...reference (6665), your surname, other name and signature. When a calculator is used, the answer should be given to an appropriate degree of accuracy. Information for Candidates A booklet ‘Mathematical Formulae and Statistical Tables’ is provided. Full marks may be obtained for answers to ALL questions. The marks for individual questions and the parts of questions are shown in round brackets: e.g. (2). There are 8 questions on this paper. The total mark for this paper is 75. Advice to Candidates You must ensure that your answers to parts of questions are clearly labelled. You must show sufficient working to make your methods clear to the Examiner. Answers without working may gain no credit. 1. Figure 1 Figure 1 shows the graph of y = f(x), –5 ( x ( 5. The point M (2, 4) is the maximum turning point of the graph. Sketch, on separate diagrams, the graphs of (a) y = f(x) + 3, (2) (b) y = (f(x)(, (2) (c) y = f((x(). (3) Show on each graph the coordinates of any maximum turning points. 2....
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...on the Use of Significant Figures HOME: http://www.chem.sc.edu/faculty/morgan | WWW.CHEM.SC.EDU | © 2004 USC BOARD OF TRUSTEES | [pic] All measurements are approximations--no measuring device can give perfect measurements without experimental uncertainty. By convention, a mass measured to 13.2 g is said to have an absolute uncertainty of 0.1 g and is said to have been measured to the nearest 0.1 g. In other words, we are somewhat uncertain about that last digit —it could be a "2"; then again, it could be a "1" or a "3". A mass of 13.20 g indicates an absolute uncertainty of 0.01 g. The objectives of this tutorial are: —Explain the concept of signficant figures. —Define rules for deciding the number of significant figures in a measured quantity. —Explain the concept of an exact number. —Define rules for determining the number of significant figures in a number calculated as a result of a mathematical operation. —Explain rules for rounding numbers. —Present guidelines for using a calculator. —Provide some exercises to test your skill at significant figures. What is a "significant figure"? The number of significant figures in a result is simply the number of figures that are known with some degree of reliability. The number 13.2 is said to have 3 significant figures. The number 13.20 is said to have 4 significant figures. Rules for deciding the number of significant figures in a measured quantity: (1) All nonzero digits are significant: 1.234 g has...
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...punctuation and grammar, as well as the clarity of expression. Advice Read each question carefully before you start to answer it. Keep an eye on the time. Try to answer every question. Check your answers if you have time at the end. 1. PQR is a right-angled triangle. PQ = 16 cm. PR = 8 cm. Calculate the length of QR. Give your answer correct to 2 decimal places. ............................... cm (3 marks) 2. X 3.2 cm Y Diagram NOT accurately drawn 1.7 cm Z XYZ is a right-angled triangle. XY = 3.2 cm. XZ = 1.7 cm. Calculate the length of YZ. Give your answer correct to 3 significant figures. …………………………. cm (3 marks) 3. Diagram NOT accurately drawn A 8 cm B C 11 cm ABC is a right-angled triangle. AB = 8 cm, BC = 11 cm. Calculate the length of AC. Give your answer correct to 3 significant figures. …………………………… cm (3 marks) 4. L Diagram NOT accurately drawn 3.7 m M 6.3 m N Angle MLN = 90°. LM = 3.7 m. MN =...
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...Chapter 1 student learning objectives (SLOs) Goal/Benchmark A: Students will be able to use dimensional analysis using appropriate SI and non SI units and apply their understanding of significant figures * Knowledge Focus A.1: Essential concepts Objectives-Students will be able to: * [Retrieval] * Define chemistry * Define and list each of the steps of the scientific method * Define physical and chemical properties * Define extensive and intensive properties * Define density * [Comprehension] * Explain in their own words or represent symbolically the meaning of: * Chemistry * Steps of the scientific method * Physical and chemical properties * Extensive and intensive properties * Density * [Analysis] * Identify and explain similarities and differences between the different steps of the scientific method * Analyze errors with the application of the steps of the scientific method * Identify and explain the similarities and differences between physical and chemical properties * Identify and explain the similarities and differences between extensive and intensive properties * Use the concept of density to solve chemical problems * Knowledge Focus A.2: Dimensional analysis Objectives-Students will be able to: * [Retrieval] * List/recognize the SI units...
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...following preferred form: The measured value is just an estimate and thus it cannot be more precise than the uncertainty of the device. (i.e. The number of decimal places for the measured value must match the number of decimal places for the uncertainty, and in multiples of the uncertainty)” Example: The smallest increment in a meter rule (scale measuring device) is 0.1 cm. Following the general rule of thumb to determine the uncertainty in a scale measuring device, it would therefore be half of the smallest increment (∆ l = 0.1/2 = 0.05 cm). The uncertainty of a meter rule is ± 0.05 cm, thus for the length measured, l = 31.225 ± 0.05 cm (incorrect) l = 31.23 ± 0.05 cm (incorrect) l = 31.25 ± 0.05 cm (correct) 1 Calculations Significant...
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...Name _____________________________ Period___ Chemistry 2011 Scientific Method and Measurement Definition of Chemistry- I. Scientific Method A. Steps 1. Observations: i. Use ___________________ senses ii. Good observers see only ___________________________ • Inference- _____________ based on observations (__________________________) o Example: ▪ Observation – it is cloudy and dark outside ▪ Inference – ______________________________ i. qualitative data – ii. quantitative data – 1. Hypothesis – possible ____________ to a question or problem; an educated guess based on knowledge and experience; o a ____________ solution o Not in the form of a ___________ but rather ________________ to a question. o Not an ______________. • Which of the following is considered a hypothesis? o Acid rain will make plants grow shorter. ___________________ o The alligators at the zoo love it when Cindy sings to them.______________ o If I take two aspirin then my headache will go away. __________________ o Why do dogs love treats? ___________________ o The clouds are beautiful when the sun shines through...
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...MEASUREMENT AND UNITS & DIMENSIONS Synopsis : 1. Every measurement has two parts. The first is a number (n) and the next is a unit (u). Q = nu. Eg : Length of an object = 40 cm. 2. The number expressing the magnitude of a physical quantity is inversely proportional to the unit selected. 3. If n1 and n2 are the numerical values of a physical quantity corresponding to the units u1 and u2, then n1u1 = n2u2. Eg : 2.8 m = 280 cm; 6.2 kg = 6200 g 4. The quantities that are independent of other quantities are called fundamental quantities. The units that are used to measure these fundamental quantities are called fundamental units. 5. There are four systems of units namely C.G.S, M.K.S, F.P.S and SI 6. The quantities that are derived using the fundamental quantities are called derived quantities. The units that are used to measure these derived quantities are called derived units. 7. The early systems of units : Fundamental Quantity System of units C.G.S. M.K.S. F.P.S. Length centimetre Metre foot Mass Gram Kilogra m pound Time second Second second 8. Fundamental and supplementary physical quantities in SI system (Systeme Internationale d’units) : Physical quantity Unit Symbol Length Metre m Mass kilogram kg Time second s Electric current ampere A Thermodynamic temperature kelvin K Intensity of light candela cd Quantity of substance mole mol Supplementary...
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...Practical Guideline for Physics Subject Uncertainties in Measuring Devices All measured quantities have uncertainties associated with them. The purpose of error analysis is to determine how such uncertainties influence the interpretation of the experimental results 1. Systematic Error - Results from consistent bias in observation (ie. Instrument-calibration error, natural errors or personal error). - Can be eliminated by pre-calibrating against a known, trusted standard. - Affects accuracy 2. Random Errors - Results from fluctuations in the readings of a measurement apparatus, experimenter's interpretation of the instrumental reading or randomly changing conditions (weather, humidity, etc.). - Can be reduced by averaging multiple measurements. - Unbiased - Affects precision Uncertainties in Measuring Devices General rule of thumb used to determine the uncertainty in a single measurement when using a scale or digital measuring device. 1. Uncertainty in a Scale Measuring Device (Analog apparatus) is equal to the smallest increment divided by 2. 2. Uncertainty in a Digital Measuring Device (Digital apparatus) is equal to the smallest increment. In general, any measurement can be stated in the following preferred form: The measured value is just an estimate and thus it cannot be more precise than the uncertainty of the device. (i.e. The number of decimal places for the measured value must match the number of decimal places for the uncertainty, and...
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...the most precise and/or accurate glassware. Precision is how close the measured values are to each other, and accuracy is how close the measured value is true to the value. To do this different laboratory glassware was used to measure out density of water. Density is the ratio of an object’s mass (grams) to its volume (mL or cm^3). Therefore once we knew the mass and volume of the water being used then the density was calculated using the following formula: Density = mass/volume This calculated density was then be compared to the expected, theoretical density of water at the current temperature (°c) by using the following percent error formula: % Error = (experimental-theoretical)/theoretical Additionally, significant figure rules are used to ensure accuracy in this lab. With this information on all glassware, it was determined which lab glassware was the most precise and/or accurate. Procedure/Experiment: This experiment required many different kinds of glassware to be used in order to successfully carry out the experiment. The types of glassware and other tools used are as follows: 50mL beaker, buret, electronic balance, 125mL Erlenmeyer flask, 10mL graduated cylinder, pipet, thermometer, and sand. In experiment 1, the accuracy of a 50mL beaker was tested. The clean beaker was first weighed on an electronic balance and the mass was recorded. For the first trial, 30mL of water was added to the beaker and then weighed again. That mass...
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...perspective | 1-2 | 2. | Acosta | Observation, record keeping | 2-4 | 3 | Agustin | Keeping records of supervision - achievements | 4-6 | 4 | Benitez | The validity of data an error analysis, precision and accuracy, | 6-7 | 5 | Berdin | Types of Errors. Indeterminate errors – 2nd paragraph page 11 | 8-11 | 6 | Bordomeo | Some examples of indeterminate errors | 11-12 | 7 | Casimero | Determinate errors (do not include the odd-even rounding off) | 12-15 | 8 | Dizon | Personal error | 15-19 | 9 | Ilar | Treatment of outliers | 19-21 | 10 | Lagrosa | The Q-test for outliers | 22-23 | 11 | Loyola | Reporting the experimental results | 23-25 | 12 | Makinano | Error propagation | 25-26 | 13 | Manejero | Error propagation Significant figure approach | 27-28 | 14 | Manuales | Variables, other considerations in selecting a research problem | 28-30 | 15 | Moradas | Hypothesis | 30-31 | 16 | Namok | Experimentation | 31-33 | 17 | Paler | Consideration of Factors in an experiment design, Models, Induction | 33-34 | | Research proposal writing skills | 18 | Pilapil | Inro and two preliminary steps | 1-3 | 19 | Pumatong | Parts of proposal-Introduction | 3-5 | 20 | RAfinan | Background section-Description of relevant Institutional Resources | 5-7 | 21 | Taganas | List of references-selected publication | 7-8 | 22 | Ungab | Budget section | 8-12 | 1 | Achacoso | Appendices-proposal for academic programs | 12-13 | 2 | Acosta | Inquiries to private foundations...
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...ASSESSMENT QUESTIONNAIRE __________________________ (Client) __________________________ (Audit Date) ______________________________ ___________________________ (Prepared by / Date) (Reviewed by / Date) Instructions This questionnaire should be completed before the start of fieldwork. Its purpose is to document and assess audit risk. The information required to complete this questionnaire comes from the following sources: * Client responses to our inquiries. * Our knowledge of general and industry economic conditions. * Our knowledge of the client. This questionnaire is divided into two major sections: “external” and “internal” factors. It is designed so that every “Yes” answer adversely affects risk exposure. For every “Yes” answer, the item should be referenced to the appropriate audit documentation. The audit documentation should state our assessment of the effect of the condition on the risk of material errors or fraud. EXTERNAL FACTORS General Economic and Financial Conditions [1]. Have the client’s domestic markets suffered from high inflation? [Y] [N] [Ref] [2]. Are interest rates high in relation to the client’s capital needs? [Y] [N] [Ref] [3]. Has the client’s business been adversely affected by changes in the following: * Interest rates? [Y] [N] [Ref] * Unemployment rates? [Y] [N] [Ref] * Money supply? [Y] [N] [Ref] * Foreign currency exchange rates? [Y] [N] [Ref] * Overall business...
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...0.03 | 1.5 | 0.48 ± 0.05 | 2.0 | 0.55 ± 0.02 | 2.5 | 0.69 ± 0.04 | 3.0 | 0.77 ± 0.02 | 3.5 | 0.80 ± 0.04 | Average of the time taken is (t1 + t2 + t3) ÷ 3 Uncertainty for the time taken is (tmax– tmin) ÷ 2 Average of the time taken in height 1 is (0.45 + 0.43 + 0.40) ÷ 3 = 0.42667 ≅ 0.43 (to two significant figures) Uncertainty for the time taken in height 1 is (0.45 – 0.40) ÷ 2 = 0.025 ≅ 0.03 (to one significant figure) <Table of average time taken squared by dropping an object in different heights> Height (m) ± 0.005 | Average time taken squared (s2) | 0.5 | 0.12 ± 0.007 | 1.0 | 0.18 ± 0.03 | 1.5 | 0.23 ± 0.05 | 2.0 | 0.30 ± 0.02 | 2.5 | 0.48 ± 0.05 | 3.0 | 0.59 ± 0.03 | 3.5 | 0.64 ± 0.06 | Uncertainty for average time taken squared is 2 × (percentage uncertainty) × (time taken) 2 Uncertainty for average time taken squared in height 0.5 = 2 × (0.01 ÷ 0.34) × 0.342 = 0.0068 ≅ 0.007 (to one significant figures) Graphs Graph of processed data <Height versus average time taken squared for ball to reach ground with best fit drawn> Gradient of the best linear fit = 0.19 (to two significant figures) < Height versus average time taken squared for ball to reach...
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...mission-related control of the organization. Additionally, it seems that a great deal of donative income is “left on the table.” The organization has apparently expended far too little effort searching for small to midsize donations. I believe that a great deal of untapped development potential is waiting to be realized. BBYO is an 85 year old Jewish Youth Movement that has an alumni base of over 35,000 individuals. When one considers that this number does not reflect the parents of alumni, one can only conclude that this very large donor base has mainly gone untapped. It would be interesting to compare the percentage of revenues solicited from major donors to revenue percentages of other youth groups, both Jewish and non-Jewish. While such figures are not presented in this study, I believe it is fair to conclude that the donative revenue structure of BBYO is far too heavily weighted towards major donors. In fact, the graphic representation of the Donor Period on the preceding page...
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...to write my essay on figures 3-6 with 3-8, and figures 3-22 with 3-21. I chose these sculptures to write about because they’re obviously similar, but in complete different ways. First, both of these pictures are sculptures. they are both incredible architecture pieces. One of the first things that I have noticed, was both of the pieces were Egyptian. Also, they had something to deal with pyramids and the temple. Most importantly, all of the sculptures mean something. In the figures -6 and 3-8, they were Khafre. Giza was the valley temple. In figures 3-22 and 3-21, it was an overall temple. Along with that, it was Hatshepsut himself. All of these figures relate, and differ. All of these figures are similar. They both resemble power for a reigion. As observing, the figures 3-6 relate because they are both figures of Khafre, and figures 3-22 and 3-21, it was Hatshepsut and the temple. It is important to relate them because they were both powerful symbols. Along with that, the temple that they were in which protected them, truly shows the power that they have. In the sculptures of Khafre, the symbols (which was the lion) represented a powerful sense of horizon connected with the sun. (khanacadamey) That was very important because all of the Egyptians worshiped him. As many know, Egyptians are known for truly respecting their cultures. They’re very religious and faithful. They respect their higher power. That goes along with figure 3-6. Featured in that figure, is that temple. The...
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...Title. This should say as much as possible about the content of the paper, in as few words as possible. Abstract. This is a brief (usually one paragraph) summary of the whole paper, including the problem, the method for solving it (when not obvious), the results, and the conclusions suggested or drawn. Do not write the abstract as a hasty afterthought. Look at it as a real exercise in cramming the most information in one paragraph. The reader should not have to read any of the rest of the paper in order to understand the abstract fully. Its purpose is to allow the reader to decide whether to read the paper or not. A reader who does not want to read the paper should be able to read the abstract instead. When you write an abstract, remember Strunk & White's admonition, ``Omit needless words.'' Introduction. Tell the reader what the problem is, what question you will try to answer, and why it is important. It might be important for practical reasons or for theoretical (or methodological) reasons having to do with the development of a scholarly discipline. Don't neglect either type of reason. If the problem is a very basic one, you may state the problem first and then review what has already been found out about it. If the problem is one that grows out of past literature, review the history of how it arose. But do not forget to mention the basic issues behind the research tradition in question, the practical or theoretical concerns that inspired it. (Sometimes there don't seem...
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