The elements in the figure are defined as follows v v v i ve

earn about it independently. I am hiring you to learn all that you can about it and put together a report that will summarize all the information so that I can learn as much as I can in as little time as possible. Here is what you need to include in your report: An explanation of air pollution. What is air pollution? // Explain 4 causes of air pollution. Explain 2 sources of air pollution. What are the toxins or pollutants that contaminate the air? Explain at least 5 effects of air pollution on human health and/or the environment. Explain 3 solutions to stopping air pollution. What can be done by the government or private organizations? Work cited page should also be included, listing all the sources you used to get your information. THIS REPORT SHOULD BE TYPED AND ORGANIZED IN 5 OR MORE PARAGRAPHS. READ THE RUBRIC BELOW CAREFULLY TO UNDERSTAND HOW THIS PROJECT WILL BE GRADED!! WORKS CITED PAGE General guidelines for citing sources: List entries alphabetically by author (if no author list title first) Separate entries with periods General format: Author, last name first. "Webpage title." Website title. Date published/updated. Organization/publisher. Date accessed. < URL > Example: Landsberger, Joseph. “Citing Websites." Study Guides and Strategies . 12 May 2005. University of X. 13 May 2005. < http://www.studygs.net/citation.htm >. These websites will format your citations for you: http://citationmachine.net/ & http://easybib.com/ **You should use google slides or powtoons to put together your information. You should have a minimum of 6 slides not including the title slide with your name.** DUE FRIDAY, APRIL 3, 2020 Rubric Criteria Points Information Included Three or more required elements are missing (not including additional facts). (20 points) 1 or 2 required elements are missing (not including additional facts). (30 points) All required information is present, but no additional information is given. (40 points) All required information is present, including two additional facts. (50 points) _________ Quality of information Information has little or nothing to do with the main topic OR sections do not provide any supporting detail or explanation. (5 points) Information clearly relates to the topic, but some sections are lacking detail and explanation. (10 points) Information clearly relates to the main topic and all sections include some supporting detail and explanation. (15 points) Information clearly relates to the main topic and all sections include significant supporting details and explanation. (20 points) ________ Format Title page is not present at all AND/OR there are errors in typing, spacing, no picture, etc. (5 points) Product has improperly formatted title page AND/OR no picture or not creative. (8 points) Product has incorrectly formatted title page and has pictures. (12 points) Product has a title page in the proper format, has pictures and is creative. (15 points) ________ Spelling/Grammar 5 or more grammatical, spelling or punctuation errors present throughout the product. (2 points) 3-4 grammatical, spelling or punctuation errors present throughout the product. (3 points) 1-2 grammatical, spelling or punctuation errors present throughout the product. (4 points) No grammatical, spelling or punctuation errors present throughout the product. (10 points) ________ Works Cited Works Cited page not present. (2 points) All sources are documented with 3-4 errors in format OR Works Cited is not done a separate page. (3 points) Works Cited is done on a separate page and all sources are documented with 1-2 errors in format. (4 points) Works Cited is done on a separate, properly headed page with all sources documented in proper Works Cited format. (5 points) ________ Total _____/100

your knowledge and understanding of significant concepts in Biology and Chemistry. Describe the relationship of some or all of the significant concepts that you identify through the use of a specific example. General Format of the Presentation: Twelve Slides (Minimum). Two Appropriate and Interesting Videos - length of the video must be reasonable and content must be focused. Three interactive links must be included. Appropriate and well-placed pictures and illustrations. 1 - 2 uses of audio recordings - i.e. you describing knowledge that contributes to your Presentation. Minimal use of text alone. Multimedia used to convey knowledge and understanding on each slide. Content: 3 Big Ideas in Biology - *must include the basic unit of life, the Cell, and why it is important to the structure, function, and evolution of life on Earth. 3 Big Ideas in Chemistry - *must include the basic unit of matter, the Atom, and why it is important to the structure, function, and evolution of life on Earth. Specific Example: Pick Your Own Example that combines some or all of your big ideas from Biology and Chemistry and describe how those big ideas affect the structure, function, and evolution of your example. Example 1: The Ocean Think of the ocean as a biome made up of non-living and living things. How do your big ideas in biology and chemistry relate to the structure, function, and evolution of the oceans? Include descriptions (examples) of the relationship between the non-living (chemistry) and living (biology) things in oceans. Example 2: A Bear Think of a bear as a living organism that is made up of and relies upon non-living (chemistry) and living (biology) things. What is the bear made up of? Cells that form ________ that form _________ that form _________ that form the bear. What does a bear eat? What nutrients does a bear get from the specific foods that it eats? How do these nutrients (chemical elements of a bear’s diet) contribute to the growth, function, and structure of the bear? **You may use one of the examples provided or pick your own. Steps: Step 1: Identify 3 big ideas in Biology ( 1 idea must be the Cell, basic unit of life) Step 2: Identify 3 big ideas in Chemistry (1 idea must be the Atom, basic unit of matter) Step 3: Choose your specific example. Step 4: Slide 1 - Project Title Slide. Step 5: Slides 2 - 11 (minimum) - Body of Project. Step 6: Slide 12 - Conclusion. Step 7: Turn in your presentation for my revisions. Step 8: Revise. Step 9: Turn in your final research project presentation for grading.

ies examined in class. This paper is not a literature review, though a literature review is part of your work. As this course takes place in a compressed timeline, I provided some suggestions for research topics. Feel free to use one of these as a springboard or propose your own. At the end of the second week of class, students submit a three-page research paper prospectus. A research prospectus is a preliminary plan for conducting a study. This is not a detailed and technical research proposal, but rather, an analysis of the issues likely confronted in such a study. In essence, it is a preliminary proposal of work. Research Paper Prospectus Elements To complete the Research Paper Prospectus, consider the following elements. While the prospectus is limited to three pages of body content, remember, students must cover each of these areas as relevant to the plan for research: Research Problem. What is the research problem? A problem is a situation when left untreated, produces a negative consequence for a group, an institution, or a(n) individual(s). What makes it a problem? For whom? Who says so? Assumptions. On what assumptions is the work based? Which assumptions are verifiable in literature? Which assumptions are speculative? Theoretical Issues. What theoretical issues arise from the study? For example, "theoretically," how is the problem and suspected results explained to other scholars? Is there a behavior view? A social systems view? Are there other theoretical orientations to consider in the study's design? Literature Review. What, in general, does the literature say about the topic? While more development is expected for the final paper, a review of major theories, research, and writers in the field is needed. Research Questions. Based on the problem, what are the research questions to be answered? How and why will answering the questions contribute to solving the research problem? Remember....a research question can only be answered with empirical data or information. General Research Plan. In general, what research is necessary to answer the research question. What kind of data is needed? Specify the type, such as surveys, observations, or interviews. Who is to be studied and why? How is the data reduced and made sense of? How is the quality of the data assured? Anticipated Difficulties and Pitfalls. What kind of difficulties and pitfalls are expected in a study of this nature? What can be done to prevent them or minimize their effects? Anticipated Benefits. Who will benefit from the fact this research is undertaken? How? Why? Who might be disturbed by this proposed study? How? Why? Paper Format Requirements The Research Paper Prospectus is presented in standard APA 7 format, with a cover page, running head, body, and references list. The cover page and references do not count toward the three-page requirement. The body uses headers and in-text citations in the manner prescribed by APA. Students should include any references they know at the time they submit the prospectus, though it is expected the references may change or increase in number. Full and complete adherence to APA is required. APA Basics As APA format is the rule, remember the formatting rules shown on the Sample Paper (Links to an external site.): Times New Roman, 12pt 1" margins on all sides Double spaced, with extra line spaces removed (see below) Page numbers in the upper right Two spaces after concluding punctuation 150-250 word abstract with keywords APA-style in-text citations and quote format. Use the Purdue OWL in-text citation information (Links to an external site.)to help you. Alphabetical (by author) reference page with correct reference format. DO NOT trust the reference generator in your word processing program. It is WRONG! Use the Purdue OWL references information (Links to an external site.)to correctly structure references and do so manually.

erland. Characteristics of a Main News Story: 1. General Content:​ Start with the facts: who, what, when, where, how (feel free to fabricate unknown details for the purpose of this project) 2. Interviews:​ Provide no less than one “interview” in which characters involved are quoted in response to the event 3. Tone:​ Be objective in tone. A quality news story is devoid of opinion or conjecture. Represent both sides of the issue if multiple viewpoints exist. It may mean getting interviews from differing parties. 4. Headline: ​Don’t underestimate the importance of the headline. Reporters use sensationalized and emotionally charged language to catch the reader’s attention. This can be a challenge because you also keep a headline concise. 5. Structure:​ ​Inverted pyramid ​structure​. Journalists usually describe the organization or ​structure​ of a ​news story​ as an inverted pyramid. The essential and most interesting elements of a​ ​story​ ​are put at the beginning, with supporting information following in order of diminishing importance. 6. Length:​ CPS: 500 words minimum; Hon: 600 words minimum 7. Format: ​MLA, submit a Google doc Possible events: 1. The Pool of Tears

as but does not have 8 valence electrons. The highest energy level of elbon (E) is its second energy level. Of these noble gases, diddee (Di) has the greatest atomic mass. The alkali metals are sogo (So), zinn (Z), susu (Su), and squinto (Sq). Of these alkali metals, susu (Su) has the lowest atomic mass. Squinto is in the same period as diddee (Di). The halogens are pertca (Pe), plutania (Pl), and swipp (Sp). Plutania (Pl) is in the same period as squinto (Sq) and diddee (Di). The metalloids are yonon (Y), technaut (Tc), nutzat (Nu), and burnott (Bu). Burnott (Bu) is the metalloid with the highest atomic mass. Yonon (Y) is the metalloid with the lowest atomic mass. Technaut (Tc) and nutzat (Nu) are in the Group IV. Nu has more protons than Tc. The element called canz (Cz) is a metalloid by location but has properties that suggest it is a light metal. The most metallic element on this planet is called sogo (So). The most chemically active nonmetal on the planet is called pertca (Pe). The lightest element on the planet is called zoop (Zp). The heaviest element on this planet is odarla (Od). It is highly radioactive. The chemical makeup of the alien planet’s oceans seems to be about the same as Earth’s oceans. When seawater is distilled, the liquid that is boiled off and then condensed has been shown to have molecules consisting of two atoms of zoop (Zp) and one atom of Yubique (Yu). The solid left behind after the distillation consists mainly of a crystal made up of the elements zinn (Z) and swipp (Sp). Alfurr (A), uz (Uz), and yubique (Yu) all gain two electrons. Yubique is diatomic. Uz has a smaller atomic number than alfurr. The element blube (Bl) has only four protons in its atom. Burgham (Bg) is a black crystal and has four electrons in its outermost energy level. Both gurline (G) and bonji (Bo) have atoms with four energy levels, but gurline the less metallic of the two. Tozzie (To), hailen (H), and burnott (Bu) are all members of Group V. Hailen has fewer total electrons than tozzie. The element motana (M) tends to lose 3 electrons. The elements piddy (Pi) and klobb (Kl) both lose 2 electrons. Klobb loses them from its fifth energy level, while piddy loses them from its third.

4i1 − 1, ik = 1A, ie = 0.01 cos(t)A, R1 = 4Ω, R2 = 1Ω. (a) Determine all DC operating points of the circuit. (b) Choose one DC operating point and find the small signal equivalent of the 2-port resistor at this operating point. I NEED THE ANSWERS IN 1,5 HOURS, BUDGET IS 8 DOLLARS.

ichard s. millman george d. parker the question in p: 41

ou divide each element into 4 sub elements giving 16 sub elements, 4 to each quarter making 1,572,864 combinations Taking it a step further you place 10 planets in each quarter, with the planets themselves consisting of four elements giving a total of forty divisions per quarter or a grand total of 160. How do you get 61,440,000 different fourfold possibilities?

ng n distinct integers in just his thoughts. He plays turns on the list. In each turn he does the following– He takes a number (in its index’s order ) and swap it with any number in the list including itself i.e. if it swap it with itself it doesn’t move at all (The selection of the number is completely random). He does the same for all the elements in their index’s order in that turn. If initially the list was unsorted, such that, no element was in sorted position, then find the probability that the list is sorted after m such turns. Note : Take the assumption that if an element is not in its sorted position then it can be in any other n − 1 positions equally likely.

y we get M=1/24 Is this correct or am I missing something And is it correct for all compounds and elements ... but we can’t give a fixed value for a concentration of a substance how can all substances have the same concentration at rtp

izon problems? In the standard model of cosmology (excepting accelerated expansion) there are three possible fates for the universe. For each fate, state the geometry (shape) of the universe (sphere, saddle, flat), the ulimtate fate of the universe (expand forever, expand forever ever-slowing, big cruch), and how the critical density compares with the actual density of the universe (greater than critical, less than critical, equal to critical). Explain the fates of a low-mass star like the Sun and a high-mass star like Rigel. Make sure to state the final elements produced during their lives and the identity of their ultimate stellar remnants.

for the universe. For each fate, state the geometry (shape) of the universe (sphere, saddle, flat), the ulimtate fate of the universe (expand forever, expand forever ever-slowing, big cruch), and how the critical density compares with the actual density of the universe (greater than critical, less than critical, equal to critical). Explain the fates of a low-mass star like the Sun and a high-mass star like Rigel. Make sure to state the final elements produced during their lives and the identity of their ultimate stellar remnants. Why is inflation necessary to explain our universe and how does inflation solve the flatness and horizon problems?

izon problems? Explain the fates of a low-mass star like the Sun and a high-mass star like Rigel. Make sure to state the final elements produced during their lives and the identity of their ultimate stellar remnants. In the standard model of cosmology (excepting accelerated expansion) there are three possible fates for the universe. For each fate, state the geometry (shape) of the universe (sphere, saddle, flat), the ulimtate fate of the universe (expand forever, expand forever ever-slowing, big cruch), and how the critical density compares with the actual density of the universe (greater than critical, less than critical, equal to critical).

d Set B contains 39 elements. If the total number of elements in either A or B is 84, how many elements are in A but not in B? How do I do this?

ons / compounds / elements / bonding / charges and electronegativity, etc. thanks

ules and ions: their composition, structure, properties, behavior and the changes they undergo during a reaction with other substances.[1][2] In the scope of its subject, chemistry occupies an intermediate position between physics and biology.[3] It is sometimes called the central science because it provides a foundation for understanding both basic and applied scientific disciplines at a fundamental level.[4] For example, chemistry explains aspects of plant chemistry (botany), the formation of igneous rocks (geology), how atmospheric ozone is formed and how environmental pollutants are degraded (ecology), the properties of the soil on the moon (astrophysics), how medications work (pharmacology), and how to collect DNA evidence at a crime scene (forensics).

ules and ions: their composition, structure, properties, behavior and the changes they undergo during a reaction with other substances.[1][2] In the scope of its subject, chemistry occupies an intermediate position between physics and biology.[3] It is sometimes called the central science because it provides a foundation for understanding both basic and applied scientific disciplines at a fundamental level.[4] For example, chemistry explains aspects of plant chemistry (botany), the formation of igneous rocks (geology), how atmospheric ozone is formed and how environmental pollutants are degraded (ecology), the properties of the soil on the moon (astrophysics), how medications work (pharmacology), and how to collect DNA evidence at a crime scene (forensics). asdf

ules and ions: their composition, structure, properties, behavior and the changes they undergo during a reaction with other substances.[1][2] In the scope of its subject, chemistry occupies an intermediate position between physics and biology.[3] It is sometimes called the central science because it provides a foundation for understanding both basic and applied scientific disciplines at a fundamental level.[4] For example, chemistry explains aspects of plant chemistry (botany), the formation of igneous rocks (geology), how atmospheric ozone is formed and how environmental pollutants are degraded (ecology), the properties of the soil on the moon (astrophysics), how medications work (pharmacology), and how to collect DNA evidence at a crime scene (forensics). df

ules and ions: their composition, structure, properties, behavior and the changes they undergo during a reaction with other substances.[1][2] In the scope of its subject, chemistry occupies an intermediate position between physics and biology.[3] It is sometimes called the central science because it provides a foundation for understanding both basic and applied scientific disciplines at a fundamental level.[4] For example, chemistry explains aspects of plant chemistry (botany), the formation of igneous rocks (geology), how atmospheric ozone is formed and how environmental pollutants are degraded (ecology), the properties of the soil on the moon (astrophysics), how medications work (pharmacology), and how to collect DNA evidence at a crime scene (forensics). asdfas

​n(A)equals14​, ​n(Upper A intersect Upper B intersect Upper C​)equals4​, ​n(Upper A intersect Upper C​)equals11​, ​n(Upper A intersect Upper B prime​)equals8​, ​n(Upper B intersect Upper C​)equals9​, ​n(Upper A prime intersect Upper B prime intersect Upper C prime​)equals21​, ​n(Upper B intersect Upper C prime​)equals4​, ​n(Upper B union Upper C​)equals33 Complete the Venn diagram. \