Year 9
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The document provides guidance on summarizing information about the 1995 Kobe earthquake in Japan for a school assessment. It outlines increasing levels of detail and complexity expected in responses, from basic explanations of how the earthquake occurred due to plate tectonics at lower levels to high levels describing complex interactions between human and physical processes and advice on minimizing future earthquake damage.
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NY HYTTE MED SKI INN/UT - SOLRIKT PÅ SJUSJØEN TRE SOVEROM & TO STUER - SELVEIER.
Solrik beliggenhet midt i hjertet av Natrudstilen med flott utsyn mot sør- vest. Ski inn/ut, kort vei til lysløype og stadion for langrenn og skiskyting. Langrennsløyper som går inn på det totale løypenettet på Sjusjøen umid- delbart utenfor døra.
Nøkkelferdig hytte med grunnet og beiset stående utvendig kledning, shingel på taket. Hvitlasert solpanel på vegg og tak, kjøkken fra Epoq – modell ”Fasett grå”, integrerte hvite- varer, hvitmalte vinduer, hvite inner- dører, hvitmalt utgangsdør, børstet gråbehandlet furugulv, hvitmalte lis- ter, peisovn, fliser med varmekabel i gang og på bad, dusjkabinett 90x90, stående toalett og platting på ca 11 kvm.
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Moldovan traditional restaurant
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" представлення реляційних (GWT-PF) та семантичних (ODB-UI) моделей даних"
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Grade 5 Science 4th Quarter Curriculum Map
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Aquinas School, San Juan City
2013-2014
Short Answer – Write your answers in the space below each ques.docx
Short Answer
– Write your answers in the space below each question. If you need more space, you can write on another sheet of paper. Clearly notify where the question is answered so the instructor can find it.
Do not copy answers.
Please use your own words. If two students have identical answers, both will get the question wrong.
1. Why does the Earth’s surface constantly undergo change?
2. Explain how soil creep operates. Diagram the movement of the soil as it creeps.
3. Identify the key differences between a slump, a debris flow, a lahar, an avalanche, a rockslide, and a rockfall.
4. Discuss the role of vegetation and water in slope stability. Why can fires and deforestation lead to slope failure?
5. Distinguish between permanent and ephemeral stream and explain why they exist.
6. Describe how meanders form and evolve.
7. What is the recurrence interval of a flood and how is it related to the annual probability of flooding?
8. Is groundwater a renewable or a nonrenewable resource? Describe ways in which human activities affect groundwater.
9. What factors determine whether a region can be classified as a desert? Why do deserts form?
10. What is the process of desertification and what causes it?
11. How do mountain glaciers and continental glaciers differ?
12. Describe the mechanisms that enable glaciers to move and explain why glaciers move.
.
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expertise and our professionalism is founded on complete in-house project management.
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Grade 5 Science 4th Quarter Curriculum Map
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Short Answer – Write your answers in the space below each ques.docx
Short Answer
– Write your answers in the space below each question. If you need more space, you can write on another sheet of paper. Clearly notify where the question is answered so the instructor can find it.
Do not copy answers.
Please use your own words. If two students have identical answers, both will get the question wrong.
1. Why does the Earth’s surface constantly undergo change?
2. Explain how soil creep operates. Diagram the movement of the soil as it creeps.
3. Identify the key differences between a slump, a debris flow, a lahar, an avalanche, a rockslide, and a rockfall.
4. Discuss the role of vegetation and water in slope stability. Why can fires and deforestation lead to slope failure?
5. Distinguish between permanent and ephemeral stream and explain why they exist.
6. Describe how meanders form and evolve.
7. What is the recurrence interval of a flood and how is it related to the annual probability of flooding?
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9. What factors determine whether a region can be classified as a desert? Why do deserts form?
10. What is the process of desertification and what causes it?
11. How do mountain glaciers and continental glaciers differ?
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G10 Earth Science Review
edited-- in order to refresh the mind of my students
Earth Science from Grade 7-10
1. Observe this block diagram. Place events in order of oc.docx
1. Observe this block diagram. Place events in order of occurrence in the respective places below. Work from oldest to youngest, bottom to top. Be sure to note any unconformities and their types.
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Absolute Dating
In this part of the exercise, you will be calculating the actual, or absolute, ages of the rock.
The figure above shows the relationship between the percentage of parent material and the number of half-lives that have passed.
4. What percentage of the parent material is present after one half-life?
Two?
Three?
Four?
5. If you start with 80 grams of an isotope, how much would be left after-one half-life?
What about three half-lives?
6. If an isotope has a half-life of 600 million years, how old is a rock that contains the isotope after 50% of the parent has decayed?
How old is the rock after four half-lives have passed?
7. You discover the parent isotope in a lava flow has gone through 0.75 half-lifes. If a half-life is 800 million years, how old is that rock?
8. In number 1, at the beginning of the exercise, Layer F was dated at 260 million years old. Layer E was determined to be 235 million years old. When did the fold occur?
9. The image to the left show a series of sections containing various fossils. If the star is 325 million years old (ma), and the heptagram (the 7-sided fossil) is 337 ma, how old is the 15-sided fossil in between?
If the star existed for three million years, from 324ma-327ma, how old must the arched arrow in section three be?
10. Based on what you learned about fossil preservation, how might the following be preserved as fossils?
Dinosaur bones?
Microscopic organisms like bacteria and protists?
Skin or feathers?
DNA?
...
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The Final exam primarily covers the areas of the hydrosphere, the biosphere and the lithosphere. As in the Midterm, special attention should be paid to the lecture notes and the PowerPoint files, as well as the Discussion Boards. These sections are dependent on the text and the laboratory exercises, but the discussions and the lecture notes are more conducive to explanation and understanding with a essay-driven format. Additionally, the animated PowerPoints are good at achieving an understanding of processes that are in motion, especially when looking at the lithosphere, giving them more of a 3-dimensional quality.
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Describe the paths of water through the hydrologic cycle. Explain the processes and the energy gains and losses involved in the changes of water between its 3 states. Operationally, we often most concerned with water does when it reaches the solid earth, both on the surface and in the sub-surface. Explain the relationship between the saturated zone, the water table, a ground water well and the cone of depression, all within the sub-surface.
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Most states have adopted at least some of the provisions in the UCC. The least popular article has been article 6 on bulk transfers. These provisions require the reporting of payments made, which many legislators consider an unnecessary intrusion on commercial relationships.
In 2 Peter 1:5-7, you get an in-depth list of indicators of Christian character. These indicators include diligence, moral excellence, knowledge, self-control, perseverance, godliness, brotherly kindness, and love. Looking at the list in context will provide a much different perspective, so make sure to do so by reading the 2 Peter verses in your Bible.
Surely you all have exhibited many of those indicators at some point, but are you demonstrating them regularly, in all instances, to all people? This exercise will show that many ethical dilemmas arise from character failures in leadership.
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1. Download and review the Chapter 3.ppt
2. Review chapter 1 and read Chapter 3 of Meeting the Ethical Challenges of Leadership and Chapter 1 of Essentials of Business Ethics. As you read, think about any ethical challenges you may have had in your past.
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Assign 2. 1. Explain the origin of the Cascade Range volcanoes.
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2. What does the historic record of tsunami in this area tell us? How far back in time is a historic record useful?
Assign 6. Before the event, what did the Japanese do well to prepare for tsunami?
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Assign 7. In a narrative format, discuss the key facts and critical issues presented.
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2. Why can cities become so hot? Which is more important -- the maximum daytime temperature or the minimum nighttime temperature? Which city dwellers have been most affected by heat waves in a city?
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