Logan’s Logo So Logan has devised a logo for her company which is a square divided into 3 sections with 2 functions. Our objective is to find what functions fit the two curves on her logo and also make it fit on two other sizes of her logo. Just looking at the shape of the lines 2 types of functions immediately jump into my head‚ sinusoidal and cubic. I first traced a grid onto the original copy of the logo I was given in order to get points to start trying to form a function to match the design
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Lesson Plan Template - Overview Subject: Mathematics Grade: 4/5 Year old Preschool Topic: Counting M&M’s Duration: Monday- Through Wednesday Goals/Objectives: | This is what students will be able to know or do at the end of the lesson. | Standards Covered: | Standards might be by state (visit your State Department of Education website)‚ Common Core (http://www.corestandards.org)‚ NAEYC (http://www.naeyc.org) or even performance-based. Standards are the knowledge or skills that
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widespread in the past decades as sea temperatures rise‚ causing reefs to “’collapse catastrophically’” (Markey). Colder regions‚ too‚ are feeling the heat. In the Arctic‚ shrinking sea ice is disappearing at a rate of 11% per decade‚ which has depleted polar bear habitats and shortened their winter hunting season‚ resulting in malnutrition and population decline(Dvorak). Meanwhile‚ on the opposite pole‚ the Antarctic Peninsula’s temperatures are rising even faster‚ spurring heavier snowfall and a dramatic
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cute how he made the connection. He followed the format of the story we read to write his own part. He did very well on this assignment. I would only ask that he sounds out the words more to get the correct spelling. Jemyiah- At first she spelled polar‚ “palor” once she realized this she self-corrected immediately. I asked her how she knew it was wrong and she said‚ “Because the book is right there‚ I checked and I was wrong.” I thought that was amazing that she was able to self-correct the way she
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rctic Human footprint on the Arctic Fox Michael Mays Biology 102 April 28‚ 2011 I wanted to do my research on an animal that was not all that common. We hear all the time about if we don’t stop doing this or this then there won’t be any more Polar Bears‚ etc. But there are so many other species out there that we never hear about that really might have a bigger impact on humans if they become extinct. So that is why I choose to do my project over Arctic Foxes. Slide MM #2 The Arctic Fox
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today’s enlivenment for polar bears isn’t the best. Polar bears are finding harder to service with ice melting earlier in the spring and refreezing later in the fall. With larger oil companies moving closer into the arctic it is affecting the bears even more. Already having to deal with clement change and ice melting faster‚ big oil has moved in and poring toxins in to the environment. With the working of the oil rigs‚ oil is spilling out into the water poising the polar bears food sources. Other
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Section Topic To Do Anticipated Completion Date 01.01 Functions and Their Properties Lesson (Section 1.2 of your text)‚ Practice Problem‚ Submitted Assignment 8/28 01.02 Graphs of Functions Lesson (Section 1.2 of your text)‚ Practice Problem‚ Submitted Assignment 8/28 01.03 Building Functions from Functions Lesson (Section 1.4 of your text)‚ Practice Problem‚ Submitted Assignment 8/30 01.04 Inverse Functions Lesson (Section 1.5 of your text)‚ Practice Problem‚ Submitted
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fourth largest inland sea in the world‚is disappearing because of ill-considered irrigation. In fact‚there are many images of destruction. In Antarctic‚levels of carbon dioxide in the atmosphere is still picking up speed. In Arctic‚the thickness of the polar ice cap is thinning as a result of global warming. In Brazil‚billowing clouds of smoke regularly blacken the sky above the immense but now threatened Amazon rain forest. In high northern latitudes‚the noctilucent cloud occasionally appears in the evening
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1. 7.5/8 The height in metres of a ball dropped from the top of the CN Tower is given by h(t)= -4.9t2+450‚ where t is time elapsed in seconds. (a) Draw the graph of h with respect to time (b) Find the average velocity for the first 2 seconds after the ball was dropped h(0)=(0‚450)‚ h(2)=(2‚430.4) = (430.4-450)/(2-0) = -9.8m/s √ (c) Find the average velocity for the following time intervals (1) 1 ≤ t ≤ 4 h(1)=(1‚445.1) h(4)=(4‚371.6) = (371.6-445.1)/(4-1) = -24.5m/s √ (2) 1 ≤ t ≤ 2 h(1)=(1‚445
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avoidance‚ TSP‚ Genetic Algorithm‚ Vector Potential Field‚ Visibility Graph List of tables and Figures Symbols and abbreviation used Conclusion Literature review References and bibliography Table of contents Acknowledgement Abstract List of Illustration 1. Introduction 2. Path Planning 1. Configuration Space 2. Road map approach 1. Visibility Graph 2. Voronoi Graph 3. Cell decomposition approach 4. Potential field
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