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Appendix B. Random Number Tables
Appendix B. Random Number Tables Reproduced from Million Random Digits, used with permission of the Rand Corporation, Copyright, 1955, The Free Press. The publication is available for free on the Internet at http://www.rand.org/publications/classics/randomdigits. All of the sampling plans presented in this handbook are based on the assumption that the packages constituting the sample are chosen at random from the inspection lot. Randomness in this instance means that every package in the lot has an equal chance of being selected as part of the sample. It does not matter what other packages have already been chosen, what the package net contents are, or where the package is located in the lot. To obtain a random sample, two steps are necessary. First it is necessary to identify each package in the lot of packages with a specific number whether on the shelf, in the warehouse, or coming off the packaging line. Then it is necessary to obtain a series of random numbers. These random numbers indicate exactly which packages in the lot shall be taken for the sample. The Random Number Table The random number tables in Appendix B are composed of the digits from 0 through 9, with approximately equal frequency of occurrence. This appendix consists of 8 pages. On each page digits are printed in blocks of five columns and blocks of five rows. The printing of the table in blocks is intended only to make it easier to locate specific columns and rows. Random Starting Place Starting Page. The Random Digit pages numbered B-2 through B-8. -
Effects of a Prescribed Fire on Oak Woodland Stand Structure1
Effects of a Prescribed Fire on Oak Woodland Stand Structure1 Danny L. Fry2 Abstract Fire damage and tree characteristics of mixed deciduous oak woodlands were recorded after a prescription burn in the summer of 1999 on Mt. Hamilton Range, Santa Clara County, California. Trees were tagged and monitored to determine the effects of fire intensity on damage, recovery and survivorship. Fire-caused mortality was low; 2-year post-burn survey indicates that only three oaks have died from the low intensity ground fire. Using ANOVA, there was an overall significant difference for percent tree crown scorched and bole char height between plots, but not between tree-size classes. Using logistic regression, tree diameter and aspect predicted crown resprouting. Crown damage was also a significant predictor of resprouting with the likelihood increasing with percent scorched. Both valley and blue oaks produced crown resprouts on trees with 100 percent of their crown scorched. Although overall tree damage was low, crown resprouts developed on 80 percent of the trees and were found as shortly as two weeks after the fire. Stand structural characteristics have not been altered substantially by the event. Long term monitoring of fire effects will provide information on what changes fire causes to stand structure, its possible usefulness as a management tool, and how it should be applied to the landscape to achieve management objectives. Introduction Numerous studies have focused on the effects of human land use practices on oak woodland stand structure and regeneration. Studies examining stand structure in oak woodlands have shown either persistence or strong recruitment following fire (McClaran and Bartolome 1989, Mensing 1992). -
Call Numbers
Call numbers: It is our recommendation that libraries NOT put J, +, E, Ref, etc. in the call number field in front of the Dewey or other call number. Use the Home Location field to indicate the collection for the item. It is difficult if not impossible to sort lists if the call number fields aren’t entered systematically. Dewey Call Numbers for Non-Fiction Each library follows its own practice for how long a Dewey number they use and what letters are used for the author’s name. Some libraries use a number (Cutter number from a table) after the letters for the author’s name. Other just use letters for the author’s name. Call Numbers for Fiction For fiction, the call number is usually the author’s Last Name, First Name. (Use a comma between last and first name.) It is usually already in the call number field when you barcode. Call Numbers for Paperbacks Each library follows its own practice. Just be consistent for easier handling of the weeding lists. WCTS libraries should follow the format used by WCTS for the items processed by them for your library. Most call numbers are either the author’s name or just the first letters of the author’s last name. Please DO catalog your paperbacks so they can be shared with other libraries. Call Numbers for Magazines To get the call numbers to display in the correct order by date, the call number needs to begin with the date of the issue in a number format, followed by the issue in alphanumeric format. -
Real Numbers and the Number Line 2 Chapter 13
Chapter 13 Lesson Real Numbers and 13-7A the Number Line BIG IDEA On a real number line, both rational and irrational numbers can be graphed. As we noted in Lesson 13-7, every real number is either a rational number or an irrational number. In this lesson you will explore some important properties of rational and irrational numbers. Rational Numbers on the Number Line Recall that a rational number is a number that can be expressed as a simple fraction. When a rational number is written as a fraction, it can be rewritten as a decimal by dividing the numerator by the denominator. _5 The result will either__ be terminating, such as = 0.625, or repeating, 10 8 such as _ = 0. 90 . This makes it possible to graph the number on a 11 number line. GUIDED Example 1 Graph 0.8 3 on a number line. __ __ Solution Let x = 0.83 . Change 0.8 3 into a fraction. _ Then 10x = 8.3_ 3 x = 0.8 3 ? x = 7.5 Subtract _7.5 _? _? x = = = 9 90 6 _? ? To graph 6 , divide the__ interval 0 to 1 into equal spaces. Locate the point corresponding to 0.8 3 . 0 1 When two different rational numbers are graphed on a number line, there are always many rational numbers whose graphs are between them. 1 Using Algebra to Prove Lesson 13-7A Example 2 _11 _20 Find a rational number between 13 and 23 . Solution 1 Find a common denominator by multiplying 13 · 23, which is 299. -
SOLVING ONE-VARIABLE INEQUALITIES 9.1.1 and 9.1.2
SOLVING ONE-VARIABLE INEQUALITIES 9.1.1 and 9.1.2 To solve an inequality in one variable, first change it to an equation (a mathematical sentence with an “=” sign) and then solve. Place the solution, called a “boundary point”, on a number line. This point separates the number line into two regions. The boundary point is included in the solution for situations that involve ≥ or ≤, and excluded from situations that involve strictly > or <. On the number line boundary points that are included in the solutions are shown with a solid filled-in circle and excluded solutions are shown with an open circle. Next, choose a number from within each region separated by the boundary point, and check if the number is true or false in the original inequality. If it is true, then every number in that region is a solution to the inequality. If it is false, then no number in that region is a solution to the inequality. For additional information, see the Math Notes boxes in Lessons 9.1.1 and 9.1.3. Example 1 3x − (x + 2) = 0 3x − x − 2 = 0 Solve: 3x – (x + 2) ≥ 0 Change to an equation and solve. 2x = 2 x = 1 Place the solution (boundary point) on the number line. Because x = 1 is also a x solution to the inequality (≥), we use a filled-in dot. Test x = 0 Test x = 3 Test a number on each side of the boundary 3⋅ 0 − 0 + 2 ≥ 0 3⋅ 3 − 3 + 2 ≥ 0 ( ) ( ) point in the original inequality. Highlight −2 ≥ 0 4 ≥ 0 the region containing numbers that make false true the inequality true. -
Girls' Elite 2 0 2 0 - 2 1 S E a S O N by the Numbers
GIRLS' ELITE 2 0 2 0 - 2 1 S E A S O N BY THE NUMBERS COMPARING NORMAL SEASON TO 2020-21 NORMAL 2020-21 SEASON SEASON SEASON LENGTH SEASON LENGTH 6.5 Months; Dec - Jun 6.5 Months, Split Season The 2020-21 Season will be split into two segments running from mid-September through mid-February, taking a break for the IHSA season, and then returning May through mid- June. The season length is virtually the exact same amount of time as previous years. TRAINING PROGRAM TRAINING PROGRAM 25 Weeks; 157 Hours 25 Weeks; 156 Hours The training hours for the 2020-21 season are nearly exact to last season's plan. The training hours do not include 16 additional in-house scrimmage hours on the weekends Sep-Dec. Courtney DeBolt-Slinko returns as our Technical Director. 4 new courts this season. STRENGTH PROGRAM STRENGTH PROGRAM 3 Days/Week; 72 Hours 3 Days/Week; 76 Hours Similar to the Training Time, the 2020-21 schedule will actually allow for a 4 additional hours at Oak Strength in our Sparta Science Strength & Conditioning program. These hours are in addition to the volleyball-specific Training Time. Oak Strength is expanding by 8,800 sq. ft. RECRUITING SUPPORT RECRUITING SUPPORT Full Season Enhanced Full Season In response to the recruiting challenges created by the pandemic, we are ADDING livestreaming/recording of scrimmages and scheduled in-person visits from Lauren, Mikaela or Peter. This is in addition to our normal support services throughout the season. TOURNAMENT DATES TOURNAMENT DATES 24-28 Dates; 10-12 Events TBD Dates; TBD Events We are preparing for 15 Dates/6 Events Dec-Feb. -
Single Digit Addition for Kindergarten
Single Digit Addition for Kindergarten Print out these worksheets to give your kindergarten students some quick one-digit addition practice! Table of Contents Sports Math Animal Picture Addition Adding Up To 10 Addition: Ocean Math Fish Addition Addition: Fruit Math Adding With a Number Line Addition and Subtraction for Kids The Froggie Math Game Pirate Math Addition: Circus Math Animal Addition Practice Color & Add Insect Addition One Digit Fairy Addition Easy Addition Very Nutty! Ice Cream Math Sports Math How many of each picture do you see? Add them up and write the number in the box! 5 3 + = 5 5 + = 6 3 + = Animal Addition Add together the animals that are in each box and write your answer in the box to the right. 2+2= + 2+3= + 2+1= + 2+4= + Copyright © 2014 Education.com LLC All Rights Reserved More worksheets at www.education.com/worksheets Adding Balloons : Up to 10! Solve the addition problems below! 1. 4 2. 6 + 2 + 1 3. 5 4. 3 + 2 + 3 5. 4 6. 5 + 0 + 4 7. 6 8. 7 + 3 + 3 More worksheets at www.education.com/worksheets Copyright © 2012-20132011-2012 by Education.com Ocean Math How many of each picture do you see? Add them up and write the number in the box! 3 2 + = 1 3 + = 3 3 + = This is your bleed line. What pretty FISh! How many pictures do you see? Add them up. + = + = + = + = + = Copyright © 2012-20132010-2011 by Education.com More worksheets at www.education.com/worksheets Fruit Math How many of each picture do you see? Add them up and write the number in the box! 10 2 + = 8 3 + = 6 7 + = Number Line Use the number line to find the answer to each problem. -
1.1 the Real Number System
1.1 The Real Number System Types of Numbers: The following diagram shows the types of numbers that form the set of real numbers. Definitions 1. The natural numbers are the numbers used for counting. 1, 2, 3, 4, 5, . A natural number is a prime number if it is greater than 1 and its only factors are 1 and itself. A natural number is a composite number if it is greater than 1 and it is not prime. Example: 5, 7, 13,29, 31 are prime numbers. 8, 24, 33 are composite numbers. 2. The whole numbers are the natural numbers and zero. 0, 1, 2, 3, 4, 5, . 3. The integers are all the whole numbers and their additive inverses. No fractions or decimals. , -3, -2, -1, 0, 1, 2, 3, . An integer is even if it can be written in the form 2n , where n is an integer (if 2 is a factor). An integer is odd if it can be written in the form 2n −1, where n is an integer (if 2 is not a factor). Example: 2, 0, 8, -24 are even integers and 1, 57, -13 are odd integers. 4. The rational numbers are the numbers that can be written as the ratio of two integers. All rational numbers when written in their equivalent decimal form will have terminating or repeating decimals. 1 2 , 3.25, 0.8125252525 …, 0.6 , 2 ( = ) 5 1 1 5. The irrational numbers are any real numbers that can not be represented as the ratio of two integers. -
Solve Each Inequality. Graph the Solution Set on a Number Line. 1
1-6 Solving Compound and Absolute Value Inequalities Solve each inequality. Graph the solution set on a number line. 1. ANSWER: 2. ANSWER: 3. or ANSWER: 4. or ANSWER: 5. ANSWER: 6. ANSWER: 7. ANSWER: eSolutions Manual - Powered by Cognero Page 1 8. ANSWER: 9. ANSWER: 10. ANSWER: 11. MONEY Khalid is considering several types of paint for his bedroom. He estimates that he will need between 2 and 3 gallons. The table at the right shows the price per gallon for each type of paint Khalid is considering. Write a compound inequality and determine how much he could be spending. ANSWER: between $43.96 and $77.94 Solve each inequality. Graph the solution set on a number line. 12. ANSWER: 13. ANSWER: 14. or ANSWER: 15. or ANSWER: 16. ANSWER: 17. ANSWER: 18. ANSWER: 19. ANSWER: 20. ANSWER: 21. ANSWER: 22. ANATOMY Forensic scientists use the equation h = 2.6f + 47.2 to estimate the height h of a woman given the length in centimeters f of her femur bone. a. Suppose the equation has a margin of error of ±3 centimeters. Write an inequality to represent the height of a woman given the length of her femur bone. b. If the length of a female skeleton’s femur is 50 centimeters, write and solve an absolute value inequality that describes the woman’s height in centimeters. ANSWER: a. b. Write an absolute value inequality for each graph. 23. ANSWER: 24. ANSWER: 25. ANSWER: 26. ANSWER: 27. ANSWER: 28. ANSWER: 29. ANSWER: 30. ANSWER: 31. DOGS The Labrador retriever is one of the most recognized and popular dogs kept as a pet. -
Fracking by the Numbers
Fracking by the Numbers The Damage to Our Water, Land and Climate from a Decade of Dirty Drilling Fracking by the Numbers The Damage to Our Water, Land and Climate from a Decade of Dirty Drilling Written by: Elizabeth Ridlington and Kim Norman Frontier Group Rachel Richardson Environment America Research & Policy Center April 2016 Acknowledgments Environment America Research & Policy Center sincerely thanks Amy Mall, Senior Policy Analyst, Land & Wildlife Program, Natural Resources Defense Council; Courtney Bernhardt, Senior Research Analyst, Environmental Integrity Project; and Professor Anthony Ingraffea of Cornell University for their review of drafts of this document, as well as their insights and suggestions. Frontier Group interns Dana Bradley and Danielle Elefritz provided valuable research assistance. Our appreciation goes to Jeff Inglis for data assistance. Thanks also to Tony Dutzik and Gideon Weissman of Frontier Group for editorial help. We also are grateful to the many state agency staff who answered our numerous questions and requests for data. Many of them are listed by name in the methodology. The authors bear responsibility for any factual errors. The recommendations are those of Environment America Research & Policy Center. The views expressed in this report are those of the authors and do not necessarily reflect the views of our funders or those who provided review. 2016 Environment America Research & Policy Center. Some Rights Reserved. This work is licensed under a Creative Commons Attribution Non-Commercial No Derivatives 3.0 Unported License. To view the terms of this license, visit creativecommons.org/licenses/by-nc-nd/3.0. Environment America Research & Policy Center is a 501(c)(3) organization. -
1 the Real Number Line
Unit 2 Real Number Line and Variables Lecture Notes Introductory Algebra Page 1 of 13 1 The Real Number Line There are many sets of numbers, but important ones in math and life sciences are the following • The integers Z = f:::; −4; −3; −2; −1; 0; 1; 2; 3; 4;:::g. • The positive integers, sometimes called natural numbers, N = f1; 2; 3; 4;:::g. p • Rational numbers are any number that can be expressed as a fraction where p and q 6= 0 are integers. Q q Note that every integer is a rational number! • An irrational number is a number that is not rational. p Examples of irrational numbers are 2 ∼ 1:41421 :::, e ∼ 2:71828 :::, π ∼ 3:14159265359 :::, and less familiar ones like Euler's constant γ ∼ 0:577215664901532 :::. The \:::" here represent that the number is a nonrepeating, nonterminating decimal. • The real numbers R contain all the integer number, rational numbers, and irrational numbers. The real numbers are usually presented as a real number line, which extends forever to the left and right. Note the real numbers are not bounded above or below. To indicate that the real number line extends forever in the positive direction, we use the terminology infinity, which is written as 1, and in the negative direction the real number line extends to minus infinity, which is denoted −∞. The symbol 1 is used to say that the real numbers extend without bound (for any real number, there is a larger real number and a smaller real number). Infinity is a somewhat tricky concept, and you will learn more about it in precalculus and calculus. -
The Number Line Topic 1
Topic 1 The Number Line Lesson Tutorials Positive numbers are greater than 0. They can be written with or without a positive sign (+). +1 5 +20 10,000 Negative numbers are less than 0. They are written with a negative sign (−). − 1 − 5 − 20 − 10,000 Two numbers that are the same distance from 0 on a number line, but on opposite sides of 0, are called opposites. Integers Words Integers are the set of whole numbers and their opposites. Opposite Graph opposites When you sit across from your friend at Ź5 ź4 Ź3 Ź2 Ź1 0 1234 5 the lunch table, you negative integers positive integers sit opposite your friend. Zero is neither negative nor positive. Zero is its own opposite. EXAMPLE 1 Writing Positive and Negative Integers Write a positive or negative integer that represents the situation. a. A contestant gains 250 points on a game show. “Gains” indicates a number greater than 0. So, use a positive integer. +250, or 250 b. Gasoline freezes at 40 degrees below zero. “Below zero” indicates a number less than 0. So, use a negative integer. − 40 Write a positive or negative integer that represents the situation. 1. A hiker climbs 900 feet up a mountain. 2. You have a debt of $24. 3. A student loses 5 points for being late to class. 4. A savings account earns $10. 408 Additional Topics MMSCC6PE2_AT_01.inddSCC6PE2_AT_01.indd 408408 111/24/101/24/10 88:53:30:53:30 AAMM EXAMPLE 2 Graphing Integers Graph each integer and its opposite. Reading a. 3 Graph 3.