Author: admin

You can see the word “person” in personification. Authors personify when they describe things that aren’t people using people words. You may have written about “angry clouds” or “happy flowers”, but you know that clouds don’t get angry and flowers do not have emotions. As you read more good books, you will see lots of examples of personification. Be sure to list them below.

If it’s helpful here is a video describing personification with a cartoon.

Personification Video

So glad you are enjoying reading and exploring some new poems. Here is the video explaining “personification”.

Personification is Thrilling

Here are lyrics from Michael Jackson’s song Thriller:

–

“You try to scream but terror takes the sound before you make it
You start to freeze as horror looks you right between the eyes
You’re paralyzed
‘Cause this is thriller, thriller night
And no one’s gonna save you from the beast about to strike.”

“Thriller” by Michael Jackson

Here terror and horror are not people but they are treated like people. Terror does not literally “take” and horror does not literally “look”, but together they paint a great picture about the emotion of the situation. Note that people can be “paralyzed” and “saved” so those lines do not include personification.

Examples of Personification

• The comet raced across the sky.
• The sun happily spread light across the land.

What’s your favorite example of personification?

Before we begin: Write down what you know about Lillian Gilbreth in a notebook. (If you are just learning about her, write her name on the top of the page.)

Purdue University is proud of Lillian’s work! This short video provides an energetic overview.

This 2020 video from PBS highlights Lillian’s role as a STEM pioneer.

Vox explored the Gilbreth’s home life to highlight how her engineering leadership and mindset impacted her family.

Interested in Industrial Organization Psychology? Here is a 90-second video that explains the Gilbreths’ roles and the field they pioneered.

Discussion Questions:

1. Do you consider Lillian Gilbreth a pioneer? List three pieces of evidence from the videos to support your point.
2. Define IO Psychology and provide an example from one of the videos.
3. If there are any words or topics you do not understand, list them on your page.
4. What is the key takeaway you want to remember about Lillian Gilbreth?

The slope of this line is given by an equation in the form of a difference quotient:

We can also calculate the slope of a secant line to a function at a value a by using this equation and replacing 𝑥 with 𝑎+ℎ, where ℎ is a value close to 0. We can then calculate the slope of the line through the points (𝑎,𝑓(𝑎)) and (𝑎+ℎ,𝑓(𝑎+ℎ)). In this case, we find the secant line has a slope given by the following difference quotient with increment ℎ:

DEFINITION

Let 𝑓 be a function defined on an interval containing 𝑎. If 𝑥≠𝑎 is on the interval, then

is a difference quotient. Also, if ℎ ≠ 0 is chosen so that 𝑎+ℎ is in the interval, then

is a difference quotient with increment ℎ.

Defining the Derivative

Let 𝑓(𝑥) be a function defined in an open interval containing 𝑎. The derivative of the function 𝑓(𝑥) at 𝑎, denoted by 𝑓′(𝑎), is defined by

provided this limit exists. Alternatively, we may also define the derivative of 𝑓(𝑥) at 𝑎 as

Video Introduction

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Want to see these numbers in action? This tool from Wolfram uses a “snowball” to show the rate of change for different functions.

Notes Check

Which definitions match these images?

Video Deep Dives

NancyPi

Organic Chemistry Tutor

Resources from OpenStax Calc II
College Board YouTube
& Khan Academy Calc AB

Slope Fields are a unit 7 topic that show the expected slope for any point in the x-y plane. You will not be asked to create these graphs but you may have to interpret them.

Example

An applied example of this type of differential equation appears in Newton’s law of cooling, which we will solve explicitly later in this chapter. First, though, let us create a direction field for the differential equation.

T′(𝑡) = −0.4(𝑇−72)

Here 𝑇(𝑡)T(t) represents the temperature (in degrees Fahrenheit) of an object at time 𝑡,t, and the ambient temperature is 72°F.72°F. Figure 4.6 shows the direction field for this equation.

Please feel free to email and text me questions. I made this page to initially document our schedules/meet ups. Soon, I will add more information to address any questions you have about working with them in these interesting times.

• Charles’ Page

We will continue to use Skype to connect (michael.briscoe_2). If we lose connection, please call me (571.641.7611) and we will do some reading of Call of the Wild to wrap up the time. I know Charles read some of this book, I want to make sure he is comprehending the paragraphs so we will go through it a little bit slowly.

Schedule

Let me know what works best for you. I suggested changes merely to help Charles stay in a weekday/weekend flow. Thanks!

• Monday 4-5pm
• Wednesday 4-5pm
• Thursday 4-5pm
• Friday 12-1pm

Dominant

Recessive

Incomplete Dominance

Mendel’s results, that traits are inherited as dominant and recessive pairs, contradicted the view at that time that offspring exhibited a blend of their parents’ traits. However, the heterozygote phenotype occasionally does appear to be intermediate between the two parents. For example, in the snapdragon, Antirrhinum majus (Figure 12.7), a cross between a homozygous parent with white flowers (C^WC^W) and a homozygous parent with red flowers (C^RC^R) will produce offspring with pink flowers (C^RC^W). (Note that different genotypic abbreviations are used for Mendelian extensions to distinguish these patterns from simple dominance and recessiveness.) This pattern of inheritance is described as incomplete dominance, denoting the expression of two contrasting alleles such that the individual displays an intermediate phenotype. The allele for red flowers is incompletely dominant over the allele for white flowers. However, the results of a heterozygote self-cross can still be predicted, just as with Mendelian dominant and recessive crosses. In this case, the genotypic ratio would be 1 C^RC^R:2 C^RC^W:1 C^WC^W, and the phenotypic ratio would be 1:2:1 for red:pink:white.

AP Updates: We now know that the AP Calculus AB exam will be May 12 (complete AP schedule here). The test will focus on the first 7/8 of the course. We have reviewed the first of 7 units as of today. This week, April 6-13, we will focus on Unit 2 which defines the derivative and the basic rules for finding derivatives. Since the test will be open notes, they do not need to memorize rules. But, the test will allow 15-20 minutes per page of questions, so it will be important for them to be able to use these rules fast and accurately.

• Yasmine will complete all Unit 2 in Khan Academy this week. Yasmine has re-test and project information in the next 7 days.
• Sofia is wrapping up the Unit 1 test in Khan Academy today, and we will also complete all Unit 2 in Khan Academy this week.

Unit 2 direct link: https://www.khanacademy.org/math/ap-calculus-ab/ab-differentiation-1-new

The AP tests will be open notes. So, by the end of the week you should be able to ask to see their notebooks that they have started. These notes should be clear, organized and easy to use to answer any question.

For Omar, the big focus has been to lock down the highest grades possible in each course by April 24. We just accurately completed the most recent quiz (Section 33). There is one quiz that we may need to do a retake. He is emailing homework and the quiz that will wrap up the work affecting his grade. In that email, I encouraged him to offer to meet her during the office hours before the end of the quarter.

• Section 34: Even and odd functions (whether functions are symmetrical like a butterfly; the key strategy is use -x as the input and see if the output changes)
• Section 35: Parent graphs (the foundational graph types like y = x, y = 1/x, y = sin x, etc.
• Section 36: Piecewise functions (functions that have two or more rules)

When we wrap up all the grades for the course, Omar and I will finish going through the Math content in the remainder of the Pre-Calc course so he can choose which Calculus course to take next year.

Pages

• www.myedme.com/Sofia
• www.myedme.com/YasmineJibrell
• www.myedme.com/Omar

This Week’s Schedule

• Monday: 2:30-4pm
• Wednesday: 2:30-4pm
• Friday: 2:30-4pm

Hours

• Friday, April 3: 2:30-4pm
• Sunday, April 5: 2:30-4pm

Questions

Section 1. For the following exercises, find the exact value.

1. cos(7𝜋/12)

2. cos(𝜋/12)

3. sin(5𝜋/12)

4. sin(11𝜋/12)

5. tan(−𝜋/12)

6. tan(19𝜋/12)

Section 2. For the following exercises, rewrite in terms of sin𝑥 and cos 𝑥.

7. sin(𝑥 + 11𝜋/6)

8. sin(𝑥 − 3𝜋/4)

9.  cos(𝑥 − 5𝜋/6)

10.  cos(𝑥 + 2𝜋/3)

Section 3. Use the unit circle and/or the properties for finding sin and cos values to solve these questions:

11. 225°

12. 300°

13. 320°

14. 135°

15. 210°

16. 120°

17. 250°

18. 150°

19. 5𝜋/4

20. 7𝜋/6

Section 4. For the following exercises, simplify the given expression.

21. csc(𝜋/2−𝑡)

21. sec(𝜋/2−𝜃)

22. cot(𝜋/2−𝑥)

23. tan(𝜋/2−𝑥)

24. sin(2𝑥)cos(5𝑥)−sin(5𝑥)cos(2𝑥)

25. 

Review: Section 5. For the following exercises, find the requested value.

1.  If cos (𝑡)= 1/7 and 𝑡 t is in the fourth quadrant, find sin (𝑡).

2. If cos (𝑡)= 2/9 and 𝑡 t is in the first quadrant, find sin (𝑡).

3.  If sin (𝑡) = 3/8 and 𝑡 t is in the second quadrant, find cos (𝑡).

4.  If sin (𝑡) = −1/4 and  and 𝑡 t is in the third quadrant, find cos (𝑡).

Use the rules above to solve the questions listed below. For the following exercises, do not solve for x but find the exact values of

1. sin(2𝑥)
2. cos(2x)
3. tan(2x)

5. If sin 𝑥 = 1/8, and 𝑥 is in quadrant I.

6. If cos 𝑥 = 2/3, and 𝑥 is in quadrant I.

7. If cos 𝑥 = −1/2, and 𝑥 is in quadrant III.

8. If tan 𝑥 = −8, and 𝑥 is in quadrant IV.

For the following exercises, find the values of  sin (2𝜃), cos (2𝜃), tan (2𝜃), cot (2𝜃), sec (2𝜃), csc (2𝜃) if the conditions provided hold.

9. cos (2𝜃) = 3/5 and 90° ≤ 𝜃 ≤ 180°

10. cos (2𝜃) = 1/2 and 180° ≤ 𝜃 ≤ 270°