...How surface area affects the rate of diffusion. Hypothesis – the larger the surface area the faster the rate of reaction Why did you choose your hypothesis? The reason I have chosen my hypothesis is because large surface area of the tea bag will contain more molecules which means the rate of reaction will happen faster. For example the pyramid due to it 3D shape provides more sides for diffusion to take place and more area in the middle for the tea molecules to move around which will make them escape quicker so the reaction will happen faster. 2 web sites I have done my research, a) http://www.mylearning.org/learning/investigate/Tea%20Bag%20Trials.pdf b) http://www.science-sparks.com/2012/01/02/get-the-kids-to-make-your-cuppa-investigating-teabags/ I prefer website science-sparks because I found it easier to follow and also it was more useful was because it’s a scientific website therefore it was more accurate than mylearing. It also appeared to make more sense to me. Therefore website science-sparks was more detailed and had a diagram whereas website mylearning didn’t have one so it was hard to understand how to do the experiment and how to set it all up. Equipment: Circle, square and pyramid tea bags 4 pieces of white paper A black pen or a marker Kettle with hot water (70°c) A stopwatch/timer 3 Clear glass cups Thermometer Method: On the piece of 4 white paper that are going to be used as part...
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...New York State Common Core 6 GRADE Mathematics Curriculum GRADE 6 • MODULE 5 Table of Contents1 Area, Surface Area, and Volume Problems Module Overview .................................................................................................................................................. 3 Topic A: Area of Triangles, Quadrilaterals, and Polygons (6.G.A.1) .................................................................... 13 Lesson 1: The Area of Parallelograms Through Rectangle Facts ............................................................ 15 Lesson 2: The Area of Right Triangles ..................................................................................................... 31 Lesson 3: The Area of Acute Triangles Using Height and Base ............................................................... 41 Lesson 4: The Area of All Triangles Using Height and Base .................................................................... 56 Lesson 5: The Area of Polygons Through Composition and Decomposition .......................................... 67 Lesson 6: Area in the Real World............................................................................................................ 87 Topic B: Polygons on the Coordinate Plane (6.G.A.3) ......................................................................................... 95 Lesson 7: Distance on the Coordinate Plane .................................................................
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...three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes their features MA2-14MG | Working mathematically A student: - uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM - checks the accuracy of a statement and explains the reasoning used MA2-3WM | | Outcome/s | Lesson activities/ content | Prior knowledge | Relation to other strands | Other KLAs | Diverse learners | 1 | Measurement and GeometryMA2-14MG Working mathematically MA2-1WMMA2-3WM | - Revise 2D shapes- Find out prior knowledge of 3D objects – what do the students already know? Are there any misconceptions?- Using large versions of various 3D shapes, identify each object. Discuss the features of each shape e.g. faces, edges etc. - As a class, place the objects into groups based on similar features. Ensure students use reasoning for placing shapes into a certain group | - Students are already familiar with recognising and describing 3D shapes from stage 1 | Working mathematically MA2-1WM,MA2-3WM | EnglishEN2-1A | Visual Auditory/ linguistic | 2 | Measurement and GeometryMA2-14MG | - Discuss features of 3D shapes describing similarities and differences – focus on language e.g. faces, vertex, base, side, flat/curved surface- Students draw/sketch a rectangular prism in maths books and label as much as they can e.g. sides, edges, faces, vertex etc. Students continue to draw as many 3D shapes as they can - Discuss 3D object in a variety...
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...manipulate expressions by collecting like terms * Simplify and manipulate expressions by multiplying a single term over a bracket * Substitute numbers into formulae * Solve linear equations in one unknown * Understand and use lines parallel to the axes, y = x and y = -x * Calculate surface area of cubes and cuboids * Understand and use geometric notation for labelling angles, lengths, equal lengths and parallel lines | * Know the first 6 cube numbers * Know the first 12 triangular numbers * Know the symbols =, ≠, <, >, ≤, ≥ * Know the order of operations including brackets * Know basic algebraic notation * Know that area of a rectangle = l × w * Know that area of a triangle = b × h ÷ 2 * Know that area of a parallelogram = b × h * Know that area of a trapezium = ((a + b) ÷ 2) × h * Know that volume of a cuboid = l × w × h * Know the meaning of faces, edges and vertices * Know the names of special triangles and quadrilaterals * Know how to work out measures of central tendency * Know how to calculate the range | Counting and comparing | 4 | | | Calculating | 9 | | | Visualising and constructing | 5 | | | Investigating properties of shapes | 6 | | | Algebraic proficiency: tinkering | 9 | | | Exploring fractions, decimals and percentages | 3 | | | Proportional reasoning | 4 | |...
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...Have you ever wondered how the Great Pyramids of Giza were built? Or how the Egyptians mummified the dead? Or, even simpler, how they lived their daily lives? Well, according to David Macaulay in the book Pyramid, life was fairly simple. Most Egyptians were farmers. Since the Nile flooded for a time from July to November, farmers were drafted for pyramid building since farming was impossible. Pyramids were constructed for a pharaoh so that when he dies, he is mummified and put into a sarcophagus inside the pyramid along with everything else that belonged to him including is pets, servants, and possibly even his wife. But in order for a pharaoh to get his desired afterlife, he has to go through a series of mummification steps. Most...
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...the ziggurats staircase. • This temple sits on top of the famous Anu Ziggurat. • This particular temple was for the sky god “Anu”. • The temple was entirely white washed as it shining in the sunlight, making it almost impossible to pass by. • Inside the temple were a huge fire pit and a conduit system. Archeologists speculate that the water comes from the temple’s terrace to collect itself on the pit. • Discoveries Inside the temple were some very interesting things found by archeologists. They have discovered lion and leopard bones that were speculated for the offerings to the gods. Also they have discovered ritual objects and bones that were buried. Religious Beliefs • Ziggurat’s building period took more extensive time than Egypt’s pyramids. From the third millennium to 600 BC, Mesopotamia’s tradition remained longer because they represent their Gods and were a symbolic trademark for the Mesopotamian civilizations. • Mesopotamia’s temples were very valuable for its nations because it serves as an interaction between their people and their worshipped deities. Ziggurats were very important to its ancestors, as these structures connected communities together. These nations believed that their gods rested high up in the sky and they believed that this monumental temple of theirs connected Heaven and Earth to communicate with them. Their temples represent their God’s power. • They assumed that the higher the ziggurat was, the closer they were to their gods and that rested in...
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...12/2/2014 Contents Brief facts Ancient market: Khan-al khalili Fishawi's Cafe Nile River Sharm El Sheikh EGYPT Does it only have Pyramids? Subject: Tourism Geography Tutor: Khổng Yến Giang Group 10: Đặng Thị Quỳnh Hoàng Thị Thảo Attraction Giza Foul Kebab Kebab Molokhia Mint tea Baklava Egyptian Cuisine Tips Do and Don’t . Name : Arab Republic of Egypt Capital: Cairo Independent day: Feb 28th 1922 Square: 1.001.450 km2 Population: 77.505.000 (2005) Border: North: Mediterranean Sea West: Libya East: Israel and Red Sea South: Sudan Language: Arab Religion: Islam Weather: desert, hot and dry summer temperate winter Flag Red: Revolution White: Purity Black: Dark time in the past Eagle of Saladin: Brave, Loyalty and Victory 1 12/2/2014 Egypt geography • 29th biggest country in the world. • Total area of 1,002,450 sq. km. • Located in the northeast corner of the African continent. • 4 main geological areas: Nile Valley and Delta: extends on both sides of the Nile from the southern limit of the river Western Desert: Extending from the Nile Valley in the east to the Egypt-Libyan border in the west and from the Mediterranean coast in the north to the southern- covers 2/3 of the country’s total land area. Eastern Desert: between the Nile Valley to the west, the Red Sea and Gulf of Suez to the east, Lake Manzala to the north and the Sudanese border to the south. Its underground treasures include gems, coal and oil. Sinai...
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...the cylinder is enveloped with the printing plate with the help of double sided tape, it allows nonstop printing without resetting the machine after every print cycle. Flexography is a simple method. It starts with collecting maximum liter of ink in the container which is in constant access to the printer. The ink is constantly fed to the machine in bulk to keep the printing process constant and steady. Later ‘anilox’ rolls to collects ink on the press. Anilox is cylindrical in shape which contains numerous microscopic recesses designed for retaining ink. These shapes include: * pyramid recesses * truncated pyramid recesses or * hexagonal shaped cells . The advantage of using an anilox is of metering the amount of ink transferred to printing plate. Also, helps retaining large amount of ink which will result in increasing the in transfer amount and thickness of printed width. Various methods use different shapes of cell and recess volume, which is to print single color on a large area, an anilox...
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...Chapter 1 Problems 1, 2, 3 = straightforward, intermediate, challenging = full solution available in Student Solutions Manual/Study Guide = co ached solution with hints available at www.cp7e.com = biomedical application Section 1.3 Dimensional Analysis 1. A shape that covers an area A and has a uniform height h has a volume V = Ah. (a) Show that V = Ah is dimensionally correct. (b) Show that the volumes of a cylinder and of a rectangular box can be written in the form V = Ah, identifying A in each case. (Note that A, sometimes called the “footprint” of the object, can have any shape and that the height can, in general, be replaced by the average thickness of the object.) 2. (a) Suppose that the displacement of an object is related to time according to the expression x = Bt2. What are the dimensions of B? (b) A displacement is related to time as x = A sin(2πft), where A and f are constants. Find the dimensions of A. (Hint: A trigonometric function appearing in an equation must be dimensionless.) 3. The period of a simple pendulum, defined as the time necessary for one complete oscillation, is measured in time units and is given by [pic] where [pic] is the length of the pendulum and g is the acceleration due to gravity, in units of length divided by time squared. Show that this equation is dimensionally consistent. (You might want to check the formula using your keys at the end of a string and a stopwatch.) 4....
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...The history of Geometry started in Ancient Egypt around 3000 B.C.E. Egyptians used an early stage of geometry when surveying the land, construction of pyramids, and astronomy. And around 2900 B.C.E. they began using their knowledge to construct pyramids with four triangular faces and a square base. It was created because it was a collection of empirically discovered principles concerning lengths, angles, areas, and volumes, which were developed to meet some practical need in surveying, construction, astronomy, and various crafts. It was used in Babylonia and in the Indus Valley by the Egyptians, Babylonians, and the people of the Indus Valley but the creators were Pythagoras, Euclid, Archimedes, and Thales. Pythagoras was the first pure mathematician although we know little about his mathematical achievements. He was also, a greek philosopher and created a movement called Pythagoreanism. Euclid is sometimes called Euclid of Alexandria. He is also called the “Father of Geometry” and his elements were one of the most influential works in the history of mathematics, which served as a textbook used for teaching mathematics (especially Geometry) from when it was published till the late 19th century to early 20th century. In the Elements he included the principles of what is now called Euclidean Geometry. Euclidean Geometry is a mathematical system and consists of in a small set of appealing postulates that are accepted as true. In fact, Euclid was able to come up with a great...
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...Geometry Geometry is all about shapes and their properties. If you like playing with objects, or like drawing, then geometry is for you! Geometry can be divided into: Plane Geometry is about flat shapes like lines, circles and triangles ... shapes that can be drawn on a piece of paper Solid Geometry is about three dimensional objects like cubes, prisms and pyramids. Plane Geometry Plane geometry is all about shapes like lines, circles and triangles ... shapes that can be drawn on a flat surface called a Plane (it is like on an endless piece of paper). Plane A plane is a flat surface with no thickness. Our world has three dimensions, but there are only two dimensions on a plane. Examples: • • length and height, or x and y And it goes on forever. Examples It is actually hard to give a real example! When we draw something on a flat piece of paper we are drawing on a plane ... ... except that the paper itself is not a plane, because it has thickness! And it should extend forever, too. So the very top of a perfect piece of paper that goes on forever is the right idea! Also, the top of a table, the floor and a whiteboard are all like a plane. Imagine Imagine you lived in a two-dimensional world. You could travel around, visit friends, but nothing in your world would have height. You could measure distances and angles. You could travel fast or slow. You could go forward, backwards or sideways. You could move in straight lines, circles, or anything so long...
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...There is no definite reason for why they declined so rapidly, from the late eighth through the end of the ninth century, something unknown happened, normal cities in the southern lowlands were abandoned, and by A.D. 900, Mayan civilization in that area had collapsed. The reason for this mysterious decline is unknown, though scholars have developed several different and similar theories (History.com). Many people have participated in the quest to find the reason for their mysterious vanish act, a variety of explanations have come to the surface. Some of these could have included “overpopulation and overuse of the land, endemic warfare and drought” all of these could have been the reason for their dissaperance (History.com). Some scholars believe the only reason from their disappearance is because of a dramatic climate change that resulted in a massive drought that hit the Mayan cities. To test their hypothesis Arizona State University analyzed archaeological information from across the Yucatan to reach a better understanding of the environmental conditions when the area was abandoned. During their research they found, severe rain reductions in this area, and a rapid rate of deforestation. Deforestation is when a forest or wooded area is reduced in size rapidly. We know the Mayans did this by burning and chopping down more and more forest to clear land for agriculture. Another way Mayans set themselves to certain...
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...1)What does the study of humanities involve? What is the relevance of humanities in architecture? 1.The study of humanities involves academic disciplines that study human culture and history. The humanities include ancient and modern languages ,literature, philosophy, religion, and visual and performing arts such as music and theatre. We learn about distant cultures or past cultures. Through the exploration of humanities we learn how to think creatively and critically to reason and ask questions. These efforts preserve the great accomplishments of the past help us understand the world we live in and give us tools to imagine the future. 2.What are the broad divisions of human history? Write a brief on each. Prehistory (meaning "before history", or "before knowledge acquired by investigation", from the Latin word for "before," præ, and historia) is the span of time before recorded history or the invention of writing systems. Prehistory refers to the period of human existence before the availability of those written records with which recorded history begins. More broadly, it can refer to all the time preceding human existence and the invention. The term "prehistory" can refer to the vast span of time since the beginning of the Universe, but more often it refers to the period since life appeared on Earth, or even more specifically to the time since human-like beings appeared.[4][5] In dividing up human prehistory, prehistorians typically use the three-age system, whereas scholars...
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...Chapter 1 Problems 1, 2, 3 = straightforward, intermediate, challenging Section 1.2 Matter and Model-Building Note: Consult the endpapers, appendices, and tables in the text whenever necessary in solving problems. For this chapter, Appendix B.3 may be particularly useful. Answers to odd-numbered problems appear in the back of the book. 1. A crystalline solid consists of atoms stacked up in a repeating lattice structure. Consider a crystal as shown in Figure P1.1a. The atoms reside at the corners of cubes of side L = 0.200 nm. One piece of evidence for the regular arrangement of atoms comes from the flat surfaces along which a crystal separates, or cleaves, when it is broken. Suppose this crystal cleaves along a face diagonal, as shown in Figure P1.1b. Calculate the spacing d between two adjacent atomic planes that separate when the crystal cleaves. [pic] Figure P1.1 Section 1.3 Density and Atomic Mass 2. Use information on the endpapers of this book to calculate the average density of the Earth. Where does the value fit among those listed in Tables 1.5 and 14.1? Look up the density of a typical surface rock like granite in another source and compare also to it. 3. The standard kilogram is a platinum-iridium cylinder 39.0 mm in height and 39.0 mm in diameter. What is the density of the material? 4. A major motor company displays a die-cast model of its first automobile, made from 9.35 kg of iron. To celebrate its hundredth...
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...Mathematics Syllabus Primary © Copyright 2006 Curriculum Planning and Development Division. This publication is not for sale. All rights reserved. No part of this publication may be reproduced without the prior permission of the Ministry of Education, Singapore. Year of implementation: from 2007 Ministry of Education SINGAPORE 1 FOREWORD The 2007 Primary Mathematics syllabus reflects the recent developments and trends in mathematics education. The revised syllabus continues to emphasise conceptual understanding, skill proficiencies and thinking skills in the teaching and learning of mathematics. These components are integral to the development of mathematical problem solving ability. Emphasis is also given to reasoning, applications, and use of technology. Advances in technology have changed the way we teach and learn mathematics. The computer and hand-held calculator, for example, offer great potential to enhance the teaching and learning of mathematics. Students will have opportunities to discover, reason and communicate mathematics. They will engage in stimulating discussions and activities where they can explore possibilities and make connections. These qualitative changes require a change in the teaching and learning approaches; incorporating activity-based and learnercentred methodologies. The syllabuses are conceptualised after extensive consultation with teachers. We hope that teachers will find the document useful and continue to provide us with valuable feedback...
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