This document provides instruction on calculating the surface area and volume of spheres. It defines key terms like radius, diameter, and chord. The surface area of a sphere is calculated using the formula S=4πr^2, where r is the radius. Similarly, the volume of a sphere is calculated as V=4/3πr^3. Several examples are provided to demonstrate using these formulas to find the surface area and volume of spheres with given radii.
A lesson on how to make a circle graph through a fun dialogue. Steps are provided with excellent animations that would surely captivate children's attention helping them learn quicker the easy way. It has samples with good illustrations that help concretize and make better understanding of the lesson.
A fun way to visualize the lesson in reading electric meters through animated objects excellently made into a moving electric meter. It is both interesting and fun which leads to better understanding and mastery.
A brief introduction to the parts of a paragraph (using the hamburger analogy) with a guided practice. (The formatting & animation got messed up during upload, but you get the idea.)
cube cuboid and cylinder is found .here you can learn surface area and volume of these 3 dimensional figures.it also includes basic information on the basic properties of these figures
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Objectives/Assignment
• Find the surface area of a sphere.
• Find the volume of a sphere in real
life such as the ball bearing in Ex. 4.
• 12.6 WS A
3. Finding the Surface Area of a
Sphere
• In Lesson 10.7, a circle was described as
a locus of points in a plane that are a
given distance from a point. A sphere is
the locus of points in space that are a
given distance from a point.
4. Finding the Surface Area of a Sphere
• The point is called the center of the
sphere. A radius of a sphere is a
segment from the center to a point
on the sphere.
• A chord of a sphere is a segment
whose endpoints are on the sphere.
5. Finding the Surface Area of a Sphere
• A diameter is a chord that contains
the center. As with all circles, the
terms radius and diameter also
represent distances, and the
diameter is twice the radius.
6. Theorem 12.11: Surface Area of a Sphere
• The surface area of a sphere with
radius r is S = 4πr2.
7. Ex. 1: Finding the Surface
Area of a Sphere
• Find the surface area. When the
radius doubles, does the surface
area double?
8. S = 4πr2 S = 4πr2
= 4π22 = 4π42
= 16π in.2 = 64π in.2
The surface area of the sphere in part (b) is four
times greater than the surface area of the sphere in
part (a) because 16π • 4 = 64π
So, when the radius of a sphere doubles, the
surface area DOES NOT double.
9. More . . .
• If a plane intersects a sphere, the
intersection is either a single point or
a circle. If the plane contains the
center of the sphere, then the
intersection is a great circle of the
sphere. Every great circle of a
sphere separates a sphere into two
congruent halves called
hemispheres.
10. Ex. 2: Using a Great Circle
• The circumference of a great circle
of a sphere is 13.8π feet. What is
the surface area of the sphere?
12. Solution:
Using a radius of 6.9 feet, the surface
area is:
S = 4πr2
= 4π(6.9)2
= 190.44π ft.2
So, the surface area of the sphere is
190.44 π ft.2
13. Ex. 3: Finding the Surface
Area of a Sphere
• Baseball. A baseball and its leather
covering are shown. The baseball has a
radius of about 1.45 inches.
a. Estimate the amount of leather used to
cover the baseball.
b. The surface area of a baseball is sewn
from two congruent shapes, each which
resembles two joined circles. How does
this relate to the formula for the surface
area of a sphere?
15. Finding the Volume of a Sphere
• Imagine that the
interior of a sphere
with radius r is
approximated by n
pyramids as shown,
each with a base
area of B and a
height of r, as
shown. The volume
of each pyramid is
1/3 Br and the sum
is nB.
16. Finding the Volume of a Sphere
• The surface area
of the sphere is
approximately
equal to nB, or
4πr2. So, you can
approximate the
volume V of the
sphere as
follows:
17. More . . .
V ≈ n(1/3)Br Each pyramid has a
volume of 1/3Br.
= 1/3 (nB)r Regroup factors.
≈ 1/3(4πr )r
2 Substitute 4πr2 for
nB.
Simplify.
=4/3πr 2
18. Theorem 12.12: Volume of a Sphere
• The volume of a sphere with radius r
is S = 4πr3.
3
19. Ex. 4: Finding the Volume of a
Sphere
• Ball Bearings. To make a
steel ball bearing, a
cylindrical slug is heated
and pressed into a
spherical shape with the
same volume. Find the
radius of the ball bearing
to the right:
20. Solution:
• To find the volume of the slug, use the
formula for the volume of a cylinder.
V = πr2h
= π(12)(2)
= 2π cm3
To find the radius of the ball bearing, use the
formula for the volume of a sphere and
solve for r.
21. More . . .
V =4/3πr3 Formula for volume of a sphere.
2π = 4/3πr3 Substitute 2π for V.
6π = 4πr3 Multiply each side by 3.
1.5 = r3 Divide each side by 4π.
1.14 ≈ r Use a calculator to take the cube
root.
So, the radius of the ball bearing is about 1.14 cm.
22. Upcoming:
There is a quiz after 12.3. There are no other quizzes or
tests for Chapter 12
Review for final exam.
Final Exams: Scheduled for Wednesday, May 24. You
must take and pass the final exam to pass the course!
Book return: You will turn in books/CD’s this date. No
book returned = F for semester! Book is $75 to replace.
Absences: More than 10 in a semester from January 9 to
May 26, and I will fail you. Tardies count!!!