded quarters of the city the nickelet is cropping up almost as thickly as the saloons, and if the nickel delirium continues to maintain its hold there will be, in a few years, more of these cheap amusement-places than saloons. Even now some of the saloon-keepers are complaining that they injure their trade. On one street in Harlem there are as many as five to a block, each one capable of showing to one thousand people an hour. That is, they have a seating capacity for about two hundred and fifty, and give four shows an hour. Others are so tiny that only fifty can be jammed into the narrow area. They run from early morning until midnight, and their megaphones are barking their lure before the milkman has made his rounds.
You hear in some neighborhoods of nickelodeon theatre-parties. A party will set out on what might be called a moving-picture debauch, making the round of all the tawdry little show-places in the region between the hours of eight and eleven o’clock at night, at a total cost of, say, thirty cents each. They will tell you afterwards that they were not bored for an instant. Everything they saw had plenty of action in it. Melodrama is served hot and at a pace the Bowery theatres can never follow. In one place I visited, a band of pirates were whirled through a maze of hair-raising adventures that could not have occurred in a Third Avenue home of melodrama in less than two hours. Within the span of fifteen minutes the buccaneers scuttled a merchantman, made its crew walk the plank, captured a fair-haired maiden, bound her with what appeared to be two-inch Manila rope, and cast her into the hold.
The ruthless pirate captain put his captive on a bread-and-water diet, loaded her with chains, and paced up and down before her with arms folded, à la Bonaparte. The hapless young woman cowered in a corner and shook her clankless fetters. Meanwhile from the poop-deck other pirates scanned the offing. A sail dashed over the horizon and bore down on the buccaneers under full wing, making about ninety knots, though there was scarcely a ripple on the sea. In a few seconds the two vessels were hurling broadsides at each other. The Jolly Roger was shot away. Then the jolly sea-wolfs were shot away. It was a French man-of-war to the rescue, and French men-of-war’s men boarded the outlaw craft. There were cutlass duels all over the deck, from “figgerhead” to taffrail, until the freebooters were booted overboard to a man. Then the fiancé of the fair captive leaped down into the hold and cut off her chains with a jack-knife.
Is it any wonder, when you can see all this for five cents and in fifteen minutes, that the country is being swept by a nickel delirium? An agent for a moving-picture concern informed the writer that the craze for these
cheap show-places was sweeping the country from coast to coast. The makers of the pictures employ great troops of actors and take them all over the world to perform. The sets of pictures have to be changed every other day. Men with vivid imaginations are employed to think up new acts. Their minds must be as fertile as the mental soil of a dime-novelist.
The French seem to be the masters in this new field. The writers of *feuilletons* have evidently branched into the business, for the continued-story moving-picture has come into existence. You get the same characters again and again, battling on the edges of precipitous cliffs, struggling in a lighthouse tower, sleuthing criminals in Parisian suburbs, tracking kidnapped children through dense forests, and pouncing upon would-be assassins with the dagger poised. Also you are introduced to the grotesque and the *comique*. Thousands of dwellers along the Bowery are learning to roar at French buffoonery, and the gendarme is growing as familiar to them as “the copper on the beat.”
And after all it is an innocent amusement and a rather wholesome delirium.
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**Robert O. Bartholomew, Report of Censorship of Motion Pictures and of Investigation of Motion Picture Theatres of Cleveland (1913)**
Fifteen down-town theaters open at 10 o’clock in the morning in which continuous programs are exhibited until late in the evening. All other theaters are open in the evening beginning at 6:30…. Small neighborhood theaters close between the hours of 9 and 10 and all other theaters are closed by 11 p.m. The very nature of the entertainment in all theaters excepting those presenting vaudeville performances, tends to relax the muscles of the hard-working person and to prepare him for complete rest so that he is glad to leave early….
At one theater in the city three cents is charged for admission; at 111 theaters five cents is charged during the week with a ten-cent charge for Sundays, holidays and occasions when special feature pictures are shown. The other [19] theaters charge ten cents or more. For the above fee one can have from one to three hours entertainment consisting of four or five photoplays, good music, and in a few instances, the added vaudeville acts.
Motion picture theaters form neighborhood social centers. They are very generally scattered among all nationalities represented in the city
and in all neighborhoods. They do in a real sense provide a means of reasonably priced, wholesome recreation for the man of small or average means without the necessity of his going from the neighborhood for necessary relaxation.
One hundred and one Motion Picture theaters are located adjoining or within one-half block of one or more saloons. … As one daily attends theaters scattered hither and thither in the city and sees the thousands of young people who would, but for the motion picture theaters probably be spending their recreational hours in saloons, he is tremendously impressed with the good that the motion picture theaters are doing by saving young lives from the degrading companionships formed when innocent young people and those trained in unscrupulous practices gather in questionable places without other attractions for thought than the vile inventions of their silly minds. … [T]he Motion Picture theater is today the greatest competitor and one of the strongest enemies of the saloon with its degrading companionships. …
[I]t would seem that about 115,000 men, women, and children attend motion picture theaters [daily], while the average for Sundays is about 200,000, or in other words, one in every six of our citizens attends a motion picture theater each week day and one in every three when such leisure time as Saturdays, Sundays, and holidays is granted. …
The opinion has prevailed among the managers of Motion Picture theaters during the past that it was necessary to have the theater dark in order that the motion picture might appear clear and distinct. This belief has been responsible for conditions in the theaters that have justified criticism. There in the darkness of the rooms young people, many of them mere children, are thrown close together where uncontrolled affections soon lead to serious excesses. These young people begin by slight familiarities and are soon embracing each other in the dark during the progress of the entertainment. This condition can be best illustrated by a case taken from the records of our juvenile court. A young girl, 16 years of age, frequented a certain very poorly lighted motion picture theater in this city. A flirtation with a strange man considerably her senior soon sprang up. Soon they were daily attending the theater sitting in the dark recesses of the room and embracing each other. Later an illegitimate child resulting from this association was thrown over the back fence by the irate mother and the case became a court record. The girl who had always been known as decent up to the time she started on her downward path, became incorrigible and is now detained in one of our public institutions because of her gross immorality which she claims she cannot live without. … The numerous cases found where young people were unduly familiar with those of the opposite sex indicates the necessity of requiring adequate lighting of
theaters. In one instance three young men were handling one girl in a most vulgar manner. The manager’s attention was called to the case but he failed to correct the performance.
The condition of the air in the theaters is best described in the words of a little fifth grader when he says: “Some moving picture shows are unhealth [sic] to go in because it smell bad and they need funigating [sic].” The matter of proper ventilation has been greatly overlooked.... [In many theaters] the air is changed only as patrons come to or leave the theater. It was found that attendants in one or two instances, by the use of large atomizers, squirted a solution around the room to ally the odor of the foul air. ... In ten theaters the air was found to be so foul that the investigators could not stay more than a few moments and even this short stay resulted in sneezing, coughing and the contraction of serious colds....
Good music is to be heard in most Motion Picture theaters.... At eighty of the Motion Picture theaters there is first-class piano music. There are first-class orchestras in thirty-five and organola music in twelve theaters while only four do not have music. At only a few of the theaters can one hear cheap and trashy tunes.
In passing upon the moral tone of the Motion Picture theaters principal emphasis has been laid upon the attitude of the managers in their endeavor to eliminate objectionable conduct....
The investigation shows that in fifty-eight of the theaters the moral tone is most excellent; in forty-six the moral tone is good and in twenty-seven theaters the moral tone is bad....
Tables compiled covering investigations at twenty-two theaters visited show that two-thirds of the young children attending motion picture theaters in the evening are unaccompanied. The largest period of attendance of unaccompanied children is from 7:30 to 8:15 in the evening. The facts show that practically all of the children leave the theater before 9 o’clock. ... The chief objection to children going to the Motion Picture theaters in the evening comes from the school teachers who complain that the children are dull and sleepy in school the following day if allowed to remain out late in the evening. It must be remembered in this connection that there are thousands of fathers and mothers who pay little if any attention to their children during the evening hours, it would seem that children should not be prohibited from attending Motion Picture theaters unaccompanied after a certain given hour in the evening, rather should the theaters be made wholesome places of recreation and the children be encouraged to attend, for only in this way will thousands of children, living in the congested sections of the city, be kept from the streets.
House Fly Panics Pittsburgh Movie Audience
New York Call, February 7, 1914
A common house fly, magnified several hundred times, which had in some manner made its way onto the lens of a moving picture machine in a [Pittsburgh] North Side nickelodeon, was the cause of a panic among the audience last night which, but for the prompt action on the part of a few cool heads, would have turned into a tragedy greater than was being depicted on the screen.
The machine operator had barely begun to run off the “thriller” of the night when there appeared on the screen a monster with legs like the limbs of a big tree, eyes as big as saucers, a huge body covered with hair that looked like standing wheat. At the first appearance of the monster women and children screamed in terror, and a rush was made for the door by the panic-stricken audience.
Suddenly some one, guffawed and yelled, “It’s only a flying machine.” This brought the panic stricken people to their senses and quiet was quickly restored. Several people, however, were severely bruised during the rush.
Readings and Screenings
For general overviews of nickelodeons, movie theaters, and early movie audiences, see David Nasaw, Going Out: The Rise of Public Amusement (New York: Basic Books, 1993); Douglas Gomery, Shared Pleasures: A History of Movie Presentation in the United States (Madison: University of Wisconsin Press, 1992); Charles Musser, The Emergence of Cinema: The American Screen to 1907 (New York: Charles Scribner’s Sons, 1990); Eileen Bowser, The Transformation of Cinema: 1907–1915 (New York: Charles Scribner’s Sons, 1990); Richard Koszarski, An Evening’s Entertainment: The Age of the Silent Feature Picture, 1915–1928 (New York: Charles Scribner’s Sons, 1990). Moviegoing experiences outside large urban centers are explored in Gregory Waller, Main Street Amusements: Movies and Commercial Entertainment in a Southern City, 1896–1930 (Washington, DC: Smithsonian Institution Press, 1995); Kathryn Fuller, At the Picture Show: Small Town Audiences and the Creation of the Movie Fan (Washington, DC: Smithsonian Institution Press, 1996). Ethnic, racial, gender, and working-class moviegoing habits are examined in Waller, Main Street Amusements; Mary Carbine, “‘Finest Outside the Loop’: Motion
Picture Exhibition in Chicago’s Black Metropolis, 1905–1928,” *Camera Obscura*, 23 (May 1990), 9–41; Junko Ogihara, “The Exhibition of Films for Japanese Americans in Los Angeles During the Silent Film Era,” *Film History*, 4:2 (1990), 81–7; Kathy Peiss, *Cheap Amusements: Working Women and Leisure in Turn-of-the-Century New York* (Philadelphia: Temple University Press, 1986); Lauren Rabinovitz, *For the Love of Pleasure: Women, Movies, and Culture in Turn-of-the-Century Chicago* (New Brunswick, NJ: Rutgers University Press, 1998); Roy Rosenzweig, *Eight Hours For What We Will: Workers in an Industrial City, 1870–1920* (Cambridge and New York: Cambridge University Press, 1983); Steven J. Ross, *Working-Class Hollywood: Silent Film and the Shaping of Class in America* (Princeton, NJ: Princeton University Press, 1998). For recent work on early audiences, see Melvyn Stokes and Richard Maltby, eds., *American Movie Audiences: From the Turn of the Century to the Early Sound Era* (London: British Film Institute, 1999).
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Abstract
In this activity, students will collect data for a ball bouncing under a CBR™ data collection device and select one bounce to analyze. They will fit an equation to the data with a quadratic regression and use the first and second derivatives to analyze the graphs of velocity and acceleration as a function of time. They will look for connections between the graphs and the physical motion of the ball.
Management Tips and Hints
Advance Preparation
This activity can also be done with a CBL2™ and Vernier motion detector. If using this equipment, load the BOUNCEIT program from the Real World Math with the CBL book or the Real World Math App from TI web site onto the students’ graphing handhelds. The app can be found at education.ti.com. You may download the Real World Math with the CBL App which includes BOUNCEIT. The App can be found at education.ti.com. Search for Real World Math App. The application can be downloaded using the TI Connect™ software, also available at the same Web site. The Real World Math application has six separate downloadable Apps. The BOUNCEIT part of the App is located in CBLMath2. The BOUNCEIT program is also available on the CD or disk that comes with Real World Math with the CBL book, second edition.
Prerequisites
Students should:
- know how to take derivatives.
- be familiar with the numerical derivative key on the graphing handheld.
**Student Engagement**
Show the motion of the bouncing ball, and have students make predictions prior to the data collection. This may be done the day before the activity or as a homework assignment.
This activity is best done with students working in cooperative groups so that they can compare answers and look for connections. A class discussion of basic concepts after the activity would enhance understanding and ensure that students made correct observations.
**Evidence of Learning**
- Students are asked to make predictions prior to collecting data and graphing equations. This allows them to correct their own thinking.
- A class discussion or analysis of answered questions will demonstrate student knowledge.
- Students should realize that the velocity is positive when the ball moves upward and negative when the ball moves downward.
- Students should see that the velocity graph is linear for each bounce. The acceleration is always negative with a value of -9.8 m/s$^2$, which is the slope or rate of change for the velocity graph.
**Common Student Errors/Misconceptions**
- Many students have difficulties in interpreting velocity and acceleration graphs for a physical situation. They often believe that the acceleration of a ball at its maximum height is zero because the velocity is zero. Most students will not predict the velocity of a ball coming up from the ground to have a linear velocity equation with a slope equal to the acceleration because of gravity.
- Students do not need to bounce the ball high. Small bounces will generally help keep the ball under the CBR™. If the floor is carpeted or uneven, the ball and detector may be set up to bounce on a table. The ball does not need to bounce very high, and only one good bounce is needed for analysis.
**Activity Solutions**
1. n/a
2. n/a
3. n/a
4. Answers will vary depending on students’ initial predictions.
5. n/a
6. $\frac{1}{2}g = a; \ t = x; \ d = y$
7. The $a$ value should be close to -4.9. The $b$ and $c$ values will vary.
8. The value of $g$ should be close to -9.8 m/s$^2$. The value of $a$ is $\frac{1}{2}g$.
9. The values should be close.
10. The values of $b$ and $c$ would represent the initial position and initial velocity if the initial time for the selected parabola were $t = 0$. But because we selected a portion of the time and height data and the starting time for that parabola is not zero, the values do not have physical significance. The diagram shows the parabola and equation for the data. The values of $b$ and $c$ can be likened to the initial velocity and initial position of the ball if it were launched from a hole in the ground at time $t = 0$.
The parabola could be shifted to the left by subtracting the time where the regression equation intersects the time axis from all values in list L5. If the quadratic regression were performed on these new time values, the $b$ and $c$ values would be approximately the initial velocity and initial position.
11. Answers will vary.
12. The values should be positive on the left, nearly zero at the top and negative on the right side of the parabola.
13. Answers will vary. The graph should begin with a positive velocity value and decrease to negative values.
14. n/a
15. Answers will vary. Two sample graphs are shown. Students’ graphs should include viewing window settings for the minimum and maximum $y$-values.
16. Answers will vary.
17. The velocity is positive when the ball is moving upward, zero at the top, and negative as the ball moves back toward the ground.
18. Acceleration is the instantaneous rate of change of velocity, or acceleration is
\[
\frac{\Delta v}{\Delta t}
\]
as \(\Delta t\) approaches zero, or acceleration describes how the velocity changes each second.
19. The slope of the velocity versus time graph is constant with a value of approximately -9.8 m/s because the velocity is decreasing by 9.8 m/s each second. The slope of the velocity graph is never zero.
20. The prediction should be a horizontal line at approximately -10.
21.
22. The acceleration is constant during the bounce.
23. The velocity versus time plots would be a series of parallel lines because the acceleration is constant.
24.
25. Answers will vary. | <urn:uuid:e22d0284-706f-486d-8c50-8d189b2170fe> | CC-MAIN-2023-50 | https://education.ti.com/-/media/FC36FF4F27424049920273C0B150796E | 2023-12-07T03:12:50+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100632.0/warc/CC-MAIN-20231207022257-20231207052257-00187.warc.gz | 260,243,268 | 1,233 | eng_Latn | eng_Latn | 0.997355 | eng_Latn | 0.998491 | [
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The Iron Cross is a symbol that has been used in various forms and contexts throughout history. It is most commonly associated with the German military, where it was first introduced during the Napoleonic Wars. The Iron Cross was originally a medal awarded to soldiers who had distinguished themselves in battle. Over time, it evolved into a military decoration and later became a national emblem.
In its simplest form, the Iron Cross consists of a cross with equal arms. This basic design has been used in many different countries and cultures, often with variations in shape, size, and color. In Germany, the Iron Cross was adopted as a national symbol during World War I and II, and it remains an important part of German military tradition today.
The Iron Cross has also been used as a symbol of Christianity, particularly in the Eastern Orthodox Church. In this context, it represents the crucifixion of Jesus Christ and serves as a reminder of his sacrifice. The cross is often depicted with three nails, one on each arm, and a crown of thorns at the top.
Overall, the Iron Cross is a powerful symbol that has been used for both military and religious purposes. Its versatility and enduring popularity make it a significant cultural icon.
Iron Cross Template
This is an image of an iron cross template. You can use this template to create your own iron crosses for various projects or crafts. | <urn:uuid:57f86a1e-4447-403a-865d-b917f1b1d06b> | CC-MAIN-2018-05 | http://www.aerodromerc.com/decals/AlbDIIV3Decals.pdf | 2018-01-19T09:06:57Z | crawl-data/CC-MAIN-2018-05/segments/1516084887849.3/warc/CC-MAIN-20180119085553-20180119105553-00162.warc.gz | 407,242,718 | 280 | eng_Latn | eng_Latn | 0.998233 | eng_Latn | 0.999065 | [
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SOCIAL DEVELOPMENT
Third grade is a year of expansion and change. Teachers place more academic responsibilities on the students. They have textbooks that require greater amounts of reading, writing and applying newly acquired knowledge. Exposure to various forms of testing occurs gradually with an introduction to study strategies. The children become more independent in both social and academic settings. It is a year when they begin to explore new relationships. The children are able to play peacefully and teachers continue to model how to resolve differences that might arise.
Third grade students become independent workers and sit for longer periods of time focusing on their work. They are conscientious about their work and begin to evaluate it in a constructive manner. The amount of independent work given is increased compared to previous years, but appropriate for this grade level. Teacher guidance is still necessary to help the students organize their work. Strategies, such as using checklists and charts, accomplish the task.
This is a year of changes. The children outgrow the behavior of the early years and prepare to enter the stage of preadolescence. They begin to draw conclusions and see contexts and implications, where before they saw only black and white. They formulate a value system and try to incorporate it into their daily lives. By the end of third grade the children are ready to expand, evaluate and consolidate their experiences for fourth grade.
LANGUAGE ARTS
The third grade language arts program focuses on strengthening previously learned skills. Students will continue to develop basic oral and silent reading skills, comprehension, predicting vocabulary, fluency, and making inferences through the use of a variety of children’s literature. The Six Traits Writing model is being used in grades PreK-8. The program will foster a common language and consistency about writing and assessment for teachers and students which is designed to teach students the craft and quality of writing. The model is comprised of ideas and
content, word choice, conventions, voice, sentence fluency, and organization. These traits will be taught through literature, teacher modeling, and student examples. The strength of the model is the opportunity to give feedback and individualize instruction in writing. Writing assignments include creative writing, research projects, poetry, short stories, and journal entries. Grammar lessons including punctuation, capitalization, editing and parts of speech are part of daily instruction. Spelling lists are distributed each week. The lists include words that the children misspell, words that are relevant to a topic or theme, and words from a published fourth grade spelling text. Handwriting is another aspect of the language arts program. Cursive writing lessons emphasize proper letter formation and neatness. Computer technology is included in the humanities program. Students are given the opportunity to work with various software programs preparing reports, stories and presentations both in the classroom and in the computer lab.
SKILLS:
Speaking and Listening
The students will be able to synthesize information gathered during reading to contribute thoughtfully to discussions. They will be able to collaborate and present projects and analyze and respond thoughtfully on peers’ projects.
Reading
The students will be able to read independently while focusing on comprehension, vocabulary and fluency. The students will be able to summarize the key details and events of a fictional text as a whole, as well as explain the stated or implied main ideas and supporting details. They will be able to make logical inferences, compare and contrast points of view, question, and make connections to what has been read.
Grammar
Identifies nouns, verbs, pronouns, adjectives, synonyms, antonyms, homophones, root words, contractions, compound words, prefixes, and suffixes
Identifies declarative and interrogatory sentences
Uses punctuation marks correctly
Uses grammatically correct sentences
Capitalizes proper nouns and the beginning of sentences
Spelling
Spells high frequency words correctly
Self-corrects misspelled words
Studies for weekly spelling tests
Handwriting
Uses Zaner-Bloser cursive handwriting
Uses proper spacing between letters and words
Has clear and legible handwriting
Writing/Application
The students will be able to write with an understanding of topic and audience. They will develop content and ideas appropriate for the topic by gathering and organizing information, while incorporating voice and word choice relevant to the topic. The students will write with sentence fluency to form a solid paragraph with one central idea in a logical order including a beginning, middle, and end. Using grade appropriate conventions of language when writing and editing is also emphasized and taught.
- Writes a well-organized paragraph
- Participates in writing conferences
- Writes for a variety of purposes
- Revises a story after a first draft
- Edits and proofreads stories
- Develops interesting characters and plots
- Initiates writing for specific purposes
- Writes short research reports
Research Skills
- Alphabetizes
- Uses a glossary
- Uses an index
- Uses a table of contents
- Locates information
- Uses a variety of resources
- Cites sources of information
- Paraphrases
- Uses Internet to access information
ENRICHMENT ACTIVITIES
Creating research papers (with use of technology)
Published student writing (using technology)
Public speaking or reading such as in Chapel and in the classroom setting
RESOURCES
Jr. Great Books
Spelling and Vocabulary, Houghton Mifflin
Sample trade books used for directed reading activities such as:
Tigers at Twilight by Mary Pope Osborne
A Crazy Day with Cobras by Mary Pope Osborne
Day of the Dragon King by Mary Pope Osborne
Night of the Ninjas by Mary Pope Osborne
Read Alouds:
Gooseberry Park
The Miraculous Journey of Edward Tulane
My Father’s Dragon
Just So Stories
SOCIAL STUDIES
The third grade Social Studies program focuses on the study of the continent of Asia, with a concentration on the cultures of India, China, and Japan. Trade books relating to these time frames are used to gain meaning of key concepts and vocabulary. Acquired knowledge is then fully implemented into a hands-on approach. By using a variety of activities, the students can experience what they have read and understand key concepts.
SKILLS:
- Understand chronology and distinguish between past, present and future
- Use/make a time line
- Understand continuity and change through the study of historical and current events
- Understand data in historical and modern maps
- Interpret history, distinguishing fact from opinion
- Recognize the existence of multiple points of view
- Understand and appreciate historical sources (i.e. authors)
- Identify individuals and groups who have made significant cultural and political contributions to world history (and explain how)
- Explain how conflict and cooperation among social groups affected world history
- Understand cause and effect
- Identify historic sites and artifacts
- Compare and contrast ancient and modern cultures
Identify the human characteristics of places and regions by their cultural characteristics
Recognize the impact of people on a region and culture, as well as the impact of a region and culture on people
Understand the components of culture (i.e. language, customs, belief system) of a given time period, including present day
Define government
Explain the purpose of government
Explain the purpose of rules and laws and why they are important in different settings (i.e. classroom, school, neighborhood, state)
Recognize social structures and hierarchies
Describe how customs and traditions influence government
Recognize and define ideals that shape governments (i.e. justice, liberty, citizenship)
Investigate and research "who," "what," "where," "when," "how," and "why"
Identify, research, and discuss current events taking place locally and globally
ENRICHMENT ACTIVITIES
Diwali, Chinese New Year celebrations
India, China, and Japan study units
Writing opportunities (using classroom computer and computer lab)
Art displays representing units
Current Events Project
Geography: Stratalogica, Junior Geographer Atlas, Daily Geography (Evan-Moor)
RESOURCES
Summer Reading – *The Jungle Book* By Rudyard Kipling, adapted by Diane Wright Landolf (Stepping Stones Classic)
*China, Land of the Emperor’s Great Wall (Fast Tracker)* by Mary Pope Osborne and Natalie Pope Boyce
*Pandas and Other Endangered Species (Fast Tracker)* by Mary Pope Osborne and Natalie Pope Boyce
*Ninjas and Samurai (Fast Tracker)* by Mary Pope Osborne and Natalie Pope Boyce
*India For Kids* by Shalu Sharma
*You Wouldn’t Want to Work on the Great Wall of China! By Jacqueline Morley*
*You Wouldn’t Want to Be a Ninja Warrior! By John Malam*
MATHEMATICS
The third grade math curriculum builds on what was presented in previous grades. Many of the concepts are taught by using a hands-on, experiential approach. Manipulatives and games and used regularly, not only to introduce new concepts, but to review material as well. Word
problems are practiced every day and incorporate various problem-solving strategies. Math enrichment activities are given to those students who are ready for more challenging learning experiences. Periodic assessments are given at the conclusion of each chapter.
**Numbers and Operations**
Students will analyze, compare, add, and subtract whole numbers to 10,000. They will understand the meanings and uses of fractions while comparing fractional parts to the size of the whole, identify equivalent fractions, add and subtract fractions, use the dollar sign and decimal point in money amounts, solve word problems involving addition and subtraction of money, and use properties to multiply and divide.
**Algebra**
Students will be able to create, analyze, and solve number patterns and number sentences for one and two step problems. They will relate multiplication to division, investigate equalities, and describe number relations in context. They will also model, define, and explain properties of multiplication.
**Geometry**
Students will be able to identify and compare lines, angles, and figures; describe, analyze, and use investigations and logical reasoning to classify two-dimensional shapes by their sides, angles.
**Measurement**
Students will be able to select appropriate units and tools to estimate and measure length, weight, capacity, time, perimeter, area, and temperature. They will demonstrate the ability to convert among units and solve related word problems through investigations and logical reasoning.
**Data Analysis**
Students will be able to interpret picture and bar graphs with scales and use frequency tables, bar graphs, pictographs, and line plots to solve real-world problems.
**SKILLS**
- Count, read and write numbers through 10,000
- Round 2, 3, and 4 digit numbers
- Problem-solve using estimated or exact amounts
- Identify place value to thousands
- Compare numbers
- Order numbers
- Round numbers
Find a pattern to solve a problem
Read, write, and compare numbers to 999,999
Identify place value to hundred thousands
Determine value of collections of bills and coins
Count change
Tell time to the hour, half-hour, quarter-hour, five minutes and minute
Problem solve using logical thinking
Calculate elapsed time
Use a calendar and a schedule
Add and subtract 2, 3, and 4 digit numbers
Problem solve using guess and check
Estimate sums and differences
Estimate and use customary units of measure
Estimate and use metric units of measure
Measure and convert customary units of length, capacity, weight and mass
Read a thermometer
Problem solve using measurement
Understand multiplication and division
Use arrays to multiply
Relate multiplication and division
Identify fact families
Multiply with 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Divide by 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Multiply 2 and 3-digit numbers
Multiply money amounts
Understand and interpret remainders
Find 2 and 3-digit quotients
Divide money
Problem solve: identify extraneous information
Use a pictograph
Use a multiplication table
Multiply 3 numbers
Problem solve by drawing a picture
Use a multiplication table to divide
Problem solve by writing a number sentence
Problem solve using money
Identify plane and solid figures
Identify lines, line segments, rays, and angles
Identify congruent figures
Identify lines of symmetry
Estimate and find perimeter, area and volume
Problem solve by finding a pattern
Collect, organize, and display data
Use line plots
Use and Make a pictograph, bar graph and table
Perform probability experiments
Predict and record outcomes
Use probability to solve problems
Understand fractions
Identify parts, regions and groups
Compare and order fractions
Find equivalent fractions
Use fractions and mixed numbers
Add and subtract fractions
Understand decimals
Compare and order decimals
Add and subtract decimals
Use tenths, hundredths and decimals greater than 1
Problem solve using fractions and decimals
ENRICHMENT ACTIVITIES
Math games
Computer software programs
Challenge/Brain teasers
Menu Math
Marcy Cook Math Tiles
RESOURCES
*Math in Focus, Singapore Math*
*Math Sprints, Singapore Math Inc*
*Daily Word Problems*, Evan-Moor
*Marcy Cook Math Tiles*
SERVICE LEARNING
Montgomery has always taken pride in teaching our students the importance of service to others, which is part of our school mission. The service projects are directly tied to our classroom curriculum. This approach gives students the opportunity to observe directly the measurable change that is provided through their efforts in a grade appropriate way. The project will not only
affect the recipient of the service, but also the providers -- our students. Third grade oversees the school wide collection of Thanksgiving food baskets (containing all the food needed for Thanksgiving meals) for House of the Sparrow and extra collected food items are given to the Lord’s Pantry in Downingtown. | <urn:uuid:11476318-2e4c-4c7a-b6f2-7743fc6b1b72> | CC-MAIN-2018-30 | https://www.montgomeryschool.org/uploaded/Montgomery_Site/Quicklinks/Lunch_Menu/Curriculum_Guides_2017-2018/Third_Grade_Curriculum.pdf | 2018-07-16T00:45:31Z | crawl-data/CC-MAIN-2018-30/segments/1531676589029.26/warc/CC-MAIN-20180716002413-20180716022413-00404.warc.gz | 954,314,664 | 2,854 | eng_Latn | eng_Latn | 0.991389 | eng_Latn | 0.99612 | [
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F: We introduce Algeria to you: It is—uh—a country in North Africa. And—uh—I mean, it is geographically the second largest county after Sudan in Africa. And—uh—and Algeria has, I mean, 80%—approximately 80% of its area is desert. But it is big—even that 20% which is the northern and coastal area—I mean, it’s big and has big cities. There is Algiers in the middle, Oran in the west and Annaba and Constantine in the east. And—uh—you can say that Algeria pretty much has three different climates. There is—uh—the Mediterranean Sea climate, which is found in—uh—the cities that are located along—uh—the coast; and there is the Telli climate in the center, which is between the desert and the north—in the mountains: the region between the Tell Atlas Mountain Range and the Saharan Atlas, which is—
S: The Highlands—
F: Yes, the mountains in the middle, in the center of the country. And there is the Saharan climate in the Sahara desert, which is known for a lot of heat: a lot of heat in the winter, oh, I meant in the summer and very cold in the winter. This is in terms of the geography. And—uh—historically, Algeria is known—uh—for being occupied by—uh—by the French for about 130 years and—uh—and known for, I mean—this is the
historical introduction. I mean, it is known for—uh—one and a half million martyrs. If you ask anywhere in the world about what Algeria is known for, people would tell you: “One and a half million martyrs.” They are the ones who liberated Algeria from the French occupation.
About CultureTalk: CultureTalk is produced by the Five College Center for the Study of World Languages and housed on the LangMedia Website. The project provides students of language and culture with samples of people talking about their lives in the languages they use every day. The participants in CultureTalk interviews and discussions are of many different ages and walks of life. They are free to express themselves as they wish. The ideas and opinions presented here are those of the participants. Inclusion in CultureTalk does not represent endorsement of these ideas or opinions by the Five College Center for the Study of World Languages, Five Colleges, Incorporated, or any of its member institutions: Amherst College, Hampshire College, Mount Holyoke College, Smith College and the University of Massachusetts at Amherst.
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Agricultural Education is a program of instruction designed to prepare its students for a horticultural career upon high school graduation as well as furthering their education at the post-secondary level. The program utilizes the classroom, laboratory flower shop, greenhouse, computer, and land labs. Students participate in a Supervised Agricultural Experience (SAE), which utilizes classroom instruction in any of the following areas: exploratory, research, experiment and analysis, placement, or entrepreneurship. Students also have the opportunity to develop their leadership skills by participating in the FFA (the national organization for students enrolled in an agricultural education program). Personal safety is stressed throughout the program.
**ORNAMENTAL HORTICULTURE:** (1920) 5 credits Grade 9-12
Ornamental Horticulture is open to anyone who has an interest in greenhouses, floral design and plant production. Students will learn skills essential in greenhouses, flower shops, and a career in plant production. Skills include plant propagation, seeding, fertilizing and general care of plants and flowers. Students will also be instructed in practical floral design. A few of the projects highlighted in this course are designing and constructing symmetrical and asymmetrical flower arrangements, grave blankets, vase arrangements, soil pH testing, growing flowers from seeds, planting bulbs, bonsai training, and tissue culture. All students will have an agricultural project.
**HORTICULTURE I** (1911) 10 credits Grade 10-12 Approved for Dual Credit
Horticulture I students will be involved in production experiences in floriculture, nursery, and greenhouse. Floral design, plant propagation, greenhouse crop production, and landscape maintenance are areas stressed in this course. Students will be introduced to the State FFA and elect officers for the Buena Chapter.
**ADVANCED HORTICULTURE** (1916) 10 credits Grade 11-12 Approved for Dual Credit
Prerequisite: Horticulture I
Advanced Horticulture students hone their skills they have acquired in Horticulture I as well as develop and expand the skill areas of their special interests. Students continue to be active members of Buena FFA Chapter and participate in the state convention in the spring.
**BUSINESS**
**COMPUTER APPLICATIONS I/FINANCIAL LITERACY/CAREERS** (1820) 5 credits Grade 9-12
This course is designed for all freshmen and satisfies the State’s career education/financial literacy graduation requirement. The class will provide students with basic computer skills and will assist students with career and financial decisions. Students will be exposed to a variety of careers through discussions, interest inventories and Internet activities. Students will learn word processing, spreadsheets and presentation software. The financial literacy component will expose students to economic issues that will affect their personal lives.
**ACCOUNTING I** (1865) 5 credits Grade 10-12
This course is designed to provide students a strong foundation in accounting principles. The curriculum focus
reflects developing skills in recording, analyzing, and interpreting business transactions for service and merchandising businesses, both manually and with the aid of software. Upon completion of the course, the student will have acquired initial preparation for a career in accounting, knowledge and skills needed for careers in related business fields, and a foundation to continue studying accounting at the college level.
HONORS COMPUTER APPLICATIONS II - (1822) Grade 10-12
Prerequisites:
Computer Applications I/Financial Literacy/Careers minimum final grade of “C” OR teacher recommendation
This course is designed to provide students with opportunities to enhance their computer technology, decision-making, productivity, communications, and problem-solving skills. Areas of instruction include advanced computer applications and integration of word processing, desktop publishing, spreadsheet, database, and presentation software, as well as the use of emerging technologies. Students will be required to think analytically, manipulate information and use the computer as a productivity tool using the programs that are a part of Microsoft Office Suite. Upon completion of this course students could, with additional study, be prepared for the Microsoft Office Specialist (MOS) exam. Advanced computer skills can be a valuable asset in any employment search or career advancement.
*Dual credit available through Atlantic Cape Community College pending agreement.
SPORTS, ENTERTAINMENT, AND HOSPITALITY MARKETING (1810) 5 credits Grade 9-12
The sports, entertainment, and hospitality industries represent one of the fastest growing segments of the U.S. economy. This specialized course offers students the opportunity to learn advanced concepts of marketing and management in the sports, entertainment and hospitality industries. Focus is on the study of marketing as it relates to event management, sponsorship, promotion, strategic planning, endorsements, marketing plans, hotel/restaurant/convention planning, and legal and ethical issues. Students are given the opportunity to participate in DECA (an association for marketing students).
INDUSTRIAL ARTS
Woodworking I (1970) 5 credits Grades 9-12
Students will receive instruction in the basic concepts of woodworking including names and use of tools, materials, methods of work, finishes, and technological advances. The course is “project” oriented and the students work at their individual skill levels. In addition to demonstrations of tools and methods, lab time is provided to the student to hone the skills taught. The purpose of this course is to develop skills in basic woodworking and an understanding of basic tools, materials, and methods of work. Students will learn to manipulate tools and materials to attain a desirable outcome and solve basic problems via “brainstorming” and designing techniques. Students will learn the basics of manufacturing products, while learning to read and follow a set of plans.
Woodworking II (1973) 5 credits Grades 10-12
The second year in the sequence of woodworking classes, this class will allow students to continue brainstorming and designing solutions to problems through critical thinking and problem solving techniques. Students will study advanced manufacturing and get hands on training in some of the latest advances in woodworking technology. Opportunities to work with more desirable materials may become apparent as the student’s skill level increases. Students will continue to explore job opportunities while developing an understanding of the expectations of employers. The purpose of this course is to further develop skills acquired as a result of taking Woodworking I, along with a more in depth understanding of the tools, materials, and methods of work that will be explored throughout the course. Students will learn to respect tools and materials, and hone their skills so as to provide more professional looking results in a timely fashion. The student will be given time to practice and develop occupational skills through learning experiences.
Advanced Cabinetry/Design (1976) 5 credits Grades 11-12
Students will receive instruction on the concepts of advanced woodworking, design and manufacturing
processes, and finishing techniques. In addition to demonstrations of tools and methods, ample lab time will be provided to hone woodworking and manufacturing skills. Students will explore the "standards" currently used in industry, along with the latest techniques in production and finishing. The purpose of this course is to enhance and accelerate the skills developed in Woodworking I & II. The student will apply those skills to the production of finer woodworking projects with an emphasis on cabinetry. Students will learn the standards in the cabinetry industry, the techniques used in the production of quality consumer products, and what is expected in attitude and work ethic to successfully maintain employment. Attention will be focused on design and the designing process, problem solving, and the use of the latest techniques acceptable in the industry. Student will receive instruction and training that will enable him or her to practice and acquire skills to confidently seek employment in the woodworking/cabinetry industry.
TRANSITIONS (8920) 5 credits Grade 9-12
This course is limited to those students who have an Individual Educational Plan (IEP) developed with the Child Study Team. This course is designed to encourage students to examine their interests, strengths, limitations, education and experience and guide them to make career choices that are just right for them. Through a variety of activities, which would include guest speakers and field trips, the students will explore the step-by-step process of matching personal skills to job skills, setting career goals and developing a strategy to achieve those goals.
FINE ARTS
Introduction to Art (0015) 5 credits
Open to Grades 9-12
This is a foundation and general course in the visual arts. Students will explore a variety of artists, processes and materials such as drawing, painting, printmaking, world crafts, clay, and sculpture. Emphasis will also be placed on the elements and principles of art and design. Willingness to get involved in the creative process is more important than the student's skill or previous experience. This course fulfills the NJ fine art requirement for graduation.
Art and Design 2D (0025) 5 credits
Pre-Requisite (Art 1 or Arts & Crafts 1)
Open to Grades 10-12
This second year course offers an opportunity for students who wish to create two-dimensional art in order to further develop skills and techniques learned in Introduction to Art. Emphasis is placed on experiences with 2D design, drawing (pencil, charcoal, pastel, comics), painting (watercolor, acrylic), world craft, and printmaking. Students will be exposed to artwork of the past and present and will develop abilities for advanced courses.
Art and Design 3D (0035) 5 credits
Pre-Requisite (Art 1 or Arts & Crafts 1)
Open to Grades 10-12
This second year course offers an opportunity for students who wish to create three-dimensional art in order to further develop skills and techniques learned in Introduction to Art. Students will explore sculpture in a variety of materials such as clay, plaster, cardboard, papier-mâché, and bookmaking. Students will be exposed to artwork of the past and present and will develop abilities for advanced courses.
Advanced Art (0036) 5 Credits
Pre-Requisite (Art 2 or Arts & Crafts 2)
Open to grades 11-12
A third level course for those students who wish to further develop skills and techniques that were introduced in previous art courses. Students will be continually encouraged to expand their creative ideas as well as their technical potential. This course will explore a variety of materials and will cover both 2D and 3D works of art. Students will be expected to take on a more individual role in the class. | <urn:uuid:ce12d8ef-d781-4ae1-8c0f-6295bafdbcb7> | CC-MAIN-2017-39 | http://brsd.high.schoolfusion.us/modules/groups/homepagefiles/cms/460202/File/CourseDescriptions_ArtsTechAg(2).pdf | 2017-09-24T19:21:00Z | crawl-data/CC-MAIN-2017-39/segments/1505818690203.42/warc/CC-MAIN-20170924190521-20170924210521-00712.warc.gz | 53,731,255 | 2,132 | eng_Latn | eng_Latn | 0.996264 | eng_Latn | 0.996835 | [
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WORLD ECOLABEL DAY
MoEF&CC’s Environmental Information System Resource Partner,
Consumer Education & Research Centre
A global day to celebrate ecolabel products and services that protect you and the planet
What are Ecolabels?
Ecolabelling is a voluntary method of environmental performance certification and labelling that is practiced around the world. An ecolabel identifies products or services proven to be environmentally preferable within a specific category.
Ecolabels are seals of approval given to products that are deemed to have fewer impacts on the environment than functionally or competitively similar products.
What is Ecolabelling?
Benefits of Eco-Labelling
- Eco-labelling showcases the commitment of the organization towards making environment-friendly products.
- Empower consumers to make choices about environmentally sustainable consumption.
- Eco-Labels facilitate international trade in various sectors.
- It is a valuable kit to communicate environmental benefits of a product.
- It provides substitution for environmentally preferable materials.
- It reinvents the concept of product with respect to the environmental impacts.
- It provides an effective & easy to use tool for procurement programs.
- It increases awareness of environmentally responsible activities.
- Economic benefits arising from more efficient processes and thoughtful sustainability initiatives.
- Eco-Label has resulted in more energy-efficient products, significant cost-savings and considerable reduction in emission of greenhouse gases etc.
Eight beaches in India, across five states and two union territories, have been awarded the prestigious ‘Blue Flag’ certification.
Support eco-friendly products
12 RESPONSIBLE CONSUMPTION AND PRODUCTION
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Name
SHHHHHHHHH!
Read the words below and look for silent consonants. Draw a line under any consonants that are silent. Then circle the hidden pictures for the words that have silent consonants.
scissors wind sign knife bulb
kite wrench eight rough comb | <urn:uuid:da34f0a3-9634-4d73-99a6-d698d6b0ea89> | CC-MAIN-2017-39 | http://free-phonics-worksheets.com/assets/81-phonics-worksheet-v2-41.pdf | 2017-09-24T19:24:05Z | crawl-data/CC-MAIN-2017-39/segments/1505818690203.42/warc/CC-MAIN-20170924190521-20170924210521-00708.warc.gz | 125,375,363 | 58 | eng_Latn | eng_Latn | 0.998084 | eng_Latn | 0.998084 | [
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Storytelling in the CBI classroom: pedagogy, practice, and theory
Mamoru Takahashi and Stephen Shucart
Introduction
From casual conversation to self-talking, we use language to organize our thoughts. Storytelling is an indispensable agent for this process of organization. One of the benefits of storytelling is that storytellers understand themselves better through the act of telling a story. Storytelling catalyzes mental growth.
In *Outliers* written by Malcolm Gladwell, there is an interesting story about a baby who kept talking to herself after she went to bed. Her name was Emily and her parents were university professors. A group of psychologists became interested in Emily and began to record her monologue. They published the results as a book: *Narrative from the Crib*. The book elucidates why people talk to themselves.
One of the articles in that book was written by Harvard University psychologist Jerome Bruner. In the article, Bruner presents the idea of John Dewey: "Language is a vehicle by which we bring order into our thoughts about things." Bruner also writes about the similar views of C. S. Peirce, Humbolt, Whorf, and Vygotsky.
Paraphrasing Vygotsky, Bruner says, "she (Emily) can first borrow the skills of the language by having an adult for a partner in dialogue, and then finally appropriate them through internalization." (p.74) In other words, the reason a young child talks to herself is to combine her thought with her language. Language is the vehicle of thought. That's why we talk to ourselves. We are sorting our thought by talking to ourselves. We brood, we recall, we plan by talking to ourselves. And talking to ourselves is the same as telling stories.
In the same book, Jerome Bruner refers to such people as Russian mythologist Vladimir Propp and French formalist critique Tvetan Todovov. This fact tells us that Bruner had realized the causal links between different human activities such as self-talking, casual storytelling, and published myths and folktales.
Some examples of storytelling research
We recognize that the role of storytelling in ESL/EFL is not to prove general assertions, but rather to give various individual examples and present possible cases for future use in the classrooms. We would like to summarize the results of the study in storytelling with the following examples.
The first example of storytelling is from the field of psychology. Clandinin and Connelly (2000) is a record of psychoanalytic research that is based on a method they call narrative inquiry. Even though what they
did was essentially listening to the stories of examinees and writing research papers, they did this not through observation from afar, but rather through spending days with their examinees. They researched or recreated the scattered experiences of their examinees and transformed them into narratives. They not only used the stories told by the examinees, but also letters and photographs. They clearly show us how narratives can be used for psychoanalytic research and treatment.
Jones (2001, 2002) provides a good sample of classroom activities that include storytelling. He shows us how to teach storytelling skills by using a cartoon story and its transcript (2001) and how to let individuals talk about themselves by using "used to" and "would".
Maguire (1998) shows the pleasure and meaningfulness of storytelling from the storyteller's viewpoint. Besides, he gives us concrete ways to employ the practice of storytelling at the end of each chapter. For example, he says that we should recall people, places, events, sounds, and smells. In another section, he says that we should jot down images instead of taking notes while we are "loafing".
Lipman (1999) guides us through his experiences as a storyteller. His advice includes noticing the posture of the speaker, different kinds of voices, and practice in telling informal stories. Breaking down the components of good storytelling, Lipman elucidates four categories: 1. Transferring images (a. spoken words, b. images), 2. Story (a. meaning, b. organization), 3. Listener (a. receiver, b. process, c. effect), 4. Speaker (a. body, b. voice, c. emotion, d. helper). Lipman says that we should actually use our body and voice, check our emotions, and be conscious of what we would like to communicate.
Robinson (2000) provides practical techniques that are based on ideas from Joseph Campbell's concept of "The Hero's Journey" (1949). One of his practical ideas is that we should cut and paste newspaper clippings of the news stories in which people overcome adversity. He says that it is important for us to tell stories to our family members. Storytelling is everywhere. Professional storytellers tell stories, professional writers write stories, psychologists use stories as a means of therapy, and language teachers use stories to teaching languages.
**More detailed pedagogical example**
*Stories* (2000), written by Ruth Wajnryb, contains forty-two language activities. "Complications and resolutions", the third activity in the book, is based on the ideas of Eggin and Slade (1997). According to Eggin and Slade, a narrative has a typical form of development. Unlike anecdote, exemplum, and recount, a narrative has a complication and its resolution. A typical narrative has three parts: beginning, middle, and end. The beginning has two parts: abstract and orientation. The middle has two parts: complication and evaluation. The end has two parts: resolution and coda. The eight steps are as in the table 1.
**Table 1**
- Abstract: a summary of the story.
- Orientation: place, time, and situation.
- Comprehension: the events of crisis.
- Evaluation: the narrator's attitude.
- Resolution: how the crisis was resolved.
- Coda: the finale.
After teaching these steps for telling narrative stories, some sample narratives should be taught to the students, and then the students are left to tell their own narratives to the other students.
In the classroom of *The Wizard of OZ*
One of the authors of this article didn’t really recognize the true meaning of awareness of problems (問題意識) until recently. It was by accident that he found the meaning of the words while he was reading a college brochure for high school students written in Japanese. He saw a few lines that described their ideal students. The first line was written about those who are sharply aware of problems, in other words *surudoi mondai ishiki no aru seito* (鋭い問題意識のある生徒). In a sense, the word “problems” is so ambiguous that it’s hard to distinguish its meaning instantly in Japanese. *Mondai* (問題) means both questions and problems. So he spent years without really distinguishing the dual meaning of the word *mondai* (問題). To be aware of a problem is to be aware of, for example, a rotten part of an apple. Once we are aware of which part needs to be cut off, we are able to clean the apple and eat it.
Identifying problems and finding solutions are the most important study skills for students who will become scientists or engineers. He asked them, “What will happen if a child must leave home before she is grown up?” (This is a question concerning to the heroine of *The Wizard of OZ.*) Students must imagine the problems that an adolescent will face when she leaves home. His students actually recognize many problems in their lives, but the problems don’t stay in their minds. Raising a problem to awareness means you actually verbalize how the problem started, why it is a problem, and how it can be solved. Awareness makes us verbalize the problem we have, and then contextualize the problem in a series of events. And a series of events are nothing more than a narrative. Through the act of telling a narrative, storytellers can understand their problems much better.
He chose the film *The Wizard of OZ* and created teaching materials for it because the film is the story of a transition from childhood to adulthood.
He showed the film for about ten minutes in each class and asked his students to take notes while they watched the film. Then they discussed the main points of the narrative. He told them to pay attention to who, where, when, what kind of problem, and how it was solved. The aim of this activity was to teach them the problem-solution sequence.
In the other half of the class, his students wrote original stories and told the stories to their classmates. They wrote about their problems or a crisis in their lives as is seen in *The Wizard of OZ*. Before they wrote their own experiences, he used an activity entitled: “Complication and Resolution” to teach them the basic patterns of stories. In this activity, students match the six steps of a typical narrative with jumbled paragraphs. They then find paragraphs that correspond to the six steps: *abstract, orientation, complication, evaluation, resolution, and coda*.
After learning the six steps of a narrative, students were told to write an original story. Then they read their classmate’s stories and commented on them. After completing their stories, they were asked to practice oral storytelling, and told their stories to the whole class. In conclusion, most of his students experienced storytelling for the first time and they became confident in telling a story in English.
Storytelling and the origin of the Monomyth
“It would not be too much to say that myth is the secret opening through which the inexhaustible energies of the cosmos pour into human cultural manifestation.”
Mythologist Joseph Campbell, in his groundbreaking study of comparative mythology, *The Hero With a Thousand Faces*, was one of the first western scholars to recognize the underlying universality pattern that permeates all human mythology. He called this pattern the Monomyth, and it is arguably the archetype for all of the heroic stories ever told. In this portion of our paper, we will first present a short synopsis of the monomyth, then discuss its link to the origin of human language. Next we will follow the clew like Theseus in the labyrinth of the Minotaur, to its ultimate source - the premise of this section of the paper - that the monomyth is actually a vestigial memory of the hero's journey of the primordial ape that eventually evolved into modern *Homo sapiens*. Finally, we'll make a brief mention of how the story might continue through the Singularity and into the realm of the post-human.
**The Monomyth and the origin of language**
Most primitive societies have a Rite of Passage, and Campbell called this the nuclear unit of the monomyth (Campbell, 1949). Thus the Hero's Journey can be reduced to three primary sections: *Departure* - *Initiation* - *Return*. In fact, Joseph Campbell, in his definitive book: *Hero With a Thousand Faces* not only had three chapters with those titles, but each chapter was subdivided into five or six parts. Later in this paper we will show how closely this format conforms to the latest research on hominid evolution.
The theme of this paper is how to use storytelling for second language acquisition, and this part of our paper is meant to show why it is such a powerful tool. Some scientists even go so far as to cite narrative and storytelling as the reason humans evolved the capacity for language in the first place. Psychologist Merlin Donald, in his book *Origins of the Modern Mind*, offers this definition: "...mythical thought might be regarded as a unified, collectively held system of explanatory and regulatory metaphors." (Donald, p.214, 1991)
He goes on to state:
"...language was first and foremost a social device... it's function was evidently tied to the development of integrative thought - to the grand unifying synthesis of formally disconnected, time-bound snippets of information... The myth is the prototypical, fundamental, integrative mind tool... The pre-eminence of myth in early human society is testimony that humans were using language for a totally new kind of integrative thought. Therefore, the possibility must be entertained that the primary human adaptation was not language qua language but rather integrative mythical thought. Modern humans developed language in response to pressure to improve their conceptual apparatus, not vice versa."
(Donald, p. 215, 1991)
Like all good genre mystery stories, it is time to pause for a recap of the clues so far (the origin of the word "clew" is that ball of string Theseus used to find his way out of the aforementioned labyrinth). All over the world, hero myths follow a single archetypical pattern, thus they must all have a common origin, which points to the logical conclusion that the proto-myth must have traveled with the earliest humans to migrate from Africa between 90,000 and 60,000 years ago. Human language quite possibly evolved in order to tell stories, or myths, thus the
myths themselves are pre-existing archetypes that pre-date the origin of complex thought and language, sometime between 125,000 to 60,000 years ago. The question to ask is what archetypical events happened to the hominid species in Africa, and the obvious answer is human evolution.
British scientist Roger Lewin provided the next piece of the puzzle in his book *Human Evolution* (2005). In the chapter entitled “Human evolution as narrative” he states: “First, in seeking to explain human origins, paleoanthropology is apparently faced with a sequence of events through time that transforms apes into humans. The description of such a sequence falls naturally into narrative form.” (Lewin, 2005). He goes on to mention the four key events in human evolution: **bipedality** (upright walking), the origin of **terrestrially** (coming to the ground from trees, **encephalization** (brain expansion in relation to body size), and **culture** (civilization). The title of that chapter came from a 1984 paper published in the journal *American Scientist* by Boston University anthropologist Misia Landau. In that paper she asks the question: “Have myths and folktales influenced our interpretations of the evolutionary past?” (Landau, 1984). Even though the premise of her paper was to accuse early paleoanthropologists of subconsciously trying to fit the facts of human evolution into an anthropocentric interpretation of the narrative structure of the Hero’s Journey, it was the first indication of the close correspondence between the stages of human evolution and Campbell’s Monomyth.
**Figure 1** Human evolution and the Monomyth - from (Lewin, 2005)
The studies of Complexity Science, nonlinear emergent behavior, and the evolution of human language gives us an insight - what if the reverse was true? What if the stages of evolution provided the archetype for the Monomyth, and became the self-similar, self-referential catalyst for complex thought and the origin of language? After researching the multiple threads of hominid evolution, we are able to map it to the archetypical categories of Campbell’s Monomyth and come up with the following table. First, a brief summary of what happened before humans separated from their closest primate ancestors; 15 million years
ago *Hominidae* (great apes) speciated from the gibbon (lesser apes); 13 millions years ago they speciated from the ancestors of the orangutan; and 10 million years ago *Hominini* speciated from the ancestors of the gorillas. So, by the time our story begins, the only great ape *hominina* shared an ancestor with was the chimpanzee.
**Table 2**
*Three primary sections of the Hero’s Journey and an additional section*
**Section 1: Departure**
| 1. Ordinary World - Initial Conditions | 7 million years ago - *Hominina* speciates from the ancestors of chimpanzees. Both have a larynx that repositions during the first two years - a precursor of speech. |
|--------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| 2. Call to Adventure - The Hero! | 4.4 million years ago - *Ardipithecus*; an early hominin genus, arboreal, yet proto-Bipedal. |
| 3. Refusal of the Call | 4.4-3.6 million years ago - *Ardipithecus*; *A. ramidus* - though proto-BIPEDAL, with feet still adapted for grasping rather than walking long distances, they remained arboreal and refused the call to become Terrestrial |
| 4. Crossing the Threshold | 3.6 million years ago - *Australopithecus afarensis*; “Lucy” - left footprints on volcanic ash in Laetoli, Kenya. They leave the trees for the savanna and became Terrestrial. |
| 5. Belly of the Whale | 3-2 million years ago - *Astralopithecines* (*a Hominina subtribe*) develop full Bipedalism, and lose body hair - a major change in appearance. |
**Section 2: Initiation**
| 6. Road of Trials | 2.5 million years ago - *Homo habilis*; competes with other Astralopithecines, beginning of Encephalization allows creation of the first stone tools. |
|--------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| 7. Approach the Innermost Cave | 1.8 million - 700,000 years old - *Homo erectus*: Encephalization -- brain size 74% of modern man. Control of fire; more advanced cutting tools to hunt big game. First ‘Out of Africa’ migration. |
| Section 3: Return |
|-------------------|
| **10. The Road Back** | 150,000 – 60,000 years ago. Mitochondrial ‘Eve’ and Y-chromosomal ‘Adam’, the ancestors of all modern humans. Culture - myths, language and society are carried ‘Out of Africa’ with the second wave of human migration. |
| **11. Resurrection** | 60,000-12,000 year ago - *Homo sapiens* populate the Old and New Worlds. They out-compete *Homo neanderthalensis*, who go extinct 25,000 years ago. |
| **12. Return with Elixir** | 12,000 – Present- Culture, modern civilization; agriculture, writing, industrialization. |
**Section 4: The Future?**
| **13. The Singularity** | Present - ??? *Homo Technicus*; Transhumanity merges with machines, dispensing with, and transcending, biological evolution. |
**Conclusion**
In conclusion, we can clearly see that storytelling is used in various kinds of disciplines. In fact, Wajnryb (2000) says, “stories are told on TV, in the novels, films, non-fiction, management literature, self-help writing, psychology, public speaking, and qualitative research”. Many of the classic movies have been based on the Hero’s Journey. From *The Wizard of OZ*, to *The Godfather*, *Star Wars*, *Titanic*, and *Pulp Fiction*, popular culture echoes of the Monomyth reverberate in our public consciousness (Vogler, 1998). The first part of this paper showed how storytelling can be a powerful tool for second language acquisition, and the second half explained the evolutionary back story, speculating that the archetypes underlying the Hero’s Journey
are actually vestigial memories of our evolutionary journey towards consciousness, the modern mind, and the origin of language itself. The narrative does not end with us; today we are on the cusp of transformation to a new level of consciousness. Because the future is non-linear and emergent, no one can accurately predict what is to come. But the tools used in the CALL Lab, like the social constructive Web 2.0 teaching software MOODLE that can be custom-tailored to the high-tech narrative needs, will prepare our students to surf the post-modern cultural shock wave, and smoothly make the transition to a post-human world. As technologist Ray Kurzweil puts it in the title of his book (Kurzweil, 2005), "The Singularity is Near!"
References
Campbell, J. (2008). *The hero with a thousand faces*. Novato, California: New World Library. (Original work published in 1949).
Clandinin, D.J. and Connelly, F. M. (2000). *Narrative inquiry: experience and story in qualitative research*. San Francisco: Jossey-Bass.
Donald, M. (1991). *Origins of the modern mind*. Massachusetts: Harvard University Press.
Eggin, S. and Slade, D. (1997). *Analysing casual conversation*. London: Equinox.
Gladwell, M. (2008). *Outliers: The story of success*. New York: Little, Brown and Company.
Jones, R. E. (2001). A consciousness-raising approach to the teaching of conversational storytelling skills. *English Language Teacher Journal*, 55 (2), 155-163.
Jones, R. E. (2002). We used to do this and we’d also do that: A discourse pattern for teaching the reminiscence story. *The Language Teacher*, 26, 2.
Kurzweil, R. (2005) *The singularity is near*. New York: Penguin Books
Landau, M. (1984). Human evolution as narrative. *American Scientist*, 72:262-268.
Lewin, R. (2005). *Human evolution*. Oxford: Blackwell Publishing.
Lipman, D. (1999). *Improving your storytelling*. Atlanta: August Publishing.
Maguire, J. (1998). *The power of personal storytelling*. New York: Penguin Putnam.
Nelson, K. (Ed.). (1989). *Narratives from the crib*. Cambridge, Massachusetts: Harvard University Press.
Robinson, G. J. (2000). *Did I ever tell you about the time…* New York: McGraw-Hill.
Swain, M. (2006) Languaging, agency, and collaboration in advanced second language proficiency. In H. Byrnes (Ed.), *Advanced language learning: The contribution of Halliday and Vygotsky* (pp.95-108). London: Continuum.
Vogler, C. (1998). *The writer's journey: Mythic structure for writers*. Studio City: Michael Wiese Productions.
Wajnryb, R. (2003). *Stories: Narrative activities for the language classroom*. Cambridge: Cambridge University Press. | <urn:uuid:f77b30d7-d15e-42fc-9762-bbb1f25a68a2> | CC-MAIN-2024-38 | https://akita-pu.repo.nii.ac.jp/record/94/files/No.13%20p.91-98.pdf | 2024-09-12T23:33:06+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651498.46/warc/CC-MAIN-20240912210501-20240913000501-00767.warc.gz | 72,708,679 | 4,807 | eng_Latn | eng_Latn | 0.990185 | eng_Latn | 0.998175 | [
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Letter m Identification Test 3
Write 4 more of the lower case letter below
m m m m
Circle all the letters that stand for the sound of the picture
l i l y u
Circle all the pictures whose names begin with the letter
m | <urn:uuid:e9e0857e-abb3-4651-a86a-dc14b90adecc> | CC-MAIN-2024-38 | https://www.mycleverlearner.com/activities/letter-identification/fun_preschool-letter-m-identification-sheet-753.pdf | 2024-09-12T23:22:48+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651498.46/warc/CC-MAIN-20240912210501-20240913000501-00774.warc.gz | 820,210,997 | 55 | eng_Latn | eng_Latn | 0.974101 | eng_Latn | 0.974101 | [
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221
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## ABLe Simple Rules Checklist
Consider how the ABLe Change simple rules could help in pursuing your goals.
| ABLe Simple Rules | Everyday Habits |
|-------------------|-----------------|
| **Think Systemically**
Understand and address multiple interacting causes of local problems – and do so in ways that change the system itself (not just people). | □ Understand root causes before jumping to solutions
Ask why problems are happening (several times if needed) so you can understand and target root causes instead of symptoms.
□ Design powerful strategies to change the system
Shift system policies, practices, environments, roles, narratives, and processes at multiple levels instead of only building knowledge and skills (as people move and staff turnover). |
| **Engage Diverse Perspectives**
Engage different perspectives to better understand local problems, why they are happening, possible solutions, and change progress. | □ Use input from local residents to help design your efforts
Ask local youth and adults – especially those experiencing inequities – about their dreams, what needs to change in the community to help reach those dreams, and strategy ideas.
□ Engage local residents and partners as change agents
Provide opportunities and capacity-building to engage residents in co-designing strategies and carrying out change actions. |
| **Incubate Change**
Help people in different roles across the community (leaders, staff, and residents) initiate quick, small actions to move change efforts forward. | □ Identify feasible, quick win actions to promote change
Help different stakeholders identify and initiate quick actions they can accomplish within 3 months to move efforts forward.
□ Support action behind the scenes
Track which actions have been initiated and completed over time to pursue different goals, and use this information to inform decision-making and provide follow up support between meetings. |
| **Implement Change Effectively**
Put conditions in place to ensure strategies are carried out effectively. | □ Identify and address anticipated implementation needs
Build needed buy-in, capacity, reach, and system alignment to help people and settings effectively implement changes
□ Gather and use rapid feedback to support implementation
Gather rapid feedback about whether efforts are being adopted, used, and reaching intended stakeholders and settings. |
| **Adapt Quickly**
Quickly identify, understand, and respond to emerging problems and opportunities – and share insights with relevant others in the community. | □ Ask powerful questions to identify and address emerging problems and opportunities
Ask questions during meetings and conversations to understand and address new problems, and learn for continuous improvement.
□ Weave information to relevant people and settings
Share relevant information and questions with local individuals, organizations, or collaborative efforts to support the change process. |
| **Pursue Equity**
Identify, acknowledge, and tackle local inequities – and build conditions promoting equity. | □ Use disaggregated data to understand local inequities
Break-down local outcome data to understand which groups are experiencing worse outcomes compared to other groups and why.
□ Pursue change using a targeted universalism approach
Design change efforts to address the unique needs and circumstances of groups experiencing inequities, and then expand to benefit other groups. |
These materials are copyrighted by Michigan State University. You have permission to make copies for your organization or effort’s use. You may not distribute, copy, or otherwise reproduce any portion of these materials for sale or for commercial use. For more information visit ablechange.msu.edu | <urn:uuid:b776d604-ecfb-4b5f-b795-91e8e52c2dd7> | CC-MAIN-2023-23 | http://systemexchange.org/application/files/9415/8687/1011/Simple_Rule_4.14.20.pdf | 2023-06-03T04:59:09+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224649105.40/warc/CC-MAIN-20230603032950-20230603062950-00124.warc.gz | 50,856,634 | 701 | eng_Latn | eng_Latn | 0.992168 | eng_Latn | 0.992168 | [
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Art, in whatever form, is often said to invoke certain feelings or emotion. It is arguably the basis of all art: the need to convey a message or to create a sense of sentiment. Whether you’re creating it, or buying and enjoying it, the benefits gained by art in all of its forms are many. Where the health benefits of music has begun to be more fully understood, visual art delivers its own set of benefits to collectors and artists alike. The next time you pass up the opportunity to browse your local art gallery, remember that you may just be robbing yourself of the following brain and mental health advantages:
**REDUCTION IN STRESS LEVELS**
Creating a space filled with art, photography or sculptures that speak to you and your emotions can help reduce stress. Engaging in the creative process of art serves as an even better stress-reduction technique.
**IMPROVEMENT IN PROBLEM-SOLVING SKILLS**
Because there are no wrong answers in the creation of art, problem-solving and critical thinking skills are enhanced when exercising the imagination.
**INCREASED PROTECTION OF BRAIN FUNCTIONS**
Art therapy has been proven to increase memory function and cognitive skills in the elderly and with patients that have Alzheimer’s and dementia.
**BOOST IN CREATIVITY**
You don’t have to actually be an accomplished artist to enjoy increased creativity through art. Simply buying and enjoying the art process stimulates the areas of the brain that helps imagination to flourish.
**INCREASE IN AWARENESS**
By indulging in the nuances of a painting, a sculpture or a well-drafted poem, art helps to bolster your ability to be more observant by taking in more details and being able to pay more attention to your surroundings.
Through the Arts I...
1. Nurture my creativity
2. Build my confidence
3. Learn to see problems as opportunities
4. Persevere through many challenges
5. Learn that I must focus to achieve my goals
6. See that communication is more than just words
7. Improve by accepting constructive feedback
8. Collaborate with others to create amazing things
9. Understand my choices affect others
10. Experience the benefits of my dedication
...learn what I need to succeed!
Boosts Brain Power
Higher IQs:
The relationship is still being studied, but there seems to be a link between intelligence and creativity.
Problem-solving Skills:
Making decisions while creating art carries over into other parts of life.
Visual Learning:
Looking at art can help a child interpret, criticize, and process what they see.
Creativity and Craftsmanship:
Kids learn originality and innovation, as they practice being creative earlier in life.
Imagination:
Even older children can benefit from escaping into their imaginations through art.
Improves Concentration:
Crafting may help less attentive kids improve their focus. | <urn:uuid:0333b692-312c-487c-8807-fd6e0f6e945d> | CC-MAIN-2023-23 | https://wedacinc.org/wp-content/uploads/2020/05/art-interventions.pdf | 2023-06-03T05:30:29+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224649105.40/warc/CC-MAIN-20230603032950-20230603062950-00123.warc.gz | 676,329,560 | 572 | eng_Latn | eng_Latn | 0.996852 | eng_Latn | 0.997995 | [
"eng_Latn",
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] | false | rolmOCR | [
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2827
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3.515625
] | 1 | 0 |
Bag tags
Students will design and 3D print a personal bag tag to assist them in identifying their identical school bags.
Please note: For a shorter unit of work, lessons may begin at Step 5
Single Lesson Plan
Bag Tags
Task:
Step 1 (15 mins)
Determine the Problem
Activity:
Class Discussion: There are often two or more students in the class that have bags that are exactly the same. Show the student 2 or more bags from your class that are exactly the same. Explain that this means that at times the bags have got mixed up. Talk to the children about this problem. Ask “Has this ever happened to you?” “What happened?”
Resources:
2 or more bags that are exactly the same
Step 2: (20mins)
Generate ideas for possible solutions
In groups, students brainstorm possible solutions to solve the problem. Eg put a coloured ribbon on their bag, put stickers on their bags, write their names on their bags, etc. Get students to make a list of all their ideas on a large sheet of paper. Remember...at this stage all ideas are good ideas!
| Step 3 : (20 mins) Choose the best idea | Class Discussion: Discuss the merits of each idea. Talk together about why each one may or may not work. Choose the best idea. | "Ideas" Brainstorm sheets |
|----------------------------------------|-----------------------------------------------------------------------------------------------------------------|--------------------------|
| Step 4 : (20 mins) Decide upon design features | (Continue with this step if your students decided on the bag tag option!) Either in groups or as a class decide upon design features that would work well for you. eg 1. be strong 2. Have a loop to attach it with 3. Be between 5 and 7 cm long 4. Mean something special to you Please note, for security reasons many people do not like having names on the outside of bags...which is why we chose 'mean something special to you'. This means the bag is easily identifiable by the correct owner. Record ideas on whiteboard and together choose 4-5 relevant design features for your class | Large sheets of paper or whiteboard |
| Step 5 : Generate ideas for your bag tag | On a piece of paper, students can draw some ideas for their bag tag design. Before beginning this task, it is useful to take a look at the shapes that will be available for them to use in the Shaper section of Maker’s Empire. Have students draw a variety of ideas for their bag tag and then choose one to focus on. | Maker’s Empire Shaper Tool |
| Step 6 : Design your bag tag in Maker’s Empire | Use the Shaper Tool in Maker’s Empire to design and create your own bag tag. | Maker’s Empire |
| Step 7 : Print, Evaluate and Improve | Print a selection of bag tags to evaluate. Students can discuss the good points, things that need improvement and things they have learned. | A selection of printed bag tags. |
| Step 8 : Make your final design | The students can use the feedback from the previous lesson to improve their design. They look carefully at the design they have created in Makers Empire and make adjustments as necessary. | Maker’s Empire |
| Step 9 : Print your final design and attach it to bags | Students attach their printed designs to their bags. Discuss…did you meet the design criteria? What worked well? What could you do better next time? | Finished Bag Tags Zip ties |
**Curriculum**
**Australian Curriculum:**
Sequence steps for making designed solutions and working collaboratively (ACTDEP009)
link ([http://rdr.australiancurriculum.edu.au/elements/2014/09/f458a2e31-7a5a-47fc-95d2-ac53757c9fb5](http://rdr.australiancurriculum.edu.au/elements/2014/09/f458a2e31-7a5a-47fc-95d2-ac53757c9fb5))
Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008)
link ([http://rdr.australiancurriculum.edu.au/elements/2014/09/998b4284-d800-448b-a578-bf077260fa8a](http://rdr.australiancurriculum.edu.au/elements/2014/09/998b4284-d800-448b-a578-bf077260fa8a))
Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)
link ([http://rdr.australiancurriculum.edu.au/elements/2014/09/15cde56c-8543-4d3b-aebb-bb6409cf34d8](http://rdr.australiancurriculum.edu.au/elements/2014/09/15cde56c-8543-4d3b-aebb-bb6409cf34d8))
Visualise, generate, develop and communicate design ideas through describing, drawing and modelling (ACTDEP006)
link ([http://rdr.australiancurriculum.edu.au/elements/2014/09/24ae3c3d0-93ed-4b89-84ff-49e66b303a70](http://rdr.australiancurriculum.edu.au/elements/2014/09/24ae3c3d0-93ed-4b89-84ff-49e66b303a70))
Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)
link ([http://rdr.australiancurriculum.edu.au/elements/2014/09/b12edec-c22c-4454-8a8b-8688a2d409bf](http://rdr.australiancurriculum.edu.au/elements/2014/09/b12edec-c22c-4454-8a8b-8688a2d409bf))
Identifying Roles For Each Member Of A Group When Working Collaboratively (ELBT58)
link ([http://rdr.australiancurriculum.edu.au/elements/2014/09/e54c997a-112c-4e4b-843f-e99cc9e77ab](http://rdr.australiancurriculum.edu.au/elements/2014/09/e54c997a-112c-4e4b-843f-e99cc9e77ab))
Recording The Procedure For Making A Product, For Example A Recipe Or Instructions For Making A Container (ELBT45)
link ([http://rdr.australiancurriculum.edu.au/elements/2014/09/0158d67-f5fc-4ade-ba7c-ea6b7023e2dc](http://rdr.australiancurriculum.edu.au/elements/2014/09/0158d67-f5fc-4ade-ba7c-ea6b7023e2dc))
Using Lists Or Storyboarding When Planning And Making, For Example When Planning An Electronic Planting Calendar (ELBT19)
link ([http://rdr.australiancurriculum.edu.au/elements/2014/09/70c5ee6f-254f-4555-80a5-f859c3b40388](http://rdr.australiancurriculum.edu.au/elements/2014/09/70c5ee6f-254f-4555-80a5-f859c3b40388))
Checking That Planned Features Have Been Included In Design Plans And Drawings By Referring To Identified Criteria For Success Including Care For The Environment (ELBT18)
link ([http://rdr.australiancurriculum.edu.au/elements/2014/09/483a5b5c-eec4-4ef9-8e81-d01858c197a8](http://rdr.australiancurriculum.edu.au/elements/2014/09/483a5b5c-eec4-4ef9-8e81-d01858c197a8))
Suggesting Areas For Design Improvement (ELBT32)
link ([http://rdr.australiancurriculum.edu.au/elements/2014/09/e0050a67-0fe3-467b-92a9-864205fdacc](http://rdr.australiancurriculum.edu.au/elements/2014/09/e0050a67-0fe3-467b-92a9-864205fdacc))
Reflecting On The Processes And Challenges Of Designing And Producing A Solution And Sharing These Reflections Using Digital Technologies, For Example When Growing A Food Product, Designing A Structure To Take A Load Or Making A Nutritious Snack (ELBT47)
link ([http://rdr.australiancurriculum.edu.au/elements/2014/09/e7f98446-7be1-4f91-9e1c-b63e225e2644](http://rdr.australiancurriculum.edu.au/elements/2014/09/e7f98446-7be1-4f91-9e1c-b63e225e2644))
Recording A Judgment About Design Ideas With Teacher Guidance, For Example Expressing Own Likes And Dislikes About A Design Idea (ELBT57)
link ([http://rdr.australiancurriculum.edu.au/elements/2014/09/5bb27d4a-fd66-4ce4-804e-e7d01231aad8](http://rdr.australiancurriculum.edu.au/elements/2014/09/5bb27d4a-fd66-4ce4-804e-e7d01231aad8))
Developing Criteria For Success With Teacher Guidance Including Consideration Of Impact On Environment (ELBT82)
link ([http://rdr.australiancurriculum.edu.au/elements/2014/09/ac7a286c-f0f4-40a3-a9a-d9a1539717ba](http://rdr.australiancurriculum.edu.au/elements/2014/09/ac7a286c-f0f4-40a3-a9a-d9a1539717ba))
Assembling Components Of Systems And Checking They Function As Planned, For Example When Making A Musical Instrument (ELBT33)
link ([http://rdr.australiancurriculum.edu.au/elements/2014/09/8cad84fa-36f0-431c-8978-eec1c7a72897](http://rdr.australiancurriculum.edu.au/elements/2014/09/8cad84fa-36f0-431c-8978-eec1c7a72897))
Learning And Safely Practising A Range Of Technical Skills Using Tools And Equipment, For Example Joining Techniques When Making Products, Watering And Mulching Gardens, Preparing Food, Using Software To Design An Environment (ELBT42)
link (http://rdf.australiancurriculum.edu.au/elements/2014/09/70a39022-a1fb-435a-8032-ebdf5dd51439)
Using And Playing With Everyday Materials In New Ways Or Using Discarded Materials, For Example Using Discarded Materials To Design, Make And Model A Constructed Environment (ELBT112)
link (http://rdf.australiancurriculum.edu.au/elements/2014/09/c24222ba-a3ff-48ac-bcdb-c9790cd9e55b)
Describing How Design Ideas Meet The Needs Of Those Who Will Use The Solution (ELBT428)
link (http://rdf.australiancurriculum.edu.au/elements/2014/09/4a25d89e-2aef-4733-98f5-26aac8f0e53f)
Identifying One Common Testing Method, And Recording Results, For Example Taste Testing Comparisons Of A Food Product And Recording Results In A Digital Form (ELBT422)
link (http://rdf.australiancurriculum.edu.au/elements/2014/09/6db5b3c8-7ca7-40b8-957a-b887226f43be)
Recording A Judgment About Design Ideas With Teacher Guidance, For Example Expressing Own Likes And Dislikes About A Design Idea (ELBT173)
link (http://rdf.australiancurriculum.edu.au/elements/2014/09/0ac8c388-a7c8-4758-8f00-ab267b767fa4)
Communicating Design Ideas By Modelling, And Producing And Labelling Two Dimensional Drawings Using A Range Of Technologies To Show Different Views (Top View And Side View), For Example A New Environment Such As A Cubby House Or Garden Shed (ELBT405)
link (http://rdf.australiancurriculum.edu.au/elements/2014/09/67b8b8096-3d3d-484d-881a-3587728c85b1)
Comparing And Contrasting Features Of Existing Products To Provide New Ideas, For Example Exploring Toys With Several Moveable Parts With The View To Designing And Making A Simple Puppet With One Moveable Part (ELBT89)
link (http://rdf.australiancurriculum.edu.au/elements/2014/09/7fe6613-c94e-48a8-b6d0-d51444f8725d)
Exploring Which Tools, Equipment And Techniques To Use With Selected Materials (ELBT474)
link (http://rdf.australiancurriculum.edu.au/elements/2014/09/840979fa-f771-4943-bde5-075ad00dc493)
Considering The Importance Of Sustainability In Designed Solutions, For Example Comparing The Durability Of Materials For A Selected Solution (ELBT215)
link (http://rdf.australiancurriculum.edu.au/elements/2014/09/b0aa29eb-e7e9-4c49-a975-901ab95141f1)
Discussing Possible Designed Solutions Based On Experience And Some Research, For Example Asking Adults For Advice (ELBT248)
link (http://rdf.australiancurriculum.edu.au/elements/2014/09/2f54486b-fb56-4236-9331-7f33b34786f8)
Exploring Opportunities Around The School For Designing Solutions, For Example How School Play Areas Could Be Improved; How The School Removes Classroom Waste And Identifying Opportunities To Reduce, Recycle And Re Use Materials; Reviewing The School Canteen Menu To Identify Healthy Food Options And Suggesting Changes To Promote Future Health (ELBT453)
link (http://rdf.australiancurriculum.edu.au/elements/2014/09/38cd7c08-5de3-4102-b9b9-5a3b4d3e08e7)
Identifying Gathering And Playing With Materials, Components, Tools And Equipment To Generate Personal Design Ideas, For Example Designing A Greeting Card For A Friend (ELBT575)
link (http://rdf.australiancurriculum.edu.au/elements/2014/09/c90b1992-fa87-4644-ad93-e265cd2b9c4)
Design and Technologies Processes and Production Skills
link (http://rdf.australiancurriculum.edu.au/elements/2014/09/f2c37335-9409-4637-8264-fc4acb20e088) | <urn:uuid:ed3c9bcf-bad3-4c51-b47b-9dc3831ccd79> | CC-MAIN-2024-38 | https://www.makersempire.com/wp-content/uploads/2017/10/Bag-Tags.pdf | 2024-09-12T22:56:53+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651498.46/warc/CC-MAIN-20240912210501-20240913000501-00776.warc.gz | 838,566,625 | 3,293 | eng_Latn | eng_Latn | 0.628319 | eng_Latn | 0.641432 | [
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Using Non-traditional Writing as a Tool in Learning Chemistry
Sevgi Kingir
Hacettepe University, TURKEY
Received 26 July 2012; accepted 17 January 2013
Published on 29 April 2013
APA style referencing for this article: Kingir, S. (2013). Using Non-traditional Writing as a Tool in Learning Chemistry. *Eurasia Journal of Mathematics, Science & Technology Education*, 9(2), 101-114.
Linking to this article: DOI: 10.12973/eurasia.2013.922a
URL: http://dx.doi.org/10.12973/eurasia.2013.922a
Terms and conditions for use: By downloading this article from the EURASIA Journal website you agree that it can be used for the following purposes only: educational, instructional, scholarly research, personal use. You also agree that it cannot be redistributed (including emailing to a list-serve or such large groups), reproduced in any form, or published on a website for free or for a fee.
Disclaimer: Publication of any material submitted by authors to the EURASIA Journal does not necessarily mean that the journal, publisher, editors, any of the editorial board members, or those who serve as reviewers approve, endorse or suggest the content. Publishing decisions are based and given only on scholarly evaluations. Apart from that, decisions and responsibility for adopting or using partly or in whole any of the methods, ideas or the like presented in EURASIA Journal pages solely depend on the readers' own judgment.
© 2013 by ESER, Eurasian Society of Educational Research. All Rights Reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission from ESER.
ISSN: 1305-8223 (electronic) 1305-8215 (paper)
The article starts with the next page.
Using Non-traditional Writing as a Tool in Learning Chemistry
Sevgi Kingir
Hacettepe University, TURKEY
Received 26 July 2012; accepted 17 January 2013
This study investigated the effect of using a non-traditional writing task and different audiences on 9th grade students’ conceptual understanding of a chemistry unit on mixture. 524 students instructed by 3 chemistry teachers in 2 public high schools participated in this study. Upon completion of the mixture unit, 181 students engaged in traditional writing activities, 121 students wrote a letter to a younger audience, 92 students wrote a letter to their peers, and 130 students wrote a letter to their teacher. Mixture achievement test was administered as a pre- and posttest to all the groups to assess students’ understanding of mixture concepts. Semi-structured interviews were conducted with 24 students from the non-traditional writing group at the end of the instruction to understand students’ ideas about non-traditional writing task. Posttest analyses indicated that non-traditional writing group outperformed the traditional writing group, and the groups that wrote to peers and younger students performed better than those that wrote to the teacher, when the effects of the pretest scores were controlled. The results also showed that students’ performance on the writing task significantly differed with respect to the audience. Moreover, interview results revealed that non-traditional writing tasks were very helpful in students’ understanding of the mixture concepts.
Keywords: audience, chemistry education, mixture, non-traditional writing
INTRODUCTION
Development of scientific literacy can be achieved through the appropriate use of language (Yore, Bisanz, & Hand, 2003; Yore & Treagust, 2006). It is impossible to do science, to understand science, and to communicate about science without language (Hand, Norton-Meier, Staker, & Bintz, 2009). Reading, writing, speaking, and listening are the basic modes of communication for developing students’ knowledge and understanding in science (Prain, 2007; Wellington & Osborne, 2001). Drawing and sketching are also forms of language and communicative tools that support the meaning-making process (Ainsworth, Prain, & Tytler, 2011); because drawing and sketching make student thinking visible, play a critical role in developing students’ creative abilities (McGrath & Brown, 2005), and facilitate students’ construction of ideas and concepts (Dym, Agogino, Eris, Frey, & Leifer, 2005). Accordingly, drawing and sketching are considered as complementary to writing (Norris, Mokhtari, & Reichard, 1998). According to Emig (1977), writing is a unique form of learning in that it requires enactive (action-based), iconic (image-based), and symbolic (language-based) ways to represent the knowledge. Both left and right hemispheres of the brain, eyes, and hands work together when engaged in a writing activity. Because writing allows learners to use various learning strategies and results in a visible product, it assists learning.
Over the last three decades, there has been a great emphasis on using writing in science non-traditionally in addition to its traditional role (Keys, 1999). Traditional writing refers to using writing in science lessons for the purposes of communication and evaluation. This form of writing is compatible with the knowledge-telling model (Bereiter & Scardamalia, 1987). Communicating what a student knows to the teacher, giving short responses to teacher-generated questions, and taking notes from the board emphasize knowledge...
State of the literature
- Using writing-to-learn strategies in science education is a developing research area all over the world.
- Five elements that guide learning from writing in science are writing type, writing purpose, audience, topic and method of text production.
- Writing for authentic audiences in a variety of formats facilitates conceptual understanding.
Contribution of this paper to the literature
- Finding significant differences in students’ conceptual understanding with respect to the audience factor encourages use of authentic audiences along with diversified types of writing in learning various science concepts at all levels of education.
- Demonstrating the value of non-traditional writing activities in learning chemistry suggests a shift from using traditional writing tasks to non-traditional writing tasks in line with the recent curricular revisions.
transmission and generally results in rote memorization rather than meaningful learning (Yore et al., 2003). On the other hand, non-traditional writing refers to using writing in science as a mode of learning through a number of diversified writing tasks, which align with the knowledge-transforming model (Bereiter & Scardamalia, 1987). When students engage in the knowledge-transforming model of writing, they consider their prior knowledge about the content; and they think about the meaning of the new concepts and the ways to communicate that meaning to the audience. This kind of writing occurs in an interactive-constructivist learning environment in which both individual and social construction of knowledge were emphasized in addition to the basic principles of constructivism, such as the influence of prior understandings on learning new concepts (Hand, Prain, Lawrence, & Yore, 1999). Individuals who are engaged in a social activity do not just internalize socially constructed meanings; they also negotiate those meanings with themselves (Prawat, 1996).
Prain and Hand (1996) proposed a framework of five elements to guide learning from writing in science: writing type, writing purpose, audience, topic, and method of text production. Writing type refers to using various kinds of writing (e.g., letter, newspaper, powerpoint presentation, and brochure) to support student learning. Writing purpose is related to a diverse range of purposes (e.g., reviewing, clarifying, and persuading) to encourage students in developing conceptual understanding. Audience is about writing for a wide range of readers (e.g., peers, younger or older peers) to make students clarify their conceptual understanding considering the characteristics of the audience. Writing topic is the instructional content about which the writing is composed. It is important for a writing topic to demand that students analyze, represent, or manipulate their understanding in a new version. Students can be asked to write about key concepts of a topic or applications of those concepts and to link the major connecting ideas of that topic. Finally, method of text production refers to composing a text individually or as part of a group and writing a text by hand or on a computer. Variations in writing production methods are crucial in developing cognitive and metacognitive aspects of learning. Effective combinations of these elements can be used in a writing activity for an increased science understanding. When students are given opportunities to apply their understandings in a new context or to manipulate the content, they are likely to learn more (Langer & Applebee, 1987).
Of the five components suggested by Prain and Hand (1996), audience and writing type were frequently manipulated in writing-to-learn studies. The studies generally showed that writing for authentic audiences in a variety of formats increased student engagement and satisfaction in learning process (Hand, Yang, & Bruxwoort, 2007; McDermott & Kuhn, 2011; Wallace, 2007). For example, Gunel, Hand, and McDermott (2009) addressed teacher, peers, younger students, and parents as the audiences for high school students writing explanations about biology concepts; their results revealed that writing for peers or younger students was more beneficial than writing for the teacher or parents. McDermott and Kuhn (2011) examined the perceptions of college students engaged in two separate writing-to-learn activities for authentic audiences beyond the instructor. Based on student responses, writing-to-learn activities helped students learn better because of their consideration of audience during writing. When writing for audiences other than the instructor, students considered their own understandings and engaged in research when they realized gaps in their knowledge. In addition, students indicated that writing to a professor outside of the science area caused both considerations of their own understanding and of the rhetorical and professional qualities of the product.
In addition to the audience factor in a writing-to-learn activity, the relationships between student planning, writing and learning in science, and the influence of the number of writing tasks were investigated by Hand, Hohenshell, and Prain (2004). Their results indicated that either initially or delayed planning in a non-traditional writing activity was helpful in promoting students’ conceptual understanding. They
found that students who engaged in more than one non-traditional writing task performed better on conceptual questions compared to those engaged in only one writing task. Some studies (Atila, Günel, & Büyükkaşap, 2010; Gunel, Hand, & Gunduz, 2006; Hand, Gunel, & Ulu, 2009) used multimodal representations embedded within writing-to-learn activities in order to benefit more from writing. There were also some studies integrating writing-to-learn activities within argument-based inquiry classrooms using approaches such as the science writing heuristic (SWH; Hand & Choi, 2010; Hand, Wallace, & Yang, 2004; Hohenshell & Hand, 2006) and argument-driven inquiry (Sampson & Walker, 2012). For example, Hand, Wallace et al. (2004) investigated the contribution of using a second task of writing a textbook explanation in SWH classes to students’ conceptual understanding. There were three groups: a control group, a treatment group exposed to the SWH approach, and a treatment group exposed to the SWH approach and writing a textbook explanation for their peers (SWH + textbook). The findings indicated that SWH and SWH + textbook group outperformed control group students on the multiple-choice test. However, only the SWH + textbook group performed better than the other two groups on essay-type questions. Student interviews revealed that textbook writing increased students’ conceptual understanding and metacognition because students recognized their own knowledge gaps and translated technical knowledge into everyday knowledge during writing.
Reviewing a number of studies using non-traditional writing activities, Wallace (2007) pointed out a closer link between cognitive and metacognitive strategies and increased learning. A set of cognitive and metacognitive activities are used in the writing process, including planning, translating, reviewing, and monitoring (Flower & Hayes, 1981). In the planning stage, students generate ideas through the retrieval of relevant information from long-term memory. Then, they structure their ideas by ordering or grouping current ideas or by searching and forming new ideas in order to make meaning. Goal setting is an important aspect of the planning process because the goals influence the writer’s generation and organization of ideas and vice versa. Those ideas are put into visible language during the translation process. Written ideas are reviewed based on two subprocesses, namely, evaluating and revising. Writing is a recursive process because reviewing may lead to new cycles of planning and translating. During the composition of the text, students can monitor the processes they engaged in as well as their own pace and progress.
Individuals have their own language structures in relation to their past understandings and experiences. When an individual’s language is not congruent with the language of instruction or the language of science, learning difficulties emerge. At that time, learning can be facilitated through the translations and negotiations between science language and an individual’s own or everyday form of language. Non-traditional writing provides a context for the translation of language and negotiation of ideas. When individuals write about a science topic for a different audience, they engage in translation of three languages: everyday, audience, and science. First, they translate the scientific terminology into their own language so that they can understand the meaning of the scientific terms. Second, they translate what they understand about that topic to language that is appropriate for their intended audience. When writing to a particular audience, an individual needs to take into account the reader’s background and negotiate the meaning between his/her own language and science language (Hand et al., 1999).
In many countries, including Turkey, traditional writing is conducted in a situation where students write down what the teacher says during the instruction. The main purpose of writing is note taking and evaluating. Students copy what the teacher says, they copy notes from the board and from the textbook, they draw and label diagrams, and they answer end-of-unit multiple-choice and short-answer type questions from the textbook. Much of the writing activities students engage in do not go beyond copying, which is undermanding. Some students prefer to copy from the notes of their peers instead of self-writing in the classroom; these students are not generally expected to engage in the sort of thinking processes involved in non-traditional writing discussed earlier. In line with recent revisions in elementary and middle school science curricula in Turkey, there is an emphasis on the use of language, including purposeful writing and using various communication tools (e.g., tables, graphics, and diagrams) in learning science (Ministry of National Education [MNE], 2005). However, the revisions in the high school chemistry curriculum only considered using different types of writing tasks for the purpose of evaluating student performance (MNE, 2011).
Taken as a whole, the studies of Gunel et al. (2009), Hand et al. (2007), and McDermott and Hand (2010) demonstrated that students engaged in non-traditional writing for particular audiences performed significantly better on conceptual questions and developed positive attitudes toward science and writing. Using non-traditional writing tasks in science education is a developing research area all over the world; there are fewer studies in the chemistry domain (Gunel, Hand, & Prain, 2007; Hand et al., 2007) and fewer national studies using writing-to-learn strategies (Atila et al., 2010; Erduran Avci & Karaca, 2012; Gunel et al., 2006; Hand, Gunel et al., 2009).
Table 1. The frequency distribution of students across groups
| | School A | | School B | | Total |
|--------------------------------|----------|----------|----------|----------|-------|
| | Teacher A| Teacher B| Teacher C| | |
| Traditional Writing Group | 87 | 79 | 15 | | 181 |
| Non-Traditional Writing Group | | | | | |
| Younger students | 61 | 37 | 23 | | 121 |
| Peers | 74 | 18 | 0 | | 92 |
| Teacher | 45 | 46 | 39 | | 130 |
| Total | 267 | 180 | 77 | | 524 |
Due to chemistry’s abstract nature (Garnett, Garnett, & Hackling, 1995), using technical terms in classrooms usually makes it difficult to understand because it may be hard to connect technical information to prior knowledge and experience. If the technical information is clarified using everyday words, new concepts may be easily embedded within the current concept structure (Wellington & Osborne, 2001). Furthermore, a scientifically literate person has the capability of using scientific knowledge in daily life; that is, individuals need to not only write traditional reports using scientific terminology but also practice writing about science for non-expert readers in different types of writing (Hand et al., 1999). For this reason, presenting chemistry information only by traditional writing is not sufficient for science literacy and understanding chemistry concepts; generally, it results in rote memorization. In this regard, using different types of writing tasks and writing to different audiences in representing the chemistry knowledge provides a context for translation of technical language into everyday language and thereby promotes meaningful learning. Building on these considerations, this study intended to add to this developing research area by introducing the investigation about the impact that non-traditional writing tasks and different audiences can have on student learning about mixture in the Turkish context.
Research questions that guided the study were:
i. Is there a significant mean difference between 9th grade students engaged in traditional and non-traditional writing tasks with respect to conceptual understanding of a chemistry unit on mixture?
ii. Is there a significant mean difference in 9th grade students’ conceptual understanding of a chemistry unit on mixture with respect to the audience?
iii. Is there a significant mean difference in 9th grade students’ end-of-unit writing scores with respect to the audience?
iv. What are the perceptions of students in non-traditional writing groups about the end-of-unit writing task?
METHODOLOGY
Sample characteristics, data collection tools, and the procedures followed in this study are described in this section.
Participants
A total of 524 regular 9th grade students (59% female, 41% male) attending two public high schools in a large city in Turkey participated in this study; these students were in the 16 chemistry classes of two female and one male chemistry teachers. One female taught in one school and the other female and male taught in another school; both schools were located in the same geographic region. Students’ ages ranged from 15 to 17 years, and they came from middle-class families.
Procedure
A quasi-experimental, pretest-posttest design was used in this study because it was not possible get administrative approval to randomly select students from different classrooms. During the study, basic mixture concepts, classification of mixtures, solutions, solubility, factors affecting solubility, and separation of mixtures were covered as a part of the regular chemistry curriculum. The classes of each teacher were randomly assigned into either the traditional writing group or the non-traditional writing group. Students in the non-traditional group were further assigned into three groups writing to younger students, peers, and the teacher. Student distribution into groups across schools and teachers are shown in Table 1.
At the beginning of the instruction of the mixture concepts, students in both writing groups were given a unit test as a pretest in order to detect any group differences. Then, the major mixture concepts were taught to all the students according to the high school chemistry curriculum. The classroom instruction for all the groups included two 45-min periods per week and took place over a 4-week period. Equal amount of
instructional time was devoted for all the groups. The language of instruction and the data collection tools used in this study were Turkish.
The teachers mainly used lecture and discussion methods in all the groups. The chemistry textbook was the main source of knowledge, and the students were required to read the related topic prior to the class session. Teachers checked whether students did their assigned homework. Immediately afterward, they summarized the concepts taught in the previous class and asked questions to ensure that students had learned the concepts. Then, the teachers informed students about the goals of the current lesson. Teachers served as the main source of knowledge. They wrote the key terms on the board, defined and explained the concepts by giving examples. Through questioning, they encouraged students to rephrase their understanding of the concepts and give further examples to the concepts. They also tried to provide a context for the connection of concepts with everyday life. This discussion environment ended with a summarization of the concepts under consideration. Teachers asked students to take notes when they were summarizing the concepts. Toward the end of the class session, teachers wrote some algorithmic problems on the board and asked students to solve those problems individually for a few minutes. Teachers moved around the classroom and told disengaged students to try and solve the problems. After a while, teachers provided the correct answer and asked if any student could solve those problems correctly. The students who had the correct answer raised their hand. Teachers generally asked a student who could not solve the problem to come to the board and solve that problem. Teachers helped the students trying to solve the problems on the board. The problems that were not solved in class were given as homework. Over the course of the study, teachers did not use the chemistry laboratory in their teaching due to safety problems that may arise from having a crowded classroom or concerns about not being able to complete the syllabus on time. They sometimes used simple demonstrations while teaching the separation of mixtures. For example, one teacher used a filtration paper to separate an insoluble solid (sand) from a liquid (water), and a separating funnel to separate immiscible liquids (oil and water) as demonstration activities.
Upon completion of the unit, all the students engaged in different types of writing activities to ensure that the major concepts addressed in the mixture unit were reviewed by them. Students in the traditional writing group completed end-of-chapter questions and a study guide addressing the mixture concepts from the textbook. Students in the non-traditional writing groups completed a letter-writing task for different audiences (i.e., younger students - 6th graders, peers - 9th graders, and teacher) after receiving a handout informing them how to write a letter. Students were asked to summarize the major mixture concepts (e.g., types of mixtures, separation of mixtures) in the form of a letter. They wrote their letters at home and submitted them within one week to the teacher. Finally, all students were given the same unit test as a posttest in order to compare the effect of the writing tasks on their understanding about mixtures. Only students from the non-traditional writing group were interviewed on completion of the unit so as to examine how these students perceived the letter-writing task. The traditional writing group did not complete this writing task and, thus, were not interviewed.
**Data Collection**
Data were collected using an achievement test, a writing assessment scale, and interviews of some students, which are explained below.
**Mixture Achievement Test (MAT)**
This instrument was developed to assess students’ understanding of mixture concepts. Considering the objectives related to chemical change and mixture units determined by the national chemistry curriculum (MNE, 2011), 13 items were taken from Chemical Change and Mixture Achievement test (Kingir, Geban, & Gunel, 2012) and 4 items were developed by the researchers using textbooks, the Internet, and the University Student Selection Examination. The Mixture Achievement Test (MAT) consisted of 17 multiple-choice questions about the mixtures. The reason for preferring multiple-choice items is that it is relatively easy to administer and to score objectively. Each test item consisted of five alternatives: 1 correct answer and 4 distracters. Test items were related to classification of mixtures, solutions, solubility, factors affecting solubility, and separation of mixtures. See appendix for sample MAT items.
The MAT was examined by three chemistry educators to establish content validity and by two chemistry teachers and two Turkish language teachers for the appropriateness of language and student level. Cronbach alpha reliability coefficient was computed as 0.75 for this study. In the scoring process, each correct response was scored as 1, and each incorrect response was scored as 0; the total maximum score was 17, and the minimum was 0. This test was administered to all students as a pre- and posttest by the teachers during regular class sessions and took 25 minutes.
**Writing Assessment Scale**
A scale was developed by the researcher for assessing students’ end-of-unit writing tasks. Using the
Table 2. Writing assessment scale
| Criteria | Unsatisfactory (0) | Satisfactory (1) | Very Satisfactory (2) |
|-------------------------------------------------------------------------|--------------------|------------------|-----------------------|
| 1 The paper follows a typical letter structure. | ○ | ○ | ○ |
| 2 The text is grammatically correct. | ○ | ○ | ○ |
| 3 The writing sample is clear and understandable. | ○ | ○ | ○ |
| 4 The writing sample is fluent. | ○ | ○ | ○ |
| 5 Main conceptual idea is continually addressed throughout the paper. | ○ | ○ | ○ |
| 6 Required topics are completely described in text. | ○ | ○ | ○ |
| 7 Key terms are underlined, highlighted or identified in text. | ○ | ○ | ○ |
| 8 The content is linked with daily life. | ○ | ○ | ○ |
| 9 Chemistry concepts are scientifically correct. | ○ | ○ | ○ |
| 10 The concepts are linked to each other accurately. | ○ | ○ | ○ |
| 11 Everyday language is used in text. | ○ | ○ | ○ |
| 12 Examples are carried throughout sample. | ○ | ○ | ○ |
| 13 Visual representations are carried throughout sample. | ○ | ○ | ○ |
| 14 Writing sample is informative for the audience. | ○ | ○ | ○ |
| 15 Language and expression is appropriate for the audience. | ○ | ○ | ○ |
| 16 The examples are appropriate for the audience. | ○ | ○ | ○ |
| 17 The visual representations are appropriate for the audience. | ○ | ○ | ○ |
relevant literature assessing student writings (McDermott, 2009; McDermott & Kuhn, 2011), it was determined that the items concerning language and expression, content, and audience could be combined to indicate how well students summarized the unit with respect to the specified audience and writing type. Mainly, the grammatical, accuracy, fluency, and clarity aspects of the text; usage of everyday language, examples and visual representations in the writing sample; and the appropriateness of the writing for the intended audience was assessed via this scale. Field notes were taken during the assessment of the writing samples to be used in explaining the differences among the groups writing for different audiences. Each item in this scale was scored on a 3-point scale (1 = unsatisfactory, 2 = satisfactory, 3 = very satisfactory). The scale included 17 items in total; these items were combined and referred to as total writing score for each writing sample. A sample of this scale is shown in Table 2.
To determine whether the writing assessment scale truly measures the intended variables, an expert in the field of writing-to-learn in science reviewed the items, scoring, and format of the scale considering the item descriptions provided by the researcher and judged that it was appropriate for assessing student writing. For inter-rater reliability of the scale, writing samples were selected randomly and then scored by the author and an independent researcher until reaching consensus. The independent researcher was a master’s student in science education who was experienced in assessing student writing tasks. The overall agreement attained by the researchers was 94% after the assessment of three writing samples. Cohen’s kappa statistic was calculated as 0.89, which is almost perfect according to Cohen (1960).
**Semi-structured Interviews**
Interviews were conducted after the instruction in order to understand students’ ideas about the non-traditional writing task. The interview protocol was constructed by the researchers and revised with the recommendations from experts. Interview protocol included 6 questions about writing a letter to different audiences. Students’ ideas about their own learning (e.g., Do you think that you learned when you were writing a letter? How do you know that?), writing to an audience
(e.g., Do you think that writing to an audience contributed to your learning? How?), and their feelings (e.g., What did you feel when you were explaining mixture concepts through writing a letter?) were explored via semi-structured interviews. The interviews were conducted with 24 volunteers (21 females, 3 males) selected from each of the non-traditional writing groups. Of the 24 students, 9 wrote to younger students, 9 wrote to peers, and 6 wrote to their teacher. When choosing the volunteer students for the interview, the researcher considered the sample to be representative of able, average, and less able students based on teacher comments. One researcher interviewed the students individually at school and tape-recorded all sessions. The audiotapes were later transcribed in full. The interviews lasted about 10 minutes.
RESULTS
This section reports the analysis of the research questions with the major findings. There were two dependent variables, an independent variable, and a potential covariate in this study. The dependent variables were students’ understanding of the mixture concepts measured by the post-MAT and total writing scores measured by the writing assessment scale. The independent variable was the grouping variable. The potential covariate was the students’ previous knowledge about mixture concepts measured by the pre-MAT. In this study, the significance value of 0.05 was used for the statistical tests; it was adjusted by using the Bonferroni procedure when performing multiple tests with respect to the audience \((0.05/3 = 0.017)\). Cohen’s d index was interpreted as a measure of effect size. An effect size is small when Cohen’s d is between 0.2 and 0.5 standard deviations, medium when it is between 0.5 and 0.8 standard deviations, and large when it is greater than 0.8 standard deviations (Cohen, 1992).
The Impact of Non-traditional Writing on Student Achievement
Descriptive statistics for pre- and post-MAT across groups are presented in Table 3. In order to take out the unwanted effects of pre-MAT on the post-MAT, an analysis of covariance (ANCOVA) was conducted. Results indicated a significant difference between the groups, \(F(1, 521) = 7.90, p < 0.05\). Students in the non-traditional writing group \((M = 6.69, SD = 2.01)\) outperformed those in the traditional writing group \((M = 6.02, SD = 2.23)\) with respect to measures of the posttest. The size of the mean difference between the groups was small, \(d = 0.25\).
The Impact of Writing to Different Audiences on Student Achievement
ANCOVA was conducted to compare the groups writing to different audiences with respect to their understanding of the mixture concepts, by controlling the effects of the pretest scores. The results showed that there was a significant mean difference in students’ understanding of mixture concepts with respect to the audience, \(F(2, 339) = 4.07, p < 0.05, d = 0.31\). Further ANCOVA analyses explored the differences among the levels of audience. Those findings indicated that students writing to younger students performed significantly better on the posttest than those writing to the teacher, \(F(1, 248) = 6.86, p < 0.017\), indicating a small effect size, \(d = 0.33\). However, the difference between the groups writing to younger students and peers was not significant, \(F(1, 210) = 0.004, p > 0.017\). The mean difference between the groups who wrote to peers and teacher was also not statistically significant on the posttest at the significance value of 0.017, \(F(1, 219) = 4.65\), although it has a small practical significance, \(d = 0.29\).
The Impact of Writing to Different Audiences on Student Writing Scores
ANOVA was conducted to compare the groups writing to different audiences with respect to total writing scores. The results showed that there was a significant mean difference in total writing scores with respect to the audience, \(F(2, 335) = 23.99, p < 0.05, d = 0.76\). Bonferroni follow-up tests showed that all three groups differed significantly from each other. The
| | Pre-MAT | | | Post-MAT | | |
|------------------------|---------|----------|----------|----------|----------|----------|
| | N | M | SD | Range | N | M |
| Traditional Writing Group | 181 | 5.82 | 2.62 | 11 | 180 | 6.02 |
| Non-Traditional Writing Group | | | | | | |
| Younger students | 109 | 6.16 | 2.92 | 11 | 112 | 6.87 |
| Peers | 76 | 5.98 | 2.05 | 9 | 87 | 6.80 |
| Teacher | 119 | 6.17 | 2.27 | 12 | 120 | 6.44 |
© 2013 ESER, *Eurasia J. Math. Sci. Tech. Ed.*, 9(2), 101-114
students writing to younger students (M = 23.34, SD = 5.32) significantly outperformed those writing to peers (M = 21.46, SD = 5.29) and the teacher (M = 18.73, SD = 5.16). Similarly, students’ writing performance for those writing to peers was significantly higher than for those writing to the teacher. The size of the mean difference between the groups writing to younger students and peers was small, d = 0.35; between the groups writing to peers and the teacher was medium, d = 0.52; and between the groups writing to younger students and the teacher was large, d = 0.88.
Moreover, six items (5, 6, 7, 8, 9, and 10) in the writing assessment scale (Table 2) that were related to conceptual understanding were combined in order to obtain those scores on students’ writing. ANOVA with Bonferroni on the post hoc test was conducted to compare the mean differences among the groups writing to different audiences. The results revealed significant mean differences in students’ conceptual understanding scores on writing with respect to the audience, F(2, 335) = 58.31, p < 0.001, d = 0.56. Bonferroni follow-up tests showed that students writing to younger students (M = 8.45, SD = 2.08) and peers (M = 7.83, SD = 2.15) demonstrated significantly better understanding of the concepts on writing than those writing to the teacher (M = 7.07, SD = 2.07). The size of the mean difference between the groups writing to younger students and teacher was medium, d = 0.67, and between the groups writing to peers and the teacher was small, d = 0.36. The mean difference between the students writing to younger students and peers was not significant.
**Attitudes toward Writing**
The students were asked what they felt about the writing task. Most (63%) claimed that writing a letter for different audiences was amusing, interesting, and enjoyable; 78% of the students writing to younger students and peers thought that writing a letter was easy, but 67% of the students writing to the teacher thought that it was difficult. All the students writing to the teacher and half of the students writing to peers and younger students felt that they had missing information about the mixture concepts. All the students found the writing activity useful for several reasons, including deeper learning, reviewing previously learned concepts, and having a higher grade from the examination. Writing for an audience made some students (29%) excited. For example, those writing to peers or younger students were excited for teaching the concepts to someone who is not knowledgeable. Likewise, students writing to the teacher were excited for being assessed by their teacher. On the other hand, some students (33%) found the writing activities stressful and boring. Students writing to the teacher found this an especially stressful situation because the teacher was perceived to know everything about the topic. Some students (12%) thought that writing in the form of a letter was boring because letter writing was not a part of their usual life.
**Contribution of the Writing**
All the students asserted that writing a letter contributed to their learning. Students claimed that they recognized their missing knowledge when they were writing, and they closed the gaps in their knowledge and changed some of their conceptions through writing. Half of the students expressed that they confused the terms homogeneous and heterogeneous mixtures. Their knowledge about these two concepts became clear through the writing activity. Some students (37%) stated that writing a letter to different audiences was effective in their learning because they were required to think about the audience before writing. Many students (87%) stated that they reviewed their already held conceptions before writing and searched for the information needed for writing to their audience. Some (25%) suggested that, without internalizing, a concept cannot be taught to anyone else; therefore, they engaged in a comprehensive investigation of the concepts from various sources. The students writing to younger students and peers stated that they attempted to use language appropriate for their audience in describing the concepts. Some (17%) said that they avoided using science terms; instead, they used everyday language in explaining the concepts. Some students (37%) writing to peers and younger students helped make themselves feel like a teacher. However, students writing to their teacher
Table 4. Categories and codes with examples
| Category | Code | Example |
|---------------------------------|-------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Attitudes toward writing | enjoyment | “Writing activity was interesting, and amusing” |
| | difficult | “It was difficult to write to the teacher because she was expert about the subject matter” |
| | easy | “Teaching the mixture concepts to 6th graders was easy for me because I was familiar with the mixture concepts” |
| | feeling inadequate | “I felt that I was inadequate when explaining the concepts to the teacher” |
| | useful | “Our teacher explained the mixture concepts briefly… We could get a chance to learn more about the mixture concepts through this writing task. Therefore it was useful for us” |
| | excitement | “I feel excited because I was wondering whether the audience would like my writing” |
| | stressful | “I was stressful when I was writing because I was thinking that my writing was going to be assessed” |
| | boring | “I had never written a letter before this task because we are now in technology age… Writing a letter within the course context was boring for me” |
| Contribution of writing | learning | “I learned more because I thought more when I was writing” |
| | reviewing & investigating | “By reviewing the concepts, I reinforced the concepts that I learned before” |
| | conceptual change | “I was confusing the terms homogeneous and heterogeneous mixtures. I understood these concepts very well through the writing activity” |
| | awareness | “I thought what I now and I don’t know before writing” |
| | teaching experience | “I am experienced enough to teach someone else something” |
| Comparison of traditional and | understanding | “When our teacher makes us write notes, I could not understand what I am writing because of having a trouble with catching my teacher…but when I write a letter I write my own knowledge and therefore I understand better” |
| non-traditional writing | audience | “When writing a letter, you are explaining the concepts appropriate for an audience” |
| | use of language | “When writing a letter, you take care to use appropriate and proper language and avoid from mistyping words” |
| | adding personal ideas | “In a traditional writing you just write the definition of the terms … but when writing a letter you can give your own examples and daily life examples” |
| | feeling | “When writing traditionally, it is boring, that’s just content specific; but when writing in the form of a letter, there is some amusement. We all students like amusement and therefore it makes us learn more” |
Many students (83%) stated that writing to an audience was different for them. However, there were some discrepancies in the view of students about the benefits of writing to an audience. Students writing to younger students generally (78%) viewed that explaining the concepts to younger students was helpful in their learning. However, some students (12%) writing to their peers did not find it helpful because they were already explaining the concepts to their peers orally in the classroom. Two students writing to the teacher found it redundant to do so because the teacher was the main source of knowledge. The language used in traditional and non-traditional writing was also perceived differently by many students (58%). When writing a letter, students were instructed to use language appropriate for the audience. For example, when writing
to the teacher, they needed to be very serious and, when writing to younger students, they needed to think about what a 6th grader needed to know and could understand. While students writing to younger students and peers added their personal information and interpretation into their writing, students writing to the teacher preferred to use the exact information included in their textbooks or notebooks so as to avoid giving wrong information. Moreover, many students (87%) thought that non-traditional writing tasks were enjoyable while the traditional writings were boring.
**DISCUSSION**
This study mainly investigated the effect of using non-traditional writing tasks and different audiences on 9th grade students’ understanding of mixture. Results showed that there were significant differences in posttest mean scores between the traditional and non-traditional writing group in the favor of non-traditional writing group when the effects of pretest scores were controlled. There were also significant differences between the groups writing to younger students and teacher and to peers and teacher in favor of the groups writing to younger students and peers when the effects of pretest scores were controlled. When the Cohen d indices calculated for the mean differences were interpreted, it is seen that the size of the mean differences were small. This finding is congruent with previous writing-to-learn studies that resulted in small or medium effect size (Bangert-Drowns, Hurley, & Wilkinson, 2004; Gunel et al., 2007). Detecting such a small effect size may be related to the type of question used for measuring students’ understanding (Bangert-Drowns et al., 2004; Hand, Wallace et al., 2004). The instrument used for this study included multiple-choice items. Medium or large effect size might be obtained if essay-type questions are used for measuring students’ understanding. In addition, significant differences in students’ writing scores were detected with respect to the audience factor. Students writing to younger students and peers scored significantly higher than those writing to the teacher in the letter-writing task. Different from the results obtained from the posttest analysis, a significant difference in total writing scores was observed between the groups writing to younger students and peers in favor of that for the younger students. The size of the mean differences between the groups ranged from small to large.
Type of writing and audience may cause the difference among the groups in terms of understanding of mixture concepts. Contrary to traditional writing activities, the letter-writing activity was a purposeful act for the students (Flower & Hayes, 1981); and students used language consciously and retained more knowledge (Rivard, 1994). Students benefited most when they wrote to younger students and peers because these audiences required the need for translation of science language into everyday language. When writing to younger students and peers, students used everyday language to unpack their science understandings; and they moved between everyday language and technical language. Providing students opportunities for the translation of science language into everyday language made them flexible, comfortable, and fluid in their scientific knowledge (Wallace, Hand, & Prain, 2007). On the other hand, students did not focus on the translation when writing to their teacher; they tended to use more science information in order to show what they know.
A second possible factor that may be related to difference between the groups is linking familiar concepts with new concepts. Students writing to younger students and peers discovered their prior understandings about the topic before writing; then they tried to explain the new conceptions by using familiar/known concepts in order to simplify the topic (Bangert-Drowns et al., 2004; Prain, 2007). The more the linkages among the concepts, the more meaningful the learning is.
A third possible factor of the group difference relates to manipulation of the content. Writing for younger students and peers in letter format provided students more opportunity to manipulate the information compared to those writing to the teacher. As the content is manipulated in more complex ways, it is more likely to be conceptualized and remembered (Langer & Applebee, 1987). The last factor in explaining the group difference may be related to stimulation of metacognitive awareness. Students thought what they already knew about the content and explored gaps in their own knowledge. This metacognitive thought further stimulated them to search for new knowledge and review the task. They tended to use more cognitive and metacognitive strategies (Bangert-Drowns et al., 2004; Hand, 2007).
Moreover, students’ writing samples revealed some differences with respect to the audience. Based on the field notes taken during the assessment of the writing samples, students writing to their teacher generally began to write their letter by stating, “I am going to write what I understood from what you taught us” and ended their letter by stating, “If you recognize some gaps and misinformation in my letter, please let me know”. These statements indicate that students perceived writing as an evaluation tool when they wrote to their teacher; they just iterated what their teacher transmitted to them in their writing. They were emphasizing their teacher as a main source of knowledge and paying attention to avoid giving wrong information, which limited them from adding their personal ideas and interpretations. It was apparent that
students writing to the teacher were not constructing their own knowledge. Previous research has shown that the majority of teachers view themselves as the sole audience for science writing and they find errors and correct them. Therefore, the primary goal of student writing becomes to get a higher grade when they write to the teacher (Chinn & Hilgers, 2000). On the other hand, students writing to peers or, especially, younger students were more flexible and comfortable in their writing and clarified their own understandings by using a more simplified language with personal examples and interpretations (Wallace et al., 2007).
The interview results revealed that students viewed non-traditional writing tasks helpful in their own learning. Students felt that they were more aware of their own learning, and they articulated their thoughts when writing to their peers and younger students. These findings are consistent with the findings of previous research (Gunel et al., 2009; Hand et al., 2007; McDermott & Hand, 2010; McDermott & Kuhn, 2011). Students thought that writing in letter format and for a particular audience was amusing but writing in a traditional format was boring. The reason for this may be explained by the power of writing as active engagement of students in their learning. Writing for authentic audiences required students to plan, organize, clarify, and unpack their understanding of science through simple language (Wallace, 2007). Students were both cognitively and metacognitively very active, resulting in higher understanding of the concepts (Hand, 2007; Yore & Treagust, 2006). However, in traditional writing, students usually iterated the information in their textbook or notebook rather than manipulating the content, which made them have little control over their own learning and ultimately led to boredom (Wallace, cited in Wellington & Osborne, 2001).
Traditional writing is very common in Turkey. Despite some curricular revisions, transmission of information is still dominant in chemistry lessons. Students copy from textbooks or from the words and drawings of the teacher. Most of the time in Turkish classrooms, the teacher speaks and then the students write. Writing is generally used for the purposes of copying and evaluation (MNE, 2011). Such kind of writing generally does not result in meaningful learning because it requires recalling knowledge from the short-term memory and reiterating previously acquired knowledge. Based on more contemporary views and recent theories of learning, learning occurs through the negotiation of ideas (Hand, Norton-Meier et al., 2009). Writing for different purposes by using various types of language for different audiences provides a context for the negotiation of ideas (Prain & Hand, 1996). By using a variety of non-traditional writing activities considering student characteristics and needs at all levels of education, science literacy skills of the individuals can also be developed. Explanation of a topic for a particular audience in a specified format looks like what scientists do in representing science, because a scientist reaches a conclusion following his/her research and then presents the findings to an audience in an appropriate written format. Thus, writing for an audience facilitates student understanding of the writing practices of scientists and further develops science literacy skills (McDermott & Hand, 2010; Prain, 2007). However, Turkish students are not familiar with alternative writing tasks and science teachers are neither experienced nor educated enough to use a broad range of writing types within their classrooms. There is a need for the development of preservice and inservice teacher education programs that focus on the development of pedagogy, beliefs, and attitudes about writing-to-learn strategies (Prain & Hand, 1996; Rivard, 1994). This study suggests a shift from traditional writing tasks to non-traditional writing tasks in line with the curricular revisions done in different science domains (MNE, 2005). In addition, this study showed teacher reluctance toward using chemistry laboratory and inquiry-based activities. However, just having experiments in a laboratory does not always result in meaningful learning (Urbancic & Glazar, 2012). A considerable number of studies demonstrated the benefits of using non-traditional writing embedded within inquiry-based laboratory activities on students’ conceptual understanding (Hand, Wallace et al., 2004; Hohenshull & Hand, 2006). Therefore, this study also suggests that preservice and inservice education programs encourage teachers’ use of non-traditional writing tasks within inquiry-based chemistry classes using the laboratory.
The present study has a few important limitations that need to be considered in interpreting the results. First, students’ positive attitudes toward the non-traditional writing task might arise from the novelty effect (Fraenkel & Wallen, 2003) rather than the nature of the task because students wrote to a different audience only once. Second, the groups were compared with respect to writing scores without controlling students’ prewriting scores. Students may be given a writing task at the beginning of the study and then their writing scores could be compared in order to have an idea about their writing ability prior to the study.
Despite some limitations discussed above, the findings obtained from this study are encouraging for using diversified types of non-traditional writing tasks in larger and different contexts at all levels of education to examine its effect on self-regulation and metacognition as well as conceptual understanding. This study may convince chemistry teachers and professors that such non-traditional writing activities are valuable for students in learning chemistry. This study may be expanded to include two or more units rather than one
because longer-term interventions may yield more positive effects (Bangert-Drowns et al., 2004; Hand, Hohenshell et al., 2004). Further studies may consider re-drafting the writing task based on the audience feedback (McDermott & Hand, 2010).
ACKNOWLEDGEMENT
I would like to thank to two anonymous reviewers, Assist. Prof. Dr. Matthew J. Benus, Dr. Ying-Chih Chen and Assoc. Prof. Dr. Murat Günel for their comments that improved an earlier draft of this manuscript.
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APPENDIX. Sample mixture achievement test items
1. The diagrams given in below represent a mixture. In these figures, the symbol \( \bigcirc \) represents a single atom of a certain type; the symbol \( \bullet \) represents a single atom of another type. If the symbols for atoms touch, they are part of a molecule. The symbols, \( \bigcirc\bullet, \bigcirc\bigcirc \) and \( \bullet\bullet \), represent different molecules.
Which of the following diagram(s) represent a mixture?
  
I II III
 
IV V
A. Only IV
B. I and II
C. I and IV
D. II, III and V
E. III, IV and V
2. Filtration using the equipment shown at right can be used to separate which materials?
A. a mixture of salt and water
B. a mixture of alcohol and water
C. a mixture of sand and wood shavings
D. a mixture of pepper and water
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Yeah, reviewing a ebook History Alive Text 6th Grade L could accumulate your close associates listings. This is just one of the solutions for you to be successful. As understood, achievement does not suggest that you have astounding points.
Comprehending as competently as deal even more than new will pay for each success. Adjacent to, the proclamation as with ease as sharpness of this History Alive Text 6th Grade L can be taken as competently as picked to act.
A Wrinkle in Time - Madeleine L'Engle 2010-04-01
Madeleine L'Engle's ground-breaking science fiction and fantasy classic, now a major motion picture. It was a dark and stormy night; Meg Murry, her small brother Charles Wallace, and her mother had come down to the kitchen for a midnight snack when they were upset by the arrival of a most disturbing stranger. "Wild nights are my glory," the unearthly stranger told them. "I just got caught in a downdraft and blown off course. Let me sit down for a moment, and then I'll be on my way. Speaking of ways, by the way, there is such a thing as a tesseract." A tesseract (in case the reader doesn't know) is a wrinkle in time. To tell more would rob the reader of the enjoyment of Miss L'Engle's unusual book. A Wrinkle in Time, winner of the Newbery Medal in 1963, is the story of the adventures in space and time of Meg, Charles Wallace, and Calvin O'Keefe (athlete, student, and one of the most popular boys in high school). They are in search of Meg's father, a scientist who disappeared while engaged in secret work for the government on the tesseract problem. A Wrinkle in Time is the winner of the 1963 Newbery Medal. It is the first book in The Time Quintet, which consists of A
Wrinkle in Time, A Wind in the Door, A Swiftly Tilting Planet, Many Waters, and An Acceptable Time. *A Wrinkle in Time* is now a movie from Disney, directed by Ava DuVernay, starring Storm Reid, Oprah Winfrey, Reese Witherspoon and Mindy Kaling. This title has Common Core connections.
Books by Madeleine L’Engle
- *A Wrinkle in Time Quintet*
- *A Wrinkle in Time*
- *A Wind in the Door*
- *A Swiftly Tilting Planet*
- *Many Waters*
- *An Acceptable Time*
- *A Wrinkle in Time: The Graphic Novel*
by Madeleine L’Engle; adapted & illustrated by Hope Larson
- *Intergalactic P.S. 3* by Madeleine L’Engle; illustrated by Hope Larson: A standalone story set in the world of *A Wrinkle in Time*.
The Austin Family Chronicles
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- *The Young Unicorns* (Volume 3)
- *A Ring of Endless Light* (Volume 4)
- *A Newbery Honor book! Troubling a Star* (Volume 5)
The Polly O’Keefe books
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Now available in a deluxe keepsake edition! *A Time Best YA Book of All Time* (2021) Run away to the Metropolitan Museum of Art with E. L. Konigsburg’s beloved classic and Newbery Medal-winning novel.
From the *Mixed-Up Files of Mrs. Basil E. Frankweiler*. When Claudia decided to run away, she planned very carefully. She would be gone just long enough to teach her parents a lesson in Claudia appreciation. And she would go in comfort—she would live at the Metropolitan Museum of Art. She saved her money, and she invited her brother Jamie to go, mostly because he was a miser and would have money. Claudia was a good organizer and Jamie had some ideas, too; so the two took up residence at the museum right on schedule. But once the fun of settling in was over, Claudia had two unexpected problems: She felt just the same, and she wanted to feel different; and she found a statue at the Museum so beautiful she could not go home until she had discovered its maker, a question that baffled the experts, too. The former owner of the statue was Mrs. Basil E. Frankweiler. Without her—well, without her, Claudia might never have found a way to go home.
**History Alive!** - 2008
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The Living Church - 1942
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Decades of research have demonstrated that the parent-child dyad and the environment of the family—“which includes all primary caregivers”—are at the foundation of children’s well-being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child’s brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents’ lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0–8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents’ use of
PRACTICES THAT LEAD TO HEALTHY CHILD OUTCOMES AS WELL AS THEIR PARTICIPATION IN EFFECTIVE PROGRAMS AND SERVICES. THIS REPORT MAKES RECOMMENDATIONS DIRECTED AT AN ARRAY OF STAKEHOLDERS, FOR PROMOTING THE WIDE-SCALE ADOPTION OF EFFECTIVE PROGRAMS AND SERVICES FOR PARENTS AND ON AREAS THAT WARRANT FURTHER RESEARCH TO INFORM POLICY AND PRACTICE. IT IS MEANT TO SERVE AS A ROADMAP FOR THE FUTURE OF PARENTING POLICY, RESEARCH, AND PRACTICE IN THE UNITED STATES.
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2018-05-15
The Modern History of Iraq is a remarkably readable account of contemporary Iraq, placing in historical perspective the crises and upheavals that continue to afflict the country. This text weaves together several important themes, including the search for a national identity, the struggle to achieve social and economic development, the changes in political dynamics, and the impact of foreign interventions, to provide readers with a holistic understanding of modern Iraq. Revised and updated throughout, the fourth edition features more discussion of cultural identity and media and society. In addition, this edition includes two new chapters on the events and shifts in the country of the early twenty-first century—the US intervention and withdrawal, the stabilization and subsequent unraveling of the Maliki government, the effects of the Arab uprisings, and the rise of ISIS—and their political, economic, and social consequences. Written by noted Iraq scholar Phebe Marr with new co-author Ibrahim al-Marashi, this text is essential reading for readers who seek to understand modern Iraq in the context of historical perspective.
The Encyclopaedia Britannica - Hugh Chisholm 1911
Handbook for History Teachers - W. H. Burston dec'd
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First published in 1972, Handbook for History Teachers is intended to be a general and comprehensive work of reference for teachers of history in primary and secondary schools of all kinds. The book covers all aspects of teaching history: among them are the use of sources, world history, art and history; principles of constructing a syllabus and the psychological aspects of history teaching. The bibliographical sections are arranged on three parts: school textbooks, a section on audio-visual-aids and, finally, books for the teacher and possibly for the sixth form. It thoroughly investigates and critiques the various methods employed in teaching history within classrooms and suggests alternatives.
WHEREVER APPLICABLE. Diligently curated by the Standing Sub-Committee in History, University of London Institute of Education, the book still holds immense value in the understanding of pedagogy.
**The World Book Encyclopedia - 2002**
An encyclopedia designed especially to meet the needs of elementary, junior high, and senior high school students.
**Preparing for Citizenship - Ralph L. Mosher 1994**
Understanding democracy, learning to be democratic and to value democracy are critical competencies to be developed by all Americans. In the present debate about what knowledge is of most worth in the public school, these civic competencies are seen as second in importance only to the development of critical thinking. They are typically, however, honored more in commencement rhetoric than in school programs or practices; their actualization falls far short of their ascribed importance. The authors argue that critical opportunities for democratic development occur in the day-to-day life of the schools. It follows that all grade levels should participate in the creation of the constitution of the school and classrooms, the justice structure of the school (its disciplinary code, norms, and adjudication), the policy-making of the school, and in the understanding of the school as a social laboratory. The authors demonstrate the effectiveness of such a program by reporting some two decades of applied research on democratic schools which have realized some of these outcomes.
**Minnesota Journal of Education - 1950**
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**Improving Spelling in the Middle Grades - Maryann Murphy Manning 1981**
Intended to help elementary school teachers improve their current instructional practices, this booklet provides many effective spelling methods not included in published spelling programs. The first part of the book examines the recommended instructional spelling practices of selected authorities. The second part
presents alternative spelling views, classified according to informal or individualized approaches. The third part offers guidelines and suggestions for useful spelling games and activities. An appendix of several spelling words lists and an annotated bibliography of works pertaining to spelling are included.
Researching History Education - Linda S. Levstik 2018-02-06
"The authors' research is well known and among the most important American works being done on how children learn history. It is thus a great idea to gather this pivotal research in one place. The volume offers a new perspective through the authors' reflections on the research process. It is profound without pomposity, ideal for the intended audience; the tone is just right. There really isn't another book that does what this one does." Stephen J. Thornton, University of South Florida
Researching History Education combines a selection of Linda Levstik's and Keith Barton's previous work on teaching and learning history with their reflections on the process of research. These studies address students' ideas about time, evidence, significance, and agency, as well as classroom contexts of history education and broader social influences on students' and teacher's thinking. These pieces—widely cited in history and social studies education and typically required reading for students in the area—were chosen to illustrate major themes in the authors' own work and trends in recent research on history education. In a series of new chapters written especially for this volume, the authors introduce and reflect on their empirical studies and address three issues suggested in the title of the volume: theory, method, and context. Although research on children's and adolescents' historical understanding has been the most active area of scholarship in social studies in recent years, as yet there is little in-depth attention to research methodologies or to the perspectives on children, history, and historical thinking that these methodologies represent. This book fills that need. The authors' hope is that it will help scholars draw from the existing body of literature in order to participate in more meaningful conversations about the teaching and learning of history. Researching History Education provides a needed resource for novice and experienced researchers and will be especially useful in research methodology courses, both in social studies and more generally, because of its emphasis on techniques for interviewing children, the impact of theory on research, and the importance of crossBringing Words to Life - Isabel L. Beck 2013-03-14
"Exciting and engaging vocabulary instruction can set students on the path to a lifelong fascination with words. This book provides a research-based framework and practical strategies for vocabulary development with children from the earliest grades through high school. The authors emphasize instruction that offers rich information about words and their uses and enhances students' language comprehension and production. Teachers are guided in selecting words for instruction; developing student-friendly explanations of new words; creating meaningful learning activities; and getting students involved in thinking about, using, and noticing new words both within and outside the classroom. Many concrete examples, sample classroom dialogues, and exercises for teachers bring the material to life. Helpful appendices include suggestions for trade books that help children enlarge their vocabulary and/or have fun with different aspects of words."
Curriculum Patterns in Elementary Social Studies - Robert Murray Thomas 1971
Reading to Learn - Richard L. Allington 2002-04-19
Fourth-graders around the country face new, high-stakes standardized tests, drawing increased attention to the need for effective literacy instruction in the upper-elementary grades. This essential book goes beyond political catch-phrases to examine what actually works in the fourth-grade classroom. After reviewing current research on upper-elementary reading instruction, the book takes readers directly into the classrooms of six highly successful teachers. Like the previously published Learning to Read, which focused on the first grade, Reading to Learn offers a rare view of the techniques and strategies good teachers use to engage students, help them develop as thoughtful readers and writers, and bolster self-directed learning and literate conversation. Bringing to life the complexities of day-to-day work with diverse students, the book provides inspiration and practical ideas for any teacher in the upper-elementary grades.
Kids and School Reform - Patricia A. Wasley 1997-09-24
A kids'-eye view of school reform reveals what motivates students to connect with school. Written in an engaging manner, this book is based on a study of 150 high school students and spotlights a
REPRESENTATIVE FIVE STUDENTS TO PROVIDE A REAL-WORLD VIEW OF SCHOOL REFORM EFFORTS FOR ADMINISTRATORS AND TEACHERS.
**North Carolina Education - 1912**
**The Living and the Dead in Islam: Epitaphs as Texts** - Werner Diem 2004
**Christus Vivit** - Pope Francis 2019-04-04
To young Christians of the world, Pope Francis has a message for you: "Christ is alive, and he wants you to be alive!" In his fourth apostolic exhortation, *Christus Vivit*, Pope Francis encapsulates the work of the 2018 synod of bishops on "Young People, The Faith, and Vocational Discernment." Pope Francis has always had a special relationship with young people, and in his fatherly love for you he shows that: You can relate to young people in Scripture who made a difference. You identify with the Christ who is always young. You face difficult issues in the world today. You yearn for the truth of the Gospel. You are capable of amazing things when you respond to the Gospel. You learn and grow with help from the faithful of all generations. You need bold and creative youth ministry. You can discover who God made you to be. You are urged to pray for discernment.
**Christus Vivit** is written for and to young people, but Pope Francis also wrote it for the entire Church, because, as he says, reflecting on our young people inspires us all. "May the Holy Spirit urge you on as you run this race. The Church needs your momentum, your intuitions, your faith. We need them! And when you arrive where we have not yet reached, have the patience to wait for us."
**Give Me Liberty! An American History** - Eric Foner 2016-09-15
*Give Me Liberty!* is the #1 book in the U.S. history survey course because it works in the classroom. A single-author text by a leader in the field, *Give Me Liberty!* delivers an authoritative, accessible, concise, and integrated American history. Updated with powerful new scholarship on borderlands and the West, the Fifth Edition brings new interactive History Skills Tutorials and Norton InQuizitive for History, the award-winning adaptive quizzing tool.
**Pacemaker United States History** - Globe Fearon 2003-07
Up-to-date content, focus on skills. This program makes required U.S. history content accessible for all students as they make the important connections between social studies and their own lives. The manageable content includes our nation's most recent...
events, such as Operation Iraqi Freedom, and helps students successfully meet curriculum requirements and improve their performance on standardized tests.
Lexile Level 800 Reading Level 3-4 Interest Level 6-12
The Lightning Thief - Rick Riordan 2010-02-02
Percy Jackson is about to be kicked out of boarding school...again. And that's the least of his troubles. Lately, mythological monsters and the gods of Mount Olympus seem to be walking straight out of the pages of Percy's Greek mythology textbook and into his life. Book #1 in the NYT best-selling series, with cover art from the feature film, The Lightning Thief.
The Book Thief - Markus Zusak 2007-12-18
#1 NEW YORK TIMES BESTSELLER • ONE OF TIME MAGAZINE'S 100 BEST YA BOOKS OF ALL TIME The extraordinary, beloved novel about the ability of books to feed the soul even in the darkest of times. When Death has a story to tell, you listen. It is 1939. Nazi Germany. The country is holding its breath. Death has never been busier, and will become busier still. Liesel Meminger is a foster girl living outside of Munich, who scratches out a meager existence for herself by stealing when she encounters something she can't resist—books. With the help of her accordion-playing foster father, she learns to read and shares her stolen books with her neighbors during bombing raids as well as with the Jewish man hidden in her basement. In superbly crafted writing that burns with intensity, award-winning author Markus Zusak, author of I Am the Messenger, has given us one of the most enduring stories of our time. "The kind of book that can be life-changing." —The New York Times "Deserves a place on the same shelf with The Diary of a Young Girl by Anne Frank." —USA Today DON'T MISS BRIDGE OF CLAY, MARKUS ZUSAK'S FIRST NOVEL SINCE THE BOOK THIEF.
A History of Literacy Education - Robert J. Tierney 2021
In this volume, two notable scholars trace the monumental shifts in theory, research, and practice related to reading education and literacy, with particular attention to what they consider the central goal of literacy—making meaning. Each section describes a specific epoch, including a brief snapshot of how the reader of that period is envisioned and characterized by researchers and teachers, as well as a deep discussion of the ideas and contextual events of that era. These developmental waves are organized in rough historical sequence by a series of shifts in underlying theoretical and
SCHOLARLY LENSES—FROM THE BEHAVIORAL TO THE PSYCHOLINGUISTIC TO THE COGNITIVE TO THE SOCIOCULTURAL TO THE CRITICAL TO THE MULTIMODAL TO THE GLOBAL. THE BOOK CLOSES WITH A DISCUSSION OF THE VARIOUS RESEARCH FRAMES AND METHODOLOGICAL APPROACHES THAT PARALLELED THESE DEVELOPMENTS.
THROUGHOUT, THERE IS A PROFOUND RECOGNITION THAT ALL RESEARCH AND PRACTICE ARE ULTIMATELY DIRECTED TOWARD HOW STUDENTS MAKE MEANING, FROM SOUND TO LETTER TO WORD, TO IDEAS AND IMAGES. BOOK FEATURES: ANIMATES SOME OF THE REVOLUTIONARY DEVELOPMENTS RELATED TO READING EDUCATION AND LITERACY IN MODERN TIMES. EACH DEVELOPMENT IS ACCOMPANIED BY A DISCUSSION OF THE ASPIRATIONAL READER THAT SETS THE STAGE FOR CONTEMPLATING THESE SHIFTS AND THEIR SIGNIFICANCE. TRACES THE RESEARCH AND THEORETICAL DEVELOPMENTS TO ILLUSTRATE THE ORIGINS OF THE SHIFTS AND THEIR INFLUENCES. SUPPORTED BY A WEBSITE WITH VIDEO LECTURES AND CONVERSATIONS TIED TO THE VARIOUS WAVES OF DEVELOPMENT.
ELEMENTARY SOCIAL STUDIES - S. G. Grant 2006
This text frames and develops a coherent, practical, and engaging approach to teaching and learning elementary social studies. The authors combine the latest research on learning patterns, curriculum structure and presentation, and assessment with practical issues like classroom management, goal establishment, and creative lesson planning.
Elementary Social Studies is organized according to four commonplaces of education—learners and learning, subject matter, teachers and teaching, and classroom environment—to help teachers create a powerful learning environment for their students. The Second Edition includes additional emphasis on issues of multiculturalism and diversity, and teaching in the lower primary grades. New! More Theory-to-Practice examples are included throughout the text. Now identifiable by marginal icons, the examples in Chapter 2 concentrate on incorporating constructivist principles into the teaching/learning process, while those in Chapter 5 focus on choosing teaching strategies, curriculum materials, and classroom assessments. New! More references to social studies standards and standardized assessments are presented throughout the text to help teaching students understand how their lessons relate to the certification process and the assessment of schools, teachers, and students. New! More explicit connections between social studies and language arts instruction (Chapter 4) are drawn to provide guidance on teaching in schools that have marginalized social studies instruction in order to
concentrate on reading and math in preparation for standardized testing. New! Expanded content allows the author to provide the most comprehensive updates and information on all topics presented. New! Marginal icons have been reduced from six categories to four—diversity, standards, theory-to-practice examples, and relevant research—for purposes of clarity. These icons help call out where relevant information is presented in the text. In Your Classroom boxes offer practical teaching suggestions such as the use jigsaw puzzles, book talks, and mini-lessons. An appendix of Children’s Literature provides approximately 100 specific titles that correspond to the various unit ideas throughout the text.
History Alive! - Bert Bower 2005
History Alive! - Bert Bower 2001
History Teacher’s Magazine - 1910
A Long Walk to Water - Linda Sue Park 2010
When the Sudanese civil war reaches his village in 1985, 11-year-old Salva becomes separated from his family and must walk with other Dinka tribe members through southern Sudan, Ethiopia and Kenya in search of safe haven. Based on the life of Salva Dut, who, after emigrating to America in 1996, began a project to dig water wells in Sudan. By a Newbery Medal-winning author.
Journal of the Minnesota Education Association - 1950
History Alive: The Ancient World - 2004
History Alive! - 2019
Leveled Books (K-8) - Irene C. Fountas 2006
For ten years and in two classic books, Irene Fountas and Gay Su Pinnell have described how to analyze the characteristics of texts and select just-right books to use for guided reading instruction. Now, for the first time, all of their thinking and research has been updated and brought together into Leveled Books, K-8 to form the ultimate guide to choosing and using books from kindergarten through middle school. Fountas and Pinnell take you through every aspect of leveled books, describing how to select and use them for different purposes in your literacy program and offering prototype descriptions of fiction and nonfiction books at each level. They share advice on: the role of leveled books in reading instruction,
analyzing the characteristics of fiction and nonfiction texts, using benchmark books to assess instructional levels for guided reading, selecting books for both guided and independent reading, organizing high-quality classroom libraries, acquiring books and writing proposals to fund classroom-library purchases, creating a school book room. In addition, Fountas and Pinnell explain the leveling process in detail so that you can tentatively level any appropriate book that you want to use in your instruction. Best of all, Leveled Books, K-8 is one half of a new duo of resources that will change how you look at leveled books. Its companion—www.FountasandPinnellLeveledBooks.com—is a searchable and frequently updated website that includes more than 18,000 titles. With Leveled Books, K-8 you’ll know how and why to choose books for your readers, and with www.FountasandPinnellLeveledBooks.com, you’ll have the ideal tool at your fingertips for finding appropriate books for guided reading. Book jacket.
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LAND CAPABILITY CLASSIFICATION
CLASS 1
Land well suited to a wide range of intensive cropping and grazing activities. It occurs on flat to gently inclined land with deep, well drained soils, and in a climate which is mild but the most favourable for agriculture. Limitations to use are slight, and good management and minor conservation practices can readily overcome them. The range of crops that can be grown and the variety and/or number of crops that can be grown are marginally more restricted than for Class 1 land.
CLASS 2
Land well suited to a wide range of intensive cropping and grazing activities. It occurs on flat to gently inclined land with deep, well drained soils, and in a climate which is mild but the most favourable for agriculture. Limitations to use are slight, and good management and minor conservation practices can readily overcome them. The range of crops that can be grown and the variety and/or number of crops that can be grown are marginally more restricted than for Class 1 land.
CLASS 3
Land suited to cropping and grazing. Moderate levels of limitations restrict the choice of crops or reduce productivity in relation to Class 1 or Class 2 land. Soil conservation practices and sound management are needed to overcome the moderate limitations to cropping use.
CLASS 4
Land well suited to grazing but which is limited to occasional cropping or to a very restricted range of crops. The length of the cropping phase and/or range of crops are constrained by severe limitations. Soil conservation treatments are needed. Major conservation treatments and/or careful management is required to minimise degradation.
CLASS 5
Land with slight to moderate limitations to pastoral use but which is unsuitable for cropping, although some areas on easier slopes may be suitable for cropping. Extensive grazing and occasional fodder crops may be possible. The effects of limitations on the grazing potential may be reduced by applying appropriate soil conservation measures and land management practices.
CLASS 6
Land only marginally suited to grazing activities due to severe limitations. The land has low productivity, high risk of erosion, low natural fertility or other limitations that severely restrict agricultural use. This land should be retained under its natural vegetation cover.
CLASS 7
Land with very severe to extreme limitations, which make it unsuitable for agricultural use.
EXCLUSION AREAS
Land other than Private Freehold or Leased Crown Land, e.g. State Forests, State Reserves, conservation areas, major urban areas, major water bodies, National Parks and other conservation areas.
MAP USERS NOTE
This map depicts agricultural land capability of the Cape Portland area at a scale of 1:100,000. Assessment is based upon the capability of the land for long-term sustainable agricultural production. This map is released only at the published scale and should not be enlarged. Only Private Freehold and Leased Crown Land is shown.
The land capability classes depicted on this map have been delineated by computer modelling and limited field work. A variety of data sources have been combined in a Geographic Information System using decision rules and field mapping to produce this map. Due to the multiple influences of some landscape processes it is not possible to develop rules for all possible scenarios. This map should be used as a guide only and should not be relied upon to determine facts to be found in any particular location. If detailed knowledge is required, the area of interest should be mapped using conventional techniques at an appropriate scale.
The information on this map has been prepared by the Tasmanian Department of Primary Industries, Water and Environment to assist in land use planning and management. While every care has been taken in the preparation of this map, the Department does not accept responsibility for any loss or damage which may result to any person relying from reliance on all or any part of this information, whether or not that loss or damage has resulted from negligence or any other cause.
ACKNOWLEDGEMENTS
Compiled by S. Lynch and R. Morton 2003.
GIS development by S. Lynch and S. Lynch 2005.
Base data supplied by: Information & Land Services, DPIWE,
Cadastralisation of digital data held by DPIWE, Land Resource Assessment,
Lands Agency.
Refer to this map as:
Lynch, S. 2005, Modelled Land Capability Classes of Tasmania,
Cape Portland 1:100,000 map. Department of Primary Industries Water and
Environment, Tasmania.
ABOUT THIS MAP:
This map depicts modelled land capability classes at a scale of 1:100,000. It is part of a series of Land Capability Maps covering all the Private Freehold and Leased Crown Land in Tasmania. The land capability classification system is based on a topographic basis. The classification system used to generate this map consists of seven classes based on the capability of the land for long-term sustainable agricultural production. | <urn:uuid:d7c97fa3-02d7-4795-bc1c-2a4f31f24c7c> | CC-MAIN-2021-49 | https://nre.tas.gov.au/Documents/Land_Cap_CapePort_Map.pdf | 2021-12-05T13:36:07+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363189.92/warc/CC-MAIN-20211205130619-20211205160619-00265.warc.gz | 483,626,335 | 965 | eng_Latn | eng_Latn | 0.996376 | eng_Latn | 0.996376 | [
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Have you ever wondered why packages of M&Ms never seem to have enough blue M&Ms? Does it seem like you always get a package of mostly brown M&Ms? In this exercise, we are going to conduct a chi-square ($\chi^2$) goodness-of-fit analysis to determine whether the color proportions for a sample of milk chocolate (i.e., “plain”) M&Ms are consistent with the expected proportions as reported on the manufacturer’s website (http://us.mms.com/us/about/products/milkchocolate/). Our sample will consist of one “fun-size” bag of M&Ms per student attending class tonight; we will analyze the pooled class data. The expected color proportions are as follows:
| Color | Proportion ($p$) |
|-------|-----------------|
| Brown | 0.13 |
| Blue | 0.24 |
| Orange| 0.20 |
| Green | 0.16 |
| Red | 0.13 |
| Yellow| 0.14 |
The $\chi^2$ goodness-of-fit test allows us to determine if the observed frequency distribution (the color counts from our M&Ms sample) is significantly different from the expected frequency distribution (calculated from the claimed proportions on the M&Ms website). You can read more about this test statistic in section 11-2 of your textbook.
Before you begin, state and symbolize the null hypothesis that you will be testing.
To test this hypothesis, you will need to calculate the $\chi^2$ goodness-of-fit test statistic,
$$\chi^2 = \sum \frac{(O - E)^2}{E}$$
where $O$ is the observed frequency and $E$ is the expected frequency for each color. You can compute $E$ for each color by multiplying the total number of M&Ms in our sample ($n$) by the claimed proportion for that color ($p$).
Count the number of M&Ms of each color in your bag (without eating any M&Ms until after you finish counting). Record the color counts for your bag of M&Ms in Table 1, and add your results to the class data tally. When everyone has reported their data, write down the class color totals in column 1 of Table 2 and then proceed to calculate the goodness-of-fit test statistic. (Refer to the chi-square calculator handout for specific instructions on how to use your TI-83 or TI-84 Plus calculator to do so.)
Table 1. Individual data
| Milk Chocolate M&Ms Colors | Brown | Blue | Orange | Green | Red | Yellow | Total |
|----------------------------|-------|------|--------|-------|-----|--------|-------|
| Observed Frequency (O) | | | | | | | |
Table 2. Class data
| Color | Observed Frequency (O) | Expected Frequency (E = np) | \((O - E)^2 / E\) |
|-------|-------------------------|-----------------------------|--------------------|
| Brown | | | |
| Blue | | | |
| Orange| | | |
| Green | | | |
| Red | | | |
| Yellow| | | |
| Total:| \(\sum O = n =\) | \(\sum E =\) | \(\chi^2 = \sum \frac{(O - E)^2}{E} =\) |
These totals should match.
Now that you have computed the \(\chi^2\) GOF test statistic, you'll need to figure out how many degrees of freedom there are by subtracting 1 from the number of color categories (k - 1).
Degrees of freedom (df) = ____________
You need this information because the chi-square distribution is different for each number of degrees of freedom. You can now use your calculator to compute the P-value corresponding to your \(\chi^2\) GOF test statistic. Press [2nd][VARS] to get the DISTR menu. Scroll down to 8: \(\chi^2\) cdf ( and press [ENTER]. Next, type in the \(\chi^2\) value you computed above \(\square999999\), the number of degrees of freedom \(\square\) and press [ENTER]. This command will give you the probability of obtaining a statistic greater than your computed value in a chi-square distribution with your number of degrees of freedom. (Refer to the chi-square calculator handout for more detailed instructions.)
What is your P-value? ________________ (Round to 3 significant figures)
Copyright © 2007 by Laura Schultz. All rights reserved.
Using a significance level of $\alpha = .05$, should you reject or fail to reject the null hypothesis ($H_0$)?
Based on the outcome of your hypothesis test, what is your conclusion regarding the quality-control process at the M&Ms manufacturing plant? (Write out the complete formal hypothesis test in your notebook.)
Now, let's revisit the 1-proportion $z$ interval....
Calculate the proportion of M&Ms in the class sample that are blue. That is, find $\hat{p}$.
Using the class sample data, construct a 95% confidence interval estimate of the proportion ($p$) of all M&Ms that are blue. Report your answer as $\hat{p} - E < p < \hat{p} + E$.
Does this confidence interval contain the proportion of blue M&Ms claimed by the manufacturer ($p = 0.24$)? Assuming that the manufacturer's claimed proportion is the "true" population proportion, what can you say regarding the success of your confidence interval? Did our class sample data yield a confidence interval that was one of the 95% that succeed at capturing $p$? | <urn:uuid:8854ca83-8cb3-4768-9e58-97ed29899523> | CC-MAIN-2021-04 | http://users.rowan.edu/~schultzl/Activities/M&MsExercise.pdf | 2021-01-16T08:17:44+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703505861.1/warc/CC-MAIN-20210116074510-20210116104510-00108.warc.gz | 112,966,078 | 1,221 | eng_Latn | eng_Latn | 0.995904 | eng_Latn | 0.996922 | [
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DRAWING TO LEARN SCIENCE:
LEGACIES OF AGASSIZ
NEAL LERNER
Massachusetts Institute of Technology
ABSTRACT
The use of visual representation to learn science can be traced to Louis Agassiz, Harvard Professor of Zoology, in the mid-19th century. In Agassiz’s approach, students were to study nature through carefully observing, drawing and then thinking about what the observations might add up to. However, implementation of Agassiz’s student-centered approach has struggled with the conflict between science as a form of developing “mental discipline” in which mastery of scientific facts is the goal and science learning as a socially situated activity with an emphasis on the process of learning, not merely its products. Present-day attempts to have students draw to learn science often succumb to these same conflicts, limiting their full realization.
In a sophomore molecular biology laboratory class I work with at MIT, in one assignment students study the development of mutated zebrafish. A key pedagogical technique is to have students draw pictures of the developing zebrafish embryo at several time points. Invariably, some students complain about this seemingly low-tech and elementary technique. Why can’t they instead take digital photos, they ask, and assemble a slide show? And what is the value in the tedious process of drawing? This isn’t an art class, after all!
What students might not realize is that they are taking part in a tradition of teaching science—and studying the natural environment—that can be traced to Aristotle, one of the first leading “naturalists,” according to Louis Agassiz [1, p. 1]. Agassiz himself was one of the country’s pre-eminent naturalists of the mid-19th century, and in his classroom and laboratory at Harvard, Agassiz, in
his words, “taught men to observe” [as cited in 2, p. 1]. Such observations were often accompanied by drawings, and from these observations Agassiz implored his students to make connections and develop general principles, for, according to Agassiz, “Facts are stupid things [...] until brought into connection with some general law” [as cited in 3, p. 370]. Students as experimentalists meant learning by discovery, by experiencing the natural world and drawing the lessons it had to offer, just as any scientist would do. As described by W. L. Poteat of Wake Forest College, the “essential feature of the laboratory method of instruction is that it brings the student into direct contact with nature. He does not study about nature; he studies nature” [4, p. 287]. Thus, Agassiz and his like-minded colleagues were offering disciplinary training, not mere mastery of content devoid of context.
This tradition of student-centered learning, however, has never been quite fully realized in the science classroom or laboratory. Most colleges and universities are not set up for the kind of time- and resource-intensive teaching that true inductive learning entails. More important, however, the task of—and resistance to—drawing to learn science reveals a long-standing tension between the theory of mental discipline or students mastering a body of scientific facts and constructivism in which students create knowledge through social interaction and opportunities to do the work of real scientists.
This clash between 19th and 20th century ideas is still with us as instructors in 21st-century science classrooms and laboratories struggle to embody Agassiz’s goal of imparting a sense of science as discovery and reconcile itself to the need for students to master foundational knowledge. As recently as July 2006, a *New York Times* editorial asserted that “the horrendous state of science education at both the public school and university levels” could be improved by giving students “early, engaging experiences in the lab—and much more mentoring than most receive now—to maintain their interest and inspire them to take up careers in the sciences” [5, p. A14]. The struggle is both old and new and old again. Old is the long-standing tendency of science education to fall back on cramming students full of scientific facts and figures, even when visual communication is the method for students to convey those facts and figures. Also old, as shown by Agassiz’s example, is the realization that science and the scientific method are about learning processes, ways of thinking, and problem solving. New, however, is a return to visual forms for students to learn science. In the specific area of biochemistry, Schonborn and Anderson argue that “the pedagogical importance of visual literacy and visualization in the education of biochemists has been ignored for far too long” [6, p. 101]. However, the struggle continues between learning science as mental discipline and learning as discovery, between mastering facts and understanding processes, between drawing to render and drawing to learn. Agassiz’s legacy points to the possibilities of learning science as a dynamic, meaningful process, but also to the conflicting forces that have prevented his ideals from being enacted.
LOUIS AGASSIZ AND LEARNING BY OBSERVING
Born in Switzerland in 1807, Harvard Professor of Zoology from 1848 until his death in 1873, founder of the Museum of Comparative Zoology [7], Louis Agassiz embodied an approach to studying nature in his classroom and laboratory at Harvard and later at his summer institute on the island of Penikese that would influence many subsequent leaders in science and science teaching [8, p. 664]. For Agassiz, science was not necessarily a discipline to be learned by close study of texts and mastery of static knowledge. Instead, science was to be experienced firsthand in order to counter a problem with the then-prevalent teaching methods that Agassiz decried: “The pupil studies nature in the schoolroom, and when he goes out of doors he can not find her” [as cited in 9, p. 119].
Agassiz was not formally trained in these teaching methods but instead seemed to offer his students the evidence from his own experience as testament to the powers of observation and drawing. Agassiz biographer Edward Lurie describes Agassiz’s childhood in Switzerland as filled with experiences in nature [10, p. 8]. Even when Agassiz had started formal schooling at age 10, according to Lurie, “Vacations at home were spent adding to collections of insects, birds, fish, and small land animals. [. . . ] He wanted to know the underlying reasons for the phenomena he observed, to discover relationships, to understand general concepts. In this quest, young Agassiz proceeded to educate himself” [10, p. 8]. Essential to this method of self education was recording his observations. As Lurie describes,
From the age of eleven until he was nineteen, Agassiz kept minute and detailed accounts of his natural history observations, set down in fine script in a series of notebooks, with subjects classified and divided carefully under proper subject headings. The importance with which he regarded this activity is revealed by the fact that Agassiz carefully preserved these notebooks, treasuring them as intellectual landmarks of his first scholarly efforts in natural history [10, p. 9].
Agassiz’s influence as a teacher has been recounted by many former students. What is repeated in these accounts is Agassiz’s strict adherence to having students learn on their own, rather than to be passive recipients of what Agassiz already knew. As noted by William James Beal, a leading naturalist of the 19th century, “It has seemed to me that the work with Agassiz helped me more than that of any other teacher with whom I came in contact, and yet no teacher ever told me so little” [as cited in 8, p. 664]. So what did Agassiz’s teaching look like? In a widely anthologized essay, Samuel Scudder, a student of Aggasiz at Harvard in the 1850s, recounts his first encounter with Agassiz’s methods:
“Take this fish,” said [Agassiz], “and look at it; we call it a haemulon; by and by I will ask what you have seen” [3, p. 369].
Scudder initially makes short work of this task, noting that in “ten minutes I had seen all that could be seen in that fish” [3, p. 370]. However, Scudder finds that Agassiz is not to be found to hear his report. Thus, Scudder finds himself with nothing left to do but look at the fish some more: “At last a happy thought struck me—I would draw the fish; and now with surprise I began to discover new features in the creature. Just then the Professor returned. ‘That is right,’ said he; ‘a pencil is one of the best eyes’” [3, p. 370]. Scudder’s initial report to Agassiz, however, was met with what Scudder describes as “an air of disappointment.” Agassiz tells him, “You have not looked very carefully; why [...] you haven’t even seen one of the most conspicuous features of the animal, which is as plainly before your eyes as the fish itself; look again, look again!” and he left me to my misery” [3, p. 370]. After several more rounds of this activity and the passing of a day, Scudder gave another report of observations to Agassiz, who responded with
“That is good, that is good!” [Aggasiz] repeated; “but that is not all: go on”; and so for three long days he placed that fish before my eyes, forbidding me to look at anything else, or to use any artificial aid. “Look, look, look,” was his repeated injunction [3, p. 370].
For Scudder and many others, by observing and drawing to learn, students would not merely be passive repositories of information, but active participants in the creation of meaningful knowledge. Essential to this meaning making was not merely observing, drawing, or recording, however, but it was making inferences from those observations. In Agassiz’s words, “the ability of combining facts is a much rarer gift than that of discerning them” [as cited in 2, p. 67]. The naturalist’s project of classification, then, of making connections between natural objects, was to guide the work of Agassiz’s students. Agassiz saw a powerful simplicity in this process, noting about his own research,
I have devoted my whole life to the study of Nature, and yet a single sentence may express all that I have done. I have shown that there is a correspondence between the succession of Fishes in geological times and the different stages of their growth in the egg,—that is all. It chanced to be a result that was found to apply to other groups and has led to other conclusions of a like nature. But, such as it is, it has been reached by this system of comparison, which, though I speak of it now in its application to the study of Natural History, is equally important in every other branch of knowledge [1, p. 8].
Thus, Agassiz was teaching his students to learn about nature as he learned about nature, from his childhood observations in Switzerland to his mid-19th century explorations in the Brazilian Amazon. As Agassiz told his students gathered on the island of Penikese for a summer of study in 1873,
I do not wish to communicate knowledge to you, you can gather that from a hundred sources, but to awaken in you a faculty which is probably more dormant than the simple power of acquisition. [...] I am therefore placed in a somewhat difficult and abnormal position for a teacher. I must teach and yet
not give information. I must, in short, to all intents and purposes be ignorant before you [as cited in 11, p. 73].
Accounts of Agassiz’s teaching take on a sort of mythic quality, particularly given the often-unrealized vision of hands-on learning. Many writers look back at Agassiz as a pioneer, but with a not-so-subtle indictment of current teaching practices. In 1947, James David Teller engaged in this Agassizian process of observation and comparison:
To Agassiz, the laboratory was not a place (as it has become in our schools today) for the verification of generalizations which the teacher suggests to the student. It was a place where the student would observe and compare and generalize for himself. Agassiz was a firm believer in the pedagogical principle of activity: we learn to observe by observing; we learn to compare by comparing; and we learn to generalize by generalizing. Merely observing the objects to which our eyes are directed; merely comparing facts which we have been instructed to compare; merely verifying the generalizations which the teacher has explained—are not methods of true observation, comparison, and generalizations in the sense in which Agassiz uses these terms [11, pp. 72–73].
Agassiz’s teaching practices, then, have become an idealized goal against which the failings of contemporary practice could be contrasted. It is odd, in a sense, to read claims such as Donald Peattie’s, offered in 1933: “It is safe to say that no American scientist has ever has as much influence on scientific education as Agassiz” [as cited in 11, p. 138]. The historical record of cycles of unhappiness with prevalent teaching methods in science classrooms would seem to indicate that Agassiz’s influence has been minimal. Instead, looking back to Agassiz is a kind of longing for mythic days of yore. Such longing and its recurrence, however, reveals the conflicted nature of science teaching and learning in higher education: the real work of a real naturalist versus the artificial conditions that classroom and laboratory contexts often demand. As I show next, the history of science as an accepted course of study in higher education—and the attempts to realize active learning techniques such as observation and drawing—more often than not succumbed to these conflicts.
THE ACCEPTANCE OF SCIENCE IN THE LATE 19TH CENTURY
While the hands-off nature of Agassiz teaching might seem courageous by today’s standards, at the time the approach was particularly revolutionary. In Agassiz’s time, teaching in higher education was dominated by formal lecture and recitation, and the role of the sciences as accepted academic disciplines was far from secure. According to historian Stanley Guralnick, early in the 19th century science faculty held tenuous status: “The science professor, to apply the
term loosely, was at best a peripheral entity in the collegiate organization. [...] His salary was uniformly lower than that of other professors, and his security such that he easily fitted the classic mold of the ‘last hired and the first fired’” [12, p. 142]. The acceptance of science as a regular course of study in American higher education did not occur until the late 19th century, terminating a long struggle against philosophy and religion as the bedrock of the classical university training [13, p. 246].
Several factors contributed to this acceptance. Enrollments in higher education rose tremendously—from 67, 350 students in 1870 to 355, 215 students in 1910 [14, p. 31]—and these students were far more diverse and more practically minded than earlier generations of largely elite males who were being educated for a narrow range of professions. Study of science and engineering also responded to the spread of American industrialization and its concomitant challenges [15, p. 280]. Finally, science study in the field and laboratory could draw on new ideas about teaching and learning, ones that placed high value on student experience, just as Agassiz did. Drawing was a natural process of this technique, and many writers of the late 19th century and curricular materials from that era, particularly in biology and its associated fields, reinforce this message. For example, in 1894 the influential Harvard Committee of Ten made several recommendations for high schools to be more in accord with college-level science study. Among them for the study of botany was the following:
Careful examinations of specimens is secured best by careful sketching. Too much importance cannot be given to drawing, as it is not only an excellent device for securing close observation, but it is also a rapid method of making valuable notes. A very few verbal descriptions may accompany the sketches to make their meanings clear. These sketches and notes should be made in a permanent note-book, for future use [16, p. 152].
For the college-level study of zoology, William Locy of Lake Forest University recommended in 1889 an approach that could have been directly distilled from Agassiz’s notebooks:
The value of drawing, in giving directness to observations, is recognized by all teachers, and additional points of structure and relationship of parts will be noticed by the students as soon as they begin to sketch. These laboratory sketches should be viewed, not as artistic efforts, but as a means of expressing observations and conclusions in lines, and of value in proportion to the accuracy with which they represent characteristics actually observed and intelligently interpreted [17, pp. 675-676].
Drawing to learn science, then, was a key technique in larger attempts to have students learn inductively, as opposed to memorizing textbook explanations and faithfully regurgitating those points in recitations and exams. The late 19th century, by these accounts, seemed a golden era for the study of science, a student-and science-friendly atmosphere that held great promise as America geared up to
face the challenges of a new century. John Campbell surveyed the scene of biological teaching in U.S. colleges in 1891 and declared the following:
Perhaps the most striking point by which the educational methods of the present are distinguished from those formerly in vogue is the great prominence which is given to inductive methods, and as a consequence, the little attention that is now paid to mere facts, as contrasted with the great stress laid on the processes by which those facts are acquired [9, p. 7].
In terms of curricular examples of drawing-to-learn, laboratory instruction from this period was not quite the pure inductive learning as practiced by Agassiz. Assignments were usually tightly prescribed directions with a few more open-ended tasks. For instance, at the University of Kansas in 1914, Professor of Physiology Ida H. Hyde, included the following instructions in one of her physiology class lab assignments:
Experiment 50. Microscopic Examination of Blood.
(a) Place a drop of your own blood on a clean slide, cover quickly, and examine under the high power of microscope,
1. Draw several red corpuscles as seen flat or suface [sic] view and edgewise (both singly and rouleaux)
2. Find and draw a white corpuscle. Compare the number of red and white corpuscles. Compare their size, shape and structure; name all parts. (Note:- Sterilize your skin and the lance or needs, in 95% alcohol before obtaining the blood)
(b) Examine the frog’s blood under the microscope and draw as directed above. Draw to the same scale. Write a note of comparison between frog and human blood as to size, shape, and structure. Which are nucleated? [18, pp. 25-26].
At the KU Extension School in the same year, a final examination in a physiology correspondence course contained such open-ended assignments as follows: “Assignment XII. Laboratory Work: Get a sheep’s or pig’s heart from the market. Draw” [19]. The same exam also asked students to perform the following specific tasks:
Final Exam questions Over Physiology I: Laboratory Work
1. How would you prove that saliva changed starch to sugar?
2. Illustrate the path and name the parts of a reflex action. When an object touches the eyes.
3. Illustrate a section of the heart, name all the chief parts, showing the vessels that enter and leave the heart.
4. Illustrate and name the parts of the whole digestive system.
5. Illustrate an epithelial cell, the different parts of the eye, red and white corpuscles, naming all the parts [19].
At Yale University in the 1920s, Sheffield Scientific School students could expect to find similar kinds of drawing activities, a mix of instructions pointing to
specifics to be observed and general admonitions to draw. For example, in 1923 Harry W. Cofrancesco (class of ’26), completed the following assignment in his “Anatomy, laboratory sketchbook”:
SPERMATOGENESIS
1. Examine, with the low and the high power, a permanent microscopic preparation of Mouse testis. Note that it consists of a great number of tubules (seminiferous tubules) in the walls of which the male germinal cells (sperm) develop. The tubules are greatly convoluted, and, consequently, in the preparation, they are sectioned at various angles. At one side of the testis is a section through the coiled epididymis, which constitutes a portion of the conducting tube which carries the mature sperm from the testis to the exterior. Draw the entire testis in outline and fill in a portion with careful detail.
2. Select a seminiferous tubule which has been sectioned approximately transversely and study with the high power. Note the arrangement, size, and structure of the spermatogonia, spermatocytes, spermatids, and mature sperm. Draw the entire tubule in outline and fill in a portion, showing, with careful detail, the germinal cells in various stages of maturation.
3. Examine the epididymis under high power. Note that the tubules are filled with mature sperm. Draw a tubule to show the structure as observed [20].
As these examples show, the kind of pure inductive learning as practiced by Agassiz was not quite fulfilled. Still, students were rendering observations by drawing and being led fairly strong-handedly to conclusions based on those drawings. In other science laboratory classes such as chemistry and physics, students were often asked to draw experimental apparatus or illustrate experimental results. Drawing was a key long-standing pedagogical technique, not necessarily needing justification for its use or clear criteria as to its assessment.
Despite these activities, the great mass of facts to be mastered and the structure of schooling into discrete blocks of time and discrete units of learning were soon to challenge student-centered approaches as science classrooms entered the 20th century. Repeated criticisms of science education took up many of the same points identified by Agassiz. For instance, by 1910, John Dewey would note that “science has been taught too much as an accumulation of ready-made material with which students are to be made familiar, not enough as a method of thinking, an attitude of mind” [21, p. 122]. However, by the time of the Efficiency Movement swept over all levels of education in the 1920s [22, p. 200], enacting a vision shared by Dewey and Agassiz was simply too costly, both in terms of time and money. By the 1930s, one writer made the problem clear: “Teaching costs per student credit hour in the college sciences are, in many cases, higher than the average cost
of all other subjects combined, including the outlay for apparatus and equipment, thus making science instruction very expensive” [23, p. 19].
While student-centered practices might have been inefficient, a far more significant problem was a conflict in the theoretical justification for the teaching of science, one that continues to this day. How one learns science—in other words, an educational philosophy of learning—is rarely expressed in most protestations for or against current methods. The result is often an abstract appeal to what has worked for the individual writer—as was true for Agassiz—or an attempt to make learning more real life without acknowledging the contextual realities of schooling. The result is a recycling of reform efforts, rarely realizing significant change. While this charge might be leveled against many subjects, conflict in the teaching of science is particularly beholden to two competing philosophies: the belief in education as a form of “mental discipline” versus the belief in learning and knowledge as socially constructed in particular contexts. It is that conflict to which I turn next.
MENTAL DISCIPLINE VS. CONSTRUCTIVISM AND THE TEACHING OF SCIENCE
An original justification for the study of science in the late 19th century was its role, in the words of historian George DeBoer, “as a body of useful knowledge, as a way of thinking, and as a tool for disciplining the mind” [24, p. 62]. The last goal was in accord with the view that higher education was to be in the service of “mental discipline” or training of the “mental faculties” [25, p. 22]. This philosophy of learning offered the mind as a muscle of sorts with several “faculties,” each of which needed development in the interest of students achieving a “balanced, reasoning mind” [26, p. 59]. In historian Laurence Veysey’s words, “Taken together, the faculties constituted the divine recipe for a successful human being. If one or more of the elements were stunted, the results would be grotesque” [25, p. 23]. It is easy to see how a pedagogy of daily recitations in classical subjects would enact such a view of learning, but when science began to make its way into the higher education curriculum, its study was offered as a superior subject matter for developing mental discipline. In a series of influential late 19th century lectures, T. H. Huxley weighed in, noting that
The great peculiarity of scientific training, that in virtue of which it cannot be replaced by any other discipline whatsoever, is this bringing of the mind directly into contact with fact, and practicing the intellect in the completest form of induction; that is to say, in drawing conclusions from particular facts made known by immediate observation of Nature [27, p. 126].
In a sense, study of science could bridge a gap between early notions of education as a constant mental drill in key facts and contemporary ideas of
education as a way of teaching students to become independent thinkers. The problem, however, is that this bridge is unstable at best. In a system of discrete disciplines, subjects, and classes—combined with the early 20th century attempts to make schooling (and American industry) more efficient—the goal of acquiring content knowledge would often supersede the goal of becoming a powerful thinker. Evaluating the former was, and continues to be, far easier than evaluating the results of the latter. For science, added pressure came from the explosion of scientific knowledge starting in the late 19th century and continuing today. Thus, mastering scientific facts has always been easy for education to strive toward, but such a goal has been a constant source of frustration for science educators interested in students learning as scientists might.
In contrast to mental discipline as an organizing principle of scientific education, constructivism posits a view of learning that Agassiz himself would have recognized. Central to constructivist belief in science education is the need for one to learn from the natural world, not merely from texts or lectures in a variation of the “banking model” of education, as coined by Paolo Freire [28, p. 58], in which facts are deposited in passive student heads. As described by Wolff-Michael Roth, “Constructivists recognize that, rather than being transferred from one individual to another, knowledge has to be constructed by each individual through his or her active engagement with the physical and/or social environment” [29, p. 146].
Science study, with its vast assemblage of principles and details to be learned, can easily succumb to the sort of knowledge transfer that constructivists decry. Instead, according to Tobin and Tippins, constructivism in science learning holds true the following: “Science does not exist as a body of knowledge separate from knowers. On the contrary, science is viewed as a set of socially negotiated understandings of the events and phenomena that comprise the experienced universe” [30, p. 4]. In this view, however, content is not necessarily sacrificed for the sake of process. Instead, according to Tobin and Tippins,
Making sense of science is a dialectical process involving both content and process. The two can never be meaningfully separated. The process skills can be thought of as thinking processes, such as using the senses to experience; representing knowledge through language, diagrams, mathematics, and other symbolic modes; clarification; elaboration; comparison; justification; generation of alternatives; and selection of viable solutions to problems [30, p. 9].
As a philosophical principle, constructivism has its roots in the ideas of 19th century educational reformers such as Johann Heinrich Pestalozzi and Johann Frederich Hebart. Both Pestalozzi and Hebart believed in the study of natural objects (as opposed to merely texts) and in the necessity to structure classrooms
so that children could pursue what was of interest through a process of discovery [24, pp. 21-30]. The Progressive Movement of the early 20th century is another foundation for these beliefs [22]. Whether called “laboratory-based learning,” or “project-based learning,” or “inquiry methods,” or constructivism, reform efforts have attempted to make the learner’s needs central. Unfortunately, while learners’ needs seem to remain relatively static, advances in scientific knowledge are dynamic forces. Contemporary practice of science education and the use of drawing as a tool for learning continue to reflect a process/product dichotomy, with product chiefly winning out.
CONTEMPORARY DRAWING TO LEARN SCIENCE
For drawing to learn science—as well as communicating scientific learning via writing or speech—elements of mental discipline and constructivism can be seen in contemporary instructional materials, often simultaneously. Whether the justification is to better prepare students for the contemporary visually oriented world of science or as an effective learning technique, most uses of drawing do not necessarily make explicit the assumptions about teaching and learning that underlie these approaches. As is true in many educational practices, the logic is largely based on anecdotal evidence, whether it worked for the author of the materials or because it is simply the way instruction has always been done. Dominant, too, is drawing as a way of communicating what students might know, particularly in exam situations, rather than as a generative way of learning content. In this struggle, mental discipline seems to prevail.
In anatomy and physiology classes—both graduate and undergraduate—the long-standing appeal of drawing continues to hold sway. For example, for a recent midterm examination from Harvard Medical School students generally needed to fill in identifications in pictures or drawings supplied. However, one question asked students do some drawing as well as labeling/identification. As shown in Figure 1, this kind of assignment is remarkably similar to those assigned at the University of Kansas in 1914, reinforcing the use of drawing as primarily a means for students to demonstrate their content knowledge.
A variation on this approach is a series of popular scientific “coloring books.” In one, Robert D. Griffin offers students a way of mastering biology by coloring in detailed drawings of bodily systems. In his preface to *The Biology Coloring Book*, Griffin describes a quite mentally disciplined approach as coloring is primarily in the service of memorization and focus:
The coloring activity is not some sort of happy playtime but an integral part of what has proved to be a highly effective learning method. [...] Not only does this physical activity make it much more difficult for your mind
6. (8 mins). Complete the diagram shown below and answer the questions where indicated:
a) sketch and label a circle that demonstrates the location of a vertebral body.
b) add a label on the diagram showing the location of the spinal nerve.
c) name a muscle or muscle group supplied by nerve “A”:
d) shade in an area (no bigger than a dime) that shows the location of nerve cell bodies for somatic and visceral afferent (sensory) fibers.
e) use a pencil or pen to trace the course of a splanchnic nerve from the spinal cord to synapse at a collateral or prevertebral ganglion.
Include the following labels on this diagram:
- C, for cell body
- W, for white ramus communicans
- S, for sympathetic trunk
Figure 1. Midterm Examination from Harvard Medical School, HST-101, used with permission of the author [31].
to wander to some other topic, but it also requires the activity of the parts of your brain that are involved in movement and in perception of color and shape. [...] As you probably know, the more areas of your brain you involve simultaneously in trying to learn something, the more easily you will understand and remember the material [32, n.p.].
In addition to the justification based on mastery of content, some authors argue for drawing to learn as essential to the development of science students’ “visual-spatial thinking,” according to James Mathewson. This strategy centers on replicating the processes of scientists: “Science and technology develop through the exchange of information and much of this is presented as diagrams, illustrations, maps, plots, schematics, etc.” [33, p. 37]. Perhaps the best known proponent of these approaches is Edward Tufte, a Yale statistician and sculptor who offers readers ways of “visualizing data” in order to more effectively communicate and argue for scientific content [34].
Other contemporary approaches to having students draw to learn science focus on ideas of multiple modes of learning. For example, a pilot solid state chemistry class at MIT used “picturing to learn,” which asked students to “create drawings from the concepts they learn from lectures and texts” [35, p. 1]. According to co-creator Felice Frankel, this technique can be effective because “visual thinking is one of the keys to a holistic understanding of any concept” [35, p. 1]. In an interview on the subject, Frankel added, “It is how I learn” [as cited in 35, p. 1].
THE FUTURE OF DRAWING TO LEARN SCIENCE
Fully enacting constructivist philosophy in the science classroom—particularly in higher education—has faced many challenges. For every call for students to learn to think scientifically and to create the next generation of world-class scientists, there comes another survey (and its associated standardized test) demonstrating how little students know about the basics. The tentacles of mental discipline are, indeed, many, much less the realities of overcrowded classrooms, the low priority of teaching for many science faculty faced with publish-or-perish pressures, and the dominance of standardized textbooks. There is also simply the idealized nature of a drawing-to-learn process as practiced by Agassiz and his followers. George DeBoer sums up his history of reform in science education with the following:
It is questionable, then, that we will make better observers (and thus better scientists) out of students by having them carefully examine some object and telling us everything they observe. Likewise it is important for us to realize that not every observation leads inevitably to a sensible inference,
especially if the student does not have an adequate conceptual background in that area [24, p. 232].
What cycles of educational reform in all fields demonstrate is that pedagogical techniques—whether fully grounded in sound theory or simply person’s experience—will rarely meet the reality and challenges of implementation. For educators who ask their students to draw to learn science, success will depend on recognizing and countering these challenges. A starting place is simply one of goals and theory and recognizing the potential conflicts between ideas of mental discipline and constructivism. Another is certainly the spirit of Agassiz’s vision of student learning. Shortly before his death, he offered the following advice to his natural history students on the island of Penikese, many of whom would go on to illustrative careers as scientists and science educators: “You can take your classes out, and give them the same lessons, and lead them up to the same subjects you are yourselves studying here. And this mode of teaching children is so natural, so suggestive, so true” [as cited in 7, p. 348]. Drawing to learn science certainly has that appeal, but its future success as an instructional technique will require more than replication. Instead, essential to success are a justification thoroughly grounded in sound theory and a recognition of the potential barriers—both historically and currently.
REFERENCES
1. L. Agassiz, Methods of Study in Natural History, *Atlantic Monthly*, 9, pp. 1-13, January, 1862.
2. L. Cooper, *Louis Agassiz as a Teacher: Illustrative Extracts on His Method of Instruction*, Ithaca, Comstock, New York, 1917.
3. S. Scudder, In the Laboratory with Agassiz, *Every Saturday*, 6, pp. 369-370, April 4, 1874.
4. W. L. Poteat, The Laboratory as Means of Culture, *School Science*, 1:6, pp. 287-288, 1901.
5. How to Educate Young Scientists. *The New York Times*, p. A14, July 3, 2006.
6. K. J. Schonborn and T. R. Anderson. The Importance of Visual Literacy in the Education of Biochemists, *Biochemistry and Molecular Biology Education*, 34:2, pp. 94-102, 2006.
7. E. C. Agassiz (ed.), *Louis Agassiz: His Life and Correspondence*, Houghton, Mifflin, Boston, 1886.
8. E. D. Rudolph, History of the Botanical Teaching Laboratory in the United States, *American Journal of Botany*, 83:5, pp. 661-671, 1996.
9. J. P. Campbell, *Biological Teaching in the Colleges of the United States*, Bureau of Education, Washington, 1891.
10. E. Lurie, *Louis Agassiz: A Life in Science*, University of Chicago Press, Chicago, 1960.
11. J. D. Teller, *Louis Agassiz, Scientist and Teacher*, Ohio State University Press, Columbus, 1947.
12. S. M. Guralnick, *Science and the Ante-Bellum American College*. American Philosophical Society, Philadelphia, 1975.
13. F. Rudolph, *The American College and University: A History*, Knopf, New York, 1962.
14. R. Hofstadter and C. D. Hardy, *The Development and Scope of Higher Education in the United States*, Columbia University Press, New York, 1952.
15. S. Rosen, *A History of Science Teaching in the American Public High School, 1820-1920*, Dissertation, Harvard University Graduate School of Education, 1955.
16. *Report of the Committee of Ten on Secondary School Studies*, National Educational Association/American Book Company, New York, 1894.
17. W. A. Locy, On Teaching Zoology to College Classes, *Education*, 9:10, pp. 673-683, 1889.
18. I. H. Hyde, *Laboratory Outlines of Physiology*, University of Kansas Dept. of Physiology, 1914, University of Kansas Archives, RG 17/40/19, Folder, Physiology. Hyde. Laboratory Outlines.
19. I. H. Hyde, *Laboratory Guide, Elementary Physiology*, University Extension Division, Correspondence-Study Department, 1914. University of Kansas Archives, RG 17/40/19, Folder, Physiology. Assignments, Final Examinations, 1914.
20. H. W. Cofrancesco, *Anatomy Laboratory Sketchbook, 1923*. Yale University Manuscripts and Archives, RU 159, Box 15.
21. J. Dewey, Science as Subject-Matter and as Method, *Science*, 31:787, pp. 121-127, 1910.
22. L. A. Cremin, *The Transformation of the School: Progressivism in American Education, 1876-1957*. Vintage, New York, 1961.
23. N. M. Grier, On the Approval for Accrediment of College Science Laboratories, *Science Education*, 19:1, pp. 19-23, 1935.
24. G. E. DeBoer, *A History of Ideas in Science Education*, Teachers College Press, New York, 1991.
25. L. R. Veysey, *The Emergence of the American University*, University of Chicago Press, Chicago, 1965.
26. M. I. Urofsky, Reforms and Response: The Yale Report of 1828, *History of Education Quarterly*, 5:1, pp. 53-67, 1965.
27. T. H. Huxley, *Science and Education*, Appleton, New York, 1899.
28. P. Freire, *Pedagogy of the Oppressed*. Herder and Herder, New York, 1972.
29. W.-M. Roth, Construction Sites: Science Labs and Classrooms, in *The Practice of Constructivism in Science Education*, K. Tobin (ed.), Lawrence Erlbaum, Hillsdale, New Jersey, pp. 145-170, 1993.
30. K. Tobin and D. Tippins, Constructivism as a Referent for Teaching and Learning, in *The Practice of Constructivism in Science Education*, K. Tobin (ed.), Lawrence Erlbaum, Hillsdale, New Jersey, pp. 3-21, 1993.
31. L. Gehrke, *HST 010 Midterm Examination*, Harvard Medical School, Cambridge, Massachusetts, 2001.
32. R. D. Griffin, *The Biology Coloring Book*, HarperCollins, New York, 1986.
33. J. H. Mathewson, Visual-Spatial Thinking: An Aspect of Science Overlooked by Educators, *Science Education*, 83:33, pp. 33-54, 1999.
34. E. R. Tufte, *The Visual Display of Quantitative Information* (2nd Edition), Graphics Press, Cheshire, Connecticut, 2001.
35. S. Brown, ‘Picturing to Learn’ Makes Science Visual, Massachusetts Institute of Technology News Office, 27 June 2006. Available online at http://web.mit.edu/newsoffice/2006/picturing.html.
**Other Articles On Communication By This Author**
Lerner, N., A History of WAC at a College of Pharmacy, *Language and Learning Across the Disciplines*, 5:1, pp. 6-19, 2001.
Hobson, E. and Lerner, N., Writing Centers/WAC in Pharmacy Education: A Changing Prescription, in *Writing Centers and Writing Across the Curriculum Programs: Building Interdisciplinary Partnerships*, R. W. Barnett and J. S. Blumner (eds.), Greenwood Press, Westport, Connecticut, pp. 155-175, 1999.
Lerner, N., Drill Pads, Teaching Machines, and Programmed Texts: Origins of Instructional Technology in Writing Centers, in *Wiring the Writing Center*, E. H. Hobson (ed.), Utah State University Press, Logan, pp. 119-136, 1998.
Direct reprint requests to:
Neal Lerner
MIT Writing Across the Curriculum
Room 32-083
77 Massachusetts Avenue
Cambridge, MA 02139
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Swimming Pool Chemistry
Those who own or maintain swimming pools know that frequent checks should be made on the water quality. One kind of pool "housekeeping" involves the removal of suspended particles such as leaves, dirt, and hair using skimmers and filters. A second kind deals with the much less visible buildup in the water of dissolved pollutants. Dissolved pollutants such as body wastes, algae, and disease-causing bacteria require chemical treatment.
Removing Bacteria
The chemical treatment of swimming pools involves the active disinfectant hypochlorous acid, HOCl. HOCl, a substance also used in drinking water purification and the final step of wastewater treatment, can be produced by the reaction of chlorine gas, Cl₂, with water:
\[ \text{Cl}_2 (\text{g}) + \text{H}_2\text{O} (\text{l}) \rightarrow \text{HOCl} (\text{aq}) + \text{H}^+ (\text{aq}) + \text{Cl}^- (\text{aq}) \]
Because of the corrosive and toxic properties of chlorine gas, sophisticated equipment is needed to handle it. This makes it impractical for home swimming pool use. Therefore, chlorine-containing compounds that serve as a source of HOCl are used instead. Sodium hypochlorite, NaOCl, the active ingredient in household bleach, is a commonly used disinfectant because it reacts with water to produce HOCl:
\[ \text{NaOCl} (\text{aq}) + \text{H}_2\text{O} \rightarrow \text{HOCl} (\text{aq}) + \text{Na}^+ (\text{aq}) + \text{OH}^- (\text{aq}) \]
Other examples of pool sanitizers are calcium hypochlorite, Ca(OCl)₂, which is marketed as HTH® and chlorinated isocyanurates, such as trichloroisocyanuric acid.
\[ \text{Ca(OCl)}_2 + 2 \text{H}_2\text{O} \rightarrow 2 \text{HOCl} + \text{Ca(OH)}_2 \]
HOCl is a small molecule that is deadly to bacteria. Because of its size...
and lack of charge, it can easily penetrate the cell wall of a bacterium. Once it is inside, both the chlorine and the oxygen from the hypochlorous acid molecule oxidize or "burn out" the interior of the bacterium by breaking down the bacterium's protein.
**Maintaining Chemical Balance**
The amount of HOCl available in a swimming pool depends on several factors. Immediately after treatment, there is plenty of HOCl in a pool. The level of HOCl decreases as it is used in destroying bacteria, algae, and other organic substances in the pool. Also, the amount of HOCl present in the water depends on the pH of the water in the pool.
To see how changes in pH affect the amount of HOCl available, we must understand that HOCl dissociates (breaks apart) to form hydrogen ion, H\(^+\), and hypochlorite ion, OCl\(^-\), in water:
\[
\text{HOCl (aq)} \rightarrow \text{H}^+ (\text{aq}) + \text{OCl}^- (\text{aq})
\]
(1)
H\(^+\) and OCl\(^-\) can also recombine to produce HOCl molecules:
\[
\text{H}^+ (\text{aq}) + \text{OCl}^- (\text{aq}) \rightarrow \text{HOCl (aq)}
\]
(2)
Because reaction 2 is just the reverse of reaction 1, and because both reactions are occurring at the same time, chemists usually write one equation to represent both processes.
\[
\text{HOCl (aq)} \rightleftharpoons \text{H}^+ (\text{aq}) + \text{OCl}^-
\]
(Hypochlorous acid) (Hydrogen ion) (Hypochlorite ion)
When these two reactions occur at the same rate, we say that an equilibrium exists.
When the pH of the water in the pool is lowered, that is when more H\(^+\) is added to the system, the extra H\(^+\) reacts with some of the OCl\(^-\) already present to produce more HOCl. The concentration of HOCl available in the pool is increased and we say "the equilibrium is shifted to the left." If the pH is raised by adding a base, the extra hydroxide ion, OH\(^-\), combines with some of the H\(^+\) in the pool to produce water:
\[
\text{H}^+ (\text{aq}) + \text{OH}^- (\text{aq}) \rightarrow \text{H}_2\text{O (l)}
\]
Some of the available HOCl in the pool then breaks apart to form more H\(^+\) (to compensate for the H\(^+\) that was used up by the OH\(^-\)) and more OCl\(^-\). We say that the "equilibrium is shifted to the right."
Figure 1 shows how shifts in pH change the concentrations of OCl\(^-\) and HOCl.
**The Ideal pH Level**
The ideal equilibrium distribution is equal concentrations of HOCl and OCl\(^-\). The table shows that a pH of 7.5 maintains this balance. If the pH is held in the range from 7.2 to 7.8, a suitable distribution of HOCl and OCl\(^-\) is provided. If the pH is lower than 7.2, the high concentration of HOCl is very irritating to the eyes of swimmers. Also, the growth of algae flourishes in this acid range. If the pH is higher than 7.8, too much of the disinfectant is present as OCl\(^-\), which is decomposed rapidly by sunlight.
The pH is adjusted by adding acid or base to the pool water. If the pH is too high (if the pool water is too basic), hydrochloric (muriatic) acid, HCl, or sodium bisulfate, NaHSO\(_4\), can be added to the water to react with this excess base. If the pH is too low (if the pool is too acidic), sodium carbonate, Na\(_2\)CO\(_3\), added to the pool will react with the excess acid and bring the pH back up to an acceptable value.
Pool care involves both physical and chemical treatments. Although the tests used to determine the necessity of chemical treatment do not require an understanding of the chemistry involved, some knowledge of acid-base chemistry, pH, and equilibrium concepts provides the pool owner with the logic behind these chemical treatments. This knowledge also helps to ensure the safety of all who use the pool.
**Effects of pH changes**
| pH | % of chlorine as OCl\(^-\) | % of chlorine as HOCl |
|----|-----------------------------|-----------------------|
| 6.0| 3.5 | 96.5 |
| 6.5| 10.0 | 90.0 |
| 7.0| 27.5 | 72.5 |
| 7.5| 50.0 | 50.0 |
| 8.0| 78.5 | 21.5 |
| 8.5| 90.0 | 10.0 |
**References**
Linda, F. W.; Hollenbach, R.C. "The Backyard Pool." *Sciquest*, 52(5):7-9, May/June 1979.
Faust, J. P.; Gower, A.H. "Treatment of Swimming Pools." *Kirk-Othmer Encyclopedia of Chemical Technology*. Vol. 22, 2nd ed. N.Y.: Wiley and Sons, 1970.
Faust, J. P.; Waldvogel, R.L. *The HTH® Water Book*. Stamford, Connecticut: Olin Chemicals, 1976. | <urn:uuid:d607531f-d555-43aa-be01-6b326c06bc0a> | CC-MAIN-2021-49 | https://www.acs.org/content/dam/acsorg/education/resources/highschool/chemmatters/articlesbytopic/acidsandbases/chemmatters-april1983-swimming-pool.pdf | 2021-12-05T14:59:33+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363189.92/warc/CC-MAIN-20211205130619-20211205160619-00264.warc.gz | 684,877,613 | 1,735 | eng_Latn | eng_Latn | 0.987168 | eng_Latn | 0.990918 | [
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In Alice Springs, 38% of waste is organic (i.e. food and green waste). By separating out organic waste, the total amount of waste going to landfill is reduced – only items that cannot be recycled or composted will go to landfill.
The aim of Council’s trial is to gauge the feasibility of a permanent FOGO collection service for the community that will extend the life of the landfill.
1. **What are the benefits to me?**
A trial will pave the way for a potential whole community service, allowing for unforeseen hurdles to be addressed during the trial. A successful trial will result in households gaining an environmentally-friendly means of disposing of organic waste, that is actually good for the environment.
2. **How often will my bin be emptied?**
On a weekly basis. However, for a period of one month a fortnightly pick up will be trialed.
3. **What if I run out of compostable bags at home?**
Council’s front desk will be stocked with compostable bags – contact our friendly customer service officers.
4. **How do I stop my FOGO kitchen caddy smelling?**
By emptying your FOGO kitchen caddy regularly, smells will be reduced. Other smell-reduction solutions include:
- Keep your kitchen caddy out of the sun, e.g. in a cupboard, under a benchtop
- Wash and dry the kitchen caddy before replacing the compostable bin liner
- Place newspaper or a paper towel in the bottom of the kitchen caddy, before replacing the compostable bin liner
- Freeze your meat/seafood and place it in the bin on bin collection day
5. **Can I use other kinds of bin liners?**
Please use only the supplied compostable bin liners. Compostable bags are made of organic material and will break down into non-toxic components, perfect for composting. Biodegradable bags take decades to disappear, as they break down into ever smaller fragments of plastic, contaminating the organic compost.
6. **What CAN go in my FOGO kitchen caddy (bin)?**
- Food scraps, including vegetables, seafood, dairy, meat, bones (cooked or raw), teabags, coffee grounds and egg shells
- Lawn waste, including grass clippings, leaves, bark, twigs, plants and weeds (large amounts can be deposited directly into your 240L bin)
- Shredded paper, paper towels, paper napkins and tissues
- Food-contaminated / food-soiled cardboard (e.g. used pizza boxes)
- Personal cuttings, including hair and nail clippings
7. **What CAN’T go in my FOGO kitchen caddy?**
If it doesn’t grow, it doesn’t go. In general, only things that were once alive, or were grown, should go in your FOGO kitchen caddy.
This means no:
- Plastics (no biodegradable plastic bags, shopping bags, take-away food containers /straws / cutlery)
- Nappies, used pet litter
- Fabric (e.g. clothing, cloth bags, bandaids)
- Hard waste or broken household items (e.g. metal, glass, plates and cups)
- Hazardous or contaminated waste (e.g. asbestos, oils, paint)
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Clocks and More Clocks
One Minute Book
This book shows how many times I can do each activity in one minute.
By _______________________
Say the alphabet.
ABCDEF
Guess: ______ times
Timed: ______ times
Count to 20.
12345
Hop on one foot.
Guess: ______ times
Timed: ______ times
Clap my hands.
Guess: ______ times
Timed: ______ times
Touch my toes.
Guess: ______ times
Timed: ______ times | <urn:uuid:4c030601-0725-44bc-9ce2-7ccc602f1b69> | CC-MAIN-2022-21 | https://www.lovetoteach.org/media/k2/attachments/Clocks%20and%20More%20Clocks.pdf | 2022-05-21T15:38:43+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662539131.21/warc/CC-MAIN-20220521143241-20220521173241-00305.warc.gz | 988,366,203 | 103 | eng_Latn | eng_Latn | 0.991917 | eng_Latn | 0.991917 | [
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Bodies Are Cool and ABC for Me: ABC Everyday Heroes Like Me: A Celebration of Heroes, From A to Z!
EDITH CAMPBELL
Nonfiction books are important tools that help young readers learn about the world around them. Their text and images work together to provide information to readers. Embedded in this information are ideologies about ways of being.
WHILE WE EXPECT fiction to expand our thoughts by taking us into someone’s imagined worlds, we expect nonfiction to ground us with information. I grew up with nonfiction books serving up informational text—works presented to readers as unbiased presentations of facts. Unless I had a keen desire to learn more about a topic, little to nothing was provided to help me develop an interest for the book. Needless to say, I stayed away from nonfiction for quite a while.
Today’s young readers have a much wider choice in nonfiction selections that are developed to invite readers in with trendier formats and styles. These contemporary books can be classified as browsable, active, traditional, expository, or narrative (Stewart, 2018). Regardless of the type of nonfiction book, readers still pick them up with an underlying sense of trust in the information. We need to remember that messages in these books, even the informational texts of yesterday, extend beyond their intended purpose. Research late in the 20th century examined ideologies present in children’s books surrounding race, gender, and class (McCallum & Stephens, 2011). These ideologies, defined as “systems of belief which are shared and used by a society to make sense of the world” (McCallum & Stephens, 2011, p. 370), exist alongside the intended information, transmitting biases in ways that can be as unintentional as they can be intentional. These ideologies, as Debbie Reese (2000) reminded us, are formed by the dominant society, too often suppressing voices that are not white, cishet, male, and able-bodied.
I choose to move away from literary-based reviews by using the critical questions posed by Botelho and Rudman (2009) to examine ideologies embedded in text and images. I critique structures by identifying ways some people are empowered while other people have been rendered invisible—ways we are all being positioned. I start my work by getting familiar with the author and their worldview.
ABC for Me: ABC Everyday Heroes Like Me: A Celebration of Heroes, From A to Z! (2021) is by Sugar Snap Studio, better known as Jessie Ford. Ford lives and works in a small town on the British coast. She has done much of her charming, bright, and colorful work as a commercial artist working for major global companies. Working with marketing departments has helped her to understand design trends that would appeal to various demographics (Ford, 2018).
Ford’s attraction to the bold use of color is evidenced in ABC for Me. Each page of the book features a child in an occupation that begins with a letter of the alphabet. This
is more of a browsable nonfiction book that young readers don’t have to read cover to cover. Each page offers bits of information that don’t rely on what’s on the previous or following pages to make sense to the reader. By using the back matter to list individuals who have achieved fame in various occupations, Ford speaks to the trendy desire to be influencers and works here to let young people know there is importance in performing skilled labor. Indirectly, she tells readers that people who use their talents to build successful careers are seen as heroes. Presenting workers in nontraditional gender jobs, along with the contemporary design, packages a sense of inclusion that a critical reading of the images quickly disrupts. The ubiquitous brown child who exists with no cultural markers (Afros, hijabs, or saris) brings a sentimentality of integration to the texts, with everyone fitting into a mold shaped by whiteness. These characters fit the mold quite well, all with similar body shapes and sizes. Who is missing from this seemingly diverse cast? I would suggest there are no people with physical disabilities, and someone else might suggest I remember the person with the cane who is assisted by the “U—Unsung Hero.” I’d refer to this as ageism, because the only elderly person in the book needs both a hero and a cane to assist with mobility. It’s worth noting who is wearing eyeglasses and what type of work they’re doing. What message does that transmit from this particular book about those who wear glasses?
The physical sameness of the children and the gentle presentation of the professions chosen seem to position readers to desire a rather white-oriented, middle-class future. In the drawings, firefighters, tennis players, judges, and artists are all isolated and working independently. Who does this empower and how? Using Botelho and Rudman’s (2009) questioning practice in reviewing helps me fully understand how some people are privileged, while others are made invisible.
These particular questions work well for reviewers and educators, but would have to be amended to help children interact with the text from a critical stance. A more age-appropriate process would have to be implemented to help them identify for whom a story is written and how an author is positioning readers. This learning process is designed to decode ideologies, not to decide if a book, or a message, is “good” or “bad.” All books are political; all books position us. I think it’s important to understand how.
Tyler Feder brings a different ideology to her design work.
I started making body positivity and self love-themed illustrations as a means to combat my own complicated feelings about my body. Drawing cute self-portraits of my chubby, hairy body reminds me that being Tyler-shaped is just fine!
My goal is to help other people feel better about their bodies by drawing all different shapes and sizes in an equally loving and careful way. (Feder, 2018, Body Image section)
Copyright © 2021 by Jessie Ford. Reproduced by permission of the publisher, Walter Foster Jr., an imprint of The Quarto Group, Mission Viejo, CA.
Bodies Are Cool (2021), Feder’s second picturebook, like Ford’s, contains a vibrant color palette. Also a browsable nonfiction, this book consists of double-spread pages with curvy, four-line stanzas that invite readers to read (or sing!) about ways to celebrate the fact that bodies are cool. The images portray people of varying ages, genders, sexual orientations, abilities, sizes, and shapes involved in activities they seem to enjoy. Feder uses exposed skin to prominently display that bodies are cool. The text offers descriptive words for skin colors: “dark skin, olive skin, every shade of brown skin, pinky-pale or peach skin. Bodies are cool!” However, there is no curling, swerving, rhyming line that addresses the disabilities presented in the images. While artificial limbs, insulin pumps, and alopecia are visualized, these disabilities are invisible in the text. The characters in this book form communities that play in parks, ride on trains, and paint neighborhoods. Who does this empower?
Ford wants readers to believe that anyone can choose a career that will make them a hero. Feder tells readers that all bodies are cool. Their messages are clearly stated in the titles of their books; however, engaging with the text through critical literacy provides a deeper understanding of the ideologies presented.
Nonfiction has become much more inviting to young readers. I think it helps to provide them with skills that support them in uncovering how this information is positioning them. You might even consider how this review is meant to position and empower you!
Edith Campbell is an associate education librarian in the Cunningham Memorial Library at Indiana State University (ISU). She is a founding member of the We Are Kidlit Collective and of See What We See. She currently serves on the advisory board for the Research on Diversity in Youth Literature journal. In 2016, she served as a faculty fellow to the ISU Faculty Center for Teaching Excellence’s Multicultural Curriculum Learning Community. Campbell was a member of the 2019 Robert F. Sibert Medal Selection Committee. She blogs to promote literacy and social justice in young adult literature at Cotton Quilts.
References
Botelho, M. J., & Rudman, M. K. (2009). *Critical multicultural analysis of children’s literature*. Routledge.
Feder, T. (2018). Tyler Feder. https://www.tylerfeder.com/#/bodyimage/
Ford, J. (2018). Jessie Ford. http://www.jessieford.co.uk/about
McCallum, R., & Stephens, J. (2011). Ideology and children’s books. In S. Wolf, K. Coats, P. Enciso, & C. Jenkins (Eds.), *Handbook of research on children’s and young adult literature* (pp. 359–371). Routledge. https://doi.org/10.4324/9780203843543
Reese, D. (2000). Contesting ideology in children’s book reviewing. *Studies in American Indian Literature, 12*(1), 37–55. https://www.jstor.org/stable/20736949?seq=17#metadata_info_tab_contents
Stewart, M. (2018). The five kinds of nonfiction: A look at the distinctions in informational books, with recommended titles. *School Library Journal, 64*(5), 12–13. https://www.melissa-stewart.com/img2018/pdfs/5_Kinds_of_Nonfiction_SLJ_May_2018.pdf
Children’s Literature Cited
Feder, T. (2021). *Bodies are cool*. Dial Books.
Sugar Snap Studio. (2021). *ABC for me: ABC everyday heroes like me: A celebration of heroes, from A to Z!* Walter Foster Jr. | <urn:uuid:d62ab68b-7129-45ca-8cdd-daf0119e7d26> | CC-MAIN-2022-21 | https://www.childrensliteratureassembly.org/uploads/1/1/8/6/118631535/9-criticalconversations-campbell.pdf | 2022-05-21T15:29:24+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662539131.21/warc/CC-MAIN-20220521143241-20220521173241-00298.warc.gz | 801,669,415 | 2,029 | eng_Latn | eng_Latn | 0.995174 | eng_Latn | 0.997327 | [
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E-MAIL NETIQUETTE – BE RESPECTFUL
As with every type of online interaction, there are certain 'rules' that everyone needs to follow when getting in touch using e-mail. Just like classroom expectations – Be Ready, Be Respectful, Be Your Best – the same applies when we’re Learning @ Home!
When sending an e-mail to your teacher:
1. Always use your school e-mail address
2. Use the Subject Heading box to let your teacher know what the e-mail is about in a few words – keep it short
3. Don’t use CAPITALS – it’s seen as SHOUTING
4. Use the message box to write your e-mail message to your teacher
5. Be as polite as you would be in ‘real life’ – start your message with ‘Hi!’ and don’t forget to say ‘Thanks!’ at the end
6. We will try to reply to you as soon as we can, although this may take a day or two. If your request can’t wait, contact firstname.lastname@example.org | <urn:uuid:ac3c3b0a-f8e5-4065-a1e9-681b24d6719a> | CC-MAIN-2022-21 | https://www.gracemounthighschool.co.uk/wp-content/uploads/2022/01/Netiquette.pdf | 2022-05-21T16:07:28+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662539131.21/warc/CC-MAIN-20220521143241-20220521173241-00305.warc.gz | 896,436,739 | 223 | eng_Latn | eng_Latn | 0.995651 | eng_Latn | 0.995651 | [
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"Health is better than wealth", this is a very old proverb. It means that there is nothing better than good health and nothing worse than bad health. In this topic I will write about healthy body that leads to healthy mind. As we know that we can't separate healthy body from being healthy mind as they are interrelated together.
Firstly, I will speak about healthy body and being physically healthy, that comes from eating healthy food and balanced diet such as vegetables, fruits, dates and avoiding unhealthy or junk food. In my opinion, we should drink more water and milk. Moreover, we should play sports and do exercises to make our bodies fit and strong. Indeed we can avoid diseases by this. As I see, we can have supple and well-built bodies by that I have mentioned formerly.
Secondly, I will write about how we can make our minds flexible. It is very important to tax our brains. We should sit down with a book or a crossword is a useful way to exercise our minds and help to keep us mentally fit. Moreover, we may play chess, solve crosswords or puzzles and of course recite the Holy Quran.
The importance of sleep:
Experts frequently advise us that sleep is very essential for a person's health and wellbeing. They also warn that sleep loss leads to many health problems.
We need sleep when we are tired or drowsy after too much work or efforts. The amount of sleep varies from one to another depending on several factors such as; age, daily routine, the quality of our sleep and the genetic make-up. The great importance of having enough sleep is that we can have a good memory, keep fit and avoid mistakes in work. But what will happen if we had lack amount of sleep? We will suffer in our memory and the ability to remember or concentrate. Moreover, we will not be physically fit.
Finally, sleep is a blessing indeed from God. If we use it properly, we can enjoy our life mentally and physically.
Living in a town or living in a city:
الحياة في المدينة والريف
When large numbers of people move to live in a specific place; they do that to improve their lives, find better jobs, entertainment and good services. Nowadays, people move from villages to the cities trying to find better jobs and work. This is called rural depopulation. They leave the country moving to the city leaving the country empty to some extent and causing major problems in the city.
There are some advantages of this phenomenon such as; finding better paid jobs and enjoying good services. Also, they contribute in constructing the nation and their country. On the other hand, there are some disadvantages of this phenomenon; such as leaving the country deserted and empty. Moreover, it will lead to some more problems in the city such as pollution, overcrowd or even crimes because of the socioeconomic problems or differences. This leads also to the collapse of farming in the village as it became less profitable for many reasons; for example, pollution, less water…etc; and the farmers move to live in the city.
Nowadays, some businessmen move to live in the country escaping from the problems of pollution, crowd and traffic, and enjoying the fresh air, virgin nature, leafy streets and calm in the country that thing they miss in the town or the city.
Spending leisure time in the past and nowadays:
وقت الفراغ في الماضي والحاضر
Life became very stressful today more than what was happening in the past. Also it seems more rushed than it used to be in the past. It is not a surprise when we discover that we have less free time than we had in the past because life became very busy and stressful or tiring. But of course they had leisure time in the past and they were enjoying it for sure.
The question is; How were they spending their free time?. They were spending their free time in telling stories, visiting relatives, playing their simple games such as; dama, ambar and Al Khabsah…etc and they were playing chess as well. They made their games from simple items from their daily life because they had a lot of time to utilize them. They used stones, rocks, shells, sand and almost any other everyday item you can think of. They enjoyed their time very well during their play.
Nowadays, we spend our time in a very different way. We can play computer games, play online, go shopping, chat on the internet or even communicate via the social media using face book, wattapp, instagram twitter …etc.
All people like to practise sport. But not all people like extreme sport. Some people like to take adventures and push themselves to extreme limits in practicing sport. They like to climb high mountains or even swim in frozen water. Those people have their reasons and motives. They want to be famous. Some look for money and want to be rich. Others want to draw the attention to the problems in their countries.
These types of sport are very dangerous. People may lose their lives or even get badly injured. That’s because of the risky conditions they face. They may face bad weather conditions, like strong winds or freezing temperature. They may also face dizzying heights. Lack of oxygen. Shortage of food or water or sometimes getting lost.
They usually overcome these problems by hard training and getting ready before any adventure.
There certain preparations people and sportsmen should do before going on a journey, expedition or adventure. They should tell someone where they are going. They should take a first aid kit. They should take a mobile or a compass. They shouldn’t forget food and water.
Adventures, challenges and expeditions are all sources of fun and enjoyment to people who practice them, but they should be careful and well prepared in order to avoid their dangers.
Long time ago people wondered if there is life on other planets or not. Man’s fascination and imagination led him to think deeply in exploring outer space. Scientists thought of ways of sending people into other planets or into space.
Tens of years ago Man succeeded to invade space and land onto the moon. Man thought of going into space for many different reasons. First, scientists wanted to know if there is any sign of life on other planets. They wanted to know which planet my support human life. They also made experiments which may serve people on Earth.
So, Some people are in favour of space exploration. They say that it will benefit humanity in general. It will help in developing all fields of life. It will help in solving many problems on Earth. It will benefit Man in the field of wireless communication and in aircraft industry. It will also help doctors save many lives by monitoring patients from remote places.
Other people are totally against space exploration or space tourism. They think it is useless and has no benefit at all. They argue that it is a waste of time and waste of money. They add that it is too dangerous for astronauts as they may lose their lives. They say that Man usually causes harm to the place he goes to.
Finally, I think we shouldn’t stop thinking, exploring and discovering for the welfare of all humanity.
A child prodigy is a person who has an outstanding talent or skill at a very early age. All people like to see their children smart and intelligent. People educate their children at early age so that they can develop their talents and skills.
A few children show these extraordinary talents at a very early age. We can't deny that these prodigies benefit children, their parents, the society and humanity in general.
Being a child prodigy has advantages and disadvantages. When we talk about advantages, we start with the most important one which is being known and famous. A child prodigy will be known around the world. Child prodigy will also be rich. He will get lots of money through his creative ideas and creative thinking. The advantages also include being distinguished. Prodigies also get a lot of rewards.
There are some disadvantages of being prodigy. First, it is always difficult to cope with normal friends, normal classes or schools. So, a child prodigy will always feel isolated. Children of the same age will always be different from him. So, a child prodigy will find it difficult to enjoy his childhood.
Parents, families and governments have a duty towards those child prodigies. They should give them extra care. They should provide all necessary materials to help them develop their talents and skills. | <urn:uuid:903ecb82-94b8-43f5-a534-6ca926359791> | CC-MAIN-2024-10 | https://ykuwait.net/vb/attachment.php?s=0157d7425190a8eac2b64aaf8b3fe2af&attachmentid=34140&d=1490652631 | 2024-02-26T13:34:09+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474660.32/warc/CC-MAIN-20240226130305-20240226160305-00326.warc.gz | 1,072,576,820 | 1,699 | eng_Latn | eng_Latn | 0.998701 | eng_Latn | 0.998884 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
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] | false | rolmOCR | [
1918,
4411,
7069,
8400
] | [
2.640625
] | 1 | 0 |
## Groovy Music Series Tip Sheet
### Comparison of Groovy Features
| Feature | Explore | Age | Compose w/ Shapes | View Notation | Create/Edit Objects | MIDI Record | MIDI Import/Export | Sibelius/Groovy File Import | Lab Control |
|--------------------------|---------|-----------|-------------------|---------------|---------------------|-------------|--------------------|----------------------------|-------------|
| GROOVY Shapes | See below | Ages 5-7 | yes | no | yes | no | yes | no | yes |
| Jungle (and Shapes) | See below | Ages 7-9 | yes | yes | yes | yes | yes | yes | yes |
| City (and Shapes) | See below | Ages 9-11 | yes | yes | yes | yes | yes | yes | yes |
### Explore Lessons
| Lesson | Shapes | Jungle | City |
|-------------------------|--------|--------|------|
| Intro | Intro | Intro | Intro|
| Shapes | X | | |
| Tone Color | X | X | |
| Instrument Words | | | X |
| More Instrument Words | | | X |
| Loud & Soft | X | | |
| Music Symbols | X | | |
| Music Words | X | X | |
| Loud & Quiet | X | | |
| Notes & Notation | | | X |
| Dynamics | | X | X |
| Dynamic Words & Symbols | | | X |
| Beat | X | | |
| Fast & Slow | X | | |
| Sounds & Beat | X | | |
| Long & Short | X | X | |
| Tempo | X | | X |
| Beat & Meter | | X | |
| Notes & Beats | | X | |
| Meter | | | X |
| Rhythm | | | X |
| Upward & Downward | X | X | X |
| High & Low | X | | |
| Steps & Leaps | X | | |
| High, Low, Steps, Leaps | | X | X |
| Major & Minor | | | X |
| Major, Minor, & Blues | | | X |
| Making Melody | X | X | X |
<= Beginner to More Advanced =>
### Groovy Tips (Note: Mac key combinations in paren's)
1. Rename or Delete Student Names: Hold down the **Control+Shift** keys from the Login Window.
2. Copy any shape in the Playspace: **ALT (Option)** and drag the shape.
3. Edit a shape in the Playspace: **double click** on the shape.
4. Delete a song file: **Control + Shift keys** and drag the file (one you are not currently using) to the trash icon.
5. Add or remove a shape from the menus: **ALT (option) + Shift** and drag a shape into the Menu space to add; Control + Shift and drag a shape from the Menu space to the Trash icon.
6. Access the Teacher’s Panel: **Control+Shift+T** at any time. Change MIDI/Audio volume, tap latency for rhythm activities, manual/auto paced Explore, song length, printing, zoom, screen size/resolution, lab control mode.
7. Change the length of songs: Move the STOP sign or change settings in Teacher Panel for “long songs enabled” (up to 99 bars) or not (about 13 bars).
8. Change song settings: **ALT (Option+Apple) keys** + click on New Song Button: change Key, Scale, Meter, and the number of objects to use for creating.
9. Import or Export MIDI files: **ALT (Option) + Shift** and click Open Songs or ALT+Shift and click Save.
10. The Explore Lessons can be *automatic* paced or *manual* paced; change settings in Teacher Panel. Lessons keyed to MENC standards. Be sure to check out the Lesson Plans provided in the manuals for each Groovy disk.
11. GOTCHA! Songs created in one Groovy program (e.g., City) will not open in another program (e.g., Safari); A Shapes song created in City will only open in City. Label files carefully.
12. Download and share your student Groovy songs on [www.groovymusic.com](http://www.groovymusic.com).
Groovy Tips Continued....
Teacher Control Panel
Control + Shift + T any time to access
MIDI volume
Audio volume
Tap latency
Region
Screen size
MIDI output
Manual Explore navigation
Long songs enabled
Show print button
Show full score button
Show zoom button
Show screen toggle button
Extra character animations
Lab control
Set lab control folder...
Distribute new song
Distribute current song
Key
C
F
Pitch system
Mod
Chromatic
Scale
Pentatonic Major
Pentatonic Minor
Major
Minor
Meter
1/4
3/4
2/4
Library
Large
Medium
Small
The song parameters are the same if you ALT (option) click on New Song button
Music or graphic notation
Stretch bar to change duration; slide bar up and down to change pitch
Timbres, dynamics, text
Edit Window
Double click any shape to open the Edit window
Duration menu
Undo and Redo
Trash
Play, rewind, & Record buttons
Create New Shapes & Add to Menu Space
To add a shape in the Playspace to menu, ALT (option) + Shift and drag shape to Menu space and the Dropbox will appear
To create a new shape, click the NEW PART button for the Shape options. Drag a shape to the Playspace & the Edit window appears. Add notes. The keyboard icon will let you use a MIDI keyboard to record your pattern.
Code a Sibelius File to Use in Groovy
1. Create the Sibelius file or use the many patterns already in the Idea Hub (new in Sibelius 5).
2. Use up to six staves (each with a separate MIDI channel) for Melody, Arpeggios, Chords, Rhythms, Bass, Bonus shapes.
3. After music created, use the Groovy Music Markup Plug-in (Plug-Ins > Other) to add Groovy coding, see above example.
4. Select range of bars for one shape on a single staff, then apply the plug-in. Continue this process until all shapes are coded. Or, you can set the plug-in to break a stave of music up into chunks of any bar length.
5. Export Sibelius file as Type 1 MIDI file.
6. In Groovy, SHIFT+ALT (option) the Open Song icon to import MIDI file. Shapes will appear in Playspace.
7. Move shapes, one at a time, to the Menu space.
8. Delete shapes in the Playspace and save the Groovy file to use as a template for new song creation with students. | <urn:uuid:a8272c10-ed6e-4329-a9ed-c4544879ad1c> | CC-MAIN-2018-51 | https://coach4technology.net/sibelius_resource_files/552.pdf | 2018-12-13T01:49:04Z | crawl-data/CC-MAIN-2018-51/segments/1544376824338.6/warc/CC-MAIN-20181213010653-20181213032153-00142.warc.gz | 543,620,988 | 1,574 | eng_Latn | eng_Latn | 0.987094 | eng_Latn | 0.988302 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
4392,
6557
] | [
3.015625
] | 2 | 0 |
| Content | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
|---------|----------|----------|----------|----------|----------|----------|
| **Declarative Knowledge – ‘Know What’** | Delving into data
Collecting representing and interpreting data
Using number (from year 10)
Non-calculator methods
Using number (from year 10)
Types of number and sequences
Indices and roots | Graphs
Gradients and lines
Non-linear graphs
Using graphs | Algebra
Expanding and factorising
Changing the subject
Functions | Reasoning
Multiplicative reasoning
Geometric reasoning
Algebraic reasoning | Revision and communication
Transforming and constructing
Listing and describing
Show that… | |
| **Skills Procedural Knowledge – ‘Know How’** | • Understand sampling including the possible limitations
• Construct and interpret tables and line graphs for time data series
• Understand and represent with grouped data
• Understand and identify correlation
• Use lines of best fit, understanding the degrees of extrapolation
• Construct and interpret frequency polygons
• Evaluate measures of location and dispersion
• Use statistical diagrams and measures to compare distributions | • Find and use equations of straight lines
• Plot and read the quadratic curves
• Understand and find roots
• Plot cubic and reciprocal graphs
• Reflect shapes in a given line
• Construct and interpret speed, distance and time graphs
• Construct and interpret real-life graphs | • Expand a single bracket and binomials
• Factorise into a single bracket
• Factorise quadratics of the form $x^2+bx+c$
• Solve quadratic equations
• Simplify complex algebraic expressions including algebraic fractions
• Review solving linear equations
• Change the subject of the formula, including perimeter, area and volume formulae
• Volume of a pyramid
• Find inputs and outputs
• Show algebraic expressions are equivalent | • Review scale and enlargement
• Work with direct and inverse proportion
• Calculate with pressure and density
• Determine whether a problem requires additive or multiplicative reasoning
• Review angle facts, focusing on the language of reasons and chains of reasoning
• Review Pythagoras’ theorem and using trigonometrical ratios
• Work with complex indices
• Review simplification of complex expressions | • Revisit transformations of shapes, linking to types of symmetry
• Perform standard constructions using ruler and protractor or ruler and compasses
• Solve loci problems
• Work with organised lists
• Sample spaces and probability
• Complete and use Venn diagrams
• Work with plans and elevations
• Use data to compare distributions
• Illustrate equivalence, numerically and algebraically
• Justify answers
• Use the language of angles rules | |
| | | | |
|---|---|---|---|
| | Use four operations with integers (positive and negative), decimals and fractions with and without context (include all areas of previous study)
- Work with exact answers e.g. area and volume
- Evaluate calculations involving percentages
- Use factors, multiples and primes and prime factorisation
- Recognise arithmetic and geometric sequences
- Recognise and use other sequences
- Work out powers and roots
- Use the rule of indices
- Calculate with numbers in standard index form | | Solve problems using the kinematics formulae
- Justify e.g. why a number is/isn’t in a given sequence | Use the conditions for congruent triangles |
**Key Questions**
**Assessment**
- Mini unit test
- Mini unit test Full set of PPE
- Mini unit test
- Mini unit test Full set of PPE
- Mini unit test
- Final exam | <urn:uuid:950a7a4f-8061-41bb-bf96-b1d111014607> | CC-MAIN-2024-10 | https://ridgeway.herts.sch.uk/wp-content/uploads/2022/10/Curriculum-Map-Maths-Year-11.pdf | 2024-02-26T13:26:44+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474660.32/warc/CC-MAIN-20240226130305-20240226160305-00330.warc.gz | 484,425,235 | 776 | eng_Latn | eng_Latn | 0.967183 | eng_Latn | 0.962735 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2856,
3720
] | [
3.75
] | 1 | 0 |
Dear Parent/Guardian(s):
Imagine you are a young child and you awake one night to find your bedroom filling with smoke. Your house is on fire! What would you do?
To make sure your child has the skills that can potentially save his/her life, we will be teaching burn prevention and fire escape in class. A key element of this learning process will include a tour at school of the Fire Safety House.
This mobile classroom is specially designed to teach children vital burn-prevention and fire escape techniques through a fun, safe simulation of common hazards. The Fire Safety House is equipped with a kitchen, bedroom and living room which feature the types of dangers children should look for.
In addition, the house fills with non-toxic smoke to teach children to crawl low to safety. A heated door helps children choose the right exit. And, a ladder on the second floor allows them to practice emergency escapes.
If your child suffers from asthma, other respiratory conditions or allergies that may be irritated by the non-toxic smoke, please indicate that below before allowing him/her to tour the house.
---
PERMISSION SLIP
☐ My child, ________________________, has permission to tour the Fire Safety House.
☐ My child, ________________________, does not have permission to tour the Fire Safety House.
☐ My child, ________________________, has the following allergy or other condition, that may be irritated by the non-toxic smoke and should not be in the Fire Safety House during that part of the tour.
☐ My child, ________________________, has the following special considerations, when participating in the Fire Safety House.
__________________________________________________________
__________________________________________________________
(Parent/Guardian signature) (Date)
For further information concerning this safety program, please contact | <urn:uuid:bdeb2f9d-1c4c-4fa9-aa51-7a5f649ff533> | CC-MAIN-2021-17 | https://firesafety.vermont.gov/sites/firesafety/files/files/Documents/dfs_publiced_fsh-permission.pdf | 2021-04-13T19:32:16+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038074941.13/warc/CC-MAIN-20210413183055-20210413213055-00349.warc.gz | 361,061,655 | 353 | eng_Latn | eng_Latn | 0.999514 | eng_Latn | 0.999514 | [
"eng_Latn"
] | false | rolmOCR | [
1872
] | [
2.203125
] | 1 | 0 |
Directions for “No. 33.”
Provide a complete Roman numeral analysis of the following piano piece. Be sure to include the modulation away from, and back to, the home key.
Then answer the following questions:
1) How are the two keys related?
2) What is the form of this piece? Provide a formal diagram using lower-case letters, measure numbers, and keys and cadences. | <urn:uuid:ae96fa4e-a5aa-434b-bdb3-348a82e33cf1> | CC-MAIN-2021-17 | https://www.okcu.edu/uploads/music/docs/Directions-for-Romantic-analysis-FA17.pdf | 2021-04-13T19:57:27+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038074941.13/warc/CC-MAIN-20210413183055-20210413213055-00348.warc.gz | 1,039,210,566 | 80 | eng_Latn | eng_Latn | 0.998939 | eng_Latn | 0.998939 | [
"eng_Latn"
] | false | rolmOCR | [
367
] | [
2.75
] | 1 | 1 |
Toward automatic inference of causal structure in student essays
Peter Hastings\textsuperscript{1*}, Simon Hughes\textsuperscript{1}, Anne Britt\textsuperscript{2}, Dylan Blaum\textsuperscript{2}, and Patty Wallace\textsuperscript{2}
\textsuperscript{1} DePaul University, Chicago, Illinois
\textsuperscript{2} Northern Illinois University, DeKalb, Illinois
Abstract. With an increasing focus on science and technology in education comes an awareness that students must be able to understand and integrate scientific explanations from multiple sources. As part of a larger project aimed at deepening our understanding of student processes for integrating multiple sources of information, we are developing machine learning and natural language processing techniques for evaluating students’ argumentative essays. In previous work, we have focused on identifying conceptual elements of the essays. In this paper, we present a method for inferring the causal structure of student essays. We used a standard parser to derive grammatical dependencies of the essay and converted them to logic statements. Then a simple inference mechanism was used to identify concepts linked to syntactic connectors by these dependencies. The results suggest that we will soon be able to provide explicit feedback that enables teachers and students to improve comprehension.
Keywords: Reading, Argumentation, Natural language processing, Machine learning
1 Introduction
Recent science and literacy standards are increasing the demand for students to use multiple sources of information to understand explanations for phenomena and to use data to support these explanations. Thus, there is critical need for methods of evaluating students’ explanations and argumentative support based on scientifically important criteria (e.g., coherence, completeness, and accuracy).
A scientific explanation, also called a causal chain, is a statement that makes clear how one or more factors lead to an outcome. For example, in Figure 1 below, the to-be-explained outcome is an “increase in recent average global temperatures”, and there are two separate initiating factors (fossil fuel consumption and deforestation). It is expected that students need practice to become more
\* The assessment project described in this article is funded, in part, by the Institute for Education Sciences, U.S. Department of Education (Grant R305G050091 and Grant R305F100007). The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
facile using an explanation schema to guide both writing and reading. It would be very helpful for teachers to have a tool that supports student practice with feedback to help them develop this explanation schema. As a first step, we are examining whether we can automatically identify the causal structure of student essays in two different scientific domains.
This paper describes previous research done on this task, and then presents more fully the educational context of the current work. Then we describe our ongoing research in using machine learning to identify the conceptual elements of essays, and our initial efforts toward inferring causal structure.
2 Previous research
Although causal explanations have long been a focus for science education [15,3, for example], very little research has been done to automatically identify causal connections in student essays, but there has been some research with other types of texts. In 1987, Cohen [4] laid out a theoretical framework encompassing the many different challenges that need to be solved to fully understand argumentative discourse. Thirty years later, a SemEval-2007 workshop focused on sentences known to have one of seven different types of relations, including causation [7]. Accuracy in distinguishing between the seven types ranged from 50 to 76%.
More recently, Rink et al. developed a system focused on identifying the presence or absence of a causal relationship within a sentence [12]. They used a graph representation of the sentence and trained a machine learning technique on 700 sentences (30% with a causal relation) to distinguish graphs with and without causal connections. Their best F\textsubscript{1} score was 0.39. This was on news texts rather than student essays but clearly demonstrates the difficulty of the task.
3 Educational context
To deepen our understanding of students’ comprehension processes, we created two document sets describing the causes of two scientific phenomena: global warming and coral bleaching. Each document set was based on a causal model of the scientific phenomenon and used information from reputable websites (e.g. the United States Geological Survey). Each document contributed only a partial causal chain. Students were given a document set and asked to write an essay explaining the phenomenon using specific information from the documents to support their conclusions and ideas. A total of 183 middle (84%) and high school (16%) students wrote essays on the global warming document set, and 105 middle (73%) and high school (27%) students wrote essays on the coral bleaching document set.
As mentioned above, Figure 1 gives a graphical representation of the space of causal connections that students might make from the documents to the conclusion in the global warming domain. Thin black arrows indicate explicit connections made in the documents. Dotted lines indicate implicit connections — inferences that students might make between concepts. Red lines represent
“counters”, for example, “Normal temperature shifts happen but our use of cars and factories changes things.” This graph also provides an example of how automatic assessment of the essays might be used to provide feedback to students. The thick black arrows mark explicit connections that were identified in the student’s essay. The thick blue arrow shows where the student made a causal connection to the conclusion, but skipped some intermediate causal links. For explicit feedback, the student could be shown the graph to provide an indication of what was found and what was missing from her essay. For less guiding feedback, the student could be told that she has identified some links in the causal chain, but has omitted others.
Humans evaluated the essays to identify which causes (nodes in Figure 1) were explicitly linked to the target effect (here, increase in global temperatures). Interrater reliability was high ($\kappa = 0.85$), and the method was useful in discriminating essays that provided coherent and complete answers. There was a difference in annotation for the two sets of essays. The global warming essays were annotated at the sentence level. Each sentence was associated with a set of codes indicating the concepts and causal connections found in that sentence. The coral bleaching essays were annotated later with a more sophisticated tool (brat.nlplab.org), identifying which specific words in the essay were associated with each concept and connection.
4 Concept identification
In previous work, we evaluated several different techniques for identifying conceptual material (i.e., the nodes in the graphs) in student essays, including simple pattern matching, latent semantic analysis (LSA), and support vector machines (SVMs) [8,9,10]. In general, we have found that the machine learning approaches do best at identifying high-level claims and specific details about the claims. Student sentences associated with these items tend to bear a striking similarity to
the original texts that they came from.\footnote{In fact, 25 – 30\% of the student essay sentences had an LSA cosine greater than 0.75 with some sentence from the relevant document set. Ironically, this facilitates our job of classifying the student sentences. The effect on student learning, however, is subtle (analysis forthcoming).} The machine learning techniques have had a much more difficult time identifying conceptual material related to inferences between documents. Examples of these items are rather infrequent in the students’ essays (explaining why we need a system like this). They also combine information (and, therefore, words) from different documents and are thus less similar to the original sources [9]. We have recently begun evaluating a new machine learning approach, Deep Learning [13,1,5], which uses multilayer neural networks, but details of this approach are omitted due to space limitations.
\section{Inferring causal connections}
Once the conceptual content of an essay has been identified, the next step required for automatic structure evaluation is to find where the essay makes explicit connections between the concepts. For this step, it is clear that a “bag-of-words” approach would be severely handicapped because it would not be able to take advantage of the critical information provided by the linguistic structure of the text. To capture this structure, we applied the Stanford Compositional Vector Grammar parser [14] from Stanford CoreNLP (v.3.3.1) to tokenize and parse the essays and identify coreference relations [11].
We were particularly interested in taking advantage of the dependencies that the parser identifies in the text [6]. Dependencies are textual relations that are extracted from the parse tree, connecting different components. For example, the sentence, “The fat dog was chased by a cat,” produces (among others) dependencies indicating that “fat” is an adjectival modifier for “dog”, “dog” is the passive nominal subject of “chased”, “cat” is the agent of “chased”, and “chased” is the root of the sentence.
To enable inference of causal connections, we transformed the dependencies into clauses in Prolog, because Prolog seems especially well suited for specifying complex constraints. To evaluate the identification of connections independently from the identification of concepts, we started from the human annotations of concepts and connectors,\footnote{We do not include connectors as concept codes, but they are a critical part of identifying causal relations. Fortunately, students use fairly standard connectors. In coral bleaching, for example, of 134 coded connectors, 32 were “because (of)” and 15 had some variation of “cause”. The rest, though less frequent, followed standard conventions.} which were also converted into Prolog clauses.
A total of five Prolog rules were used to do the inference. Three of them handle different forms of representation. One of the two main inference rules searches for dependencies between connectors and \textit{causes}, looking at three dependency types. The other rule looks for dependencies between connectors and \textit{results}, looking at 7 types of dependencies.
Using this minimal inference mechanism, we calculated Recall, Precision, and $F_1$ scores, based on the whether the inferred causal connections matched the annotated ones. On the coral bleaching essays, the scores were: $Recall = 0.26$, $Precision = 0.59$, and $F_1 = 0.36$. On the 30 (out of 183) global warming essays we have fully annotated, this method achieved $Recall = 0.37$, $Precision = 0.53$, and $F_1 = 0.44$. At this early stage, the results are very encouraging. This technique outperformed the most similar previous research on inferring causal connections (although we did have the advantage of pre-identified concepts and connectors). Also, given that the Precision scores are high relative to the Recall scores, more sophisticated inference rules should be able to find items that our simple rules missed without producing too many false alarms.
6 Conclusions and future work
Clearly the work presented here is in its early stages, but the results so far have been extremely encouraging. Even though we have artificially boosted our results by starting with human-annotated concept codings, our very simple mechanism for identifying causal relations has already outperformed previous approaches. We are pursuing several different directions that should bring us closer to our ultimate goal of fully automatic causal relation identification so that we can provide reliable feedback to teachers and students.
With respect to concept classification, greedy sequence classification [2] could be used where a sequential classifier is trained to incorporate the tag it predicted for the previous word when tagging the next word. Neural Network Language Models (NNLMs) have recently become very popular due to their ability to learn a distributed representation for words at the same time as creating a language model to predict the likelihood of a sequence of words [1]. However little work has been done to investigate their use in creating sequential classifiers. An NNLM could be used to create a sequential classifier that predicts the concept tag for the central word in a word window instead of predicting the likelihood of the central word.
Another critical component for identifying causal relations is anaphora resolution. Students often use pronouns to refer to previously mentioned concepts. In the coral bleaching domain, 10% of the identified causal relations involved a pronominal reference. Because we included the human annotations for references in our evaluation, we were able to correctly identify a comparable percentage of causal relations with and without anaphora. As mentioned above, the Stanford CoreNLP parser returns coreference relations in addition to the dependencies. If these are reliable for student essays, they should allow us to successfully automate identification of relations across sentences.
The current inference rules for identifying causal relations are quite simple. It is quite likely that the hit-rate of these rules can be significantly improved by adding more dependencies, although it may well be that additional constraints are necessary to avoid over-generalization. We will also explore the use of machine learning techniques like Rink et al. used to automatically derive new inference
rules [12]. Finally, we are collecting additional student essay data in these and in new scientific explanation domains. This will support cross-domain validation of our techniques, to ensure that they can produce robust results.
References
1. Bengio, Y., Ducharme, R., Vincent, P., Janvin, C.: A neural probabilistic language model. Journal of Machine Learning Research 3, 1137–1155 (2003)
2. Bird, S., Klein, E., Loper, E.: Natural Language processing with Python: Analyzing Text with the Natural Language Toolkit. O’Reilly (2009)
3. Chi, M., Roscoe, R., Slotta, J., Roy, M., Chase, C.: Misconceived causal explanations for emergent processes. Cognitive Science 36, 1–61 (2012)
4. Cohen, R.: Analyzing the structure of argumentative discourse. Computational Linguistics 13(1-2), 11–24 (1987)
5. Collobert, R., Weston, J.: A unified architecture for natural language processing: deep neural networks with multitask learning. In: Cohen, W., McCallum, A., Roweis, S. (eds.) ICML. vol. 307, pp. 160–167. ACM (2008)
6. de Marneffe, M., Manning, C.: The Stanford typed dependencies representation. In: COLING 2008 Workshop on Cross-framework and Cross-domain Parser Evaluation (2008). http://nlp.stanford.edu/pubs/dependencies-coling08.pdf
7. Girju, R., Nakov, P., Nastase, V., Szpakowicz, S., Turney, P., Yuret, D.: Semeval-2007 task 04: Classification of semantic relations between nominals. In: Proceedings of the 4th International Workshop on Semantic Evaluations (SemEval-2007). p. 1318 (2007), http://acl.ldc.upenn.edu/W/W07/W07-2003.pdf
8. Hastings, P., Hughes, S., Magliano, J., Goldman, S., Lawless, K.: Text categorization for assessing multiple documents integration, or John Henry visits a data mine. In: Biswas, G., Bull, S. (eds.) Proceedings of the 15th International Conference on Artificial Intelligence in Education (2011)
9. Hastings, P., Hughes, S., Magliano, J., Goldman, S., Lawless, K.: Assessing the use of multiple sources in student essays. Behavior Research Methods 44(3), 622–633 (2012)
10. Hughes, S., Hastings, P., Magliano, J., Goldman, S., Lawless, K.: Automated approaches for detecting integration in student essays. In: Cerri, S., Clancey, W., Papadourakis, G., Panourgia, K. (eds.) Proceedings of Intelligent Tutoring Systems 2012 (2012)
11. Recasens, M., de Marneffe, M.C., Potts, C.: The life and death of discourse entities: Identifying singleton mentions. In: HLT-NAACL. pp. 627–633. The Association for Computational Linguistics (2013)
12. Rink, B., Bejan, C.A., Harabagiu, S.M.: Learning textual graph patterns to detect causal event relations. In: Guesgen, H.W., Murray, R.C. (eds.) FLAIRS Conference. AAAI Press (2010)
13. Socher, R., Pennington, J., Huang, E., Ng, A., Manning, C.: Semi-supervised recursive autoencoders for predicting sentiment distributions. In: EMNLP. pp. 151–161. ACL (2011)
14. Socher, R., Bauer, J., Manning, C.D., Ng, A.Y.: Parsing with compositional vector grammars. In: ACL (1). pp. 455–465. Association for Computer Linguistics (2013)
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‘THOSE OBJECTS AND STORIES ARE PART OF WHO WE ARE … THEY HAVE A LIFE AND THEY HAVE A HISTORY … THEY’RE CONNECTED TO PEOPLE STILL LIVING TODAY WHO SPEAK THE LANGUAGES OF THOSE OBJECTS.’
The creators of *Encounters* reveal how this powerful exhibition, featuring significant Indigenous objects from the British Museum, came to life.
*Encounters* is the result of extensive research and community engagement. Over three years, the *Encounters* curatorial team – Dr Ian Coates, Dr Jay Arthur, Barbara Paulson and Cinnamon Van Reyk – filmed more than 200 Aboriginal and Torres Strait Islander people in 27 communities across Australia, from Tasmania to Cape York to the Kimberley and beyond. The elders and cultural knowledge holders shared their stories about the objects in the exhibition, and also reflected on museums, history and cultural identity. This experience reconnected them with aspects of their cultural heritage and prompted reflection on the continuing legacies of first encounters with European settlers.
In her filmed interview for *Encounters*, Bunuba elder June Oscar encapsulates the importance of talking with communities about the British Museum objects in the exhibition: ‘Those objects and stories are part of who we are … they have a life and they have a history … they’re connected to people still living today who speak the languages of those objects.’
Here, we go behind the scenes to find out how such an important exhibition comes to life.
Reconnection
For Dr Jay Arthur, co-lead curator in the Museum’s Aboriginal and Torres Strait Islander program (ATSIP), the heart of the exhibition is the reconnection of the communities with the historical objects from the British Museum:
It was essential that the exhibition provide information, not only about the objects, but also the communities’ continuing relationships with the objects and how they feel about them. Few communities knew the objects existed, so for them it’s the joy of seeing them, the grief of them being so far away, of being taken back to the time when the object was collected in the 19th century – a difficult and often painful time in Aboriginal and Torres Strait Islander history. Their first-person voice is really important – we have prominent quotes from people in the community accompanying the objects in the exhibition, as well as film.
It was also very important to show the continuing living culture of these communities through the contemporary objects from each community that are included in the exhibition. The historical objects are then seen as part of a continuous cultural narrative.
The exhibition is structured into modules, each representing a place, with the object from the British Museum surrounded by contemporary objects from that community, as well as films, images and quotes to give the cultural context in which they’re placed. One of my favourite objects is an emu feather skirt from 1842, with a moving quote imagining what the people were singing when they were making it, what stories they were sharing, and the loss of not knowing.
Creating Encounters
Dr Ian Coates, who is co-lead curator on the Encounters project and head of the Museum’s Collections Unit, was instrumental in conceiving the idea to develop the joint exhibition:
It came about from a curatorial staff exchange with the British Museum, in which I researched their collection of Australian material to enrich the information about these objects on their website. The collection had been little researched, and as many of the people who had donated or sold things to the British Museum were often prominent, I was able to flesh out the history of people involved in the collection of materials and provide a richer story of how they were acquired.
Also, the objects were fantastic and hadn’t been displayed since the 1970s, when they were framed ethnographically. British Museum curator Lissant Bolton and I thought, wouldn’t it be great to do an exhibition at the British Museum? Then we thought, why not think bigger and take it to Australia too and reconnect the material with Indigenous communities?
It has been an incredible privilege to work with these collections, and I feel a responsibility to make them more accessible to Indigenous communities. In the past, objects have been sealed in a black box with no access, but now museums are interested in making materials more available and working with Aboriginal and Torres Strait Islander communities. The British Museum and the National Museum of Australia are very different institutions, with different histories and policies, but we both embrace the importance of working together on this exhibition.
It was hard to choose which objects to feature in the exhibition – all of the material in the British Museum is significant, and there was a variety of factors involved in the selection. We chose objects that showed the diversity of encounters that occurred across different parts of Australia. We wanted to also include dramatic early material, such as the material acquired from Botany Bay in 1770 and Perth in the 1830s. The objects had to be robust enough to travel, and they do not include any secret/sacred objects or human remains. We are also including a range of contemporary Indigenous material that connects to the objects on display or plays around with traditional objects and frames them in a new way. Two of my favourite objects in the exhibition are the decorated spearthrower from Birregurra in Victoria and the dugong charm from Tudu in the Torres Strait.
Encounters is important because the objects provide tangible links to encounters between Indigenous peoples and settlers in a variety of settings. The colonial moment was messy and unresolved, and this exhibition helps to add texture to the history of what happened, to acknowledge the past.
The title Encounters comes from three different encounters that are present in the exhibition – the historical encounters from which the objects came, the encounter between the communities now as they reconnect with these objects, and the encounter of the visitor as they view the objects in the exhibition. We are all connected to the history of this nation.
Shared stories
Assistant curator Dr Lily Withycombe has been involved in transcribing and editing the films for the exhibition and website:
The stories of the people involved in *Encounters*, past and present, are at the core of the project. Film enables us to present the thoughts, opinions, memories and reflections of community members in the first person. More importantly, the personal stories give deeper insights into the objects on display. The objects are incomplete without these stories, which reconnect people, objects and communities.
For the exhibition, the curators chose objects with a strong provenance, and a known collector and date of collection. They approached the community associated with the place from which the object was taken to see if they were interested in being involved in the project. Following discussions with the curators, community members were asked if they would like to be filmed. Curators brought a small film crew with them, either from the Museum or provided locally, and interviewed a number of people – men, women, elders, youths – about their thoughts on history, custodianship, loss, forgiveness and the role of museums.
Even though communities had been sent booklets of information and images earlier, often our filming captured the moment where an individual saw an object connected to their community, that they previously hadn’t known existed, for the first time. This moment of recognition is incredible to observe – these objects, treasured by the British Museum curators for years, became something different when the community members recognised them as something made by their ancestors. The object then transformed from an inanimate object held in an overseas museum to an animate object, charged with living memory. Film can capture this moment perfectly.
Back at the Museum, every interview was transcribed, and a short film created by the media team and the curators. Around 30 clips from filmed interviews will feature in the exhibition. Every filmed interview will eventually be available on the *Encounters* website, forming an incredible archive of Aboriginal and Torres Strait Islander opinions, thoughts and feelings on the eve of these objects returning to Australia from the British Museum for the first time.
Bringing the objects home
Head Registrar Sara Kelly is in charge of making sure these precious materials make it safely from the British Museum, and other institutions, to Australia:
At this stage, just over half the objects in the exhibition will be coming from the British Museum. The consignment will also include a small number of loans from two other British collections – the Royal Collection Trust and the Museum of Archaeology and Anthropology in Cambridge.
The objects will travel according to the best international museum standards of transport and handling, which are well established. Some of the key considerations are: well-insulated crates; minimisation of the handling of crates through, for example, the use of the most direct route; the use of couriers to accompany crates in transit (and then to supervise installation); maintaining security standards by not advertising routes, dates and times of travel – basically keeping the logistics confidential and on a need-to-know basis.
The process is complex but is being attended to by professional and experienced staff from both the Museum and the British Museum. It is time-consuming work and a great deal of attention to detail is required.
Each ‘encounter’ surrounds the object from the British Museum, as a contemporary conversation and response to the historic object. The British Museum objects have their own aesthetic identity within the exhibition.
The unfolding story of these ‘encounter’ modules surround a central sculptural feature in the gallery space that takes the form of a giant woven fish trap. The trap form is 30 metres long and 3.6 metres high, is covered in an open lattice of plywood and runs through the centre of the exhibition space. Openings in the form allow visitors to enter the fish trap at various points through the exhibition.
The fish trap feature is a response to the exhibition’s content, which for many will be a culturally significant and emotional experience. It is a calm enclosed space, in contrast to the active open space surrounding it. Seating in the trap provides a place for visitors to gather their thoughts. A central audio experience features quotes from particular communities and elders about the exhibition and the significance of the historic objects.
In conventional exhibition design processes the designer is required to interpret a pre-defined story structure without much room to inform or shape the narrative through the design process. In this exhibition we (as the designers) were brought to the project at an early stage. It has been extremely valuable from a design perspective to work alongside the curators in the shaping of this complex story, which we believe has resulted in the creation of a more integrated, holistic and embodied experience for the visitor.
The *Encounters* exhibition opens at the Museum on 27 November 2015. For more information, visit nma.gov.au/exhibitions/encounters. | <urn:uuid:66ab1b93-7464-4695-a217-b146773a37af> | CC-MAIN-2023-50 | https://www.thylacine.com.au/wp-content/uploads/2015/11/MakingAnExhibition.pdf | 2023-12-07T03:16:25+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100632.0/warc/CC-MAIN-20231207022257-20231207052257-00188.warc.gz | 1,082,792,853 | 2,157 | eng_Latn | eng_Latn | 0.925244 | eng_Latn | 0.998642 | [
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The graph shows four different functions plotted on a coordinate system with \( x \) on the horizontal axis and values on the vertical axis. The functions are labeled with numbers: 4, 2, 1, .5, and 0. Each function is represented by a different color and line style:
- The function labeled 4 is in purple and appears to be an exponential function.
- The function labeled 2 is in orange and also seems to be an exponential function.
- The function labeled 1 is in blue and looks like a linear function.
- The function labeled .5 is in red and resembles a logarithmic function.
- The function labeled 0 is in green and is a horizontal line.
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Ulysses spacecraft takes a new look at the Sun
The first spacecraft to be propelled outside the planetary plane of the ecliptic, Ulysses will give us a unique look at our nearby star, by orbiting the poles of the Sun. Marsha Freeman reports.
The European-built Ulysses spacecraft was launched on Oct. 6 from the payload bay of the U.S. Space Shuttle orbiter Discovery, to begin a five-year mission to study the Sun. By doing so from a position nearly perpendicular to the planetary plane of the ecliptic for the first time, Ulysses will provide a new look at our nearby star.
For millennia, man awoke each morning to the assurance of the one constant object in his environment: the Sun. Until this century, it was assumed that the Sun’s light and radiant energy were unchanging. Indeed, the energy released by the Sun is called the “solar constant.” Astronomers did not initially realize that the Sun is but one of a vast number of highly active stars.
But in 1973, X-ray telescopes aboard the world’s largest space station, Skylab, showed us a new, active Sun. Observing it during a period of intense solar activity in the Sun’s 11-year sunspot cycle, scientists saw cataclysmic eruptions of plasma, or hot ionized gases, spewing violently from near the Sun’s surface into interplanetary space.
Sunspots were discovered to be concentrations of lower temperature gas and magnetic energy, correlated with the production of violent solar flares, and prominences made up of plasma filaments connecting these concentrations of magnetic energy of opposing polarity. Scientists watched as the sunspots moved from halfway between the poles and the equator of the Sun, at 45 degrees latitude, toward the equator, as it prepared for the 11-year reversal in magnetic polarity.
The active Sun introduced a new oxymoron into the language of astronomy: “variations in the solar constant.”
Changes in the release of energy from the Sun, particularly in the form of the charged particles which make up the 1 million-mile-per-hour solar wind, have long been recognized as responsible for various effects on the Earth. As these particles collect in the Van Allen Belts which surround the Earth and protect it from harmful levels of radiation, they are periodically released in bursts into the ionosphere, producing the Aurora Borealis, or Northern Lights.
These releases can also affect the electromagnetic activities of people on this planet, as was witnessed earlier this year when bursts of electromagnetic energy caused surges in electric power transmission lines, blacking out large parts of Canada. It has also been suggested that the electromagnetic radiation from particularly the large U.S. and European electricity transmission systems, in turn, affects the energetic releases into the ionosphere.
For many years, scientists have tried to correlate sunspot and other solar activity with changes in the climate on Earth. Between 1645 and 1715 there was an unusual lull in sunspot activity. Named after the French astronomer who studied this, the period is known as the Maunder Minimum, or alternatively as the “mini-ice age.” There was an estimated 1°C drop in average global temperature because of the lull in solar activity, which caused increased glaciation, bad crops, and famine.
It is particularly important for space scientists today to understand and monitor the activity of the Sun, because sudden intense releases of high-energy particles and radiative energy in outer space, where people are not protected by the Earth’s radiation belts and atmosphere, could be life-threatening. The Apollo missions were carefully planned during a period of solar quiescence, and while the astronauts were on their way to the Moon, or walking on its surface, astronomers on Earth were on constant watch for unexpected solar flares, in order to be able to send a warning to the explorers to take refuge in a magnetic “storm cellar” if necessary.
Even Earth-orbiting spacecraft are affected by changes in solar activity. On March 6, 1989, an extraordinarily fierce solar flare erupted from the surface of the Sun. The energy of the flare was estimated to be comparable to the total energy consumed in mankind’s entire history. Eight minutes and 20 seconds later, the first pulse of X-rays and other radiation swept past the Earth. Solar radiation detectors on the Solar Maximum Mission satellite and the GOES weather satellite were quickly saturated, but did recover.
Two days later, the Earth was engulfed by the flare-induced shock wave in the solar wind, and the ensuing geomagnetic storm heated up and expanded Earth’s atmosphere enough to increase the drag on over 5,000 Earth-orbiting satellites which were knocked out of position. From that incident, Solar Max dropped nearly a kilometer in altitude.
During its five-year mission, the Ulysses spacecraft, which was built by Dornier GmbH of West Germany for the European Space Agency, will study the Sun itself, the magnetic fields and streams of particles generated by the Sun, and the interplanetary space above the Sun. Combined with the data from Skylab, the Solar Maximum Mission, and other spacecraft, along with ground-based observations which have all looked at the Sun “head-on”—from within the plane of the planets—the Ulysses data, from a viewpoint nearly perpendicular to the plane of the ecliptic, will give us our first “three-dimensional” look at the Sun (Figure 1). The importance of this difficult task, we shall examine below.
**The solar wind**
Until man could send spacecraft above the distorting and protective atmosphere of the Earth, it was thought that our planet traverses a vacuum as it orbits the Sun. The observations of Explorer 1, launched in January 1958, revealed that the Van Allen Belts surrounding the Earth capture high-energy particles from space, most likely from the Sun. In 1962, the Mariner 2 spacecraft verified earlier theories that the Sun
The Ulysses spacecraft is now on its way to a February 1992 encounter with Jupiter. A Jovian gravity assist will boost it south of the planetary plane of the ecliptic to place it under the Sun's south pole in mid-1994. One year later, it will view the Sun from above its north polar region.
continuously produces a stream of particles, released from the corona or outer halo-like layer of the Sun. Scientists estimate that this layer is at least 500,000 times fainter than the Sun itself. The Earth is immersed in the solar wind, which is an extension of the corona into interplanetary space.
The thin corona was seen to have "holes" during periods of minimum activity in the 11-year sunspot cycle, near the poles of the Sun where the plasma is not wrapped tightly around magnetic field lines, and from which few X-rays are emitted. The solar wind spewing from the corona is visible from Earth-based telescopes during eclipses, when the Moon blocks out the bright solar disk and the very thin corona can be observed. Skylab's telescopes were able to provide data about these coronal holes without waiting for eclipses, because they could "look" at the Sun's X-ray emission, not just the visible light. This revealed that the holes move away from the poles and toward the equator in the active parts of the solar cycle. Although the solar wind blows continuously, its density and velocity are always changing.
It has been difficult to examine the creation and propagation of the solar wind up until now, because the Sun's equator, which is what you can observe from the ecliptic plane, is whirling around at over 4,000 miles per hour, rotating on its axis every 27 days. It is pulling both high- and low-speed streams of plasma along with it, creating a complex of interactions which dominate the physics that can be observed.
A teaser on how interesting the solar wind will be from outside the plane of the ecliptic was noticed in 1988. NASA scientists examining data from 1985 collected by the Pioneer 10 and 11 spacecraft on their way out of the Solar System, and from Voyager 2, which was then 2 billion miles from the Sun, discovered variations in the solar wind. Scientists knew that the solar wind does not slow down with distance, as there appears to be no dissipation of energy in the form of heat. Pioneer 10 and Voyager 2 were at varying distances from the Sun, but approximately at the ecliptic plane. Pioneer 11, however, was about the same distance as Voyager 2, but 15 degrees higher in latitude, or above the ecliptic plane.
Before 1985, both Pioneer 10 and Voyager 2 measured periodic gusts in the solar wind called "high-speed streams." These energetic particles were seen to speed up and then slow down dramatically about once every 27 days, or one period of rotation of the Sun on its axis. But in June 1985 this wind stream pattern stopped and the winds slowed down at Voyager 2's distance of 2 billion miles, though no slowdown was measured by Pioneer 11, which was farther away. Eventually, the winds were flowing only about half as fast at Voyager 2 as they were outside the plane of the ecliptic, where Pioneer 11 was located. Three months later, in August 1985, the solar wind slowed and the high-speed streams also stopped at Pioneer 10, on the ecliptic plane, but at twice the distance of the other two spacecraft.
These changes in the solar wind, which are part of the sunspot cycle, were discovered to be related to the fact that the "holes" in the corona move over the 11-year cycle. When the Sun approaches the solar maximum, these coronal holes creep from the poles toward the equator by extending "tongues" out 10 or 20 degrees in longitude. During the quiescent period of solar minimum, the holes creep back toward the poles. The solar wind apparently blows out fastest from these lower-density holes at the poles.
It is expected that when Ulysses can view the Sun from above and below the poles, it will provide a simpler, and certainly different, view of the origin and propagation of the solar wind, as it is believed that above the poles, the plasma flow should be of more uniform speed and parallel to the radially extended magnetic field lines, rather than twisted into complex structures.
**The Sun's magnetic fields and radiation**
Similarly, the magnetic fields generated by the rotating plasma of the Sun, which are created by the power currents of electricity flowing in the interior of the Sun, co-rotate with the star. In the equatorial region of the ecliptic plane, the magnetic field lines take on the appearance of a water stream tossed out by a garden sprinkler.
However, at the poles, the magnetic field lines extend radially outward from the Sun, because these regions are less affected by the Sun's rotation. The same is true for the magnetic fields around the Earth.
Because the sunspot cycles are so intimately connected to the changing concentrations of magnetic energy in the Sun, observing the poles should shed light on these fundamental solar processes.
For decades, astronomers proposed that changes in solar activity, particularly sunspots, changed the amount of radiation emitted by the Sun, or the "solar constant," and that this affects the Earth's weather. The Solar Maximum Mission satellite proved this to be the case. Launched on Feb. 14, 1980, Solar Max continuously monitored the output of the Sun, in a spectral range from the far ultraviolet to the infrared. Though a failure of its attitude control system in late 1980 reduced the pointing capabilities of the craft, and therefore the precision of the data, it was repaired by Space Shuttle astronauts in 1984 and continued its mission.
Total radiant output of the Sun decreased slightly between 1980 and 1985, during solar minimum, and then started to increase. Since scientists assume that since the actual amount of energy being produced through the nuclear fusion process is constant, it would mean there is some mechanism in the Sun through which energy is stored in the atmosphere during periods of quiescence.
Studying the data over seven years, astronomers found a convincing correlation between the degree of sunspot activity and the energy emitted from the Sun. A treasure trove of extremely detailed data was also acquired regarding the magnetic structures which organize the sunspots. Solar Max measured the intensity and polarity of magnetic energy above sunspots and helped provide explanations for some of the mystery of how these concentrations of magnetic energy form.
Unrealized plan for a two-spacecraft mission
Astronomers have been anxious to take a look at the Sun from outside the plane of the ecliptic for decades, because of the difficulties of studying the most interesting and important solar phenomena from a head-on view. The first mention of an out-of-the-ecliptic mission appears to have been during a meeting of the American Geophysical Union in 1959.
In the 1960s, the results from a series of Pioneer missions showed that the heliosphere (the interplanetary region influenced by the energy output of the Sun) in the vicinity of the Earth is highly structured, increasing the interest in an out-of-ecliptic trajectory for a spacecraft.
By 1974, a dual-spacecraft mission, to observe both solar poles simultaneously, was conceived by a joint U.S.-European team, which was reviewed at a symposium the following year (Figure 2). In 1976, the European Space Agency (ESA) and NASA started planning the International Solar Polar Mission (ISPM), and one year later, the two agencies issued a joint announcement of opportunity to the scientific community to develop concepts for the instruments that the two spacecraft would carry to the solar poles.
Because no propulsion system has been developed to give a spacecraft enough energy to do this directly from Earth orbit, a plan was proposed to fly such a craft around the largest planet in the solar system—Jupiter—for a "gravity assist" to push it out of the ecliptic plane.
One early concern was the extent of damage a spacecraft
might suffer passing near or through the radiation belts around Jupiter. After the successful Pioneer and Voyager missions, however, engineers were confident that a Jupiter gravity assist for a solar polar mission was possible.
In 1978 the Jet Propulsion Laboratory (JPL) in California released a profile for such a complex mission, and 200 scientists from 65 universities and research centers in 13 countries were chosen to participate, with 17 experiments identified for the mission. The ISPM plan consisted of simultaneously launching two spacecraft from the Space Shuttle in 1983, to slingshot around Jupiter, and then approach the Sun from opposite poles. The report stated that no spacecraft had yet "ventured off the ecliptic plane, by more than 15 degrees" in latitude relative to the Sun.
The four-year mission called for the two spacecraft to arrive at Jupiter in May 1984, within days of each other, and for NASA to build one craft, and the European Space Agency the second. The estimate was that the U.S. part of the mission, which included the cost of the Shuttle launch and the tracking of the two craft by NASA's Deep Space Network, would be $141 million in 1977 dollars.
The JPL plan explained that the mission "will take a subject which is currently two-dimensional in its outlook and bring it into three-dimensional reality." The mission was to study all solar latitudes several times and simultaneously in both solar hemispheres, in three and a quarter years.
The scientific experiments proposed were designed to study the Sun, interstellar space, and the solar wind. The enormous distance between the spacecraft and the Earth would allow for measurements of distant astronomical phenomena with less interference from the terrestrial environment than had hitherto been possible.
For example, instruments were proposed to study sources of gamma rays, such as neutron stars, pulsars, and quasars. A zodiacal light experiment was outlined to observe the intensity, color, and polarization of remote light sources, such as stars, galaxies, and light scattered by the interplanetary dust cloud. These measurements would produce a three-dimensional picture of the distribution of the particles in the Solar System.
It was proposed to study the temperature, velocity, and density of the interstellar gas, along with a cosmic dust experiment designed by scientists at the Max Planck Institute for Nuclear Physics in Germany. This experiment would detect and record the mass, speed, flight direction, and electric charge of cosmic dust.
To study the Sun, an array of complementary instruments was put forward for each of the two spacecraft. Several instruments were proposed to study the solar wind, including a mass-separating experiment which could separate ions that enter the instruments according to their mass charge, to measure the wind in three dimensions. A plasma spectrometer would analyze electrons, protons, alpha particles, and various charged states of oxygen, silicon, and iron as they make up the solar wind, at all latitudes of the Sun.
The magnetic fields of the Sun, as well as of Jupiter and the interplanetary medium, would be measured by instruments to reveal their structure and dynamic properties. An X-ray ultraviolet telescope and white-light coronagraph were instruments proposed by the ISPM study, to observe the Sun.
These two experiments together would provide images of layers of the Sun’s atmosphere, from the chromosphere to the outer corona. They would help determine the dimensions of the corona and its relationship to the surface of the Sun.
**Budget-cutters wrecked the original plan**
On March 29, 1979, a Memorandum of Understanding was signed by NASA and ESA for the International Solar Polar Mission to be launched from the Space Shuttle in 1983. TRW, Inc. was selected as the contractor for the American spacecraft—but this agreement did not last long.
When the last Carter administration budget, for fiscal year 1981, went to Capitol Hill in the spring of 1980, it was proposed that the Solar Polar Mission be postponed from 1983 to 1985, to save $43 million.
Congress only made the situation worse. In the first week of May, the House Appropriations Committee stated that “NASA has not done its part to balance the budget,” and voted to terminate the ISPM project. The committee complained that when asked to cut its budget, NASA manage-
---
*On July 31, the Ulysses craft was lowered for mating with the Payload Assist Module in the Vertical Processing Facility at the Kennedy Space Center.*
ment did not cancel anything, but just deferred programs.
The Europeans were not amused. The ESA had already spent $30 million in the design of their spacecraft (NASA had already spent $60 million), and stood to be liable to the Dornier firm for the remaining $50 million to build the craft. In a letter to then-NASA administrator Robert Frosch, ESA director Roy Gibson stated that cancellation of the project would kill as much as 25% of Europe’s total space science effort.
The Carter White House reportedly began firing letters off to Congress to convince them to reject the committee’s recommended termination, but the delay the administration insisted upon was expected to add $100 million to the project, nearly doubling the initial estimated cost. An editorial in the June 9, 1980 Aviation Week and Space Technology magazine criticized the disregard for our European partners and stated that ESA had rescued the original program by offering to build the second spacecraft, when NASA could not get the money for it. The effort to kill the U.S. spacecraft was temporarily beaten back, through a diplomatic mobilization by the Europeans.
But Ronald Reagan was elected President in November of that year, and his first budget went to Capitol Hill for FY1982 in the winter of 1981, with the recommendation from the Office of Management and Budget that NASA reduce its space science programs from the $756 million recommended by the Carter administration, to $597 million. The space agency had to choose between keeping the Galileo spacecraft to Jupiter and the Magellan spacecraft to Venus on schedule, or building its spacecraft for ISPM. NASA unilaterally decided to eliminate its half of the two Solar Polar spacecraft. The launch of the European spacecraft was also pushed to 1985, due to delays in the Space Shuttle program.
At a tense meeting in New York on Feb. 23, 1981 ESA representatives rejected NASA’s action. ESA decided to launch a high-profile diplomatic effort to try to reverse NASA’s decision. The British science magazine Nature characterized ESA’s lobbying effort as using “unaccustomed undiplomatic language.”
Early in March the ambassadors of three European countries took an official note of protest to the Department of State. ESA made an offer that for $40 million, it would build the second spacecraft for the United States; this was rejected. Finally, ESA decided it had invested too much in the project to cancel it, and that it would go ahead with its spacecraft, resulting in a one-spacecraft mission.
The one-spacecraft mission meant that instead of obtaining simultaneous measurements of various phenomena at each of the Sun’s poles, the single spacecraft would spend nearly a year going from one pole to the other. The stereoscopic nature of the mission was, therefore, lost.
Congressional committees recommended reinstatement of the NASA program, to no avail. The National Research
Ulysses’ five-year trip to explore the Sun
Weighing in at just over 800 pounds, Ulysses is one of the smallest interplanetary spacecraft ever launched. This was necessary, because in order for it to be boosted nearly perpendicular to the plane of the ecliptic requires a great deal of energy. Ulysses is now the fastest-moving man-made vehicle in the universe, on its way to Jupiter, traveling 45 kilometers per second, or nearly 100,000 miles per hour, relative to the Sun.
After Ulysses left the payload bay of the orbiter Discovery, commander Richard Richards fired the Shuttle’s Orbital Maneuvering System engines to move the Shuttle away from the spacecraft. One and a half hours after deploy, the two-stage Inertial Upper Stage (IUS) engine was attached to Ulysses, and then a three-stage Payload Assist Module propulsion system was fired.
Before that could be done, however, the exact position of the spacecraft and attached IUS in the payload bay had to be determined, because even if it had moved a fraction of an inch during ascent to orbit, the IUS navigational data would have to be changed. A small navigational error in Earth orbit propagates into a significant error over the nearly half-billion-mile trip to Jupiter. Ulysses must approach the giant planet within a 100-mile corridor, to get the precise boost it needs to then obtain a polar orbit at the Sun.
Council Committee on NASA Scientific and Technological Program Changes reviewed the program, and its report of September 1981 states that “the complete two-spacecraft ISPM, with imaging capability on the NASA spacecraft, is a powerful scientific investigation that is sound, well planned, and meets all the objectives” described in the report.
By the start of the FY1982 budget on Oct. 1, 1981, President Reagan asked every federal agency except Defense to take an additional 12% across-the-board cut in spending. National Academy of Sciences head Frank Press, who as President Carter’s science adviser had counseled against any increased spending for space programs, nonetheless said, “The potential harm of our action on future international cooperative ventures, not only in space exploration but in all matters . . . cannot be overemphasized.” To no avail.
As a result of the NASA pullout, crucial instruments such as the coronagraph were eliminated from the ESA spaceIn addition to knowing the precise position of the spacecraft in the Shuttle orbiter, the navigational unit in the Inertial Upper Stage was tested to make sure it agreed with a similar unit in the orbiter. Ground controllers observed both the orbiter and IUS data to make sure there were no differences in how the two spacecraft systems believed they were oriented in space. The IUS must have precise attitude data to correctly compute the seconds the engines must burn for the proper Jupiter trajectory.
Shuttle commander Richards calculated before the mission that the mathematical targeting for Ulysses' trajectory is equivalent to a golfer hitting a 360-mile hole-in-one.
**Ulysses' flight plan**
In February 1992 Ulysses will arrive at Jupiter, where it will take measurements of magnetic fields and structures, and other phenomena, similar to its mission activities at the Sun. It will fly past Jupiter at about 30 degrees north Jovian latitude, and the planet's gravity will push the spacecraft into a downward dive away from the ecliptic plane.
In June 1994, the spacecraft will reach 70 degrees south solar latitude, beginning its transit of the Sun's polar regions. Ulysses will spend about four months south of that latitude at a distance of about 200 million miles from the Sun, or more than double the distance between the Sun and the Earth. The spacecraft will observe the Sun from a unique vantage point, but not up close.
In February 1995, Ulysses will cross the equator of the Sun, followed by a four-month pass of the Sun's northern polar region, beginning in June of that year. The official end of the mission is Sept. 30, 1995.
The Deep Space Network, which is receiving data from a number of interplanetary spacecraft including Magellan which is orbiting Venus, and Galileo on its circuitous way to Jupiter, will receive Ulysses' data for eight hours a day. During this time, the spacecraft will transmit data from the previous 16 hours stored on tape recorders.
Built into the timeline for Ulysses was an initial trajectory correction 10 days after launch, but it was reported from tracking data that the craft will probably not require the correction.
**Spectacular data expected**
While on its journey to Jupiter, and then from Jupiter back toward the inner Solar System and to the Sun, Ulysses will be sampling and measuring the energetic and particular aspects of interplanetary space. It will also reveal more of the fantastic dynamics of the Jovian system.
But the primary mission of Ulysses will provide its most spectacular data. The Sun is a fabulously complex fusion reactor, where the energy produced in the core takes a million years to reach the surface of the star. The processes that make that possible are little understood.
The fusion process which produces the energy of the Sun and all of the stars is a process scientists have been trying to duplicate in Earth-bound laboratories since the 1950s. Their goal is to develop an inexhaustible source of energy for use on Earth. Studying the Sun from a new perspective will doubtless shed light on the process of nuclear fusion, the dynamic functioning of stars, the relationship between our star and the planets of the Solar System, and the history of the universe itself.
---
Think of your breed; for brutish ignorance
Your mettle was not made; you were made men
To follow after knowledge and excellence.
As the May 1986 launch of Ulysses drew near, the European Space Agency control team moved to the Jet Propulsion Laboratory in California, where the data from the Ulysses spacecraft would be received. The flight and ground safety reviews were completed, and the upper stage and support hardware were shipped to the Kennedy Space Center in Florida.
Four months before Ulysses was scheduled to be launched, the Space Shuttle orbiter Challenger and its crew were destroyed. The resulting two-and-a-half-year shutdown of the Shuttle program pushed the Ulysses mission to October of this year.
But now, it is finally on its way. | <urn:uuid:202d0c5f-d354-470a-8bf5-fce6c904d4e8> | CC-MAIN-2021-49 | https://larouchepub.com/eiw/public/1990/eirv17n43-19901109/eirv17n43-19901109_020-ulysses_spacecraft_takes_a_new_l.pdf | 2021-12-05T15:02:20+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363189.92/warc/CC-MAIN-20211205130619-20211205160619-00267.warc.gz | 430,265,319 | 5,730 | eng_Latn | eng_Latn | 0.998428 | eng_Latn | 0.998708 | [
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Maintaining Bermudagrass Lawns
David R. Chalmers, Associate Professor and Extension Turfgrass Specialist
James A. McAfee, Associate Professor and Extension Turfgrass Specialist
Roger Havlak, Extension Program Specialist–Turfgrass and Water Management
The Texas A&M University System
Your Bermudagrass lawn can be healthy and attractive if you give it proper care.
Bermudagrass (*Cynodon dactylon* [L.]) is a popular turfgrass for lawns, golf courses, athletic fields and general utility areas. Found in Australia, Africa, India, South America and the southern United States, it grows well in nearly all soil types and resists drought. Bermudagrass ranges from very fine to coarse leaf texture, and it has a low, dense growth habit. It spreads both above ground (stolons) and below ground (rhizomes), which makes it very aggressive and able to wear well and compete successfully with most weed species.
The biggest negatives to bermudagrass are that it tends to creep into flower beds, and it does not tolerate shade well. Do not select bermudagrass for lawns that are shady.
Coarse-textured varieties such as Common bermudagrass can be established from seed, sprigs, plugs or sod. They require less management than some other bermudagrass varieties, but normally produce a lower quality lawn.
Hybrid varieties such as Tifway 419 have a finer texture and produce very high quality lawns. However, they require more maintenance than coarse-textured varieties. The hybrid varieties do not produce viable seed and must be grown from sprigs, plugs or sod.
Dwarf varieties such as Champion or Tifdwarf are finely textured grasses for use on golf course greens that require intensive management. They are not recommended for home lawns.
Follow these guidelines for mowing, watering and fertilizing your bermudagrass lawn, as well as for controlling weeds, insects and thatch, and eliminating compacted soil. Because many factors can affect turf growth, these are general recommendations.
**MARCH through May**
**Mowing**
Begin routine mowing as soon as the grass begins to turn green in the spring. Set the mowing height at 1 to 2 inches for Common bermudagrass and \( \frac{3}{8} \) to \( 1 \frac{1}{8} \) inches for hybrid varieties. Remove no more than one-third of the leaf area with any one mowing. The lower the mowing height, the more frequently you will need to mow. The grass will be much better quality if you mow frequently at a lower height.
It is best not to bag grass clippings. They decompose quickly and return many nutrients to the soil. If you do bag the clippings, consider composting them to use in the landscape.
**Fertilizing**
Begin fertilizing after the grass turns green and there is little chance of a late frost. Have the soil tested to determine what nutrients your lawn needs. For information on soil testing procedures, contact your county Extension agent. If you do not have the soil tested, use a complete fertilizer with a 3-1-2 ratio of nitrogen, phosphorus and potassium (Examples: 15-5-10, 21-7-14, etc. Every bag of fertilizer has the nutritional analysis printed on the bag).
Apply 1 pound of soluble nitrogen per 1,000 square feet of lawn every 4 to 6 weeks, or \( \frac{1}{2} \) pounds of slow-release nitrogen fertilizer every 8 to 10 weeks. To determine the amount of fertilizer to apply to equal 1 pound of nitrogen per 1,000 square feet, divide 100 by the first number in the fertilizer analysis. (To determine the amount needed to apply 1.5 pounds per 1,000 square feet, substitute 150 for 100.) For example, if you are using a 15-5-10 fertilizer, then 6.6 pounds of fertilizer per 1,000 square feet will be needed.
\[
\frac{100}{15} = 6.6
\]
Then determine the size of the area to be fertilized. If your lawn is 5,000 square feet, it will need 33 pounds of 15-5-10 fertilizer.
\[
(5,000 \div 1,000) \times 6.6 = 33 \text{ pounds of fertilizer}
\]
**Watering**
To keep your lawn healthy, water it only when the grass needs it. When you do water, wet the soil to a depth of 6 inches. Don’t water again until the grass shows symptoms of drought stress—a dull bluish color, rolled or folded leaves, and persistent footprints. This usually occurs in 5 to 10 days, depending on the weather.
Follow these steps to determine how long to water in order to apply the right amount.
1. Set out five or six open-top cans randomly around the lawn (tuna or cat food cans work best).
2. Turn on the sprinklers or irrigation system for 30 minutes.
3. Using a ruler, measure the depth of water in each individual can, and record the depths.
4. Calculate the average depth of water from all of the cans.
*Example:* You have placed five cans in your yard. The depths of water in the cans were 0.5 inch, 0.4 inch, 0.6 inch, 0.4 inch and 0.6 inch. Add the depths together and divide by the number of cans you used.
\[
0.5 + 0.4 + 0.6 + 0.4 + 0.6 = 2.5 \text{ inches}
\]
\[
2.5 \text{ inches} \div 5 \text{ cans} = 0.5 \text{ inch of water in 30 minutes}
\]
5. Use a garden spade or a soil probe to find out how deeply the soil was wet during the 30-minute period. The probe will push through wet soil easily, but it will be more difficult to push through dry soil.
6. When you know how much water was applied in 30 minutes and how deeply that volume of water wet the soil, determine how long you must water to wet the soil to a depth of 6 inches.
*Example:* If the sprinklers sprayed 0.5 inch of water in 30 minutes and wet the soil to a depth of 3 inches, you would need to apply 1 inch of water to wet the soil to a depth of 6 inches. To do so you must water for 1 hour.
Run-off from watering a lawn can waste a significant amount of water, which is costly and a poor use of a limited natural resource. The factors determining how quickly run-off occurs are the type of soil and the application rate of the sprinkler system. Do not apply water faster than the soil can absorb it. To prevent run-off:
1. Check the lawn while watering. If water begins running into the streets or gutters, note how long it took before run-off occurred. This is the maximum amount of time you should water at one time.
2. Stop watering and allow the soil surface to dry (30 minutes to 1 hour).
3. Begin watering again and continue for the amount of time you’ve determined. With an automatic irrigation system, change the timer to the new, shorter time.
4. Continue this cycle until the appropriate amount of water has been applied to wet the soil to a depth of 6 inches.
New-style irrigation controllers allow you to water several times a day, so that you can program them to prevent run-off.
**Controlling weeds**
The best form of weed control is a healthy, dense, actively growing lawn. To control crabgrass and other grassy weeds, apply preemergent herbicides (which control weeds before they sprout from the ground) in the spring when the soil temperature reaches 65 °F (your county Extension agent can give you an estimate of this date in your area), or when the redbud and dogwood trees begin to bloom. Apply postemergent herbicides (which control weeds that have already sprouted) when weeds are present and the grass is healthy and actively growing.
Control broadleaf weeds with herbicides that contain 2,4-D, MCPB or dicamba. Grassy weeds can be controlled by applying MSMA at 7- to 10-day intervals. Weed control is most effective if you apply the herbicide when the weeds are still very small. Read the label carefully before applying any herbicide to ensure that it is the right product for the weeds you have and that it does not damage the turf. Follow all the instructions on the label. It explains how and when to use the product and how much to apply.
**Controlling insects**
Armyworms, bermudagrass mites and white grubs can seriously injure bermudagrass lawns (see L-1131, “White Grubs in Texas Turfgrass,” available from the Texas Agricultural Extension Service). Check for these pests routinely and treat as necessary.
If you suspect that nematodes are in your lawn, send a soil sample to the Plant Disease Diagnostic Laboratory for testing. Contact your county Extension agent for more information.
Begin mowing as soon as the bermudagrass begins to turn green in the spring.
**Controlling thatch**
If the thatch layer (layer of undecomposed plant matter) is more than \( \frac{1}{2} \) inch thick, mow the lawn with a vertical mower in May when the grass is healthy and actively growing. Be sure to remove the organic matter that the vertical mower brings up from the lawn surface. To prevent thatch, avoid excessive fertilizing and watering. For more information on thatch, see the Extension publication L-5226, “Thatch Management for Home Lawns.”
**Eliminating compacted soil**
In areas of heavy traffic, aerate the soil several times a year to help loosen compacted earth. Use a core-aerating machine when the grass is actively growing. If you have an underground irrigation system, flag the sprinkler heads first to avoid damaging them.
**JUNE through August**
**Mowing**
Follow the same recommendations as for March through May.
**Fertilizing**
Continue the fertilizer program begun in the spring, applying 1 to 1½ pounds of nitrogen per 1,000 square feet every 4 to 10 weeks. Without soil test information, it is recommended that you use a fertilizer that either contains nitrogen only (21-0-0, ammonium sulfate) or is low in phosphorus (Examples: 21-3-6 or 15-0-15) to reduce the chance of excessive phosphorus build-up in the soil. Such build-ups can lead to deficiencies in iron and zinc.
**Watering**
Follow the same recommendations listed for March through May.
**Controlling weeds**
Continue applying postemergent herbicides as needed. At temperatures higher than 95 °F, products such as MSMA and 2,4-D can injure bermudagrass. Apply them in the early morning or late evening.
**Controlling insects**
Follow the same recommendations as for March through May. The most effective time to treat for white grubs is in August when they are immature and close to the soil surface.
**Eliminating compacted soils**
Follow the same recommendations as for March through May.
**SEPTEMBER through February**
**Mowing**
Continue the recommended mowing practices until the grass goes dormant and does not require mowing. If the lawn is overseeded (planted with cool-season grass to maintain its green color in the winter), it will need mowing throughout the winter.
**Fertilizing**
Do not fertilize bermudagrass unless the lawn has been overseeded. Overseeded lawns should be fertilized once in December and again in February with ½ pound of nitrogen per 1,000 square feet, using a nitrogen-only fertilizer such as 21-0-0. To calculate the amount of product needed per 1,000 square feet, substitute 50 for 100 in the spring formula.
**Watering**
You may need to water dormant bermudagrass periodically if the weather is warm, dry and windy. Continue the spring and summer watering schedule if the lawn has been overseeded.
**Controlling weeds**
Apply postemergent herbicides as needed to control winter annual broadleaf weeds.
**Controlling insects**
Bermudagrass lawns should experience no detrimental insect activity in the winter.
---
The best form of weed control is a healthy, dense, actively growing lawn.
For more information, see the Web site at http://aggieturf.tamu.edu. | <urn:uuid:1ece8568-c3ae-4643-9550-f969ff039487> | CC-MAIN-2019-04 | http://counties.agrilife.org/gillespie/files/2013/02/Maintaining-Bermudagrass.pdf | 2019-01-17T09:56:47Z | crawl-data/CC-MAIN-2019-04/segments/1547583658901.41/warc/CC-MAIN-20190117082302-20190117104302-00528.warc.gz | 52,768,396 | 2,687 | eng_Latn | eng_Latn | 0.856942 | eng_Latn | 0.996357 | [
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About the Book
An instant #1 New York Times bestseller, Angeline Boulley’s debut novel, Firekeeper’s Daughter, is a groundbreaking YA thriller about a Native teen who must root out the corruption in her community, perfect for readers of Angie Thomas and Tommy Orange.
Eighteen-year-old Daunis Fontaine has never quite fit in, both in her hometown and on the nearby Ojibwe reservation. She dreams of a fresh start at college, but when family tragedy strikes, Daunis puts her future on hold to look after her fragile mother. The only bright spot is meeting Jamie, the charming new recruit on her brother Levi’s hockey team.
Yet even as Daunis falls for Jamie, she senses the dashing hockey star is hiding something. Everything comes to light when Daunis witnesses a shocking murder, thrusting her into an FBI investigation of a lethal new drug.
Reluctantly, Daunis agrees to go undercover, drawing on her knowledge of chemistry and Ojibwe traditional medicine to track down the source. But the search for truth is more complicated than Daunis imagined, exposing secrets and old scars. At the same time, she grows concerned with an investigation that seems more focused on punishing the offenders than protecting the victims.
Now, as the deceptions—and deaths—keep growing, Daunis must learn what it means to be a strong Anishinaabe kwe (Ojibwe woman) and how far she’ll go for her community, even if it tears apart the only world she’s ever known.
About the Author
ANGELINE BOULLEY, an enrolled member of the Sault Ste. Marie Tribe of Chippewa Indians, is a storyteller who writes about her Ojibwe community in Michigan’s Upper Peninsula. She is a former Director of the Office of Indian Education at the U.S. Department of Education. Angeline lives in southwest Michigan, but her home will always be on Sugar Island. Firekeeper’s Daughter is her debut novel.
This guide is intended to support your classroom instruction. The standards listed throughout are aligned with the Common Core State Standards for grades nine and ten, but the activities and questions can be applied to multiple grade levels. Please adapt the activities and questions to meet the needs of your students. You know your students better than anyone else.
Pre-Reading Activities
Tribal Land and Displacement Maps
Have students research major tribal lands and displacement of large groups. Using a blank map, students can color-code areas of tribal origin and track displacement. They will also learn about the laws and European-colonial government interference that created the problem.
CCSS: RL.9–10.7 Analyze various accounts of a subject told in different mediums (for example: a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Social Issues Discussion
Discuss issues facing highly marginalized populations in the United States, with an emphasis on Indigenous populations. Focus on issues such as access to health care, inequitable legal systems, and poverty. Have students analyze informative and narrative texts to reflect on the systems that perpetuate these issues.
CCSS: RL.9–10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
During Reading Discussion Questions
Part I: Waabinong (East)
1. “My Zhaaganaash and Anishinaabe grandmothers could not have been more different. . . . Their push and pull on me has been a tug-of-war my entire life.” (pages 10–11) What is the full extent that this type of conflict would have on an individual? What conscious and subconscious impacts might it have?
CCSS: RL.9–10.3 Analyze how complex characters (for example: those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
2. “When someone dies, everything about them becomes past tense. Except for the grief. Grief stays in the present.” (page 24) What other things change or stay the same in grief? What lasting impacts can grief have?
CCSS: RL.9–10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
3. “It’s hard when being Native means different things depending on who’s asking and why.” (page 55) What are the different meanings “being Native” could have? Why would it change “depending on who’s asking and why”?
CCSS: RL.9–10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, as tribal sovereign nations are considered, drawing on a wide reading of world literature.
4. “It feels disloyal to say anything more. I’d be revealing the worst parts about someone I love.” (pages 76–77) Where should the line be between revealing unsavory things about those you love and finding healing from the pain that the loved one may have caused?
CCSS: RL.9–10.3 Analyze how complex characters (for example: those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
5. “Anger flashes through me as I think about how it’s Travis’s second day as well. He will be unable to move on until he accounts for the harm that he is responsible for. Including taking Lily from us.” (page 101) Does committing a crime make people any less deserving of grief and remembrance after death?
CCSS: RL.9–10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
6. “I believed the worst. My uncle didn’t fail me. I failed him.” (page 109) It is impossible to understand anyone fully, and learning things about them after they are gone can reveal incredible pain. Discuss Daunis’s immediate instinct to assume the worst about someone whom she loved and admired so much, and her realization of being wrong about Uncle David.
CCSS: RL.9–10.3 Analyze how complex characters (for example: those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
7. “Does closure come from forgiving others and being forgiven for our failures? Do we resist temptation from evil by believing in righteous justice?” (page 115) Discuss these questions. What is revealed here about Daunis’s motivation to replace her uncle as the confidential informant?
CCSS: RL.9–10.3 Analyze how complex characters (for example: those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Part II: Zhaawanong (South)
1. “There is power in what I am going through; it’s my responsibility to observe the protocols and protect others during this traditional grieving period.” (page 140) Explain and describe the power there is in grief and the healing process. What specific responsibilities does Daunis have with this power?
CCSS: RL.9–10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
2. “Visible physical effects of meth. But what about the damage on the inside? The toll on them and their loved ones?” (page 155) Discuss these questions. How does Daunis’s personal connection to this case on multiple levels, from her misunderstanding of Uncle David’s situation to her conflict surrounding the loss of Lily and Travis, influence her ability to participate?
CCSS: RL.9–10.3 Analyze how complex characters (for example: those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
3. “What if it’s a strength to love and care for someone you don’t always like?” (page 180) Daunis frequently grapples with herself and close loved ones not being fully accepted or seen. Discuss the resonance of this question on the experiences of rejection and self-denial throughout the book so far.
CCSS: RL.9–10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
4. “When you love someone, but don’t like parts of them, it complicates your memories of them when they’re gone.” (page 205) It is clear Daunis feels immense guilt and blame for her uncle’s death, particularly after learning the truth of his involvement with the FBI. What healing can be found after the fact in Daunis seeking the truth and finding a solution to the larger issue?
CCSS: RL.9–10.3 Analyze how complex characters (for example: those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
5. “I know what you’re here to do. But these are good people. . . . It’s like . . . you haven’t earned our stories.”” (page 217) What power is there in stories? Why is it important for them to be earned?
CCSS: RL.9–10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
6. “Maybe it’s even more important for me to be part of the investigation because I’m the only one thinking seven generations ahead.” (page 238) How does this connect to Daunis’s motives in being a confidential informant? How is this reflected in her actions?
CCSS: RL.9–10.3 Analyze how complex characters (for example, those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
7. “When Lily and I were on Tribal Youth Council, we all played a game called Bigotry Bingo. When we heard a comment that fed into stereotypes, we’d call it out.” (page 210) What does this reaction reflect about the views and biases placed on marginalized populations?
CCSS: RL.9–10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
8. “I need to be part of the investigation. The community needs to be part of the solution.” (page 289) What significance does this hold? What added value is there in the solution coming from within the community?
CCSS: RL.9–10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
9. “I turn the notebook over to start where he started. In the Before. I need to earn Uncle David’s story.” (page 313) Daunis expresses the sentiment of stories needing to be earned a few times throughout the book. Why is it significant that she earn Uncle David’s story, when she was so close with him in life?
CCSS: RL.9–10.3 Analyze how complex characters (for example, those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
10. “The Little People found the kids in the woods and scolded them.” (page 322) What role and purpose do the Little People serve in the story as a narrative, as well as in tradition?
CCSS: RL.9–10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
11. “Not every Elder is a cultural teacher, and not all cultural teachers are Elders. . . . Trust yourself to know the difference.” (page 329) What does Aunt Teddie mean by this? What can be inferred from this? Is it advice or is it a warning?
CCSS: RL.9–10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (for example: how the language evokes a sense of time and place; how it sets a formal or informal tone).
12. “As long as the FBI continues their wild goose chase in search of a hallucinogenic mushroom, they will leave our other medicines alone.” (page 332) What does Daunis fear would be the repercussions of the FBI meddling in the traditional medicines?
CCSS: RL.9–10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
13. “If he’s new best buds with your brother, then he’s bad news.” (page 367) Daunis already suspects Levi of being involved in something. Why is it so hard for her to acknowledge fault in him, unlike how she assumed fault toward Uncle David?
CCSS: RL.9–10.3 Analyze how complex characters (for example, those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
14. “Levi swore he’d be so grateful if I said it was me. . . . He was supposed to be the best of us.” (page 381) Does the revelation of the depth of Levi’s manipulation redeem Travis’s actions in any way? Is he any more or less culpable for his actions?
CCSS: RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped by specific details; provide an objective summary of the text.
15. “Wisdom is not bestowed. In its raw state, it is the heartbreak of knowing things you wish you didn’t.” (page 393) To what extent was this wisdom and understanding on Daunis’s part willful ignorance or truly being shielded from the truth?
CCSS: RL.9-10.3 Analyze how complex characters (for example: those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
**Part III: Ningaabii’an (West)**
1. “What would you do, if you could get away with anything? If you grew up getting special treatment? If you had a friend like Travis to take the fall for a big mistake?” (page 418) Discuss the full consequences of Levi not only never having faced consequences but also using Travis as a scapegoat for a truly egregious crime. What is the full extent of the harm? Why was this allowed and tolerated for so long?
CCSS:RL.9–10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (for example: parallel plots), and manipulate time (for example: pacing, flashbacks) create such effects as mystery, tension, or surprise.
2. “I love you, Levi. Enough to do this.” (page 446) Levi had already threatened and betrayed Daunis multiple times leading up to this final moment. Recall Daunis thinking about the strength it takes to love someone you do not like parts of. What strength is Daunis exhibiting? Is she fully justified, or can it be argued that she, too, is betraying her loved ones?
CCSS: RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
3. “I’m reminded that our Elders are our greatest resource, embodying our culture and community.” (page 453) Reflect on Aunt Teddie’s warning that not every Elder is a culture teacher and vice versa. What other resources do our Elders provide, outside of embodying culture and community?
CCSS: RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
**Part IV: Kewaadin (North)**
1. “Stormy Nodin hasn’t spoken a single word since I led him from that trailer.” (page 470) Why would Stormy help Jamie in the first place? What motivation did he have to turn against Levi and Mike, and then also to not defend himself?
CCSS:RL.9–10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (for example: parallel plots), and manipulate time (for example: pacing, flashbacks) create such effects as mystery, tension, or surprise.
2. “I love you and I want you to be healthy. . . . You gotta do your work and I gotta do mine.” (page 477) This is reminiscent of both Lily’s plea to Travis before he killed them both, as well as Aunt Teddie explaining her early relationship with Art. Discuss the power and strength behind choosing to express love in this way. What other ways has love been expressed in this novel? What strength or harm was created in those methods of expression?
CCSS: RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
3. “I am overcome with a mixture of emotions. Sad that their innocent eyes are open to the trauma that still impacts our community today. Angry they must learn these truths in order to be strong Anishinaabek in a world where Indians are thought of only in the past tense. Proud that they—smart, sturdy, and loved—are the greatest wish our ancestors had, for our nation to survive and flourish.” (page 485) Discuss the significance of what Daunis realizes about her cousins’ understanding of their transgenerational trauma.
CCSS: RL.9–10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
**Extension Activities**
**Disrupting Injustices and Inequities**
“Levi and Stormy are gonna sit in jail, while Mike gets away with everything” . . . “When a crime takes place on Indian land and the victim is a tribal member, the feds decide whether to press charges.” (page 471-472)
Daunis is sexually assaulted and raped by Mike and his father, Grant. Both men exhibit aggression toward and entitlement over Daunis. However, neither receive any reprimand for their actions, due to different forms of legal evasion, and Daunis does not receive adequate justice or reparation for these violent acts committed against her. It is revealed near the end of the novel that Daunis’s situation is far from uncommon. Design a research project to address the following: What are other acts of injustices or inequities disenfranchised and underrepresented populations face? What actionable steps can be taken to disrupt them?
CCSS: W.9–10.7: Conduct short as well as more sustained research projects to answer a question [including a self-generated question] or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
**Role of Helpers**
“He [Gaagaag] had spent so much time flying around, watching his friends using their gifts, that he had come to know their strengths and how they might help one another in their time of need.” (page 191)
Helpers are discussed and revealed throughout the novel, and they are not exclusive to Daunis and her efforts to save her community. In an essay, discuss the various helpers seen throughout the novel, and the vital roles they serve in creating a solution to the issue of meth in the community. Cite specific examples and analyze the purpose and benefits of these helpers.
CCSS: W.9–10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
**Transgenerational Traumas**
“Could I even explain [to Gramma Pearl] that I’m helping law-enforcement officers from the same government that tried taking her to boarding school? . . . Would she know that I am trying to protect our community, and others, too?” (page 149)
Transgenerational traumas are those passed from generation to generation. Daunis remembers and recognizes instances of generational and ancestral trauma as a result of historical oppression, violence, and systemic racism. All marginalized populations in the United States experience similar traumas that can be traced back through generations. However, transgenerational traumas also lead to resiliency and strength. Legacies are fostered within marginalized populations, giving rise to advocacy, social change, and continued empowerment. Meet with a neighbor, friend, etc. who identifies with a marginalized population. Interview them on their experiences with transgenerational resiliency in the face of trauma, and how it has created an environment for continued solutions towards overcoming oppression, violence, and systemic racism. Maintaining focus on healing legacies, what growth does our society need to continue in order to fully come to terms with the context of our history?
CCSS: W.9–10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Familial Connections
“I cannot fathom growing up without relatives. I have so many family members, not all blood-related, who have surrounded me my entire life.” (page 25)
“I’ve always been a Firekeeper. Auntie made it more than a name. She made me family.” (page 305)
Family is incredibly important for all of the characters in this novel. Most prominently, Daunis finds strength in Uncle David and Aunt Teddie, but ultimate betrayal in Levi. Jaime, on the other hand, has virtually no connection to family and faces personal struggles as a result. Create a visual representation of important or significant family connections, including those who aren’t related by blood, and what that connection means to you.
CCSS: W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Intersectional Identities
“Running is where all the different parts of me fit together perfectly, like a jigsaw puzzle. The zone is where I’m a step removed from the puzzle, so the lines fade, and I can see myself clearly.” (page 55)
“I’m thankful for you having those advantages. But I get mad and scared because my Black and Ojibwe daughters don’t.” (page 79)
Create a graphic, similar to the one below, to reflect on the many personal identities you hold and relate to. Then compare and contrast the benefits or disadvantages associated with each identity and how that impacts the way you interact with the world and others around you.
CCSS: W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
KIT MAGEE is a high-school teacher in Colorado who identifies with the Cherokee Nation. She earned a bachelor’s degree in Secondary English Education from Colorado State University in Fort Collins, Colorado. She has experience teaching Language Arts to multilingual students at Fort Morgan High School, as well as teaching English Language Development at Aurora Central High School. Her research focuses on creating equitable and rigorous Language Arts instruction through accessible texts, primarily young adult literature. | 0d7a5cfe-8a3c-4d63-a462-46975c4d8ff4 | CC-MAIN-2022-27 | https://media.btsb.com/TitleLessonPlans/4226.pdf | 2022-07-06T12:58:58+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104672585.89/warc/CC-MAIN-20220706121103-20220706151103-00442.warc.gz | 430,889,468 | 5,194 | eng_Latn | eng_Latn | 0.996574 | eng_Latn | 0.996878 | [
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Key messages
Read questions with care, particularly worded context ones, in order to ensure answers are sensible and correct for the situation.
General comments
The vast majority of candidates tackled the questions confidently. Where working was needed it was shown well in general. Presentation too from most candidates was clear although care should be taken writing figures, particularly if written small, as indices.
Some questions required calculations that could be split into stages and this did cause some premature rounding, resulting in inaccurate answers.
Most candidates completed the questions within the time and many could have benefitted from a check through their work for clarity of presentation and answers that are sensible for the question.
Comments on specific questions
Question 1
Nearly all candidates answered this correctly, regardless of some very borderline spellings of some words that were condoned. A small number lost the mark as they wrote three instead of thirty or eight instead of eighty.
Question 2
Although most candidates gave a correct conversion of metres to centimetres, a considerable number divided by 100 (the reverse process) resulting in 43.65 centimetres. The other common error was to add one zero or three zeros to the number in the question.
Question 3
There was a very good response to this question on order of operations. A few candidates did not read the question correctly adding two pairs of brackets while just a small number put brackets in the wrong place.
Question 4
A clear majority of candidates were successful with this question. Some candidates, having worked out the correct number, gave it as a fraction of 120. A few others tried to add to the question by estimating how many times the calculator was not taken to the lesson. Not reading that the question asked for the number of times resulted in a few responding with 0.48 rather than an integer value.
(a) Most candidates knew that one million had 6 zeros and so successfully subtracted 123. Some either did not know this or did not carefully input the correct number of zeros on their calculator. A common error was to have the correct figures but with a negative sign from subtracting the wrong way round. Occasionally a division rather than a subtraction was performed, probably a slip when using the calculator.
(b) Again in this part there was evidence of subtracting the wrong way round, often from the same candidates who had reversed them in part (a). However, the vast majority of candidates did gain this mark.
Question 6
(a) Only a minority of candidates could identify the quadrilateral having only one pair of parallel sides. Parallelogram was common showing the importance of reading the description carefully, in particular the word ‘only’. Other responses seen were triangle, circle, rhombus and rectangle showing a lack of familiarity with two dimensional shapes.
(b) There was a far better response to the type of angle but acute was often seen. A few gave reflex and some misread the question giving an actual value between 90 and 180.
Question 7
(a) There was a lot of variation in the way of filling in the required number of squares with some even completing part squares. However, just about the majority of candidates managed the correct number.
(b) Many candidates found visualising rotational symmetry challenging and so this was not so well answered. Many seemed to have little idea of rotational symmetry and their two squares seemed quite random. The most common incorrect answer was shading the square the other side of the given one on each side with only one square shaded.
Question 8
(a) This parts was found particularly challenging with few candidates able to recognise an angle alternate to X. Clarity of responses was also an issue with letters poorly written or overwriting of letters making it impossible to see what answer was intended. The response c was particularly common while f was often chosen in both parts.
(b) While more candidates gained the mark for identifying a corresponding angle in this part, this too was found challenging. A considerable number of candidates gave the correct letters in the two parts but the wrong way round.
Question 9
Completing a tally chart was very well done with just a small number incorrectly calculating the number remaining for the ‘Purple’ tally. There were some who were careless with the tally strokes but if working showed the correct number they gained partial credit. A small number did not understand the question, adding tallies to the other favourite colours.
Question 10
(a) The question was found challenging with a common error of rounding correct to 2 decimal places, resulting in 0.05, instead of 2 significant figures. Any zeros following an otherwise correct answer spoilt the two significant places requirement. Other incorrect answers seen at times were 48 and 0.48.
(b) Standard form was far better answered than significant figures but an index of +3 instead of −3 was often seen, as was $527 \times 10^5$. Quite a number of candidates did not appear to understand how to write numbers in standard form.
Question 11
Many candidates were confused between highest common factor and lowest common multiple. One mark was often gained from a factor tree or equivalent but many who showed this working gave the LCM rather than the HCF. Some who knew what factors were gained some credit from 2 or 3, neither of which were the highest.
Question 12
A straightforward area of triangle question was well answered although a significant number did not halve the product of base and height. Adding instead of multiplying the base and height was seen at times as was using $\pi$ or applying Pythagoras’ theorem.
Question 13
Some candidates used the sine ratio incorrectly although some did find the other angle and then worked out the value of angle $x$. This longer method often produced inaccuracies from rounding. Those who did apply the direct method of cosine generally were successful but $\cos x = \frac{23}{6.2}$ was seen at times. Premature rounding of $6.2 + 23$ caused a number of inaccurate answers.
Question 14
(a) Had the dimensions of the cuboid been given numerically it is likely that almost all candidates would have found the correct volume. In fact many did not realise that by counting the number of cubes in length, breadth and height, it was a straightforward volume calculation. The most common error was to find the surface area of the cuboid leading to a common answer of 192. There were 96 cubes in the visible surface area and this too was often seen as a response.
(b) Many candidates gave descriptions of the shapes rather than giving three dimensional solids for their answers. Those who did understand nets often gained both marks but the common errors for the second net were to write prism or qualify the correct solid with the description triangular.
Question 15
(a) While the ratio was answered quite well, many only gained partial credit for a ratio not in its simplest form, giving $6 : 16$ or $\frac{3}{11} : \frac{8}{11}$ as their answers. A few used the total pencils in the ratio leading to $6 : 22$ or $3 : 11$ occasionally.
(b) Nearly all candidates appreciated the impossible situation and the vast majority did give a quantitative answer.
Question 16
(a) While there was a good response to this expansion many lost a mark with either the first term $x^2$ or the second term $7x$ or just $-7$. Some candidates, having found the correct answer, then combined the terms to a single item.
(b) The factorising was less well done than the expansion with quite a number of candidates combining to a single term. Other common incorrect answers were $y(y + y)$, $y(y + 0)$ and $y(y)$.
Question 17
(a) Many candidates wrote out the square roots of the numbers from 50 to 60 but nearly all did not write why this showed that no square number existed in that range so gained only partial credit. No mark was given for just writing $\sqrt{50}$, $\sqrt{51}$, etc. without any values of them or simplifications such as $\sqrt{50} = 5\sqrt{2}$. Those choosing to investigate the squares of integers soon realised and showed that none had a value in that range, which was all that was required.
(b) While this part was answered more successfully than part (a), many candidates gave answers of 51 or 57. Some gave an even number for a prime. Although only one prime number was requested some gave both correct but others had one wrong so could not score the mark.
Question 18
(a) This type of question needed careful reading so while it was answered well, some found 3600 metres from thinking it was 1 minute to paint 80 metres.
(b) This part was found challenging by candidates. Again the lack of multiplying by 5 meant many gained just partial credit for 35. Others lost a mark due to not knowing that $1000 \text{ m} = 1 \text{ km}$. A common incorrect answer was 560 from simply dividing 2800 by 5.
Question 19
(a) Most candidates found this part quite straightforward and realised what to multiply and what to add. Most who did make an error multiplied the indices, but clarity of figures need care as 5’s and 6’s written small can be difficult to differentiate. A small number added 5 and 2 or left out the $m$ term by giving an answer of just $10^5$.
(b) This was not quite so well answered as part (a) with some candidates performing the same addition of indices as previously. The only other significant error was to work out $8^3$ to give 512.
Question 20
Most candidates answered the fraction question correctly and showed the necessary working. However a significant number of candidates, having formed a correct improper fraction for the first mark, did not show how the division was done. Some, having changed to a multiplication, cancelled appropriately but most did the multiplications of numerators and denominators before cancelling. The final mark was often lost by leaving the answer as an improper fraction instead of following the instruction for a mixed number or occasionally by not having the simplest form of the mixed number. The common denominator division method was applied by some and usually successfully. Some confused the methods and had
$$\frac{27}{12} \times \frac{28}{12} = \frac{27 \times 28}{12}.$$ Working in decimals wasn’t seen often, although some thought the answer had to be in decimals.
Question 21
A small, but significant number of candidates omitted this question and only a few candidates gained full marks. Area was attempted by many but the main error was using $2\pi r$ instead of $2\pi r$. Then when the correct $\pi r$ for the perimeter of the semicircle was found, some halved, thinking they had found the whole circumference. Only a few added the diameter to give the full perimeter and then some of these had either approximated prematurely or used 3.14 or $\frac{22}{7}$ for $\pi$.
Question 22
This was the most challenging question on the paper and a significant number did not attempt it. Many candidates did not realise that the lowest common multiple was needed but those who did, generally made progress at least to 630 seconds. Most candidates tried to perform a variety of operations on the two times of 90 seconds and 105 seconds, most commonly subtracting them. These nearly always produced a meaningless answer in the context of the question.
Question 23
This question required three distinct steps to isolate $x$ but many started by changing either or both of $4y$ and $8$ to terms on the left-hand side of the equation with sign errors often apparent. Those candidates who started correctly often tried to square root before dividing by 5. This led to the square root sign not covering the 5 although quite a number, having done the first two steps correctly, carelessly also did not show the square root sign over the whole expression. Some thought it was an equation needing a numerical solution. Candidates should also note that each step towards the solution they write should be a correct one, so for example $5x^2 - 3y = 4y + 8 + 3y$ is incorrect.
Question 24
(a) (i) While the vast majority of candidates did the construction correctly, some went over the arcs freehand making it difficult at times to see if compasses had been used. Just one pair of arcs was seen at times which is not enough and other arcs were too small or close together for an accurate bisector. A few candidates bisected one of the angles instead of the line. Apart from a few carelessly drawn bisectors, nearly all with correct arcs gained the two marks in this part.
(ii) Most candidates understood that the locus meant an arc, centre C, although a few used an incorrect centre or radius. There were quite a lot of blank responses for this part.
(b) Some candidates shaded a region which ended at the arc they had drawn for the bisector instead of going up to the bisector. Also some showed poor shading which left parts of the region without shading resulting in a region that wasn’t clearly defined.
Key messages
To succeed in this paper candidates need to have completed full syllabus coverage, remember necessary formulae, show all necessary working clearly and use a suitable level of accuracy.
General comments
A significant number of candidates demonstrating an expertise with the content and showing good mathematical skills. Only a very small number of candidates were unable to cope with the demand of this paper. There was no evidence that candidates were short of time, as almost all attempted the last few questions. Omissions were due to lack of familiarity with the topic or difficulty with the question rather than lack of time. Candidates showed particular success in the basic skills assessed in Questions 4 (b), 5, 6, 7, 8 (b), 12 and 14. The more challenging questions were Questions 10, 16 (b), 18, 21 (b) and 24. Candidates were very good at showing their working although sometimes stages in the working were omitted and credit for method could not always be awarded. It was rare to see candidates showing just the answers with no working.
Comments on specific questions
Question 1
This question was answered well. The majority of candidates found 53 as the prime number. A smaller number of candidates chose 59 and there were also a few who wrote both. The most common error was 51 followed closely by 57, with fewer choosing 55. It was unusual to see an even number given but a prime out of range was seen quite a few times.
Question 2
This question was generally well answered but a significant number of candidates did not gain credit as they gave an answer correct to only 2 or even 1 significant figure without a more accurate answer first. A small number truncated the answer to 0.838 rather than rounding. The most common evaluation error was to forget to square root.
Question 3
This was a well answered question with most candidates able to write down the correct answer. A common incorrect answer was $\frac{7}{10}$ or fractions that included a decimal in the numerator.
Part (a) was generally answered well, with many candidates giving the correct answer. The most common incorrect answers seen were parallelogram, rectangle, rhombus and triangle. Some candidates struggled with the spelling of trapezium, but in most cases the intention was clear and so it was possible to award the mark. Part (b) was more successful for the candidates, the correct answer of obtuse was often seen. The most common error was to describe the angle as acute, and occasionally as a ‘wide angle’ or reflex. As with part (a), some candidates struggled with the spelling, and sometimes the intention was not clear, for example ‘obcute’ could not be credited.
Question 5
This was answered well, with full credit gained by the majority of candidates. Many gained credit for the method by showing the distance divided by a time. The most common error in the time was the incorrect decimalisation to 4.3 hours. Less able candidates struggled to find the time difference and would have benefitted from working on strategies to do this.
Question 6
This question was very well answered with nearly all candidates getting the correct answer. When full credit was not awarded, it was sometimes because of an algebraic slip leading to either $9f + 3f$ or $23 + 11$ and in most of these cases a mark was scored as one of the sides was dealt with correctly. More candidates made an arithmetic error such as $9f - 3f = 3f$. Very few candidates gained no credit on this question. There was not much evidence of candidates checking their answers.
Question 7
This question was very well answered with nearly all candidates successfully applying the formula for the area of a triangle and achieving the correct answer using $0.5 \times 8.4 \times 3.5$. A small number of candidates used $0.5 \times 8.4 \times 3.5 \times \sin 90$. A few candidates took a longer approach of choosing their own measurements for the two parts of the base, calculating an angle, and then using $A = \frac{1}{2} ab \sin C$. Often this included premature rounding and a loss of the accuracy mark. The most common error was the calculation of the area of a rectangle instead of the triangle leading to $29.4 \text{ cm}^2$. A small number of candidates did not attempt the question at all.
Question 8
In part (a) many candidates were able to score this mark. The most common errors were either trailing zeros, giving an answer of 0.05 (confusing significant figures with decimal places) or an answer of 0.047 where they had simply truncated. Part (b) was answered correctly by most candidates. The main error was 3 instead of $-3$ in the power. Some also gave $-2$ or $-4$ but these were much rarer errors, as was $527 \times 10^{-5}$. Most candidates understood what was needed for standard form with few candidates leaving their answer as a decimal. Occasionally candidates incorrectly gave a rounded or truncated answer instead of the exact answer that was required.
Question 9
Prime factor decomposition was commonly seen, in a variety of forms, (e.g. repeated division, factor trees, etc.) and many candidates did so correctly to achieve at least partial credit. Some candidates used a combined table of repeated division which would have been acceptable if finding the LCM but in this case it did not give a clear distinction of prime factors for each separate number. Although many candidates gained full credit, a large number just gave 2 or 3 or $2 \times 3$ as a final answer. A number of candidates showed confusion between HCF and LCM, and gave an answer of 720.
Question 10
Only the most able candidates answered this question correctly. Most incorrect answers were some version including the figures 8.4, often from \(\frac{33.6 \times 25,000}{100,000} = 8.4\). Many candidates did not realise that they were working with an area and that both 25,000 and 100,000 needed to be squared. A number of candidates calculated figures 336 + figures 25 leading to answers of figures 1344. Those who correctly squared the 25,000, either forgot the \(100,000^2\) or did not deal correctly with the unit change but did manage to achieve the method mark for the figures 21 in their answer.
Question 11
Quite a few fully correct matrices were seen. Those who did not score full marks often gave the special case version therefore scoring 1 mark. A common error was to give the correct matrix but with both 1’s positive. The most common error was to write the 1’s on the wrong diagonal normally with a combination of 1 and –1; it was very rare to see other numbers. A less common error was to give a matrix that had all elements as a combination of 1’s and –1’s. A small number of candidates left this question blank.
Question 12
Candidates demonstrated an excellent knowledge of the rules to deal with indices and both parts of the question were answered correctly by the majority of candidates. Common incorrect answers seen in part (a) were \(10m^3\) and \(7m^5\) with some attempting a factorisation, resulting in \(m^2(5 \times 2m)\). There were even fewer errors in part (b) with \(x^{11}\) occasionally seen, alongside \(3x^{24}\) or \(3x^9\).
Question 13
This was another well answered question with many candidates gaining at least partial credit by converting \(2\frac{1}{4}\) correctly to an improper fraction and then showing the next step of \(\frac{9}{4} \times \frac{7}{3}\). Some candidates then did not convert their answer back into a mixed number. Others attempted to do so but either converted to decimal form and gave the answer as 5.25 or left the answer as \(5\frac{3}{12}\). The question required the answer to be in its simplest form. Most candidates were able to show sufficient working to gain credit for the method but some did not show enough working or clearly switched to calculator use part way through. Less common, and not always as successful, was the method \(\frac{63}{28} \div \frac{12}{28}\).
Question 14
Most candidates answered this question correctly. The majority of candidates used the elimination method, often multiplying by 10. A significant number used the substitution or equating method, not always as successfully. Those who used the elimination method and were incorrect tended to not know whether to add or subtract the two equations or did not do this consistently for all terms. Some candidates, who gained no credit for method, gained a mark for correctly substituting an incorrect value into one of the equations and finding two values that satisfied one of the equations. However, this mark was sometimes lost by premature rounding of decimals in their incorrect answers. Only a small number of candidates gained no credit.
Question 15
This question was often correctly answered by candidates. Almost all incorrect answers were from treating the $435.60 as 100% and trying to work out 112%, with candidates usually arriving at the answer $487.87. Other errors occurred when candidates found 88% of the sale price or used a reverse percentage method but with the start price as either 112% or 12% of the original. It was rare to award a mark for 435.60 identified as 88%, as those who made this link were normally then able to complete the question correctly.
Question 16
In part (a) often candidates did not correctly follow the instructions in the question. Many did not label their intended region with $R$ and some seemed to be shading the wanted rather than unwanted regions as instructed in the question. Some shading was quite unclear making answers ambiguous. The correct triangular answer region extended across the $y$-axis but inadequate shading did not always make clear that the full triangle was intended. Incorrect answers were quite varied in the choice of region. There were a number of candidates who did not attempt the question. Part (b) was often poorly answered after a correct solution to part (a). Lack of care in reading the question meant some candidates gave a non-integer answer whilst others gave co-ordinates or the calculation $2 + 5$ rather than the largest value of $x + y$ as asked.
Question 17
There were some reasonable attempts at this question with some correct answers seen from the more able candidates. It was rare to see a final correct answer that was further incorrectly simplified. All but the least able candidates achieved a correct common denominator for the two fractions. Of the main approaches to the question, the most successful approach by far was to produce the single fraction
$$\frac{(x - 5)(x + 3) - 2x(x - 5) + (x + 3)(x + 3)}{(x - 5)(x + 3)}$$
before simplifying the numerator. Candidates who tackled the two fractions first had problems with
$$\frac{-2x(x - 5) + (x + 3)(x + 3)}{(x - 5)(x + 3)}$$
often becoming
$$\frac{2x(x - 5) + (x + 3)(x + 3)}{(x - 5)(x + 3)}.$$
Dealing with the 1 also caused problems with
$$1 - \frac{3x^2 - 4x + 9}{x^2 - 2x - 15} = \frac{1 - 3x^2 - 4x + 9}{x^2 - 2x - 15}$$
not uncommon.
Question 18
The most able candidates were successful with this question. A common error was for candidates simply to divide each frequency by 5, giving the incorrect answers of 6.4, 8.8 and 2.4. A few candidates successfully found the frequency densities of 6.4, 2.2 and 0.4, but then gave these values as their final answers.
Question 19
Candidates demonstrated competence in algebraic manipulation, with quite a few gaining full credit. Those candidates that were not able to complete the rearrangement were often able to complete the first stage correctly, usually squaring both sides of the equation. Many then also correctly multiplied both sides of the equation by $m$. It was the next stage in the process, namely isolating $m$ that proved to be the most challenging part of the process. It was common to see terms in $m$ remaining on both sides of the equation. Some of those who correctly gathered the terms in $m$ on one side of the equation were able to factorise and divide correctly, obtaining the correct final rearrangement. Errors were sometimes made with a division where only one term on one side was divided, notably
$$m - m = \frac{k}{P^2}$$
following the correct line of $P^2m - m = k$.
Candidates should be encouraged to keep each line of working separate as many were introducing their next step on the line they had just written down. This often led to incorrect statements for which they could not gain marks.
Question 20
Most candidates attempted this question and almost all scored at least partial credit. As the question asked for the method to be shown there was a need for the quadratic formula, or other method, to be correctly shown. In some cases there was no attempt to show the substitution, even if the quadratic formula has been written out correctly. When substitution was shown the general form of the equation was usually correct with some common errors. These include putting $-2$ instead of $-(−2)$ for the $-b$ term; omitting brackets around $(−2)^2$ in the discriminant; the fraction line being too short and not reaching across the full length of the formula; the square root sign being too short and not covering the whole discriminant or using $b^2 + 4ac$ in the discriminant. In some of these cases the mark was recovered later when a correct version was seen. Many candidates got the correct answers, although occasionally they were rounded incorrectly or to 1 or 3 decimal places instead of the 2 decimal places asked for in the question. In quite a few cases an incorrect substitution was followed by correct answers showing use of a calculator function for solving the equation. Very occasionally candidates used the completing the square method but the formula method was more common and more successful.
Question 21
Many candidates were able to shade the required region of the Venn diagram in part (a) with the most common error by far being to omit $X \cap Y$. There were a few correct answers for the probability in part (b)(i) and also many who gained partial credit for either the correct numerator or denominator. Those who made errors were generally not taking the conditional probability into account. The most common incorrect denominator was 68, the total number of gardeners and the most common incorrect numerator, 44, which includes those who do not grow any of the three vegetables. Other common numerators were 7 (those who only grow carrots) and 17 (the number that do grow carrots). Part (b)(ii) was the most challenging question on the paper, and only the most able candidates gave the correct answer of 46. It was much more common to see the values 6 or 44 given, 6 resulting from $(M \cap P) \cap C$, and 44 arising from $n(C^c)$ and ignoring the extra 2 in $M \cap P \cap C$. This question was also frequently left blank.
Question 22
Part (a) was generally well answered with most candidates gaining full credit. Common errors included arithmetic errors in calculating the determinant, for example $3 \times 1 - 0 \times 4 = -1$. This was usually with the correct adjoint matrix so partial credit was gained. Others found the determinant correctly but gave the adjoint incorrectly. Those who didn’t gain any credit often gave the reciprocal of each term in matrix A,
$$\begin{pmatrix} 1 & 1 \\ 3 & 4 \\ 0 & 1 \end{pmatrix},$$
usually overlooking that 0 has no reciprocal, giving the answer $\begin{pmatrix} 1 & 1 \\ 3 & 4 \\ 0 & 1 \end{pmatrix}$. Others had no idea that they needed to calculate a determinant and possibly knew they needed to swap some of the elements around and/or change signs but not which ones. Part (b) was also generally well answered with most giving the correct matrix. Many realised that it should be a 1 by 2 matrix and a small number gave the answer as a 2 by 2 matrix, either by finding $AB$ rather than $BA$ or, in some cases, assuming that it should be a 2 by 2 and forcing their answer to fit. A few reached the correct answer but wrote a comma between the terms, making it appear like a co-ordinate pair and a similarly small number gave the answer as the column matrix $\begin{pmatrix} 9 \\ 8 \end{pmatrix}$.
Question 23
Part (a) was very challenging for many candidates although a sizeable minority reached the correct answer. There was evidence that many candidates did not read the question carefully enough. It was quite common to see $\overrightarrow{AM}$ rather than $\overrightarrow{AB}$ taken as q and similarly $\overrightarrow{AN}$ rather than $\overrightarrow{AD}$ taken as p. The other most common error was misusing the $3:2$ ratio to make $\overrightarrow{AN} = 5p$ and so taking $\overrightarrow{DN}$ to be $\frac{2}{5}p$. Many candidates gave a partially correct answer (usually the $-2q$) or indicated a correct route, such as $\overrightarrow{MA} + \overrightarrow{AN}$. In part (b) many candidates answered correctly, sometimes with follow through, often $\frac{7}{10}$ from having $\frac{7}{6}p - 2q$ in part (a). However, there was often very unclear working, often unlabelled, so it was not clear which vector was being attempted. This meant that many candidates were unable to gain credit for method. A significant number of candidates left this part blank or offered no working.
Question 24
Many candidates found this question particularly challenging. Some were able to gain partial credit for a correct application of Pythagoras’ theorem in 3D for a relevant line but most were unable to visualise the required angle so did not find any relevant lines. By far the most common incorrect working was to find $\angle GAC$ or $\angle AGC$ with the answers of 31.9 and 58.1 being more common than the correct answer. Very occasionally marks were lost by prematurely rounding to 3 figures in the working i.e. $\sqrt{193} = 13.9$ and then finding $\tan^{-1}\left(\frac{18}{13.9}\right)$ which gives 52.32, rather than a value in range.
Question 25
Most candidates were able to gain at least partial credit in part (a). Generally, the transformation was described correctly as a rotation, together with at least one of the two further details necessary to describe it fully. Some candidates missed, or gave an incorrect, centre of rotation. The angle of rotation was sometimes described as being $90^\circ$, without including the direction of rotation. Most candidates correctly gave a single transformation in this part. It was more common in part (b) for candidates to use a combination of transformations rather than a single transformation as required by the question with enlargement and rotation often combined. As with part (a) the name of the transformation, enlargement, was usually given correctly. Errors were sometimes seen in the centre of enlargement and $(2, 0)$ or $(0, -2)$ were sometimes given, and more often seen in the scale factor of the enlargement. The scale factor of $-2$ was often given incorrectly as either $2$ or $\frac{1}{2}$.
Key messages
To succeed in this paper candidates need to have completed full syllabus coverage, remember necessary formulae, show all working clearly and use a suitable level of accuracy. Particular attention to mathematical terms and definitions would help a candidate to answer questions from the required perspective.
General comments
This paper gave all candidates an opportunity to demonstrate their knowledge and application of Mathematics. Most candidates completed the paper making an attempt at most questions. The standard of presentation and amount of working shown was generally good. Centres should continue to encourage candidates to show formulae used, substitutions made and calculations performed. Attention should be made to the degree of accuracy required, particularly in those questions involving money. Candidates should be encouraged to avoid premature rounding in workings as this often leads to an inaccurate answer and the loss of the accuracy mark. In “show that” questions, such as Question 6(b)(iv), candidates must show all their working to justify their calculations to arrive at the given answer. Candidates should also be encouraged to read questions again to ensure the answers they give are in the required format and answer the question set. When candidates change their minds and give a revised answer it is much better to rewrite their answer completely and not to attempt to overwrite their previous answer. Candidates should also be reminded to write digits clearly and distinctly.
Comments on specific questions
Question 1
(a) (i) Most of the candidates answered this part correctly. There were very few errors but common incorrect answers were 2.6 and $\frac{13}{50}$.
(ii) Most of the candidates answered this part correctly, usually giving $\frac{48}{100}$ or $\frac{12}{25}$ as their answer.
(b) (i) Most of the candidates answered this part correctly. $\frac{10}{18}$ was the most common response but other common answers included $\frac{25}{45}$, $\frac{15}{27}$ and $\frac{50}{90}$. A very small number wrote $\frac{5k}{9k}$ but didn’t then evaluate this. Common incorrect answers include $\frac{4}{9}$, 0.55555 and $\frac{9}{5}$.
(ii) This part was generally answered well although common errors included 7, 11, 15, 14 or a full list of odd numbers.
(iii) The majority of candidates chose a correct decimal value with 0.04675 being the most common response and 0.04671 was also seen frequently. A common error was to include an extra decimal point (0.0467.5) or to include extra zeros (0.004672) or to omit the zero after the decimal point (0.4675).
(c) (i) This part was generally answered well although common errors included 67.8 from \(3 \times \sqrt{512}\), with a number of other values arising from incorrect use of the calculator.
(ii) This part was generally answered well. Some candidates tried to simplify the expression by incorrectly applying indices rules, usually giving the answer \(3^4\) from \((6 - 2)^4 = 6\).
(iii) A large majority of candidates gave the correct answer. The common errors were 0 and 7.
(d) Many candidates gave the correct answer but this part was found more challenging than previous parts for many. Most candidates understood the notion of what a multiple of 7 was but often gave 10s as the answer, appreciating the answer had to be above 100 but forgetting it should be even. Higher multiples were also seen such as 140 and 700. Though \(16 \times 7 = 112\) was seen sometimes the candidate then went on to select the 16 as their answer.
(e) This part was not generally well answered and sometimes more than one answer was given. Candidates were unfamiliar with the terminology ‘irrational number’ and the whole range of possible options were seen.
Question 2
(a) This part was generally answered well although common errors of 14, 18 and 18 – 14 were seen.
(b) Many candidates found this part very challenging and full marks were rarely awarded. The multi-stage calculations required to use the information given in the question to complete the bar chart were not always appreciated. Many candidates were able to draw the bar for Mr Smith correctly at 15, although a small yet significant number misinterpreted the given scale and drew inaccurate bars at 14 or 16. The drawing of bars for Mr Jones and Mrs Brown caused more problems with the required calculations of \(80 - (18 + 14 + 15) = 33\), followed by \(33 + 3 \times 2 = 22\) and \(33 + 3 \times 1 = 11\) rarely seen. Some candidates reached 33 but could not divide this in the correct ratio, often sharing equally rather than \(1:2\). Others drew bars for Mr Jones and Mrs Brown that had heights totalling 33.
(c) Although most candidates understood the term mode, this part was not generally answered well with the common error of giving the frequency (22) as the mode. Some candidates were able to score the mark from correctly following through from their incorrect bar chart.
(d) (i) This was answered well with the majority giving the correct probability \(\frac{14}{80}\) often simplified to \(\frac{7}{40}\), although common errors of \(\frac{1}{14}\) and \(\frac{1}{5}\) were seen.
(ii) This was also generally answered well. Many candidates showed their working, adding the frequencies for Mr House and Miss Patel then subtracting them from 80. A common error was to ignore the word ‘not’ in the question and give the answer as \(\frac{32}{80}\), ignoring the subtraction. Those who had made errors drawing their bar chart had the opportunity to score follow through marks.
(e) Most candidates answered this part correctly, although common errors included \(360 + 18 = 20\) or \(\frac{18}{80} \times 100\) instead of 360.
Question 3
(a) The majority of candidates answered this part correctly, showing the working clearly. Common errors included finding the correct cost of the apples but forgetting to find the change from $10, and the incorrect calculations of \(192 - 10\) and \(192 + 10\).
(b) The majority of candidates also answered this part correctly, showing the working clearly. A small yet significant number calculated the cost of only one type of grape correctly. Other common errors included \(3.10 ÷ 0.6\), \(3.10 - 0.6\), \(2.80 ÷ 0.75\), and \(2.80 - 0.75\).
(c) This part was generally answered well with mostly correct answers given. The most common error was to calculate \(75 \times \frac{12}{100} = 9\).
(d) The majority of candidates answered this part correctly, showing the working clearly. A small number did the efficient calculation \(1.6 \times 1.5 = 2.4\) although most did the calculation in two stages. A few candidates correctly obtained 60% of $1.50 as 0.9 but then forgot to add it on whilst others spoilt this method by writing \(1.50 - 0.9 = 0.6\). Other common errors included \(1.5 + \frac{60}{100} = 2.1\) and \(\frac{1.5}{60} \times 100 = 2.5\).
Part (e) was challenging for many candidates as the data was presented in a discrete distribution table rather than a simple list.
(e) (i) This part was not generally answered well with many of the candidates not able to find the correct range. The common error was to subtract the frequencies \(14 - 0 = 14\).
(ii) Again this part was not generally answered well with many of the candidates not able to find the correct median. Common errors included ordering the frequencies 0, 2, 5, 8, 10, 11, 14 and giving the median value as 8, not ordering the frequencies and giving the median value as 5, the answer of 3 (the median number of bananas bought without considering the frequencies). Those candidates who appreciated that the 25/26th value was required were generally correct, although a few laboriously wrote out the 50 values as a list first.
(iii) Again this part was not generally answered well with many of the candidates not able to find the correct mean from the distribution table. Common errors included calculating \(\sum f\) rather than \(\sum fx\) and dividing by 7, or finding the total number of bananas, \(\sum x\), correctly but again dividing by 7, \(50 \div 7\), and \(21 \div 50\). Arithmetic errors occurred when \((0 \times 14)\) and \((1 \times 0)\) were given as 14 and 1.
Question 4
(a) This part on the measurement of a bearing was not generally answered well. Common errors of 38, 52, 142, 218 and 232 were frequently seen.
(b) The majority of candidates were able to measure accurately at 12 cm and then use the given scale to correctly convert to give the actual distance required as 96 km. A very small number gave answers of 12 or \(12 \times 100 = 1200\) km.
(c) This part on writing the scale in a particular form was not generally answered well and many candidates did not seem to appreciate that the scale of a map can be written in the form \(1 : n\). Common errors included \(1 : 8\), \(1 : 800\), \(1 : 8000\), \(1 : 8n\), \(1 : 12\) and \(1 : 96\).
(d) This part was generally answered well although not all candidates appreciated the context of the question, with many roads drawn not meeting the given road from A to B. These errors were probably caused by an incorrect bearing drawn from C.
(e) (i) This part was generally answered well with the majority of candidates able to work out the required time. A small yet significant number used an incorrect time notation such as 11:27 pm, 11 hr 27 and 11°27'.
(e) (ii) (a) The majority of candidates were able to apply the correct formula to calculate the required journey time. However, many were then unable to convert into hours and minutes with 1.28 hours very often written as 1 hour 28 minutes, and less so as 1 hour 16 minutes.
(b) This part was generally answered well particularly with a follow through applied.
(a) (i) This part on finding the perimeter of the given shape was generally well answered although a number of errors were seen, often as a result of attempting to use a formula rather than the simpler method of counting squares. Common errors included 12, 32, and 48.
(ii) This part on finding the area of the given shape was generally well answered although a number of errors were seen, often as a result of attempting to use a formula rather than the simpler method of counting squares. Common errors included 16, 24, 48 and 256 from $4 \times 4 \times 2 \times 2 \times 2 \times 2$.
(b) (i) This part was generally answered well.
(ii) (a) This part was generally answered well.
(b) This part was generally answered well, although common errors of $(5, k)$ and $(7, 2)$ were seen.
(iii) This part was answered reasonably well although a small yet significant number of candidates were unable to attempt this part. Common errors included sign errors such as $\begin{pmatrix} 44 \\ -10 \end{pmatrix}$ and $\begin{pmatrix} 44 \\ 14 \end{pmatrix}$, $\begin{pmatrix} 49 \\ -12 \end{pmatrix}$, $\begin{pmatrix} 5 \\ 2 \end{pmatrix}$ and $\begin{pmatrix} 54 \\ -10 \end{pmatrix}$.
(c) (i) The majority of candidates were able to identify the given transformation as an enlargement but not all were able to correctly state the three required components. The identification of the centre of the enlargement proved the more challenging with a significant number omitting this part, and $(0, 0)$, $(-4, 4)$ and $(1, -3)$ being common errors. The scale factor also proved challenging with $-2$ and 2 being common errors. A small number gave a double transformation, usually enlargement and translation.
(ii) This part was generally answered well with the majority of candidates able to identify the given transformation as a rotation and more were able to correctly state the three required components. The identification of the centre of rotation proved the more challenging with a significant number omitting this part, and $(0, 0)$, $(8, 4)$ and $(4, 9)$ being common errors. The angle of rotation was sometimes omitted with 90 being the common error.
Question 6
(a) (i) This part was generally answered well with the majority of candidates able to draw the next diagram in the sequence, although not all were ruled or included the internal lines.
(ii) This part was generally answered well with the majority of candidates able to complete the table.
(iii) This part was generally answered well, although common errors included $8n + 4$, $n + 8$, $8 - 4n$ and a number of numeric answers.
(iv) This part proved more challenging with a number of candidates not appreciating that equating their previous expression to 300 would give the correct answer. Common errors included $8 \times 300 - 4$, $300 + 8$ and $300 + 4$.
(v) This part proved most challenging and a good discriminator. The correct volume from $7 \times 7 \times 14$ was rarely seen. Candidates were not able to visualise the correct height for the open box, or incorrectly assumed it was a cube, using a height of 7 instead of 14. Other common errors included $7 \times 7 \times 6$, $7 \times 7 \times 9$, $7 \times 12$ and in particular $7 \times 7 \times 7$. A large number of candidates were able to correctly state the units of their answer, although common errors included ‘units’, ‘cms and cm’.
(b) (i) This part was generally answered well, although common errors included 1, 6, 9, and 27.
(ii) This was almost always correct with only the odd single error within the table.
(iii) Candidates found this part quite challenging with many not recognising the quadratic expression of $n^2$ gave the required formula. Common errors included $w + g$, and a variety of linear or purely numeric expressions.
(iv) In general this part was very well answered with the required working for this ‘show that’ question clearly shown. A rare error was to work out $0.5 \times 3 + 4$ giving an answer of 5.5. A significant number were unable to attempt this part.
(v) Candidates found this part quite challenging although a good number of candidates were able to gain full credit. A significant number did not appreciate that the earlier parts were useful. Those who recognised that $t = w + g$ from the table in part (iii) were often able to score one or two of the available part marks.
Question 7
(a) This part was generally answered well with the majority of candidates able to find the two required angles. Common errors included 48 and 48, 84 and 84 and answers such as 52 and 32 where the two angles added up to 84 (i.e. the isosceles properly not recognised).
(b) This part proved to be a good discriminator. A large number of candidates demonstrated a good understanding of angles around a point and were able to set up a correct algebraic equation and solve it correctly to be awarded full marks. Less able candidates found the combination of geometry and algebra difficult to grasp. A significant number attempted to use a trial and improvement method, but this was rarely successful. Common errors included equating the sum of the four angles to 180, or equating the sum of $3x + 5x + 6x$ to 45.
(c) This part also proved to be a good discriminator. As the initial step, finding the sum of the interior angles, and finding an exterior angle, were equally popular approaches. Finding the exterior angle first generally proved a more successful method. Common errors included stopping after a correct first step of 18 or $324^\circ$ (although this did earn one of the method marks available), use of an incorrect formula to find the sum of the interior angles, and the incorrect use of 360 and/or 180.
(d) The majority of candidates realised that Pythagoras’ theorem should be used and often went on to use it successfully. Common errors with this approach included inaccurate answers often due to premature approximation ($7.7$ was seen often), adding the two sides, and incorrect application of Pythagoras’ theorem, often as $7.4^2 - 2.3^2$ (possibly due to the orientation of the given triangle). A small number attempted to use trigonometry, but this valid although less effective approach was rarely successful and often incomplete.
(e) The majority of candidates earned the first mark for recognising that the triangle was right-angled and finding the correct size of angle $b$, although common errors of 119, 58 and 59.5 were seen. Fully correct mathematical explanations, containing the three required key words of angle, semi-circle and $90^\circ$ were rare. For many candidates trying to express what they knew, in an acceptable way, was challenging. Common errors included incomplete explanations such as ‘it is in a semi-circle’, ‘angles in a triangle are $180^\circ$’, ‘adds to $90^\circ$’, or mention of ‘tangent’, and purely numerical working such as $180 - 90 - 61 = 29$.
(a) (i) Many candidates found this part demanding and did not appear to recognise the possible use of the form $y = mx + c$. Common errors included $(6, -3)$, $(0, 3)$, $(0, 6)$ and $(3, -3)$.
(ii) Again, many candidates found this part demanding and did not appear to recognise the possible use of the form $y = mx + c$. Common errors included $6x$, $y = x - 3$, $y = 6x + 3$.
(b) (i) This part was reasonably well answered although the common errors included drawing $y = -3$, $x = -3$, $x = -2$, or a diagonal line passing through $(-3, -2)$.
(ii) This part was less successfully answered with few correct lines seen. The majority of the sloping lines did not go through the origin, and/or had an incorrect gradient, again suggesting that the use of $y = mx + c$ was not appreciated. The alternative and easier approach of using substituted values to obtain co-ordinates was rarely seen.
(c) Few candidates appreciated that the easiest way to solve these simultaneous equations was to use the substitution method giving a first line of working of $3x + 13 = 7x - 3$. The majority attempted to use the elimination method to solve their equations usually by attempting to equate the coefficients of $x$. Many numeric and algebraic errors were seen in the setting up of the equations such as use of $y = 21 + 91$, and in the solution of the equations such as $4x = -16$, $10y = 100$ and $10x = 10$. Less able candidates often managed to score one mark for two values satisfying one of the original equations.
Question 9
(a) Candidates found this question on bounds challenging and few correct answers were seen. Common errors included $23.45 \leq m < 23.55$, $23 \leq m < 24$, $23450 \leq m < 23550$, and $2395 \leq m < 23505$.
(b) This part was generally answered well although common errors included an incorrect initial step of $861 + 11$, or $861 + 8$, and leaving the answer as 2296 (the cost of hotels).
(c) This part was generally answered well with the majority of candidates appreciating the three calculations required to answer this multi-stage question. If full marks were not achieved, then two or three method marks were generally scored. Common errors included $\times 1.15$ to convert euros into pounds, less often $\div 0.88$ to convert dollars into euros, rounding errors or premature approximations leading to an inaccurate answer, and using 45% rather than 55%.
Key messages
To achieve well in this paper, candidates need to be familiar with all aspects of the extended syllabus. The recall and application of formulae and mathematical facts to apply in varying situations is required as well as the ability to interpret situations mathematically and problem solve with unstructured questions. Candidates must learn to hold accurate values in their calculators when possible and not to approximate during the working of a question. If they need to approximate, then they should use at least four figures.
General comments
Some questions allowed candidates to recall and demonstrate their skills and knowledge, others provided challenge where problem solving and reasoning skills were tested. Solutions were usually well-structured with clear methods shown in the space provided on the question paper.
Candidates had sufficient time to complete the paper and omissions were due to lack of familiarity with the topic or difficulty with the question rather than lack of time.
Most candidates followed the rubric instructions with respect to the values for $\pi$ and three significant accuracy for answers. A few approximated values in the middle of a calculation in some parts and lost accuracy for the final answer as a result. Some did not show all of the required steps on questions where they were asked to establish a given result. Some candidates worked with numerical values correct to 2 significant figures. A minority of candidates need to take more care with the writing of their numerical digits and standard mathematical notation.
Candidates should show full working with their answers to ensure that method marks are considered where answers are incorrect. This also includes situations where candidates may show values on a diagram.
If candidates are using standard mathematical symbols they should make the use and location of the symbol very clear, for example when indicating a right-angle on a diagram.
The topics that were answered well included the equations of straight line graphs, calculation of values from a given formula, factorisation, drawing the graph of a function and a line, recall and use of the sine rule and cosine rule, arc length and area of a sector, finding the mean from a grouped frequency table, drawing and using a cumulative frequency diagram and observing patterns in diagrams to produce sequences.
The weaker topics included linking ratio to percentage, factorising a quadratic $ax^2 + bx + c$, manipulating the equation of a line to the form $y = mx + c$ to deduce gradient and $y$-intercept, finding the length of a line segment, use of the graph in an unfamiliar way, solving an equation with fractions and brackets, and more complex geometry where multiple approaches can be taken.
Comments on specific questions
Question 1
(a) Many candidates calculated from \(\frac{1.13}{0.97}\) and converted to a suitable level of accuracy. The main error was to see division by 1.13.
(b)(i) Many candidates calculated the number of pages correctly. The most common error was the answer 84 which came from starting with \(60 \div 5\). Only a few candidates gave the number of news pages as their final answer.
(ii) Some candidates did not start with either a correct fraction or ratio. The answer 58.3% coming from \(\frac{7}{12}\) was common.
(c) This currency conversion question was a challenge for many candidates. The most efficient solution was to convert 2.25 euros to dollars by division. A large number of candidates did not show their intermediate working which sometimes cost marks when they could not correctly round to the nearest cent.
(d) A small number of candidates incorrectly wrote down \(1763000 = 58000\left(1 + \frac{x}{100}\right)^{21}\) as a first step and some others used the analogy of simple interest rather than compound interest. Those who had the correct first step usually went on to write down \(\sqrt[21]{\frac{58000}{1763000}}\) as part of the working and were given credit for this. There were many correct answers but some candidates could not use the calculator to evaluate correctly and others gave an answer of \(-15\%\).
(e) Candidates usually knew how to find the two upper bounds and to multiply their answer. A common error was to see the calculation of the exact value followed by an attempt to find the upper bound of this value.
Question 2
(a) This part was answered well by a large proportion of candidates with minimal working. A small number of candidates in both parts of this question gave explanations which were not needed. The clearest answers included values correctly placed on the diagram. Many candidates showed working such as \(\frac{180 - 26}{2}\) but did not indicate by the letters \(ABC\) which angle they had calculated. Candidates should present their work in a step-step style clearly stating which angle they are working out using the three letter or other unambiguous notation.
(b) There were many fully correct answers seen in this part. Most candidates knew that the angle between the radius and tangent was 90° and calculated 32°. In a question like this where it is difficult to define the angles using the three letter convention, candidates should place their values clearly on the diagram. It is important that any symbols for right angles are used rather than the use of an arc which could represent any angle. A common error was to treat the triangle containing \(y\) with apex \(P\) as isosceles; this usually resulted in the incorrect answer 74. The values 58 at the circumference were rarely seen. The indication of a right angle on the diagram was frequently unclear.
(a) Candidates usually gave the correct expression $1 - r$. A common error was to see $\frac{r}{2}$ which may have arisen from candidates regarding the probabilities for cycle and does not cycle as equal.
(b) (i) The majority of candidates correctly completed the two brackets or followed through their expression from part (a). A small number of candidates changed this equation by an attempt to multiply by 10.
(ii) The best solutions showed expansion of the brackets and then terms collected and equated to 0.4. It is important that once candidates are working with an equation that they ensure that each line of their working is still an equation with no missing values. Some candidates made an error with one term and then compounded this error by trying to match an incorrect line of working to the correct equation.
(iii) When correct, the factorisation was usually done in one stage with the two brackets then used to reach the solutions. A significant number of candidates reached $5r(2r - 1) - 9(2r - 1)$ (or the similar factorisation) and then correctly equated the two brackets to zero. Many candidates used the quadratic equation formula instead of the method asked for in the question and although this led to correct solutions, they couldn’t score full marks.
(iv) Candidates who had correctly completed part (b)(iii) usually took the valid solution and obtained 0.8.
Question 4
(a) (i) The gradient was often correctly stated as many candidates realised that the equation needed to be divided by 2. A considerable number of candidates did overlook this however and gave an answer 3. A few candidates gave the answer $\frac{3x}{2}$.
(ii) There was a strong correlation between candidates who succeeded here and those who had a correct answer to part (a)(i). The candidates who had the answer of 3 in part (a)(i) usually had the answer $(0, 4)$ in this part. A few candidates found the co-ordinates of the intersection with the $x$-axis.
(b) (i) This question was well answered and met with more success than part (a). Most candidates earned at least two marks with three-term equations with either a correct gradient or a correct $y$ – intercept.
(ii) The perpendicular line was more challenging. There were many correct answers from candidates demonstrating full knowledge of gradient and the use of a point on the line. A few candidates used the same gradient as the line in part (b)(i) and a few only changed the sign of the gradient in part (b)(ii). The substitution of $(9, 3)$ was usually correctly carried out although occasionally $(3, 9)$ or co-ordinates of another point were used. A few sign errors were seen following a correct substitution of $(9, 3)$.
(c) (i) This length of a line met with mixed results. There many correct answers, almost always from using a formula. Very few candidates chose to use a sketch to find the $x$ and $y$ values. Another error from correct calculations was to give an answer of 12.7, presumably from $12.649... = 12.65$ leading to 12.7. The candidates who first gave the more accurate answer gained full marks. Several incorrect formulae were seen involving variations of Pythagoras’ theorem where candidates had tried to learn a set technique. A few candidates calculated the gradient of the line.
(ii) The co-ordinates of the midpoint were generally successfully given.
(a) Nearly all candidates scored full marks here. The only common error was to give the co-ordinates to 1 decimal place instead of 2 decimal places.
(b) Due to an issue with this question, careful consideration was given to its treatment in marking in order to ensure that no candidates were disadvantaged. The published question paper has been amended. Most candidates plotted the points accurately and drew the curve well. Some errors resulting from the use of an incorrect scale for some points were seen, such as plotting (0.15, 3.30) at (0.15, 3.15). There were some who used large ‘blobs’ to mark the points and there were examples of candidates drawing a very thick line for the curve.
(c) Some candidates were able to rearrange the given equation and identify that the required line was \( y = 2 - x \). These candidates usually drew the line correctly and reached the correct solutions. In many cases working was unclear, and candidates did not identify the equation of the line they had drawn. It was common to see a line with y-intercept 2 drawn from a partially correct rearrangement or simply from the constant of 2 in the given equation, but the gradient of the line drawn was often incorrect. Candidates who had added a line to their graph usually read the x-values of the intersections correctly.
(d) Many found this part challenging and either did not attempt it or just gave a value for \( \sqrt{2} \). The majority of those who were able to make an attempt identified \( y = 0 \) or substituted \( \sqrt{2} \) into the given equation to earn a method mark. Very few were able to make further progress however. Some candidates gave \( \frac{2 - x^2}{4x} \) or more usually \( \frac{4 - 2x^2}{8x} \) and a few equated this to 0 and went on to reach \( x = \sqrt{2} \). The most common error was to replace \( y \) with \( \sqrt{2} \) and then attempt to solve the resulting equation.
Question 6
(a) Candidates expanded the brackets well. Most candidates wrote down the four individual terms from the multiplication and then correctly combined the x terms for the solution. There were a few errors with the sign of the 4x or –21. Sometimes candidates seem a little unclear about what ‘simplify’ meant and went back to a factorised form so that the answer was identical to the question.
(b)(i) This was answered correctly by the majority of candidates. Sometimes small errors were seen, such as swapping a p and q when transferring to the answer line. Where 1 mark was gained this was usually for taking out a factor of 5q rather than for the other part factorisations. A common error was to try and take out \( pq \) as a factor.
(ii) Most candidates identified the correct method of pairing up the terms. Many made a sign error at the first step, a typical example being to give \( 2f(2g - 1) + 3h(2g - 1) \). Others did not have the content of the two brackets the same at the first step, usually \( (2g - 1) \) in one bracket and \( (1 - 2g) \) in the other. There were a number of candidates who dealt with the negative signs correctly and earned both marks.
(iii) Many candidates were familiar with the difference of two squares. Where candidates did not gain full marks, they often showed that they had identified the two squared terms by re-writing as \( (9k)^2 - m^2 \). Sometimes this then was translated into \( (9k - m)^2 \).
(c) Many candidates arrived at the correct answer, but for others any error was mainly due to an incorrect removal of the fraction in the equation. It was common to only multiply the fraction and the right-hand side of the equation by 5. Some candidates tried to do two steps at a time and made an error in one of the steps. Advice would be to work vertically and show one step for each line of working.
(a) This question was usually well answered with candidates showing a full method leading to the angle of $108^\circ$. The most common method was to calculate $(5 - 2) \times 180 \div 5$, although some candidates omitted the brackets around the subtraction. A minority of candidates showed $3 \times 180 \div 5$ without identifying why 3 was used. Candidates who found the exterior angle using $360 \div 5$ usually reached the correct result. Some candidates stated that the sum of angles in a pentagon was $540^\circ$ or worked back from $108^\circ$ neither of which were sufficient to show a complete method.
(b)(i) Candidates who identified that there was a right angle at $M$ and that angle $OBC$ was half of the interior angle of the pentagon often reached the correct answer. Some used an incorrect trigonometric ratio and found $OM$ rather than $BM$. Candidates who used the cosine rule in triangle $OAB$ and then halved the length of $AB$ to find $BM$ often lost accuracy due to premature rounding of $AB$. It was very common for candidates to assume that triangle $OAB$ was equilateral and give an answer of 6cm.
(ii)(a) The most straightforward approach in this part was to use the right-angled triangle $BMX$ and their value for $BM$ to find $BX$ and candidates using this approach were often successful. Candidates who used triangle $OAX$ to find $AX$ and then subtracted $AB$ to find $BX$ were less successful: incorrect angles were often used, values were rounded prematurely or there was confusion in which sides were being found. A significant number of candidates did not attempt this part.
(ii)(b) This part was found very challenging and many candidates were unable to identify the correct sides and angles to use in their area calculation once they had quoted the formula for the area of a triangle. Some candidates calculated a correct partial area, often the area of triangle $OAB$ or $OBX$ but methods were often unclear with no indication of which triangle was being considered. Some showed extensive working to find different lengths in the shape, but errors were often made and it was unclear which length they were attempting to find. Few candidates realised that the lengths found in the previous two parts together with the angle of $54^\circ$ could be used to find the required area.
Question 8
(a) (i) Most candidates identified that the cosine rule was required in this part and reached the correct answer. Having shown a correct substitution, some worked in stages and did not combine the terms correctly. A small number quoted the formula incorrectly, usually adding rather than subtracting the final term. A small number of candidates used the sine rule or Pythagoras’ theorem.
(ii) Most candidates identified angle $BCD$ as $32^\circ$ and used the sine rule correctly to find $BC$ or $DC$. In some cases, an incorrect combination of angles and sides was used in the sine rule. Many were then able to identify the right-angled triangle required to find the shortest distance and reached the correct answer. Some used an incorrect trigonometric ratio in their calculation. A small number of candidates gave the answer as either the length $BC$ or $DC$.
(b) (i) This question was well answered. The most common errors were to use the formula for area of a sector rather than arc length or to round values prematurely or to truncate their answer to 116.0 giving an answer out of the acceptable range.
(ii) This part was also well answered and those candidates who had not reached a correct angle in part (b)(i) usually showed a correct method using their previous answer. A small number of candidates used an incorrect formula, usually either the arc length formula or including $\times 2$ in the area formula.
Question 9
(a) This part was well answered by most candidates. Errors that were seen included adding up the midpoints and dividing by 5 or 100, using the width of the interval instead of the midpoint before finding the sum of these products with the frequencies. Just a few candidates made numerical errors when the method shown was correct.
(b) This part was almost always correctly answered.
(c) The cumulative frequency graphs in this part were generally very well drawn with points plotted at the upper end of the interval and at the correct heights. Only very occasionally was a block graph seen and when this did occur candidates struggled to access the marks in part (d).
(d) (i) The median was often correct although a significant number gave the answer 10 when it should have been clear that the answer was less than 10.
(ii) The interquartile range was usually sufficiently accurate although a few candidates experienced some confusion with the scale of the graph, reading their values at 70 and 30 instead of 75 and 25.
(iii) This was a well answered question with almost all candidates giving an integer value within the required range. Some forgot to subtract from 100 and others read the scale of the graph incorrectly.
Question 10
(a) This question was generally well answered. Almost all candidates earned two marks for the two respective volumes. A few candidates found the surface area of the cylinder. The conversion of cubic centimetres was not very successful, with some candidates not attempting a conversion and others not using the correct factor of 1000.
(b) Candidates who worked out the volume of the cuboid in cm$^3$ by converting the length to cm first were generally more successful than those who tried to convert m$^3$ to cm$^3$ as many incorrectly multiplied by 100 or 1000. Other common errors were to multiply the volume by the rate of flow or to divide the rate of flow by the volume. Most candidates who reached 16200 seconds were able to convert to hours and minutes successfully.
(c) A number of fully correct answers were seen in this part. However, a significant number of candidates didn’t appreciate that they needed to square root the scale factor for the areas and so 9.19 cm was a common incorrect answer. A small number of candidates lost marks through premature rounding.
Question 11
(a) Most candidates completed all four values correctly. Some used the pattern in the values in the table to continue the sequence and others drew the next pattern and counted lines and dots.
(b) Many candidates found the second differences and identified that the sequence was quadratic, often going on to reach the correct expression. Some substituted values into formulae for the terms of a quadratic sequence which sometimes led to the correct expression.
(c) Candidates who had reached the correct expression in part (b) often reached the correct answer in this part. Some made errors in using the quadratic formula when factorisation might have been more straightforward. Some gained a method mark for equating their algebraic expression from part (b) with 10300, but many omitted this part. A small number substituted 10300 into their expression from part (b).
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A LEARNING GUIDE TO
DERRICK BARNES
GORDON C. JAMES
CREATORS OF Crown: An Ode to the Fresh Cut
I AM EVERY GOOD THING
THIS BOOK IS AN AFFIRMATION. IT’S A CELEBRATION OF BLACK BOY JOY.
*I Am Every Good Thing* beautifully supports the first goal of Anti-Bias Education—Students will gain self-awareness, confidence, and pride in themselves. The goal is for them to love themselves. (From *Anti-Bias Education for Young Children and Ourselves* by Louise Derman-Sparks, Julie Olsen Edwards, and Catherine M. Goins.) It will support you building a strong classroom community with your students.
THIS IS A BOOK IN WHICH EVERY CHILD CAN SEE THEMSELVES.
IT’S A BOOK THAT REMINDS US OF THE HUMANITY OF BLACK CHILDREN AND OURSELVES.
This guide was written by Tiffany Jewell. Tiffany Jewell is a Black biracial writer and Montessori educator. She is the author of the *New York Times* #1 bestseller *THIS BOOK IS ANTI-RACIST*. She spends her time baking bread, building LEGOs, watching British detective shows, and dreaming up how she can dismantle white supremacy. She lives on the traditional lands of the Pocumtuc and Nipmuc with her two sons, her husband, and a turtle she’s had since she was nine.
Find her on Instagram: @tiffanymjewell
FOR THE ADULTS...
QUESTIONS TO CONSIDER
When will little Black boys become a “threat” to you?
Why are Black girls perceived as less innocent than white children?
Are Black and Brown children given less attention and support in this classroom community?
Adultification bias is a form of bias/prejudice towards Black children (in particular)—when the adults believe Black children are more mature and older than they actually are. They are held to the same standards as adults rather than children and are denied childhood (unlike their white peers), and it’s assumed they need less comfort, attention, support, care, protection, nurturing, and love than white children (who are afforded innocence well into adulthood).
For more information:
• When Did My Baby Become a Threat to You?
(Article about this video can be found here.)
• https://endadultificationbias.org/
• When My Beautiful Black Boy Grows from Cute to a Threat
• What’s Lost When Black Children Are Socialized into a White World
Derrick Barnes dedicates this book to young Black boys who are no longer with us because they’ve been killed by adults (mostly police murders). Learn about Tamir Rice, Trayvon Martin, EJ Bradford, Jordan Edwards, Michael Brown, Jordan Davis, and Julian Mallory. Look at them, read about them, learn their names, and notice they were children who were denied their childhood (and adulthood).
QUESTIONS TO ASK YOURSELF
Do you know yourself?
How does your socialized (and racialized) identity impact your students and the school community?
Understand that you have biases and they influence how you view the children and families you work with.
Work to unlearn your biases and name this work with others.
(Example: You believe Black children are loud and troublemakers. Recognize this belief you hold is biased and untrue. Every time that bias creeps into your consciousness, address it. Notice you hold the bias, where it comes from, and actively dispel it. Spend time with your students, observe, and let go of the imbalanced expectations you hold for the young folks and their families that you hold in your community.)
Change the language you use—move from the lens of deficit and disruption to one that embraces the whole child.
(Example: Instead of using the term minority to describe Black and Brown students, use Global Majority. Ask children and their families how they describe their skin color and what language they use at home. Empower children with language rather than disempower them.)
Understand the privileges and power you hold. Be in a state of constant growth and transformation.
FURTHER READING
Books for the adults to read:
Hood Feminism—Mikki Kendall
I’m Still Here: Black Dignity in a World Made for Whiteness—Austin Channing Brown
The Fire Next Time—James Baldwin
I Am Not Your Negro—James Baldwin
Are Prisons Obsolete—Angela Y. Davis
Women, Race, & Class—Angela Y. Davis
Sister Outsider—Audre Lorde
Biased—Jennifer L. Eberhardt
How to Be an Anti-racist—Ibram X. Kendi
PRE-READING...
Show the cover of the book to students. “I Am Every Good Thing!” Ask them, “What are some things that are good for you?” Create a list together. Let students know good things are things that can help you feel safe, loved, cared for, excited, happy, seen, valued, proud, etc.
“As we read through this book, you’ll notice there are a lot of interesting and exciting words. Some of them you might know what they mean, some of them you may not, and that’s okay. What are some of your favorite words?” Write each word on an index card and place them in a word box. Students may want to add to this anytime, and they may want to come back to the box when they’re working on a story/work/etc.
WHO WROTE THESE WORDS AND CREATED THESE ILLUSTRATIONS?
Introduce students to the author and illustrator.
• Visit their websites: https://derrickdbarnes.com/ and https://www.gordoncjames.com/.
• Show students pictures of the creators and their works.
• Walk through the book without reading the words and ask students what they notice, what they’re curious about, what they think the book will be about.
• Book Derrick and Gordon for a classroom visit at penguinclassroom.com!
AFFIRMATION STATION
This book is filled with affirmations. An affirmation is a positive statement that can remind you you are worthy, amazing, powerful, and smart (among many other awesome things). Create an affirmation station in your classroom!
Materials needed: a mirror, strips of paper (cut to size so students may write a full sentence on them), colorful pencils, a laminated list of positive words, colorful washi tape.
Share with students that you will work together to create a wall (or door, or window) of affirmations. The mirror is to help us all see ourselves. When sitting at the mirror, look deeply into your own eyes and see that joy and wonder inside of you. You may be moved to write something positive on a piece of paper, like something we read in the book: “I am a difference maker,” or, “I am hilarious.” or “I can help.” or, “I bring joy with me.” You may want to decorate your affirmation, and when you are done with it, you may take some of the colorful tape and find the perfect spot for it on the wall. We will fill up the wall with positive words and statements about who we are!
This could be done as a group activity during the morning circle. This could also be set up as an independent work. *If you are remote/virtual teaching, encourage students and families to create this for their homes and/or create a virtual wall where students can contribute their affirmations.
“I AM” BOOKS (STAND-ALONE WORKS OR CONTINUAL ONGOING WORK)
Encourage students to be their own author/illustrators in writing a short book about them. These can be growing, never-ending books to add on to all year long, and into their next years! Introduce this to students, letting them know “we will be writing our own stories and sharing our good things.”
Share the following prompts with students to help them create a new page in their books:
- Who are you?
- What is your name?
- What do you love?
- What do you fear?
- What do you hold dear to you?
- What have you worked really hard at until you got it just right for you?
- Who is in your family? You are a member of your family—share the names of your folks, your family, the folks you give tight hugs to, who you are here for, and who is here for you.
- I am what I say I am! I am…(Have students create a list or draw pictures of all the things they are.)
- What are your superpowers?
- What force of nature are you?
- Who are your ancestors? (*Ancestor* may be a new word for your students, and you may need to share with students what/who an ancestor is.)
- Who inspires you? Who do you look up to?
- What kind of ancestor will you be?
Create a list of good things and write a list poem together.
Have young folks write a list poem about “your good things.”
*If you are remote/virtual teaching, students may work on their books on paper or digitally. There are still opportunities to share their books, stories, or illustrations! Have each student share with the class, their virtual author visit in which they share their completed book and take questions, comments, and compliments.
LEAD THE WAY
Create time and space for each child to be a leader in the classroom! Create a list of leaders with your students!
Ask them “What is a leader? Who is a leader?”
Share models of leaders to them: the bold leader and the quiet leader; the young leaders and the older leaders; leaders of different gender expressions, races, and ethnicities (of various social identities), et al. This can be done by sharing books, pictures, short discussions, videos, and research projects, introducing leaders from your local community as guest speakers, etc. (Be creative!)
Leaders collaborate with others. They don’t work alone. They learn and grow, listen and share. What do you think keeps a leader going? What is their energy source? What is their light source? What is yours?
Remind students they are all leaders and share with them ways you’ve observed them leading. (“I noticed you started a game at recess.” “You led us in a fun dance the other day.” “I saw you took charge and collected supplies for your group today.”)
*If you are remote/virtual teaching, offer students the chance to lead a lesson, have a morning meeting, or share/read aloud during your sessions.
COOOOOOL BREEZE!
Study the work of wind!
Ask students “What is a breeze? What is wind?”
Collect their answers using a T chart:
| What we know about the wind… | What we’d like to know more about the wind… |
|------------------------------|---------------------------------------------|
Make paper airplanes to fly. Fly these on calm days, mildly breezy days, and very windy days. Use the scientific method! Make predictions! Have students share which weather conditions led to their best flight moments!
*If you are remote/virtual teaching, you can still create this chart together. Ask students to go outside and stand still. Do they feel a breeze? Can they see the wind’s effect on the environment around them? Ask them to draw or write down their observations.
Send home instructions and materials for making several different types of paper airplanes. Ask students to fly these on a day when there isn’t a lot of wind and on a day when there is. (Use the scientific method! Make predictions!) Have students share what they noticed on the calm days and the breezy days. Did the airplanes fly differently?
Gooey Centers!
Bake cinnamon rolls. Here’s a kid-friendly recipe. There are also boxed mixes and ready-to-bake canned rolls. All are delicious! Bake them together as a community meeting. Explore them all the way to the core!
Create an adjective list to describe the rolls as you eat them together!
*If you are remote/virtual teaching, pre-record a “classroom cooking show.” Prior to the bake, put together baking supplies for students (also may be coordinated by your PTO, a caregiver volunteer, etc.) so everyone is able to start with the same supplies. Encourage students and families to bake the cinnamon rolls and ask students to report back.
What Do You See?
Study the work of wind!
What do you see when you look with both eyes, and with one eye open and one eye closed?
Use your power of seeing, observing the world around you. Ask students to be still and notice what happens in a place. Have them share their observations (write them down, pair share, group share, etc.).
Now ask them to look at the same place, but using a hula hoop or a string circle to make the space smaller, more focused. Ask them to notice how their view of what they’re observing has changed.
And, finally, ask them to observe through a toilet/paper towel roll with one eye open and one eye closed. Ask them to share their observations. How was this observation different from the other two?
*This activity works well if you are remote/virtual teaching too! (Be sure to offer the supplies needed to all students.)
Some Extras…
(These can be in-person or remote!)
Explore Metaphors!
Explore metaphors with students!
Use examples from the book, like “I am Saturday morning in the summertime,” and ask them to create their own. Start by doing some together as a group!
Share Music Together!
Ask students to share their favorite music or song. What is it they love about it? Give each student (and yourself) a chance to share. Have a classroom movement break/dance party!
Favorite Sports!
Ask students to share their favorite sport. (Share some unconventional sports too.) What do you love about it? Have students share their favorite sport with their classmates and friends during a movement break outside and play!
Ask students to create a “how to play their favorite sport” book, skit, or video to share with the group.
PRAISE FOR I AM EVERY GOOD THING
★ “Through every stroke readers will see that Black boys are ‘worthy / to be loved.’”
—Kirkus Reviews, starred review
★ “A powerful celebration of Black boyhood, countering many of the negative messages that a racist society puts forth about African American boys.”
—Booklist, starred review
★ “[A] beautiful and necessary book that affirms Black boys and their right to thrive.”
—The Horn Book, starred review
★ “Page after page of empowering text speaks to energetic children everywhere.”
—School Library Journal, starred review
★ “Powerfully and ecstatically convey[s] the idea that all Black boys are ‘worthy/ to be loved.’”
—Publishers Weekly, starred review
ABOUT THE CREATORS:
Derrick Barnes wrote the New York Times bestseller The King of Kindergarten, as well as the critically acclaimed picture book Crown: An Ode to the Fresh Cut (illustrated by Gordon C. James), which received a Newbery Honor, a Coretta Scott King Author Honor, the 2018 Ezra Jack Keats New Writer Award, and the 2018 Kirkus Prize for Young Readers. He also wrote the bestselling chapter book series Ruby and the Booker Boys. He owns the copy-writing company Say Word Creative Communications and created the popular blog Raising the Mighty, where he “chronicles the experience of bringing up four beautiful Black boys in America.” He lives in Charlotte, North Carolina, with his wife and their four sons.
Gordon C. James illustrated the critically acclaimed picture book Crown: An Ode to the Fresh Cut (by Derrick Barnes), which received a Caldecott Honor, a Coretta Scott King Illustrator Honor, an Ezra Jack Keats New Illustrator Honor, the 2018 Kirkus Prize for Young Readers, and a Society of Illustrators Gold Medal. He also illustrated Let ‘Er Buck!: George Fletcher, the People’s Champion (by Vaunda Micheaux Nelson). He lives in Charlotte, North Carolina, with his wife and two children.
PENGUINCLASSROOM.COM
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Introduction
We’ve created this guide to spark the readers’ interest in exploring all of the lives profiled in *Latinitas*. It can be used by young readers, teachers, librarians, families, and more. We invite you to look through each Latinita’s biography below and address the questions we’ve posed, as well as formulating your own. The extension activities provide opportunities to inspire creativity. Whenever possible, we include relevant links and texts that can be used across grades. We invite you to research, grow your understanding, and take action.
Sor Juana Inés de la Cruz (Mexico)
Discussion Questions
1. “Ever since she was a little girl sneaking into the cornfields to read forbidden books from her abuelo’s library in Mexico, Juana Ines dreamed of going to college” (page 4). Notice how in many Latinitas’ lives, they sometimes weren’t allowed to do things that others were. What were the various obstacles Sor Juana Inés faced? How did she confront barriers?
2. What did Sor Juana Inés de la Cruz teach herself? Why do you think that was important to her?
Extension Activities
1. Select a topic you are curious about that has not been covered in your classes. Maybe it is an event from history, a current event, a person, a place, or a part of our environment. Ask your teacher or librarian for one resource they recommend on this topic. Start your journey of learning like Sor Juana Inés de la Cruz!
2. Reread this section on Sor Juana Inés de la Cruz and write a poem, borrowing the first few words, from the perspective of Sor Juana Inés de la Cruz.
On your second read of this poem on Sor Juana Inés de la Cruz, borrow a line to write a poem about your dreams. Ever since I was ____________, I dreamed . . .
3. Read the picture book *A Library for Juana* by Pat Mora, illustrated by Beatriz Vidal. Notice what other information you learn about Sor Juana Inés de la Cruz.
**Juana Azurduy de Padilla (Bolivia)**
**Discussion Questions**
1. How does Juana Azurduy de Padilla’s childhood compare to that of other people you know (your own or your friends and family)?
2. How does Juana Azurduy de Padilla’s struggle for Bolivian independence compare to others you’ve studied?
3. What are some of the reasons people have fought for a nation’s independence?
4. What other information do you know about Spanish colonization and the voices of the revolution, like Juana Azurduy de Padilla?
**Extension Activity**
1. Research the Aymara and Quechua people in Bolivia. What languages do they speak? Where do they live? What is their daily life like now? How have they had to fight for their rights after the war of independence (that they fought with Juana Azurduy de Padilla)?
**Policarpa Salavarrieta (Colombia)**
**Discussion Questions**
1. How did Policarpa Salavarrieta use her creativity to help the cause for independence?
2. Policarpa Salavarrieta said, “I may be a woman . . . but I am brave enough to die a million deaths for the dignity of my country. Do not forget me” (page 5). Discuss your reactions to this quote.
**Extension Activities**
1. Create a timeline of Latinitas that used their voice, creativity, and courage to speak against injustice.
2. Where is Colombia? Where is Spain? Policarpa Salavarrieta isn’t the only Latinita we read about who was bold enough to stand up to the colonizers. Use a world map to track the different places colonized by Spain, and identify the countries that the Latinitas are from by writing their names on each country.
---
**Rosa Peña de González (Paraguay)**
**Discussion Questions**
1. Juliet Menéndez writes that Rosa Peña de González, along with Adela and Celsa Speratti, “worked together to build up their new democracy, creating a fresh, new curriculum that encouraged all children to set their minds free” (page 7). Where have you heard the word “democracy”? What does it mean? What does setting our “minds free” look, sound, and feel like in schools?
2. Why is Rosa Peña de González considered the mother of education in Paraguay?
**Extension Activity**
1. Rosa Peña de González created a new curriculum and the very first school for girls in Paraguay. The curriculum is the materials teachers use. What new curriculum would you create for your school? What topics would it cover? Why? Share your ideas with your classmates and teacher. Find a thought partner and start this curriculum together.
---
**Teresa Carreño (Venezuela)**
**Discussion Questions**
1. When people tried to compare Teresa Carreño to other famous musicians, saying she was the “second Mozart,” she replied, “¡No! Soy Teresita the First!” (page 9). What does this tell you about her?
2. How did Teresa Carreño’s talents create opportunities for her to connect with people around the world?
**Extension Activity**
1. Read Margarita Engle’s 2019 book, *Dancing Hands: How Teresa Carreño Played the Piano for President Lincoln*, illustrated by Rafael López. Compare what Engle’s book teaches you about Teresa Carreño with what you learned in *Latinitas*. Discuss how different types of texts add to our understanding of people’s lives. Select one moment illustrated by Rafael López and use it as inspiration to create your own illustration.
Zelia Nuttall (United States and Mexico)
Discussion Questions
1. Why is the work of an archaeologist important?
2. How did Zelia Nuttall’s scientific discoveries help create a different narrative about Mexico’s past?
Extension Activities
1. Look at the images and artifacts linked in the *Smithsonian* magazine article “The Archaeologist Who Helped Mexico Find Glory in Its Indigenous Past” to learn more about Zelia Nuttall’s work.
2. Zelia Nuttal studied the ancient cultures of Mexico. Research different ancient cultures and civilizations to develop your understanding of their contributions to and impact on the present day.
Antonia Navarro (El Salvador)
Discussion Questions
1. Antonia Navarro taught herself algebra, technical drawing, and trigonometry. Are there topics that you’ve taught yourself or want to teach yourself? Why?
2. How did Antonia Navarro’s studies make history in her country and around the world?
Extension Activities
1. Watch the National Geographic video “Moon 101,” about the moon and its phases. Keep a journal to chart the phases of the moon throughout a month. Sketch what you see.
2. Watch the Science at NASA video “The Science of the Harvest Moon.” Research the harvest moon in your part of the world.
Matilde Hidalgo (Ecuador)
Discussion Questions
1. What were the different ways that Matilde Hidalgo helped people get access to health care?
2. Why do you think Matilde Hidalgo became a public servant as a councilwoman in Ecuador?
Extension Activities
1. Different countries have different histories and laws that have allowed some people to vote while denying that right to others. Select another country (one connected with your family or where you live) and study its historical and present-day voting laws. Who was allowed to vote first? Why? How did others get the right to vote? Are there still obstacles to voting for different groups today? Why?
2. Research your local representatives. Who are they? What issues do they care about? How do they impact your life?
Gabriela Mistral (Chile)
Discussion Questions
1. What inspired Gabriela Mistral to write poetry?
2. Juliet Menéndez writes, “And no matter where she was, she loved to look out her window at the sky and imagine herself back home. Even through some of her most difficult times, she never stopped writing about her love for that special valley of her childhood” (page 17). What does this tell you about Gabriela? What does home mean to you?
Extension Activities
1. Read *My Name Is Gabriela: The Life of Gabriela Mistral/Me llamo Gabriela: La vida de Gabriela Mistral* by Monica Brown, illustrated by John Parra. Then read *Conoce a Gabriela Mistral* by Georgina Lázaro León, illustrated by Sara Elena Palacios. What do these books teach you about Gabriela Mistral? What else do you know now about her life?
2. Gabriela Mistral was the first Latin American to win the Nobel Prize in Literature and the fifth woman in the world to win it. Research the life of Toni Morrison, another Nobel laureate in literature. What did she write?
3. Return to your ideas on what home means to you. What do you see? What do you hear? What do you taste? What do you smell? What do you touch? Use your senses to describe what home means to you.
Juana de Ibarbourou (Uruguay)
Discussion Questions
1. How did Juana de Ibarbourou use her imagination?
2. Juliet Menéndez writes, “While World War I was weighing heavily on everyone’s hearts, Juana’s book came out and gave everyone the perfect escape” (page 19). How does poetry help us during challenging times? What poems have you read recently that helped you escape or process what is happening today?
Extension Activity
1. Borrow this line: “Let’s go to the _______. Take my hand . . .” Now write a poem about a place you would escape to. Try to include in your poem all the different languages that you know.
Pura Belpré (Puerto Rico)
Discussion Questions
1. How did Pura Belpré use stories to teach children about Puerto Rico?
2. How did Pura Belpré bring stories to life?
Extension Activities
1. Watch this read aloud of *Planting Stories: The Life of Librarian and Storyteller Pura Belpré* by Anika Aldamuy Denise, illustrated by Paola Escobar. What new information does it have about Pura Belpré? You can also learn more by reading *The Storyteller’s Candle/La velita de los cuentos* by Lucia M. Gonzalez, illustrated by Lulu Delacre.
2. Get to know your local librarian and books from your library that teach you about folktales from places that are unknown to you.
3. With your classmates, create a puppet show based on your favorite story that has been shared in your class, by your family, or at your library.
Gumercinda Páez (Panama)
Discussion Questions
1. How were plays a way for Gumercinda Páez to tell stories of people’s lives?
2. Why did Gumercinda Páez decide to run for office?
3. Why did Gumercinda Páez travel all over Latin America?
Extension Activities
1. Collaborate on writing a play about something you care about that a lot of people do not understand. Perform it for your class and school community.
2. Research the issues impacting Afro-Latinx people. How are the problems similar or different across Latin America and the United States?
3. Gumercinda Páez helped draft Panama’s new constitution after the political coup in 1941. What is a constitution? Who gets to write a country’s constitution?
Frida Kahlo (Mexico)
Discussion Questions
1. What were some of the challenges Frida Kahlo faced?
2. How did Frida Kahlo use her imagination to face obstacles?
3. How have her paintings impacted the world?
Extension Activities
1. Research Frida Kahlo’s complete works in the Frida Kahlo Foundation and Google Arts and Culture. What themes do you notice in her artwork?
2. Draw a self-portrait using elements or themes from Frida Kahlo’s painting style.
3. Watch the read aloud of Viva Frida by Yuyi Morales and read Me, Frida, and the Secret of the Peacock Ring by Angela Cervantes. Write and illustrate a children’s book about Frida Kahlo to add to your class or school library.
Julia de Burgos (Puerto Rico)
Discussion Questions
1. Why did Julia de Burgos turn to poetry?
2. Juliet Menéndez writes, “Seeing the river of her childhood flowing in the distance, she used it as a symbol to weave her own story in with history of her country” (page 27). What are some of the important symbols of the countries with which you have connections?
Extension Activities
1. What kinds of things make you feel a connection to a place? Are there smells, tastes, places, objects, sounds that make you feel this connection? These can all be symbols that help you make connections. Go back to the symbols that you identified earlier. Use these to write a poem about important places in your life.
2. Visit the following sites to see murals by Julia:
- East Harlem, New York: Julia de Burgos
- East Harlem, New York—Soldaderas: Frida Kahlo and Julia de Burgos
- Carolina, Puerto Rico: Julia de Burgos
3. Create a class mural. Start by making a list of what images come to mind when you think of Julia de Burgos. Work with a partner or in small groups to create different parts of the class mural.
Chavela Vargas (Costa Rica and Mexico)
Discussion Questions
1. How was Chavela Vargas different from other girls in her town? How did she challenge gender expectations?
2. Chavela Vargas changed out of her dress and into pants and a poncho for her first big performance. Why was this so important for her?
Extension Activities
1. Listen to Chavela Vargas’s rendition of “La llorona.” What does it make you feel? How does Chavela Vargas convey emotion in the song?
2. Watch this clip from the movie *Coco*. How does Mamá Imelda’s rendition of “La llorona” compare to Chavela Vargas’ version?
3. Read the bilingual book *One of a Kind, Like Me/Único como yo* by Laurin Mayeno, illustrated by Robert Liu-Trujillo and *The Moon Within* by Aida Salazar. Discuss the ways the characters in these books challenge gender expectations.
Alicia Alonso (Cuba)
Discussion Questions
1. How did ballet impact Alicia Alonso’s life?
2. How does Alicia Alonso’s life teach us about dealing with a disability as a ballet dancer?
Extension Activities
1. Get to know more about Alicia Alonso and the Ballet Nacional de Cuba by watching [a clip from this documentary on her life](#).
2. Research how Alicia Alonso founded the Ballet Nacional de Cuba and the mission of this organization.
3. Watch this [read aloud](#) of *Firebird* by Misty Copeland and “Misty Copeland: An Unlikely Ballerina Story.” Compare the different challenges Alicia Alonso and Misty Copeland faced.
4. Read the following books on Alicia Alonso’s life: *Alicia Alonso Dances On* by Rose Viña, illustrated by Gloria Félix, and *Alicia Alonso Takes the Stage* by Rebel Girls, illustrated by Josefina Preumayr. What do these books teach you about Alicia Alonso’s life?
Victoria Santa Cruz (Peru)
Discussion Questions
1. What does Victoria Santa Cruz’s moment during recess with the new girl from the United States show us about society’s ideas about skin color and Blackness?
2. How does Victoria Santa Cruz embrace and celebrate her Black identity?
Extension Activities
1. Watch Victoria Santa Cruz recite her poem “Me gritaron negra.” You can read the English translation here. What emotions does Victoria Santa Cruz convey in the poem? How does the poem show us the ways that she sees her Black identity?
2. Research other poets from Latin America that talk about their Black identity. Discuss how they speak about their Blackness and their experiences.
Claribel Alegría (El Salvador and Nicaragua)
Discussion Questions
1. How did Claribel Alegría use poetry to fight against injustice in her country?
2. Claribel Alegría’s papi told her, “You have the gift of words. Use them like swords” (page 35). What does this mean?
3. Claribel Alegría wrote, “Every time I name them, my dead are resurrected.” Why was it important for her to write the stories of those who disappeared?
Extension Activities
1. Research the history of the civil war in El Salvador. Create a timeline of the different events and key figures.
2. Return to your initial research and ask:
a) Who was in power?
b) Who was involved in the disappearances of people?
c) What happened to the desaparecidos and their families?
3. Explore the different reasons why there are desaparecidos in other countries in Latin America.
Celia Cruz (Cuba)
Discussion Questions
1. Celia Cruz grew up listening closely to the sounds in her neighborhood in Cuba. What did she hear? What are the sounds that make the beats to your neighborhood?
2. Celia Cruz became the Queen of Salsa. What do you know about salsa music? If you’ve heard it, how does it make you move? What more do you want to know about salsa music?
Extension Activities
1. Watch this read aloud of *My Name Is Celia: The Life of Celia Cruz/Me llamo Celia: La vida de Celia Cruz* by Monica Brown, illustrated by Rafael López. What more do you learn about Celia Cruz’s life? You can learn more from *Celia Cruz, Queen of Salsa* by Veronica Chambers, illustrated by Julie Maren.
2. Watch this performance: “Fania All-Stars ‘Live in Africa’—Guantanamera featuring Celia Cruz.” How does Celia Cruz perform this song? What does it make you feel? How does it make you want to move?
3. Watch and sing with Celia Cruz on *Sesame Street*. How does music help us connect with each other?
Dolores Huerta (Mexico and United States)
Discussion Questions
1. Dolores Huerta said, “If we all stand up together, we can create change” (page 39). What does this mean? How can you create change in your community?
2. Dolores Huerta joined with different groups such as the Black Panthers and the Young Lords to boycott grapes. Who were these groups? What were their calls for justice? Why did these groups join the boycott?
3. “¡Si se puede!” was a popular chant during the fight for farmworkers’ rights. Why is this important? Where else have you heard this chant?
Extension Activities
1. Read *Side by Side/Lado a lado* by Monica Brown, illustrated by Joe Cepeda, and *Dolores Huerta: Get to Know the Voice of Migrant Workers* by Robert Liu Trujillo. What else do you learn about Dolores Huerta?
2. Watch the film *Dolores*, directed by Peter Pratt. Create a timeline of events to show how Dolores Huerta fought for the rights of farmworkers.
3. Research an issue that is important to bring justice to your community. Explore ways that you can collaborate with your community to create change.
Rita “Rosita” Moreno (Puerto Rico and United States)
Discussion Questions
1. How did Rita Moreno experience her life in Puerto Rico compared to New York?
2. How did dancing become a way toward happiness for Rita Moreno?
Extension Activities
1. Read the picture book *A Girl Named Rosita: The Story of Rita Moreno: Actor, Singer, Dancer, Trailblazer!* by Anika Aldamuy Denise, illustrated by Leo Espinosa. How does the book add to your understanding of Rita Moreno’s life?
2. Rita Moreno has won Emmy, Grammy, Oscar, and Tony awards. Research these awards to find out what they are and who selects the winners.
3. Now that you know about the awards that Rita Moreno has won watch some clips of her award-winning performances. What do you notice about her acting, singing, and dancing?
4. Consider putting together a performance with your classmates, friends, or family based on a story you love. What are the different roles that everyone can play? Who will act, sing, write the script, direct, or work on the stage production and set design? Watch a clip of Rita Moreno’s performances for more inspiration, such as “Rita Moreno on why West Side Story was such a unique film.”
Maria Auxiliadora da Silva (Brazil)
Discussion Questions
1. Maria Auxiliadora da Silva “could turn anything into art” (page 43). What are some of the ways she made art?
2. How did Maria Auxiliadora da Silva use art to talk about important social issues?
Extension Activities
1. Explore Maria Auxiliadora da Silva’s [art](#). What themes do you notice? Discuss these with your class.
2. Research Maria Auxiliadora de Silva’s art to find out how she challenged European standards.
Mercedes Sosa (Argentina)
Discussion Questions
1. How did the music of Victor Jara and Violeta Parra influence Mercedes Sosa?
2. How did Mercedes Sosa use her music to fight against injustice?
3. How do Mercedes Sosa’s music and voice live on today?
Extension Activities
1. Watch Mercedes Sosa perform the song “Todo cambia.” Talk about the feelings conveyed in this song.
2. Read the English translation of “Todo cambia.” What are some themes or patterns that you notice?
3. Watch the collaboration between Mercedes Sosa and René Pérez in the song “Canción para un niño en la calle.” What themes do the images and words reveal?
4. Other artists and the need to call attention to the rights of children, women, and those most oppressed by unjust governments across Latin America influenced Mercedes Sosa. Who are some of the artists you know who call attention to issues similar to those in Mercedes Sosa’s songs? If you could write a song that called for justice, what lyrics would your song have?
Isabel Allende (Chile, Peru, and United States)
Discussion Questions
1. How did Isabel Allende use her imagination? How did it help her writing?
2. How did the political coup in Chile impact Isabel Allende’s life and writing?
Extension Activities
1. Read the picture book, *Isabel Allende: Recuerdos para un cuento/Memories for a Story* by Raquel Benatar, illustrated by Fernando Molinari. How does this book add to what you know about Isabel Allende’s life and writing?
2. Write a letter to someone you care about sharing one of your favorite memories with them.
3. Explore the reasons for and the key figures in the 1973 coup in Chile. Create a presentation using the medium of your choice that shows the impact on Chilean society after a military dictatorship overthrew Chile’s democratically elected government.
Susana Torre (Argentina and United States)
Discussion Questions
1. What inspired Susana Torre to become an architect?
2. How did Susana Torre change the way that fire stations were built in the United States?
3. How did Susana Torre’s designs make people feel a sense of belonging?
Extension Activities
1. Read this interview with Susana Torre. What else can you learn about her life and work?
2. Look around at your different learning spaces (in school, in the library, in community centers, at home). What do you love about these spaces? How do they make you feel? What would you add to these spaces to make everyone feel welcome?
3. Susana Torre put together the very first exhibit that featured all women architects. Research an architect who was part of this exhibit and create a presentation about her.
Julia Alvarez (Dominican Republic and United States)
Discussion Questions
1. In *Latinitas*, Juliet Menéndez writes that Julia Alvarez’s abuelo would give her tías and tíos a side-eye when Julia talked about her dreams. Why do you think he did this?
2. How did the dictatorship in the Dominican Republic impact Julia Alvarez’s life?
3. What kinds of stories does Julia Alvarez write?
Extension Activities
1. Research the Trujillo dictatorship in the Dominican Republic. Discuss how this brutal regime impacted life on the island.
2. Read the history of the Mirabal sisters that Julia Alvarez wrote about in her famous novel *En el tiempo de las mariposas*. What else can you learn about the sisters’ struggles against the dictatorship?
Sandra Cisneros (United States and Mexico)
Discussion Questions
1. What kind of stories has Sandra Cisneros written?
2. What was important about her famous novel *The House on Mango Street*?
Extension Activities
1. Research more information on Sandra Cisneros. Create and present a biography about her.
2. Read “My name,” an excerpt from *The House on Mango Street*. What are the protagonist’s feelings about her name, Esperanza?
3. Research other books that Sandra Cisneros has written. What topics does she like to write about?
Sonia Sotomayor (Puerto Rico and United States)
Discussion Questions
1. How did Sonia Sotomayor’s abuelita inspire her?
2. Explain how Sonia Sotomayor captured people’s attention.
3. What is important about Sonia Sotomayor’s job as a Supreme Court justice.
Extension Activities
1. Read *Just Ask: Be Different, Be Brave, Be You* by Sonia Sotomayor, illustrated by Rafael López. How can this book teach us to care for one another?
2. Read *Turning Pages: My Life Story* by Sonia Sotomayor, illustrated by Lulu Delacre. What else do you learn about her life? What questions do you have? Take a look at excerpts from her memoir to find some answers to your questions.
3. Sonia Sotomayor is the first Latina Supreme Court justice. Why is this important?
4. Research the nine Supreme Court justices. Create a presentation on who they are and explain their beliefs.
Rigoberta Menchú Tum (Guatemala)
Discussion Questions
1. How does Rigoberta Menchú Tum fight against injustice?
2. Why does Rigoberta Menchú Tum fight for indigenous rights in her country?
3. How did the Guatemalan government try to silence Rigoberta Menchú Tum?
Extension Activities
1. Read the first page of Rigoberta Menchú Tum’s testimony, *I, Rigoberta Menchú*. Discuss what you learn from it.
2. Research the different indigenous languages and cultures of Guatemala. Choose one and create a presentation to share with your class.
Mercedes Doretti (Argentina)
Discussion Questions
1. Why did abuelas gather in Plaza de Mayo in Buenos Aires?
2. How did Mercedes Doretti help the abuelas of the desaparecidos?
3. How does Mercedes Doretti’s work as a forensic anthropologist help people?
Extension Activities
1. Research Argentina’s military dictatorship. Create a timeline of events and include key figures and other countries that supported this oppressive rule.
2. Explore the connections between Argentina’s history of desaparecidos with those from other countries that you’ve learned about in *Latinitas*. Create a timeline mapping out the different events.
3. Read the book *¿De dónde eres?/Where Are You From* by Yamile Saied Méndez, illustrated by Jaime Kim. Notice how the author and illustrator teach us about the history of the desaparecidos.
Solange “Sonia” Pierre (Dominican Republic and Haiti)
Discussion Questions
1. When Solange Pierre was thirteen years old, she organized people from batey to batey, saying, “We need schools, hospitals, and decent pay! Y no vale if we don’t strike together” (page 61). Why do you think it was important for Solange Pierre to meet with people from different areas in the Dominican Republic?
Extension Activities
1. Solange Pierre founded El Movimiento de Mujeres Dominicano-Hatiana (MUDHA). Look at the mission of this organization. How does it connect with what you know about Solange Pierre’s life?
2. Watch a clip from Solange Pierre’s talk “Justice for All: The Case for Humanity and Fair Treatment of Haitian Immigrants in the D.R.” Notice the way she explains the injustice faced by Haitians.
3. Research the issue of citizenship rights for Haitians in the Dominican Republic. Who else has called for justice besides Solange Pierre? What is the resistance to citizenship rights? What has the government done? Why?
a. “The United Nations Refugee Agency Welcomes the Dominican Republic Move on Citizenship”
b. “What Happened When a Nation Erased Birthright Citizenship”
c. “The Dominican Republic Revokes Citizenship of Dominican-born Children of Unauthorized Migrants”
Justa Canaviri (Bolivia)
Discussion Questions
1. How did Justa Canaviri use cooking to address important issues?
2. What were the issues that Justa Canaviri talked about on her show?
Extension Activities
1. Watch the clip, “La chef que revoluciona la televisión boliviana,” where Justa Canaviri talks about her work. What topics does she address on her cooking and politics show? Why is this important for her?
2. Research the Aymara community in Bolivia and share your findings.
3. What is your favorite meal? Who cooks it for you? Ask them how they make the meal and take notes on the process and the ingredients.
4. Share your favorite recipe with a friend. Discuss what topic you’d like to talk about while you taught someone how to make this meal, just like Justa Canaviri does on her cooking show. Practice and act out your own show. Use this opportunity to review the recipe, your teaching skills, and your ideas on an issue of social justice that is meaningful to you.
Evelyn Miralles (Venezuela and United States)
Discussion Questions
1. What influenced Evelyn Miralles’s interest in space?
2. Why are virtual reality programs and creating space environments important work for NASA?
Extension Activities
1. Evelyn Miralles took a class in graphic computing, and it helped her realize what she could create. Think of a subject or topic you have studied that inspired you. What did it inspire you to create? Check with a librarian, teacher, or family member and ask for recommended resources to help you pursue your interest.
2. Watch the interview with Evelyn Miralles “NASA Lead VR Innovator.” Learn more about how virtual reality programs help astronauts prepare for space missions.
Selena Quintanilla (United States and Mexico)
Discussion Questions
1. How did Selena Quintanilla’s childhood contribute to her growth as an artist?
2. How did Selena Quintanilla create her unique sound?
Extension Activities
1. Watch some of Selena Quintanilla’s performances. How did she perform? How did she connect with the audience?
2. Read the books Queen of Tejano Music: Selena by Silvia López, illustrated by Paola Escobar and Sing with Me: The Story of Selena Quintanilla by Diana López, illustrated by Teresa Martínez. What more do you learn about Selena Quintanilla’s life, music, and connection with her fans?
Berta Cáceres (Honduras)
Discussion Questions
1. Why do you think Berta Cáceres started a radio show?
2. Berta Cáceres said, “We are the guardians of the land and the rivers, and it is up to us to protect them for future generations” (page 69). Why is it necessary to protect the land and rivers?
**Extension Activities**
1. Learn more about the Lenca community in Honduras by [reading an interview](#) with Donatila Girón Calix, the leader of the Lenca Indigenous Movement of La Paz Honduras (MILPAH).
2. Watch Berta Cáceres’ acceptance speech for the Goldman Environmental Prize. What did you learn about Berta Cáceres through her speech?
3. Read the picture book *We Are Water Protectors* by Carole Lindstrom, illustrated by Michaela Goade. How is the struggle in this book similar to the struggles of Berta Cáceres and her people?
4. Research other examples of indigenous communities around the world that have had to guard their land when they face government and military oppression. You can also read *13 colores de la resistencia hondureña/13 Colors of the Honduran Resistance* by Melissa Cardoza, translated by Matt Ginsberg-Jaackle.
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**Serena Auñón (United States and Cuba)**
**Discussion Questions**
1. What influenced Serena Auñón’s interest in space?
2. How is Serena Auñón’s work in space also impacting our lives on earth?
**Extension Activities**
1. At the University of Texas, Serena Auñón found a program that combined her interests in space and the medical field. What are your interests? Where can you study these?
2. Read Serena Auñón’s biography on the [NASA website](#). What do you learn from it about her interests, preparation, and space missions?
3. Watch “[The Doctor Is In . . . Space: Astronaut Serena Auñón-Chancellor—What’s New in Space](#).” Notice what activities she engages in while on space missions and how she describes her work. During the interview, she says, “gravity is your friend down here.” What does she mean by this? What were some of the challenges on her space missions?
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**Wanda Díaz-Merced (Puerto Rico)**
**Discussion Questions**
1. How did Wanda Diaz-Merced’s experiences inform her scientific studies?
2. Wanda Diaz-Merced said, “Science is for everyone and should belong to everyone because we are all natural explorers” (page 73). What does this mean?
**Extension Activities**
1. Watch Wanda Diaz-Merced’s TED Talk, “How a Blind Astronomer Found a Way to Hear the Stars.” At one point, she says, “When I lost my sight, I noticed that I didn’t have access to the same amount and quality of information a sighted astronomer had. It was not until we innovated with the sonification process that I regained the hope to be a productive member of the field that I had worked so hard to be part of.” Why is this work important?
2. Read the interview “How One Astronomer Hears the Universe.” What questions did this interview address? What other questions do you have about Wanda Diaz-Merced’s work?
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**Marta Viera da Silva (Brazil)**
**Discussion Questions**
1. How did people respond to Marta Viera da Silva’s interest in soccer during her childhood?
2. How would you describe Marta Viera da Silva after learning about her childhood and achievements as a professional soccer player?
**Extension Activities**
1. Watch the clip “Meet Marta, UN Women’s Goodwill Ambassador for women and girls in sport.” What more do you learn about her?
2. Watch the video “Brazil’s Marta Broke Down Barriers to Become One of Football’s Greatest Players.” What does this video teach us about her childhood and journey into professional soccer?
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**Alexandria Ocasio-Cortez (United States and Puerto Rico)**
**Discussion Questions**
1. How did Alexandria Ocasio-Cortez’s family from the Bronx to the suburbs impact her life?
2. Why did Alexandria Ocasio-Cortez decide to run for Congress?
3. What are some of the issues that Alexandria Ocasio-Cortez cares deeply about?
**Extension Activities**
1. Read *The ABCs of AOC: Alexandria Ocasio-Cortez from A to Z* by Jamia Wilson, illustrated by Krystal Quiles. How do the illustrations and the text add to what you knew about Alexandria Ocasio-Cortez?
2. Watch the trailer to the documentary *Knock Down the House*. What experiences shaped Alexandria Ocasio-Cortez’s interests in politics? What other women do you learn about in this documentary? What do they all have in common?
3. Watch Alexandria Ocasio-Cortez’s speech after she won the election. What do you learn from it about her journey into politics? What are the issues she cares about and that she mentions in this speech?
Lauren Zoe Hernandez (United States and Puerto Rico)
Discussion Questions
1. What role did music have in Laurie Hernandez’s childhood?
2. How has Laurie Hernandez used her talents throughout her life?
Extension Activities
1. Watch “Laurie Hernandez Debuts Hamilton-Inspired Routine at First Meet Since 2016 Olympics.” What song did Laurie Hernandez dance to in this routine? How does she use movement and rhythm in her routine?
2. Watch “Every Laurie Hernandez medal-winning performance from Rio 2016.” Notice how she uses movement and music in her routines.
3. Watch “Laurie Hernandez Talks Overcoming Abuse, Tokyo 2021 and Helping Teens” to learn about how she uses her experience to help teens through the Stronger Than You Think campaign on mental health.
4. Read the introduction from Laurie Hernandez’s memoir, *I Got This: To Gold and Beyond*. What else do you learn about her life? What questions do you have? Take a look at excerpts from other parts of her memoir to find some answers to your questions. You can also read her book *She’s Got This*, illustrated by Nina Mata.
Reading Across Latinitas
Discussion Questions
1. Compare at least two figures you learned about in *Latinitas*. Consider their childhoods, challenges, interests, and achievements.
2. Military dictatorships impacted several *Latinitas*. Identify some of the countries that were under a dictatorship and discuss how it impacted everyday people.
3. Many *Latinitas* featured in this book were the first person to do or achieve something. Identify some of them and discuss their significance.
4. Several women in *Latinitas* fought for education. Find one or two examples. Why was this important?
5. Juliet Menéndez describes many *Latinitas* who resisted traditional gender roles. Discuss one or two ways that they stood up against gender expectations.
6. Juliet Menéndez describes several *Latinitas* as being activists. What are activists? How did they fight against injustice?
7. What are the different themes throughout *Latinitas*? For example, notice how some of them lost a parent, fought for education, resisted a dictatorship, rebelled against the patriarchy, and created spaces for women where they weren’t previously allowed.
8. Look at the illustrations in *Latinitas*. Notice the colors and styles, and how their lives are portrayed in the artwork.
9. Choose another Latinita from pages 80 and 81 and conduct more research. Create a biography on one of their lives.
10. Interview an inspiring person in your life. Share your favorite Latinita from this book with them. How do both of these people influence your life?
**Reader’s Guide Author Bios**
**Carla España, PhD**, is a middle-grade teacher, researcher, author, and cofounder of the En Comunidad Collective. Her teaching journey began with sixth-grade bilingual students in Harlem in New York City. She is the co-author of *En Comunidad: Lessons for Centering the Voices and Experiences of Bilingual Latinx Students* with Dr. Luz Yadira Herrera. Find her on Twitter @ProfesoraEspaña.
**Luz Yadira Herrera, PhD**, is a teacher, researcher, author, and co-founder of the En Comunidad Collective. Dr. Herrera has over fifteen years of experience in the education of emergent bilinguals in both mainstream and bilingual settings. She is currently an Assistant Professor of Bilingual Education in the School of Education at California State University, Channel Islands.
Dr. Herrera’s teaching and research are in culturally and linguistically sustaining pedagogy, translanguaging, critical pedagogies, and bilingual education policy. She is the co-author of *En Comunidad: Lessons for Centering the Voices and Experiences of Bilingual Latinx Students* with Dr. Carla España. Find her on Twitter @Dra_LuzYadira. | 016dd78f-201a-4ff5-aee5-a9151090e3b7 | CC-MAIN-2022-27 | https://media.btsb.com/TitleLessonPlans/4234.pdf | 2022-07-01T15:00:05+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103941562.52/warc/CC-MAIN-20220701125452-20220701155452-00151.warc.gz | 449,775,006 | 8,552 | eng_Latn | eng_Latn | 0.990917 | eng_Latn | 0.993187 | [
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A new look
VOCABULARY
1.1 Clothes and accessories
• fashion and style • personality
SHOW WHAT YOU KNOW
1 Match the words from the box with the people in the photos. Some words can go with more than one photo. There is one extra word.
a pair of jeans belt boots curly cheerful earring glasses hoodie jacket long outgoing relaxed ring serious shirt short sociable straight top trainers watch
1
2
3
1
2
3
2 Write the opposites. The first and last letters are given.
tall
caring
hard-working
outgoing
mean
cheerful
silly
curly
fair
ugly
= s _ _ _ h
= s _ _ _ _ h
= l _ _ y
= s _ y
= g _ _ _ _ s
= m _ _ _ _ e
= s _ _ _ e
= l _ _ t
= d _ k
= h _ _ _ e
WORD STORE 1A | Clothes and accessories
3 Read the definitions. Write the names of clothes and accessories.
This round and often tight-fitting hat covers your head and ears. ___________
Some women wear these shoes in order to look taller and more elegant. ___________
A form of outer clothing which is worn over a shirt and under a jacket. ___________
These have a classic design from the past and protect your eyes from the sun. ___________
A casual top which is made of very warm synthetic material, has long sleeves and is excellent in cold weather. ___________
A piece of jewellery which men or women wear around their necks. ___________
This is a kind of loose sporty jumper often made from cotton and can be worn for exercising. ___________
These trousers are made from denim and they look like they have been worn a lot because of the light coloured wash material. ___________
This narrow piece of material, usually animal skin, has a metal piece at one end to help hold your trousers around your waist. ___________
4 Choose the correct words.
Fashion in Focus
Red Carpet Report
The Prince and Princess attended the premiere of the new James Bond film on Saturday. Prince Nicholas looked very smart in an elegant and stylish dark suit / dress suit and an eye-catching purple leather belt / silk tie around his neck. Princess Abigail wore a dark knee-length skirt and a gorgeous blue shirt / blouse from her favourite Paris boutique. The Princess always mixes casual and smart clothes to good effect and for this event she chose to wear large gold beanies / bangles around her wrist and unusual ankle boots / leggings – which helped make sure she wasn’t taller than her husband.
WORD STORE 1B | Fashion and style
5 Complete the sentences with the words from the box. There are two extra words.
across appearance attention casual dressed fashion flow look skin trendy
I’d say I am quite trendy because I enjoy wearing the latest designs.
1 Some clothes never seem to go out of ________ – like jeans, for example.
2 Andrew loves being the centre of ________ and that’s why he wears such expensive clothes.
3 It’s unusual to see Ronny looking so smart – he usually goes for a ________ look.
4 I am never looking like he is comfortable in his own ________. Maybe some fashion advice would help him feel more confident?
5 You don’t have to spend a lot of money on caring about your ________. There are plenty of fashionable clothes in second-hand stores nowadays.
6 Sandy comes across as very serious because she wears suits but in fact she’s very relaxed most of the time.
7 We never follow the latest trends – we simply go with the ________ and wear what we want.
7 Complete the descriptions of the people with some of the words from Exercise 6.
‘Housemates’ contestants enter house for new series
Last night the contestants for the latest series of hit TV show ‘Housemates’ entered their new home for the first time. Here’s what we think of them:
• Phillip – he seems to be a natural, sensible person. We think he’s the down-to-earth one in the house.
• Holly – she’s always happy and never seems to worry about how her behaviour affects the others. She’s 22 and a very ________ young woman.
• Simon – he really doesn’t like authority or doing what people tell him to do. We think he is very ________ and will be a difficult person who will create trouble with everyone.
• Stephanie – she is a young lady who doesn’t think in a deep or interesting way. She’s a very ________ person and only cares about becoming famous and winning the prize money.
• Tina – when she’s not thinking in the mind at herself, she’s probably planning what to wear the next day. She’s an incredibly ________ contestant.
SHOW WHAT YOU’VE LEARNT
8 Choose the correct answers A–C.
1 These ________ jeans are actually new but they look like they have been worn a lot.
A faded B vintage C antique
2 There’s nothing more elegant than wearing a ________ tie with an Italian designer suit.
A straight B silk C denim
3 Don’t wear a suit if you prefer to go for a more casual ________.
A flow B attention C look
4 Yvette is so ________ she spends hours every day just putting on her make-up.
A trendy B vain C down-to-earth
5 I’m surprised Billy was angry. He always comes ________ as very calm.
A over B through C across
6 I could never be famous because I hate being the ________ of attention.
A middle B centre C point
7 Luke is such a ________ person. I’ve never seen him scared or worried.
A careless B careful C casual
8 It can get quite chilly at night, so take your ________ with you just in case.
A sweatshirt B waistcoat C blouse
9 My trousers are too large. Where did I put my brown leather ________? I wonder?
A boots B fleece C belt
10 Tyler should learn to go with the ________ and relax more often.
A appearance B flow C skin
1.2 GRAMMAR
Dynamic and state verbs
SHOW WHAT YOU KNOW
1 Mark the sentences as H for habits/routines or N for things happening now.
Journalists are waiting outside the hospital for a first look at the new royal baby.
1 The doctor doesn’t usually arrive until 9 a.m. N
2 My cousin is a fashion journalist. She always looks stylish. H
3 In this programme, we’re reporting from Paris, the fashion capital of the world. N
4 ‘Famous Travel’ is currently selling weekend trips to Berlin at bargain prices. H
5 We give free cinema tickets to all customers who spend more than £100 on clothes. N
2 ★ Choose the correct forms.
1 Jill: What do you think of these shoes, Kate?
Kate: To be honest, I prefer / ’m preferring the ones you tried on first.
2 Tim: Are you going to wear that cap, Danny?
Danny: Do you ask / Are you asking if you can borrow it, Tim?
3 Vicky: Shall I cook some salmon for lunch, Max?
Max: Vicky, you know I don’t like / ’m not liking fish.
4 Ellie: Do you wear / Are you wearing thermal underwear today, Jo?
Jo: No, I’m not. I only wear it when it’s really cold.
5 Fran: I like / ’m liking your new suit, Jon. Was it expensive?
Jon: Yes, Fran. Actually, it was very expensive. What do you think of the film so far, Lewis?
Lewis: I’m not enjoying it at all.
Grandma: To be honest, Lewis I don’t enjoy / ’m not enjoying it at all!
3 ★★ Complete the pairs of sentences or questions with the correct present forms of the verbs in capitals. Use short forms where possible.
THINK
a What do you think (you) of my new sweatshirt? Cool, huh?
b You look sad. What are you thinking (you) about?
HAVE
a I’m sorry but I can’t come and meet you right now. I have lunch with Becky.
b Kristy has four different pairs of trainers.
NOT SEE
a Dave hasn’t seen his girlfriend a lot this month because he’s revising for his exams.
b I haven’t seen any difference between this woollen hat and the one you bought last week.
TASTE
a This coffee tastes strange. Did you clean the cup properly?
b Jeremy tastes the curry to see how spicy it is.
4 ★★ Find and correct the mistakes. Use short forms where possible. One sentence is correct.
I am not believing Zoe last my favourite jacket. don’t believe
1 Is she really needing another new handbag?
2 Are these flowers for me? Oh, Jack! I’m not knowing what to say!
3 What is happening over there? What are all those people looking at?
4 I’m not wanting to wear a suit. I hate formal clothes.
5 Laura isn’t hating Maths, she just finds it difficult.
6 Are you seeing the necklace with the three diamonds? That’s the one I want.
SHOW WHAT YOU’VE LEARNT
5 Complete the blog with the correct forms of the verbs in brackets. Use short forms where possible.
Italian Style
Welcome to my fashion blog. I’m Vittoria from Rome and I love (love) fashion. I have (have) my own clothes shop called ‘Italian Style’ in Via del Corso. Today is Thursday, and that means my business partner, Maria, works (work) in our shop, so I need (not/need) to go to work. It’s lovely! The weather is beautiful, so I wear (wear) my favourite vintage sunglasses and a simple white cotton blouse. Personally, I don’t (not/like) clothes with big designer logos all over them — my business partner and I believe (believe) that simple, stylish clothes are always the best choice. Come and visit us at ‘Italian Style’ and see for yourself.
1.3 LISTENING LANGUAGE PRACTICE
Expressions • adverbs • relationship phrases
REMEMBER THIS
Adverbs of manner tell us how we do an action. We form adverbs by adding -ly to adjectives, or -ily to adjectives ending in -y. (quick – quickly, cheeky – cheekily). We make online friends very quick + ly.
The adverb from good is well. How good = ly do you know them?
Some irregular adverbs (early, fast, hard, high, late, long and low) have the same form as the adjective. It takes a long time to become close friends. (adj)
Making online friends … doesn’t take long at all. (adv)
1 Read the interview with Jenny. Complete expressions 1–5 with verbs from the box. Change the forms of the verbs if necessary. There are two extra verbs.
continue find get happen last lose stop take
Extract from Students’ Book recording 4(1.8)
P: It’s so easy to make new online friends, isn’t it? They ask to be your friend, and you accept. It’s not as easy to make real life friends, is it?
J: That’s right. Making friends online takes a few minutes. But a real friend is someone you […] know for a long period of time. You meet, you spend time together and you get to know one another – it takes a long time to become close friends.
P: That’s right. But some friendships don’t … forever. […] when you don’t want to … a friendship, you can simply de-friend people, can’t you?
J: I’m not sure I agree with that actually. I try not to have to de-friend online friends. It seems really mean. I suppose that’s why I’ve got over 300 online friends. In real life, if you fall out with a friend, you don’t see them any more. Or sometimes you decide that you no longer have much in common. Then you lose touch. You don’t have to make the decision – it just … naturally.
2 Read REMEMBER THIS. Complete each pair of sentences with the adverb and the adjective forms of a word in the box. Show which form it is: adv or adj.
good happy late long
Ryan didn’t do very well in the race, but at least he tried.
Not everyone can be intelligent or attractive, but we can all be … good.
1 We will have to wait … for the results of the English test?
If you want a lift, it’s nice to me.
It is a … walk home from here.
Nina and Eliza arrived … and missed the start of the fashion show. I can hardly keep my eyes open. Last night was a … night.
We are … to announce that school will be closed this Friday. I will … wait for you if we can go for ice cream afterwards.
WORD STORE 1D | Relationship phrases
3 Choose the correct answers A–C.
1 Scott is a reliable friend. He’s always there … me when I need someone to talk to.
A by B with C for
2 Have you fallen … with your sister again, James? Why can’t you two just be friends?
A over B out C off
3 Matt and I used to be best friends, but since we left school we’ve lost touch … each other.
A about B with C to
4 Dylan thinks his cousin is arrogant. They don’t get … with each other very well.
A along B over C out
5 Leah and Sophie got to … each other on a long bus journey. They had hours to talk about everything together.
A learn B discover C know
6 Dan doesn’t hang out … John because he doesn’t like him very much.
A with B by C to
NEWS
35-year-old Herbert Chavez from the Philippines has transformed* himself from an ordinary dressmaker into a real-life Superman. After nineteen surgeries that copy the comic book hero’s look, Chavez has become a real-life Clarke Kent.
Herbert first fell in love with the superhero when he was five years old. Since then he has spent around 300,000 pesos (£4,400) on his obsession – a huge amount of money compared to the average wage in the Philippines.
When he’s not making dresses, Herbert can often be seen in the streets around his home dressed as Superman. He aims to teach children good morals and have some fun at the same time.
Herbert says he feels like a superhero whenever he puts on the costume,* but his mission is not to save the world but to help in his own small way and bring a smile to the faces of local children.
Sleepily, Fiona switched off the alarm clock and tried to wake up fully. It was Monday again and she had another busy week ahead. With only four weeks until her final exams, there was lots of hard work to do and no time for her social life. She really wanted to be older, already finished with school, already earning. Perhaps because winter was coming and it was still cold and dark outside, she found it especially difficult to get out of bed this morning. Her legs felt heavy and she seemed to have less energy than usual. Maybe she had slept badly. Finally, she made it to the bathroom, switched on the light and stood by the washbasin. When she saw her reflection* in the mirror, she screamed. Looking back at her was the face of a terrified old woman – herself, but wrinkled,* pale and grey-haired …
At Oddfaces we like our models to be fabulously fat or superbly skinny, ten feet tall or shockingly short. We love odd models with tattoos, piercings and memorable faces.
We have over 1,000 unique character models ranging from ages 18 and 98 and sizes 7 and 27. Our models can bring a truly eye-catching look to music videos, TV shows and films, and of course, print and web advertising. For over a decade, we have successfully provided the most unusual faces and bodies for top fashion designers, photographers and film directors.
If you need beautifully strange and strangely beautiful people, then look no further.
Pretty faces are everywhere these days – choose something different. Choose Oddfaces.
1 Read the texts. Match pictures A–C with texts 1–3.
A ☐ B ☐ C ☐
2 Read the texts again. Choose the correct answer A–D.
1 According to the article, Herbert Chavez uses his new appearance.
A to earn money.
B to educate and entertain.
C to promote his business.
D to remind him of his childhood.
2 The story describes a change in Fiona’s
A appearance and mood.
B daily routine.
C behaviour.
D social life.
3 The author of text 3 wants to
A announce a competition.
B offer advice.
C advertise a company.
D tell a story.
3 Read the three texts again. Complete the sentences with one or two words from the texts.
1 When Herbert Chavez isn’t dressed as Superman, he’s a simple ________.
2 As Superman, Herbert wants local kids to learn ________ and hopes they enjoy themselves.
3 Fiona had one month before taking her ________ and meeting friends wasn’t possible.
4 She dreamed of being an adult and then when she looked in the mirror, she saw an ________ and wanted to sleep.
5 The Oddfaces company has existed ________ than ten years.
6 The company doesn’t employ models with just ________, but strange-looking people.
4 Complete the gaps with the underlined synonyms from the texts.
extremely frightened = terrified
1 operations = ________________
2 ten years = ________________
3 strange = ________________
4 poorly = ________________
5 massive = ________________
REMEMBER BETTER
When you learn a new word, look in a dictionary and see if you can also learn a synonym or a phrase with a similar meaning. In this way you will expand your vocabulary. To help you remember the words, write a sentence in which both items fit and add it to your vocabulary notes.
Complete the sentences with one of the pairs of words 1–5 in Exercise 4.
Polly was extremely frightened/terrified of thunder and lightning.
1 The first time I saw a Batman film was over __________ ago.
2 Since her skiing accident, poor Marta has had three __________ on her leg.
3 Lewis has a __________ tattoo that covers both arms, his chest and the whole of his back.
4 Lola’s facial piercing looks very __________. At first, I thought it was a big spot!
5 Both Claire and Emily think they did very __________ in the Physics exam.
VOCABULARY PRACTICE | Clothing
5 Look at the vocabulary in lesson 1.4 in the Students’ Book. Complete the sentences with the correct words. The first letters are given.
Tammy wants to open a shop that sells original garments from the 1960s. Dresses, boots, jewellery – any items of clothing and accessories from that era really.
1 Hoodies may be f________ clothes for today’s graffiti artists and skaters but they were first worn in the 1930s in America for sports training.
2 Yes, madam. This jacket is u________, so it’s fine for either your son or your daughter to wear.
3 These trousers are too long, so I need to take them to a t________ before I can wear them.
4 Don’t you think it’s crazy that people buy designer j________ just to wear behind their clothes?
5 Cotton is a good f________ for shirts because it’s light and easy to dye different colours.
WORD STORE 1E | Compound adjectives
6 Match the halves of the compound adjectives in boxes A and B and complete the sentences.
A brightly- cutting- hard-
fast- multi- short-
B coloured drying edge
purpose sleeved wearing
The latest in cutting-edge fashion are clothes that don’t get wet or dirty.
1 This sports shirt is __________, so I can wash it tonight and wear it again tomorrow morning.
2 Jacob never wears __________ shirts to work because he has a big tattoo on his arm.
3 Jeans became popular for workmen because they are __________ and last a long time.
4 I love clothes which are __________. My electric-blue and sunflower-yellow Jimmi Hendrix T-shirt is my favourite piece of clothing!
5 Clothes which are __________ might not be the most fashionable but they are the most practical. You can wear them on any occasion.
GLOSSARY
transform (v) – change completely
costume (n) – clothes that make you look like something, e.g. an animal or a famous person
reflection (n) – an image you can see in a mirror, glass or water
wrinkled (adj) – skin or cloth that is wrinkled has small lines or folds in it
1 Complete the sentences and questions with the Present Perfect Simple forms of the verbs in brackets. Use short forms.
Claire has disliked (dislike) Danny since they first met at Julia’s party.
1 I ___________ (you/know) Megan for a long time?
2 I ___________ (never/understand) why people pay so much for brand name clothing.
3 How long ___________ (Chloe/want) to be a fashion designer?
4 I ___________ (they/see) all the paintings in the gallery yet?
5 Grandma ___________ (not/need) glasses since she had the eye operation.
2 ★ Complete the tour guide’s speech with the Present Perfect Continuous forms of the verbs in brackets. Use short forms.
Welcome to our kilt factory. We hope you enjoy the tour. Have you been waiting [you/wait] long? I hope not. Our company 1 ___________ (produce) kilts for over 150 years. Today we are going to see how a traditional Scottish kilt is made. We 2 ___________ (make) a famous Highlander model since the 1920s. Originally kilts were designed for everyday use, but later they were worn only on more formal occasions. We 3 ___________ (sell) more and more of them as fashion items in recent years. We also make trousers here at the factory but we 4 ___________ (not/do) that for as long.
Now sir, I see that you are wearing one of our kilts. You look wonderful!
3 ★★ Charlie and Mary are at an art gallery. Choose the correct forms to complete the dialogue.
M: Can we rest for a minute, Charlie? We haven’t stopped / haven’t been stopping since we got here. I’m exhausted.
C: Sure, Mary. We’ve walked / we’ve been walking around since 9. Let’s get a coffee.
M: Great. I haven’t had / I haven’t been having a drink since this morning.
In the café:
C: There are some lovely paintings here, don’t you think?
M: Yeah, lovely. It’s been / it’s been being a great morning, Charlie.
C: Listen Mary, I’ve waited / I’ve been waiting for the right moment to tell you what is.
M: Really? What is it?
C: Well, we are good friends, and we’ve liked / we’ve been liking each other for a long time, right?
M: Yes, Charlie. We’ve spent / we’ve been spending more and more time together recently. What do you want to say?
C: Well, do you think you and I could maybe study for our exams together?
M: Yes, Charlie, I suppose we could.
1 ★ Complete the sentences with the correct verb form of the words in brackets.
Janice hopes (HOPE) you can come to the barbecue party on Sunday.
1 Where was James educated (EDUCATE)? Did he go to a private school?
2 My dad always said ‘If you want to succeed (SUCCEED) in life, work hard and play fair’.
3 I’m so happy! I’ve been accepted (ACCEPT) into my first choice of university!
4 Getting into the best university in the country was Jane’s great achievement (ACHIEVE).
5 Mark’s creativity (CREATE) helps him write amazing stories for children.
2 ★ Complete the second sentence so that it has a similar meaning to the first. Use between two and five words.
She has totally no education. She is totally uneducated.
1 My aunt Josie is very creative when she dresses. My aunt Josie dresses creatively.
2 If you want to achieve success in the fashion industry, work hard. If you want to be successful, work hard.
3 It surprised a lot of people when Blake accepted the Worst-Dressed Man of 2019 award. Accepting the award for the worst-dressed man of 2019 surprised a lot of people.
4 Our sponsors are not obliged to visit the exhibition. There is no obligation for our sponsors to visit the exhibition.
5 Harvey gave me an angry look when he saw me in his leather jacket. Harvey looked angrily at me when he saw me in his leather jacket.
3 ★★ Complete the sentences using the prompts in brackets. Do not change the order of the words. Change the forms or add new words where necessary. Use between two and three words in each gap.
I have to admit that I cried pathetically (cry / pathetic) when I saw just how bad my new tattoo was.
1 I have never spoken (speak / dishonest) to you but have only ever told you the truth.
2 This handbag is absolutely (absolutely / ridiculous) expensive – who on earth would buy it?
3 Amanda was absolutely (absolutely / crazy) when she found out she was the Model of the Year.
4 Truman apologised for behaving (behave / bad).
5 Janice has never shouted (shout / angry) at her naughty little sister.
4 ★★ Complete the text with the correct form of the words in the box. There are two extra words.
create educate honest leader priority profession regulate respect
Anyone who works in media must look their best at all times. How do they achieve this? Most use the services of a professional make-up artist – or cosmetologist. Is this a job you might fancy doing? Well, here’s what you need to do.
Firstly, a make-up specialist will need a formal qualification. This is usually a BA of a part-time and theoretical course. One qualification that is needed at this early stage is because during these studies, trainees should start building a portfolio of their best work.
In some countries, official say that cosmetologists then have to complete an exam in health and safety before they can get a licence to work.
Good skills are not needed because most cosmetologists are their own boss and often run their own business. And, whether they choose to work in a salon, in a theatre, or work in TV or film studios, good make-up artists are always of their clients as good customer service is essential in this job.
5 Choose the correct answers A–C.
1 Harry: I’m sorry but I don’t think this style is ___ with your hair.
Yosef: Seriously? So, should I choose something else?
A achievement B achievable C unachievable
2 Charlie: Mum says I can’t go out today because I was late home last night.
Adam: That doesn’t sound like very fair ___.
A punishing B punishment C punish
3 Mindy: I told my teacher I lost my homework, but really I didn’t do it.
Claire: That wasn’t very ___ was it?
A respectful B disrespectful C respected
4 Hannah: You look great in that hat. You should buy it.
Landers: It’s too expensive and buying clothes isn’t ___ for me at the moment.
A prioritise B priorities C priority
5 Dan: Are you sure you didn’t wear my hoodie without asking?
Nigel: No, I didn’t. It doesn’t even fit me.
A honest B dishonest C honestly
6 June: I’m sorry, but can you program works again?
Karl: Sure, no problem.
A clarity B clarify C clarification
1 Match the beginnings with the correct endings to form sentences.
He’s in his _______ 1
She’s the sort of person who _______ 2
She’s got long _______ 3
He sometimes _______ 4
The first thing you notice about her is her large _______ 5
He usually wears _______ 6
She’s not always _______ 7
a blue eyes.
b hard-working.
c forgets his manners.
d loves kids.
e fashionable clothes.
f blonde hair.
g mid-twenties.
2 Put the words in order to complete the sentences.
in / early / thirst / her / is
Becky is in her early twenties.
interested / is / not / fashion / in / really
Peter ____________________________.
a / make / would / doctor / great
Lucy ____________________________.
beautiful / hair / long / blonde / got
Marta’s ____________________________.
bit / is / too / a / slim
Liam ____________________________.
a / would / great / make / model
Roxanne ____________________________.
who / kind / person / always / your / remembers /
birthday / of / is / the
Lucas ____________________________.
3 Complete Adam’s description with the words from the box. There are two extra words.
built casual dark dresses easy-going friendly height into our type
Hi Jake
I’m meeting Josh later. U coming out?
U know Josh, don’t you? Emily’s cousin.
He’s our age with long _______ hair.
He’s got a _______ face.
Oh come on Adam. He’s about medium _______ and fairly well-_______ . You know him!
Hi Adam
Josh?????
Not sure. What does he look like?
What?
Do I?
He always _______ in black and he’s _______ Goth music.
4 Find and correct the mistakes.
Mrs Baldwin is kinds of easy-going as a teacher if you ask me. Kind of
1 My baby sister, who is three, tends cry a lot. _______
2 I’m not particular lazy, but I like to do nothing sometimes.
3 Andrew always isn’t very polite with new people. _______
4 Eva sorts of shy, but she’s different when you get to know her.
5 Diana can a little tired in the evenings because she wakes up at 6 a.m. every day.
6 Paolo could be a bit little smarter, but he has made an effort to dress nicely.
7 Dad’s exactly not a genius, but he is very clever.
5 Complete the text with the words and phrases from the box. Sometimes more than one answer is possible.
a little bit bit could be kind little not exactly particularly sort of
I saw an interesting picture in a _______ of gallery or cafe the other day. It’s a portrait of a man. There’s a lot of blue in the picture and the man, who is wearing a dark blue jacket, looks _______ of cool – almost like he doesn’t care about anything in the world. He’s also _______ mysterious in my opinion. He’s _______ strange-looking, but he has got big blue eyes which look straight at you. His hair _______ blue too, but because the picture is so dark, it’s a _______ hard to tell for sure. And his coat, which doesn’t _______ fit him very well – it’s far too big – makes the man look _______ uncomfortable. It was only after looking at the picture for some time that I read the short text below it and learned that it was a self-portrait by one of the most famous painters of the 20th century.
6 Read the task below. Then read the email and complete gaps A–E with the correct form of the words from the box.
Your friend is going to visit the English city where you stayed as an exchange student last year. The family you stayed with have agreed that your friend can stay with them during her/his visit. They have never met before. Write an email to the family’s teenage son/daughter. Include and develop these points:
• Say briefly how you met your friend
• Describe your friend’s appearance and personality
• Mention some of the things your friend wants to do during his/her stay.
• Thank the family for agreeing to let your friend stay with them.
bit can particular sort tend
Hi Amy,
I hope you’re fine. I’d like to tell you a few things about Imogen – the girl who’s going to stay with you this summer.
Imogen and I met in the playground when we were children. First, I wasn’t _______ nice to her, but later we became great friends.
When you get to the airport, look for a tall and _______ too slim girl with long dark hair and big blue eyes. A girl who looks _______ of casual but fashionable at the same time – that’s Imogen.
She is a cool, easy-going girl, and the kind of person who _______ looks / feels good in her own skin. But sometimes she _______ be a bit shy and reserved, especially in new situations.
Imogen’s always _______ enjoyed / been enjoying fashion, so she’s coming to the UK to visit some design schools and check the trendiest places. So maybe you could show her what’s _______ / at fashion in London now?
Thank you again for letting Imogen stay with you. I know how great it is to stay with a British family, and I’m sure you’ll have a great time. Just be careful – she _______ to talk a lot.
Write soon, so we don’t _______ lose / drop touch.
Love,
Ella
SHOW WHAT YOU’VE LEARNT
8 You and your friend have decided to stay with your English-speaking cousin in the countryside for a week’s holiday abroad. Write an email to your cousin. Include and develop these points:
• Tell him/her about your friend and how you met.
• Describe your friend’s appearance, personality and why you like him/her.
• Say what you would like to do when you visit your cousin.
• Thank your cousin and his family for agreeing to let you both stay for a week.
SHOW THAT YOU’VE CHECKED
Finished? Always check your writing. Can you tick ✓ everything on this list?
In my email:
• I have started with a friendly greeting, e.g. Dear James or Hi Gemma. ☐
• I have said why I am writing. ☐
• I have described how I met my friend. ☐
• I have described my friend’s appearance, personality and interests. ☐
• I have thanked the family and the addressee. ☐
• I have used contractions (e.g. I’m / aren’t / that’s). ☐
• I have perhaps used some emoticons 😊 and abbreviations (info / CU / gr8) – but not too many! ☐
• I have finished with a friendly ending, e.g. Bye 4 now, All the best, Lots of love, etc. ☐
• I have checked my spelling and punctuation. ☐
• My text is neat and clear. ☐
7 Read the email again. Choose the correct answers in 1–4.
1 I have started with a friendly greeting, e.g. Dear James or Hi Gemma.
a I have started with a friendly greeting, e.g. Dear James or Hi Gemma.
b I have started with a friendly greeting, e.g. Dear James or Hi Gemma.
c I have started with a friendly greeting, e.g. Dear James or Hi Gemma.
2 I have said why I am writing.
a I have said why I am writing.
b I have said why I am writing.
c I have said why I am writing.
3 I have described how I met my friend.
a I have described how I met my friend.
b I have described how I met my friend.
c I have described how I met my friend.
4 I have described my friend’s appearance, personality and interests.
a I have described my friend’s appearance, personality and interests.
b I have described my friend’s appearance, personality and interests.
c I have described my friend’s appearance, personality and interests.
1 Translate the phrases into your own language.
**SPEAKING BANK**
**Beginning a description**
The photo shows …
In this photo, I can see … / there is … / there are …
**Saying where (in the photo)**
in the background / in the middle / in the foreground
on the left / on the right
in front of / behind / next to
**Showing uncertainty**
It’s hard to say / make out what …, but …
I’m not sure …, but …
**Speculating**
He / She / It looks (tired) …
He / She / It looks as if / as though / like …
It seems to be … / Perhaps it’s … / Maybe it’s …
I imagine they’re … / They’re probably …
**Giving your opinion**
I (don’t) think …
I prefer …
Personally, … In my opinion …
2 Put the adjectives in brackets in the correct order to complete the message.
Hi Kat – just back from the sales. Got some real bargains! First thing I bought was a [grey / woollen / cute] 1 ______ hat and a [silver-grey / long / lovely] 2 ______ scarf. They only had [leather / old-fashioned] 3 ______ gloves in the sale, so I’ll have to keep looking for those. I also found a coat finally! It’s a [black / mid-length / smart] 4 ______ raincoat and it was reduced by 50%! See you at 7 – fingers crossed it stays cold and – I want to wear my new stuff :) Tina x
Sent: 16:41
3 Complete the description with phrases from the Speaking Bank. The first letters are given.
This photo shows a woman and a little boy shopping together. They are probably mother and son. It’s [prob/ably] 1 ______ specifically how old the little boy is, but he’s 2 ______ to be about 7 or 8. The woman is wearing casual clothes and comfortable shoes and the little boy is dressed like a superhero! He looks very unhappy though, in fact it 3 ______ as though he is crying. I think they are in a children’s clothes shop because the clothes on sale look very small, and in the background there are several other adults with young children. The woman is showing the boy a little white shirt and a tie – 4 ______ they are shopping for a school uniform, but I don’t 5 ______ he likes it. I’m not 6 ______ b ______ maybe the little boy is upset because he’d prefer to wear his superhero clothes for school.
4 Find and correct the mistakes. Two sentences are correct.
1 I think he doesn’t look very happy.
I don’t think he feels very happy.
2 I think she hasn’t bought anything.
I think she has bought anything.
3 I think they’re very elegant.
I think they’re very elegant.
4 I think those trousers won’t fit her.
I think those trousers will fit her.
5 I think they don’t agree on which one to buy.
I think they agree on which one to buy.
6 I think green doesn’t suit him.
I think green suits him.
7 I don’t think she’s attractive.
I think she’s attractive.
5 Choose the correct words.
In this photo, I can 1 ______ show / see three young women. They are 2 ______ probably / as though in a hairdressing salon, because the woman on the left 3 ______ has cut / is cutting the blonde girl’s hair. The hairdresser looks quite young and a bit nervous, or 4 ______ perhaps / probably she is just concentrating on what she is doing. It’s 5 ______ sure / sure to say, but I think the woman 6 ______ who / that is checking what the hairdresser is doing. She’s dressed quite smartly and 7 ______ seems / imagine to be an instructor or the boss, so maybe the hairdresser is still in training. Personally, I would never go to a trainee hairdresser, but 8 ______ think the blonde girl isn’t / don’t think the blonde girl is too worried. She’s smiling and looks very relaxed. Maybe she’s happy because she is getting a free haircut!
---
Student A, look below. Student B, go to page 134.
1 In pairs, ask and answer the questions.
Talk about different topics.
1 What’s your favourite TV series of all time? Why?
2 Tell me about the type of house and the area where you live.
3 What kind of technological device couldn’t you live without? Why?
2 Look at the photo of the young people wearing fashionable clothes. Take turns to talk about what you can see in your photos. Talk about the people, the clothes and the other things in the photo.
3 You and your friend want to buy a birthday present for a fashionable female friend. Here are some of the presents you could choose. Talk together about the different presents and say which would be best.
4 Talk about buying presents.
- Do you enjoy buying presents for people? Why? / Why not?
- Where do you usually go to buy presents?
- What sort of presents do you like receiving? Why?
- Do you think it’s easy or hard to buy fashionable presents for friends? Why?
- Who is the hardest person you know to buy a present for? Why?
1 Choose the correct words.
A black leather jacket with a white T-shirt has been trendy / iconic since James Dean and Marlon Brando wore them in the 1950s.
1 Why do you have to be so rebellious / shallow all the time? Can’t we do what you ask us to do just once?
2 I wish you’d be more down-to-earth / casual like Harry. I’m always trying to do stupid and impractical things.
3 What kind of garment / fabric is that dress made from? It’s so soft to the touch.
4 These boots are really multi-purpose / hard-wearing. I’ve had them for two years and they’re still in excellent condition.
5 Sarah likes to stand out – that’s why she usually goes for a casual look / brightly-coloured clothes.
/5
2 Complete the sentences with the words from the box. There are two extra words.
bangles beanie dark suit denim jacket fleece high heels necklace leggings
Stella bought a very cheap necklace and after a few days the chain broke from around her neck and she lost it.
1 Most heat is lost through the head, so wear a ________ to stay really warm.
2 Put on a thermal T-shirt with a __________ over the top and then a jacket. You can put the jacket in your backpack if you get too hot up the mountain.
3 Tracy likes wearing ________ because they’re comfortable and keep her legs nice and warm.
4 I don’t like wearing ________ because they’re too loose and move around when I use my arms.
5 David, we are going to a funeral! Of course you can’t wear a ________ and jeans.
/5
3 Complete the sentences with the correct words. The first letters are given.
You look very ________. Even your shoes are fashionable and up-to-date.
1 What are you wearing? Sunglasses like those have been out of f______ for years! I suggest you buy a new pair.
2 Whenever I’ve had problems or been upset, my mum has always been t______ for me.
3 Have you f______ out with Suzie again? Why are you two always arguing?
4 I’m almost ready, Dad! I just need to pack clean u______ and another pair of socks and then I’ve got everything needed for our weekend trip.
5 That’s a lovely w_______. Adam, Is it part of a three-piece suit or a separate item?
/5
4 Complete the sentences with the correct form of the words in brackets. Sometimes more than one answer is possible.
Every time I see you, you look (look) completely different. I love your new hairstyle!
1 I _______ (not/believe) you, Hannah. You’ve lied about this so many times.
2 lan _______ (dance) with Kelly at the moment, but he really wants to dance with Alison.
3 Beverly _______ (need) to see a doctor about her headaches.
4 _______ (you/put) raisins in Dad’s birthday cake again this year? Please don’t. I hate them!
5 Becky _______ (not/know) how to use her new camera – probably because she hasn’t read the instructions.
/5
5 Choose the correct forms.
Jessica /has eaten/ has been eating the same kind of frozen meal five times this week.
1 Andrea /has known/ has been knowing Natalie for about three months now.
2 Lucy has worried / has been worrying about her hair constantly since we arrived at the party. I’ve told her she looks great, but she doesn’t believe me.
3 Actually, I can speak Italian, so I’ve understood / ‘ve been understanding everything you’ve been saying about me.
4 Neither has sung / has been singing the same song all morning. It’s driving me crazy!
5 George and Irlge have met / have been meeting in secret since their parents told them to stop seeing each other.
/5
6 Choose the correct answers A–C.
New Uniform for City Hospital Nurses
The nurses of Hallamshire Hospital /the same old uniform for the last 10 years. Recently the hospital decided it was time for a change and today pictures of the nurses’ new look are finally up on the hospital website. The old-fashioned white and grey uniforms have gone and been replaced by a much more modern and ______ outfit for both male and female nurses. Speaking earlier, the head nurse on women’s children’s ward, said: ‘I think the new look is great. We’ve ______ a very long time for a change. The new dark blue trousers and dark green T-shirts look great together and we ______ that the colours and style are much more practical.’ Of course, nobody wants to go to hospital, but if you are there, you will now be looked after by some very ______ nurses.
A wore B have been wearing C are wearing
A vintage B vain C unisex
A ‘m thinking B think C have been thinking
A ‘ve been waiting B ‘re waiting C wait
A are all agreeing B all agree C have all been agreeing
A well-dressed B hard-wearing C short-sleeved
/5
7 Complete each pair of sentences with the same answer A–C.
Oh no, my favourite ______ jeans have got a hole in the knee.
The pages in this book are ______ and I can’t read the text very well.
A shallow B faded C worn
1 Are ankle-length trousers really back ______ fashion? Abe’s really not that interested ______ going shopping for clothes.
A on B in C out
2 I love your ______-purpose boots. Where did you buy them?
Google is a ______-national company that employs people worldwide.
A many B uni C multi
3 I wish these shorts were ______-drying. I want to wear them now.
I think ______ fashion is a waste of money.
A speed B fast C quick
4 Those ______ boots look cool. Just like what the Beatles used to wear!
I was playing football and got kicked on the ______ – it really hurts.
A leg B ankle C foot
5 I don’t know how you can walk in ______-heels.
The prices in this second-hand store are quite ______.
A high B tall C big
/5
8 Choose the correct answers A–C.
You could wear your new ______ if that skirt is too big.
A silk tie B leather belt C vintage sunglasses
1 Paddy ______ for weeks now if Martha has a new job.
A is wanting to know B wants to know C has wanted to know
2 Have you ______ your old friend Sebastian? Does he still live here?
A lost touch with B fallen out with C come across
3 If you ______, you’d feel better. Looks really matter.
A appeared to be more careful B looked a lot more carefully C cared more about your appearance
4 Which of your friends ______? Where do you usually go together?
A are you the most comfortable with B do you hang out with the most C are the friendliest
5 I ______ myself really well when I went travelling alone.
A got to know B knew C didn’t know
/5
9 Choose the correct answers A–C to replace the underlined part of the sentence.
Ursula has always been incredibly vain.
A been too proud of the way she looks B always been incredibly C dressed very elegantly
1 Do shallow people usually care too much about what they look like?
A people who don’t think about serious things B people who don’t care about others C people who like to be trendy
2 This shop has had cutting-edge fashions from around the world for years.
A has sold the most stylish B has been offering the most expensive C has been selling the most modern
3 Why didn’t you like Thomas? He came across as very friendly.
A seemed to be B tried to be C pretended to be
4 I’m going to wear this blouse to the open air concert tonight. Does it look OK?
A I intend to have this blouse on B I’d rather wear this blouse C I prefer to wear this blouse
5 Ollie thinks he looks really trendy since he changed his hairstyle.
A iconic now he’s changed B fashionable after changing C rebellious since he’s been changing
/5
10 Choose the correct answers A–C.
It’s an interesting fact that those of us who ______ friends don’t all have certain things in common, but actually sometimes we do. Take my best friend Joe, for example. We get ______ with each other really well and both like many of the same things. We enjoy ______ time in the park, for instance.
But that’s not all. We both ______ to wear denim jackets. I think it’s because we both want to look like ______ – although of course, it’s one thing to look this way and another to act like it! Still, the jacket’s a really practical thing to wear too as it’s a particularly strong one but is still quite light.
I read somewhere that people who wear glasses are more likely to be friends with people who wear glasses too. Maybe it’s the same with styles of shirts and jackets? Oh, and there’s one thing I forgot to mention – Joe is my dog :-)
A make B become C have
A through B by C along
2 A to spend B spending C spend
3 A prefer B have preferred C are preferring
4 A rebellion B rebels C rebellious
5 A garment B tailor C suit
/5
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Winter Activities for the Whole Family
The winter months can sometimes be difficult to think of activities to do with the whole family. Sometimes the weather is just too cold to be outside, so we have to get creative on how to keep the kids entertained inside. Well, the good news is that you aren’t alone. We thought of a few winter activities for you and your family to try:
- **Camp out (in)**: Set up tents and sleeping bags in the living room or just make forts, and sleep there overnight. Want s’mores but not into having a campfire in your living room? Make s’mores party mix! Combine mini graham crackers, mini marshmallows, and chocolate chips in a bowl.
- **Game day**: Charades, board games, you name it. Declare a no-screen day and spend some time together! Let the kids take turns picking a game for the whole family to play.
- **The great bake off**: Whether it’s cookies, cakes or brownies, find a recipe for your kids to make. The challenge? It’s a fun bake off! The bonus? Twice as many goodies and you can eat them during the movie festival that is suggested below.
- **Film festival**: Take turns choosing movies and extend the party by cooking meals that fit the films. Eating spaghetti and meatballs as you watch *Lady and the Tramp*? It just makes sense!
- **Sock volleyball**: Clear off the family room floor, blow up a couple balloons, mark off the court and wearing only socks or bare feet, play volleyball with your feet instead of your arms.
- **Perform a play**: Have the kids and their friends work together to make up a story, create costumes and design a set with things you have on hand. When its show time, sit back on the couch and get ready to applaud and laugh. And of course, make a video of it!
- **Perform a concert**: Piano? Hand drum? Recorder? Guitar? Chances are you have enough instruments around the house to make some sort of ramshackle band, or maybe you’re a pro. Either way, write a song together. You’ll never forget it.
If you do get the opportunity to go outside, you could try:
- **Squirt snow paintings**: Using squirt bottles filled with water and food coloring can be a great activity for children to take part in while outside. Coloring in the snow gets them outside and no mess inside! A super easy, fun, and creative activity for the kids to enjoy.
Peer-to-Peer Support - Research has found peer-to-peer support to be extremely beneficial. This is very true for adoptive/guardian families. Below is an introduction to our newest staff members, Luginia and Molly. We are excited to have them join our team and bring their personal experience to our program.
Hello my name is Luginia Srygley. I am a wife, homeschool mom and support staff for the Post Adoption Resource Center (PARC). I have been married for 29 years, I have three amazing adult children, an awesome 11 year old daughter at home and a wonderful granddaughter. My educational background includes Mental Health Social Work as well as Management and Organizational Development. I am proud to be a part of PARC. Prior to working for the program, I received valuable support services as a guardian parent at the monthly support group. I believe PARC makes a difference in the lives of the families it serves and the communities in which they live. I am excited to be a part of PARC and if you would like to discuss guardianship topics, feel free to give me a call at 810-528-2009 extension 23016.
My name is Molly Burr and I am a new PARC family worker! I am very excited to join this team and to help families. I am originally from Kansas and relocated to Michigan approximately 1.5 years ago. I have two dogs and a fiancé. My background consists of working with families in a multitude of diverse settings. I have worked with families through foster care cases, children in the foster system residing in a residential setting, and families/children with reading difficulties. I am excited for opportunities to meet everyone and start helping families navigate the post-adoption years.
Winter Safety Tips
- Dress warm for outdoor activities. Several thin layers will keep everyone dry and warm. Don’t forget warm boots, gloves or mittens, and a hat. Choose boots that are large enough to comfortably accommodate two pairs of socks.
- Set reasonable limits on outdoor time to prevent hypothermia and frostbite and make sure kids have a place to warm up when they get cold. When weather is severe, come inside periodically to warm up.
- The sun’s rays can still cause sunburn in the winter, especially when they reflect off snow. Make sure to cover any exposed skin with sunscreen and consider using sunglasses or goggles with UV protection.
- Do not overwork yourself, because you may expend all of the energy needed to keep your muscles warm.
- Eat hot, high-calorie foods to encourage your body to burn the foods and keep you warm.
Quote of the Quarter: “Our family is like a big beautiful patchwork quilt. Each of us different, yet stitched together by love!” -Unknown
Rethinking Discipline - State Law Changes
"The state of Michigan had one of the harshest discipline codes in the country, mandating expulsion for a large variety of reasons. The intent was to keep students safe, but evidence showed that far too many students were being removed, and that districts often felt their hands were tied and were forced to expel. In the end, students (particularly students of color and students with disabilities) were put at greater risk of school dropout and criminal justice involvement and not given the adult support needed to truly learn from their mistakes, make amends and make educational progress. Around the country, laws have changed to reduce suspensions and expulsions, and at the end of 2016, Michigan’s Legislature passed the Rethink Discipline bills." - The Student Advocacy Center of Michigan
Rethink...........in 2018
The new laws that went into effect on August 1, 2017 end state-mandated expulsions for everything with the exception to firearms. School districts need to consider using alternative methods such as restorative practices or in addition to suspension or expulsion under this new act. The law states that restorative practices should be the first plan of action to remediate offenses (such as interpersonal conflicts, bullying, verbal and physical conflicts, theft, damage to property, class disruption, harassment and cyberbullying).
There are many factors that the school districts must consider before any suspension or expulsion. These include:
1. The student's age.
2. The student's disciplinary history.
3. Whether the student has a disability.
4. The seriousness of the violation or behavior committed by the student.
5. Whether the violation or behavior committed by the student threatened the safety of any student or staff member.
6. Whether restorative practices will be used to address the violation or behavior committed by the student.
7. Whether a lesser intervention would properly address the violation or behavior committed by the student.
Restorative practices emphasizes repairing the harm to the victim and the school community caused by a student's misconduct. This may include victim-offender conferences that are initiated by the victim and are approved by the victim's parent or legal guardian or, if the victim is at least age 15, by the victim. This provides an opportunity for the offender to accept responsibility for the harm caused to those affected by the misconduct. This also allows them to participate in setting consequences to repair the harm. The attendees, known as a restorative practices team, may require the student to do one or more of the following:
- Apologize.
- Participate in community service.
- Counseling.
- Pay restitution.
Resource – The Student Advocacy Center – advocacy, support and a statewide student rights helpline
734-482-0489 or www.studentadvocacycenter.org
The above information was retrieved from http://www.studentadvocacycenter.org/wp-content/uploads/2017/02/RethinkDiscipline-KeyChanges.pdf?189db0
In addition to adult meetings, PARC youth groups for older children and childcare for younger ones are available at most meetings!
**Genesee County Family Connections Meeting**
Meeting starts with a potluck dinner; please bring a dish to pass if you are able. Childcare provided with RSVP by email to: email@example.com or by phone to: 810-938-3770.
When: First Thursday of each month
Time: 6:00 p.m. – 8:00 p.m.
Location: South Baptist Church G4091 Van Slyke Rd., Flint, MI 48507.
**Lapeer Family Connections Meeting**
Adoptive, guardian, kinship and foster families are invited to attend this group to get support and build connections with others who share similar experiences. Childcare provided with RSVP by email to: firstname.lastname@example.org or by phone to: 810-732-8510
When: Second Monday of the Month
Time: 6:30 p.m. – 8:30 p.m.
Location: St. Paul Lutheran Church 90 Millville Rd., Lapeer, MI 48446
---
**Introducing SIGMA VSS**
The State of Michigan has upgraded its financial and business processes to a new system, SIGMA. SIGMA improves the way Michigan performs financial activities, including budgeting, accounting, payments, and business and grant opportunities. SIGMA Vendor Self Service (VSS) improves working with vendors, payees and grantees, replacing Contract & Payment Express (C&PE) and Buy4Michigan.
If you were previously registered on C&PE you would have been automatically converted to the new SIGMA VSS system.
**SIGMAVSS Benefits:**
- Manage your account, view invoice/payment information for checks and EFTs 24 hours a day, 7 days a week
- Improved communication through automated e-mails
- Unique Vendor/Customer ID improves privacy
Visit Michigan.gov/SIGMAVSS for more information and to claim your new account.
---
**Contact Us**
Please feel welcome to contact the PARC office in your region, visit our website for information, or connect with us via social media!
| Region 5 Office | Region 6 Office |
|-----------------|-----------------|
| 3840 Packard Rd.| 2503 S. Linden Rd. |
| Ste. 170 | Ste. 130 |
| Ann Arbor, MI 48108 | Flint, MI 48532 |
| 734-794-2988 | 810-732-8510 |
Website: [www.parc-judson.org](http://www.parc-judson.org)
Facebook: [www.facebook.com/parcjudson](http://www.facebook.com/parcjudson)
Twitter: [www.twitter.com/parcjudson](http://www.twitter.com/parcjudson)
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Math Counts…and More!
Embedded into our daily lives, math is everywhere. Do you sort your laundry or match socks? Do you set the table, follow a recipe or talk about how big your child is growing? This is math!
Math is a big umbrella term for many ideas that help us make sense of our world. Preschool math helps lay the foundations for the more complex structures introduced later on by solidifying basic concepts like shapes, numbers, counting, and measurement. In even our daily routines, we are practicing math.
The National Association for the Education of Young Children lays out 10 things we should all know about math. A summary is:
1. Math is important and it’s important to help young children develop their mathematical thinking. A child’s math knowledge at the start of kindergarten predicts later academic achievement better than early reading or attention skills.
2. Math is part of children’s everyday lives. Taking advantage of each of these math moments develops math learning.
3. Math is measuring, sorting, building, noticing patterns, making comparisons, and describing the environment, as well as counting and knowing the names of shapes. There are many ways to incorporate math learning into everyday moments.
4. Talking about math is also important and every bit of math talk helps. Research shows a small increase in math talk, such as asking about how many objects there will be if we add one or take one away, brings big results.
5. It’s important to believe your child can get better at math and develop mathematical skills.
6. When children focus on problem solving rather than on getting the right answer they learn more.
7. Parents’ mindsets about math influence children.
8. You can foster a positive attitude toward math: Find ways to incorporate enjoyable math activities and math talk into regular activities like cooking, setting the table, and going for a neighborhood walk. Find math activities that YOU enjoy and feel confident doing.
9. Change can be hard. If math makes you anxious, accept your feelings and thoughts. Keep working towards your goals. Think about who might have influenced your own math attitude.
10. It’s okay to make mistakes. Mistakes help us learn! Focus on problem solving and using mistakes as an opportunity to promote growth mindset, “Let’s try again.”
For more you can visit NAEYC at: https://www.naeyc.org/our-work/families/things-know-about-math
“Without mathematics, there is nothing you can do. Everything around you is mathematics. Everything around you is numbers.” —Shakuntala Devi
Important Information
Coming Up...
Fall Spirit Week:
- October 31: Costume Day
- November 1: Costume Day
- November 2: T-Shirt Day
- November 3: Pajama Day
- November 1: Start of Harvest of Love with Care and Share
- November 4: Math Family Workshop @10:00am
- November 9-10: Home Visits
- November 17: Last Dat for Non-Perishable Food Donations
- November 21-25: NO SCHOOL Thanksgiving Break
Harvest of Love
Every year, we partner with Care and Share in El Paso to help provide meals for families in need. There are many ways you can support our neighbors. You can follow the link below or use the QR Code to provide monetary donations. By just donating $1, six families can be fed! You can also provide food donations at the preschools before November 17th. More information on what foods can be donated will be coming soon!
Preschool Harvest of Love Fundraiser.
Attitude of Gratitude
Every night, as I tuck my children into bed, we think of one happy thought from our day. We sit in a moment of joy and become aware of our gratitude. When I am asked what I hope for my child’s future, I answer - I hope for joy and happiness. Research has consistently shown the power of practicing gratitude in developing happiness. In an article published by Harvard Health Publishing (8/14/21), the author states: *In positive psychology research, gratitude is strongly and consistently associated with greater happiness. Gratitude helps people feel more positive emotions, relish good experiences, improve their health, deal with adversity, and build strong relationships.*
As we enter a season when many families are already turning to practices of gratitude, here are a few ideas you may consider trying with your family:
- Create a Gratitude jar. Add strips of paper each day labeled with what you are grateful for that day. When the jar is full, read through all the things you were grateful for!
- Write a note or draw a picture to send to friends and family members and tell them why you are grateful they are in your life.
- Create a gratitude ritual like the bedtime one shared above.
For more ideas check out this website: https://www.verywellmind.com/how-to-teach-children-gratitude-4782154
We are so busy and math is not my favorite! How do I help my child with math?
Oftentimes, we have our own ideas about various school subjects that can influence how we provide opportunities for our children. Remember, it is as simple as play! Here are a few ideas to try at home to keep math fun and easy to do!
5 Ways to Build Math into Your Child’s Day
By Laura Bilodeau Overdeck
1. Bake something together - You can’t help but use math when you’re baking! Ask your child: How many chocolate chips do you think it will take to fill one cup? How many for 1/2 cup? Count together and see how close you came to the right answer!
2. Measure, count, and record - Ask your child: How far can you throw a ball? Take a guess, then throw the ball as far as you can and measure the distance.
3. Build something together - Big or small, any project that involves measuring includes counting, adding, and multiplying. Ask your child: How high can you build that stack of Legos?
4. Plan dinner or a party - Whether you’re planning a party or just getting ready for a family dinner, there are plenty of math concepts involved. Ask your child: How many plates, napkins, and forks do you need for dinner?
5. Mix in math to your bedtime reading - Most families read to their children at night. Why not add a math problem to the mix?
There are plenty of other ways to keep kids thinking about math—board games, stickers, and stargazing, to name a few. The important thing is just to encourage your child to see the numbers all around us and to keep things fun. This is how we’ll raise a next generation that thinks math is cool!
https://www.naeyc.org/our-work/families/5-ways-build-math-your-childs-day
Stay in the loop! Follow our Facebook page for information, tips, and more! Click here or scan the QR code | 967231cc-67ed-4c62-82cb-8cb119596579 | CC-MAIN-2023-06 | https://resources.finalsite.net/images/v1667231993/wsd3org/v87nufzo8fp3n72n1acw/Nov22TeddyTalk.pdf | 2023-01-29T19:32:56+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499758.83/warc/CC-MAIN-20230129180008-20230129210008-00440.warc.gz | 515,216,868 | 1,429 | eng_Latn | eng_Latn | 0.996739 | eng_Latn | 0.996913 | [
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Blanford Mere Primary School
Important changes to rules to stay safe
It’s great to have you all back in school but there have been a few changes to keep us all safe so please pay attention while your teacher talks about...
Important changes to our school rules
To keep us all safe, respectful and ready to learn
Appendix — Whilst we adhere to government guidance for COVID-19, there are a few additional changes to the behaviour chart. July 2020 Version 1.
| What will happen? | Examples of behaviour |
|-------------------|-----------------------|
| **GOLD is great!** | |
| **SILVER is super!** | |
| **GREEN is good! EVERYONE STARTS on green every morning** | - Keeping to the new expectations
- Enter and exit by your designated gate
- Facing the front in class
- Moving around school safely
- ‘Catch it, bin it, kill it’ – put tissues in the lidded bin
- Keep your hands to yourself: don’t touch resources that are not yours. Do not touch staff or other children where possible |
| - Washing hands regularly with soap and running water or hand sanitiser
o when you arrive at school
o when you return from breaks
o when you change rooms
o before and after eating
- Social distance when circumstances allow
- Stay seated in your chair when asked to
- Avoid unnecessary sharing |
| **ORANGE – 1st WARNING** | - Touching resources that do not belong to you unnecessarily
- Turning around to talk to other children |
| **RED – 2nd orange WARNING (in 3 days)** | - Not moving around school sensibly and safely
- Not keeping to hygiene rules
- Touching staff or other children inappropriately |
| **GREY** | |
GREEN is good!
EVERYONE STARTS on green every morning.
- Keeping to the new expectations
- Enter and exit by your designated gate
- Facing the front in class
- Moving around school sensibly and safely
- ‘Catch it, bin it, kill it’ – put tissues in the lidded bin
- Keep your hands to yourself: don’t touch resources that are not yours. Do not touch staff or other children where possible.
- Washing hands regularly with soap and running water or hand sanitiser:
- when you arrive at school
- when you return from breaks
- when you change rooms
- before and after eating
- Social distance when circumstances allow
- Stay seated in your chair when asked to
- Avoid unnecessary sharing
The examples do not list everything. There will be some incidents that need discretion and teachers may need to treat those cases in a different manner.
| ORANGE = 1st WARNING | - Touching resources that do not belong to you unnecessarily
- Turning around to talk to other children |
|----------------------|--------------------------------------------------------------------------------|
| | - Not moving around school sensibly and safely
- Not keeping to hygiene rules
- Touching staff or other children inappropriately |
The examples do not list everything. There will be some incidents that need discretion and teachers may need to treat those cases in a different manner.
Try your best to stay apart from others
• You have probably heard of ‘social distancing’. Try your best to not get too close to other children or adults.
• Think of it as a protective force-field you have around you, like you are a super hero!
Stay inside your class/group all day
It is important that we do not mix unnecessarily with children or adults from other classes or groups. You should stay in your groups for class, KS2 spellings, KS2 maths. Be especially careful at break and dinnertimes not to mix with other groups.
Especially at break and lunchtime
Do not walk through groups of other children who are not in your group at break or dinner. E.g. Y1 groups should not walk through Y2 groups and vice versa. IW should not walk through IC. Y5/6 should not walk through groups of Y3/4 children etc.
It is very hard, but when we go outside, please try to keep your distance even if you are playing a game.
Tell an adult if you feel unwell
If you have been sick or feel sick, or if you think you have a temperature, tell an adult quickly.
Do not bring things in from home or take things home with you from school
This includes stationery such as pens and pencils. You should only bring lunch boxes (KS2 only), water bottles, coats, home readers and planners.
Come to school and leave only using the gates you have been shown.
It is important that we do not mix unnecessarily with children or adults from other classes or groups.
To help, arrive on time at the correct gate and leave by the same gate.
Remind your adult what time your gate leaves school as the end of day have different times for different year groups 😊
Catch it, kill it, bin it!
If you cough or sneeze, try and do it into a tissue. Then, put the tissue into the nearest bin with a lid and wash your hands/use hand sanitizer.
Lunchtimes
- Before you enter the hall, you must line up and have a squirt of hand sanitizer from your lunchtime supervisor.
- Whilst eating, you must eat in silence so that you do not transmit germs/fluids to others around you.
- You must stay seated until you have finished your meal; then put your hand up to wait for instructions from an adult.
- To get back to your playground area, you must follow your exact path.
Wash your hands regularly
Wash your hands with soap and water for 20 seconds and then dry them properly (remembering to put your used towel in the bin) or use hand sanitizer every time you enter the room, especially after you have been to the toilet or before you are about to eat.
- Wash hands regularly:
- when you arrive at school
- when you return from breaks
- when you change rooms
- before and after eating
At Blanford Mere, don’t get too near!
• Remember, make a THUD!
T – Do not touch anybody else, even at playtimes (including lunchtimes!).
H – Wash your hands regularly.
U – Tell an adult if you feel unwell
D – Keep your distance from others.
Remember, make a THUD!
T – Do not touch anybody else, even at playtimes
H – Wash your hands regularly
U – Tell an adult if you feel unwell
D – Keep your distance from others.
Follow the normal school rules well!
• Be: SAFE, RESPECTFUL AND READY TO LEARN
Be Safe
READY TO LEARN
Be Respectful
Let’s do this together!
If we can all follow these extra rules to keep us safe for the next few weeks, then hopefully we can come back to school in September and things will be a bit more like normal.
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Promoting sustainable harvesting of *Schisandra sphenanthera* in Upper Yangtze Ecoregion
**BACKGROUND** Mountain landscapes in the upper Yangtze River basin, designated as a Global 200 Ecoregion* by WWF, are internationally recognized for their biodiversity values and listed as the top priority area for biodiversity conservation in China. An estimated 75% of commercially harvested Chinese medicinal plant species are found in the mountains of the Upper Yangtze ecoregion, with many endangered due to overharvesting. Over-harvesting of wild medicinal plant species in these mountains is a serious conservation concern—not only the collection of the target plant species, but also the collectors can have serious secondary impacts: harvesters camp within reserves, hunt, and gather fuel-wood to dry commercial quantities of medicinal plants. The wild collection is rising, with households compensating for loss of income from farming and timber logging due to the promulgation of two policies: a 1998 logging ban and a “Grain for Green” Programme, introduced in 2000, which discourages farming on steep slopes.
**EU-CHINA BIODIVERSITY PROGRAMME** In order to protect the biodiversity in the Upper and Middle Yangtze River Basin a major collaborative project “Supporting the sustainable management of traditional medicinal plants in high-biodiversity landscapes of Upper Yangtze Ecoregion” was launched in 2007 to help the local communities develop alternative livelihoods. This was done with the support from the EU-China Biodiversity Programme (ECBP), and implemented by international conservation organizations WWF, TRAFFIC, and IUCN. The goal of this project was to address the degradation of the habitats in which medicinal plants grow, and the over-exploitation of high-value medicinal plant species, including traditional Chinese medicinal plants (TCM) that are components of these habitats, and improved livelihoods in these landscapes. For conservation impact and for sales reasons, Southern Schisandra *Schisandra sphenanthera* was the main plant that was selected as a focus for micro-enterprise development by the project. This case study summarizes the main results of this collaborative project, as well as the important role that Southern Schisandra could play in improving income for local people through sustainable harvest (outside of nature reserves) in the Upper Yangtze ecoregion.
**OUTCOMES**
**Trainings and resource management**
Establishment of community-based TCM resources management committees in eight villages (hereafter ‘pilot sites’), located in Sichuan, Gansu and Shaanxi Provinces, was one of the effective management mechanisms for the sustainable wild medicinal plants conservation developed within this project in the Upper Yangtze Ecoregion. Local producers in the pilot sites have been introduced to the concept and skills needed for sustainable harvesting of wild TCM plants, including application of the FairWild Standard principles, certification procedures, and trade links to international markets. Furthermore, about 130 local collectors attended the trainings on sustainable harvesting skills for Schisandra and regulations governing exploitation of medicinal plants. These collectors were all members of producer associations and provided Schisandra to Changchun Wine Factory (a local winery using wild medicinal plants as part of its raw materials). These trainings explained the guidelines on how to sustainably harvest Schisandra for their existing market.
---
*Lao Zhongping, head of the Shuijing Cooperative, and his daughter. CREDIT: TRAFFIC/Anastasiya Timoshyna
*the term “Global 200” refers to WWF’s strategic approach to conserving the world’s most distinctive ecosystems, prioritized on the basis of their species richness, species endemism, unique species (such as the giant panda), globally rare habitats, or unusual ecological or evolutionary features ([http://wwf.panda.org/about_our_earth/ecoregions/about/](http://wwf.panda.org/about_our_earth/ecoregions/about))
Links between producer associations and buyer groups The ECBP project has established six local producer associations in the villages of the three Provinces, representing about 970 local families and 3322 villagers, in order to reduce the high transaction costs of coordinating thousands of small-scale producers to get sufficient quantities of TCM plant products harvested and the appropriate quality for the market. The project also led to the establishment of links between producer associations and buyer groups: in 2010 two communities have signed purchase agreements with a local winery and the newly established Shuijing Traditional Chinese Medicine Cooperative has signed a 5-year fair trade agreement with a US-based Traditional Medicinals Inc. (TMI) covering the supply of sustainably harvested Southern Schisandra fruits.
Because TMI needed the Schisandra fruit processed into a dry extract form, a second company was invited into the project. Draco Natural Products (DNP Shanghai) carries out processing (extraction and spray drying under certified organic and kosher rules) and arranges export to California. Transparent purchase agreements between the two companies and the Shuijing TCM Producers Association were initiated. A pre-certification audit by the Institute for Marketecology was carried out in 2009 and the cooperative achieved organic certification for Southern Schisandra fruit later in 2011. In 2010, more than 5 tonnes (dry weight) of Southern Schisandra fruits were sustainably harvested of which more than 3 tonnes were sold to DNP Shanghai for production of a concentrated dry extract specified by TMI. The project has scaled up from one village in the 2008 and 2009 harvests up to 22 villages in the 2011 harvest. From the autumn 2011 harvest, about 11.5 tonnes were shipped to DNP, enough to produce about 1.2 tonnes of certified organic dried extract for use in TMI products.
CONCLUSION Since the ECBP-funded actions ended in 2011, the cooperation between harvesters, cooperatives, government agencies, non-governmental organizations (NGOs) and private businesses has progressed into a long-term fair trade relationship for the supply of sustainably harvested NTFPs. The cooperation is also continuing to develop criteria and indicators for Giant Panda-friendly branding of biodiversity products from the project villages. The project showed that using market-based approaches (the introduction of standards and certification schemes) and facilitating links to responsible buyers can stimulate ongoing investment by the private sector in sustainable NTFP management. However, making the transition from external public funding support has its challenges. The main lessons learnt were:
- The Shuijing TCM cooperative needs to receive further support in additional capacity building and training in, for example, business planning, invoicing and banking, and good agricultural collection practices. The cooperative also needs to improve its cost calculations to include the cost of organic inspection and certification.
- The long-term viability of a project and of a sustainable commercial enterprise cannot depend solely on the demand projections of one company and on one species harvesting. The gradual inclusion of a wider range of botanical species would increase potential incomes and decrease the risk, as would carefully diversifying trade chains to include other companies committed to fair trade and supporting sustainable forest management. This would require more species to be included in the sustainable resource management plan and scaling up to encompass more villages.
INCOME GENERATION Income for local producers in the project areas has increased, owing to higher prices paid for certified sustainably harvested medicinal and aromatic plants. In the case of Southern Schisandra fruits, international and local buyers paid at least 30% above market price for certified produce. A survey of project sites in March 2011 found incomes from medicinal plant collection had risen, thanks to the certification schemes; in one village by almost 18% over 2007 levels.
Ripe fruits of *Schisandra sphenanthera*, CREDIT: TRAFFIC/Anastasya Timoshyna
AWARDS The success of the project has been publicly acknowledged through receiving two awards, an “Outstanding Contribution Award” from the Chinese State Ministry of Environmental Protection, ECBP, Ministry of Commerce and the United Nations Development Programme (UNDP) in 2011 and the Prestigious Equator Prize in 2012.
This communication has been produced with the financial assistance of the European Union. The contents of this communication are the sole responsibility of TRAFFIC and can under no circumstances be regarded as reflecting the position of the European Union.
The views expressed are those of the individuals and organizations that contributed to the case studies and do not necessarily reflect those of TRAFFIC.
This factsheet is compiled by Kristina Rodina, TRAFFIC, based on the ECBP project and respective publications (reference available on request).
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Some facts and figures
Dental amalgam is composed of approximately 50% elemental mercury and of 50% silver-zinc-tin-copper alloy.
Mercury is toxic to human health and environment.
An estimated 250-350 metric tonnes of mercury was used for dental amalgam in 2005, representing approximately 10% of global consumption, or 20% of total global mercury consumption in products.
Dental amalgam is often the largest source of mercury in municipal wastewater: in the soil via wastewater sludge, land disposal and the burial of deceased persons with fillings. It is also an important source of mercury air pollution from wastewater sludge incineration and cremation due to the amalgam retained in the teeth of the deceased.
Mercury-free dental restoration materials reduce mercury pollution and contribute to preserve our ecosystems for future generations.
Contacts:
World Health Organization (WHO)
Prevention of Noncommunicable Diseases
Oral Health Programme
20 Avenue Appia
1211 Geneva 27
Switzerland
E-mail: firstname.lastname@example.org
United Nations Environment Programme (UNEP)
Division of Technology, Industry & Environment
Chemicals Branch
11-13 chemin des Anémones
1219 Châtelaine/Geneva
Switzerland
E-mail: email@example.com
For further information, please visit:
www.who.int/oral_health
www.unep.org/hazardoussubstances
This brochure was developed as part of the East Africa Dental Amalgam Phase-down Project.
Major responsibilities
Oral health of the population
Dental care according to the patient’s needs
Outreach to the poor and disadvantaged groups
Discarded amalgam waste pollutes the environment
Photos Cover: Top: David Axe; middle Kauzic; bottom pgardon2
Inside: Left David Axe; middle UNEP; right rhodesj; below John Spooner
Oral health of the population
- Reach out to the community and educate people about the benefits of oral health promotion and disease prevention as the best practice to reduce oral disease and maintain oral health and quality of life.
Dental care according to the patient’s needs
- The choice of dental restorative materials should be based on clinical indication and depend on the type of tooth, size of the disease lesion and the availability of dental materials.
Outreach to the poor and disadvantaged groups
- Dental caries is a serious disease that still affects a large number of the population, particularly the poor and disadvantaged groups.
- Disease prevention is the best strategy to reduce the need for restorative dental care.
About dental restorative materials . . .
- Dental amalgam contains mercury, and the improper disposal of amalgam scrap contributes to environmental pollution.
- It is desirable to reduce the use of dental amalgam and protect the environment.
- Although alternative materials are available, further research is ongoing to improve the quality and minimize potential side effects on health and the environment.
- Dental research and manufacturers are making an effort to develop clinically satisfactory materials that do not pollute the environment.
- When dental amalgam is used, it should be in encapsulated form.
. . . and don’t forget
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Holding various offices in voluntary organisations
The profiles show how reading, writing, numeracy, digital and oral skills are included in various tasks related to the voluntary sector or everyday activities.
They are therefore a good tool for planning and adapting training for adults, and for identifying training needs in various situations.
The profiles can be used to
- Give relevant training in basic skills in the SkillsPluss programme
- Make language teaching work-oriented
- Give a vocational aspect to the common core subjects in the VET (vocational education and training)
Tasks for holding various offices in an organisation:
- attend meetings, both physical and online
- interact with the other volunteers
| Reading | Writing |
|------------------------------------------------------------------------|-------------------------------------------------------------------------|
| - read messages and emails | - write short messages to themselves or others |
| - read work schedules and attendance lists | - record the cash register settlement |
| - read messages | - sign for, sign and verify forms |
| - read various information posters | - write messages and emails |
| - read social media posts | - write information posters |
| - read agendas and minutes of meetings | - write social media posts |
| | - write agendas |
| | - update lists of members |
| | - set up work schedules |
| | - write instructions |
| | - write minutes of meetings |
• familiarise themselves with the duties of the board/organisation
• be present on the various channels of the organisation
### Oral skills
- receive instructions from others
- talk to other volunteers about work tasks
- receive and give short messages
- talk on the phone
- take part in break conversations
- report acute incidents or accidents
- ask if anything is unclear
- report illness or absence
- suggest changes to assignments and working methods
- give instructions to other members or volunteers
- provide training to others
- participate in training
### Numeracy
- count money when settling the cash register
- keep track of change
- use the four arithmetic operations
- fill in timesheets
- make estimates of quantities in connection with purchases
- make estimates when paying
- keep track of paying members
- keep accounts
- keep track of voting
- keep track of events in a calendar
- calculate mileage allowances
- pay bills
- fill in forms for travel allowances
Digital skills
- send and receive messages and emails
- check meetings or appointments
- find various forms online
- use standard office software
- submit and receive lists of orders
- help customers with payment services
- use QR codes and barcodes as needed
- use various digital arenas for collaboration and communication
- use various programs for training purposes
- use various payment solutions
- fill in information in cash settlement forms
- use a calculator
- use a scanner
- send forms for travel allowances
- use a smartphone and tablet with different apps relating to tasks
The Knowledge Promotion Reform from 2006 has defined five skills that form the basic prerequisites for learning and development in school, work and community life.
The five basic skills are:
- reading
- writing
- oral skills
- numeracy
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DIY Air Cannon
MATERIALS
- Plastic or styrofoam cups
- Scissors
- Balloon
- Various items to knock over
DIFFICULTY
FUN FACT
Dolphins can create vortex rings to play with in the ocean by blowing air through their blowholes. The quick burst of air combined with the round shape of the blowhole creates a vortex ring of bubbles.
AIR PRESSURE
Air pressure, also known as atmospheric pressure, is the force exerted on a surface by the weight of air. Even though it is invisible to our eyes, the air surrounding us puts about 14.7 pounds per square inch of pressure on everything on the surface of Earth. That’s a lot of pressure!
Why do scientists love renewable energy so much?
*Answer on the next page
VISIT
DIYSCIENCETIME.ORG
FOR MORE SCIENCE FUN!
Copyright Alabama Public Television and Mister C, LLC 2021
DIY Air Cannon
EXPERIMENT
Step 1: Gather your materials.
Step 2: Cut the neck off of the balloon and keep the large part.
Step 3: Carefully cut a hole in the bottom of the cup about the size of a dime with your scissors.
Step 4: Attach the cut balloon to the mouth of the cup. Be sure to stretch it tightly and reinforce by wrapping a rubber band around the lip of the cup.
Step 5: Tap or gently pull back the balloon and let it go to force the air out of your cannon.
Step 6: Set up a target, such as hanging toilet paper, to test to see how far your air rings can reach.
WHY IT WORKS
Although you can’t see it, your cup is filled with air. When you apply a force to the air molecules by pulling back the balloon and letting it snapback, the air molecules are pushed towards the opening. This movement sets off a quick chain reaction of collisions with other air molecules and the sides of the cup. The only way for the air molecules to escape is through the opening at the bottom of the cup. The quick escape of these air molecules forms a stream of air that flows straight out of the cannon.
EXTEND YOUR LEARNING
- What might happen if you used a different sized cup? Could you cut a 2 liter bottle to make a larger cannon?
- Could you try another stretchy material to take the place of the balloon?
- Does it change the experiment if you make the hole a different shape? What if you place it in a different spot?
- Experiment with your air cannon to see what changes allow you to shoot air the furthest.
- Have a target competition with a friend.
WORKFORCE CONNECTION
A meteorologist studies interactions between temperature, humidity, air pressure, precipitation and vortices in the atmosphere. They develop an understanding of how vortices such as tornadoes, waterspouts and hurricanes form so they can predict the weather to keep people informed and safe. They also study and learn about the polar vortex and how it affects the weather during winter. | d29886b0-6cf3-4ff2-9a7d-9bbfbbd70414 | CC-MAIN-2025-05 | https://d15aoc3300f2oo.cloudfront.net/wp-content/uploads/2021/08/01-Solar-Balloon-DIY-Science-Time-Activity-Air-Cannon-v2.pdf | 2025-01-13T20:23:28+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362172.88/warc/CC-MAIN-20250113185921-20250113215921-00760.warc.gz | 195,199,028 | 629 | eng_Latn | eng_Latn | 0.997833 | eng_Latn | 0.998166 | [
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The next car you buy could be a Solar Powered Car
So Can Solar powered cars ever become a reality?
Australia has a long history and involvement with the development of solar powered cars, starting with the Quiet Achiever in 1983. An all battery powered vehicle designed and built by Larry & Garry Perkins and world famous adventurer Hans Thorstrup, little did they know that their crossing of Australia from Perth to Sydney at a thundering average speed of 23km/h would inspire a whole generation of young engineers from all over the world to not only duplicate this earlier achievement, but to take the concept and turn it into the reality of a solar powered, sustainable family vehicle.
Are we there yet? The short answer is no. Yes, we have manufactures who can supply a variety of electric and electric-hybrid vehicles in Australia today. Alas there are no commercial solar powered family cars available in Australia, and even if there were, at the moment, the price of such a vehicle would be so astronomical that very few would or could afford or benefit from such a vehicle.
But still we dream and strive to build for the future. Every two years around 40 solar powered cars from more than 20 countries, race 3,000 km across the center of Australia from Darwin to Adelaide, taking part in the Bridgestone World Solar Challenge.
For years this event has been the showcase for solar car racing and allows the opportunity for Electric Vehicle manufactures to meet the local and international teams, get to see the cars up close and snap up the best and brightest young engineers in battery pack development, systems and aerodynamic engineering.
Similar to the hotrod scene in the 1940’s and 50’s, when manufactures would visit club and enthusiasts (illegal) race meetings, to do the very same thing for the motor industry.
So what is a Solar Powered Car?
Solar cars use photovoltaic cells to convert sunlight into energy. Photovoltaic cells are the components in solar panels that convert the sun’s energy to electricity. They’re made up of semiconductors, usually silicon, that absorbs the light, converting light to energy, which is either passed directly to an electric motor, or can be stored in a battery for later use.
Who benefits from solar powered cars?
Solar cars have some key benefits. Their solar panels work silently so they don’t add to the noise pollution already on the road. Solar panels don’t create greenhouse gases, as gasoline engines do. Most importantly, solar energy is free, widely available, and grants the solar car driver complete independence from foreign oil.
Solar powered car design/technology
Solar cars combine technology found in the aerospace, bicycle, alternative energy and automotive industries. The design of a solar powered car is limited by the necessity of getting lots of energy from the sun and storing that energy in batteries. Almost all solar cars ever built have been for the purpose of solar car races.
Solar car racing the Bridgestone World Solar Challenge
Solar pioneer Hans Tholstrup initiated the World Solar Challenge after he & the Perkins drove their home-built solar car called the Quiet Achiever across Australia from west to east in 1982. Inaugurated in 1987, the Bridgestone World Solar Challenge showcases the development of advanced automotive technology and promotes alternatives to conventional automobiles. Confirming their continuing 6 year title Sponsorship, Bridgestone Corporation in conjunction with the event owners, the South Australian Tourism Commission, are looking forward to the 2019 Bridgestone World Solar Challenge which will be held this year between October 13 to October 20.
The challenge is a simple one:
Build a solar car that can travel from Darwin to Adelaide in the shortest possible time.
There are three main restrictions:
- Vehicles may only be powered by direct solar radiation.
- Vehicles must fit within a box of dimensions 5 meters in length X 1.8 meters in width X 1.6 meters height.
(Solar arrays can have an area of no more than 6 square meters.)
- The event is conducted between the hours of 8:00 am and 5:00 pm daily.
- Teams camp in the desert wherever they finish their day.
The first challenge in 1987 was a watershed. Twenty-three cars from seven countries entered. Runaway winner, General Motors’ Sunraycer, got all the attention. It finished the race in just 44 hours, averaging 66.9 kilometers per hour. Sunraycer’s success had an enormous influence on the development of the General Motors electric vehicles.
The challenge has since become a testing ground for every facet of vehicle design from aerodynamics to tires. Auto giants Ford, Honda, Toyota and Nissan participate.
The event is popular around the world. Japan and the United States have long held their own versions of the event with events also being held in Europe, Malaysia, Taiwan, South Africa and the Middle East.
The Bridgestone World Solar Challenge is the premier forum for solar vehicle technology. It is the focus of the creative efforts of some of the best companies and engineering schools in the world and attracts worldwide media attention, books, documentaries and even a feature film.
**Already Australian companies are benefiting from the development of the Solar Car**
Australian Mining companies are supplying the raw materials: lead, selenium, tellurium, tin and zinc, which are critical to solar technology, as well as graphite, lithium, and titanium, which are essential for EVs and energy storage technologies to develop smaller and even more powerful batteries. The electric vehicle market alone is set to drive lithium-ion battery demand for decades to come, mineral’s such as carbine fibre and graphite used to construct, lightweight composite material used exclusively in the aero space and formula one, only a few years ago is now used as a common by-product in house hold goods and of course in Solar Car construction. Design elements foreshadowed in the solar challenge are now turning up in design concept and R&D vehicles.
Next issue we look more closely at the construction and team putting together an Australian entry into this years, Bridgestone Solar Car Challenge, 2019.
Sources:
aboutmyplanet.com, venturi.com, cnet.com, solarelectricvehicles.com, wsc.org, Bridgestone Corporation, Sydney Composites. | 37476d0d-ffa8-4a87-99b4-84f0f9d76284 | CC-MAIN-2022-27 | https://www.breakawaydigger.com/Article%20Digger%20June%202019/Article%207%20June%20issue%202019.pdf | 2022-06-28T16:03:34+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103556871.29/warc/CC-MAIN-20220628142305-20220628172305-00276.warc.gz | 742,600,776 | 1,268 | eng_Latn | eng_Latn | 0.997897 | eng_Latn | 0.998232 | [
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A Protected Dug Well is a large-diameter structure dug by hand that is lined and covered and allows for water abstraction using a pump. New wells are not normally considered in the acute response phase, but any existing wells can be rehabilitated quickly to provide water.
Protected Dug Wells are normally around 20 metres deep, although some traditional hand-dug wells are much deeper. Variations of dug wells include riverbed wells (capped well lining below a riverbed surface; water accessed with offset suction pump) and infiltration wells (capped well lining in the water table and backfilled above).
**Design Considerations:** The well shaft below the water table (the intake) must allow water to enter the well. The easiest way this can be achieved is by using porous concrete blocks or rings for the lining, and leaving the base open or lined with gravel layers and/or a porous concrete plug to prevent sand/silt build up and bottom heave (which can happen when water is withdrawn, reducing pressure on the bottom material and causing it to flow upwards). Normally, this porous intake extends between 1–4 metres below the water table, where the depth achieved is dependent on the permeability of the aquifer compared to the rate of de-watering. The well shaft above the water table is normally lined to just above ground level (typically with concrete, though other materials can be used). This lining is not porous, and should also be continuous, so that any water infiltrating from the surface cannot short-circuit back into the well (this can be an issue where gaps between concrete rings are not sealed).
Protected Dug Wells in shallow aquifers tend to be affected by infiltration from rainfall more quickly compared to deeper aquifers, and water table fluctuations of up to several metres between seasons is possible. Shallow well construction should therefore be planned for the end of the dry season. However, this is not always possible in practice, and it is thus recommended to use a design that easily allows for subsequent deepening. For this, the best practice is to include a permanent non-moveable lining for...
the well shaft above the water table, with a smaller-diameter telescopic lining that can then be ‘caissoned’ (sunk while digging) into the water table. This allows the well to be easily deepened at a later date. An additional strategy for wells that seasonally run dry is to use managed aquifer recharge techniques to increase water.
At ground level the well is protected using a slab over the well, a pump, an apron (concrete drainage pan around the well) and a drainage channel (takes spillage water away from the well shaft). In flood-prone areas, the well shaft can also be extended above ground as a headwall to prevent floodwater from entering. Even if shallow wells are protected, there is always the risk of contamination in shallow groundwater, and risk analysis should normally be made. In an emergency however, this will not be a problem when water is chlorinated and is really only an issue when the well is converted to handpump use.
**Materials:** A Protected Dug Well can be built using local materials. Concrete is often used for most parts of the structure, although the lining can be built using other materials. In addition, some organisations have emergency well digging kits that include a prefabricated lining. A pump is also needed. In the acute response phase, a handpump can be converted to a submersible pump which would also require a power supply, and the water will need to be chlorinated.
**Applicability:** Protected Dug Wells can be made in most types of ground (except solid rock). However, they can take quite a long time to construct since a wide excavation must first be dug and then lined by hand, meaning that new dug wells are not normally an option for water supplies in the acute response phase. However, existing wells can often be upgraded or rehabilitated in the acute response phase to provide water quickly, typically using a submersible pump and water distribution systems. In these cases, a pump test will be needed to determine the safe yield before upgrading the extraction method. In cases where the well is low yielding and yet in a sandy aquifer, it can be possible to increase the yield quickly by jetting a screen into the bottom of the well to increase water flow into the main well compartment.
**Operation and Maintenance:** O&M involves ensuring that spillage and other water from the surface cannot short-circuit into the well (e.g. preventing ponding of wastewater, checking the slab and apron for cracks) and using a fence to keep out grazing animals. Occasionally the well might have to be deepened or may require the sand and silt to be removed, which can accumulate over time. Wells may also require disinfection following a contamination event (such as flooding). On occasions where wells have been flooded by seawater, additional pumping will not help, and more time is required (up to two years) for any saline water that has contaminated the aquifer to infiltrate deeper. Overall, though, most of the maintenance burden will likely be related to the pump itself.
**Health and Safety:** The main risks occur during excavation: collapsing walls, things falling into the excavation during digging, people falling in, worker fatigue, non-robust equipment, lack of ventilation, electrocution, crushed limbs from heavy rings and geared winches. Risks can be mitigated by: avoiding the need to lift heavy things through choice of construction method (using in-situ permanent lining and concrete blocks for the telescopic lining), fencing the well site, having a rescue plan in case a worker collapses, ensuring all diggers wear a construction harness for quick extraction, having a ventilation system during excavation (e.g. temporary 100–150 mm PVC pipe from base of hole to above ground level, attached to the crossbar), ensuring all pumps/generators are downwind and never lowered into the excavation, and fitting submersible pumps with circuit breakers.
**Costs:** Comparing a hand-dug well and a drilled well where labour is reimbursed, the projected cost per metre for a dug well can be more than for a drilled well, but the overall cost will most likely be less since the dug well will be shallower.
**Social and Environmental Considerations:** Protected Dug Wells are usually accepted in many areas, as they are the traditional way of abstracting water. However, some aquifers can have significant mineral levels, which can affect taste and acceptability. Shallow wells can also dry up and be more prone to drought, especially those within perched aquifers with limited recharge, but they can also be very responsive to climate change adaptation activities, such as check dams to slow down runoff.
**Strengths and Weaknesses:**
- ✅ Works well for low-yielding aquifers (due to storage ability)
- ✅ Can be deepened later, access still possible if pump breaks down
- ✅ Lower overall cost for construction compared with mechanical drilling
- ✅ Provides good option for certain soil types where manual drilling is not possible
- ✅ Greater probability of hitting a useable aquifer (compared to deep wells)
- ❌ Takes more time to construct a dug well
- ❌ Limits maximum water possible because there is a limited depth to which one can sink the shaft
- ❌ Has significant health and safety risks – not good for inexperienced workers
- ❌ More susceptible to microbiological contamination compared to drilled wells
→ References and further reading material for this technology can be found on page 215 | fe9890ca-823b-424d-a7c5-7a5f7c76338d | CC-MAIN-2022-27 | https://www.emergency-wash.org/water/files/pdf/compendium/en-GB/i7.pdf | 2022-06-25T14:58:43+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103035636.10/warc/CC-MAIN-20220625125944-20220625155944-00376.warc.gz | 819,608,973 | 1,542 | eng_Latn | eng_Latn | 0.998354 | eng_Latn | 0.998271 | [
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General Comments Chemistry
The majority of candidates chose the correct response for Questions 2, 5 and 20.
Candidates found Questions 6 and 14 the most difficult.
Comments on specific questions
Question 1
Candidates should be reminded that particles in a liquid are close together, as a significant number incorrectly chose option D.
Candidates knew that the two were allotropes but those who were mistaken about their electrical properties incorrectly chose option C.
Question 6
Candidates knew reduction was taking place, but may not have read all of the options as option B was chosen more often the key D.
Question 10
Many candidates incorrectly chose option B possibly as the melting point and density were both reasonable high. However, the key D is a better match for a transition metal.
Question 14
The vast majority of candidates incorrectly chose option B, clearly not realising that water is produced when an acid reacts with a carbonate.
Question 15
Candidates should be reminded that acids lower the pH, as a small number of candidates incorrectly chose option C.
Question 16
Candidates who did not check the actual bonds in each structure incorrectly chose option B rather than the key C.
Question 17
A significant number of candidates incorrectly chose option D, not realising that natural gas is a fossil fuel.
General Comments Physics
Candidates found Questions 22, 28, 32, 34, 38 and 40 difficult.
Comments on specific questions
Question 22
About one third of candidates realised that the acceleration due to gravity for the three balls shown would be the same (the reference in the question to dropping from a bench was aimed at reinforcing the fact that air resistance could be ignored).
Question 23
This question involved obtaining distance travelled from the area under a speed/time graph. Candidates who incorrectly chose option D had multiplied the maximum speed by the total time.
Question 27
In this question on energy sources many candidates believed that geothermal energy involved stored gravitational energy.
Question 28
This question on energy transfer required candidates to determine the chemical energy used by a car by adding all three amounts of energy produced. Nearly half ignored the gravitational energy gained, incorrectly choosing option A.
Question 32
This was one of the most difficult physics question for candidates. A majority of candidates incorrectly chose option A, being unaware that angles of incidence and reflection are always measured to the normal.
Question 34
Candidates had to know that aluminium is non-magnetic, so would not be affected by the magnet, but this was not well known.
Question 37
Most responses to this question about the role of the plastic insulation around a current-carrying wire were correct. A significant number incorrectly chose option D suggesting confusion over whether the plastic is acts as an electrical insulator or as a thermal insulator.
Question 38
This question concerned the effect of switching off the time-base of an oscilloscope. There was evidence of widespread guessing.
Question 40
Most candidates were unaware of the meaning of the term ‘nucleon’. Those who incorrectly chose option B may have confused it with ‘neutron’.
General Comments Chemistry
The majority of candidates chose the correct response for Questions 1, 5, 6, 7, 9, 18, 19 and 20.
Question 15 was very difficult for almost all the candidates.
Comments on specific questions
Question 2
Candidates should be reminded that particles in a liquid are close together, as a significant number incorrectly chose option D.
Candidates knew that the two were allotropes but those who were mistaken about their electrical properties incorrectly chose option C.
Question 8
Candidates knew reduction was taking place, but may not have read all of the options as option B was chosen more often the key D.
Question 12
Many candidates incorrectly chose option B possibly as the melting point and density were both reasonable high. However, the key D is a better match for a transition metal.
Question 14
Candidates should be reminded that acids lower the pH, as a small number of candidates incorrectly chose option C.
Question 15
The vast majority of candidates incorrectly chose option B, clearly not realising that water is produced when an acid reacts with a carbonate.
Question 16
A significant number of candidates incorrectly chose option D, not realising that natural gas is a fossil fuel.
Question 17
Candidates who did not check the actual bonds in each structure incorrectly chose option B rather than the key C.
General Comments Physics
Question 26 was very easy for almost all candidates.
Candidates found Questions 27, 30 and 40 difficult.
Comments on specific questions
Question 23
About one third of the candidates realised that the acceleration due to gravity for the three balls shown would be the same (the reference in the question to dropping from a bench was aimed at reinforcing the fact that air resistance could be ignored).
Question 25
This question involved obtaining distance travelled from the area under a speed/time graph. Candidates who incorrectly chose option D had multiplied the maximum speed by the total time.
Question 27
This question on energy transfer required candidates to determine the chemical energy used by a car by adding all three amounts of energy produced. Nearly half ignored the gravitational energy gained, incorrectly choosing option A.
Question 28
In this question on energy sources many candidates believed that geothermal energy involved stored gravitational energy.
Question 30
This was one of the most difficult physics question for candidates. A majority of candidates incorrectly chose option A, being unaware that angles of incidence and reflection are always measured to the normal.
Question 34
Most responses to this question about the role of the plastic insulation around a current-carrying wire were correct. A significant number incorrectly chose option D suggesting confusion over whether the plastic is acts as an electrical insulator or as a thermal insulator.
Question 39
Most candidates were unaware of the meaning of the term ‘nucleon’. Those who incorrectly chose option B may have confused it with ‘neutron’.
Question 40
This question concerned the effect of switching off the time-base of an oscilloscope. There was evidence of widespread guessing.
Key Messages
Candidates need a sound knowledge of all the core topics in order to score well on this paper. They also need to express themselves clearly and have an understanding of basic scientific terminology as required in the syllabus.
General Comments
There were some pleasing papers but many where candidates demonstrated a need to learn the basics more thoroughly. An example is Question 6, where the concept of resistance is explored – candidates need to be clear about the meaning of the word *resistance* and not confuse it with *current* or *potential difference*, in order to be able to discuss how resistance varies with the thickness of a wire.
Comments on Specific Questions
Section A
Question 1
(a) (i) The majority of candidates were able to name a suitable thermometric liquid, with most giving either mercury or alcohol.
(ii) Many candidates demonstrated a need for a better understanding of the term *property* in this context. Many gave irrelevant answers. Another common error was to discuss the boiling or melting point of the liquid.
(b) (i) Many candidates had difficulty articulating their understanding of the term *fixed points* even when they clearly had some idea what it meant. When an explanation is asked for, it will help candidates to plan their answers before starting to write. A common error was to describe the fixed points as the highest and lowest temperatures that the thermometer could read.
(ii) The fixed points on the Celsius scale were quite well known, although a significant number of candidates gave the mean human blood temperature ($37^\circ$C) as one of the fixed points.
(c) Few candidates were able to complete this part – the class experiment of calibrating an unmarked thermometer is a useful exercise, not only in cementing the process but also in developing an understanding of temperature scales.
Question 2
(a) Knowledge of basic terms is important. While the majority clearly understood the term *Period* and were able to identify sodium as the Group 1 element in the same Period as chlorine, fewer knew the term *halogen* used to describe the Group 7 elements.
(b) Candidates must read question stems and instructions carefully. The question asked for compounds of chlorine. Many gave examples of compounds such as carbon dioxide, which do not contain chlorine.
(a) Candidates were not expected to know the precise position of the centre of mass of the man, but needed to demonstrate an understanding that it would be on his torso and vertically above the tightrope. A common error was to place the centre of mass where the man’s feet were in contact with the tightrope.
(b) (i) A few candidates were able to describe mass as the amount of matter in an object.
(ii) A significant number of candidates were able to calculate the weight of the man from his mass. A minority were confused about the relationship between mass and weight.
(c) (i) The majority of candidates were able to read the maximum speed. The most common error was to misread the scale leading to an answer of 6.5.
(ii) This is a challenging calculation. The best candidates recognised that distance travelled is equal to the area under the speed – time graph (½ maximum speed x time); the most common error was to multiply the maximum speed by the time taken.
(d) Candidates needed to demonstrate an understanding of energy types and changes. An understanding that kinetic energy is the energy due to the movement of an object was required. Although some recognised that the kinetic energy would be transferred to internal (heat or thermal) energy, very few went on to say that it would warm the man’s feet and / or the ground.
Question 4
(a) (i) This was done quite well. Some candidates talked about a change to ‘copper coloured’; this is not acceptable as it repeats information given in the stem.
(ii) Candidates must understand and learn the basic rules of chemical equations in order to be able to write balanced equations. In this example, the candidates were given a hint by the ‘II’ in the copper(II) oxide. They should also know that hydrogen is found as a diatomic element and that oxygen, being in Group VI, will take two electrons.
(iii) This was not done well, candidates failing to understand that hydrogen takes the oxygen from the copper, showing hydrogen to be more reactive than copper.
(b) Those that have had experience of reacting carbon with metals were far more likely to remember the method that they were asked to describe.
Question 5
(a) Few recognised that nitric acid was one of the two substances needed to make ammonium nitrate. More knew that ammonia or ammonium hydroxide was needed, although some made an error by putting simply ammonium.
(b) There were some good answers here, although careless arithmetic mistakes cost some candidates credit. Many answers were set-out poorly. Examiners can give credit for correct working even if, due to poor arithmetic, the final answer is wrong; they cannot do this if the method and working are not made clear.
(c) Candidates were asked to show that the percentage of nitrogen in ammonium nitrate was 35% by mass. The instruction ‘to show’ means that it is not enough simply to write a few numbers to end up with the 35%, without some form of explanation.
(a) This required candidates to draw a normal where the ray of light enters the glass block, before identifying the angles of incidence and refraction. The identification of a normal is a required precursor to the identification of the angles of incidence and refraction, as these angles lie between the ray and the normal.
(b) Candidates were told that the blue ray travelled along the same incident path – many candidates had it travelling along a totally different path. Candidates must read the question carefully.
(c) (i) There were some good diagrams showing the correct convergence of the rays; a little more care in the drawing would improve many candidates’ responses. A common error was not to continue the rays as they diverged after converging to the principal focus. Every candidate should go into the examination with a suitable ruler with which to draw straight lines.
(ii) Few candidates demonstrated an understanding of focal length; those that did generally showed it with reasonable accuracy.
(d) This was a challenging question; it asked candidates to think about the problem and synthesise an explanation from the given information. A few candidates gave really good answers and there were a good number who recognised the phenomenon is due to the differing refraction of the different colours. Many misinterpreted the question, thinking that it was the edge of the lens that was coloured rather than the edges of the images; once more, careful reading is required.
Question 7
(a) Circuit diagram symbols should be familiar to all candidates; relatively few candidates recognised the symbol for the variable resistor. Of those that did recognise it, few were able to state that it was used to vary the current through (or the potential difference across) the constantan wire. Candidates were more confident in placing the voltmeter to measure the potential difference.
(b) The calculation was done quite well, with many candidates scoring two or three marks. Others demonstrate a misunderstanding of the term resistance, confusing it with terms such as current and voltage.
(c) Relatively few candidates recognised that two resistors in parallel have a resistance of less than either of the individual resistors. Most candidates were able to deduce the change in the current due to the change in the total resistance.
(d) Similarly, many candidates thought that the thicker wire would have an increased resistance because it was bigger. Of those who correctly stated that it would have a smaller resistance, only a very few were able to articulate why it has a smaller resistance. A common answer was, ‘...because thinner wires have greater resistance’, which simply turns the question around. Candidates should be reminded that they need to give information in their answers additional to the information given in the stem of a question for credit.
Question 8
(a) Whilst a significant number of candidates correctly drew a gas syringe as the collecting apparatus, many candidates forgot to label their diagrams. This was not penalised provided the syringe was immediately recognisable – if it was not clear, the second mark could not be given. Candidates are reminded that they should label diagrams clearly by default.
(b) The standard test for carbon dioxide is bubbling through lime water. Many candidates described the extinguishing of a lighted splint. This is not a definitive test for carbon dioxide, it simply rules out a few other gases.
(c) (i) Virtually every candidate was able to plot the points correctly; the only common error was to miss the first point \((0,0)\).
(ii) This was a challenging line to draw. Nevertheless there were some really good attempts. Candidates are reminded that they should not join the lines by a series of straight lines but instead draw smooth best-fit curve through all the points, recognising that the line may not go exactly through every single point. There should be no ‘wobbly bits’.
(iii) Many candidates incorrectly offered the explanation that the calcium carbonate was used up, despite the statement in the early part of the question that the calcium carbonate was in excess.
(iv) The best answers showed clearly that the reaction proceeds at a faster rate, but finishes with the same volume of carbon dioxide collected. The most common error was to say that more carbon dioxide would be collected.
Question 9
(a) Most candidates knew that carbon dioxide is released when dilute sulphuric acid is reacted with sodium carbonate. Fewer recognised that copper will not react with dilute sulphuric acid and very few knew that hydrogen will be given off when it is reacted with magnesium. Candidates need to be familiar with standard reactions, preferably having observed them.
(b) Candidates answered this well.
Question 10
(a) This was answered well. A significant number of candidates gave fully correct answers and others gained some credit, usually for recognising the double bond between the two carbon atoms.
(b) The name of the alkane, butane, was not known by the majority of candidates. However, many were able to deduce the formula for it.
(c) The reactivity of ethane was well explained by many, although fewer were able to give a good reason for its value in the chemical industry, with comments such as ‘it is highly reactive’ being common.
Key Messages
Candidates need a sound knowledge of all the core topics in order to score well on this paper. They also need to express themselves clearly and have an understanding of basic scientific terminology as required in the syllabus.
General Comments
There were some pleasing papers but many where candidates demonstrated a need to learn the basics more thoroughly. An example is Question 6, where the concept of resistance is explored – candidates need to be clear about the meaning of the word *resistance* and not confuse it with *current* or *potential difference*, in order to be able to discuss how resistance varies with the thickness of a wire.
Comments on Specific Questions
Section A
Question 1
(a) (i) The majority of candidates were able to name a suitable thermometric liquid, with most giving either mercury or alcohol.
(ii) Many candidates demonstrated a need for a better understanding of the term *property* in this context. Many gave irrelevant answers. Another common error was to discuss the boiling or melting point of the liquid.
(b) (i) Many candidates had difficulty articulating their understanding of the term *fixed points* even when they clearly had some idea what it meant. When an explanation is asked for, it will help candidates to plan their answers before starting to write. A common error was to describe the fixed points as the highest and lowest temperatures that the thermometer could read.
(ii) The fixed points on the Celsius scale were quite well known, although a significant number of candidates gave the mean human blood temperature (37°C) as one of the fixed points.
(c) Few candidates were able to complete this part – the class experiment of calibrating an unmarked thermometer is a useful exercise, not only in cementing the process but also in developing an understanding of temperature scales.
Question 2
(a) Knowledge of basic terms is important. While the majority clearly understood the term *Period* and were able to identify sodium as the Group 1 element in the same Period as chlorine, fewer knew the term *halogen* used to describe the Group 7 elements.
(b) Candidates must read question stems and instructions carefully. The question asked for compounds of chlorine. Many gave examples of compounds such as carbon dioxide, which do not contain chlorine.
(a) Candidates were not expected to know the precise position of the centre of mass of the man, but needed to demonstrate an understanding that it would be on his torso and vertically above the tightrope. A common error was to place the centre of mass where the man’s feet were in contact with the tightrope.
(b) (i) A few candidates were able to describe mass as the amount of matter in an object.
(ii) A significant number of candidates were able to calculate the weight of the man from his mass. A minority were confused about the relationship between mass and weight.
(c) (i) The majority of candidates were able to read the maximum speed. The most common error was to misread the scale leading to an answer of 6.5.
(ii) This is a challenging calculation. The best candidates recognised that distance travelled is equal to the area under the speed – time graph (\(\frac{1}{2}\) maximum speed \(\times\) time); the most common error was to multiply the maximum speed by the time taken.
(d) Candidates needed to demonstrate an understanding of energy types and changes. An understanding that kinetic energy is the energy due to the movement of an object was required. Although some recognised that the kinetic energy would be transferred to internal (heat or thermal) energy, very few went on to say that it would warm the man’s feet and / or the ground.
Question 4
(a) (i) This was done quite well. Some candidates talked about a change to ‘copper coloured’; this is not acceptable as it repeats information given in the stem.
(ii) Candidates must understand and learn the basic rules of chemical equations in order to be able to write balanced equations. In this example, the candidates were given a hint by the ‘II’ in the copper(II) oxide. They should also know that hydrogen is found as a diatomic element and that oxygen, being in Group VI, will take two electrons.
(iii) This was not done well, candidates failing to understand that hydrogen takes the oxygen from the copper, showing hydrogen to be more reactive than copper.
(b) Those that have had experience of reading carbon with metals were far more likely to remember the method that they were asked to describe.
Question 5
(a) Few recognised that nitric acid was one of the two substances needed to make ammonium nitrate. More knew that ammonia or ammonium hydroxide was needed, although some made an error by putting simply ammonium.
(b) There were some good answers here, although careless arithmetic mistakes cost some candidates credit. Many answers were set-out poorly. Examiners can give credit for correct working even if, due to poor arithmetic, the final answer is wrong; they cannot do this if the method and working are not made clear.
(c) Candidates were asked to show that the percentage of nitrogen in ammonium nitrate was 35% by mass. The instruction ‘to show’ means that it is not enough simply to write a few numbers to end up with the 35%, without some form of explanation.
(a) This required candidates to draw a normal where the ray of light enters the glass block, before identifying the angles of incidence and refraction. The identification of a normal is a required precursor to the identification of the angles of incidence and refraction, as these angles lie between the ray and the normal.
(b) Candidates were told that the blue ray travelled along the same incident path – many candidates had it travelling along a totally different path. Candidates must read the question carefully.
(c) (i) There were some good diagrams showing the correct convergence of the rays; a little more care in the drawing would improve many candidates’ responses. A common error was not to continue the rays as they diverged after converging to the principal focus. Every candidate should go into the examination with a suitable ruler with which to draw straight lines.
(ii) Few candidates demonstrated an understanding of focal length; those that did generally showed it with reasonable accuracy.
(d) This was a challenging question; it asked candidates to think about the problem and synthesise an explanation from the given information. A few candidates gave really good answers and there were a good number who recognised the phenomenon is due to the differing refraction of the different colours. Many misinterpreted the question, thinking that it was the edge of the lens that was coloured rather than the edges of the images; once more, careful reading is required.
Question 7
(a) Circuit diagram symbols should be familiar to all candidates; relatively few candidates recognised the symbol for the variable resistor. Of those that did recognise it, few were able to state that it was used to vary the current through (or the potential difference across) the constantan wire. Candidates were more confident in placing the voltmeter to measure the potential difference.
(b) The calculation was done quite well, with many candidates scoring two or three marks. Others demonstrate a misunderstanding of the term resistance, confusing it with terms such as current and voltage.
(c) Relatively few candidates recognised that two resistors in parallel have a resistance of less than either of the individual resistors. Most candidates were able to deduce the change in the current due to the change in the total resistance.
(d) Similarly, many candidates thought that the thicker wire would have an increased resistance because it was bigger. Of those who correctly stated that it would have a smaller resistance, only a very few were able to articulate why it has a smaller resistance. A common answer was, ‘...because thinner wires have greater resistance’, which simply turns the question around. Candidates should be reminded that they need to give information in their answers additional to the information given in the stem of a question for credit.
Question 8
(a) Whilst a significant number of candidates correctly drew a gas syringe as the collecting apparatus, many candidates forgot to label their diagrams. This was not penalised provided the syringe was immediately recognisable – if it was not clear, the second mark could not be given. Candidates are reminded that they should label diagrams clearly by default.
(b) The standard test for carbon dioxide is bubbling through lime water. Many candidates described the extinguishing of a lighted splint. This is not a definitive test for carbon dioxide; it simply rules out a few other gases.
(c) (i) Virtually every candidate was able to plot the points correctly; the only common error was to miss the first point \((0,0)\).
(ii) This was a challenging line to draw. Nevertheless there were some really good attempts. Candidates are reminded that they should not join the lines by a series of straight lines but instead draw smooth best-fit curve through all the points, recognising that the line may not go exactly through every single point. There should be no ‘wobbly bits’.
(iii) Many candidates incorrectly offered the explanation that the calcium carbonate was used up, despite the statement in the early part of the question that the calcium carbonate was in excess.
(iv) The best answers showed clearly that the reaction proceeds at a faster rate, but finishes with the same volume of carbon dioxide collected. The most common error was to say that more carbon dioxide would be collected.
Question 9
(a) Most candidates knew that carbon dioxide is released when dilute sulphuric acid is reacted with sodium carbonate. Fewer recognised that copper will not react with dilute sulphuric acid and very few knew that hydrogen will be given off when it is reacted with magnesium. Candidates need to be familiar with standard reactions, preferably having observed them.
(b) Candidates answered this well.
Question 10
(a) This was answered well. A significant number of candidates gave fully correct answers and others gained some credit, usually for recognising the double bond between the two carbon atoms.
(b) The name of the alkane, butane, was not known by the majority of candidates. However, many were able to deduce the formula for it.
(c) The reactivity of ethane was well explained by many, although fewer were able to give a good reason for its value in the chemical industry, with comments such as ‘it is highly reactive’ being common.
Key Messages
In order to score well on this paper, candidates should have a sound knowledge of the basic concepts and facts in the syllabus.
General Comments
There were some very good papers with candidates showing impressive level of knowledge and understanding.
Candidates need to structure their numerical answers so that their working is laid out clearly. In questions such as 4(c) and 6(b), where a calculation was asked for, but the structure of the calculation had been left to the candidate, there was often just a jumble of figures. This made it very difficult, when the final answer was incorrect, to ascertain if the candidate had followed a correct method and could be awarded credit for that.
Comments on Specific Questions
Question 1
(a) (i) The majority of candidates were able to identify the expansion / contraction of the thermometric liquid as the relevant property.
(ii) Candidates who understood the meaning of fixed points had no difficulty with the question. However, there was a significant number who gave readings directly from the ruler. The question clearly asked for the fixed points on the Celsius scale.
(iii) There were some good answers to this question, particularly from candidates who had answered the previous question correctly.
(b) (i) The best candidates gave a good definition of sensitivity. Others confused sensitivity with accuracy or speed of response. Some of those who answered only part-correctly struggled to articulate themselves clearly. Answers defining sensitivity of the thermometer such as, ‘the sensitivity of the liquid to temperature change,’ are simply repeating the question. Candidates need to ask themselves if their answers give information additional to the information given in the stem of a question – if an answer does not do this, it is unlikely to be able to gain credit.
(ii) Candidates needed to be more precise in their answers to this question. Answers such as ‘Make the glass tube smaller’ could have one of several meanings: ‘make the bore narrower’, ‘make the glass surrounding the bore thinner’ or ‘make the tube shorter’. The first example would increase the sensitivity of the thermometer; the second would only make the thermometer respond more quickly, and the third would have no effect.
(c) The best candidates gave good clear answers, such as electrical resistance or pressure of a gas, but many gave examples of particular types of thermometer, such as thermocouple, or bimetal thermometer.
(a) (i) This was done well. There was a clear understanding that the information that could be used to determine the metallic nature or otherwise of an element is the number of electrons in the outer shell or the melting point.
(ii) Many candidates struggled to answer this question, despite answering the first part well. It is important that candidates read the question carefully and fully.
(iii) Once more there were some good answers to this question. Unfortunately, many candidates answered with both density and melting point; the latter does not show trend.
(b) This was done well. Some candidates gave the ionic formula, which was accepted provided it was fully correct \((\text{Mg}^{2+}\text{Cl}^{-})\).
(c) There were some good answers in this section with candidates generally recognising the existence of delocalised electrons (or a sea of electrons). Similarly a good number described the fixed positive ions; a few candidates spoilt their answers either by referring to the ions as protons or by not emphasising that the ions were positively charged. The important point regarding the malleability of metals is that complete layers of atoms slide over one another, not just individual atoms.
Question 3
(a) The best candidates explained the centre of mass as the point where the mass appears to be concentrated; many candidates referred to the centre of mass as the point at which the body balances. Most candidates confused the centre of mass with the centre of gravity, or failed to include the term ‘appears’, saying that the whole mass is actually concentrated at that single point.
(b) This section took candidates through a straightforward moments problem. Many candidates failed to calculate the weight of the beam from its mass. Candidates need to be encouraged to set out problems in a logical manner, so that the steps in a calculation can easily be seen; this will encourage the development of understanding of what is being done.
Question 4
(a) There were some excellent answers to this, showing that many candidates were well practised in this type of practical work. Very few candidates gained credit for the washing and drying of the calcium sulfate crystals, sometimes because it was not made clear that it was the residue that was washed and dried, but mostly because this step was omitted.
(b) Many candidates struggled with the writing of balanced equations. In this case the formulae of three of the compounds had been given in the previous stem, and this should have helped greatly. Candidates may benefit from extra practice in this type of exercise. Relatively few candidates attempted to include state symbols, and of those that did, few correctly identified the correct states of the compounds.
(c) There were many good attempts to solve this problem with many candidates gaining full marks and even those who found difficulty with later parts of the question often showing an understanding of how to calculate the relative molecular masses. The setting-out of the calculation was often poor; this made it very difficult, when the final answer was incorrect, to ascertain if the candidate had followed a correct method and could be awarded credit for that
(a) (i) This section tested candidates’ understanding of refraction at a surface and was generally done quite well with many scoring the mark. Some candidates thought the ray refracted away from the normal whilst others showed refraction in the centre of the prism.
(ii) This was done very well, with many candidates scoring full marks. Some lost marks as they thought refractive index is equal to the angle of incidence divided by the angle of refraction.
(iii) Candidates needed to demonstrate an understanding of the rules regarding refraction at a boundary. Many treated the triangular prism as if it were a parallel sided block, making the emergent ray parallel to the incident ray.
(b) Even if candidates had not met dispersion by knowing, understanding and applying simple rules they should have been able to predict the path of the red ray.
Question 6
(a) The majority of candidates scored well on all three parts of this section, being able to interpret the experimental results and give the correct order for the reactivity of the elements, recognising that copper will not react with dilute hydrochloric acid and that magnesium ribbon will react more slowly than magnesium powder.
(b) Many candidates found this a challenging calculation. The best candidates had a good idea of the strategy that should be taken, and knew to start by calculating the number of moles of hydrogen given off. Unfortunately, of those who started at the right point, many failed to convert the cm$^3$ into dm$^3$ (or vice versa) and so found the number of moles of hydrogen collected as 7.5, rather than 0.0075. Another common fault was not recognising that for every mole of hydrogen collected 2 moles of hydrogen chloride were required.
Many candidates also found the calculation in (b)(ii) challenging. The simplest way to approach this was to recognise that there were 0.015 moles ($2 \times 0.0075$) of hydrogen chloride in 100 cm$^3$ of the hydrochloric acid and therefore in 1 dm$^3$ there would be $0.015 \times 1000/100 = 0.15$ moles.
Question 7
(a) Very few candidates could explain what is meant by e.m.f., many simply repeating the question and giving ‘electromotive force’ as the answer. Candidates can help themselves in the preparation for these examinations by learning simple definitions.
(b) (i) The majority of candidates were able to calculate the power produced by the battery although a minority failed to include a unit or gave an incorrect one.
(ii) The majority of candidates knew that the total charge was equal to current multiplied by time; many failed to convert the hours into seconds.
(iii) This question caused difficulty. There were several ways the correct answer could be calculated: power $\times$ time, e.m.f. $\times$ charge, or e.m.f. $\times$ current $\times$ time.
(c) That microwaves are part of the electromagnetic family and the position of microwaves in the electromagnetic spectrum were the important factors.
(a) Whilst much of this section was familiar to candidates, very often candidates needed to be more precise, organised and complete in their answers. On a piece of extended writing, candidates need to pick out the important points and plan what they are to say. Although most candidates recognised that an oxide layer forms on the aluminium, few went on to say that this layer prevents oxygen (or water) from reaching the underlying aluminium. The most common error when explaining why steel containers are zinc plated was to confuse this with galvanising and sacrificial protection.
(b) Some candidates indicated confusion between lightness and density. Precise terminology is important.
(c) Many candidates gave a simple answer regarding the adoption of properties of the host material and the impurities and needed to add more detail, explaining the introduction of different sized atoms stopping the slippage of atomic planes.
Question 9
(a) The diagram of the a.c. generator should be familiar from practical work building a simple generator or motor using either commercial kits or cotton reels.
(b) There were some good attempts to explain why a current is generated. As stated elsewhere, candidates must pick out the important points and plan what they are to say.
(c) (i) Candidates need to remember that the primary function of a diode is to allow current in only one direction...
(ii) Even amongst those candidates who recognised the use of the diode as a rectifier, few were able to draw a diagram showing correctly half wave rectification. A most common mistake was to show a smoothed d.c. current.
Question 10
(a) Most candidates knew that in an exothermic reaction energy is released into the surroundings and some went on to explore the idea that energy is required to break bonds or energy is released when bonds are made. The best answers took the final step of comparing the two amounts of energy.
(b) The majority recognised fermentation as the method by which ethanol is manufactured, and some equally correctly named hydrolysis of ethene.
(c) The majority gave a sensible use for ethanol, although candidates must avoid saying things like, ‘As alcohol’. This is simply repeating the information in the stem; ethanol is an alcohol!
Key Messages
In order to score well on this paper, candidates should have a sound knowledge of the basic concepts and facts in the syllabus.
General Comments
There were some very good papers with candidates showing impressive level of knowledge and understanding.
Candidates need to structure their numerical answers so that their working is laid out clearly. In questions such as 3(c) and 5(c), where a calculation was asked for, but the structure of the calculation had been left to the candidate, there was often just a jumble of figures. This made it very difficult, when the final answer was incorrect, to ascertain if the candidate had followed a correct method and could be awarded credit for that.
Comments on Specific Questions
Section A
Question 1
(a) Few candidates tackled this well. The important point is that the number of electrons in the outer shell increases by one you go across the group.
(b) The most common error here was to think that silicon is a metal.
(c) (i) Although the majority of candidates were able to deduce the formula for calcium chloride, several lost the mark for using lower case ‘c’ in the symbol for chlorine in the formula.
(ii) A disappointing number of candidates described covalent bonding, despite part (i) which should have alerted them to ionic bonding.
(d) This section enabled candidates to apply the rules of covalent bonding in an unusual situation. Dative (covalent) bonding is not on the syllabus and Examiners were not looking for a perfect answer – just the application of the rules, as the syllabus demands. As such there were some very creditable answers.
(a) The best candidates explained the *centre of mass* as the point where the mass appears to be concentrated; many candidates referred to the *centre of mass* as the point at which the body balances. Most candidates confused the *centre of mass* with the *centre of gravity*, or failed to include the term ‘appears’, saying that the whole mass is actually concentrated at that single point.
(b) This section took candidates through a calculation equating kinetic energy lost by a high jumper with gravitational potential gained in order to find the take-off speed. The first section asked candidates to find the potential energy at the top of the athlete’s flight. It was done quite well, the common seen error being the use of the total height of the athlete above the ground, rather than the change in position of the centre of gravity.
The second part was answered less well, with few candidates recognising that the initial kinetic energy must be at least equal to the potential energy gained.
(c) The stronger candidates showed some understanding and scored well on this section, although some failed to recognise that this was a different jump from that in the previous parts and used their earlier figures. This demonstrates the need to read the question carefully.
(d) Few candidates were able to supply a reasonable answer to this. This is a slightly unusual way of asking the question about the inefficiency of energy conversions, or the action of air resistance on motion, but it tested the candidates’ ability to think about the physics of a real situation.
Question 3
(a) This is a standard experiment with which candidates should be familiar. Many answers did not state that that the magnesium oxide must be added in excess so that all the acid is reacted. Whilst the majority correctly described filtration of the reacted mixture, they also needed to state whether it is the filtrate or the residue from which crystals are obtained. Candidates need to be aware of the importance of clearly identifying which of these two is used when describing an experimental procedure involving filtering.
(b) The equation was written quite well with many candidates scoring the first two marks. However, the state symbols caused many problems, with many omitting them entirely and other answers confusing (s) and (aq).
(c) This section was done well with many candidates scoring full marks and all but a few successfully calculating at least one of the formula masses.
Question 4
(a) The most common error was a result of candidates not reading the question carefully, and giving information about energy changes rather than the type of energy possessed by the wind. The best answers recognised that it is the kinetic energy of the moving molecules in the air which is the wind.
(b) Candidates had difficulty in articulating their understanding, even when they had some idea of the meaning.
(c) This question was done well with the majority of candidates scoring full marks.
(a) Candidates are reminded that they need to take care while reading graphs; many candidates gave answers of 35 s, where the graph is clearly not horizontal. Although part (ii) was done well, there were several candidates who described the magnesium as ‘dissolving’ rather than reacting with the acid.
(b) Many candidates were able to draw a suitable line to show the effect of using a more concentrated acid. The most common error amongst those who did not score full marks was to indicate that more hydrogen would be produced.
(c) Very few candidates knew where to start this calculation, which of its type was fairly straightforward. The only way for candidates to develop the skills to handle this type of calculation is by constant practice.
Question 6
(a) While there were some good diagrams showing the correct convergence of the rays, a little more care in the drawing would have improved many candidates’ responses. A common error was not to continue the rays as they diverged after converging to the principal focus. Every candidate should go into the examination with a suitable ruler with which to draw straight lines.
(b) Very few candidates were able to draw the ray diagram correctly.
Question 7
(a) This section required candidates to recognise that in a pure metal the positive ions are all of the same size and can easily slip past each other, whereas in an alloy the ‘impurity’ ions are of a different size to the host ions preventing this slippage. Many candidates gave simplistic answers referring to the adoption of properties of the host material and the impurities.
(b) The majority knew the meaning of galvanising and recognised that it is used to prevent the steel from rusting. Although most candidates had some idea of the process by which the zinc protects the iron, many explanations needed more detail, for example, expanding comments such as ‘zinc is more reactive than iron/steel’ to explain why this protects the steel.
(c) Most candidates recognised that the primary reason copper is used for saucepans is that it is a good conductor of heat. It is important that candidates make it clear, when they refer to a good thermal conductor, that it is the conduction of heat that is being referred to.
Question 8
(a) Few candidates recognised that the current in the circuit could be controlled with the variable resistor. However, the calculation in part (ii) was done very well, with many candidates not only scoring full marks, but also setting out their answers in a sensible, logical manner.
(b) The vast majority of the candidates thought that halving the diameter would decrease the resistance of the wire. The few who recognised that it would cause an increase in resistance fell into the trap of thinking the resistance would double, forgetting that the area would be quartered.
Question 9
(a) Most candidates recognised that unsaturated means that it there is a double bond, most of these needed to add more detail refer to the double bond being between two carbon atoms.
(b) Many candidates mentioned cracking, but then spoilt their answers by introducing another chemical process such as fermentation.
(c) Whilst a good proportion of candidates were able to give the displayed formula for ethane, few remembered that to make a polymeric chain of \( n \) units, \( n \) ethene molecules are required.
Question 10
(a) (i) The idea of electromagnetic induction is difficult and this was reflected by the answers to this question. Although many candidates referred to cutting flux, very few related this to a conductor.
(ii) Candidates also found this question challenging. Candidates needed to specify that the input current causes the magnetic field, and therefore that the constantly changing alternating current produces a changing magnetic field.
(iii) A common error was to suggest that a non-ferromagnetic metal, such as copper, is used.
(iv) The best candidates knew that the role of the core is to strengthen the magnetic field. Many candidates stated that the core conducts electricity from the primary to the secondary coil and were not awarded credit.
(b) (i) Candidates need to take care to get the ratio the right way round. Another commonly seen error was to put just a single number, rather than a ratio.
(ii) The best answers showed a good understanding of the idea of voltage transformation. Another commonly seen error was to change the frequency instead of the amplitude.
Key message
- It is important to refer to observations or results when instructions specifically ask for an explanation using observations or results.
General comments
Candidates were able to complete this paper in the time available and the majority of candidates carried out the practical work well.
Comments on specific questions
Question 1
The experiment was usually carried out well and consequently useful sets of results were obtained. It was felt that candidates should be prepared to present their results to the same accuracy throughout a column in the table. Values to the nearest centimetre were allowed because this was adequate for graph plotting and values to the nearest millimetre were allowed since this was the accuracy of the rule provided. In part (b) (i) candidates were expected to calculate $1/m$ and round the answer appropriately. For this reason 0.016, 0.0142 and 0.012 were not accepted. A significant number of candidates recorded $1/60$ as 0.016 recurring, which was not credited, and most of these went on to plot this as 0.016 anyway.
The graph was not done as well as usual. Common errors were not giving the units with the label for the vertical axis, poor plotting of the points caused by difficulties in reading the horizontal scale, not drawing a straight line as instructed and not drawing the best straight line. For a best fit straight line there should be a fairly equal spread of points above and below the line unless they all happen to lie on the line. It is still acceptable to ignore points that are clearly anomalous when drawing the best fit line.
For the gradient working mark, candidates had to use a triangle with a vertical distance of at least 4 cm (or a distance representing a change in $d$ of at least 10 cm); this linked choosing a big enough triangle to the use of the grid when plotting the graph. Candidates should be encouraged to use large triangles when finding gradients. The most common error was not reading the coordinates correctly; very few candidates inverted the expression to calculate the gradient. A number of candidates incorrectly used the data from the table to calculate the gradient but many of these gained marks anyway as the points in question were exactly on their line. Part (c) (iii) was well done despite incorrect gradients resulting in values for the mass of the rule close to 300 g. Very few candidates appreciated the advantage of plotting a graph over using the average $md$ value.
Question 2
A large variation in the volumes of unused soil washings was seen, reflecting the difficulty of carrying out a titration with a dropping pipette. Despite this, many candidates were able to obtain two readings within 0.4 cm$^3$. Those candidates who used all 10 cm$^3$ of soil washings each time, when no such problem was reported by the Supervisor, were unable to score the mark in (a) (i) and the first and third marks in (a) (ii). It is worth noting that when recording values to 1 decimal place 3 cm$^3$ should be recorded as 3.0 cm$^3$. Parts (a) (iii) and (iv) did not cause any difficulties. Most candidates were able to perform the calculation in (a) (v). Poor rearrangement of the equation was rare as was inappropriate rounding of the answer. Parts (b) and (c) gave fairly consistent results providing the instructions were followed carefully. Allowances were made for unusual colours when this was pointed out by the Supervisor. Some candidates gave a pH range and were only awarded marks if the extent of their stated range fitted the mark scheme. A wide range of answers was
seen for part (d) varying from excellent use of the results from (b) and (c), as instructed, to wrongly treating this part as a theory question quite separate from the practical work.
Key Message
Although this is an Alternative to Practical paper, candidates are expected to be familiar with experimental techniques and to have carried out experiments similar to the ones shown in the paper. Candidates should have used standard laboratory apparatus and be able to read values from measuring cylinders, thermometers, stopwatches etc.
General comments
Candidates from many Centres demonstrated good understanding of practical knowledge and techniques.
Comments on specific questions
Question 1
This question covered aspects of radioactivity including nature, detection and half-life.
(a) A small number of candidates included the 00 when transferring the time into the correct space in the table. The vast majority then correctly determined the counts per second.
(b) Most candidates realised that alpha and beta radiation would be stopped by a thick sheet of aluminium. The expected material for preventing the passage of gamma rays was lead; a number of candidates wrote concrete but this was not awarded credit.
(c) Most candidates identified that alpha and beta rays were deflected by a magnetic field, gaining credit. Most candidates knew the correct charges for the particles to account for their deflection in opposite directions, gaining full credit.
(d) Candidates were required to determine the half-life of a radium isotope from a radioactive decay graph. Most followed the instruction to draw lines on the graph and determined the half-life correctly. Very few used incorrect figures.
Question 2
In this question candidates are using moments to calculate the mass of a metre rule.
(a) Many candidates did not read the question properly and tried to find $d$ straight away. This and the fact that many candidates read the scales incorrectly meant that few candidates gained full credit. As candidates were instructed to record their values to three decimal places, other values were not credited.
(b) Most candidates plotted their points accurately and draw good straight lines. Some candidates plotted their incorrect readings from part (a) and joined the points with straight lines from point to point making it look like a mountain range. Candidates are instructed to show clearly on the graph how they obtained the values that they used when finding a gradient - a tiny pencil dot or two is not ‘clearly’. Examiners are expecting a triangle below the line showing the horizontal and vertical values chosen.
(c) A correct calculation using the candidates own value for the gradient was credited. A value in the region of 110g was expected.
The pretext of a farmer’s crop being poor was just a setting for some neutralisation experiments.
(a) Examiners were expecting references to the same mass of soil or the same volume of water used, instead candidates tended to discuss practical details picked out from information already given in the question for instance the fact they were all washed or all filtered, and were not credited.
(b) The expected answer, blue to red, was often reversed.
(c) A significant number of candidates were unable to read off the values from the measuring cylinders. Large number of candidates were unable to calculate the volumes used in the experiment, i.e. subtracting their value from 10. A number of candidates were unable to calculate the average.
(d) This was done reasonably well by those candidates who had followed the instructions to part (c) correctly.
(e) Few candidates realised that the ions form insoluble hydroxides in alkaline solution.
Question 4
This was an experiment concerning the rate of reaction between magnesium ribbon and dilute hydrochloric acid.
(a) Most candidates coped with the inverted scale, but a few candidates recorded 50.4 and 80.6 instead of 54 and 86.
(b) Candidates had to measure the length and width of a piece of magnesium ribbon drawn for them to the nearest millimetre. Most measured carefully but very few recorded the length as 6.0 cm, most leaving it as ‘6’. The calculation of surface area was usually carried out successfully to give an answer of 3.6 cm$^2$, but some candidates forgot to take account of the two sides, despite a reminder to do so in the question, leading to the common incorrect answer of 1.8 cm$^2$.
(c) Many candidates calculated the correct answer of 6.9. Candidates were not penalised further for an incorrect value in part (b) provided the subsequent mathematical calculations were correct. However it was not uncommon to see inverted fractions or multiplication rather than division. Candidates were not awarded credit for incorrect rounding of 6.944 to 7 or 7.0.
(d) Candidates were expected to explain that the reaction rate speeds up due to reactions taking place faster at higher temperatures. Excellent answers included reference to kinetic energy and collision rate of particles. There were several candidates who related the observation to surface area increase only and could not be awarded credit.
Question 5
A candidate was given five solutions of sodium compounds and by using four tests was able to identify them. This question was set showing the candidates plan with some answers missing.
(a) Almost all candidates gained full credit for knowing that Universal Indicator turns green in a neutral solution and a purple/blue colour in alkaline solution.
(b) The sodium sulfate solution could be identified as on addition of aqueous barium chloride to one of the neutral solutions, a white precipitate was formed.
(c) The two remaining neutral solutions were tested with aqueous silver nitrate, the one forming a white precipitate was the chloride and the one without the precipitate was the nitrate.
(d) This part identified the hydroxide and carbonate. As dilute hydrochloride was added, the litmus in both solutions turned red, but the carbonate would also produce bubbles.
(e) Candidates had to name the precipitate formed in test two: barium sulfate, and explain what a precipitate was. There are many ways of defining a precipitate; the Examiners credited the idea that a solid was being formed in or from a solution. An answer of ‘an insoluble solid’ was also creditworthy.
Question 6
This question covered some aspects of electricity using a 240 V filament lamp.
(a) Most candidates were able to complete the energy change from electrical energy to heat and light. Fewer could name the gas inside the lamp that prevents the filament burning out, with a significant number of candidates incorrectly naming ‘oxygen’. Any of the inert gases were credited or the group name.
(b) This part was omitted by a number of candidates. It may have been that candidates did not ‘see’ the mark allocation.
(c) Most candidates read the dials correctly and completed the table. However some candidates read 0.6 as 0.52 and 12 as 10.2. Candidates need to be reminded to carefully check dial scales.
(d) The calculation caused few problems.
(e) Few candidates realised it was the large amount of heat energy wasted by this type of bulb and that this requires an increase in electricity generated (often by the combustion of fossil fuels), that contributes to global warming.
Key Message
Although this is an Alternative to Practical paper, candidates are expected to be familiar with experimental techniques and to have carried out experiments similar to the ones shown in the paper. Candidates should have used standard laboratory apparatus and be able to read values from measuring cylinders, thermometers, stopwatches etc.
General comments
Candidates from many Centres demonstrated good understanding of practical knowledge and techniques.
Comments on specific questions
Question 1
This question followed a student finding a value for the electrical resistance of a piece of wire.
(a) Most candidates gained full credit for accurate readings of the ammeter and voltmeter dials and the subsequent calculation of resistance. Some candidates did not read the analogue scales correctly, used an incorrect number of decimal places or did not notice that the divisions on the ammeter dials were different to the divisions on the voltmeter dials. There was some evidence of careless rounding.
(b) There are a number of reasons why the calculated values for resistance of 100 cm of wire are slightly different. Experimental error and human error are too vague to gain credit, but answers showing where the error could have been, e.g. the contact was not exactly on the mark or the readings were not accurate enough were creditworthy.
(c) A more accurate value is obtained by totalling the five results and dividing by five to find the average.
Question 2
In this question candidates investigated forces acting at various angles.
(a) Most candidates were able to read the angles correctly, but were then unable to convert this to a sine value, despite the values being presented in the table.
(b) Candidates had to plot a graph of the sine value against mass, five points. However a number of candidates plotted the values from an incorrect table (and thus plotted many more points which produced a curve). Candidates should check that they following the instructions. The best straight line had to be drawn, extended to the value of sine = 1.0. Most candidates suggested friction for part (iii) gaining credit.
(c) Candidates were asked to suggest how the results would be different if the experiment was carried out on the moon. Only the most able candidates realised that there would be no difference to the results as the reduced force of gravity still exerts an equal force on all the masses.
In the practical examination, solid A and solution B were analysed. The same tests are used in this question. Candidates must complete the descriptions of the test, results and conclusions. Candidates should be able to recall the standard tests for cations and anions and be able to deduce the composition of a mixture of ions using these logical steps.
Generally candidates who had experience of these analytical tests scored well, but a significant number gained little or no credit.
(a) When a metal reacts with a dilute acid effervescence occurs and the gas evolved, hydrogen pops with a lighted splint.
(b) The cation in solution B is iron(III), therefore on addition of aqueous sodium hydroxide a red/brown precipitate should be formed.
(c) The addition of metal A to solution B changed the iron(III) to iron(II), therefore a green precipitate of iron(II) hydroxide is formed.
(d) A chloride is detected by the use of silver nitrate in the presence of nitric acid, a white precipitate being produced.
(e) The metal in solid A could be magnesium or zinc.
(f) The formula of the compound in solution B is FeCl$_3$.
Question 4
This question looked at chemical reactions that involved a change in temperature.
(a) The majority of candidates noted that experiment 1 showed a rise in temperature and experiment 2 had a fall in temperature.
For part (iii) the words exothermic and endothermic in the correct places gained credit. Incorrect spellings such as enothermic’ are not creditworthy.
(b) Candidates had to name the type of bonds in oxygen (covalent) and in the white powder produced, sodium oxide, (ionic) to gain credit.
(c) Candidates had to explain how the covalent bonds were formed. Candidates who knew this part of the syllabus often gained full credit for their answer. There were a number of different ways candidates gained credit, but most often they drew a ‘dot and cross’ diagram of a water molecule or wrote about atoms sharing pairs of electrons.
Question 5
This question examined the effect that changing the temperature had on the rate of reaction between marble chips and dilute hydrochloric acid.
(a) Candidates had to count the number of marks made, representing bubbles seen, at various temperatures. A significant number of candidates were unable to count the number correctly.
(b) The graph was usually plotted correctly, but some candidates did not label the axes or state the units used and thus unable to gain full credit.
(c) Although many candidates realised that the rate of reaction would increase further if a higher temperature was used few suggested why this would prove difficult in this experiment.
For part (ii) Examiners awarded credit for comments such as ‘the particles gain more energy’ or ‘move faster resulting in more frequent collisions’.
(d) Candidates were asked to construct a word equation for the reaction between carbon dioxide and limewater. Some tried to write a symbol equation. Few candidates knew the chemical name for limewater or that calcium carbonate was formed. Fewer still could say that the limewater turned milky due to insolubility of calcium carbonate.
Question 6
This question concerned the density of ice.
(a) Candidates were instructed to read the balance with the four ice cubes in the beaker. Some candidates did not read the question carefully and thought the balance reading was the mass of the ice alone, others had difficulty in reading the balance.
(b) The same four pieces of ice were placed in $50\text{cm}^3$ hexane in a measuring cylinder. This time candidates had to read the volume and calculate the volume of the ice. Even with a diagram of the ice and hexane in the cylinder some candidates again confused what had to be taken from what. Many candidates have trouble reading scales and a number read the scale as 90.5 instead of 91, despite being instructed to record the value to the nearest $1\text{cm}^3$.
(c) The density of the ice had to be calculated using the candidates’ values of mass and volume. A correct calculation was awarded full credit. Partial credit was awarded if the correct values were used but the answer incorrect. Where a candidate divided volume by mass no credit was given.
(d) Candidates had to deduce two properties of hexane from the information provided in the question. Prior knowledge of hexane was not required to state that it is not as dense as ice, it has a melting/freezing point of less than $-5^\circ\text{C}$ and it does not react or dissolve ice.
(e) Finally the properties of ice were linked to polar bears. For both parts, candidates the answers could be expressed in many ways, but a two part answer was expected. For example for part (i) the ice floats, so the animals have a dry habitat to live in and for part (ii) the ice will melt, destroying the habitat of the bears were creditworthy. | 8d3cec6e-cd74-4797-ae21-37419cf92513 | CC-MAIN-2024-46 | https://papers.xtremepape.rs/CAIE/IGCSE/Physical%20Science%20(0652)/0652_w12_er.pdf | 2024-11-12T09:55:48+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028249.89/warc/CC-MAIN-20241112081532-20241112111532-00497.warc.gz | 403,643,247 | 13,062 | eng_Latn | eng_Latn | 0.998775 | eng_Latn | 0.999214 | [
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Key messages
To succeed in this paper, candidates need to have completed the full Core syllabus, be able to remember and apply formulae and to give answers in the form required. Candidates are reminded of the need to read the question carefully, focussing on key words or instructions.
General comments
Candidates must check their work for sense and accuracy as there were answers in context that made little sense, for example in Questions 1, 10 and 18. Candidates must show all working to enable method marks to be awarded. This is vital in 2 or multi-step problems, in particular with algebra, where each step should be shown separately to maximise the chance of gaining marks in, for example, Questions 11, 13, 16, and 20. Candidates must take note of the form or units that are required, for example, in Questions 6 and 10.
The questions that presented least difficulty were Questions 6(b), 7, 12, 17, 18(c)(ii) and 21(a)(i). Those that proved to be the most challenging were Questions 1, 8(b), 15, 19(b), some of 21, and 22(c) and these along with Question 18 were the ones that were most likely to be left blank. It is likely that the blank responses were due to the syllabus areas being tested rather than lack of time.
Comments on specific questions
Question 1
This question on time was reasonably straightforward. What made this question on time slightly more challenging was that the period goes over midnight. Workings were useful here for candidates to check they had the correct time for each day. Candidates got confused with the number of minutes so 8 rather than 52 was seen frequently. There were some answers that had a number of hours and more than 59 minutes.
Answer: 8 (h) 52 (min)
Question 2
The most common incorrect answer came from candidates dividing 25 by 3 instead of using the correct method. Others gave 75 from 25 multiplied by 3. There were also answers of 22 (25 – 3) or 28 (25 + 3).
Answer: 12
Question 3
The form of the probability was not specified so candidates could give a fraction or percentage instead of a decimal if they wished. If candidates choose to give a percentage, they must include the percent-sign. Candidates did well here but some gave fractions based on 28 rather than working out $1 - 0.28$.
Answer: 0.72
Question 4
The most frequent error was for candidates to give 127,000. Often, those that realised that this was a number less than 1, made errors in the number of zeros to include.
Answer: 0.00127
Question 5
Some candidates gave an answer numerically larger than 60,000. Candidates need to know that if you change from meters to larger units, kilometers, the actual number decreases.
Answer: 60
Question 6
In part (a), candidates gave 7 or 0 as their answer instead of 1. Candidates were more successful in part (b) with many more reaching the correct answer. A few gave $7^5$ which did not score the mark as only the power was asked for. A small number tried to work out $7^5$ which didn’t score the mark.
Answers: (a) 1 (b) 5
Question 7
Many candidates were successful in this question. For part (a), many were able to answer correctly with incorrect answers such as isosceles and hypotenuse seen. Many more candidates left part (b) blank or gave incorrect answers such as quadrilateral or hexagon.
Answers: (a) Acute (b) Pentagon
Question 8
Many candidates found the function notation challenging but if they looked at a more familiar part, that of $\frac{20}{x}$ and realised that the numbers in the brackets were factors of 20, that would have helped them realise that 4 and 5 were the missing numbers. Although many did not answer part (a), out of those that attempted it, many got it correct. Some candidates noticed that when one of the numbers is divided into 20, the answer is always another of the numbers, as factors of 20 come in pairs. Part (b) was asking for the particular relationship for this function not the definition of domain and range. This relationship can be expressed simply as, ‘they are the same numbers’ and does not need complicated words or notation.
Answers: (a) 4, 5 (b) They are the same
Question 9
Many candidates incorrectly answered 6 to part (a) as they did not take into account the shading of three of the vertices. For part (b), often candidates drew six lines of symmetry or the correct three but with an extra vertical line.
Answers: (a) 3
Question 10
This was one of the easier types of conversion questions. At the start of conversion questions candidates need to decide whether to multiple or divide by the exchange rate.
Answer: 540
Question 11
Candidates often confuse highest common factor with lowest common multiple and that was the case here with 12 being a frequent answer. One approach is to list the multiples of each number until the lowest common one is reached, which relies on accurate calculations. Another approach is to find each number as a product of prime factors and then to use these to formulate the product that will give the LCM.
Answer: 144
In general, candidates could substitute into the equation but were not so successful at resolving the directed numbers.
Answer: 11
Question 13
Many candidates gave no workings and if their answer was even slightly incorrect, gained no marks. This question was best answered in two steps so credit could be given for one step correct. It is vital, as stated in the general comments, that workings are shown so candidates are able to gain marks for correct method.
Answer: \(\frac{py}{q}\)
Question 14
Candidates needed to recall three pieces of information; alternate angles are equal, angles in a triangle equal \(180^\circ\) and two angles in an isosceles triangle are equal. Some candidates assumed \(a\) or angle \(CAB\) was equal to 40. A few candidates used a protractor even though the diagram was marked not to scale.
Answers: (a) 70 (b) 40
Question 15
Some candidates found this ratio and proportion question challenging. The common error was to think the sides of the larger triangle can be found by addition, so 17 (from 15 – 6 + 8) was the common incorrect answer. As with the previous question, some candidates measured rather than calculated. Some candidates did not show their working so it was difficult to know where many of the incorrect answers came from. The easiest way to proceed was to work out that the lengths in the larger triangle are 2.5 times the size of those in the smaller.
Answer: 20
Question 16
This question was answered well by candidates, many of whom showed complete and convincing working. The first step was for candidates to convert to an improper fraction and the majority went on to show a correct method for division. Some candidates made arithmetical errors. Candidates were required to leave their answer as a fraction in its lowest terms and a decimal fraction was not acceptable.
Answer: \(\frac{18}{35}\)
Question 17
This was the question where candidates performed the best on the whole paper and there were very few answer lines left blank. The errors in parts (a) and (b) were mainly due to arithmetical slips such as 18 instead of 19 or \(-1\) instead of \(-2\). Part (c) was a different type of sequence and some did not recognise that the terms were the odd numbers squared so that the next term is \(81\) from \(9^2\). Most who got this incorrect tried to do it by finding the sequence of the differences – in this case 8, 16 and 24 leading to the next difference being 32, then adding this 32 to 49 giving 81. This method is longer and has more places where arithmetical slips can be made. It is worth looking at a sequence as a whole rather than rushing in to find the difference between adjacent terms.
Answers: (a) 19 (b) \(-2\) (c) 81
As the scatter diagram had many plots, the negative correlation was very clear. Incorrect answers to part (a) included, down, indirect, positive and descriptions such as, price and distance from the city. Quite a few candidates left this blank. Part (b) required candidates to read from the diagram and many were able to give the correct answer of 4 km. Many drew an acceptable line of best fit in part (c)(i). Candidates should use a ruler and pencil and not go over in pen afterwards. Part (c)(ii) was the best answered part of this question with a large majority giving an answer in the required range.
Answers: (a) Negative (b) 4 (c)(ii) 250 000 to 380 000
Question 19
In general, this question was not answered very well and very often left blank. In part (a), many understood what they were supposed to do as there was only one angle marked. There was a lack of accuracy in some drawings as some did not draw the proper construction with pairs of arcs but instead measured the angle with a protractor and drew the arcs in afterwards. Some just marked the angle. For part (b), some used a ruler to find the centre of the line and then a protractor. However, some candidates did produce very neat well executed constructions.
Question 20
This was one of the more complex questions on simultaneous equations as both equations needed to be multiplied to be in a position to eliminate one variable. There are various methods to solve simultaneous equations and candidates should be aware that sometimes, depending on the structure of the equations, one method might be quicker or involve fewer opportunities for arithmetic slips to spoil good method. Candidates should check their values in both equations.
Answer: \(x = -3, y = 7\)
Question 21
This area of the syllabus is often considered difficult by candidates. Part (a)(i) was a straightforward lead in to the work on the equation of a line and was answered well. Candidates struggled more with part (a)(ii). They knew to use rise ÷ run but often ignored the scale of the grid giving, for example, 6 ÷ 6. Candidates who used the co-ordinates of two points on the line, \(\frac{y_2 - y_1}{x_2 - x_1}\), were more likely to be correct. Many omitted the equation of the line in parts (a)(iii) and (b) entirely. Some candidates in part (b) wrote \(y = 5x + b\). Whilst this is written in the mark scheme, candidates must choose a value for \(c\) so answers such as \(y = 5x + 3\), \(y = 5x\) or even \(y = 5x - 100\) are all acceptable.
Answers: (a)(i) \((0, 1)\) (ii) 2 (iii) \(y = 2x + 1\) (b) \(y = 5x + b\)
Question 22
In general, candidates did well on the first two parts with fewer blank answers than some of the previous questions. Part (a) was a straightforward volume question, especially as there was a diagram. In part (b) candidates had to divide the volume by the given dimensions to find the third. This was slightly more challenging because of the lack of a diagram but part (a) should have led the candidates into the question. The very common error in part (c) was to treat this as a rectangular prism rather than a triangular one so a common incorrect answer was 1200, double the correct value.
Answers: (a) 672 (b) 12 (c) 600
Key messages
To succeed in this paper candidates need to have completed full syllabus coverage, remember necessary formulae, show all necessary working clearly and use efficient methods of calculation.
General comments
The level and variety of the paper was such that well prepared candidates were able to demonstrate their knowledge and ability. There was no evidence that candidates were short of time.
Candidates showed some good number work in Questions 4 and 5 and were adept at dealing with negative numbers in Question 7.
Questions which caused significant problems were Question 14 which involved recognising a cosine graph, converting units of speed to find a time in Question 18, the probability tree diagram in Question 20, the sector problem in Question 22, finding the equation of a perpendicular bisector of a line in Question 25, and trigonometry in the final question.
Candidates were generally good at showing workings; sometimes these were hard to follow, and should be set out in a logical manner, especially in an unstructured question. This was particularly prevalent in Questions 18, 22 and 25.
Candidates should be aware that they would not be required to carry out complex calculations involving decimals or multiplying by $\pi$ on a non-calculator paper.
Comments on specific questions
Question 1
Most candidates could deal with finding the time difference. Errors were commonly made in the number of hours, where 7, 9 and 12 were often seen. Many candidates treated the hours as if they contained 100 minutes and simply subtracted 732 from 2240 or 1040 leading to the commonly seen answers of $15 \text{ h } 08 \text{ min}$ and $3 \text{ h } 08 \text{ min}$.
Answer: 8 (h) 52 (m)
Question 2
Most candidates found this percentages question straightforward. The most common incorrect method was to divide 25 by 3, leading to an answer of $8.3(3...)$. Some turned the question around and gave an answer of 88%. Many candidates showed a calculation of 3 divided by 25 rather than using the more efficient method of multiplying by 4.
Answer: 12
Question 3
The vast majority of candidates were able to convert the number from standard form. The most common error was to multiply rather than divide by 1000.
Answer: 0.00127
Question 4
The vast majority of candidates dealt with this question involving order of operations correctly. Where errors were made it was generally because they were simply working from left to right.
Answer: 28
Question 5
Candidates were usually successful in this question and the vast majority gained at least 1 mark. Where there were arithmetic errors in the calculation, this usually involved the decimal point being incorrectly placed. There were some who divided rather than multiplied by the exchange rate which involved a time consuming calculation.
Answer: 540
Question 6
There was much confusion between factors and multiples in this question, with 2 and 12 commonly seen as answers. A common starting point was to list the factors of each number. A mark was often gained for making a correct first step of finding the prime factors of the numbers and sometimes for giving a multiple of the numbers which was not the lowest. A successful method employed was to draw up a table with both numbers at the top and then divide prime factors into each.
Answer: 144
Question 7
The overwhelming majority of candidates dealt with substituting negative numbers correctly. If an error was made it was generally because $-14$ was arrived at from $-2 \times -7$ leading to an answer of $-17$.
Answer: 11
Question 8
This was a straightforward rearrangement which was dealt with completely correctly by the vast majority of candidates. There were various misconceptions, for example $\frac{c}{x} = \frac{q}{p}$ followed by $x = \frac{cq}{p}$. Occasionally a subtraction was seen in place of a division.
Answer: $\frac{py}{q}$
Question 9
A sound knowledge of angles in triangles and parallel lines was demonstrated in this question with the majority gaining both marks. The most common misconception was to treat the isosceles triangle incorrectly and give both angles as $40^\circ$. Occasionally both angles were given as $70^\circ$ and sometimes $50^\circ$ or $140^\circ$ were seen as subtractions of 40 from 90 or 180.
Answer: $(a =) 70 (b =) 40$
The majority of candidates found the correct solutions to the simultaneous equations. There were also many who had no strategy. Adding the two equations was the starting point for some who could then go no further. A number of candidates attempted to rearrange the equations to get $x$ or $y$ as the subject and wrote these rearrangements on the answer lines. Candidates would be advised to check that their values work in both equations and then they would realise if an error had occurred.
Answer: $x = -2$, $y = 7$
Question 11
The majority of candidates knew the circle theorems involved in this question, with part (a) resulting in slightly more correct answers than part (b). 56° was sometimes seen as the answer to part (a) demonstrating some confusion in the theorems. Other answers seen to part (a) were 236° (180 + 56) and 124° (180 – 56). The only common incorrect answer for part (b) was 28°. There was evidence of some measuring of angles from a minority of candidates, resulting in answers a few degrees out from the correct values. There was a fairly high proportion of answer lines left blank in this question, especially in part (b), indicating that many candidates were unfamiliar with circle theorems.
Answer: (a) 112 (b) 56
Question 12
There were a good number of candidates who could simplify the expression correctly and many gained 1 mark for a correct simplification of one part of it, commonly giving $4p^2$ or $16p^2$. There were a range of other incorrect answers which stemmed from combining the indices and 16 in a variety of different ways.
Answer: $2p^4$
Question 13
Solving the inequality was well attempted with many correct answers seen. There was also a large proportion who gained 1 mark either for collecting like terms on each side of the inequality or solving the equality and having the incorrect or no inequality sign in the answer. Those who rearranged to $-4n < -15$ often dealt with the negatives incorrectly, arriving at $n < 3.75$. Some spoilt their correct solution by choosing to write $n = \frac{15}{4}$ or just $\frac{15}{4}$ on the answer line.
Answer: $n > \frac{15}{4}$
Question 14
This proved to be one of the most challenging questions on the paper with very few candidates giving a trigonometric function despite being told that it was one. There were an extremely high number of nil responses. Examples of the most common responses were $f(x) = 2$, $2x$, 180, 360 and 180 + 2.
Answer: $2\cos\frac{1}{2}x$
Question 15
Almost all candidates could give the next term in the sequence for part (a). Far fewer could give the $n$th term of the sequence required in part (b). The most common incorrect response was to give the term-to-term rule $n - 2$. A common response which gained 1 mark was $7 - 2n$. Candidates should be aware of the correct use of brackets with a decreasing terms sequence as some lost marks due to answers such as $7 - 2 \times n - 1$.
Answer: (a) $-3$ (b) $9 - 2n$
The majority of candidates demonstrated that they were adept at handling fractions and gained all 3 marks. Where full marks were not scored, 1 mark was usually gained by turning the mixed number into an improper fraction. The most common misconception was to invert the incorrect or both fractions.
Answer: $\frac{18}{35}$
Question 17
The majority of successful candidates employed the method of internal angles, finding the sum of angles of a hexagon and subtracting $5 \times 115$. Many candidates multiplied 5 by 115 correctly but then had no strategy for finding the sum of angles of a hexagon, with many thinking it was $6 \times 180 = 1080$. Incorrect answers generally involved working with 115° or multiples of this, and then adding or subtracting multiples of 180 or 360. Some candidates did try to work with the external angle and calculated $180 - 115 = 65$ but then could get no further and gave 65 as their answer. 245 was also fairly common from $360 - 115$. A significant number of candidates simply assumed that the polygon was regular and gave 115 as the answer.
Answer: 145
Question 18
Only the most able candidates scored full marks on this question. It was also often difficult to follow working as it jumped around the answer space. Including the length of the car and the bridge caused some confusion with many not taking the length of the car into account, adding 2 lengths of the car, subtracting the length of the car, dividing or multiplying the length of the bridge by the length of the car. Other errors involved the use of an incorrect formula linking distance, speed and time, often leading to speed/distance, and errors in conversion between km and m or hours and seconds; the conversion was often done the wrong way or only one of the conversions was considered. Many candidates scored 1 mark for showing a clear distance divided by a speed. It would have been prudent for candidates to consider how realistic their answer was on this question.
Answer: 2
Question 19
Some candidates were clearly proficient at questions on proportionality and were able to work through this question with relative ease. There were other candidates who made a good start and found that $y = 4\sqrt{x}$, but then forgot the square root when substituting $\frac{1}{4}$ and obtained the answer 1. Some candidates were aware of proportionality, but worked with inverse proportionality or proportional to the square of $x$ or proportional to $x$ rather than the relationship given in the question. In other cases candidates did not know how to attempt this question and a wide range of incorrect answers were seen.
Answer: 2
Question 20
It was evident that many candidates were not familiar with the use of tree diagrams and many appeared to have no strategy for answering the question. There were many cases of adding fractions along the branches, picking out fractions to add and multiplying 3 fractions together. Some candidates did not seem to worry if their answer was greater than 1. Of those who did use the tree diagram correctly, a common error was to omit the win, win option, giving the answer $\frac{5}{12}$. The most successful candidates used the most efficient method of 1 minus the lose, lose option.
Answer: $\frac{5}{6}$
Part (a) was better attempted than part (b) where a reasonable proportion of candidates could simplify the surd. The most common incorrect attempt was to calculate a value and so $11(\ldots)$ was often the answer given. There were some good attempts at multiplying out the brackets in part (b) and some candidates gained 1 mark for a partially correct answer. The most problematic part of the multiplication was $2\sqrt{5} \times 3\sqrt{5}$ which most commonly resulted in $6\sqrt{5}$, alongside $6$, $6 \times 25$, $6 \times 5\sqrt{5}$ and $6\sqrt{10}$. Another common misconception was to combine each set of brackets to $(5\sqrt{5})(-4\sqrt{5})$. Another fairly common error was to only multiply the corresponding terms in each bracket, leading to an answer of $6 - 6\sqrt{25}$.
Answer: (a) $5\sqrt{5}$ (b) $-24 - 5\sqrt{5}$
Question 22
The crucial step to solving this problem was to find the sector as a fraction of the circle using the length of the arc and radius. Those who made this connection usually went on to find the correct answer. Some lost the final accuracy mark through multiplying out $\pi$ throughout the question unnecessarily. Many candidates did not show anything which was worthy of any credit, including statements and calculations about the circumference and area of the whole circle. This often involved multiplying and dividing by $\pi$ and ending up where they began, with answers of 81, 18 and 54 for example. There were a significant percentage of candidates who did not attempt this question.
Answer: 27
Question 23
This was well attempted with many candidates scoring full marks and those who did not often scored 2 marks for identifying that the vertical height was 3. Some candidates used Pythagoras’ theorem incorrectly and added the values rather than subtracting, but many who did get an incorrect height gained a mark for using this correctly to find the area of their trapezium. Some candidates assumed that the height was 4 but as long as this was clearly marked on the diagram, could gain the mark for correctly finding the area of their trapezium. Others incorrectly used the slant height of 5 or simply multiplied all 3 given values together.
Answer: 30
Question 24
In part (a) a large number of candidates were able to fully factorise the expression, and there were also a good number who gained 1 mark for a partial factorisation, but then did not realise that they could combine the terms outside each bracket into another bracket, or made an incorrect attempt. Some believed that the expression could not be factorised or made an incorrect attempt at collecting together the terms. In part (b) it was rare to see full marks. A reasonable number of candidates were able to gain 1 mark for a partial factorisation, usually for $2(81 - 4t^2)$, but did not recognise that it could be factorised further as the difference of two squares. There was a fairly high number of nil responses for part (b).
Answer: (a) $(a + 2)(2 + p)$ (b) $2(9 + 2t)(9 - 2t)$
It was rare to see a fully correct response to this question, but there were many candidates who were able to gain some marks. A good number were able to find the gradient of the line but far fewer went on to find the negative reciprocal of their gradient with some inverting but not making it negative and others vice versa. Where candidates found a gradient which they believed was for a perpendicular line they often did not find and use the midpoint in attempting to determine the constant term and instead substituted one of the two points given. Many substituted a point into a linear equation using the gradient of the original line rather than the perpendicular, even though they often gave this inverted gradient within the final answer. A smaller number of candidates found the midpoint of the line, but then did not progress from this point. An error in finding the midpoint was to subtract the co-ordinates and divide by 2, resulting in (3, 7). Other common errors included attempts to draw a graph (despite the lack of graph paper), calculations for gradient being inverted and a range of incorrect calculations using the values in the co-ordinate pairs given, including finding the length of the line. A relatively high proportion of candidates did not attempt the question at all.
Answer: \( y = -\frac{3}{7}x + 11 \)
Question 26
Both parts of this question were impacted by candidates incorrectly making one of two assumptions, the first being that the triangle was right-angled. In part (a) this led to candidates attempting to use \( \frac{1}{2} \text{base} \times \text{height} \) with their value of AC. \( \frac{1}{2} \times 8 \times 3 \) was also commonly seen. \( \frac{1}{2} \times 7 \times 10 \). In part (b) this assumption led to attempts using Pythagoras’ theorem. The second incorrect assumption made was that the triangle was isosceles and so the perpendicular height cut BC at 4 cm. Pythagoras’ theorem was then used to find the height and subsequently the area in part (a) and to find AC in part (b). There were, however, a good number of candidates who recognised the need to use the efficient formula involving sine for part (a) and the cosine rule in part (b). There were very few though who could recall the values of sine or cosine of 60. There were a high number of nil responses in this question, particularly in part (b).
Answer: (a) \( 6\sqrt{3} \) (b) 7
Key messages
To succeed in this paper candidates need to have completed full syllabus coverage, remember necessary formula, show all working clearly and use a suitable level of accuracy.
General comments
This paper gave all candidates an opportunity to demonstrate their knowledge and application of mathematics. Most candidates were able to complete the paper in the allotted time. Few candidates omitted part or whole questions. The standard of presentation was generally good and there was evidence that most candidates were using the correct equipment.
Candidates continue to improve in showing their workings and gaining method marks. Centres should encourage candidates to show their working clearly, explicitly showing, for example, which values they are multiplying or dividing together.
Many candidates were unable to gain marks in the ‘show that’ question if they used the value they had to show from the beginning.
Attention should be paid to the degree of accuracy required in each question and candidates should be encouraged to avoid premature rounding in workings. Candidates should also be encouraged to process calculations fully and to read questions again once they have reached a solution so that they provide the answer in the format being asked for and answer the question set.
Comments on specific questions
Question 1
Many aspects of number work were examined in this question. It gave all candidates an opportunity to show their understanding of number, including factors, multiples, percentages and fractions. All candidates were able to attempt all or parts of this question.
(a) (i) The majority of candidates were able to choose the correct number from the list. A large proportion of candidates however confused multiples for factors and gave the most common incorrect answer of 30. Some candidates did not read the question carefully enough and gave a factor of 15 which was not in the list, often 5.
(ii) The majority of candidates gave the correct multiple from the list. Sometimes those that had confused factor for multiple in part (i) gave the answer of 6, a factor of 18.
(iii) Candidates demonstrated their understanding of square numbers well, with the majority of candidates giving the correct answer. However the importance of rereading the question is emphasised here as some candidates gave 36 as their answer.
(iv) Candidates were more successful in finding the cube number from the list with the majority giving the correct value. The most common incorrect answers were 3 and 49.
(v) Many candidates were able to correctly identify the cube root of 216 as 6. However, a significant proportion of candidates chose not to attempt this question, likely because they did not know how to use their calculators to find a cube root.
(b) (i) Candidates were very successful in this part with the vast majority gaining full marks.
(ii) Candidates again found this question straightforward with the vast majority of candidates giving the correct answer. Some less able candidates gave their answer as a decimal.
(c) All candidates were able to attempt this question with the majority correctly simplifying the fraction to its lowest terms. All candidates showed some understanding of simplifying although many less able candidates did not gain full marks as they did not simplify to the lowest terms, often leaving their answer as $\frac{14}{21}$.
(d) (i) A wide range of methods were used successfully to write 45 as a product of its prime factors. The most common and successful was using a table or tree to find the prime factors and then give the answer as a product of these factors. Often correct tables and trees were seen but then answers were not given as a product; the most common was lists, e.g. 3, 3, 5. Some candidates scored one mark for a correct product that equalled 45, e.g. $3 \times 15$ or $5 \times 9$.
(ii) Few candidates found the LCM, however 315 and 4725 ($45 \times 105$) were seen as answers from some candidates. The most common successful solutions wrote 105 as a product of prime factors and then used their answer to part (i) to find the HCF. However, a large number of candidates who had not gained marks in part (i) still gained full marks in part (ii) by listing factors of 45 and 105. Although these lists were often not complete, they were able to identify 15 as the HCF or gained one mark for identifying 5 or 3 as a common factor.
Answers: (a)(i) 3 (ii) 36 or 72 (iii) 49 (iv) 27 (v) 6 (b)(i) 43 (ii) 50 (c) $\frac{2}{3}$ (d)(i) $3 \times 3 \times 5$ (ii) 15
Question 2
To be successful in this question, candidates had to demonstrate a good understanding of probability, averages and pie charts. This question also contained a ‘show that’ question which candidates found very challenging.
(a) (i) Very few candidates gave probabilities as ratios (which are not acceptable) and those that chose to express as a percentage or decimal generally were successful. The majority of candidates were able to count the correct number of odd numbers and give their answer as the correct fraction. The most common incorrect answer was $\frac{3}{5}$, from counting even numbers rather than odd numbers.
(ii) Candidates found this question more challenging and often gave the answer of $\frac{2}{5}$, most probably from not recognising 2 as a prime number. A large number of candidates reversed the answers to parts (i) and (ii).
(iii) This part was the most successfully answered of this question. The vast majority of candidates recognised that the spinner had no number 7 and gave their probability in the correct form.
(b) (i) Candidates were required to identify the mode from a list of values. Most candidates immediately identified 4 as the correct answer as it has the highest frequency. Less able candidates however showed little understanding of mode and calculated the median or gave 6 as their answer as this was the largest number in the list, rather than most frequent.
(ii) Candidates continue to improve from previous years in finding the mean from a list of values. Very few candidates calculated the median instead of the mean. The most common error was making numeric errors in adding all 20 values accurately.
(iii)(a) Candidates were required to show that the sector of a pie chart constructed from the results in the table would have a sector angle of 54° for the number 2. This part was only successfully answered by the most able candidates due to the requirements of a ‘show that’ question. It is important to emphasise to candidates that in questions of this type, candidates must not use the figure they are trying to show, i.e. 54°. A larger proportion of candidates chose not to attempt this question or to draw the sector angle of 54°. Successful answers were attempted in two parts. Most candidates first calculated that one spin was equivalent to 18° (360 ÷ 20) and then multiplied by 3. Clear and explicit working out is required in these questions.
(b) Candidates who had answered the previous part successfully were generally also able to gain full marks in this part. Candidates who had not attempted part (iii)(a) often did not attempt this part also. Some candidates seemed to answer this part after continuing with the question and used the value of 168° which came from the second pie chart given in part (c). Candidates should be aware that all information required to answer a question will be provided in the part they are answering or in previous parts, not in subsequent questions.
(c) (i) A number of correct methods were seen, the most common finding the fraction or percentage of the pie chart and then multiplying by the total number of students. The most common incorrect answer was 28, found by dividing 168 by 6.
(ii) This part of the question also proved to be challenging for candidates. Many did not use the information given in bold in the question and often attempted the percentage of candidates guessing a number less than 6. Successful solutions showed the total angle for sections 2, 3 and 4 and a correct conversion from an angle to a percentage. This was often done in individual parts for 2, 3 and 4 and then added together.
(iii) Candidates were more successful in identifying that the sector for number 5 represented 10% of the students. However, more commonly, candidates showed that 10% of the students was 3 but often then concluded that this was the sector for the number 3 rather than continuing to work out the angle for 3 students. Similarly, candidates often found 10% of the circle as 36° (gaining a method mark) but then did not measure the pie chart to find which sector this was. Often, less able candidates simply guessed at a sector, showing no working, and the majority choosing the sector for the number 2 as this was the smallest.
Answers: (a)(i) $\frac{2}{5}$ (ii) $\frac{3}{5}$ (iii) 0 (b)(i) 4 (ii) 4.3 (iii)(a) $\frac{3}{20} \times 360$ (iii)(b) 90 (c)(i) 14 (ii) 43.3 (iii) 5
Question 3
Understanding of speed, time, money and ratio were essential skills tested in this question.
(a) Good solutions to this question were given in stages. The most common method was to calculate the cost of the 14 nights for 2 people ($237 \times 14 \times 2$), then find 6% of this total and finally add it. This method could have been done in any order and all possible combinations were seen. Often candidates found calculating the 6% difficult with many incorrect methods seen. However these candidates often gained one mark for completing the other multiplications correctly. The importance of showing working is again highlighted here, as many candidates simply gave a final answer which would have gained a part mark if they had shown the multiplications used.
(b) Calculating the change was the most successfully answered part of this question. Often this was seen with no working. A common incorrect answer was $12.11$, from only subtracting one bottle from $20$. Again candidates should be encouraged to reread questions after they have given their answer to check they have read all given information correctly.
(c) The key to answering this question successfully was the knowledge that 1 hour = 60 minutes and therefore \( \frac{3}{4} \) hour = 45 minutes. Many less able candidates used 75 minutes and therefore gave the incorrect answer of 16.38. Equally important to gain full marks was the ability to work in 24-hour times. Many candidates gave their answer as 4.08 which only gained one mark as the required answer had to be in 24-hour time or, if given in 12-hour time, had the appropriate pm. Many candidates used a column method of adding times and then converting times over 60 minutes to hours and minutes. This proved a successful method for some candidates but many errors were seen when converting from minutes to hours and minutes to gain the final answer.
(d) Good solutions gave clear workings out, showing a calculation of time from the correct formula, converting this time in hours to hours and minutes, and then finally adding this time correctly and giving the solution in 24-hour time or 12-hour time with am included. Only the most able candidates could complete all parts successfully with the majority of candidates making one or more errors. The most common error was converting their time to hours and minutes. The majority of candidates calculated the time to be 8.3 hours or 8.33 hours. However, depending on the degree of accuracy, these values often became 8 hours 30 mins or 8 hours 33 mins. The accuracy was vital in gaining full marks as often candidates used a correct method in converting hours to hours and minutes but because they had only used 2 significant figures, their answer of 8.3 hours became 8 hours 18 minutes and subsequently a final solution of 02.58 was seen often.
(e) The majority of candidates showed good understanding of ratio and were able to find the correct number of male passengers. This was commonly found by dividing by 9 and then multiplying by 5. The most common incorrect methods used were dividing 1800 by 5 (giving 360 as the final answer) or dividing by 5 and then multiplying by 4 (giving 1440 as the final answer).
Answers: (a) 7034.16 (b) 4.22 (c) 16.08 (d) 03.00 (e) 1000
Question 4
This algebra question was the most successfully answered of the whole paper. Candidates showed very good ability to form and solve equations.
(a) (i) Solving this one-step equation proved to be one of the most successful questions of the whole paper. Very few candidates needed to show working out and nearly all candidates found the correct answer.
(ii) This more complex equation was more difficult to solve but the vast majority of candidates solved it correctly. Many gave the correct answer with no working. However the majority showed good algebraic skills, successfully expanding the bracket, subtracting 40 from both sides and then dividing by 15. Few candidates attempted the other possible method, divide by 5, subtract 8 and finally divide by 3. Candidates who attempted this method were generally more able candidates who did it correctly.
(b) (i) Candidates were able to form the correct function from the information given in the question. Good reading skills were shown and the example given in the question helped the less able candidates form the correct expression. Very few incorrect answers were seen and even fewer candidates chose not to attempt this question.
(ii) This part was the most challenging part of this algebra question. The best solutions equated the two expressions in part (i) and gave a thorough algebraic solution. The most common error was to start incorrectly by not equating the expressions but to form two separate equations and attempt to solve simultaneously. This often led to errors, by adding the x terms and forming an incorrect equation of \( 34x = 742 \). Candidates who correctly solved this equation were able to gain one mark for a correct solution of a wrong equation.
Answers: (a)(i) 8 (ii) –2 (b)(i) 19x + 117 (ii) 127
Question 5
All candidates were able to attempt all or part of this question which assessed candidates’ ability to work with negative numbers, rounding, estimation and area of circles in context.
(a) (i) This part was one of the most successfully answered in the whole paper. The most common incorrect answer was –3°C, the temperature instead of the day.
(ii) This part again proved to be successful, with the vast majority of candidates finding the difference as 5 °C or –5 °C (both answers were acceptable).
(iii) This part was also one of the most successfully answered in the whole paper. Nearly all candidates successfully wrote the temperatures in the correct order. The only common error seen was candidates starting with the highest temperature instead of lowest as instructed in the question.
(iv) The majority of candidates correctly subtracted 4 °C from –2 °C. Common incorrect answers were 10 °C (from adding 6 °C and 4 °C) or 2 °C (from adding 4 °C to –2 °C).
(b) (i) The correct answer was given by most candidates in acceptable forms, two million or 2 000 000. The most common error was rounding to a higher degree of accuracy, often to the nearest 1000 or 100.
(ii) Good solutions to this question demonstrated candidates’ understanding of what an appropriate level of accuracy means. Successful candidates rounded the figure given in part (ii) to the nearest million and then divided by their answer in part (i). Many less able candidates chose not to attempt this question.
(c) Candidates were challenged in this question to calculate areas of circles in the context of a cross section of a circular tunnel! The best solutions were completed in stages clearly showing workings out throughout. The most successful candidates quoted the formula for the area of a circle and gave the radii of both circles before calculating the respective area. Very few candidates lost marks for using 3.14 or $\frac{22}{7}$ for their value of $\pi$, with the vast majority of candidates using the $\pi$ button on their calculators. Some candidates however lost a mark for rounding prematurely, before subtracting, and therefore found an answer outside the accepted range. Many candidates were able to gain some of the marks for calculating the area of the inside circle using the radius of 4 m. However many candidates then calculated the radius of the larger circle to be 4.5 cm (from $8 \text{m} + 1 \text{m}$) and found an incorrect second area. Very few candidates did not know or use the correct formula for the area of a circle.
Answers: (a)(i) Wednesday (ii) 5 (iii) –3, –2, –1, 0, 1, 2, 5 (iv) –6 (b)(i) 2 million (ii) 3 (c) 28.3
Question 6
This angles and scale drawing question offered candidates the opportunity to show they could measure and draw bearings on a scale drawing, calculate a missing angle and use Pythagoras’ theorem to calculate a missing length in a right-angled triangle.
(a) (i) Candidates continue to find measuring bearings very challenging. The majority of candidates showed little understanding of bearings with the most common answer being a measurement of length (9 cm) rather than an angle. Very few candidates showed the ability to use a protractor accurately when measuring a bearing.
(ii) Candidates were far more successful at measuring the length of port A to port B and using the scale to find the actual distance. A few candidates did not convert from 9 cm to 135 km, although they still gained one mark for a correctly measured length in cm.
(iii) Drawing bearings proved equally challenging for nearly all candidates. However in this part candidates generally gained one mark for correctly drawing port C 6 cm away from port B. This was however drawn in a variety of directions from port B and very rarely on a bearing of 146°.
(b) (i) Candidates demonstrated their knowledge of angles in a triangle adding to 180°. The vast majority of candidates successfully found the correct answer.
(ii) Calculating a bearing from a diagram proved to be the most challenging question on the whole paper, with only a few correct answers seen. A variety of incorrect answers were seen, using a variety of angles given on the diagram. Many candidates used correctly the 43° and 29° but subtracted these from 360° instead of adding to 180°. The answer of 255° was seen from measuring the diagram. Candidates should be reminded that this diagram was clearly labelled NOT TO SCALE and a calculation is required rather than a measurement.
(c) Candidates have shown an improvement in identifying the use of Pythagoras’ theorem from previous years. The majority of candidates correctly squared, added and then square rooted. Good solutions showed all steps of the working. Very few candidates subtracted instead of added. Candidates who did not use Pythagoras’ theorem generally added or subtracted the lengths hence giving the incorrect answers of 623 km or 89 km.
Answers: (a)(i) [0]67 (ii) 135 (b)(i) 29 (ii) 252 (c) 445
Question 7
This question challenged many candidates as it assessed some more complex parts of the syllabus, including trigonometry, compound interest and percentage change. Candidates who showed thorough working were more successful in all parts.
(a) (i) The best solutions seen gave clear and thorough working out. Candidates who made markings on the diagram were generally more successful in finding the three separate areas and then adding. Candidates should be encouraged to write on the diagram to mark in missing lengths and to draw lines to split the compound shape into separate rectangles. A variety of methods were successfully used, all with clear workings out. A few candidates gave the correct answer with no working but this was very rare; most answers with no working were incorrect. Candidates who did not find one of the two missing required lengths gained no marks. The most common error was to calculate two correct rectangles (usually $7.5 \times 3.2 \times 2$) but then to make errors on the third (usually $11.8 \times 4.7$ instead of $5.4 \times 4.7$).
(ii) Candidates were able to gain full marks even if they had not calculated the area correctly in part (I). Good answers showed their area from part (I) multiplied by 2175 and then this figure correctly rounded to 3 significant figures. However often only the answer was given, with no multiplication seen, and if the candidate had incorrectly rounded then no marks were given. This question emphasises the need to show all stages of working out as an incorrect rounding could still gain one mark if the correct multiplication had been seen. Most candidates were able to gain one mark for a correct multiplication. However rounding to 3 significant figures was only completed correctly by more able candidates.
(b) Candidates have shown an improvement, compared to previous years, in the use of trigonometry. A greater number can identify the correct trigonometric ratio to use and then substitute correctly into it. More able candidates can then generally go further and find the angle by using the inverse tangent button on their calculators. A large proportion of candidates could identify and substitute into the tangent ratio but left their answer as $1.02\ldots (1.8 + 1.75)$. Few candidates used the incorrect trigonometric ratio or substituted the lengths incorrectly (e.g. $1.75 + 1.8$). Less able candidates generally chose not to attempt this question.
(c) Good solutions to this question quoted and substituted values into the formula for compound interest or each year was calculated separately. Some correct answers were spoilt by rounding to the nearest dollar but this was rare. The most common error was to calculate simple interest, common incorrect answers being 53 000 or 3000.
(d) An improvement was seen in calculating percentage profit compared to previous years. This could be because the percentage profit was 10% which many able candidates could spot without showing any working out. Most candidates were able to gain one mark for showing the profit was $18 000$, however the most common error was then to divide by $198 000$ instead of $180 000$.
Answers: (a)(i) 73.38 (ii) 160 000 (b) 45.8 (c) 53 060.4(0) (d) 10
Question 8
This question gave candidates the opportunity to demonstrate their ability to calculate missing values and draw a quadratic curve.
(a) Most candidates correctly calculated the missing values in the table. Very few candidates did not attempt this part.
(b) Candidates showed good skills of plotting points correctly from their table in part (a). Most candidates gained three of the four marks available for correctly plotting all nine points. The most common error which lost candidates the final mark was to join the points with line segments or to draw a smooth curve but join the top two points with a straight line.
(c) Giving the co-ordinates of the highest point on the curve proved to be one of the most challenging questions of the whole paper. Candidates needed to recognise the symmetry of their graph to realise that the $x$ co-ordinate had to be 3.5. Many candidates quoted the highest value from their table (3, 20) or (4, 20) or had drawn a straight line at the top of their curve which resulted in the same incorrect answers.
(d) (i) Many correct ruled lines were seen. However a large proportion of candidates did not gain the mark as the line was not drawn with a ruler or did not go across the whole grid. Candidates should be reminded that straight line graphs should always be drawn with a ruler.
(ii) Good solutions to this question followed an accurate drawing of the line $y = 16$. Some candidates misread the scale and used 1 square = 0.1 instead of 1 square = 0.2. A large number of candidates attempted to use the quadratic formula or factorisation despite the question requiring the line to be used. Very few correct answers were found using the formula or factorisation due to the need of rearrangement first.
Answers: (a) 14, 20, 20, 14, 0 (c) (3.5, $h$) where $20 < h \leq 20.4$ (d)(ii) 1.4 5.6
Question 9
This question assessed candidates’ ability to perform an enlargement and translation of an image on a grid and to describe fully a reflection and rotation.
(a) This part was the best attempted by candidates. Most candidates gained at least one mark for correctly translating the original shape Z to the left or 6 down. The best solutions did both with a clear image drawn with a ruler. Some less able candidates rotated the shape or reflected it.
(b) (i) Fewer candidates attempted this question with many incorrect answers seen. Most candidates enlarged from the correct point and drew at least 2 points correctly but few candidates gave the fully correct answer. The correct image was seen but in the incorrect position by a small number of candidates who gained one mark for an enlargement of scale factor 2.
(ii) This part proved to be one of the most challenging of the whole paper with a large proportion of candidates choosing not to attempt it. The most common answer seen was –2.
(c) Candidates found describing a reflection easier than a rotation in part (d). Most candidates identified the transformation as a reflection but few candidates could then go on to correctly describe the mirror line as $x = -1$. The equation of the mirror line was often given as the $y$-axis or $y = -1$.
(d) Good answers contained all three parts to describe a rotation, including angle and centre of rotation. The most common error was to omit the centre of rotation. Less able candidates could correctly identify the transformation as rotation but did not include the direction or centre.
Answers: (b)(ii) $\frac{1}{2}$ (c) Reflection, $x = -1$ (d) Rotation, [centre] (0,0), [angle] $180^\circ$
Key messages
To do well in this paper candidates need to be familiar with and practiced in all aspects of the syllabus. The accurate statement and application of formulae in varying situations is always required. Work should be clearly and concisely expressed with an appropriate level of accuracy.
General comments
Candidates appeared to have sufficient time to complete the paper and any omissions were due to lack of familiarity with the topic or difficulty with the question rather than lack of time. More able candidates could attempt all the questions and solutions usually displayed clear methods. However, some candidates provided solutions with little or no working or didn’t carry out calculations to sufficient accuracy and consequently lost marks. Centres should continue to encourage candidates to show all working clearly in the answer space provided. Some candidates risk losing marks by overwriting incorrect working which then becomes unclear. For questions requiring several calculations candidates are advised to write down the answer to each step using more than 3 significant figures and only correct to the required accuracy at the end of the calculation.
The topics that proved to be more accessible were percentages, ratio, and inverse functions. The more challenging topics were probability based on group data, questions requiring candidates to show a solution, vectors and using and interpreting a drawn graph.
Comments on specific questions
Question 1
(a) Most candidates were able to draw the correct image with a few earning one mark for a translation with either the correct horizontal displacement or correct vertical displacement.
(b) Most candidates earned full marks for a correct reflection. Common errors involved reflection in other horizontal lines, often the $x$-axis, or in the line $x = 1$.
(c) Candidates were slightly less successful describing the enlargement, largely due to an incorrect centre. There were a significant number of candidates who ignored ‘single’ and gave two transformations.
(d) There was a lot of confusion between the transformations ‘stretch’ and ‘enlargement’ and also the use of ‘$x$-axis invariant’ and ‘$y$-axis invariant’. Some omitted the word invariant.
Answers: (c) Enlargement, scale factor = 3, centre $(-6, -5)$ (d) Stretch, scale factor 2, $x$-axis invariant
Question 2
(a) (i) This question was almost always correct. Errors usually involved division by 2 or by 5 and occasionally forgetting to multiply by 2 after division by 3.
(ii) This was another part that was almost always correct. The usual error was to subtract 32.40 from 72 to give the amount left.
(iii) Far fewer candidates reached a correct final answer in this part, often struggling to cancel correctly. Common errors usually involved subtraction of 8.40 from 32.40, instead of adding, before finding the result as a fraction of 72.
(iv) Many correct answers were seen. The most frequent error was to increase 19.2 by 20% leading to an answer of 23.04.
(b) There were many correct answers to this question, with the usual formula quoted to find the $110 interest. However some candidates forgot to add this to $550 for the final amount and lost marks. Some were clearly confused and attempted a compound interest method.
(c) Many candidates showed some working and often gained credit for doing so. Those candidates who did year-on-year calculations and wrote down the total at each stage rarely reached a correct answer, largely due to rounding and/or truncation errors.
(d) Although many candidates were able to set up a starting equation of the form \(550 \times m^{10} = 638.30\), solving it proved challenging for all but the more able candidates. Understanding of the order of operations proved the downfall of many, often starting by subtracting 550. Those with a multiplier of \((1 + r)^{10}\) experienced the same difficulties, as well as subtracting 1 from both sides. Attempts at a trial and improvement method rarely ended with a correct answer.
Answers: (a)(i) 48 (ii) 32.40 (iii) \(\frac{13}{30}\) (iv) 24 (b) 660 (c) 663.90 (d) 1.5
Question 3
(a) (i) Many correct answers were seen but a number of candidates gave an answer of 300, presumably as it is halfway between the minimum and maximum volumes.
(ii) This part was well answered by the majority with incorrect answers such as 100, 125, 150 and 200 seen.
(iii) This proved to be the most challenging of the four parts as evidenced by the higher number making no attempt. Able candidates had no problems but less able candidates had little idea of where to start reading from the graph with no obvious pattern to the many incorrect answers.
(iv) Candidates were more successful in this part with most candidates earning full marks. There were two main reasons for the loss of marks; misreading the vertical scale and giving the number of students estimating less than 300 m\(^3\).
(b) (i) This was generally well answered, with marks lost occasionally due to poor arithmetic or not using the correct mid-values. Some had a partial understanding and multiplying the frequencies by the class widths or the bounds of the interval were reasonably common errors. A small number simply added the mid-values and divided by 4.
(ii) A small majority of candidates were able to draw a correct histogram. Others lost marks for incorrect widths of bars, usually the first which was often drawn over the interval 0 to 60. When bars were drawn incorrectly it was very rare to award a mark for 3 correct frequency densities; in most cases no working was shown.
(iii) Many candidates struggled to obtain the correct answer. Many solutions were based on choosing only one student or choosing two with replacement.
Answers: (a)(i) 400 (ii) 350 (iii) 70 (iv) 170 (b)(i) 106 (iii) $\frac{1339}{4975}$
Question 4
(a) Many correct answers were seen. Some candidates didn’t use the required values for $\pi$ in this part and in others, which led to inaccurate answers and the loss of some marks. In a few cases, candidates copied the formula incorrectly. Some clear thinking candidates simplified their working throughout the question by using multiples of $\pi$, only converting to a decimal for the answer to a part. Some candidates showed a correct calculation and wrote the answer as 14 140. To earn both marks, the answer that rounded to 14 140 needed to be written down.
(b) (i) Candidates were less successful with this part. A majority of candidates realised that the sphere was taking up space where water would have been and proceeded to calculate the volume of the cylinder and subtract their previous answer. Errors arose when a variety of incorrect formulae were used for the cylinder. Some used their incorrect answer from part (a) rather than using the volume given in the question.
(ii) Many candidates didn’t link the drop in water level to the removal of the sphere resulting in a greater number of candidates making no attempt at this part. For the rest, the most common approach was to equate the volume of water from part (i) to the volume of a cylinder of water of height $d$. A smaller number attempted the drop in height when the sphere was removed although not all went on to subtract the answer from 60.
(c) (i) A majority of candidates attempted to equate the volume of the cone to the volume of the sphere from part (a). Although a significant number were successful, much of the working was littered with errors. Misreading the formula with $\frac{1}{3}$ becoming either $\frac{4}{3}$ or $\frac{1}{2}$ and $r^2$ becoming $r^3$ resulted in lost marks for many. Accurate equations were often not solved correctly, dealing with the fraction or the square, and the order of operations being the common errors.
(ii) Using perpendicular height in place of slant height and not including the circular base were common errors and resulted in only a minority of candidates obtaining the correct answer. There was also a lack of working shown in this part, even when the answer was correct. Throughout the question candidates needed to use answers from previous parts and this often led to the loss of accuracy marks.
Answers: (a) 14 137 (b)(i) 104 000 (ii) 52.8 (c)(i) 15.8 (ii) 3580
Question 5
(a) The two missing values were almost always correct.
(b) The scales used on the axes made the plotting of the points more challenging and it was common to see the points (1.6, 14.1) and (8, 10.5) and their negative counterparts plotted incorrectly. Also, the tight turns on the two sections of the graph led to less than perfect curves. Candidates would be well advised to use a sharp pencil for plotting points and the drawing of the curve. Many were seen with thick lines. Some candidates plotted two symmetrical curves below the x-axis. However most candidates realised that the value of \( f(x) \) tended towards infinity at \( x = 0 \) and, consequently, most curves did not cross or touch the y-axis.
(c) It was clear that many candidates understood what was required, but correct results depended on the quality and accuracy of the curve in part (b). Consequently, some marks were lost as solutions often fell outside the required range.
(d) This proved challenging for many and a large number of candidates made no attempt. Some fully correct answers were seen but a combination of missing values, extra values and numbers that were not prime, meant that the modal mark was zero. Common extra numbers often included 0 or 1 or both and extra primes usually involved 13 and 17. Some candidates included negative values for \( k \).
(e) A small majority picked up on the symmetry of the two sections of curve and gave the correct point. Some were unsure and answers such as (2, –12) and (–2, 12) were seen along with more random co-ordinates.
(f) (i) All four parts proved challenging for many and a significant number of candidates made no attempt. In this part, some realised the need to equate \( \frac{20}{x} + x \) with \( x^2 \) and were able to show the given result. Elimination of the denominator often resulted in the very common error of \( 20 + x = x^3 \). Many tried to solve or rearrange the cubic equation using the values –1 and –20.
(ii) Very few fully correct parabolas were seen. Most realised that it was a U shape, but some did not place it through (0, 0). Simple plots such as (1, 1), (–3, 9) and (3, 9) were often missed. A few candidates plotted points at (–1, –1), (–2, –4), etc.
(iii) The accuracy here depended on good curves for the two graphs and, where this was achieved, candidates produced some good answers, clearly understanding that the intersection of these was required.
(iv) Nearly all candidates didn’t relate this to part (iii). Some attempts at trial and improvement were seen but were rarely successful. The most common incorrect answer was 20.
Answers: (a) 9, 10.5 (c) 2.1 to 2.6, 8.5 to 9 (d) 2, 3, 5, 7 (e) (–2, –12) (f)(iii) 2.5 to 3.5 (iv) 3.0 to 3.1
Question 6
(a) (i) As with many ‘show that’ questions, many candidates didn’t realise the steps required and, as a result, many did not gain marks. Able candidates had no difficulty in obtaining an expression, in terms of \( x \), for the length of the rectangle, either by considering the perimeter or the area. Once this was found it was usually a couple of steps to obtain the correct equation. Less able candidates often took the given equation and tried, unsuccessfully, to work backwards. Some candidates, wrongly, substituted their own numerical values and tried to ‘solve’ their resulting equations.
(ii) A majority of candidates were able to obtain the correct solutions, many by using the quadratic formula resulting in a loss of marks. Whether this was a consequence of not reading the question carefully or an inability to factorise was not clear.
(iii) A majority of candidates made a good attempt and usually obtained two correct solutions, though not always written to two decimal places as requested. When using this method some candidates made sign errors, using –40 instead of \(-\sqrt{40}\) for \(-b\). Others squared –40 to obtain –1600 and some shortened the division line so that only the square root expression was divided by 2.
(b) (i) Most candidates correctly gave the times taken as $\frac{200}{x}$ and/or $\frac{200}{x+10}$. Some subtracted correctly and were able to do the algebraic manipulation to obtain the required result. Many, however, lost marks for an incorrect reverse subtraction.
(ii) Two methods were used, substituting 80 into the expression from the previous part or starting fresh and working out the times for the individual journeys. Those opting for the first method made errors such as $80(80+10) = 6410$ or in converting their time in hours into minutes and seconds. The conversion also caused many errors for those attempting to find the time for the reverse journey.
Answers: (a)(ii) $(x - 30)(x - 10)$ and 30, 10 (iii) 5.86, 34.14 (b)(ii) 16 min 40 s
Question 7
(a) (i) Many correct answers were seen, usually recognising that opposite sides are represented by the same vector. Some preferred to use a route such as $\overrightarrow{MR} + \overrightarrow{RO} + \overrightarrow{OP}$ to find $\overrightarrow{MQ}$, although not all went on to write it in terms of $\mathbf{p}$ and $\mathbf{r}$.
(ii) Candidates were less successful in this part. Most chose to use the route $\overrightarrow{MQ} + \overrightarrow{QT}$, but obtaining an expression for $\overrightarrow{QT}$ often went wrong, with common errors such as $\frac{1}{3}\mathbf{r}$ and $-\frac{2}{3}\mathbf{r}$. Having obtained the correct expression many continued and applied Pythagoras’ theorem,
$$\left(\frac{1}{2}\mathbf{p}\right)^2 + \left(\frac{1}{3}\mathbf{r}\right)^2.$$ Some gave the answer as a column vector which earned no credit.
(iii) A majority of candidates obtained the correct expression, however, just as in part (ii), many continued after obtaining a correct expression and applied Pythagoras’ theorem or gave the answer as a column vector.
(b) Many clearly did not know what the term ‘position vector’ meant. All sorts of combinations of vectors were seen and few of these led to the correct route. Many more might have progressed further if they had shown the point $U$ on the diagram. A significant number made no attempt.
(c) Only a few candidates gained all three marks, partly because magnitude was not clearly understood, even by many of the more able candidates. Common errors for $|\overrightarrow{MT}|$ included $2k, (-k), 2k + (-k)$ and $2k^2 \pm k^2$. These were sometimes equated to 180 but often they were equated to $\sqrt{180}$. Many candidates made no attempt at all.
Answers: (a)(i) $\frac{1}{2}\mathbf{p}$ (ii) $\frac{1}{2}\mathbf{p} - \frac{1}{3}\mathbf{r}$ (iii) $\mathbf{p} + \frac{2}{3}\mathbf{r}$ (b) $\frac{3}{2}\mathbf{p} + \mathbf{r}$ (c) 6
Question 8
(a) Most candidates were able to set up the equation and solve it correctly. Some stopped after finding $g(1) = 5$ and others substituted the 5 into $f(x)$.
(b) Again, most candidates obtained the correct answer. Some did not understand the process required for the composite function and treated the question as the product of two functions. A few tried to express the composite function in terms of $x$ as a first step but quite often $2 \times 2^x$ was written as $4^x$.
(c) The process of finding the inverse function was well understood and many correct answers were seen. Some candidates made an error with the signs but usually picked up one of the marks for a correct start. A significant number of candidates treated $f^{-1}$ as a reciprocal and $\frac{1}{2x+1}$ was often seen.
(d) Although many correct answers were seen this proved more challenging and many earned the method mark only. Expanding \((2x + 1)^2\) proved the downfall with \(2x^2\) often seen instead of \(4x^2\) and \(4x^2 + 1\) another common error. As in part (b), some treated \(g(f(x))\) as a product of the functions and \((x^2 + 4)(2x + 1)\) was often seen.
(e) This was a challenging question and only the more able candidates could obtain the correct answer. Few realised that if \(h^{-1}(x) = 0.5\) then \(h(0.5) = x\) which leads to \(2^{h(x)} = x\). A variety of errors, such as treating \(h^{-1}(x)\) as a reciprocal, were seen. Two common incorrect responses were 2 and \(\frac{1}{2}\).
(f) Few candidates seemed happy to work with powers of 2 and many incorrect responses were seen. Some were able to write \(\frac{1}{h(x)}\) as \(2^{-x}\) but then went wrong in trying to solve \(-x = kx\), sometimes given as \(k = -2x\).
Answers: (a) 2 (b) 17 (c) \(\frac{x-1}{2}\) (d) \(4x^2 + 4x + 5\) (e) \(\sqrt{2}\) (f) \(-1\)
Question 9
(a) A good response was seen with many candidates showing an understanding of the relationship between ‘similarity’ and ‘ratio’. There were, however, quite a number of candidates with answers of 6.5, found by subtracting 7 from 10.5 and then adding this to \(AB\) to give their \(PQ\).
(b) (i) There were few correct answers seen because candidates were expected to write answers specific to the lengths of the sides of the prisms. Many simply stated that the sides were in the same ratio.
(ii) Again, very few correct answers were seen. Many appeared to have little understanding of the relationship between lengths and volumes of similar solids. For that reason it was rare to see any mention of ratio, even \(2 : 3\). Some answers were given as wrong numerical values, and not in terms of \(V\). Many candidates made no attempt.
(c) A few candidates used the sine rule correctly, but most simply stated an incorrect angle, seemingly by guesswork. A number of candidates who, correctly, realised that the sine rule was needed, were not able to work this through, making errors in the rearrangement.
Answers: (a) 4.5 (b)(i) 12 and 18 are also in the ratio \(2 : 3\) (ii) \(\frac{27V}{8}\) (c) 23.7
Question 10
(a) (i) A small majority successfully obtained the equation of the line passing through \(A\) and \(B\). For some, errors arose in calculating the gradient, either from errors with signs or from using change in \(x\) over change in \(y\). Once a gradient was calculated, some realised that the intercept was given on the diagram but others attempted a substitution and did not always reach a correct value.
(ii) As this was a question requiring candidates to show a particular result it was expected that candidates should use the co-ordinates of \(A\) and \(B\) to find the values \(a\) and \(b\). Many assumed these values and attempted to show the equation balanced. Those who approached it correctly sometimes struggled with the manipulation of the algebraic fractions and lost their way. A few incorrectly substituted \(x = 4\) and \(y = 2\) at the same time.
(b) (i) Only the more able candidates made any progress with this question. Many did realise the need to substitute the co-ordinates of $P$ or $Q$ into the equation of the curve. Some were successful but after reaching $\frac{4}{16} + \frac{k^2}{4} = 1$ the elimination of the fractions resulted in many errors. Other candidates forgot to square $k$. Many others made no attempt.
(ii) This trigonometry question proved a challenge to many. The most common incorrect answer was $90^\circ$. Those that realised that trigonometry was needed often attempted to calculate $OP$ and then use sine. A valid method but all too often accuracy was lost by premature approximation at intermediate stages. Others attempted the cosine rule for triangle $OPQ$ but usually lost accuracy for the same reason. Those that attempted the tangent ratio were usually more successful, apart from when candidates forgot to double their answer. As many candidates had an incorrect or no value for $k$, accuracy marks were rarely awarded in this part.
(c) (i) Although this part was independent of what had gone before many made no attempt. The award of the mark was rare. The most common answer was $64\pi$, simply taking $a$ to be 16 and $b$ to be 4. A few did work correctly but either gave the answer as 8 or gave the answer as a decimal.
(ii) Very few used an area scale factor to obtain their answer. There was some evidence of using a scale factor of 3 with some of the solutions. A more popular but unsuccessful method was to try and find $b$ using $a$ as 12. An extremely high number of candidates made no attempt.
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Sri Ramakrishna on Truthfulness
It is said that truthfulness alone constitutes the spiritual practice of the Kali Yuga (in modern age). If a man clings tenaciously to truth, he ultimately realizes God.
Source: *Great sayings: Words of Sri Ramakrishna*, Sarada Devi and Swami Vivekananda; The Ramakrishna Mission Institute of Culture; Calcutta; page 11.
Sri Sarada Devi on the Spirit of Dispassion
Do you notice this human body? Today it is and tomorrow it is not. And the world is full of misery and pain. Why should one be eager to have another birth? The body is never free from its attendant troubles.
Source: *Teachings of Sri Sarada Devi: The Holy Mother*, Sri Ramakrishna Mission Math, Mylapore; page 23.
Swami Vivekananda on Freedom or Mukti
Salvation means knowing the truth. We do not become anything we are what we are. Salvation [comes] by faith and not by work. It is a question of knowledge! You must know what you are, and it is done.
Source: *Teachings of Swami Vivekananda* published by Swami Mumukshananda, Advaita Ashrama, Calcutta; page 81.
We welcome you all to the Vedanta Movement in Australia, as epitomized in the lives of Sri Ramakrishna, Holy Mother Sri Sarada Devi and Swami Vivekananda, and invite you to involve yourselves and actively participate in the propagation of the Universal Message of Vedanta.
1. News From Australian Centres 11 June 2021 to 10 September 2021
ADELAIDE
16 East Terrace, Kensington Gardens, SA 5068
Email: email@example.com
Contact: Dr Raman Sharma on (08) 8431 9775
Mrs Pathma Iswaran on (08) 8379 5336
URL: http://vedantaadelaide.org
Daily Activities
- The Centre functions from 7.30am-12.30pm and 4.00-8.00pm. The evening vesper service to Sri Ramakrishna is performed from 7.00-7.30 pm followed by bhajans, devotional reading and meditation.
Regular Activities
- Swami Manyananda conducted classes and discussions on the Vedanta Sara - 'Fundamentals of Vedanta' every Wednesday from 11:00 am to 12:00 noon.
- Swami Manyanand also conducts classes on the Narada Bhakti Sutras on Sundays from 11:00 am.
- Every alternate Saturday, Swami Manyananda has been conducting a reading and discussion on The Gospel of Sri Ramakrishna before the evening aratikam.
Celebrations
- Sri Krishna Janmashtami was celebrated on 30 August 2021. The evening program included aratikam, puja of Sri Krishna, reading and explanation from the Srimad Bhagavatam by Swami Manyananda on the Divine birth of Sri Krishna, pushpanjali and prasad distribution.
Other Activities
- The Vedanta Centre of Adelaide in collaboration with the Telugu Association of South Australia organized an event on ‘Vedanta and Harmony of Religions’. Swami Manyananda sang bhajans, conducted meditation, undertook the talk, question and answers, led the discussion, and sang aratikam. Prasad was distributed at the end.
Brisbane
96 Vedanta Drive, (next to 2 Poppy Crescent), Springfield Lakes, QLD 4300
Email: firstname.lastname@example.org
Contact: Swami Atmehananda (07) 3818 9986
URL: http://vedantabrisbane.org
Daily Activities
- Daily meditation and the chanting of hymns were conducted between 6:15 am and
7:15 am.
- Vesper service (aratrikam), bhajans, and readings from *The Gospel of Sri Ramakrishna* were held between 6:30 pm and 7:15 pm.
**Regular Activities**
- Sunday mornings:- (a) Yoga class from 8:00 am to 9:15 am. (b) *Srimad-Bhagavad Gitā* Class (10:00 am—11:00 am). (d) *Bala Sangha* or children’s classes and *Yuva Sangha* (10:00 am—11:00 am during school term).
- A class on the *Brahma Sutras* was conducted on Tuesdays from 11 a.m. to 12 noon. In the evening Yoga classes are conducted from 6:30 to 7:45 pm.
- A Vedic Chanting class was held online on Wednesdays from 8:30 am to 9:30 am online.
- A Monthly Satsang was held at Sunnybank Hills on the first Monday of every month at 19, Scribbly Gum Street, Sunnybank Hills.
- Classes on *Meditation and Spiritual Life* from 7:30 pm — 8:30 pm at 134 Fleming Rd, Chapel Hill, Qld, on alternate Fridays.
- A reading from the direct monastic disciples of Sri Ramakrishna is conducted on their birthdates after the evening aratrikam.
- Chanting of the *Sri Ramana Sankirtanam* was held fortnightly at the Centre on ekadashi days (7:30 pm — 8:00 pm).
- Devotees took turns in decorating and worshipping Sri Ramakrishna’s image every week at the Sri Selva Vinayakar temple, South Maclean, Qld.
- Swami Atmeshananda conducted *Vivekachudamani* classes for the Vedanta Group at Toowoomba on the first Wednesday of every month.
- A class on the *Ashtavakra Gita* was conducted at 101 Sharpless Drive, Springfield Lakes, on a fixed day of the month.
- On alternate Saturdays, the *Bhagavad Gita* was studied by the Vedanta group on the Gold Coast from 5.30 p.m. to 6.30 p.m.
- On alternate Fridays, the Centre’s volunteers cooked food at its soup kitchen for the benefit of the needy. An average of 100 meals per week are cooked by volunteers, packed into containers and frozen. They are distributed free of cost through the Westside Community Centre, Goodna Street Life shop, Queensland Youth and Families Support Services and the Base Youth Support Services.
- Every Friday the Centre’s food bank distributed groceries to the needy. An average of 12 grocery hampers along with cooked food and free bread were distributed to the needy.
- The Maa Sarada’s kitchen prepares and sells food at a reasonable cost to people. On an average, about 110 persons avail themselves of this service. The kitchen is efficiently managed by volunteers.
- On Fridays, a Justice of the Peace (JP) renders service at the Centre from 10 am to 11 a.m. People needing the service access this free service.
**Other Activities**
- The Centre was admitted as a member of Queensland Faith Communities Council (QFCC) at the AGM held on 17 June 2021.
- Hindi language classes were conducted weekly on Sundays from 18 July 2021 by a volunteer teacher. Fees are not charged for participation.
- The Centre conducted a programme on the occasion of International Yoga day on 20 June 2021. A talk on the effect of yoga on the body and mind, followed by yoga exercises and high tea formed part of the programme on this day. There were separate sessions for children and adults.
- Swami Atmeshananda was invited by the Brisbane Theosophical Society to give a talk on the subject “Problem of suffering and solution in Vedanta” on 25th August 2021.
International Yoga Day
Talk at the Brisbane Theosophical Society
The Centre organised children’s vacation programmes during school holidays from 5 to 8 July 2021. Meditation, Yoga, story-telling, painting workshop, skit, gardening, creative writing workshop etc were conducted during this programme. 20 children participated in this programme.
Celebrations
- **Guru Purnima** was celebrated on 24 July 2021 at the Centre. Worship, devotional music, a talk on the ‘Significance of the Concept of Guru’ and distribution of prasad constituted the programme.
- **Sri Krishna Janmashtami** was held on 30 August 2021 at the Centre in the evening. On the occasion, there was chanting from the *Sri Vishnu Sahasranamam*, reading from the ‘Life of Sri Krishna’, devotional songs, *aratrikam* and *prasad* distribution.
Forthcoming Programmes
- During school holidays from 20 to 24 September, the Centre will conduct holiday camps for children aged from 5 to 11.
- The Annual Multicultural programme of the Centre is scheduled to be organized on Sunday, 3 October 2021 at the Coorparoo Secondary College from 5.30 p.m. to 8.30 p.m. The programme will showcase multicultural talents from Brisbane.
- Mental health week activities:- In preparation for Mental health week in October (9 to 17), two activities are being undertaken. They are,
a) A fortnightly gardening workshop held by Ann Osborne, our volunteer gardening expert, started on 28 August 2021. The participants were happy to learn about setting up home gardens using kitchen scrap and readily available materials.
b) Making of mini smiley plush toys (craft) taught to a few interested persons; once ready, the plush toys would be donated to the frontline workers (nurses and the like) at Ipswich hospital and at another place (to be decided).
**CANBERRA**
17 Bean Crescent, Mckellar, ACT 2617
Email: email@example.com
Contact: Mr Jaishankar Venkataraman 6258.7612/0433.593.860
Regular Activities
- On account of the Covid 19 pandemic the *Bhagavad Gita* classes have been suspended temporarily. Friends and devotees are accessing the classes online. When the classes recommence they will be held at the Belconnen Community Meeting Room, 12 Chandler St, Belconnen, ACT. Monthly lectures are advertised by e-mail once scheduled.
**MELBOURNE**
5-7 Angus Ave, Ringwood East VIC 3135
*Email: firstname.lastname@example.org*
*Contact: Swami Sunishthananda (03) 8684 9594*
*URL http://www.vedantamelbourne.org*
**Regular Activities**
- The shrine was open from 10:00 am to 1:00 pm and 4:00 pm to 8:00 pm seven days a week.
- Vesper service (*aratrikam*), *bhajans*, reading from the Ramakrishna, Holy Mother, Swami Vivekananda literature and meditation were conducted between 7:00 pm and 8:00 pm daily.
- *Ramanama Sankirtanam* on *Ekadasi* Days.
- The *Gospel of Sri Ramakrishna* is discussed online and onsite, when there is no lockdown, on Tuesdays from 7:30 pm to 8:30 pm.
- A class on Patanjali’s *Yoga Sutras* is conducted on Thursdays from 7:30 pm to 8:30 pm. This class is conducted online and onsite, when there is no lockdown.
- A scriptural class on Sundays from 10:00 am to 11:00 am on the *Bhagavad Gita* online and onsite when there are no lockdowns.
- Guided meditation is conducted online and onsite, when there is no lockdown, on Wednesdays and Saturdays from 7:30 pm to 8:00 pm and on Sundays from 9:30 am to 10:00 am.
**Celebrations**
- *Guru Purnima* was celebrated online on the evening of Saturday, 24 July 2021, and morning of Sunday, 25 July 2021. The programme included *aratrikam*, chanting and special worship on the evening of 24 July and a talk on ‘Sri Ramakrishna as Guru’ on morning of 25 July.
- *Sri Krishna Janmashtami* was celebrated online. On the evening of Monday, 30 August 2021. The programme included *aratrikam*, special worship, *Shyama Nama Sankirtanam* and *bhajans*.
---
**PERTH**
51 Golf View Street, Yorkine, WA 6060
*Email: email@example.com*
*Contact: Sumita Chetty (04) 3892 8136*
*Parthiv Parekh 0430 511 699*
**Regular Activities:**
- *Aratrikam* was conducted each night by a person or family taking the responsibility for it.
Monthly *satsangs* were held on 13 June 2021, 18 July 2021 and 15 August 2021.
**Other Activities**
- The Bengali Association of Western Australia, represented by Dr. Ashis Roy and the Vedanta Centre of Sydney (Perth Chapter) represented by Hiren Mukhopadhyay secured a grant of AUD $100,000 from the Government of Western Australia, for the Ramakrishna Mission Seva Pratishthan, India, for providing Covid 19 relief services.
**Regular Activities**
- Swami Sridharananda conducted his study of the *Srimad-Bhagavad Gītā* on Sundays between 9:30 am and 10:30 am. Due to the current restrictions owing to Covid 19, the talks were pre-recorded and uploaded to the Centre’s website and Youtube Channel.
- Swami Sridharananda conducted a class on the *Mundaka Upanishad* on Saturdays from 11:00am to 12:00 noon. Due to the current restrictions owing to Covid 19, the talks were pre-recorded and uploaded to the Centre’s website and Youtube Channel.
- *Sri Ramanama Sankirtanam* was conducted on *ekadashi* days after the vesper service.
- Devotees also received spiritual counselling and guidance.
**Celebrations**
- *Guru Purnima* was observed in a simple way in the *ashrama* because of the Covid lockdown with *aratrikam* and *bhajans* on 24 July 2021.
- *Sri Krishna Janmashtami* was celebrated on 30 August 2021. On account of the current lockdown, the celebrations were confined to the members of the *ashrama* and included *puja*, *aratrikam*, chanting of *Shyama Nama Sankritana* and *bhajans*.
2. OBITUARY: SWAMI SHIVAMAYANANDA, VICE PRESIDENT, RAMAKRISHNA MATH & RAMAKRISHNA MISSION
Swami Shivamayananda, Vice President, Ramakrishna Math and Ramakrishna Mission, passed away on 11 June due to Covid 19, a heart attack and other complications. He was 86. During his formative years, he associated with some of the disciples of the Holy Mother and other direct disciples of Sri Ramakrishna. This compilation will concentrate on these initial contacts. It is compiled from the booklet *Swami Shivamayananda* which is published by the Ramakrishna Math. Readers are directed to the original booklet for further and complete account of his life.
Swami Shivamayanandaji Maharaj, one of the Vice-Presidents of the Ramakrishna Math and Ramakrishna Mission, was known as Ranendranath Sen. He was born on Thursday, 20 December 1934, in the town of Supaul in Bihar. His ancestors belonged to Mulghar village in the Khulna division of Bangladesh. His farther Jitendranath settled with his family at Varanasi in 1941, where Charubala Devi, his wife, continued to stay with her children, even after Jitendranath passed away in 1945.
Ranendra began his academic career in the local Education Academy and moved to the well-known Chintamani Mukherjee Anglo-Bengali Collegiate School in Benares. It was from here that in 1952, he passed the High School exam. In 1954 he passed the Intermediate (higher secondary) exam from the Central Hindu College, Kamachha (Varanasi), as a science student. He completed his graduation studies in Science-Mathematics from Benares Hindu University (BHU) in 1956 and his postgraduation course in Mathematics in 1959 from the same university passing in the first division.
One of his father’s sisters (*pishimaa* in Bengali), called Monee *pishimaa*, stayed in Purnea (Bihar). She frequently visited the *Chandra Villa* near *Agastya Kund*. She was a devotee of Sri Ramakrishna. From the age of 15 itself Ranen had been her companion during her visits to the Advaita Ashrama at Varanasi (a branch of the Ramakrishna Math, Belur Math). Swami Apurvananda, a disciple of the Holy Mother Sri Sarada Devi and also a *sevak* of Mahapurush Maharaj (Swami Shivananda), was the head of the Advaita Ashrama then. Many senior sadhus of the Ramakrishna Sangha who were disciples of either the Holy Mother, or Swami Brahmananda or Mahapurush Maharaj stayed there during those days. He also had the good fortune to interact with Swami Arupanandaji (Rashbehari Maharaj, a *sevak* of the Holy Mother) who compiled the book *Sri Sri Mayer Katha* (in Bangla).
Gradually his visits to the Advaita Ashrama increased. On holidays he would almost always come to meet these advanced souls and listen to their words of wisdom. Swami Dharmeshananda (Dhiren Maharaj, a disciple of Mahapurush Maharaj, who had the good fortune to associate closely with Master Mahashay ‘M’) was then the librarian at Advaita Ashrama. This library had a rich collection of invaluable books. Dhiren Maharaj slowly became very affectionate towards the young Ranen and would entrust him with library work. Many moth-eaten old books had just been carefully cleaned. Ranen was entrusted with the task of recording their titles in a new register since he had very good handwriting. Ranen would also sometimes go and see Swami Jnanadananda (Neelakantha Maharaj, who was Thakur’s pujari at Belur Math and had done puja on the consecration day of the Sri Ramakrishna temple), another senior swami, and unabashedly say that he was hungry.
and the swami always gave him some sweets or fruits.
Swami Arupanandaji was impressed with this young boy endowed with good *samskaras*. Ranen was then engaged in his postgraduate studies at Banaras Hindu University (BHU) and would do the library work at the ashrama in the afternoons. Seeing him working with full concentration in the library, Arupanandaji one day asked him (in *Bangla* in his typical East Bengal accent): “Do you attend to your studies also or do you just do this library-work?” With a soft smile, Ranen replied that he also attended to his course studies. Another question: Did you eat *Thakur’s Prasad* (food offered to Sri Rama-krishna)? Yes, I did, was the answer from Ranen. Ok then, eat this betel-roll (*paan*). Ranen was taken aback because elders would always discourage youngsters from eating *paan*. Seeing Ranen’s hesitation, the swami persisted, saying ‘eat, eat!’ And then he explained that the Holy Mother Sri Sarada Devi always gave her children a betel-roll after meals (*Prasad*) and said that she felt very happy to see them eat *paan* after food. In later life Swami Shivamayanandaji cultivated this habit of chewing paan after having *Prasad*.
Swami Vishuddhanandaji Maharaj, then one of the Vice-Presidents of the Ramakrishna Sangha, had decided that he would spend the rest of his life at Varanasi. He was accordingly staying at the Home of Service where he would give *mantra diksha* (spiritual initiation) to aspirants. Swami Arupanandaji asked Ranen to get *mantra diksha* from Swami Vishuddhanandaji. Ranen asked Rasbhehari Maharaj in turn: Is this swami a *brahmajña* (knower of Brahman)? Arupanandaji in his usual East Bengal style told him point blank: “Keep aside all these enquiries! What you will get here is genuine, unadulterated stuff! (*ekhane dikhaatee nilay, bhe-jaal paabee naa*)”. And so it came about that on 26 October 1956, Ranen was blessed with *mantra diksha* by Swami Vishuddhanandaji Maharaj.
One particular incident from the life of Rasbhehari Maharaj had especially impressed Ranen. He once saw Swami Arupanandaji Maharaj sitting on a cot in the shade of a fruit tree on the Advaita Ashrama campus, listening to the radio. Young Ranen said to Maharaj: “You are a sadhu. Instead of utilising your time for *japa* and meditation, you are listening to the radio!” Unabashed, Arupanandaji replied: “I am not doing anything secretly!” The scene left an indelible impression on the young Ranen and this trait of complete openness was noticeable in the life of Shivamayanandaji Maharaj himself.
Even as a student of the BHU, Ranen had become a volunteer at the Advaita Ashrama. During the Durga Puja he would stay at the ashrama for the entire duration of the puja’s 5-6 days. He would also stay overnight in the ashrama during Kali Puja, helping in the puja jobs. Thus from 1952 itself he had the good fortune of associating closely with Swami Vishuddhanandaji Maharaj. For several years he had observed Maharaj remaining absorbed in deep meditation when the puja was in progress. He was charmed with such singular attention to *japa-dhyana*.
The seed of renunciation started sprouting in Ranen’s mind around this time. After completing his Master of Arts exam he went to Lucknow with his brother to their elder sister’s house. Their mother was not at the *Chandra Villa* home then. On the way back, Ranen got down from the train at Varanasi and his younger brother journeyed further to reach the Shilpa Mandir of Saradapitha at Belur Math for studies.
Ranen had now decided that he would join the Ramakrishna Order and accordingly conveyed this intention to his guru. Swami Vishuddhanandaji asked him to report to Swami Premeshanandaji Maharaj (both were Holy Mother’s disciples) at the Saragachi Ashrama, who was then leading a retired life. He wrote a letter to his *gurubhai* and handed it to Ranen asking him to go to Belur Math. Just on the day Ranen had decided to leave the *Chandra Villa*, his elder brother Niren arrived there. Though taken aback a little initially, Ranen boarded a Howrah-bound train early next morning and, after visiting Dakshineswar first, he came to Belur Math. With him was the 5th volume of *Sri Sri Ramakrishna-Kathamrita* (which he had obtained surreptitiously from his brother!). He had asked his elder brother: “By losing which volume of the Kathamrita would you feel the least pain?” A strange question indeed! After
some thinking, the brother said monastic name) has sent this tal-
that loss of the 5th volume would ented boy from Kashi (Benares)
perhaps be the least painful. And saying: “Maharaj, this boy is well
so that night Ranen took away educated, well mannered and of
this volume from his brother’s good character. Please keep him for
possessions. From Belur Math with you. He will serve you
Ranen wrote a postcard to his
mother conveying his decision to
join the Ramakrishna Order.
Ranen arrived at Belur Math on 11
July 1959. He was allowed to stay
in the Visitors’ Room. He would do
odd jobs at the Math: dressing
vegetables, cleaning Swamiji’s
temple, etc. Soon, he was asked to
go to Sargachhi. Thus on 29 July
1959, Ranen arrived at Sargachhi
Ashrama. A senior swami at Belur
Math reminisced: One day in the
month of June or July, I went to
see Swami Premeshanandaji Ma-
haraj at Sargachhi. There I saw a
good-looking young lad dressed
in typical Bengali attire of (white)
dhoti and (blue) shirt staying at
the Vinod Kutir. I asked Premesh
Maharaj about this boy. Preme-
shanandaji explained that Jiten
(Swami Vishuddhanandaji’s pre-
decessor) has sent this talented boy from Kashi (Benares).
During this period he also became conversant with school administra-
tion work, puja, etc. Swami Vishuddhanandaji Maharaj would often enquire about the welfare of his disciple, Ranen.
During this time he had the good fortune to serve Premesh Maharaj
in an indirect way. Premesh Maharaj was then quite old and was suffering from old-age related ailments. There was need for an assistant who would stay through the night. Two or three young boys would do this by turns. Ranen also started reporting here for vigil after finishing his school work. When, after finishing his duration of the seva, one of the assistants would retire for rest, Ranen would go to wake up the second sevak to report for work.
2. Feature Article: Christianity
(Compiled primarily from the BBC’s Website and other sources)
Historical/Social Context
Christianity originated in Jewish Palestine, a province of the Roman Empire. The first Christians were Jews who attended temple, read the Jewish scriptures, kept the Sabbath, and adhered to Jewish dietary and religious practices. In the decades following the death of Jesus, Jewish Christians quickly spread to other Mediterranean provinces of Rome and began converting Gentiles.
Two or three centuries passed before a religion completely separate from Judaism took shape, a religion that we now recognize as Christianity. The Jewish, Greek, and Roman cultures of the first two centuries of the Common Era had deep and lasting influence on the new faith during this formative time.
Christianity is founded on the life, teachings, death, and resurrection of Jesus Christ, and those who follow him are called "Christians". Christianity has many different branches and forms with accompanying variety in beliefs and practices. The three major branches of Christianity are Roman Catholicism, Eastern Orthodoxy, and Protestantism, with numerous subcategories within each of these branches.
Who Was Jesus?
Most historians believe that Jesus was a real person who was born between 2 B.C. and 7 B.C. Much of what scholars know about Jesus comes from the New Testament of the Christian Bible.
According to the text, Jesus was
born to a young Jewish virgin named Mary in the town of Bethlehem, south of Jerusalem in modern-day Palestine. Christians believe the conception was a supernatural event, with God impregnating Mary via the Holy Spirit.
Very little is known about Jesus’s childhood. Scriptures reveal that he grew up in Nazareth, he and his family fled persecution from King Herod and moved to Egypt, and his “earthly” father, Joseph, was a carpenter.
Jesus was raised Jewish, and according to most scholars, he aimed to reform Judaism—not create a new religion.
When he was around 30 years old, Jesus started his public ministry after being baptized in the Jordan River by the prophet known as John the Baptist.
For about three years, Jesus traveled with 12 appointed disciples (also known as the 12 apostles), teaching large groups of people and performing what witnesses described as miracles. Some of the most well-known miraculous events included raising a dead man named Lazarus from the grave, walking on water and curing the blind.
Many scholars believe Jesus died between 30 A.D. and 33 A.D., although the exact date is debated among theologians.
According to the Bible, Jesus was arrested, tried and condemned to death. Roman governor Pontius Pilate issued the order to kill Jesus after being pressured by Jewish leaders who alleged that Jesus was guilty of a variety of crimes, including blasphemy.
Jesus was crucified by Roman soldiers in Jerusalem, and his body was laid in a tomb. According to scripture, three days after his crucifixion, Jesus’s body was missing.
In the days after Jesus’s death, some people reported sightings and encounters with him. Authors in the Bible say the resurrected Jesus ascended into Heaven.
On the Sunday following his execution, some of his women followers discovered that the tomb into which his body had been placed was empty.
Jesus then appeared to them, alive, as the Jesus they had known prior to his death. His followers realized that God had raised Jesus from the dead.
Jesus was seen by many of his disciples and followers over the next few days before, according to the Gospel accounts, he was taken up into Heaven.
It has been suggested that the work of Jesus Christ and the impact of his death and resurrection would not have made any lasting impact on the world were it not for the missionary work of Paul. The account of Paul’s conversion to Christianity is contained in the New Testament book, the Acts of the Apostles.
Before his conversion Paul had been known as Saul and had been violently opposed to the Christian faith as taught by Jesus and after his death, by his disciples.
Saul experienced a dramatic conversion, known as the Damascus Road conversion, when he was temporarily blinded. He found himself filled with the Holy Spirit and immediately began preaching the Christian Gospel.
**Jesus’s Teachings**
Jesus used parables—short stories with hidden messages—in his teachings.
Some of the main themes that Jesus taught, which Christians later embraced, include:
- Love God.
- Love your neighbor as yourself.
- Forgive others who have wronged you.
- Love your enemies.
- Ask God for forgiveness of your sins.
- Jesus is the Messiah and was given the authority to forgive others.
- Repentance of sins is essential.
- Don’t be hypocritical.
- Don’t judge others.
The Kingdom of God is near. It’s not the rich and powerful—but the weak and poor—who will inherit this kingdom.
In one of Jesus’s most famous speeches, which became known as the Sermon on the Mount, he summarized many of his moral instructions for his followers.
The Christian Bible is a collection of 66 books written by various authors. It’s divided into two parts: The Old Testament and the New Testament.
The Old Testament, which is also recognized by followers of Judadescribes the history of the Jewish people, outlines specific laws to follow, details the lives of many prophets, and predicts the coming of the Messiah.
The New Testament was written after Jesus’s death. The first four books—Matthew, Mark, Luke and John—are known as the “Gospels,” which means “good news.” These texts, composed sometime between 70 A.D. and 100 A.D., provide accounts of the life and death of Jesus.
Letters written by early Christian leaders, which are known as “epistles,” make up a large part of the New Testament. These letters offer instructions for how the church should operate.
The Acts of the Apostles is a book in the New Testament that gives an account of the apostles’ ministry after Jesus’s death. The author of Acts is the same author as one of the Gospels—it is effectively “part two” to the Gospels, of what happened after Jesus’s death and resurrection.
The final book in the New Testament, Revelation, describes a vision and prophecies that will occur at the end of the world, as well as metaphors to describe the state of the world.
Types of Christianity
Christianity is broadly split into three branches: Catholic, Protestant and (Eastern) Orthodox.
The Catholic branch is governed by the Pope and Catholic bishops around the world. The Orthodox (or Eastern Orthodox) is split into independent units each governed by a Holy Synod; there is no central governing structure akin to the Pope.
There are numerous denominations within Protestant Christianity, many of which differ in their interpretation of the Bible and understanding of the church.
Some Beliefs
The concept of Original Sin
Original sin is an Augustine Christian doctrine that says that everyone is born sinful. This means that they are born with a built-in urge to do bad things and to disobey God. It is an important doctrine within the Roman Catholic Church. The concept of Original Sin was explained in depth by St Augustine and formalised as part of Roman Catholic doctrine by the Councils of Trent in the 16th Century.
Original sin is not just this inherited spiritual disease or defect in human nature; it’s also the ‘condemnation’ that goes with that fault.
Some Christians believe that original sin explains why there is so much wrong in a world created by a perfect God, and why people need to have their souls ‘saved’ by God.
Original sin is a condition, not something that people do: It’s the normal spiritual and psychological condition of human beings, not their bad thoughts and actions. Even a newborn baby who hasn’t done anything at all is damaged by original sin.
In traditional Christian teaching, original sin is the result of Adam and Eve’s disobedience to God when they ate a forbidden fruit in the Garden of Eden.
Original sin affects individuals by separating them from God, and bringing dissatisfaction and guilt into their lives.
The only way people can receive God’s grace is by accepting his love and forgiveness, believing that Jesus Christ died on the cross to redeem their sins, and getting baptised.
The Immaculate Conception
The doctrine of the Immaculate Conception teaches that Mary, the mother of Christ, was conceived without sin and her conception was thus immaculate.
Mary’s sinless conception is the reason why Catholics refer to Mary as “full of grace”.
The Feast of the Immaculate Conception is celebrated by Catholics on December 8th each year.
Atonement and Reconciliation
The events leading up to the arrest and crucifixion of Jesus are well-told by the Gospel writers, as are stories of the Resurrection. Christians believe that Jesus was far more than a political radical. For them the death of Jesus was part of a divine plan to save humanity.
The death and resurrection of this one man is at the very heart of the Christian faith. For Christians it is through Jesus’s death that people’s broken relationship with God is restored. This is known as the Atonement.
The word atonement is used in Christian theology to describe what is achieved by the death of Jesus. William Tyndale introduced the word in 1526, when he was working on his popular
translation of the Bible, to translate the Latin word reconciliation.
In the Revised Standard Version the word reconciliation replaces the word atonement. Atonement (at-one-ment) is the reconciliation of men and women to God through the death of Jesus.
Christian theology suggests that although God’s creation was perfect, the Devil tempted the first man Adam and sin was brought into the world. Everybody carries this original sin with them which separates them from God, just as Adam and Eve were separated from God when they were cast out of the Garden of Eden.
God, Jesus and the saints
Christians believe that there is only one God, whom they call Father as Jesus Christ taught them.
Christians recognize Jesus as the Son of God who was sent to save mankind from death and sin.
Jesus Christ taught that he was Son of God. His teachings can be summarized, briefly as the love of God and love of one’s neighbour.
Jesus said that he had come to fulfil God’s law rather than teach it.
Christians believe in justification by faith - that through their belief in Jesus as the Son of God, and in his death and resurrection, they can have a right relationship with God whose forgiveness was made once and for all through the death of Jesus Christ.
Christians believe in the Trinity - that is, in God as Father, Son and Holy Spirit.
Christians believe that God took human form as Jesus Christ and that God is present today through the work of the Holy Spirit and evident in the actions of believers.
Christians believe that there is a life after earthly death.
While the actual nature of this life is not known, Christians believe that many spiritual experiences in this life help to give them some idea of what eternal life will be like.
These days, the word saint is most commonly used to refer to a Christian who has lived a particularly good and holy life on earth, and with whom miracles are claimed to have been associated after their death.
The formal title of Saint is conferred by the Roman Catholic and Orthodox Churches through a process called canonization.
Members of these Churches also believe that Saints created in this way can intercede with God on behalf of people who are alive today. This is not accepted by most Protestants.
Prayer and Ritual
Prayer is the means by which Christians communicate with their God.
The New Testament records that Jesus taught his disciples how to pray and that he encouraged them to address God as Father. Christians believe that they continue this tradition.
Sometimes the prayers are formal and part of a ritual laid down for hundreds of years.
Others are personal and spontaneous, and come from personal or group need.
Whilst prayer is often directed to God as Father, as taught by Jesus, some traditions encourage prayer to God through intermediaries such as saints and martyrs.
Prayers through Mary, as the mother of God, are central to some churches and form a traditional part of their worship.
The Church
The Christian church is fundamental to believers. Although it has many faults it is recognized as God’s body on earth.
The church is the place where the Christian faith is nurtured and where the Holy Spirit is manifest on earth.
It is where Christians are received into the faith and where they are brought together into one body through the Eucharist.
Baptism
The Christian church believes in one baptism into the Christian church, whether this be as an infant or as an adult, as an outward sign of an inward commitment to the teachings of Jesus.
Eucharist
Eucharist is a Greek word for thanksgiving. Its celebration is to commemorate the final meal that Jesus took with his disciples before his death (the Last Supper).
This rite comes from the actions of Jesus who, at that meal, took bread and wine and asked his disciples to consume them and continue to do so in memory of him.
At the meal, the wine represented his blood and the bread his
The Eucharist (also known as a Communion meal in some churches) is central to the Church and is recognised as a sign of unity amongst Christians.
**The Trinity**
Christian beliefs concerning God
- There is only one God
- God is a **Trinity** of Father, Son and Holy Spirit
- God is perfect
- God is omnipotent
- God is everywhere
- Human beings can get to know God through prayer, **worship**, love, and mystical experiences
- God knows everything
- God **created** the universe
- God keeps the universe going
- God intervenes in the universe
- God loves everyone unconditionally (though people have to comply with various conditions in order to achieve salvation)
- Human beings can get to know God through God’s grace - that is through his love and his power
- God the Son
- God lived on earth as **Jesus**
- Jesus was both wholly God and wholly human
- Jesus was born to a human woman, Mary, but conceived of the Holy Spirit
- Because Jesus was wholly human he was subject to pain, suffering, and sorrow like other human beings
- Jesus was executed by **crucifixion** but rose from the dead at the **Resurrection**
- Jesus’s life provides a perfect example of how God wants people to live
- **Jesus died on the Cross** so that those who believe in him will be forgiven for all their sins
**God the Holy Spirit**
- After the Resurrection, Jesus remained on earth for only a few days before going up into Heaven
- Jesus promised that he would stay with his followers, so after he went to Heaven he sent his Spirit to guide them
- The Holy Spirit continues to guide, comfort, and encourage Christians
**The core belief**
The doctrine of the Trinity is the Christian belief that:
There is One God, who is Father, **Son**, and Holy Spirit.
Other ways of referring to the Trinity are the **Triune God** and the **Three-in-One**.
**Christmas**
Christmas is marked on the **25 December (7 January for Orthodox Christians)**, a holy day that marks the birth of Jesus, the son of God.
**The story of Christmas**
Jesus’ birth, known as the **nativity**, is described in the New Testament of the Bible.
The Gospels of Matthew and Luke give different accounts. It is from them that the nativity story is pieced together.
Both accounts tell us that Jesus was born to a woman called Mary who was engaged to Joseph, a carpenter. The Gospels state that Mary was a virgin when she became pregnant.
In Luke’s account Mary was visited by an angel who brought the message that she would give birth to God’s son. According to Matthew’s account, Joseph was visited by an angel who persuaded him to marry Mary rather than send her away or expose her pregnancy.
Matthew tells us about some wise men who followed a star that led them to Jesus’ birthplace and presented him with gifts of gold, frankincense and myrrh. Luke tells how shepherds were led to Bethlehem by an angel.
According to tradition, Joseph and Mary travelled to Bethlehem shortly before Jesus’ birth. Joseph had been ordered to take part in a census in his home town of Bethlehem.
All Jewish people had to be counted so the Roman Emperor could determine how much money to collect from them in tax. Those who had moved away from their family homes, like Joseph, had to return to have their names entered in the Roman records.
Joseph and Mary set off on the long, arduous 90-mile journey from Nazareth along the valley of the River Jordan, past Jerusalem to Bethlehem. Mary travelled on a donkey to conserve her energy for the birth.
But when they arrived in Bethlehem the local inn was already full with people returning for the census. The innkeeper let them stay in the rock cave below his house which was used as a stable for his animals.
It was here, next to the noise and filth of the animals, that Mary gave birth to her son and laid him in a manger.
The first Christmas
The Gospels do not mention the date of Jesus’ birth. It was not until the 4th century AD that Pope Julius I set 25th December as the date for Christmas. This was an attempt to Christianise the Pagan celebrations that already took place at this time of year. By 529, 25th December had become a civil holiday and by 567 the twelve days from 25th December to the Epiphany were public holidays.
Christmas is not only a Christian festival. The celebration has roots in the Jewish holiday of Hanukkah, the festivals of the ancient Greeks, the beliefs of the Druids and the folk customs of Europe.
Midwinter celebrations
Christmas comes just after the middle of winter. The sun is strengthening and the days are beginning to grow longer. For people throughout history this has been a time of feasting and celebration.
Ancient people were hunters and spent most of their time outdoors. The seasons and weather played a very important part in their lives and because of this they had a great reverence for, and even worshipped, the sun. The Norsemen of Northern Europe saw the sun as a wheel that changed the seasons. It was from the word for this wheel, *houl*, that the word *yule* (another name for Christmas) is thought to have come. At Winter Solstice the Norsemen lit bonfires, told stories and drank sweet ale.
The Romans also held a festival to mark the Winter Solstice. Saturnalia (from the God Saturn) ran for seven days from 17th December. It was a time when the ordinary rules were turned upside down. Men dressed as women and masters dressed as servants. The festival also involved processions, decorating houses with greenery, lighting candles and giving presents.
Holly is one of the symbols most associated with Christmas. Its religious significance pre-dates Christianity. It was previously associated with the Sun God and was important in Pagan customs. Some ancient religions used holly for protection. They decorated doors and windows with it in the belief it would ward off evil spirits.
Before Christianity came to the British Isles the Winter Solstice was held on the shortest day of the year (21st December). The Druids (Celtic priests) would cut the mistletoe that grew on the oak tree and give it as a blessing. Oaks were seen as sacred and the winter fruit of the mistletoe was a symbol of life in the dark winter months.
Judaism was the main religion of Israel at the time of Jesus’ birth. The Jewish midwinter festival of Hanukkah marks an important part of Jewish history. It is eight days long and on each day a candle is lit. It is a time of remembrance, celebration of light, a time to give gifts and have fun.
Advent is the period of preparation for the celebration of the birth of Jesus and begins on Sunday nearest to 30th November. The word *Advent* comes from the Latin *adventus* meaning *coming*. Traditionally it is a penitential season but is no longer kept with the strictness of Lent and Christians are no longer required to fast.
Advent wreaths are popular especially in churches. They are made with fir branches and four candles. A candle is lit each Sunday during Advent.
Christmas Day is the Christian festival most celebrated by non-churchgoers, and churches are often completely full for the service late on Christmas Eve.
Father Christmas
An important part of today’s Christmas is the myth of Father Christmas (called Santa Claus in America). His origins are in Christian and European tradition. But the visual image of Father Christmas that we have today is the one popularised by American card-makers in the Victorian era. Traditionally, Father Christmas visits houses at midnight on Christmas Eve, coming down the chimney to leave presents. Children hang up stockings - nowadays usually large socks with Christmas patterns knitted into them - for Father Christmas to fill with little toys and presents ('stocking fillers'). In modern times the figures of Father Christmas and Santa Claus are indistinguishable. Today, only around 60 percent of people in the UK are Christian but Christmas remains the biggest holiday in the calendar. It is a largely secular holiday, with the main element the exchange of gifts on Christmas day.
**Symbolism of the Cross**
The cross on which Jesus was executed 2000 years ago has been a symbol for his followers from very early on. At first, they were scared to display it publicly in case they were persecuted or mocked. But after the Emperor Constantine converted to Christianity in the 4th Century, crucifixion was abolished as a punishment, and the cross was promoted as a symbol of the Son of God.
**Holy Text: The Bible**
The Bible is not just one book, but an entire library, with stories, songs, poetry, letters and history, as well as literature that might more obviously qualify as ‘religious’.
The Christian Bible has two sections, the Old Testament and the New Testament. The Old Testament is the original Hebrew Bible, the sacred scriptures of the Jewish faith, written at different times between about 1200 and 165 BC. The New Testament books were written by Christians in the first century AD.
**The Old Testament**
**The Law**
The Hebrew Bible has 39 books, written over a long period of time, and is the literary archive of the ancient nation of Israel. It was traditionally arranged in three sections.
The **first five books**, Genesis to Deuteronomy. They are not ‘law’ in a modern Western sense: Genesis is a book of stories, with nothing remotely like rules and regulations, and though the other four do contain community laws they also have many narratives. The Hebrew word for Law (‘Torah’) means ‘guidance’ or ‘instruction’, and that could include stories offering everyday examples of how people were meant to live as well as legal requirements.
These books were later called the ‘Pentateuch’, and tradition attributed them to Moses. Some parts undoubtedly date from that period, but as things changed old laws were updated and new ones produced, and this was the work of later editors over several centuries.
**The Prophets**
The Prophets is the largest section of the Hebrew Bible, and has two parts (‘former prophets’ and ‘latter prophets’).
The books of ‘latter prophets’ preserve sayings and stories of religious and political activists (‘prophets’) who served as the spiritual conscience of the nation throughout its history, reminding people of the social values that would reflect the character of God. Some books are substantial (Isaiah, Jeremiah, Ezekiel), others are much shorter (Hosea, Joel, Amos, Obadiah, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Haggai, Zechariah, Malachi). Sometimes, the prophets could be mime artists and dramatists, accompanying their actions by short spoken messages, often delivered in poetic form. These were the sound bites of their day, which made it easy for others to remember them and then write them down.
The ‘former prophets’ consist of Joshua, Judges, 1-2 Samuel, 1-2 Kings. They are history books, but what makes them also ‘prophets’ is that they not only record information, they interpret it, explaining its significance in relation to other events in the history of Israel, and of the wider world of their day.
**The Writings**
These include Psalms (songs, prayers and liturgies for worship), Proverbs (sayings of home-spun wisdom), Job (a drama that explores the nature of suffering), plus the ‘five scrolls’ (Megilot) which were grouped together because each had associations with a particular religious festival: Ruth (the Jewish Feast of Weeks, also called Shavuot), Song of Solomon (Passover), Ecclesiastes (Tabernacles), Lamentations (Destruction of Jerusalem), and Esther (Purim). This section also includes the last books of the Hebrew Bible to be written: Ezra, Nehemiah, and 1-2 Chronicles (all history books), and Daniel (visions of a better world).
**The New Testament**
The New Testament has 27 books, written between about 50 and 100 AD, and falling naturally into two sections: the Gospels, which tell the story of Jesus (Matthew, Mark, Luke and John); and the Letters (or epistles) - written by various Christian leaders to provide guidance for the earliest church communities.
**The Letters**
Letters were the natural way for itinerant church leaders to communicate with their converts, and the earliest ones were written before the Gospels. With
some exceptions (Romans, Hebrews), they were not meant to be formal presentations of Christian belief, but offered advice to people who were working out how to express their commitment to Jesus in ways that would be relevant to the many different cultural contexts in which they found themselves throughout the Roman empire.
Reading them can be like listening to one half of a conversation, as the writers give answers to questions sent to them either verbally or in writing. Paul was the most prolific writer of such letters, though he was not the only one.
The Gospels
The Gospels were written to present the life and teachings of Jesus in ways that would be appropriate to different readerships, and for that reason are not all the same. They were not intended to be biographies of Jesus, but selective accounts that would demonstrate his significance for different cultures.
The first three are effectively different editions of the same materials, and for that reason are known as the ‘synoptic gospels’. The writer of Luke also wrote the Acts of the Apostles, which tells the story of how Christianity spread from being a small group of Jewish believers in the time of Jesus to becoming a worldwide faith in less than a generation.
The New Testament concludes with the book of Revelation, which begins with a series of letters to seven churches in the area of Asia Minor (modern Turkey), but then offers a visionary presentation of the meaning of all things, from creation to the end of the world.
Maryology
One of Britain’s most popular religious shrines is the shrine of Our Lady of Walsingham, in a village near the east coast of England.
Nearly one thousand years ago, the Virgin Mary, the mother of Jesus, is said to have appeared there and told a pious noblewoman called Richeldis to build a shrine - an exact replica of Mary’s own house in Nazareth. Walsingham still attracts hundreds of thousands of pilgrims every year from countries as far afield as Nigeria and Argentina, Ethiopia and the Philippines. What unites them is their unwavering devotion to Mary. Many of the women who come to Walsingham don’t see Mary as a docile young virgin, but a powerful mother figure. To many lay Catholics Mary is the female gateway through whom they experience the divine. After the pilgrims arrive at Walsingham village, many of them remove their shoes to walk the “holy mile” to the shrine as they pray the rosary and sing to Mary. At the head of the procession, four men carry a beautiful image of Mary in colourful robes, seated on a golden throne, with the baby Jesus in her arms. In the first of many services at the shrine, the image of the Virgin is crowned with flowers, and the pilgrims implore her to return to England.
Conclusion: Global Impact
Until the latter part of the 20th century, most adherents of Christianity were in the West, though it has spread to every continent and is now the largest religion in the world. Traditional Christian beliefs include the belief in the one and only true God, who is one being and exists as Father, Son, and Holy Spirit, and the belief that Jesus is the divine and human Messiah sent to the save the world. Christianity is also noted for its emphasis on faith in Christ as the primary component of religion. Central to Christian practice is the gathering at churches for worship, fellowship, and study, and engagement with the world through evangelism and social action.
Source:
https://www.britannica.com/summary/Christianity
https://www.bbc.co.uk/religion/religions/christianity/ataglance/glance.shtml
https://www.history.com/topics/religion/history-of-christianity
https://www.patheos.com/library/christianity
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DEVELOPING SKILLS FOR THE BEST IMPLEMENTATION
DEV SKILLS
KA104 - Adult education staff mobility
2020-1-DE02-KA104-006978
Co-funded by the Erasmus+ Programme of the European Union
NGO NEST Berlin
ABOUT THE PROJECT
DEV SKILLS project is based on an internal SWOT analysis of the organization NGO NEST Berlin which identified a skill gap which is crucial to enhance staff members competence in order to reach a wider audience of disadvantaged adult targets living in the metropolitan area of Berlin, specifically the target group of adult migrant NEETs in the frame of environmental skills.
In order to bring awareness in the designated target of this project it is necessary to design a learning path, which in this case is drawn by the separate modules (Training events and Job Shadowing) and both the two mobilities are complementary to each other.
Main Methodologies: Digital Storytelling & Blended Learning through mobilities; Job Shadowing
Digital Storytelling allows participants to: tell their own stories, learn digital media skills, build confidence and self-esteem. The method places the stories under the control of the storyteller.
PROJECT OBJECTIVES
Digital Storytelling:
Participants find digital storytelling fun: it is a way to reach people who think that education is ‘not for them’; it can help to develop language and literacy skills through storytelling and script-writing; it can give people a kick-start in developing their skills and improving their chances to gain employment; it offers a way to engage thoughtfully with experience.
It brings people together, builds empathy, emotion, trust and loyalty. Digital storytellers utilise digital tools and platforms to tell their compelling and emotionally engaging story. A great storyteller can simplify, explain and decode a complex solution.
By means of Blended Learning and Digital Storytelling four main goals can be achieved:
1. Blended Learning allowed Nest Trainers to develop efficient and proper environmental education offer for adult migrant NEETs aimed at including them in the labor market
2. Digital Storytelling allowed Nest Social Media staff in promoting the organization educational offer for adult migrant NEETs
3. Digital Storytelling enabled Nest Trainers to support the social inclusion in the community of adult migrants enabling them to communicate with the community with a tool that overthrow linguistic barriers
4. Digital Storytelling, provided added value for the employability programs in virtue of its professional feature
Job Shadowing:
The Job Shadowing on the premises of the partner organization MVNGO involved 6 NEST’s staff resources in the ordinary activities of the organization related to administrative management, project management and the use of Storytelling and Digital Storytelling methods in projects and initiatives at the local and international levels as well as joining the Social Media department in its daily work of online promotion and dissemination.
ABOUT THE MOBILITIES
The Training Course about Digital Storytelling was organised by Mine Vaganti NGO (Italy) and 5 staff members participated. The Training Course lasted 7 days and took place in the period 2-8 August 2021.
The Training Course about Blended Learning has been split into two different flows and locations. Due to the Covid-19 restrictions first and the delays in the implementation of mobilities, it has been necessary to divide into 2 different flows:
1. The first flow has been organised by Philia Caraibe Monde (Martinique, France) and 2 staff members participated. The Training Course lasted 6 days and took place in the period 20-25 January 2023.
2. The second Training Course about Blended Learning was organised by Organization for Promotion of European Issues (Cyprus) and 2 staff members participated. The Training Course lasted 5 days and took place in the period 22-26 May 2023.
The Job Shadowing was organised in Italy by Mine Vaganti NGO and took place for an average of 60 days per participant.
MOBILITIES OBJECTIVES
Blended Learning:
The Blended Learning will be focused on Environmental issues and the Climate Change effects. To bring awareness, it is necessary to design a learning path: 2 modules Training events & Job Shadowing. Both the two mobilities are complementary to each other.
Digital Storytelling:
Powerful tool to foster social inclusion as well as employability empowerment and entrepreneurial action. To foster an impacting use of the possibilities granted by today’s digital world and enabling communication across language and cultural barriers.
Understanding how to design a project:
Learning to keep the needs, objectives, implementation and the results consistent. To justify why the project is needed and what is innovative about it as well as justifying the partners, objective and implementation.
Enhancing Knowledge about Erasmus+ projects: the different Key Actions of Erasmus+ projects with focus on Key Action 2. Understand the needs of the target group, creating an own project idea, walking through the application together (Designing skills, writing techniques)
Developing management skills: Choosing partners according to the needs of the project (research and implementation) Learning what is needed from which partner. Learning how to adapt the project to changes during the implementation.
The Training Course about Digital Storytelling was organised by Mine Vaganti NGO (Italy) and 5 staff members participated. The Training Course lasted 7 days and took place in the period 2-8 August 2021. The following modules were focused on:
- Needs analysis.
- The different categories of Digital Storytelling instruments (Blogs, Storylines, E-Magazines, Photo Stories, Web-Documentaries) and the most effective use/strategies per each.
- Software instruments and strategies for collecting and processing digital materials functional to composing a “narrative”.
- A specific focus on methodology: main Digital Storytelling methods and how to employ them
- How to create a Digital Story.
- How to create impacting Photo Stories.
- How to devise Digital Storytelling narratives and content.
- Digital Storytelling as a tool of social inclusion.
- Developing leadership and team-building skills through Digital Storytelling (Communication, Presentation and Empathic skills).
- Digital Storytelling in business/product innovation, creativity and “out of the box” thinking.
- Practical sessions.
- Summary and course evaluation.
The Training Course about Blended Learning: Flow N.1
It has been organised by Philia Caraibe Monde (Martinique, France) and 2 staff members participated. The Training Course lasted 6 days and took place in the period 20-25 January 2023.
- Learning and social inclusion needs of migrant Adult targets.
- Climate Change Effects and its roots and consequences in human and social terms.
- Exploring the challenges and opportunities in peer-interaction programmes/activities involving Adults belonging and not belonging to migrant categories.
- What is Blended Learning and when do we use it?
- Introduction to Flipped Classroom – what, why and How?
- Importance of learning environment-aware principles while designing learning paths.
- Role of networks and stakeholders in implementing & promoting Environmental awareness.
- How can I use gained knowledge & tools in practice?
The Training Course about Blended Learning: Flow N.2
Nest Trainers taking part in a Training Course of the organization Organization for Promotion of European Issues, based in Cyprus, in order to acquire competences in Blended Learning as an environment aware educational instrument towards adult migrant NEETs.
The mobility took place from 22nd of May to the 26th of May 2023 in Paphos (Cyprus) hosted by RINVESCO CONSULTING involving 2 members of staff of NGO NEST Berlin.
- Define project outputs and develop a realistic budget in correlation to project activities:
- Define target groups and key indicators:
Learning about different target groups of projects: VET, adult, school, sport, youth and how the differentiate in terms of objectives, needs, budget
- Design a competent project consortium:
Developing project management skills by working with examples of other projects: how partners should be chosen, management of budget
- Develop a coherent and innovative project idea:
Exchanging theoretical ideas and comparing them with practical background and experiences of other projects
- Incorporate a quality and risk assessment plan.
- Develop a dissemination plan.
- Define sustainability and impact of the project.
Practical exercise: Brainstorming ideas and designing our own project, writing a hypothetical proposal and learning how to write a summary, how to write work packages, IO Learning the importance of justifying the choice of partners, why are they needed what do they contribute
Project activities have determined the acquisition of the following learning outcomes:
- Acquisition of knowledge regarding 6 clusters of innovative pedagogies.
- Acquisition of knowledge regarding Blended Learning and Flipped classroom model concepts and components.
- Acquisition of knowledge and skills on how to implement innovative pedagogies in practise, create learning environment through creation of lesson plans.
- Improvement of personal and professional skills in training.
- Raised awareness regarding the importance of a more interactive, caring and horizontal relationship between educators/trainers and learners.
- Raised awareness regarding technological development in training and learning;
- Acquisition of skills and tools to incorporate ICT in educator’s everyday training;
- Raised awareness regarding the importance of networks and stakeholder’s involvement for implementation and promotion of innovative pedagogies;
- Enhanced participants’ ability to adapt to changes;
- Acquisition of tools for professional development of the trainer;
- Increased capacity to cooperate on international level;
- Improved communication and social skills;
- Improved English language skills.
The specific topic insights implemented during the training courses, lead the participants to a wide range of results, consistent with the training course objectives:
- Blended Learning & digital storytelling methodology acquisition
- Non formal education skill Acknowledge
- Implementation of gained knowledge in terms of creating an own theoretical project for future designs,
- writing the proposal,
- discussing ideas, priorities, making a description, elaborating objectives,
- definition of the target group and how we want to reach them,
- talking about why specific project should be international and what the different countries would contribute with,
- explanation in which way the project would be innovative and what the impact of the project would be;
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Rock by Rock projects are a great way to incorporate empowering, interdisciplinary projects into your academic program. Each project includes character growth, reading, writing, science, social studies, and the arts.
At Rock by Rock, we believe that children learn best when they are having fun and are deeply engaged in rigorous, hands-on learning that has real-world application. We also believe that habits and character education are a core part of instruction. By infusing habits with academics, we can better prepare children to thrive in our ever-changing world and to help make the world a better place.
The STEAM Changemaker Series is ideal for students in 3rd-5th grade.
**Classroom Application and Module Structure:**
Each project in the STEAM Changemaker Series can be done together as a class, in small groups or individually as a self-directed project. Each project centers around one mission that is focused on how we can take small actions to address environmental or social challenges.
**Each Project has a real-world mission that empowers students to take action. Each project follows an inquiry arc:**
1. **Invest:** Invest students in the Mission / Project.
2. **Reflect:** Reflect on the life habit focus: Learner, Creativity, Curiosity, Empathy, Courage, Kinship, Impact Awareness.
3. **Explore:** Understand the problem and real-world needs through reading, video and activities that enable students to connect personally to the issue or problem through writing and art.
4. **Take Action:** Engage in a take action project that involves taking action through writing, art and making (crafts, performance, etc.).
5. **Share:** Enlist others to work towards or rally around a cause.
6. **Reflect:** Reflect on what students learned about themselves as leaders and how they grew in their life habits.
At Rock by Rock, we believe in creating flexible tools teachers can adapt based on student needs. Each project is a teacher-designed, interdisciplinary unit that can be flexibly customized. Teachers can follow our recommended lesson flow, or tailor activities to cater to specific student needs.
| Use Case | Integrated as part of ELA instructional time. | Specific Science or Social Studies Learning Time | Self-Directed Learning |
|----------|---------------------------------------------|-------------------------------------------------|------------------------|
| **Grouping** | Whole Class, Small Group or Individual | | Individual |
| **Purpose** | • Authentic Application - Reading is a means to learning - I want kids to see real world applications of reading.
• 21st century literacies - I need my kids to be developing reading and writing skills in modern-day multimedia formats (i.e., podcast, videos, dramatic play etc…).
• Word and world Knowledge - My kids need to continue to develop their vocabulary and word and world knowledge to aid in literacy development. | • Hands-on Learning: I want students to use multiple modes of learning from literacy to hands-on experiments to the arts.
• Real-world Relevance: My kids need to see how what they are learning is relevant to their lives today.
• Global Citizenship/ Science Citizenship: I want to foster global citizens that are engaged in taking action and developing the life habits that they need. | • Enrichment: I want options for my more advanced students who can do projects independently to enhance learning.
• Remediation: I want projects that allow me to work with small groups while other students work independently.
• Reluctance: I want high engagement opportunities for learning to help reach my “harder to engage,” students. |
| **Time Period** | Used during a language art or interdisciplinary/humanities block. | Used to replace science or social studies time and/or a specific project-based learning time during the week. | Used as a learning center during traditional guided reading or small group rotations. Some kids engage independently while teachers pull groups to support as needed. |
| **Structure** | Whole Group Reading Lessons - Pre/During/Post Reading Close Reading or Read A-loud | Science and social studies Lessons | Guided reading, centers time, or self-directed learning time. |
**Materials and Technology:**
**Materials:**
• **Student Mission Log**: You have the choice between a print Mission Log where students can write and take notes by hand or a digital mission log you can share with students as a PDF or PPT file.
Project Materials: We also provide a materials list that outlines all the materials needed to complete the lessons within the project and the final take action project. These materials are suggestions, in many cases, you can adapt activities to use materials you already have available. Please see our separate materials list with a more detailed breakdown to assist in materials organization.
| Materials List: |
|-----------------|
| - Cardboard |
| - Colored pencils/ markers |
| - Index cards |
| - Large plastic cup/ bowl |
| - Rubber band |
| - Plastic wrap |
| - Salt |
| - Phone |
| - Yarn |
| - Metal fork |
| - Metal spoon |
| - Stamp |
| - Envelopes |
| - Cell phone |
One of the following:
- Mixed beans
- Confetti
- Colored paper
- Elbow pasta
- Split peas
- Tissue paper
Technology: Projects can be completed with technology found in most educational settings.
- If doing this as a self-directed project we recommend every student have access to a laptop/computer, WIFI, Chrome browser and headphones. Our platform is currently optimized for Chrome browsers (on iOS, Android, or PCs).
- For teachers who are interested in whole group instruction we recommend additional technology such as a projector or smartboard and speakers.
Standards Alignment:
Each project is aligned to national and state standards for reading, writing, science, social studies, and the arts. Each module was designed to help students progress towards standards holistically. There is not a 1-1 correspondence between each standard and each lesson. Research shows that reading and writing standards develop holistically and more effectively when approached as a whole rather than teaching standards and skills in isolation. Our modules build NGSS aligned science content and practices, CCSS aligned reading, writing, listening, and speaking skills, and 21st Century SEL competencies. While many lessons address many clusters of standards, one standard cluster often leads over others.
This module specifically supports:
| Reading CCSS | Writing CCSS | Listening and Speaking CCSS | Science NGSS | SEL 21st Century Skills/Arts |
|---------------------------------------------------|---------------------------------------------------|-------------------------------------------------|------------------------------------------------|------------------------------|
| Key Ideas and Details: 1-3 | Text Types and Purposes 1 | Comprehension and Collaboration 1,2 | 3-LS2-1 | Focus: Empathy |
| Craft and Structure: 4-6 | Production and Distribution of Writing 4-6 | Presentation of Knowledge and ideas 4,6 | 3-LS1-1 | CASEL Social Awareness: |
| Integration of Knowledge 7-9 | Research and Build to Present Knowledge 7-9 | | 4-PS4-1 | ● Taking others' perspectives |
| Text Complexity - 10 | | | 5-ESS3-1 | ● Recognizing strengths in |
| | | | | others |
| | | | | ● Demonstrating empathy and |
| | | | | compassion |
**This Project’s Focus:** How can we help save elephants from extinction?
| Real-World Mission | Real-World Project | Character Focus |
|--------------------|------------------------------------------------------------------------------------|----------------------------------------------------------------------------------|
| To raise money to help save Elephants from extinction. | Write a letter to Congress to advocate for approval of the Multinational Species Conservation Fund to raise money for elephant conservation. | Empathy. How can we use empathy to understand the plight of elephants and to build empathy in others to help protect elephants? |
**Types of Lessons within a module:**
| Type | Description | Student Output. |
|-----------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------------|
| Informational Text Based Lessons | Lessons that develop informational text skills (reading, graphic organizers, charts, graphs, science concepts, social studies concepts). All lessons follow a similar flow:
- Pre-reading: Intro/hook
- During Reading: Interactive Questions
- Post Reading: Application activity - many times the post activity can lead to a discussion or supplemental activity aligned with a particular class or student needs. | ● Student mission log
● Group discussion. |
| Hands-on Activities | ● Experiential learning opportunities that are hands-on and require kids to go offline to learn by doing and making.
● Focused on leveraging different learning modalities to engage kids and increase | ● Student mission log
● Activity products. |
Elephants are amazing creatures. Did you know that elephants live in herds that care for each other? Did you know that elephants can communicate through the ground and send messages up to 6 miles away? Did you know that elephants can smell water 12 miles away? Did you know scientist have found herds led by blind elephants? But elephants are threatened by people. They experience habit loss, poaching and conflict with humans over land. About 96 elephants in Africa are killed every day.
In this project, kids will explore the life science and physics of elephant hearing. They’ll study how elephants use groups to survive, how their life cycle impacts conservation efforts, and how elephants communicate through various types of sound waves. They’ll learn the mechanics of sound waves and how those waves travel through different substances. Students will also participate in a mini-design challenge where they will work alongside an expert at the Birmingham Zoo to design a radio tracker that uses sound waves to support conservation efforts.
Students will engage in a series of experiments and art projects to help them process their learning. The project culminates in writing a persuasive or argumentative letter to Congress advocating for funding for elephant conservation.
Virtual Field Trips
Elephant Care Professional: Shay Hoffman
In this project, students meet Shay Hoffman, elephant care professional from the Birmingham Zoo. They’ll learn more about elephants, what makes them special and how zoos and other conservation agencies work to help save elephants.
State Senator: Tony Vargas
In their take action project, students will meet an elected official, Tony Vargas, who will help teach students what it’s like to be an elected official and some key persuasive writing strategies you can use when writing to your elected representative.
Sample Unit Goal: Save the Elephants (Teachers may customize these to match their unique context.)
1. Create a model that shows the benefits of living in a group or herd.
2. Compare and contrast the elephant life cycle with that of other species and explain how the elephant life cycle impacts conservation.
3. Illustrate how sound waves travel and how elephants use sound waves to communicate and support each other across long distances.
4. Explain why elephants are in danger, who is working to support elephants and how we can help.
5. Write a persuasive letter to Congress that uses empathy to compel an elected official to take action.
6. Reflect on personal use of empathy and set goals for how students can employ empathy beyond this project.
Key Vocabulary
| senses | species | habitat | poach | threat |
|--------|---------|---------|-------|--------|
| n. Five ways we learn about the world around us. | n. A group of living things that can reproduce or have babies. | n. The natural home of a plant or animal. | v. To hunt illegally. | n. A warning. Something that can harm something else. |
| conservation | ecosystem | herd | savanna |
|--------------|-----------|------|---------|
| n. Protecting something from damage. | n. All the living things in an area. | n. A group of animals living together. | n. A large, flat area covered in grass. Found in tropical areas. |
Pro Tip
Before you begin your planning, we suggest you read this teacher's guide, the student Mission Log and that you skim the online course to become familiar with the content. If you want to build your own background knowledge on elephant conservation and the physics of sound waves, you can complete the online module as a student.
At-A-Glance
The table below provides you a high-level summary of the arc of the project. Think of it as seeing the picture on the box of a puzzle. I also provides high level guidance for how you could pace-out this project. Students can either work with a partner and complete this project at their own pace or teachers can lead students through the content as a class. Our hope is that these materials provide additional opportunities for kids to explore the content, answer the driving question and apply it to the take action project at the end.
| Module | Description | Activities |
|--------|-------------|------------|
| 1: Your Mission | Students are introduced to their 'Save the Elephants' mission and meet a baby elephant, Nania, that was saved from poachers. | Online:
- Mission Intro.
- Meet Nania: Rescued baby elephant.
- Quick causes of elephant decline. |
| 2: Empathy | Students learn about what it means to show empathy. They see examples of how we show empathy and try to understand each other’s perspectives. Students are primed to think about how they can help others develop empathy for elephants. | Online:
- Intro to empathy quote & intro to "head and heart."
- Spotting emotions practice.
- Empathize with elephant actions. |
| 3A: All About Elephant Herds | To understand why we should protect elephants and to build empathy for elephants, students learn about two key aspects of elephants life:
1. **Species**: the three species of elephants
2. **Herds & Groups**: how elephants live in groups to help them survive and thrive
Virtual Field Trip: Students will meet Shay Hoffman, elephant care professional at the Birmingham Zoo. | Online:
- Introduce key vocabulary.
- Discover three kinds of elephants.
- Virtual Trip: Birmingham Zoo- elephant groups
Hands on:
- Write vocab sentences and create vocab illustrations.
- Create an elephant group mosaic. |
| 3B: Cycle of Life and | To understand how elephants live and communicate, students learn about the elephant life cycle and how | Online:
- Intro to life cycles. |
| Communication | 3-5 Days |
|---------------|----------|
| **3B: How do elephants communicate?** | Elephants communicate using different types of sound waves.
1. **Life Cycle**: How the elephant life cycle varies from other species and how that impacts conservation. (Elephants reproduce slowly which impacts conservation efforts.)
2. **Sound**: Students learn about sound waves, amplitude, frequency, crests, troughs, and how elephants use sounds to communicate and protect each other across long distances. |
| **Hands on**:
- Cell phone challenge: sound travel through vibrations.
- String challenge: hear sound travel through solid objects. |
| 3C: What are the dangers and how can we help? | 2-3 Days |
|---------------------------------------------|----------|
| Finally, students learn about why elephants are so endangered and about the ways groups and organizations around the world are helping. Students learn that elephant conservation is expensive and requires money.
**Virtual Field Trip**: To help students see 1) how conservation efforts work and 2) how money on conservation is spent, students engage in a real-world elephant conservation challenge with the Birmingham Zoo to see how the zoo used radio wave trackers to support elephant tracking and conservation. |
| **Online**:
- Causes of elephant decline.
- Who is helping and how can we help?
**Hands on**:
- Virtual Visit: Elephant engineering challenge (online/offline hybrid.) |
| 4A+4B: Take Action Project: Letter to Congress | 4-6 Days |
|------------------------------------------------|----------|
| Students will write a persuasive letter to Congress to advocate for Congress to pass a bill to provide funding for elephant conservation. This persuasive letter will use evidence from the project to appeal to the “head” or the “heart” and help Congresspeople build empathy for elephants.
**Virtual Field Trip**: Students will meet elected official Tony Vargas who will share tips for advocating to an elected representative. |
| **Online**:
- Virtual Visit: Meet Senator Vargas.
- Interactive letter writing practice.
**Hands on**:
- Write letter to Congress.
- Create letter balloon art or other “stand-out” art. |
| 4C: Share & Reflect | 1 Day |
|---------------------|-------|
| Students present their letters to Congress live to an authentic audience before they mail their letters.
Students can then hang their letters in a prominent location for others to see, read them to a group or share a video of them reading their letter. |
| **Hands on**:
- **Share**: Authentically share letter to Congress with others.
- **Reflect**: Engage in personal reflection (1-1, small group, whole group) to reflect on ways to continue to show and use empathy after this project. |
Finally, students will reflect on what they’ve learned about being a learner and how they can extend those skills to other areas of school and life.
**Sample Lesson Flow**
This project could be done in 1-2 weeks with several full days devoted to project-based learning or as many as 4-6 weeks depending on how much time each day teachers allot to the project and how much depth they choose to explore with each activity. The below lesson sequence is designed to be a flexible jumping-off point for educator planning and should be modified based on student need and educator discretion.
| Category | Objective and Description | Materials Needed | Standards Alignment |
|----------|---------------------------|------------------|---------------------|
| **Invest** | | | |
| **Module 1: Your Mission: Save the Elephants (1-2 Days)** | | | |
| **1-1 Hook** | **Hook: What’s the Problem?**
**Objectives:**
- Build investment in the Save the Elephants project
- Explain the mission of the Save the Elephant project is to write a letter to Congress to raise money for elephant conservation.
- Explain that nearly 100 elephants are killed every day and that if we don’t take action soon, there might not be elephants left.
**Methods:**
- **Intro Video**: Watch the intro to the project video to build investment about the problem.
- **Interactivity Activity**: Have students explore the major threats facing elephants.
- **Letter to Congress**: Preview the letter to Congress take action project through short intro video.
- **Mission Log**: Explain that students will use their Mission Log to write down important information that will help them with their | • Project module
• Video | Preparation for: NGSS: 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. |
| 1-2 | **Video: Meet Nania**
**Objectives:**
● Observe the impact elephant poaching has on elephant babies when a mother is poached.
● Describe how conservationists are working to help rehabilitate babies without mothers.
**Methods:**
● **Pre-watching**: Note that you are going to read (or listen) to a short story about a rescued baby-elephant and then watch a short video.
● **During-Watching**: While students are watching, ask them to think about 1) How do you think Nania felt when she lost her mother? 2) How do you think Nania feels about Salif? How do you think Salif feels about Nania? Why?
● **Post-watching**:
○ Have students write or discuss their answers to the guiding questions individually or in pairs, discuss them as a group or both. | ● Project module
● Video | Preparation for:
NGSS: 3-LS2-1. Construct an argument that some animals form groups that help members survive. |
| 1-3 | **Why Save Elephants**
**Objectives:**
● Explain that human actions threaten elephants.
● Make an initial case for why we should try to protect elephants.
**Methods:**
● **Interactive Quiz**: Have students engage with the interactive quiz to see how elephant populations have been impacted by people.
● **Discussion**: Have students discuss two questions to get them thinking about why we should protect elephants or what they want to learn more about to know if we should fight to protect them.
○ Should we try to protect an animal that lives on another continent? Why?
○ What do you want to learn more about so you know why elephants should be protected? | ● Project module
● Mission Log | Preparation for:
NGSS: 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
CCSS.ELA-LITERACY.W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. |
End of Preview
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Wait, what is that?
Caitlyn Gillespie, Research Biologist
I’m approaching my next point on a late-May morning, the cool night air rapidly fading as the sun warms the path in front of us. A series of high-pitched calls come from the mixed oak and pine trees and we puzzle over the unknown sounds and scan the tree tops for clues.
“It sounds like crossbills—but they wouldn’t be here. But what… Oh!” My companion stops suddenly and raises his binoculars. “Look, see?” A Hairy Woodpecker carrying a large caterpillar suddenly appears on a tree trunk close to the road, and the mysterious sounds are now clear. As he approaches a small cavity with his green prize, we hear it again—the begging calls of tiny nestlings.
Continued Page 4—Wait, what is that?
Vesper and I
Jim Lawrence, Oregon Vesper Sparrow Study Field Technician
“Sitting here on top of my tree
The tall guy, with his bins I see
Watch out, he is headed my way
Looks like he’s after my nest today”
At last I found her, perched up over there
I’ve been sitting three hours just staring at air
Where did she come from, appeared out of the blue?
Time to get closer for a better view.
“He’s almost here. Time for something slick
A fake nest carry, ought to do the trick.
I will fly this big juicy worm, way over there.
He’ll take the bait and get out of his chair.”
Continued Page 5—Vesper and I
Field Day’s End
Lauren diBiccari, Banding Program Coordinator
Hearing excited exclamations from outside, I unzip my tent and look out over the river. The clouds are lit from beneath, a pearlescent gray rimmed in incandescent pink. Dozens of nighthawks careen through the air above the current with acrobatic grace on staccato wing beats like enormous bats, the white of their wings flashing. I can make out the figures of Said and Ricky in the near dark of the river bank taking in the spectacle.
The dusk is full with the sounds of birds: Red-winged Blackbirds, their metallic cries ringing out from the tops of riverside willows; the plaintive whistled calls of Western Wood-Pewees (perhaps the pair whose nest we noted across...
About the Oregon Vesper Sparrow Study—A Bird on the Brink Jaime Stephens, Science Director
This spring KBO expanded our study of the Oregon Vesper Sparrow, in partnership with American Bird Conservancy and others. Previous work estimated an extremely low number of individuals of this subspecies, estimated at approximately 3,000 individuals throughout their range in Oregon and Washington.
Plastic color bands being applied to an adult Oregon Vesper Sparrow. The color bands are used in different combinations for each bird so that individuals can be resighted without recapturing them. © 2018 Daniel Thiede
Now we are working to uncover the potential causes of decline. Are they breeding successfully? Are they surviving the winter? How do individuals in the Rogue Basin genetically relate to individuals in the Willamette and farther north? Answers to these questions will inform a range-wide strategy to increase population numbers to a healthy level.
KBO’s Jim Lawrence applies color bands to an Oregon Vesper Sparrow nestling. The nestlings are returned to the nest—banded shortly before they fledge. © 2018 Daniel Thiede
6:00 AM Emily Lind, Research Associate and Southern Oregon University Graduate Student
It is 6:00 AM and Howard Prairie is alive! The elk were in their usual meadow on my morning commute. The House Wren welcomes me at Lily Glen Campground. The Sandhill Cranes honk and rattle as they fly low overhead on to their next destination. Red-shafted Flickers with their white rumps flush from the grass and land on their favorite stump. I catch a glimpse of the Tree Swallows copulating on their favorite snag. The Mountain Bluebirds pop into their nest to feed their fresh hatchlings. And the song of the Vesper Sparrow, the reason I am here, calls me deeper into the meadow.
KBO Research Associate Emily Lind recording an Oregon Vesper Sparrow singing at Lily Glen (Howard Prairie (Jackson) County Park). © 2018 Daniel Thiede
This morning is especially rich with activity. The KBO banding crew is here to mist net and color band adults, the nest monitoring crew is busy both nest searching and banding nestlings, I am here recording the “here here, where where, all together now” song of the Oregon Vesper Sparrow, and a photographer is here to document it all.
It is incredibly rewarding to spend the day in the field with people who are dedicated to preserving the birds that need this place to survive. To top off this morning’s excitement, coyotes howl from inside the forest, reminding us all how wild, abundant, mysterious, and awe-inspiring this place truly is.
Come listen for yourself.
About the Salmon River Restoration Project
Sarah Rockwell, Research Biologist
This year KBO started a new partnership with the Salmon River Restoration Council, located in Sawyers Bar, California. The Salmon River has a long history of human impacts, particularly due to mining, and the SRRC has plans to restore various sites along the North and South Forks by reconnecting the floodplain to the river and planting native vegetation over old mine tailings.
KBO’s role will be to monitor the abundance and reproductive success of birds before and after the restoration actions take place. Successful restoration would lead to more abundant and successfully reproducing bird populations—if not, KBO will advise on how to modify the revegetation treatments to create better habitat for birds and other wildlife. We have chosen a few key birds that breed in riparian (streamside) zones to study, including Yellow Warbler, Yellow-breasted Chat, Song Sparrow, and Black-headed Grosbeak. Field technicians Alex Flores and Tessa Wardle visited the first two Salmon River sites once a week to map bird territories and record their breeding stage. 2018 is the first pre-restoration year of this new project.
Black-headed Grosbeak nest with 2-day old chicks. The chicks are in their natal down plumage which functions only as insulation. They will replace all their feathers before fledging. © 2018 Sarah Rockwell/KBO
Having a Field Day
Teresa Wardle, Salmon River Restoration Project Field Technician
At KBO, the phrase “Have a field day” is synonymous with saying “Have a good day.” On May 30th this rang especially true for me. The project I am working on involves spending time at the end of a survey classifying the breeding stage of riparian birds whose territories we have identified on the study site. Prior to that day, this meant watching a male bird sing and trying to locate his potential mate—she would give a better idea of the pair’s breeding stage—listening for her soft “chips” or watching for her movement in the brush.
Warily, I made my way to the first territory I was to observe, where I had only heard a single chip of a female Black-headed Grosbeak during the survey. After twenty minutes of observation, a flurry of motion and strong melodious singing drew my attention to a nearby fir tree. Squinting, I was able to make out a barely visible clump 10 meters up the tree and halfway out a branch. I had found my first nest of the season!
Unlike most songbird species, both grosbeak males and females incubate the eggs in the nest, and when they switch off they characteristically sing and chip, so this part of what I was seeing was not unusual. What was different, in terms of KBO’s observations of Black-headed Grosbeaks along the Trinity River, was their decision to nest in a Douglas-fir tree, especially so high off the ground. I jubilantly found two more nests that day, also high in the branches of gently swaying firs. In the coming weeks it will be interesting to observe other grosbeak nest locations by the Salmon River, to see if these three nests are an anomaly or a trend in this area. [Editor’s note: In KBO’s Trinity River study, the most common places for grosbeak nests were willows or blackberry shrubs, usually no more than 4 meters high—but along the Salmon River they seem to have different nest preferences.]
Note From the ED—from Page 1
reports, data-rich decision support tools, and engaging educational programs and materials. We are building a virtual gallery of science that is intended to inform and improve the way our society manages the ecosystems on which all of Earth’s life depends.
In this Year of the Bird KBO is also celebrating 25 years science-riven conservation. We are following a century’s old tradition of ornithologists using observation-base science to shed light on alarming patterns of population decline and environmental degradation. As ornithologists influenced the ambitious conservation agenda that President Theodore Roosevelt sewed into our country’s policy more than 100 year ago, our science is being contributed to an international effort that will leave a legacy of conservation and sustainability in the 21st century.
The Year of the Bird is about recognizing that our environmental, economic, and social well-being is inseparably tied to the fate of our birds. Through celebration we unite our voices recognizing that we have the science and tools that we need to reverse declines of at risk species and keep our common birds common. With many conservation challenges yet to be overcome, Klamath Bird Observatory is striving to keep our tradition of Natural History and Field Biology alive and well, by ensuring its practice informs effective conservation and helps us to realize tangible benefits for birds and people. We thank you for joining us in celebrating The Year of the Bird and recommitting ourselves to protecting all of our shared birds.
Thank you for supporting our work as a part of your investment in our century’s legacy of science-driven conservation.
Wait, what is that?—from Page 1
crying out for their meal.
Stopping frequently to identify what I am hearing has become a habit this week as I’ve been doing point count surveys in Whiskeytown National Recreation Area, near Redding, California. It’s a change from the recreational birding my companion is used to—he’s agreed to accompany me while I’m working this week. Instead of focusing on finding and getting a good look at individual birds, we are stopping at specific points on a route so that I can record everything I see or hear within a 5-minute period. It’s fast-paced, challenging work, but we still get the opportunity to stop and admire the sights and sounds of a bird breeding season in full swing.
“That one… what species is that?” We stop and listen to a partially buzzy but variable song for a minute. A Fox Sparrow pops out of the shrubs right in front of us, and then we hear it again—“oh cool! That’s a new one for today.”
Many of our days in the field are long, and always early: point counts start at sunrise, and sometimes when that alarm goes off at 4:30 am it can be difficult to convince myself to crawl out of my sleeping bag. Morning bird surveys are followed by vegetation surveys, and in summer those afternoon suns can be intense. Still, as field biologists, these days are when we have the most fun with our jobs.
As I’m hiking to my next point, some movement catches my eye on the side of the trail. Peeking through the shrubs, I see fledgling Wrentits, running and hopping a bit through the branches. We stop for a minute to watch them clumsily try to follow their parents. “It’s funny how baby birds don’t really know how to act likes birds yet… still, they’re pretty cute.”
Hairy Woodpeckers—an adult male and nestling at their cavity nest. © 2018 Jim Livaudais
About KBO’s Citizen Science in 2018
Ellie Armstrong, Field & Data Manager, Citizen Science Programming Coordinator
Over the past two years Klamath Bird Observatory’s Citizen Science program has continued to grow with volunteers throughout the state collecting data for multiple projects. One of those projects is just outside of Ashland and is in partnership with the Selberg Institute, a local organization currently managing two private preserves for conservation.
Each preserve spans close to 5,000 acres in the foothills of the Cascade-Siskiyou National Monument. KBO citizen scientists have been inventorying birds at the Sampson Creek Preserve and the Grizzly Peak Preserve for over a year. From April 2017 to April 2018, 17 citizen scientists surveyed the Sampson Creek Preserve, with some completing regular biweekly surveys throughout the entire year! These dedicated volunteers submitted over 100 eBird checklists recording 119 species of birds for what is now a robust inventory of what species can be found on the preserve during different times of the year. After a full year of surveys at Sampson Creek, citizen scientists have now moved on to monitor the birds at the Grizzly Peak Preserve. Heading out every other Saturday until next spring, groups will continue to bird the preserve’s mosaic of grasslands and woodlands.
To get involved with KBO’s Citizen Science Programs contact Ellie Armstrong at firstname.lastname@example.org!
In the Field Alex Flores, Salmon River Restoration Project Field Technician
Early morning sun
a Black-headed Grosbeak sings
good morning to you
One Song Sparrow barks
no sign of Yellow Warblers
at least there are chats
There goes a raven
a Steller’s Jay shrieks and scolds
am I friend or foe?
Some birds are hiding
blackberry bushes rustle
bird work needs patience
Song Sparrow barking.
© 2018 Jim Livaudais
The Klamath Bird
Vesper and I—from Page 1
I’m sure that she saw me, I’m a big walking tree
I’ll just sit here in my chair and see what I see
Alright! There she goes into the grass with a worm
Let’s stroll over there and see if it makes her squirm
“Yes, he fell for it, he’s up off his ass
Just sit here real tight behind this piece of grass
Then when his big boot is about to step on me
I’ll jump up and fly to a far distant tree.”
Go slow, be patient, I’m getting real hot,
I swear she went down, right at this spot.
Be alert for her to flush like a mouse
Then I’ll know for sure that I’ve found her house.
“Five steps. Four steps. Three and now two
Time to get going, before I meet his shoe.
A flap of my wings, I fly over a stump
A chip of joy, I think I made him jump.”
There she goes, freeze! Don’t move a bit
Behind that clump of grass, that’s got to be it.
Slowly, slowly, one step then one more
I know that I’m knocking on Vesper’s front door.
“Look at him, way over there, far from my nest
I hate to say it, but I’m really the best.
10 minutes from now he’ll give up his quest.
Then maybe he’ll leave and give me some rest.”
Dang it, dang it, I know I’m standing on it
5 more minutes then I’ve got to quit
Okay I can’t find it, you win, I forfeit.
I’m going back to my chair for a sit.
“Yay! He’s gone, my nest is safe once again
Keeping bands off my chicks, is what I call a win
Two days from now, they’ll fledge and be free.
Another successful nesting season for me.”
Congrats mama, you’re one tricky bird
I won’t bother you again, I give you my word.
Trying eight times, is more than enough
You’re the Queen of the Vespers, you’ve got the best stuff.
Citizen Science Adventures
Christine McCullough, Citizen Science Volunteer
I have been surveying birds for KBO and Selberg Institute at two different locations, Sampson and Grizzly preserves, and it has been an extremely rewarding experience. I am relatively new to birding—I’ve spent most of my life looking at flowers, not at birds. Working on this project has helped me to grow as a birder, which has helped me to notice more about the areas I walk through and to appreciate everything that is there, not just the plants. It has been truly wonderful to be able to explore these properties and experience the lovely oak woodlands outside of Ashland. There are so few oak woodlands left, it is great to see these protected.
One of my favorite things about being out in the field is how unpredictable things can be. On one of my surveys, I spent over an hour walking around without seeing any birds at all. Just as I was about to give up and just head back home, the forest and fields came alive with birds and birdsong. Especially meadowlarks, more meadowlarks than I have ever seen before! There were warblers, bluebirds, and sparrows everywhere. The birds made me wait a little bit, and sometimes it can be frustrating, but it seems to make it even more special.
Mountain Bluebird on the mountaintop. © 2018 Jim Livaudais
Sometimes you find something during the survey that you don’t expect at all. While on Grizzly, my Mom and I encountered a very friendly horse that proceeded to follow us everywhere we went. He almost followed us into our car! Every day that I spend outside in the field is a new adventure, and birding on these properties has given me so many new experiences.
Words On the Wind
A celebration of birds in literature
“Hope” is the Thing with Feathers - (314)
By Emily Dickinson
‘Hope’ is the thing with feathers –
That perches in the soul –
And sings the tune without the words –
And never stops – at all –
And sweetest – in the Gale – is heard –
And sore must be the storm –
That could abash the little Bird
That kept so many warm –
I’ve heard it in the chillest land –
And on the strangest Sea –
Yet – never – in Extremity,
It asked a crumb – of me.
Editor’s note: Dickinson’s inner and constant “hope” as a bird singing brings her encouragement through difficult times. What a pretty (and practical!) thought.
Oregon Birds, Mexico Birds Said Quintero Felix,
Banding Program Volunteer Student Intern
Let’s just say it is awesome to have this experience, I really enjoy the landscape that is so different than the place I come from. But there’s one more important thing, birds. I have had several new species for me, my favorite is the Oregon Junco. It is an elegant bird, with grayish to blackish head, small pink bill, and white outer tail feathers … it was my first time banding one of them, and is more common here than I thought.
Many other birds we capture include some species that I’m so familiar with, because they migrate in the fall to my home country Mexico. That is one of the best parts, we share some birds, and it is so important to help the bird conservation in both countries—sharing our work and our efforts in keeping watch for those beautiful birds.
At the end of my internship I hope to know more about aging and sexing birds that will help continue similar work in Mexico. This is one my personal goals and I’m so positive to reach it soon!
TOPSY Ricky Murphy,
Banding Program Volunteer Student Intern
This place is more than birds
and if it had a name
it would be spelt with the babbling of its river, the pinkish strokes of its sunset, and the buzz of its pewees
it would be proof read by the erect needles of its ponderosa pines
whose confident and sturdy postures harmoniously stand at attention like a platoon
making mental preparations to die for their sergeant and the sweat beads that hesitantly fall off their brows as the dew drops fall and bell out a pound, a thud, a reverberation down streams and up slopes
and it would be edited by the weight of its clouds
its falling rain erasing what is old and tired
transforming cracks into streams, divets into ponds, and trenches into gullies
and as twilight wanes they would give if not a kiss then a shrewd nod for another day lived
Editors Note: Topsy is one of KBO’s network of long-term monitoring banding stations operated each year May-October—this one since 1997. It is located at the Bureau of Land Management’s Frain Ranch Campground about 15 miles west of Dorris, California on the Klamath River. It is accessed via the old Topsy Grade Road—originally a stage and wagon road that drops down into the river canyon from a dry open pine forest into mixed oak-conifer and a lush riparian forest along the river. A very birdy site that has left a strong impression on many of our biologists over the years!
New Places, New Birds Jelicsa Peña, Banding Program Volunteer Student Intern
Seeing the US flag flying for the first time in Medford made me realize that my long and wearying trip from Peru was truly worth it, although my English was barely good enough to tell Bob how happy I was to meet him. I felt very fortunate to be an intern at KBO, where I have wanted to go for a long time. Best of all I am able to practice and learn what motivates me most (bird banding) at a new level, which I enjoy very much.
Field days are fun and unpredictable (that is a lot of the fun). I will not forget the first night at our Antelope Creek monitoring station in Klamath National Forest, where my tent withstood the thunderstorm while I (mostly) slept peacefully. The next morning we set up nets and every bird we captured was new for me, and told us a new story as we examined its plumage, took measurements, and assessed breeding condition. As I learn more and more about these (still pretty new for me) species, I can really appreciate the challenges they face—like travelling great distances (as I have!) and loss of good habitat (as we hear large equipment working nearby). I can only say that already I have learned much more than I expected, and we have more months to go!
Reflections of Field Days Dan Popelka, Point Count Program Field Technician
And just like that, another field season has come and gone. As challenging and physically and mentally strenuous as a field season can be, it is also very fun and exciting. Most importantly, however, is that it is so rewarding on so many different levels.
Not only does the work we do have a positive impact on the environment here and on a broader scale, it also has had a positive impact on me personally. During the field season, I have learned many new skills and gotten to explore new areas. Living in Ashland, I am very grateful for the opportunity to work with such a great organization and to have grown as an individual from the experience.
There are so many little moments out in the field that make the job so rewarding that it would take a few pages to talk about them all. Some of the highlights, however, include adding a few bird species to my life list, close encounters with bears and rattlesnakes, getting to spend a few minutes with a California Sister butterfly perched on my hand, and experiencing the vast beauty of the great American West.
In the morning, hundreds of butterflies gathered at still seeps of water and explode upward and away ahead of our footsteps as we walk along checking nets. After our day’s banding tomorrow morning, we will pack up and move on somewhere entirely different and equally beautiful; a site crisscrossing a creek nestled in a forest of towering pines and firs festooned in lime-hued wolf lichen.
Here we’ll fall asleep to the eerie, spiraling trills of Hermit Thrush and the busy babble of the creek. And then on again: we have seven long-term banding stations to visit every 10 days during the field season. These experiences in peaceful out-of-the-way places, still rich with wildlife, are a large part of why I so deeply love what I do and why I feel so passionately that they should remain.
Dan meets a California Sister butterfly. © 2018 Dan Popelka
Of all I am most grateful for in the past few months is the time for reflection while out in the field. Though I am busy at work while out in the field, I find myself constantly lost in thought, reflection, and wonder. Being in the woods does that to you—it is a humbling and sometimes spiritual experience, and provides the opportunity to reset and readjust one’s mind, body and soul in many different ways.
About the Point Count Program in 2018
Caitlyn Gillespie, Research Biologist
Field season at KBO is a busy time of year, and for good reason: with a relatively small staff, we are collecting data for many research projects simultaneously. Point counts are designed to assess the presence and abundance of all species in a breeding bird community in a very short amount of time. Collecting data as a KBO point counter during the field season means traveling throughout our study region in the Klamath-Siskiyou Bioregion and beyond to study where bird species occur and how they use habitat.
Our crews are in the field collecting data for only about six weeks during the first part of the breeding season when birds are singing. The songs both alert us to the presence of the birds (most of our observations are by sound) and also let us know that the birds are defending territories in that habitat. Using birds as indicators is a key part of the research program at KBO, and allows us to ask questions about the overall health of an ecosystem. In other words, if we know that a bird species with specific needs is breeding in an area, it is a good sign that those habitat features are intact.
Each year we have a different collection of point count projects, including some long-term monitoring and some that have shorter timeframes to answer focused applied research questions. In a 30-year study with the National Park Service’s Klamath Monitoring and Inventory Network, we survey birds at six national parks within our region on a 3-year rotation. This year, we surveyed at Whiskeytown National Recreation Area and Lassen Volcanic National Park. Our applied research programs this year included studying bird responses to oak restoration projects in Siskiyou County, California, riparian areas along the Salmon River, variable timber harvest practices in Coos County, and we even made it all the way to Cannon Beach for baseline monitoring at a new preserve on the Ecola Ridge. It’s been a whirlwind season of traveling! Still, bird surveys give us the opportunity to spend plenty of quality time observing nature; the point counters’ accounts are just a sample of what we’ve experienced. Hope they inspire your own field days!
Crater Lake National Park and KBO are presenting a bird ecology program series this summer and into the fall. These Park Ranger-led programs feature a visit to KBO’s bird monitoring station within the Park.
The programs are on Thursday mornings, but not every Thursday—call (541) 594-3100 for information and to register (free). KBO also offers banding demonstrations at its Upper Klamath Lake Field Station near Fort Klamath. For more information and to arrange a visit contact Bob Frey at email@example.com.
About the Banding Program in 2018
Robert Frey, Biologist and Banding Program Manager
Since its beginnings over 20 years ago, KBO’s Banding Program has been integral to our long-term monitoring and education endeavors. The information this type of work provides informs analyses of population trends and physiological study in greater detail than other bird survey methods. However, it requires several people with particular skills in the safe trapping, handling, and age-sex determination of songbirds. For this reason the program has always engaged whole-heartedly in professional training with internships and workshops; these training opportunities ensure high-quality data and create professional learning opportunities for young scientists. Since 1996 we have hosted over 250 interns and over 20 workshops. In 2018, we have four interns and hosted a workshop at our Upper Klamath Lake Field Station.
Having a bird in the hand is not only better than two in the bush but also an excellent opportunity to share what we do and a conservation message with the public. We have hosted public banding demonstrations as a component of KBO’s community education programming at bird festivals and during long-term monitoring operations for many years. In 2018, we held public demonstrations at the Rogue Valley Bird Day festival in Ashland and several at our monitoring station within Crater Lake National Park (see opposite column this page).
The banding program has grown beyond our Klamath-Siskiyou Bioregion study area with our efforts toward international capacity building in bird conservation. Through international internships and our participation with workshops in other countries, we have hosted 54 interns from 16 countries and have participated as instructors in 17 banding workshops in nine countries. This year we are hosting interns from Mexico and Peru and participating in a workshop in Ecuador. KBO is also continuing collaborative and mentoring partnerships with bird observatories in Brazil, Costa Rica, Mexico, and Trinidad & Tobago.
KBO Research Associate Josée Rousseau and KBO Biologist Jim Field examining a Wilson’s Warbler during a banding workshop in 2007. © 2018 KBO
The program contributes data to the North American Bird Banding Program, Monitoring Avian Productivity and Survivorship Program, Center for Tropical Research’s Bird Genoscope Project, the National Phenology Network, and the Avian Data Center Northwest.
Our recent Malheur Birding Expedition was a grand success, led by birding expert and bird guide author Harry Fuller. The group of 13 left early on June 2nd and spent the first night at Summer Lake Lodge after birding from Ashland to the Summer Lake Refuge. There were many favorites from that day: the Lazuli Bunting male singing at the top of a pine tree, the profoundly elegant avocets probing in the mud for insect snacks, and then there were the five American Bittern sightings! We were joined by another intrepid birder that night and trekked over to the Malheur National Wildlife Refuge area for the next 3 nights.
At the end of the trip we tallied 18 sightings of Great Horned Owls and also enjoyed the Burrowing and Short-eared owl views. We watched two badgers digging their burrow up close and personal! And when we weren’t birding we were eating dinner at the historic Diamond Hotel or soaking in Crystal Crane Hot Springs. Our species count from the trip was 125! But for many of us, the vast and dramatic landscape was the most exciting part of the trip. And we helped KBO with this conservation birding event—which made it extra special.
We look forward to more adventure birding trips in the future and KBO’s Talk and Walk series will continue in the fall. Hope you can come along—to help bird conservation and have a wonderful time!
KBO Research Associate Publishes Book on Amazonian Birds
The Amazon rainforest hosts 15% of the world’s bird species. Despite the staggering diversity of birds, relatively little is known about their natural history. To better understand the timing of life cycle events such as breeding and molting seasonality of Amazonian birds, a team of biologists began a long-term monitoring project in 1978 in the north region of Brazil. Findings from this impressive study are featured in a forthcoming book titled *Molt in Neotropical Birds: Life History and Aging Criteria* by Drs. Erik Johnson and Jared Wolfe.
“In addition to over a decade of personal research experience in the Amazon, we relied on the long-term dataset to document breeding and molting patterns for nearly 190 bird species, representing 37 families” says Dr. Wolfe, co-author of the book and KBO research associate. “The type of information provided in our book is readily available for birds in North America. Until now, these resources were not available for ornithologists interested in tropical birds.”
The book relies on hundreds of figures and photos to describe breeding seasonality, and unique molt patterns (replacement of feathers) that often vary by age, thereby allowing practitioners to categorize captured birds into age classes. “This book provides the information necessary to determine the age of captured birds, which lays the groundwork for detailed demographic studies of tropical birds” says Dr. Wolfe.
The information detailed in this book is certain to be widely used by ornithologists interested in the natural history, demography, and evolution of tropical birds. In his recent *Journal of Field Ornithology* (Vol. 89:105-107) review, renowned ornithologist Peter Pyle summed “… I consider this an ‘absolute must’ for any student of either avian molt or avian tropical systems, and it has already become one of the eight or so most critical molt reference works within immediate reach of my desk.” *Molt in Neotropical Birds: Life History and Aging Criteria* is available through CRC Press.
Bird Bio: Mountain Quail Robert Frey, KBO Biologist
A clear “quee-ark” blows through the leaves on a western mountain forest. A small stream gurgles a backing chorus—and you know you’re where the Mountain Quail struts about and calls home.
The Mountain Quail is found in mountainous chaparral west of the Rocky Mountains—primarily of northern California and southern Oregon, but extending to the Baja Peninsula and (introduced) to British Columbia and some areas of Washington. It can be found up to 9,800 feet above sea level. It’s the largest of the six North American quails—easily identified from the others by two thin and long head plumes and rich chestnut-colored sides with bold white barring. The male and female are similar in appearance, although females tend to be a bit duller and have a shorter plume.
Mountain Quail are secretive ground-dwelling birds—moving about primarily by foot and surprisingly quickly through dense brush and undergrowth. Spotting them, always a challenge, will usually be fleeting. One of its courtship displays is known as the stand-crouch where one bird will crouch flat on the ground, obscuring the bold chestnut and white-barred plumage of the flanks, while the other stands above it—displaying the bold plumage as much as possible. This particular behavior is not known in any other species. They feed primarily on seeds, succulent greens, flowers, berries, and insects—pretty much paleo! Adult females and recently-fledged chicks consume more insects than the adult males. The chicks are precocial, which means they are active and able to leave the nest with their parents very soon after hatching. Mountain Quails prefer a humid forest habitat, so a year-round water source will usually be nearby wherever they are found.
This bird’s various names all refer to what it looks like or where it will be found. The scientific name Oreortyx pictus is translated as Oreortyx, a Greek-Latin mix meaning “mountain quail” coined from the Greek horos (“mountain”) and the Latin ortyx (“quail”); pictus is from the Latin picta (“painted”), for the intense coloration in its plumage. In Mexico, it is known as Colin Serrano meaning “quail of the mountains”.
The Mountain Quail, like most quail species, does not migrate but disperses from higher to lower elevations for winter months in much of its range. This behavior is one of the reasons why there is concern for its future in a changing climate and shifting habitats. Recently, Audubon Society scientists used a huge dataset of citizen-science observations and sophisticated climate models to predict how birds in the US and Canada will react to climate change (found online at http://climate.audubon.org/). They defined the habitat and climate conditions birds use now, and then mapped where those conditions will be found in the future as habitats shift in response to changing temperatures and moisture of the Earth’s air, land, and seas. It is the broadest and most detailed study of its kind to date and gives due notice that many birds are in trouble.
The Audubon report’s modelling for Mountain Quail projects loss of 58% of current summer range and 44% of current winter range by 2080. In other words, in just over 60 years only half of their current available habitat will remain—which likely means half the Mountain Quails. Due to its limited mobility, Mountain Quail may have trouble tracking eastward into potential new winter range projected by Audubon’s climate model, so this species will certainly need assistance in weathering climate change’s effects on its remaining core range within northern California and southern Oregon. The Audubon report is a conservation alarm going off—the Mountain Quail is just one of 314 species identified as imperiled by the expected effects of climate change in the next 60 years.
A mountain stream’s splashed and bubbling chorus fades in … and another “quee-ark” echoes downslope. A clarion call from an imperiled species—if we are listening.
References
Dictionary of Birds of the United States. Joel Ellis Holloway. 2008. Timber Press, Portland, Oregon.
National Audubon Society. 2018. Audubon’s Birds and Climate Change Report. http://climate.audubon.org/ (Accessed July 26, 2018).
National Audubon Society: The Sibley Guide to Bird Life & Behavior. Chris Elphick, John B. Dunning Jr., and David Allen Sibley (Editors). 2001. Alfred A. Knopf, New York, New York.
Words for Birds: A Lexicon of North American Birds with Biographical Notes. Edward S. Gruson. 1972. Quadrangle Books, New York, New York.
Klamath Bird Observatory’s 2018 Wings and Wine Gala
Featuring
- Silent and Live Auction
- Beer and Wine
- Hors d’oeuvres by Ashland Gourmet Catering
- Storytelling by Debra Zaslow
- Live Music by Eight Dollar Mountain Trio
- Flute duet by Lisa Nichols and Krista Tompson
- Local Art Gallery
- Conservation Birding Field Trips
Join us in celebrating
The Year of the Bird and
25 years of KBO’s science, education,
and bird conservation!
Sunday, October 7th
3pm-7pm
Grizzly Peak Winery
Ashland, Oregon
For more information and to purchase tickets visit www.KlamathBird.org
Extreme changes in federal funding are putting our work at risk, making private sector support more important than ever. Please support us at our 2018 Wings and Wine Gala.
Klamath Bird Observatory
Name: _______________________________________________________
Address: _____________________________________________________
City: __________________________ State: _________ Zip: ____________
Telephone: ________________ Email: _____________________________
Please select one and make your tax-deductible donation payable to Klamath Bird Observatory or KBO:
☐ Individual $50 ☐ Supporter $250 ☐ Benefactor $1,000
☐ Friend $100 ☐ Patron $500 ☐ Champion $5,000 ☐ Other_______
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Your credit card will be charged an additional 5% processing fee
Staff
John Alexander, PhD—Executive Director
Jaime Stephens, MSc—Science Director
Sarah Rockwell, PhD—Research Biologist
Robert Frey—Biologist & Communications
Ellie Armstrong—Field & Data Manager
Caitlyn Gillespie, MSc—Research Biologist
Jacob McNab—Office Administrator
Lauren diBiccari—Banding Program Coordinator
Kim Hollinger—KBO-Arcata & HBBO Banding Project Leader
Board of Directors
Shannon Rio—President
Laura Fleming—Treasurer
Karl Schneck
Larry Leichliter
Margaret Humphrey
Lisa Michelbrink
Bari Frimkess
Dick Ashford—Director Emeritus
Research Advisor
C. John Ralph, ScD
Research Associates
Nat Seavy, PhD—Point Blue Conservation Science
Daveka Boodram, MSc—Trinidad & Tobago Bird Studies Program
Carl Fitzjames Jr.—Trinidad & Tobago Bird Studies Program
Keith Larson, PhD—Umeå University
Sarahy Contreras Martinez, PhD—Universidad de Guadalajara
Luis Morales Vallin—San Pancho Bird Observatory
Jared Wolfe, PhD—Michigan Technological University and US Forest Service
Pablo Elizondo, MSc—Costa Rica Bird Observatories
Frank Lospalluto
Josée Rousseau, PhD Candidate—Oregon State University
Kristen Mancuso, PhD Candidate—University of British Colombia
Emily Lind, Graduate Student—Southern Oregon University
Elva Marquera, Graduate Student—Southern Oregon University
Interns and Field Technicians
Tessa Wardle
Alex Flores
Ricky Murphy
Jelicsa Peña Giron
Jim Lawrence
Said Quintero Felix
Lorraine (Mamo) Waianuhea
Jim deStaebler
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From an idea to a medicine...
Creating a new medicine
The process of creating a new medicine involves a number of stages. Success at each stage depends on teams of skilled scientists from many different backgrounds, for example those with degrees or postgraduate qualifications in biological science subjects, chemistry, pharmacy, engineering or statistics.
Researchers work with identifying disease that has no effective treatment, or where a better treatment for the disease is needed. Through working out what happens when someone suffers from the disease, identifying the right biological target, and designing molecules which have a specific effect on the target, new medicines are discovered. They must work effectively, whilst being safe and well tolerated. The science is evolving rapidly and new medicines may be biotherapeutics (e.g. monoclonal antibodies), vaccines or modified DNA or traditional small molecules. Ways of diagnosing disease are also increasingly important.
Development: Typically, between 1 in 10-20 of the discoveries will become marketable medicines. These are the medicines that are likely to be successful and most effective. Four challenges in development is to work out which discoveries are likely to succeed and to ensure these get to the patient as quickly as possible. This involves applying the latest synthetic, analytical and formulation technologies to make the new drug safely on a large scale without harming the environment, and creating a tablet, capsule, injection or other dose form that will deliver the medicine so it can be taken by or act in the patient. The medicine has to be tested in clinical programmes to find the right dose, use and effects for safety and efficacy. By the time it is available for doctors to prescribe, it will have been tested on thousands of patients with the disease.
Roles and Skills
We employ scientists who are committed to applying and developing their expertise to fight diseases, and who want to develop a meaningful and rewarding career.
It sounds like you...
- can solve problems in unfamiliar contexts using scientific and mathematical knowledge
- use practical experiments to test scientific ideas
- collaborate well with others
- continue by building upon your existing knowledge and skills
- enjoy scientific challenge
- excited by change
- able to lead
...then could be a great career for you in the pharmaceutical industry.
To find out more
www.applscience.org.uk
www.csc.org.uk/scholarships
www.csc.org.uk/education/careers
These people all work in the UK pharmaceutical industry
Charlotte, medicinal chemist
I work as a medicinal chemist at an early stage of the drug development process. I make compounds that could become new medicines on a very small scale. I have an MChem degree from Bristol University.
Panni, clinical data manager
I work on medicines that are being tested in clinical trials. My main role is around resource management and controls in maths, computing and physics. I then went on to do a sandwich degree in computing and statistics.
Daniel, regulatory affairs associate
I create, file and maintain applications for new clinical trials and register new medicines and monitor their safety. I joined the pharmaceutical industry straight after A levels in science and studying pharmacology at university.
John, study director, drug metabolism and pharmacokinetics
I use Accelerator Mass Spectrometry technology to study the pharmacokinetics of new chemical entities in man. I have a degree in Biochemistry and a PhD in Molecular Cell Biology.
Marie, analytical chemist
I develop analytical and purification methods using chromatography to purify compounds before they go through to preclinical testing. I joined the company straight from school after taking A levels in Biology, Chemistry and Geography.
Zan, statistician
I’m part of a department who provide statistical services for early phase clinical trials. I have a BSc in Mathematics and an MSc in Medical Statistics and did an undergraduate placement in industry.
Justyna, industrial placement student
I am a fourth year MSci student in Biotechnology (Applied Molecular Biology) with Industrial Placement at the University of Bristol and currently doing a 12 month placement in a biopharmaceutical company.
Neil, pharmacokinetic /pharmacodynamic modeller
I use mathematical models to understand the relationship between the concentration of a drug molecule and the effect it has. I have a degree in Applied and Human Biology and am studying for an MSc in Modelling and Simulation.
Oz, financial analyst
I am on a graduate scheme where I get to rotate around the different functions in the Finance Department. I studied Business Economics at university, and before that, Economics, Maths and Biology A levels.
Sonia, formulation/ materials scientist
I create tablets and capsules for use in clinical trials. I did A levels in Biology, Chemistry and Maths before studying Pharmacy at Nottingham University.
Louise, animal technologist
I am responsible for the health and welfare of laboratory animals and for training junior animal technologists. It is very rewarding be able to work in science and care for animals whilst working for professional qualifications.
Natalie, neuroscience knowledge advisor
I provide specialist medical information to healthcare professionals and patients about the company’s neuroscience products. I am a medically qualified doctor, a graduate from the University of Bristol in 2008.
Charlie, clinical research site manager
I look after new and ongoing clinical trials working both from home and in hospitals. My degree is in pharmacology.
Alan, process chemist
I design chemical syntheses of small molecules that have shown potential as drugs. I did a BSc in Chemistry followed by a PhD and post-doctoral research.
Lyn, chemical biologist
I lead a chemical biology group that uses chemistry to understand the biological processes that cause disease. I did a PhD and postdoctoral research after obtaining a degree in Chemistry.
Maxine, head of drug safety
I am responsible for the processes to manage medicine safety and my team of scientists are used to collect and analyse details of side events in patients which may be caused by one of our medicines.
Varuna, medical representative
I promote the company’s products to healthcare professionals including GPs, nurses, practice managers and retail pharmacists. I took A levels in Physics, Chemistry and Physics and went on to study for a degree in Pharmacology at King’s College, London.
Qing, health economics and outcomes research manager
I have a PhD in health economics and use clinical and economic evidence to demonstrate the value of medicines.
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