...Order By Phone 1-800-741-0015 Shopping Cart Help Submit A Question | FAQs | Cheat Sheets | Sight Height Calculator | How-To's | Gun Parts Source | Matches & Shows BenchTalk Articles | Brownells Product Instructions Search Gift Certificates Go keyword or stock# parts + materials Gun Parts Scopes & Electronic Sights Scope Rings & Bases Reamers & Chamber Gauges Recoil Pads & Buttstock Parts Stockmaking & Finishing Stock Bedding & Adhesives Metal, Springs & Screws Factory Parts Return to List Print Friendly Version Springmaking Without Tears By: Steve Ostrem Everyone who has worked on guns for a long time knows the awful truth. Sooner or later, a customer is going to bring in an unusual firearm for which spare parts, especially springs, are nonexistent. Or, maybe itâ ™s an interesting antique that you got a deal on at the last gun show or at a farm auction and would like to shoot if only the mainspring(s) werenâ™t broken. Dozens of phone calls get you nowhere. Your usual reliable sources for parts have never heard of the thing and have no idea where to direct you. At this point desperation sets in. Doubling or tripling the price will deter all but the most determined customers. But we all know there is always at least one person out there that wants his one of a kind blunderbuss made to work again no matter what the cost. Their reasons are usually tied to a strong sentimental attachment to the thing. ✠My (grandfather, great uncle, wifeâ™s sisterâ™s niece...
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...5 Aircraft Load 5.1 Overview Aircraft structures must withstand the imposed load during operations; the extent depends on what is expected from the intended mission role. The bulkiness of the aircraft depends on its structural integrity to withstand the design load level. The heavier the load, the heavier is the structure; hence, the MTOW affecting aircraft performance. Aircraft designers must comply with mandatory certification regulations to meet the minimum safety standards. This book does not address load estimation in detail but rather continues with design information on load experienced by aircraft. Although the information provided herein is not directly used in configuring aircraft, the knowledge and data are essential for understanding design considerations that affect aircraft mass (i.e., weight). Only the loads and associated V-n diagram in symmetrical flight are discussed herein. It is assumed that designers are supplied with aircraft V-n diagrams by the aerodynamics and structures groups. Estimation of load is a specialized subject covered in focused courses and textbooks. However, this chapter does outline the key elements of aircraft loads. Aircraft shaping dictates the pattern of pressure distribution over the wetted surface that directly affects load distribution. Therefore, aircraft loads must be known early enough to make a design “right the first time.” 5.1.1 What Is to Be Learned? This chapter covers the following topics: Section 5.2: Introduction to...
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...radius determine a circle. 4. All right angles are congruent. 5. Given a line and a point not on the line, there exists exactly one line containing the given point parallel to the given line. The fifth postulate is sometimes called the parallel postulate. It determines the curvature of the geometry’s space. If there is one line parallel to the given line (like in Euclidean geometry), it has no curvature. If there are at least two lines parallel to the given line, it has a negative curvature. If there are no lines parallel to the given line, it has a positive curvature. The most important non-Euclidean geometries are hyperbolic geometry and spherical geometry. Hyperbolic geometry is the geometry on a hyperbolic surface. A hyperbolic surface has a negative curvature. Thus, the fifth postulate of hyperbolic geometry is that there are at least two lines parallel to the given line through the given point. 2 Spherical geometry is the geometry on the surface of a sphere. The five postulates of spherical geometry are: 1. Two points determine one line segment, unless the points are antipodal (the endpoints of a diameter of the sphere), in which case they determine an infinite number of line segments. 2. A line segment can be extended until its length equals the circumference of the sphere. 3. A center and a radius with length less than or equal to πr where r is the radius of the sphere determine a circle. 4. All right angles are congruent. 5. Given a line and...
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...Research has shown that both fluorescence and photoprotection generate detectible leaf- and canopy-scale reflectance changes that are highly correlated with LUE at both the leaf and forest stand levels. Current research includes study of how these biophysical changes, with significant leaf- and forest-level reflectance correlations, can be used to quantify the degree of photosynthetic down-regulation in a spatially continuous mode. Future research directions could take the following forms. Development of a theoretical (physically based) canopy-level model to predict reflectance changes at 531 nm. One of the basic research needs identified in this article is for the development of an improved understanding of the relationship between remotely sensed photochemical reflectance spectra and canopy-level down-regulation of LUE as it varies with sensor view and solar illumination conditions, forest stand geometry, and unstressed leaf optical properties. The ultimate goal of this research is to develop physically based models that are more generally applicable than the empirical studies used to demonstrate the general relationship between LUE and spectral observations. There is as yet no physically based algorithm to robustly relate forest-level reflectance changes at 531 nm to down-regulation. Such algorithms need to be based on canopy reflectance models that account for the leaf-level reflectance changes as a function of photosynthetic down-regulation and that can scale these variations...
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......................................... 8 Lesson 2: Construct an Equilateral Triangle II ........................................................................................ 16 Lesson 3: Copy and Bisect an Angle........................................................................................................ 21 Lesson 4: Construct a Perpendicular Bisector ........................................................................................ 30 Lesson 5: Points of Concurrencies .......................................................................................................... 37 Topic B: Unknown Angles (G-CO.9) ..................................................................................................................... 43 Lesson 6: Solve for Unknown Angles—Angles and Lines at a Point ....................................................... 44 Lesson 7: Solve for Unknown Angles—Transversals .............................................................................. 52 Lesson 8: Solve for Unknown Angles—Angles in a Triangle ................................................................... 60 Lesson 9: Unknown Angle Proofs—Writing Proofs ................................................................................ 66 Lesson 10: Unknown Angle Proofs—Proofs with Constructions...
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...CARIBBEAN EXAMINATIONS COUNCIL Caribbean Secondary Education Certificate CSEC MATHEMATICS SYLLABUS Effective for examinations from May/June 2010 CXC 05/G/SYLL 08 Published in Jamaica © 2010, Caribbean Examinations Council All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means electronic, photocopying, recording or otherwise without prior permission of the author or publisher. Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica, W.I. Telephone: (876) 630-5200 Facsimile Number: (876) 967-4972 E-mail address: cxcwzo@cxc.org Website: www.cxc.org Copyright © 2008, by Caribbean Examinations Council The Garrison, St Michael BB11158, Barbados CXC 05/OSYLL 00 Contents RATIONALE. .......................................................................................................................................... 1 AIMS. ....................................................................................................................................................... 1 ORGANISATION OF THE SYLLABUS. ............................................................................................. 2 FORMAT OF THE EXAMINATIONS ................................................................................................ 2 CERTIFICATION AND PROFILE DIMENSIONS .....
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...College Trigonometry Version π Corrected Edition by Carl Stitz, Ph.D. Lakeland Community College Jeff Zeager, Ph.D. Lorain County Community College July 4, 2013 ii Acknowledgements While the cover of this textbook lists only two names, the book as it stands today would simply not exist if not for the tireless work and dedication of several people. First and foremost, we wish to thank our families for their patience and support during the creative process. We would also like to thank our students - the sole inspiration for the work. Among our colleagues, we wish to thank Rich Basich, Bill Previts, and Irina Lomonosov, who not only were early adopters of the textbook, but also contributed materials to the project. Special thanks go to Katie Cimperman, Terry Dykstra, Frank LeMay, and Rich Hagen who provided valuable feedback from the classroom. Thanks also to David Stumpf, Ivana Gorgievska, Jorge Gerszonowicz, Kathryn Arocho, Heather Bubnick, and Florin Muscutariu for their unwaivering support (and sometimes defense) of the book. From outside the classroom, we wish to thank Don Anthan and Ken White, who designed the electric circuit applications used in the text, as well as Drs. Wendy Marley and Marcia Ballinger for the Lorain CCC enrollment data used in the text. The authors are also indebted to the good folks at our schools’ bookstores, Gwen Sevtis (Lakeland CC) and Chris Callahan (Lorain CCC), for working with us to get printed copies to the students...
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...PRACTICE David Artman, PLS Geometronics (503) 986-3017 Ninth Annual Seminar Presented by the Oregon Department of Transportation Geometronics Unit February 15th - 17th, 2000 Bend, Oregon David W. Taylor, PLS Geometronics (503) 986-3034 Dave Brinton, PLS, WRE Survey Operations (503) 986-3035 Table of Contents Types of Surveys ........................................................................................... 1-1 Review of Basic Trigonometry ................................................................... 2-1 Distance Measuring Chaining ................................................................... 3-1 Distance Measuring Electronic Distance Meters ................................... 4-1 Angle Measuring .......................................................................................... 5-1 Bearing and Azimuths ................................................................................ 6-1 Coordinates .................................................................................................... 7-1 Traverse ........................................................................................................... 8-1 Global Positioning System ......................................................................... 9-1 Differential Leveling ................................................................................. 10-1 Trigonometric Leveling .....................................................
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...the scope and sequence of the benchmarks that are to be covered in each course as laid out in the course description on the Florida Department of Education website, CPALMS (Curriculum Planning and Learning Management System): http://www.floridastandards.org/homepage/index.aspx The Instructional Focus Calendars feature content purpose statements and language purpose statements for each benchmark. The content purpose statements help the teachers and students to stay focused on what the expected outcome is for each lesson based on the benchmarks. The content purpose is the “piece” of the state benchmark students should learn and understand when the day’s lesson has been completed. The content purpose should require students to use critical and creative thinking to acquire information, resolve a problem, apply a skill, or evaluate a process and should be relevant to the student beyond the classroom or for learning’s sake. The language purpose statements allow the students to show their knowledge of the content by speaking or writing using the concepts and vocabulary acquired from the lesson. The language purpose statements identify student oral and written language needs for the day’s lesson. The language purpose is focused on the specialized or technical vocabulary students need to learn, on the structure of the content language, such as grammar/syntax, signal words and sentence frames, or on function of the academic language. The content and language purpose statements...
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...Physics Extended Essay What is the optimum amount of water required to make an angled water rocket fly the furthest? Name-Harjot Singh Gill Age – 16 Candidate Number-#3260-0053 Supervisor Name- Mr George Subject-Physics School-King George V School Word Count-3651 Abstract word count-237 Submission Date- 10th June 2013 Table of Contents Page Number | | 1 | Title Page | 2 | Contents Table | 3 | Abstract and Introduction | 4 | Planning | 5 | Equipment description and setup | 6 | Procedure of experiment | 7 | Variables | 8 | Table showing methods of reading and uncertainties of measure and Analysis | 9 | Analysis | 10 | Analysis | 11 | Analysis | 12 | Table showing uncertainties and errors | 13 | Evaluation and conclusion | 14 | Appendix | 15 | Photo of Apparatus | 16 | Parabolic motion drawing | 17 | Bibliography | Abstract For my extended essay, I decided to conduct an experiment; to find the answer to the following question, what was the optimum amount of water required to make a water rocket travel the furthest? What I did in the experiment was adding an initial amount of water (100 ml) to the rocket and measuring the distance the rocket travelled. After taking down the results I repeated the experiment in an effort to find out which value of water was the optimum amount, required to make it fly the furthest, I came to the conclusion that it was 120 millilitres, which made the rocket fly 25.97 meters. My initial hypothesis...
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...flat, 2-dimensional plane for the reason that Earth is roughly the shape of an oblate spheroid, map projections are vital for creating maps of the Earth or parts of the Earth that are represented on a plane which includes a bit of paper or a computer screen. With the aid of nature, all map projections distort one of a kind houses of the spheroid-based totally functions. One-of-a-kind projections exist so that it will keep certain features but on the fee of others. Relying at the purpose of the map, some distortions are acceptable at the same time as others are not. A map projection is a critical component of any modern map, and there are an endless variety of possible map projections. Since Gerardus Mercator provided his Mercator worldwide map...
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...1/ tan(theta) = b / a | sin(-x) = -sin(x) csc(-x) = -csc(x) cos(-x) = cos(x) sec(-x) = sec(x) tan(-x) = -tan(x) cot(-x) = -cot(x) sin2(x) + cos2(x) = 1 | tan2(x) + 1 = sec2(x) | cot2(x) + 1 = csc2(x) | sin(x y) = sin x cos y cos x sin y | | cos(x y) = cos x cosy sin x sin y | | tan(x y) = (tan x tan y) / (1 tan x tan y) sin(2x) = 2 sin x cos x cos(2x) = cos2(x) - sin2(x) = 2 cos2(x) - 1 = 1 - 2 sin2(x) tan(2x) = 2 tan(x) / (1 - tan2(x)) sin2(x) = 1/2 - 1/2 cos(2x) cos2(x) = 1/2 + 1/2 cos(2x) sin x - sin y = 2 sin( (x - y)/2 ) cos( (x + y)/2 ) cos x - cos y = -2 sin( (x-y)/2 ) sin( (x + y)/2 ) Trig Table of Common Angles | angle | 0 | 30 | 45 | 60 | 90 | sin2(a) | 0/4 | 1/4 | 2/4 | 3/4 | 4/4 | cos2(a) | 4/4 | 3/4 | 2/4 | 1/4 | 0/4 | tan2(a) | 0/4 | 1/3 | 2/2 | 3/1 | 4/0 | Given Triangle abc, with angles A,B,C; a is opposite to A, b oppositite B, c opposite C: a/sin(A) = b/sin(B) = c/sin(C) (Law of Sines) c2 = a2 + b2 - 2ab cos(C)b2 = a2 + c2 - 2ac cos(B)a2 = b2 + c2 - 2bc cos(A) | | (Law of Cosines) | (a - b)/(a + b) = tan 1/2(A-B) / tan 1/2(A+B) (Law of...
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...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 as you never go up or down. What would life be like living on a plane? Regular 2-D Shapes - Polygons Move the mouse over the shapes to discover their properties. Triangle Square Pentagon Hexagon Heptagon Octagon Nonagon Decagon Hendecagon Dodecagon These shapes are known as regular polygons. A polygon is a many sided shape with straight sides. To be a regular...
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...Part Rest hand on lateral (radial) surface for 2nd or 3rd digits, or on the medial (ulnar) surface for 4th or 5th digits Extend affected digit Close remaining digits into a fist; hold in flexion with thumb 2nd and 5th digits directly in contact with IR 3rd and 4th placed parallel with IR Adjust to a true lateral position Central Ray Perpendicular to PIP joint of affected digit Collimation 1” on all sides of the digit, including 1” proximal to the MCP joint  Evaluation Criteria Entire digit in lateral position No rotation PA Oblique - 2nd through 5th  Position of Part Hand pronated with palmar surface resting on IR Center IR to level of PIP joint Rotate hand externally until digits are separated on a 45* angle (or placed on a 45* wedge) Central Ray Perpendicular to PIP joint of affected digit Collimation 1” on all sides of digit including 1” proximal to MCP joint  Evaluation Criteria Entire digit rotated 45* Includes distal portion of metacarpal AP Thumb Projection 1st Digit Robert View  Position of Part Hand in extreme medial rotation Hold other extended digits back with tape or opposite hand Rest thumb on IR Adjust hand to ensure true AP projection 5th metacarpal back far enough to avoid superimposition Long axis of thumb parallel with long axis of IR Central Ray...
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...A Kaleidoscope of Symmetry When I was a kid, I used to be fascinated with these little toy telescopes. It was not a typical telescope, though. It was special because, when you took a peek through the lens, all sorts of flowers from far off places would magically appear and it would leave me breathless. Of course, now I know a little bit more about these so-called telescopes, also known as kaleidoscopes. A kaleidoscope is an optical toy that can be consisted of multiple arts and craft materials like a paper towel tube, mirrors, and colored beads, whose reflections produce changing patterns that are visible through the eyehole when the tube is rotated. The kaleidoscope was invented in 1816 by a Scottish scientist, Sir David Brewster, and patented by him quickly after in 1817. Brewster innovatively named his invention using Greek terms: kalos, eidos, and scopos—which when combined means the beautiful form watcher. The first kaleidoscope was made using old pieces of colored glass and other shiny objects, which are reflected by angled mirrors or glass lenses ultimately creating a pattern that can be viewed at the end of the tube. As time progressed, an American innovationist, Charles Bush took the kaleidoscope improved it immensely and turned it into a popular trend. He obtained patents for these improvements in 1873 and 1874, which were related to the further development of kaleidoscopes, kaleidoscope boxes, objects for kaleidoscopes, and kaleidoscope stands. Charles Bush...
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