Maths Exercise 1 area and volume
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This document provides instructions for an exercise calculating the surface area and volume of an object made of two cylinders and a pyramidal frustum cut out of the center. Students are asked to draw the object to scale, calculate its total surface area and volume, and upload their work along with a reflective essay on their learning experience to their e-portfolio.
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Exercise 1 - Area and Volume
This document provides instructions for an exercise calculating the surface area and volume of an object made of two cylinders and a pyramidal frustum cut out of the center. Students are asked to draw the object to scale, calculate its total surface area and volume, and upload their work along with a reflective essay on their learning experience to their e-portfolio.
Exercise 1 area and volume
This document provides instructions for an exercise involving calculating the surface area and volume of an object made of cylinders and a pyramidal frustum. Students are asked to: 1) Draw the surface area to scale on cardboard, 2) Calculate the total surface area and volume with clear work shown, 3) Construct a model of the object, and 4) Upload their work and write a reflective essay on the exercise and learning outcomes.
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Exercise 1 - Area and Volume
This document provides instructions for an exercise calculating the surface area and volume of an object made of two cylinders and a pyramidal frustum cut out of the center. Students are asked to draw the object to scale, calculate its total surface area and volume, and upload their work along with a reflective essay on their learning experience to their e-portfolio.
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This document provides instructions for an exercise involving calculating the surface area and volume of an object made of cylinders and a pyramidal frustum. Students are asked to: 1) Draw the surface area to scale on cardboard, 2) Calculate the total surface area and volume with clear work shown, 3) Construct a model of the object, and 4) Upload their work and write a reflective essay on the exercise and learning outcomes.
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This document provides instructions for a mathematics exercise involving calculating the surface area and volume of an object made of two cylinders and a pyramidal frustum cut out of the center. Students are asked to: 1) Draw the surface area to scale on cardboard, 2) Calculate the total surface area and volume on paper, 3) Construct a model from their surface area drawing, and 4) Upload their work and write a reflective essay on their learning experience.
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This document provides instructions for a mathematics exercise involving calculating the surface area and volume of an object made of two cylinders and a pyramidal frustum cut out of the center. Students are asked to: 1) Draw the surface area to scale on cardboard, 2) Calculate the total surface area and volume on paper, 3) Construct a model from their surface area drawing, and 4) Upload their work and write a reflective essay on their learning experience.
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This document provides instructions for a mathematics exercise involving calculating the surface area and volume of an object made of two cylinders and a pyramidal frustum cut out of the center. Students are asked to: 1) Draw the surface area to scale on cardboard, 2) Calculate the total surface area and volume on paper, 3) Construct a model from their surface area drawing, and 4) Upload their work and write a reflective essay on their learning experience.
Exercise 1 area and volume
This document provides instructions for a mathematics exercise involving calculating the surface area and volume of an object made of two cylinders and a pyramidal frustum cut out of the center. Students are asked to: 1) Draw the surface area to scale on cardboard, 2) Calculate the total surface area and volume on paper, 3) Construct a model from their surface area drawing, and 4) Upload their work and write a reflective essay on their learning experience.
Exercise 1 area and volume
This document provides instructions for a mathematics exercise involving calculating the surface area and volume of an object made of two cylinders and a pyramidal frustum cut out of the center. Students are asked to: 1) Draw the surface area to scale on cardboard, 2) Calculate the total surface area and volume on paper, 3) Construct a model from their surface area drawing, and 4) Upload their work and write a reflective essay on their learning experience.
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This document provides instructions for a mathematics exercise involving calculating the surface area and volume of an object made of two cylinders and a pyramidal frustum cut out of the center. Students are asked to: 1) Draw the surface area to scale on cardboard, 2) Calculate the total surface area and volume with clear work shown, 3) Construct a model from their surface area drawing, and 4) Upload their work and write a reflective essay on their learning experience and the thinking goals and competencies practiced.
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Maranatha Hall is a building used for English speaking church services. It has a modern design with simple, geometrical structures. A post card was sent from the hall with the initials G T P J.
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This document provides instructions for an exercise involving calculating the surface area and volume of an object made of cylinders and a pyramidal frustum. Students are asked to: 1) Draw the surface area to scale on cardboard, 2) Calculate the total surface area and volume with clear work shown, 3) Construct a model of the object, and 4) Upload their work and write a reflective essay on the exercise and learning outcomes.
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This document provides instructions for a mathematics exercise involving calculating the surface area and volume of an object made of two cylinders and a pyramidal frustum cut out of the center. Students are asked to: 1) Draw the surface area to scale on cardboard, 2) Calculate the total surface area and volume on paper, 3) Construct a model from their surface area drawing, and 4) Upload their work and write a reflective essay on their learning experience.
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This document provides instructions for a mathematics exercise involving calculating the surface area and volume of an object made of two cylinders and a pyramidal frustum cut out of the center. Students are asked to: 1) Draw the surface area to scale on cardboard, 2) Calculate the total surface area and volume on paper, 3) Construct a model from their surface area drawing, and 4) Upload their work and write a reflective essay on their learning experience.
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This document provides instructions for a mathematics exercise involving calculating the surface area and volume of an object made of two cylinders and a pyramidal frustum cut out of the center. Students are asked to: 1) Draw the surface area to scale on cardboard, 2) Calculate the total surface area and volume on paper, 3) Construct a model from their surface area drawing, and 4) Upload their work and write a reflective essay on their learning experience.
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This document provides instructions for a mathematics exercise involving calculating the surface area and volume of an object made of two cylinders and a pyramidal frustum cut out of the center. Students are asked to: 1) Draw the surface area to scale on cardboard, 2) Calculate the total surface area and volume with clear work shown, 3) Construct a model from their surface area drawing, and 4) Upload their work and write a reflective essay on their learning experience and the thinking goals and competencies practiced.
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This document provides instructions for a mathematics exercise involving calculating the surface area and volume of an object made of two cylinders and a pyramidal frustum cut out of the center. Students are asked to: 1) Draw the surface area to scale on cardboard, 2) Calculate the total surface area and volume with clear work shown, 3) Construct a model of the object, and 4) Upload their work and write a reflective essay on the exercise and learning outcomes.
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This document provides instructions for a mathematics exercise involving calculating the surface area and volume of an object made of two cylinders and a pyramidal frustum cut out of the center. Students are asked to: 1) Draw the surface area to scale on cardboard, 2) Calculate the total surface area and volume on paper, 3) Construct a model from their surface area drawing, and 4) Upload their work and write a reflective essay on their learning experience.
For this Applied Knowledge Assessment, you will use the concepts.docx
For this Applied Knowledge Assessment, you will use the concepts learned throughout this unit. You will develop your understanding of nets, perimeter, and area. Refer back to individual lessons if you need help.
Nets in the Kitchen
This assessment is worth 75 points. Show all work on this sheet and submit one document for full credit.
Part 1: Nets
Recall (refer to page 12 in your textbook if necessary) that a net is a two-dimensional pattern that you can fold to form a three-dimensional figure. You are to create nets for two different boxes from your house. Some good box examples include: cereal boxes, pasta boxes, cracker boxes, etc.
1. Rummage through your house and locate the two different boxes that you will use for this activity.
2. In the space provided below, describe what your original box looks like in a few sentences. You may also take pictures of your box and insert them into this document; however, this is not mandatory. When describing each three-dimensional figure, be sure to use complete sentences and proper grammar/spelling.
3. Create a net for each box. You may cut the box to help you unfold it into a two-dimensional piece.
4. Sketch your net in the space provided below. You must sketch your net by hand. The size of the net will not be drawn to scale. Draw each net to fit in the provided space. Use a ruler or other straight edge to make neat, straight lines.
Part 2: Perimeter and Area
Part 2 of this assessment will focus on perimeter and area. Choose one of your boxes from Part 1 to complete this activity. You will need a ruler. If you do not have one available, you may visit the following link to print and cut out a ruler:
http://www.vendian.org/mncharity/dir3/paper_rulers/UnstableURL/ruler_foot.pdf
1. Measure the top of your box. Draw a picture of the top of the box. Include your measurements and label the units. You may use inches or centimeters for the units. (Be sure to use the same units for the remainder of Part 2.)
2. What is the perimeter and area of the top of the box? Show all work and include the proper units.
3. Measure the front of your box. Draw a picture of the front of the box. Include your measurements and label the units.
4. What is the perimeter and area of the front of the box? Show all work and include the proper units.
5. Measure the bottom of the box. Draw a picture of the bottom of the box. Include your measurements and label the units.
6. What is the perimeter and area of the bottom of the box? Show all work and include the proper units.
7. Compare the areas of the pieces of the box. Which pieces have the same area? Why?
8. There are some pieces of the box that we did not measure. Use your knowledge of area and your findings from the previous questions to infer which pieces of the box will have the same area (you do not need to calculate the actual areas here). Be sure to list all parts of the box (top, bottom, front, back, side 1, and side 2).
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ENGR 102B Microsoft Excel Proficiency LevelsPlease have your in.docx
ENGR 102B: Microsoft Excel Proficiency Levels
Please have your instructor or TA initial each level as you complete it. If you need additional help, ask the TAs or use the help guide within Excel.
Once you master Excel Levels I through IV, you can note Excel as a skill on your resume!
Please see D2L Content for this week for your Excel Homework assignment (individual), which is due via D2L Dropbox by the due date specified in the D2L News for your section.
If you use a Mac, please be sure to submit your homework in a format that the grader and instructor can open on a PC.
Level I: Basic Functions Initials _______
1. Calculating an Average: Calculate the arithmetic average of the 5 values listed below. Enter the values in cells A2 through A6. Place a descriptive label in cell A1.
3.6, 3.8, 3.5, 3.7, 3.6
First, calculate the average the long way, by summing the values and dividing by 5:
You will enter the following formula into a blank cell to accomplish this:
=(A2+A3+A4+A5+A6)/5
Second, calculate the average using Excel’s AVERAGE( ) function by entering the following formula in a cell:
=AVERAGE(cellrange)
Replace the “cellrange” with the actual addresses in your spreadsheet of the range of cells holding the five values (i.e., for this problem, the cell range is A2:A6).
2. Determining Velocities (in kph): Some friends at the University of Calgary are coming south for spring break. Help them avoid a speeding ticket by completing a velocity conversion worksheet that calculates the conversion from mph to kph in increments of 10 from 10 to 100. A conversion factor you will need is 0.62 miles/km; you will need this factor to convert from miles/hour to km/hour. Place the conversion factor in its own cell and then reference it in your conversion calculations using absolute cell referencing (e.g., $C$2). Refer to the CBT video on Absolute and Relative Cell Referencing from the “Preparation for the Excel Workshop” assignment if you don’t remember how to do this.
Level II: Advanced Functions Initials _______
1. Projectile Motion I: (See following page for Fig. 1 Excel chart) A projectile is launched at the angle 35o from the horizontal with a velocity equal to 30 m/s. Neglecting air resistance and assuming a horizontal surface, determine how far away from the launch site the projectile will land.
To answer this problem, you will need:
1. Excel’s trigonometry functions to handle the 35o angle, and
2. Equations relating distance to velocity and acceleration
When velocity is constant, as in the horizontal motion of our particle (since we’re neglecting air resistance), the distance traveled is simply the initial horizontal velocity times the time of flight:
(Equation 1)
What keeps the projectile from flying forever is gravity. Since the gravitational acceleration is constant, the vertical distance traveled becomes
(Equation 2)
Because the projectile ends up back on the ground, the final value of y is zero (a hor ...
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This document provides a compare and contrast essay analyzing the action comedy films Kick-Ass and Ant-Man. It summarizes that the films have similarities as comic book-based superhero movies but differ in their storylines, climaxes, endings, and themes. Kick-Ass begins with the protagonist creating his own superhero identity, while Ant-Man starts with the backstory of its shrinking technology. The climaxes of the films also differ, with Kick-Ass focusing on helping an ally and Ant-Man showing a fight to rescue the protagonist's daughter. The endings also contrast, with one hinting at an upcoming villain and the other introducing a new superhero. Overall, the document analyzes how the films have visible contrasts
Maths project brief jan 2015 project - statistics
This document outlines the requirements for a statistics project assigned to students. It instructs students to work in groups of 4-5 members to conduct a survey comparing understanding of a chronic disease between male and female students. The survey must include at least 15 questions and interview a minimum of 200 targets. Students are assessed based on their understanding of comparative surveys, knowledge and application of statistical analysis, communication skills, and individual contribution. A report and infographic poster summarizing the findings must be submitted. Peer and self-assessment of contributions is also required.
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This document provides information about a Mathematics module offered at Taylor's University. The 4-credit, 18-week module aims to equip students with essential mathematical skills through lectures, self-study, and assessments. Students will develop skills in algebra, calculus, problem-solving, and applying math concepts. Assessment includes tests, assignments, and a final exam worth 20%, 30%, and 50% respectively. The module uses student-centered learning and aims to develop students' communication, teamwork, and lifelong learning skills.
Psychology final presentation slide
1) The document presents a story about a boy named Mike who learns to take cigarettes and drugs from observing his bad friends, showing the concept of social learning perspective.
2) It also describes Mike slacking off in a group assignment, demonstrating the concept of social loafing where individual effort cannot be identified.
3) Mike's parents try to persuade him to stop his bad behaviors, illustrating the concept of persuasion which aims to influence attitudes or behaviors.
Psycho journal
This document is a psychology student's journal entries summarizing key concepts from class. The first entry discusses social facilitation, how people may perform better or worse on tasks depending on whether others are watching. The second entry covers self-efficacy and how the student's own confidence in public speaking has fluctuated over time through experiences with competitions and presentations. The third entry defines stereotypes as overgeneralized beliefs about people and things.
Eng Integrated slides
This document discusses two long-standing congee businesses in Malaysia: Long Fatt Teochew Porridge and Hon Kee Famous Porridge. Both were founded in the early-to-mid 20th century and are now managed by the third generation owners. While they share similarities like reputation and main product, they differ in factors like location, competitors, and advertising approach. The document analyzes their operations and provides recommendations to improve, noting that maintaining records, understanding competitors, and expanding services online could help both businesses succeed over the long term.
Malacca river art & laman seni slides
The document discusses several mural artworks located along the Melaka River and in Shah Alam, Malaysia. It describes the murals' content and symbolism, including one depicting the story of Hang Tuah, another showing Dutch settlers celebrating, and a third with ambiguous expressions. It also discusses initiatives like the Melaka River Art Project that commissioned the murals to beautify the area and showcase local culture and history.
psycho Assessment
This document outlines the assessment components for PSYC 0203, totaling 100%. It includes 3 assignments worth 20%, 10%, and 30% respectively, along with 2 tests worth 15% each and an e-portfolio worth 10%. Assignment 1 involves writing a journal incorporating course concepts. Assignment 2 is a group comic project requiring a storyline, concepts from 5 chapters, and an oral presentation. Assignment 3 has 3 parts: a video clip incorporating concepts, a 1500-word report on the clip following APA format, and a presentation of the clip to the class.
ENG Assignment 2 (research report)
This document provides instructions for a group research assignment on comparing two similar businesses in different locations. Students must form groups of up to 6 members, choose two businesses within the same industry, conduct interviews and research, and write a 2,500-3,000 word report following APA style guidelines. The report should include an introduction, business descriptions, comparative analysis, recommendations, and bibliography. Students will also present their findings in a 20-25 minute presentation. The assignment aims to improve students' research, writing, and presentation skills.
Eng 2 Research report
The document provides a research report comparing porridge businesses in Melaka and Klang Valley. It includes a key summary of the research methodology and businesses studied - Long Fatt Teochew Porridge in Melaka and Hon Kee Famous Porridge in Petaling Street, Kuala Lumpur. The report also gives a history of rice porridge, describes the two businesses, provides lists of their competitors, and includes comparative analysis between the businesses and porridge industry in the two locations.
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