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Ocean Drilling Program Earth Science Curriculum
ODP-Middle School Earth Science Curriculum
 MATH 105 Exam 2, University of Michigan
912. A treaty to protect the ozone layer has produced dramatic declines in global production of chloroflourocarbons (CFCs). The figure below shows a graph of production of CFCs (in thousand ODP tons1) as a function of the number of years since 1989. PSfrag replacements 1046 5 338 P t a) (6 po...
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912. A treaty to protect the ozone layer has produced dramatic declines in global production of chloroflourocarbons (CFCs). The figure below shows a graph of production of CFCs (in thousand ODP tons1) as a function of the number of years since 1989. PSfrag replacements 1046 5 338 P t a) (6 points) Find an exponential formula for the global CFC production, P , (in thousand ODP tons) as a function of the number of years, t, since the beginning of 1989. b) (3 points) What was the annual percent decay rate
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http://www.math.lsa.umich.edu/courses/105/Exams/4Winter2003/Exam2/Exam2.pdf#page=9
www.math.lsa.umich.edu/courses/105/Exams/4Winter2003/Exam2/Exam2.pdf#page...
912. A treaty to protect the ozone layer has produced dramatic declines in global production of chloroflourocarbons (CFCs). The figure below shows a graph of production of CFCs (in thousand <span class="highlight">ODP</span> tons1) as a function of the number of years since 1989. PSfrag replacements 1046 5 338 P t a) (6 points) Find an exponential formula for the global CFC production, P , (in thousand <span class="highlight">ODP</span> tons) as a function of the number of years, t, since the beginning of 1989. <span class="highlight">b</span>) (3 points) What was the annual percent decay rate
MATH 105 Exam 2, University of Michigan: Solutions
912. A treaty to protect the ozone layer has produced dramatic declines in global production of chloroflourocarbons (CFCs). The figure below shows a graph of production of CFCs (in thousand ODP tons1) as a function of the number of years since 1989. PSfrag replacements 1046 5 338 P t a) (6 po...
1
0
912. A treaty to protect the ozone layer has produced dramatic declines in global production of chloroflourocarbons (CFCs). The figure below shows a graph of production of CFCs (in thousand ODP tons1) as a function of the number of years since 1989. PSfrag replacements 1046 5 338 P t a) (6 points) Find an exponential formula for the global CFC production, P , (in thousand ODP tons) as a function of the number of years, t, since the beginning of 1989. P = 1046 · ( 5 √ 338 1046 ) t b) (3 points) What was the
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http://www.math.lsa.umich.edu/courses/105/Exams/4Winter2003/Exam2/Solutions.pdf#page=9
www.math.lsa.umich.edu/courses/105/Exams/4Winter2003/Exam2/Solutions.pdf#...
912. A treaty to protect the ozone layer has produced dramatic declines in global production of chloroflourocarbons (CFCs). The figure below shows a graph of production of CFCs (in thousand <span class="highlight">ODP</span> tons1) as a function of the number of years since 1989. PSfrag replacements 1046 5 338 P t a) (6 points) Find an exponential formula for the global CFC production, P , (in thousand <span class="highlight">ODP</span> tons) as a function of the number of years, t, since the beginning of 1989. P = 1046 · ( 5 √ 338 1046 ) t <span class="highlight">b</span>) (3 points) What was the
Stanford Encyclopedia of Philosophy: cognitive science
such as planning can be modeled by rule-based systems. The explanation schema used is: Explanation target: Why do people have a particular kind of intelligent behavior? Explanatory pattern: People have mental rules. People have procedures for using these rules to search a space...
Stanford Encyclopedia of Philosophy: neuroscience, philosophy of
scientific practice to concepts, issues, and puzzles specific to particular disciplines. Philosophy of neuroscience is a natural result. This emerging area was also spurred by remarkable recent growth in the neurosciences. Cognitive and computational neuroscience continues to encroach...
Stanford Encyclopedia of Philosophy: computational theory of
particular philosophical view that holds that the mind literally is a digital computer (in a specific sense of “computer” to be developed), and that thought literally is a kind of computation. This view—which will be called the “Computational Theory of Mind” (CTM...
Study Guides & Strategies: Making your website popular
< alt > tag and include/reinforce keywords Open Directory Project "The Open Directory Project (ODP) is the most comprehensive human edited directory of the Web, compiled by a vast global community of volunteer editors. The ODP powers core directory services for som...
Stanford Encyclopedia of Philosophy: automated
C1 and C2; (b) a binary resolvent of C1 and a factor of C2; (c) a binary resolvent of a factor of C1 and C2; or, (d) a binary resolvent of a factor of C1 and a factor of C2. Resolution proofs, more precisely refutations, are constructed by deriving the empty clause [ ] from Γ &c...
Brain and Cognitive Sciences
The human brain is the most complex, sophisticated, and powerful information-processing device known. Read more about Brain and Cognitive Sciences at MIT To study its complexities, the Department of Brain and Cognitive Sciences at the Massachusetts Institute of Technology combines the experime...
Development of Performance Level Descriptors for the California Standards Tests (CSTs) and...
Development of CST and CAHSEE Performance Level Descriptors Recommendation We propose using a method similar to Approach E. The ideal approach is characterized by a general statement or overall statement to describe the achievement level and provide context. This statement sho...
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Development of CST and CAHSEE Performance Level Descriptors Recommendation We propose using a method similar to Approach E. The ideal approach is characterized by a general statement or overall statement to describe the achievement level and provide context. This statement should then be followed by multiple specific behavioral statements that define each achievement level in terms of expected behaviors. Further, the behavioral statements should build across levels and show a general progression
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http://www.cde.ca.gov/ta/tg/sr/documents/pldreport.pdf#page=169
www.cde.ca.gov/ta/tg/sr/documents/pldreport.pdf#page=169
Appendix D: PLD Approaches: Across-State Comparison Appendix D PLD Approaches: Across-State Comparison Analysis of Performance Level Descriptors from Other States and NAEP Reading Shannon Willison and Sheila Schultz November 15, 2006 Approach A: General Statements Only Approach Description States <span class="highlight">using</span> this approach provide limited and general descriptions of performance (*e.g., “Can comprehend textbooks used at 4th grade level”), which provided context; however no <span class="highlight">behavioral</span> examples are
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http://www.cde.ca.gov/ta/tg/sr/documents/pldreport.pdf#page=172
www.cde.ca.gov/ta/tg/sr/documents/pldreport.pdf#page=172
Development of CST and CAHSEE Performance Level Descriptors Recommendation We propose <span class="highlight">using</span> a <span class="highlight">method</span> similar to Approach E. The ideal approach is characterized <span class="highlight">by</span> a general statement or overall statement to describe the achievement level and provide context. This statement should then be followed <span class="highlight">by</span> multiple specific <span class="highlight">behavioral</span> statements that define each achievement level in terms of expected behaviors. Further, the <span class="highlight">behavioral</span> statements should build across levels and show a general progression
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http://www.cde.ca.gov/ta/tg/sr/documents/pldreport.pdf#page=173
www.cde.ca.gov/ta/tg/sr/documents/pldreport.pdf#page=173
Appendix D: PLD Approaches: Across-State Comparison 4th & 8th Grade Math PLD Approaches: Across-State Comparison Analysis of Performance Level Descriptors from Other States and NAEP Mathematics Felicia Gladden and Sheila Schultz November 15, 2006 Approach A: General Statements Only Approach Description • States <span class="highlight">using</span> this approach provide limited and general descriptions of performance (e.g., “This student scored at the Goal level on the grade 4 Mathematics test.”), which provided context
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http://www.cde.ca.gov/ta/tg/sr/documents/pldreport.pdf#page=179
www.cde.ca.gov/ta/tg/sr/documents/pldreport.pdf#page=179
figures; and they identify 3-D figures and calculate surface area and volume”). Below are states that give a detail list of students mastered skills in the below basic achievement level. • Illinois 5th grade • Louisiana • North Carolina • North Dakota • Oklahoma • South Carolina Recommendation We propose <span class="highlight">using</span> a <span class="highlight">method</span> similar to Approach E. The ideal approach is characterized <span class="highlight">by</span> a general statement or overall statement to describe the achievement level and provide context. This statement should
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