...conjunction with the question papers and the report on the examination. • CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the October/November 2008 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. www.ourpgs.com Page 2 1 (a) 21 Mark Scheme GCE O LEVEL – October/November 2008 Syllabus 5054 cao Paper 04 B1 [1] B1 [1] (b) any one of following: allow answer correctly drawn on Fig 1.1 scale/ruler placed close to tube eye (level)/sight perpendicular to ruler/scale/reading NOT meniscus eye level with reading/meniscus (c) axes: correct way round, labelled quantity and unit B1 scales: more than ½ grid, sensible, at least three values B1 points: plotted accurately, to ½ smallest square, maximum size 1 mm dots B1 line: best fit, straight neatly drawn with ruler; allow joints first to last points B1 [4] B1 [1] B1 [1] B1 [1] (d) pressure not zero when not in liquid/when d = 0 / p = 3 to 6 cm water when d = 0 / zero error in reading/measuring pressure / pressure...
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...Material(s) used: * Ruler * Tape measure * Yardstick * Scale * Thermometer * Classroom objects to be measured and weighed (pencil, box, book, desk, etc.). Be sure the objects can be easily measured with the tools you are using. * Clock * Coins | How is it going to benefit the child : * Demonstrate the basic measures of length, width, height, weight, and temperature by measuring objects and recording the information. * Demonstrate how time is measured by recording it to the nearest minute. * Count money using coins. | Presentation:1. Display a ruler, yardstick, tape measure, and scale. Explain to students that these tools are used to measure. The ruler, tape measure, and yardstick are tools for measuring the length, width, and height of an object. The scale is used to find the weight of an object. Model how to place an object on the scale and read the display. Set up two stations for students to practice measuring length, width, height, and weight. * Station 1: Place several classroom objects and the ruler, tape measure, and yardstick at the station. Have students take turns using the measuring tools to find the length, width, and height of each object. They should record their measurements in Chart 1 Measuring the Length, Width, and Height of Objects. Then they can compare and discuss measurements using terms like greater than, less than, longer, and shorter. * Station 2: Place several classroom objects and the scale at the station. Have students...
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...Measurement and Measurement Error PHYS 1313 S06 Prof. T.E. Coan Version: 16 Jan ’06 Introduction Physics makes both general and detailed statements about the physical universe and these statements are organized in such a way that they provide a model or a kind of coherent picture about how and why the universe works the way it does. These sets of statements are called “theories” and are much more than a simple list of “facts and figures” like you might find in an almanac or a telephone book (even though almanacs and telephone books are quite useful). A good physics theory is far more interested in principles than simple “facts.” Noting that the moon appears regularly in the night sky is far less interesting than understanding why it does so. We have confidence that a particular physics theory is telling us something interesting about the physical universe because we are able to test quantitatively its predictions or statements about the universe. Indeed, all physics (and scientific) theories have this “put up or shut up” quality to them. For something to be called a physics “theory” in the first place, it must be falsifiable and therefore must make quantitative statements about the universe that can be then quantitatively tested. These tests are called “experiments.” The statement, “My girlfriend is the most charming woman in the world,” however true it may be, has no business being in a physics theory because it simply cannot be quantitatively...
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...Large Pulley Demo 3. Basket of simple machines (pulleys, hammers, etc) 4. “Mousetrap” 5. Photos of Mousetrap, crayons to circle, photos of simple machines to find 6. Spring scales (1 per student) 7. Car (1 per student) 8. Shoe box with hook (1 per student) 9. Books for inclined plane 10. Worksheet to record spring scale data 11. Video: This too shall pass by OK go 12. rulers Background Information: Residency Day One Program: Simple Machines (approximately two hours) What are simple machines? Learning Objectives: Students will be able to: 1. explain what a machine is and how it makes work easier. 2. describe an inclined plane, explain how it makes work easier, and give examples from their outside world. 3. describe a lever, explain how it makes work easier, and give examples from their outside world. 4. describe a pulley, explain how it makes work easier, and give examples. 5. describe a wheel and axle, explain how it makes work easier, and give examples. Motivation: Large Lever Mouse trap game Activity 1: Lever 1. Students given rulers and books. SE demonstrates ruler placed long medium and short. 2. Student circles HARDEST to move in RED. EASIEST in GREEN, and the remaining in YELLOW. Activity 2: Inclined plane 1. SE demonstrates Spring scale: what does it measures? Elicits pull = force 2. Procedure: NJ Standards: National Standards: Additional Standards: Equity Considerations: Pre-Visit Activity: ...
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... We strongly encourage you to work diligently to complete the activities in this packet. You may experience some difficulty with some problems in this packet, but we encourage you to explore and attempt to find a solution to the best of your ability. Upon returning to school, your teacher will explore and discuss with you various solutions to solving each problem. ! ! ! ! MATH 7/Math 7 Honors Winter Break Homework Packet 2015–2016! ! Name: _______________________________________ Mod: _____________ ! ! City Centers Scale drawings and maps of cities can be very helpful for determining distances between important landmarks. With the right map and a little planning, a vacation to a place like Washington, D.C., can be both fun and informative. PART A Using your ruler and graph paper provided in this packet, create a scale drawing of a city center. Use the information below to create your drawing. The scale for your drawing is 1 inch = 2 miles. Use dots to represent the buildings on your map. Place City Hall near the top left of the paper. Draw two streets moving away from City Hall. The two streets should be at 90° angles. • Along one street, place the Post Office 2 miles away from City Hall and the Police Station 3 miles away from the City Hall. • Along the other street, place the...
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...Thrasymachus claims that justice is “what is advantageous for the stronger” (338c). The “stronger” can be likened to a ruler. In his view, if rulers say that their laws are just, then it is so, because their power makes it such. The amount of suffering inflicted upon the weaker does not change this, because in any case, it is those who are strongest who establish the meaning of justice. According to Thrasymachus, being unjust is more profitable than being just. By saying this, he is not abandoning his initial claim that justice is “what is advantageous for the stronger” (338c), rather, he is distinguishing injustice as being something which is “advantageous for oneself” (344c). If stealing is committed by a commoner it is unjust, yet still...
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...Akkadian Ruler, 2250 – 2200 B.C.E (iragi Museum, Bagdad – Looted!) This piece of Akkadina art is one with fine sharp lines curls lips and is made to resemble the akkadian ruler from this timeline. I do believe that thid piece was shaped from either a modled or was carved from lime stone but when you look at it, you can see that the lips are pouted and the brow is angery looking the hair is curled. The color is a balckish gray color and the left eye is destroied but it is a good piece of art. The other thing about this piece is that it is life like and it is of the akkadian king. There should be more on this piece that I cannot discribe as I am not sure what it is but this piece scares me just a bit I think of this as eveil but from what I can make of it he was a ruler that did not treat his people kind at all. This piece is 3 demensional and is a full scale of the akkadian ruler. I other findings I do believe that he had two sons not sure what their names are but the race of akkad is an assissin race which they killed for porfit. The stiries are anyway, but with more research I should know more about the akkadians as there are now no more I think unless there are modern akkadians. Stela of Ur-Nammu, c. 2112-2094 B.C.E., limestone, 3 x 1.5 m (University of Pennsylvania Museum of Archaeology and Anthropology) Even though this is not a head piece but it is comparable to the Akkadian head piece because it was found in the city where the Akkadian ruler was found...
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...± 0.1 | ± 1.15 | F3 | 1.8 | 46.2 | Clockwise from -y | ± 0.1 | ± 1.15 | Table 2 | x components (N) | y components (N) | F1 | 2.2 | 0.2 | F2 | -1.0 | 1.2 | F3 | -1.3 | -1.2 | Sum of two forces F1 + F2 | 1.2 | 1.4 | The force – F3 | 1.3 | 1.2 | Sum of two forces F1 + F3 | 0.9 | -1.0 | The force – F2 | 1.0 | -1.2 | Sum of two forces F2 + F3 | -2.3 | 0.0 | The force –F1 | -2.2 | -0.2 | Analysis: 1. To calculate the uncertainty in magnitude we divided the smallest scale of the instrument (scale) and divided it by 2. Which gives us the following, Smallest scale of a scale is 0.2 N, 0.22= ± 0.1 N 2. Calculate the uncertainty in angle we divided the smallest scale of the instrument (protractor) and divided it by 2. To that, we added the uncertainty of ruler, the uncertainty of position (± 0.5 N) and the uncertainty of the scale (± 0.1 N). Which gives us the following, Smallest scale of a protractor is 1°, 12=± 0.5 ° Smallest scale of a ruler is 0.1 cm, 0.12= ± 0.05 cm The uncertainty of angle is, 0.5 + 0.05 + 0.5 + 0.1 = ± 1.15 ° 3. To calculate the x component of F1, F2 and F3, it consisted of multiplying the magnitude of the force 1, 2 and 3 by sinus or cosines, depending of the angle that will be used to calculate the component, and by the value of the angle. For example, to calculate F3x we used this equation: F3sinθ= 1.8sin46.2= -1.3 N 4. To calculate the y component...
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...Akkadian Ruler, 2250 – 2200 B.C.E (iragi Museum, Bagdad – Looted!) This piece of Akkadina art is one with fine sharp lines curls lips and is made to resemble the akkadian ruler from this timeline. I do believe that thid piece was shaped from either a modled or was carved from lime stone but when you look at it, you can see that the lips are pouted and the brow is angery looking the hair is curled. The color is a balckish gray color and the left eye is destroied but it is a good piece of art. The other thing about this piece is that it is life like and it is of the akkadian king. There should be more on this piece that I cannot discribe as I am not sure what it is but this piece scares me just a bit I think of this as eveil but from what I can make of it he was a ruler that did not treat his people kind at all. This piece is 3 demensional and is a full scale of the akkadian ruler. I other findings I do believe that he had two sons not sure what their names are but the race of akkad is an assissin race which they killed for porfit. The stiries are anyway, but with more research I should know more about the akkadians as there are now no more I think unless there are modern akkadians. Stela of Ur-Nammu, c. 2112-2094 B.C.E., limestone, 3 x 1.5 m (University of Pennsylvania Museum of Archaeology and Anthropology) Even though this is not a head piece but it is comparable to the Akkadian head piece because it was found in the city where the Akkadian ruler was found...
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...been produced to clarify the vicinity of such a huge chronicled milestone. "Hypotheses change from a tomb for a ruler, to an exceptional substance production line, a signal for extraterrestrial aircraft's, a stone manifestation of the Bible, a conceivable approach to contact a Higher Being and a stone publication of the second happening to Christ..." (Schillings, M. Such cases of changing disputable hypotheses have started various theories to the riddle of the Great Pyramid of Giza. Manufactured amid a period when Egypt was one of the wealthiest and most effective developments on the planet, the pyramids—especially the Great Pyramids of Giza—are the absolute most grand man-made structures ever. Their huge scale reflects the exceptional part that the pharaoh, or ruler, played in aged Egyptian culture. Despite the fact that pyramids were constructed from the earliest starting point of the Old Kingdom to the end of the Ptolemaic period in the fourth century A.D., the top of pyramid building started with the late third administration and proceeded until generally the sixth (c. More than after 4,000 years, the Egyptian pyramids still hold much of their grandness, giving an impression into the nation's rich and superb past. The populace of aged Egypt accepted that passing on Earth was the begin of an adventure to the following scene. The treated assortment of the ruler was buried underneath or inside the pyramid to secure it and...
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...as well compel other historians to revise translations of other important historical documents seeing what type of mistakes and miscommunications can be possible. One of the small details that was found different was about the status of the nobility versus Montezuma, specifically the event where they all meet the new coming Spaniards. In the older English version, is just mentions the nobility alongside Montezuma. This can be misinterpreted as the nobility and Montezuma are of equal ranking with no one being on top of each other on the hierarchy scale. Thanks to the new English version, there is a clarification made that when they all meet the Spaniards, it's Montezuma and Montezuma's rulers and nobles. This adds a new possessive detail in which Montezuma essentially controls these rulers and nobles. So it can be inferred that Montezuma is truly more powerful than we thought if he can be above any ruler. He is the "ruler of rulers" in a sense. Another detail that is missing in the old English version is the magnitude of the gift-giving that occurred. Montezuma in the older version was mention to have given the Spanish just "necklaces of gold and fine stone". Which seems...
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...tissues __1 Backpack __1 Large pink eraser __1 School box __Scissors __Scissors __1 Backpack __1 Plastic folder w/pocket & prongs 2nd Grade & 3rd Grade __24 Pencils standard yellow #2 __1 Boxes of crayons __1 Set of water based markers __2 Black dry erase markers __1 Bottles 4 oz. washable school glue __4 Glue sticks __1 Package of wide ruled notebook paper __1 Spiral notebook (wide lined) __1 Ruler (for English & Metric scales) __4 Folders w/pockets – 3 prong solid colors __1 Large pink eraser __Scissors __3 Boxes of tissues __1 School box __1 Backpack 4th Grade & 5th Grade __24 Pencils standard yellow #2 __2 Boxes of tissues __1 Package of colored map pencils __2 Glue Sticks __3 Ink pens (1 blue, 1 red, 1 black) __1 School box __1 Boxes of 24 count crayons __1 Backpack __1 Set of water based markers __2 High lighters __2 Black dry erase markers __Scissors adult size __1 Bottle washable school glue __1 Large pink eraser __2 Wide lined spiral notebook __1 Ruler for English/Metric Scales __6 Solid color folders w/pockets __2 Package of wide ruled notebook paper...
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...Title: To investigate the trajectory of a small ball as it rolls off a surface which is inclined to the horizontal. Objectives: To investigate the trajectory of a two dimensional motion. Apparatus and materials: Ramp, wooden block, pendulum bob, plumb line, steel ball, wooden board, carbon paper, meter ruler, plasticine. Setup: 1. A ramp was set up at the edge of a bench. 2. A plum-line is suspended from the edge of the bench. 3. A wooden board is mounted horizontally using two clamps so that the board is situated about the bottom of the ramp. 4. A sheet of blank paper is placed on top of the board. 5. A piece of carbon paper is placed on the top of the blank paper. The ink-side of the carbon paper is facing down. 6. When a ball was released from the top of the ramp, the ball travelled through a trajectory. Theory: Let: g= 9.80ms-2 u= speed of the ball as it leaves the ramp k= constant y= vertical distance (between the bottom of the ramp and the top of the board) x= horizontal distance (between the plum-line and mark on the paper) The equation which relates x and y is yx=g1+k2x2u2+k Procedure : 1. The ball was positioned at the top of the ramp. The ball was released so that it rolls down the...
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...accepted units of measure. However, due to the global nature of the economy, SI units are also common. In order to participate in the global market, we must be able to understand and communicate using various measurement systems. In this activity you will practice taking linear measurements using a standard ruler marked in US Customary units and correctly recording the measurements to reflect the precision of the measurement. Equipment * Engineering notebook * Pencil * Ruler – U S Customary * PLTW Engineering Formula Sheet Procedure Record the length of each rectangle in both fractional inch and decimal inch forms. Record fractional inches to the nearest 1/32 of an inch, and record decimal inches to the nearest hundredth of an inch. | Distance | Measurement (Fraction) | Measurement (Decimal) | 1. | A | ¼ in | .25 in | 2. | B | 31/32 in | .97 in | 3. | C | 1 3/4 in | 1.75 in | 4. | D | 2 13/32 in | 2.41 in | 5. | E | 3 1/32 in | 3.03 in | * What is the difference in length between rectangles A and C? * 1.50 in What is the difference in length between rectangles B and E? * 2.06 in * * Using a ruler displaying U S Customary units, measure the missing lengths in the figure below. In the top half of each box, enter the dimension in fractional inches to appropriate precision (nearest 1/32″). Then convert the length to decimal inches and enter the result into the bottom half of the corresponding box to the nearest...
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...measuring it on a balance scale. The volume will be found by using a ruler and measuring it to use a formula for volume. To also find volume, we have to place the object in a graduated cylinder of water to measure the displacement of the water. Density information can be used to explain phenomenon’s like steel and cement ships that can float in water because of the concept of buoyancy. If the density of the ship is less than that of the water or less than the mass of the water it is in, the ship will be able to float even though it is made of steel or cement. Finally, the results obtained in the density lab will be used to determine if the object will float or sink in water. Section 2- Experimental To start off the experiment, we picked two objects and measured them with a ruler. Once we measured the length, width, and height of the objects, we could then find the volume. Once the volume was calculated, the objects were weighed on a balance and then using the formula mass/volume, we calculated the density of the two objects. We also had to find the volume by measuring water displacement. To do this, we measured the graduated cylinder without the object in the water and then we put the object in the water and measured the difference of the two measurements. We did this procedure for both objects and used the results to determine which object would sink or float in water. Table #1: Chemicals and equipment used | Graduated Cylinder | Balance | Ruler | Water | Metal...
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