...American Pop: Popular Culture Decade by Decade. Ed. Bob Bacthelor. Westport, CT: Greenwood Press 2009. 978-0-313- 34410-7. 4 vol. 1,604p. $375.00. Gr. 9-12. This four volume set gives students a broad and interdisciplinary overview of the many and varied aspects of pop culture across America from 1900 to the present. The volumes cover the following chronological periods: V 1. 1900-1929, V 2. 1930-1959, V 3. 1960-1989 and Vol. 4. 1990-Present. There is an Introduction for each volume focusing on the major issues during that period. There is a Timeline of events for the decade which gives extra oversight and content to the study of the period and an Overview of each dcade. Chapters focus on specific areas of pop culture (Advertising, Books, Entertainment, Fashion, Food Music and much more) supplemented with sidebars containing stories, photos, illustrations and Notable information. There are endnotes for each decade and a Resource Guide and Index. Volume 4 also contains a Cost of Products from 1900-2000, and an Appendix with Classroom Resources for teachers and students and a Cumulative Index. Students, teachers and the general reader will love sifting through the experiences of Americans as they easily follow the crazes, technological breakthroughs and the experiences of art, entertainment, sports and other cultural forces and events that influenced each generation. Reference– Popular Culture ...
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...of a rectangular prism; C. make use of the formula V = L x W x H in finding the volume of a rectangular prism; D. solve for the volume of a given rectangular prism; and E. perform unity in group discussion. II. SUBJECT MATTER A. Topic: Volume of a Rectangular Prism B. Reference: Geometry III page 34 Mathematics for a Better Life page 236-237 C. Materials: jigsaw puzzle, rectangular prisms, cartolina, manila paper, marker, chalk and blackboard III. PROCEDURE Teacher’s Activity | Students’ Activity | A. Routinary Activities 1. Prayer * Okay everyone let us pray. 2. Greeting * Good morning class! * Kindly arrange your seats and pick up pieces of garbage around. 3. Attendance * Miss Secretary, is there anyone absent today? | * Our Father, Who art in Heaven, hallowed be Thy name; Thy Kingdom come, Thy will be done on earth as it is in Heaven. Give us this day our daily bread; and forgive us our trespasses as we forgive those who trespass against us; and lead us not into temptation, but deliver us from evil. Amen. * Good morning sir. * (Students pick up pieces of trash around them.) * None sir. | B. Preparatory Activities 4. Checking of Assignments * By the way class, I had given you an assignment right? * Bring out your assignments and exchange them with your seatmates. * Anyone of you who can solve for the volume of the cube in your assignment on the board? * Very good! Please explain your work...
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...To begin, you would need to be able to find the volume of the sphere in order to find the volume of the quarter sphere tank. Example: 4/3*3.14*(70^3) =1,436,026.67ft. After finding the volume of the quarter sphere tank we would need to find the volume of the main show tank. We would do this by dividing the volume of the sphere by 4. Example: 1436026.67/4=359,006.6675. Reflection pt.2: If you were to take a cross section parallel to the base of one of the holding tanks, how would you describe the shape? Due to the details given along with how it states if you were to take a cross section parallel to the base it would most likely give you a sphere. 8. Samples of the tanks water are taken daily to ensure the salt density is correct to maintain aquatic life....
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... IV Data or Observations: Length | Width | Area | 279 mm | 215 mm | 6.00x104 mm2 | 27.9 cm | 21.5 cm | 6.00x102 cm2 | 11.0 in | 8.46 in | 93.1 in2 | V Calculations: (279 mm)(215 mm)= 6.00x104 mm2 (27.9 cm)(21.5 cm)= 6.00x102 cm2 (11.0 in)(8.46 in)= 93.1 in2 VI Results/Summary: The area of the typing paper was found to be 6.00x10^4 mm^2, 6.00x 10^2 cm^2, and 93.1 in^2. Sierra Sisco Lab #3 Measurements & Density Experiment 3B I Purpose: To determine the volume of a rectangular solid and express the answer in mm3, cm3, and in3. II Equipment/Reagents: Rectangular block in lab kit and vernier caliper. III Procedure: Measure the length width and height of of the rectangular solid and express measurements in millimeters rounded to the nearest tenth of a millimeter. Record your answers and calculate the volume of the solid using the formula: Volume= (length)(width)(height) Round your answers to the correct number of significant digits and write the answers in the correct units. Convert your answer to cm3 and in3. IV Data or Observations: Length | Width | Height | Volume | 64.5 mm | 25.0 mm | 25.0 mm | 40300 mm3 | 6.45 cm | 2.50 cm | 2.50 cm | 40.3 cm3 | 2.54 in | 0.984 in | 0.984...
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...SURFACE AREAS AND VOLUMES 239 SURFACE AREAS AND VOLUMES 13 13.1 Introduction From Class IX, you are familiar with some of the solids like cuboid, cone, cylinder, and sphere (see Fig. 13.1). You have also learnt how to find their surface areas and volumes. Fig. 13.1 In our day-to-day life, we come across a number of solids made up of combinations of two or more of the basic solids as shown above. You must have seen a truck with a container fitted on its back (see Fig. 13.2), carrying oil or water from one place to another. Is it in the shape of any of the four basic solids mentioned above? You may guess that it is made of a cylinder with two hemispheres as its ends. Fig. 13.2 File Name : C:\Computer Station\Class - X (Maths)/Final/Chap-13/Chap-13 (28th Nov. 2006) 240 MATHEMATICS Again, you may have seen an object like the one in Fig. 13.3. Can you name it? A test tube, right! You would have used one in your science laboratory. This tube is also a combination of a cylinder and a hemisphere. Similarly, while travelling, you may have seen some big and beautiful buildings or monuments made up of a combination of solids mentioned above. If for some reason you wanted to find the surface areas, or volumes, or capacities of such objects, how would you do it? We cannot classify these under any of the solids you have already studied. Fig. 13.3 In this chapter, you will see how to find surface areas and volumes of such objects. ...
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...20°C±1°C | 68°F±1°F | 293.15K | Ice water – 1 minute | 5°C±1°C | 41°F±1°F | 278.15K | Ice water – 5 minutes | 1°C±1°C | 33.8°F±1°F | 274.15K | Data Table 3: Mass measurements. | Object | Estimated Mass (g) | Actual Mass (g) | Actual Mass (kg) | Pen or pencil | 5g | 5g | 0.005kg | 3 Pennies | 2.5g | 7.5g | 0.0075kg | 1 Quarter | 2.5g | 5.7g | 0.0057kg | 2 Quarters, 3 Dimes | 17.5g | 18.1g | 0.0181kg | 4 Dimes, 5 Pennies | 16g | 21.6g | 0.0216kg | 3 Quarters, 1 Dime, 5 Pennies | 27.5g | 31.7g | 0.0317kg | Key | 5.5g | 8.3g | 0.0083kg | Key, 1 Quarter, 4 Pennies | 21g | 24g | 0.0024kg | Data Table 4: Liquid measurements. | | | Mass A | Mass B | Mass B - A | | | Liquid | Volume (mL) | Graduated Cylinder (g) | Graduated Cylinder with liquid (g) | Liquid (g) |...
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...this study is to identify the density, the degree of compression which resides in a substance through the relationship between the mass the substance and its volume, of solid and liquid samples. The materials used for the liquid samples include: water, isopropyl alcohol, coconut oil and an unknown liquid. In order to determine the mass, volume and density the group measured the different samples as accurate as possible. The experimental density values were measured at 1.01 g/ml, 0.800 g/ml, 0.940 g/ml, and 0.800 g/ml respectively at room temperature. As the group calculated for the percent error, using the given formula, the result was below 3.00% for all the samples. The unknown liquid, kerosene, was identified by comparing the measured density with its theoretical value. As for the solid samples a wooden cube, rectangular plywood, a marble, and a pebble was used in the said activity. The experimental density values of the solid samples were measured at 0.500 g/cm3, 1.99 g/cm3, and 2.61 g/cm3 respectively. Finally, after accomplishing the study, the accuracy of measuring, the needed quantities and the mentioned results proved that such a great success was achieved. INTRODUCTION Density is the measurement of compactness of a substance which is mathematically expressed as the ratio of mass and volume. Density is an intensive property of a pure substance which means that...
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...Timber Stack Measurement It is important to estimate timber volumes accurately either in the forest or when leaving. A number of methods can be used: Crop inventory carried out by a qualified professional in the forest prior to felling It can be calculated by modern thinning machines as harvesting takes place The timber can be measured in the stacks at roadside (see method described below) Weighing of the timber as it passes though the mill gate Timber Stack Measurement Advantages It is useful to estimate timber that is stacked at roadside: It can be done quickly by the forest owner It is useful to know how much timber is leaving the forest It is useful to calculate the volume of different individual stacks, which is important if different timber products are being sold separately from the one harvesting operation Disadvantages All logs in a stack must be of uniform length and the stack should be built neatly and tidy for easy measurement and accuracy. Large stacking space is required to ensure that all harvested material can be stacked at roadside before any removal is carried out by timber trucks. Length * Width * Height = Volume (unit = m3) Some definitions Stack width The width is the specified length of the timber product in the stack. A number of sample lengths (billets) should be checked to verify the stack width. Stack length Stack length is the average length of the front and back face of the stack. The stack should be measured...
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...Information The total mark for this paper is 100 The marks for each question are shown in brackets – use this as a guide as to how much time to spend on each question. Questions labelled with an asterisk (*) are ones where the quality of your written communication will be assessed. 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. mathsgenie.co.uk GCSE Mathematics 1MA0 Formulae: Higher Tier You must not write on this formulae page. Anything you write on this formulae page will gain NO credit. Volume of prism = area of cross section × length Area of trapezium = 1 (a + b)h 2 a cross section h b h lengt Volume of sphere = 4 3 Volume of cone = 3 Surface area of sphere = 4 1 3 h 2 Curved surface area of cone = 2 r l h r The Quadratic Equation The solutions of ax2 + bx + c = 0 where 0, are given by In any triangle ABC C b A Sine Rule a c x= B a b c = = sin A sin B sin C...
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...[pic] 3. The radius (r) of a circle is increasing at a rate of 4 centimeters per minute. Find the rates of change of the area when. [pic] [pic] a. r = 8 centimeters b. r = 32 centimeters [pic] [pic] 4. The included angle of two sides of constant equal length s of an isosceles triangle is [pic]. If [pic] is increasing at a rate of ½ radian per minute, find the rates of change of the area when: [pic] [pic] [pic] a [pic] b. [pic] [pic] [pic] 5. The radius r of a sphere is increasing at a rate of 3 inches per minute. Find the rates of change of the volume when: [pic] [pic] a. r = 9 inches b. r = 36 inches [pic] [pic] 6. A spherical balloon is inflated with gas at a rate of 800 cubic centimeters per minute. How fast is the radius of the balloon increasing at the instant the radius is: [pic] [pic] a. 30 cm b. 60 cm [pic] [pic] 7. All edges of a cube are expanding at a rate of 6 centimeters per second. How fast is the volume changing when each edge is: [pic] [pic] a. 2 cm b. 10 cm [pic] [pic] 8. All edges of a cube are expanding at a rate of 6 centimeters per second. Determine how fast the surface area is changing when each edge is: [pic] [pic] a. 2 cm b. 10 cm [pic] [pic] 9. The formula for the volume of a cone is [pic]. Find the rates of change of the volume if dr/dt is 2 inches per minute and...
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...Justin Ladd Calc 1 4/12/2011 Mini Project 2 Mini Project 2 For this project I took a different approach. I wanted to try something that was a little more changeling for me and at the same time I wanted a problem that would make me think. I know for some people that this may not seem to be that hard of a problem but for me these types of problem are difficult. I wanted to pick a problem that pertained to my major, which is Mechanical Engineering but that did not work out to well for me on the last project because I ended up treating the problem like an engineering problem and not a calculus problem, so with that being said that’s one reason that I picked this problem. The other reason that I choose this problem is that it seemed interesting to me and it is a story problem. For me personally I struggle with story problems and have difficulty comprehending what the problem is asking me to find. So let me tell what the problem is and then I will explain how I think it is related to the curriculum and a real world phenomenon: A water trough is 10 m long and a cross-section has the shape of an isosceles trapezoid that is 30 cm wide at the bottom, 80 cm wide at the top, and has height 50 cm. If the trough is being filled with water at the rate of 0.2 m3/min, how fast is the water level rising when the water is 30 cm deep? This problem is related to the curriculum because it is about linear approximation and differentials (Stewart). We covered this section is 3.9...
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...each question are shown in brackets – use this as a guide as to how much time to spend on each question. Questions labelled with an asterisk (*) are ones where the quality of your written communication will be assessed. 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. Turn over P40619A ©2012 Pearson Education Ltd. *P40619A0120* 6/6/6/3 GCSE Mathematics 2MB01 Formulae: Higher Tier You must not write on this formulae page. Anything you write on this formulae page will gain NO credit. 1 Area of trapezium = 2 (a + b)h a cross section Volume of prism = area of cross section × length h lengt h b Volume of sphere = 4 r3 3 Surface area of sphere = 4 r2 r Volume of cone = 1 r2h 3 Curved surface area of cone = rl l r h In any triangle ABC b A c C a B The Quadratic Equation The solutions of ax2 + bx + c = 0 where a ≠ 0, are given by...
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...90 employees. So the percentage that travelled by bus So 20% percent of employees came to work by bus. c) The number of employees that used a carbon neutral mode of transport was Employee s that used carbon natural methods The statement that only one-third of these employees are under the age of 45 is true. Out of these 36 employees that used carbon neutral mode of transport the table shows that 12 employees were under the age of 45. Employees under the age of 45 walked or cycled. 1 4 12 3 So this verifies that only one third of employee that used carbon neutral mode of transport were under the age of 45 years old. Page 1 of 6 – – Question 2 (a) The price of a one litre carton of smoothie under the first offer of 25% off the usual price would be So the price of a one litre carton of smoohtie under offer 1 is £0.90 (b) (i) The volume of a carton under offer 2 which is giving an extra 25% would be 1 litre of smoothie = 1000ml So the volume of a one litre carton of smoothie under offer 2 would be (ii) The price per litre under offer 2, under offer 2 the amount of smoothie is 1.25l for £1.20 So under Offer 2 the price per litre would be £0.96 (c) The price per litre under offer 3,...
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...extent of a two-dimensional surface or shape, or planar lamina, in the plane. Area can be understood as the amount of material with a given thickness that would be necessary to fashion a model of the shape, or the amount of paint necessary to cover the surface with a single coat.[1] It is the two-dimensional analog of the length of a curve (a one-dimensional concept) or the volume of a solid (a three-dimensional concept). The area of a shape can be measured by comparing the shape to squares of a fixed size.[2] In the International System of Units (SI), the standard unit of area is the square metre (written as m2), which is the area of a square whose sides are one metre long.[3] A shape with an area of three square metres would have the same area as three such squares. In mathematics, the unit square is defined to have area one, and the area of any other shape or surface is a dimensionless real number. There are several well-known formulas for the areas of simple shapes such as triangles, rectangles, and circles. Using these formulas, the area of any polygon can be found by dividing the polygon into triangles.[4] For shapes with curved boundary, calculus is usually required to compute the area. Indeed, the problem of determining the area of plane figures was a major motivation for the historical development of calculus.[5] For a solid shape such as a sphere, cone, or cylinder, the area of its boundary surface is called the surface area.[1][6] Formulas for the surface areas of...
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...Title: Laboratory Techniques and Measurements Purpose: To become familiar with common laboratory equipment and to become proficient in measuring volume, mass, length, temperature, density, and concentrations. Procedure: Length Measurements were determined using a metric ruler and measuring to the nearest mm. Temperature Measurements of boiling and ice water were measured using a thermometer and measuring to the nearest degree. Mass was measured using a digital scale in grams. Volume and density were determined by using a beaker of liquid and a digital scale for liquid measurements. Voume and density of solids were determined by calculating the volume with a ruler and measuring mass with digital scale. Water displacement was measured by placing an object in a container of water and measuring change in volume. Archimedes’ Method was determined by submerging an object which was hanging from a string into the liquid. The density of concentration was measured using volume and mass and also using different concentrations of liquids. Data Tables: Data Table 1: Length Measurements Object Length (cm) Length (mm) Length (m) CD 12 120 0.120 Key 5.3 53 0.053 Spoon 16.9 169 0.169 Fork 17.7 177 0.177 Data Table 2: Temperature Measurements Water Temp (C) Temp (F) Temp (K) Hot From Tap 39 102.2 375.35 Boiling 100 212 485.15 Boiling for 5 min 100 212 485.15 Cold from Tap 26 78.8 351.95 Ice water-1 min 6 42...
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