PART 1: (Total 350 pts – 35pts per hazard x 10 hazards) Each identified hazard should contain the following elements (Element 1 ~ 7 below). Furthermore, each student will need to provide his/her responses in a pragraph format for each element by JUSTIFYING/SUPPORTING his/her responses: ELEMENT 1) Explain Hazard you identified. What kind of exposure does each hazard have on employee ? What is the hazard? What could go wrong? Think in terms of “What ifs?” or “What could happen?” In this section, you are to describe a situation(s) and discuss what could happen (5pts). ELEMENT 2) Who would be at risk? Be specific group of individuals who would be at risk meaning don’t just say “employees” or “students” are affected. Rather be sure to JUSTIFY your position/response. (5pts) ELEMENT 3) Identify Risk Level for each hazard you identified. When you determine risk level, it is critical that you JUSTIFY as to why you selected certain Frequency and Severity level. (5pts) ELEMENT 4) Citation. If you were a Compliance Safety and Health Officer (CSHO), which SPECIFIC standard/regulation would you cite this hazard under and WHY? You must provide exact standard (eg: 29CFR 1910.261(a)(1)(i)….) and state what it says AND relate your identified hazards with the standard/regulation. Eg: What was violated, etc. (5pts) ELEMENT 5) What is/are the abatement(s) or control measure(s) for each identified hazards and why? In other words, what or HOW would you correct this situation and WHY? This is where you must discuss “Two Stage Approach.” (5pts) It is important for you to select an appropriate corrective measure(s) to protect your employees. Again, we are here to protect human, property, and the environment. We can’t just say “just because.” We will need to have a good reason(s) or justification(s) as to WHY we take a certain approach or a corrective measure to protect human, propert, and the environment. Therefore, strong justification is critical in this section – when you do so, make sure to cite follow APA format. ELEMENT 6) Once you applied your control measure(s), you are to reassess Residual Risk to make sure that you have either eliminated or lowered your risk level to an acceptable level. ELEMENT 7) Supprting Resources: Each student must use at least two (2) “credible” resources PER HAZARD to support his/her responses. This EXCLUDE OSHA/citations. (5pts) seven (7) elements. NOTE 2: APA format needs to be followed for this Part 1. (See attached Sample) PART 2: (Total 15pts) Once you identified 10 hazards (two hazards/standard), you are to prioritize those hazards from most critical to least based on item 2 you did in Part 1. Furthermore, each student will need to prepare ONE PAGE, STAND ALONE document which outlines PRIORITIZATION of those hazards he/she identified and provide the information as as to which hazards need to be control the most. PART 3: (Total 20pts) Based on the above findings, you are to create 1 page report that includes above findings. Remember, one page does not necessary mean a vertical view of 8 1/2 by 11 paper. When you submit this REPORT, think in terms of you submitting this report to your boss. (This is a hands-on practice as to how you will compile a report. If you don’t know how to develop a report, I encourage you to research to determine types of report and come up with your own version. Remember, you will most likely to submit a report in a future that is not more than one page……

PART 1: (Total 350 pts – 35pts per hazard x 10 hazards) Each identified hazard should contain the following elements (Element 1 ~ 7 below). Furthermore, each student will need to provide his/her responses in a pragraph format for each element by JUSTIFYING/SUPPORTING his/her responses: ELEMENT 1) Explain Hazard you identified. What kind of exposure does each hazard have on employee ? What is the hazard? What could go wrong? Think in terms of “What ifs?” or “What could happen?” In this section, you are to describe a situation(s) and discuss what could happen (5pts). ELEMENT 2) Who would be at risk? Be specific group of individuals who would be at risk meaning don’t just say “employees” or “students” are affected. Rather be sure to JUSTIFY your position/response. (5pts) ELEMENT 3) Identify Risk Level for each hazard you identified. When you determine risk level, it is critical that you JUSTIFY as to why you selected certain Frequency and Severity level. (5pts) ELEMENT 4) Citation. If you were a Compliance Safety and Health Officer (CSHO), which SPECIFIC standard/regulation would you cite this hazard under and WHY? You must provide exact standard (eg: 29CFR 1910.261(a)(1)(i)….) and state what it says AND relate your identified hazards with the standard/regulation. Eg: What was violated, etc. (5pts) ELEMENT 5) What is/are the abatement(s) or control measure(s) for each identified hazards and why? In other words, what or HOW would you correct this situation and WHY? This is where you must discuss “Two Stage Approach.” (5pts) It is important for you to select an appropriate corrective measure(s) to protect your employees. Again, we are here to protect human, property, and the environment. We can’t just say “just because.” We will need to have a good reason(s) or justification(s) as to WHY we take a certain approach or a corrective measure to protect human, propert, and the environment. Therefore, strong justification is critical in this section – when you do so, make sure to cite follow APA format. ELEMENT 6) Once you applied your control measure(s), you are to reassess Residual Risk to make sure that you have either eliminated or lowered your risk level to an acceptable level. ELEMENT 7) Supprting Resources: Each student must use at least two (2) “credible” resources PER HAZARD to support his/her responses. This EXCLUDE OSHA/citations. (5pts) seven (7) elements. NOTE 2: APA format needs to be followed for this Part 1. (See attached Sample) PART 2: (Total 15pts) Once you identified 10 hazards (two hazards/standard), you are to prioritize those hazards from most critical to least based on item 2 you did in Part 1. Furthermore, each student will need to prepare ONE PAGE, STAND ALONE document which outlines PRIORITIZATION of those hazards he/she identified and provide the information as as to which hazards need to be control the most. PART 3: (Total 20pts) Based on the above findings, you are to create 1 page report that includes above findings. Remember, one page does not necessary mean a vertical view of 8 1/2 by 11 paper. When you submit this REPORT, think in terms of you submitting this report to your boss. (This is a hands-on practice as to how you will compile a report. If you don’t know how to develop a report, I encourage you to research to determine types of report and come up with your own version. Remember, you will most likely to submit a report in a future that is not more than one page……

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For Day 10 Homework Cover Sheet Name:_________________________________________________ 1. Read Pages from 184-211, or watch the videos listed below  Properties of Subtraction http://www.youtube.com/watch?v=W9PEgpFyAYg (15 min)  Subtraction Algorithm http://www.youtube.com/watch?v=azaR-4ySSwQ (9 min) Visualizing Subtraction http://www.youtube.com/watch?v=PwQGc_1p0jQ (8 min)  Subtraction http://www.youtube.com/watch?v=E7Cj8QnEmNo (12 min)  Subtraction of Rational Expressions http://www.youtube.com/watch?v=Vuvmrq54b4w (8 min) 2. Attempt problems from workbook pages 51-57 Summary of the lectures you watched. List any parts of the video lecture (if there are any) that were unclear or you had trouble understanding. Please be specific and do not just say “All of it”. Questions you had difficulty with or felt stuck on- List the number for the ALEKS topics you were stuck on from the list at the end of the video logs- ALEKS topics to be mastered (25) Word problem with powers of ten Combining like terms: Advanced Combining like terms: Integer coefficients Distributive property: Integer coefficients Elapsed time Estimating a decimal sum or difference Integer subtraction: Problem type 1 Integer subtraction: Problem type 2 Integer subtraction: Problem type 3 Multiplication involving binomials and trinomials in two variables Multiplying a univariate polynomial by a monomial with a negative coefficient Multiplying binomials with negative coefficients Signed decimal addition and subtraction Signed decimal addition and subtraction with 3 numbers Signed fraction addition or subtraction: Basic Simplifying a sum or difference of multivariate polynomials Simplifying a sum or difference of three univariate polynomials Simplifying a sum or difference of two univariate polynomials Subtracting a 1-digit number from a 2-digit number Subtraction and regrouping with zeros Subtraction with borrowing Subtraction with multiple regrouping steps Subtraction without borrowing Word problem with addition or subtraction of whole numbers Adding or subtracting complex numbers

For Day 10 Homework Cover Sheet Name:_________________________________________________ 1. Read Pages from 184-211, or watch the videos listed below  Properties of Subtraction http://www.youtube.com/watch?v=W9PEgpFyAYg (15 min)  Subtraction Algorithm http://www.youtube.com/watch?v=azaR-4ySSwQ (9 min) Visualizing Subtraction http://www.youtube.com/watch?v=PwQGc_1p0jQ (8 min)  Subtraction http://www.youtube.com/watch?v=E7Cj8QnEmNo (12 min)  Subtraction of Rational Expressions http://www.youtube.com/watch?v=Vuvmrq54b4w (8 min) 2. Attempt problems from workbook pages 51-57 Summary of the lectures you watched. List any parts of the video lecture (if there are any) that were unclear or you had trouble understanding. Please be specific and do not just say “All of it”. Questions you had difficulty with or felt stuck on- List the number for the ALEKS topics you were stuck on from the list at the end of the video logs- ALEKS topics to be mastered (25) Word problem with powers of ten Combining like terms: Advanced Combining like terms: Integer coefficients Distributive property: Integer coefficients Elapsed time Estimating a decimal sum or difference Integer subtraction: Problem type 1 Integer subtraction: Problem type 2 Integer subtraction: Problem type 3 Multiplication involving binomials and trinomials in two variables Multiplying a univariate polynomial by a monomial with a negative coefficient Multiplying binomials with negative coefficients Signed decimal addition and subtraction Signed decimal addition and subtraction with 3 numbers Signed fraction addition or subtraction: Basic Simplifying a sum or difference of multivariate polynomials Simplifying a sum or difference of three univariate polynomials Simplifying a sum or difference of two univariate polynomials Subtracting a 1-digit number from a 2-digit number Subtraction and regrouping with zeros Subtraction with borrowing Subtraction with multiple regrouping steps Subtraction without borrowing Word problem with addition or subtraction of whole numbers Adding or subtracting complex numbers

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For Day 25 Homework Cover Sheet Name:_________________________________________________ 1. Read Pages from 372-378, or watch the videos listed below  Zero Product Property (10 min) http://www.youtube.com/watch?v=5zKug2bfT48  Examples (7 min) http://www.youtube.com/watch?v=0FFGzy5Bw4s 2. Attempt problems from page 114-116 3. Answer the following based on your reading or watching of the videos. a) In solving the equation ?(?−2)=3, can I say ?=3 or ?−2=3 giving us solutions of ?=3,?? ?=5? b) Find all solutions to the equation ?−2−3?−1+2=0 using some of the knowledge you have gathered so far. c) Find all solutions to the inequality ??−1+2?<1?2−?. List any parts of the video lecture (if there are any) that were unclear or you had trouble understanding. Please be specific and do not just say “All of it”. Questions you had difficulty with or felt stuck on- List the number for the ALEKS topics you were stuck on from the list at the end of the video logs- ALEKS Topics Mastered 387 Solving a quadratic equation needing simplification 3.3 388 Solving a rational equation that simplifies to linear: Denominator x 3.3 389 Solving a rational equation that simplifies to linear: Denominator x+a 3.3 390 Solving a rational equation that simplifies to linear: Denominators a, x, or ax 3.3 391 Solving a rational equation that simplifies to linear: Unlike binomial denominators 3.3 392 Solving an equation written in factored form 3.3

For Day 25 Homework Cover Sheet Name:_________________________________________________ 1. Read Pages from 372-378, or watch the videos listed below  Zero Product Property (10 min) http://www.youtube.com/watch?v=5zKug2bfT48  Examples (7 min) http://www.youtube.com/watch?v=0FFGzy5Bw4s 2. Attempt problems from page 114-116 3. Answer the following based on your reading or watching of the videos. a) In solving the equation ?(?−2)=3, can I say ?=3 or ?−2=3 giving us solutions of ?=3,?? ?=5? b) Find all solutions to the equation ?−2−3?−1+2=0 using some of the knowledge you have gathered so far. c) Find all solutions to the inequality ??−1+2?<1?2−?. List any parts of the video lecture (if there are any) that were unclear or you had trouble understanding. Please be specific and do not just say “All of it”. Questions you had difficulty with or felt stuck on- List the number for the ALEKS topics you were stuck on from the list at the end of the video logs- ALEKS Topics Mastered 387 Solving a quadratic equation needing simplification 3.3 388 Solving a rational equation that simplifies to linear: Denominator x 3.3 389 Solving a rational equation that simplifies to linear: Denominator x+a 3.3 390 Solving a rational equation that simplifies to linear: Denominators a, x, or ax 3.3 391 Solving a rational equation that simplifies to linear: Unlike binomial denominators 3.3 392 Solving an equation written in factored form 3.3

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BLY 101L – Take Home Assignment (20 pts. TOTAL) Due: Start of class time – Monday, June 30, 2014 OR Tuesday, July 1, 2014 1. Calculate the % of disks floating (%DF) for each time point and both Control and Treatment groups. (5 pts.) • refer to the class notes re: how to do this… 2. Neatly graph experimental results. (5 pts.) • graph paper • Microsoft Excel • refer to the class notes re: how to do this… 3. What was the overarching QUESTION addressed by the lab exercise? (1 pt.) 4. State “null” (H0) and “alternative” (HA) HYPOTHESES. (2 pts.) 5. State your PREDICTION in “If…., then…” format, based upon your knowledge of PS and as written in your lab guide. (1 pt.) 6. Applying what you’ve learned about photosynthesis… • Undoubtedly, you have heard mention of the effect of increasing concentrations of certain gasses (one of which is CO2) in Earth’s atmosphere, and its relevance to Climate Change. Sometime around two decades ago or so, plant scientists began to earnestly think about CO2 level and its effects on plant physiology and growth. Based upon your knowledge of photosynthesis and what you’ve learned from this week’s lab experiment… Formulate testable hypotheses (H0, HA) AND a prediction for this scenario. (3 pts.) • As a follow-on to the previous question and in the context of the experiment you performed in class…Aside from affecting “aesthetics” and habitat for fuzzy wuzzy animals, why are plant and conservation scientists worried about the effects of “clear cutting” (i.e., cutting down forests for development or other agricultural and industrial uses) in combination with rising CO2 levels? (NOTE: O2 HAS NOTHING TO DO WITH THE ANSWER TO THIS QUESTION…; 3 pts.) You MUST hand in the following: o Data table o Line graph of experimental results (plot both data sets on the SAME set of axes; see lecture notes) o Neatly typed answers to questions 3-6 REMEMBER: Images, written text AND/OR ideas are intellectual property and/or copyrighted! If you consult/borrow any published material (e.g., internet webpage text, published paper or report, your textbook, etc.) to construct answers to the questions above, you MUST CITE THE SOURCE FROM WHICH YOU COPIED THE IMAGES, TEXT or IDEAS. See below… Scientific Paper Chase, J. 2010. Stochastic community assembly causes higher biodiversity in more productive environments. Science 328: 1388-1391. Book Stein, B.A., Kutner, L.S., and Adams, J.S. 2000. Precious Heritage, The Status of Biodiversity in the United States. Oxford University Press, Oxford, England. Webpage NOAA, National Atmospheric and Oceanographic Administration. Accessed 01/05/12. http://www.nhc.noaa.gov/pastall.shtml#tracks_us.

BLY 101L – Take Home Assignment (20 pts. TOTAL) Due: Start of class time – Monday, June 30, 2014 OR Tuesday, July 1, 2014 1. Calculate the % of disks floating (%DF) for each time point and both Control and Treatment groups. (5 pts.) • refer to the class notes re: how to do this… 2. Neatly graph experimental results. (5 pts.) • graph paper • Microsoft Excel • refer to the class notes re: how to do this… 3. What was the overarching QUESTION addressed by the lab exercise? (1 pt.) 4. State “null” (H0) and “alternative” (HA) HYPOTHESES. (2 pts.) 5. State your PREDICTION in “If…., then…” format, based upon your knowledge of PS and as written in your lab guide. (1 pt.) 6. Applying what you’ve learned about photosynthesis… • Undoubtedly, you have heard mention of the effect of increasing concentrations of certain gasses (one of which is CO2) in Earth’s atmosphere, and its relevance to Climate Change. Sometime around two decades ago or so, plant scientists began to earnestly think about CO2 level and its effects on plant physiology and growth. Based upon your knowledge of photosynthesis and what you’ve learned from this week’s lab experiment… Formulate testable hypotheses (H0, HA) AND a prediction for this scenario. (3 pts.) • As a follow-on to the previous question and in the context of the experiment you performed in class…Aside from affecting “aesthetics” and habitat for fuzzy wuzzy animals, why are plant and conservation scientists worried about the effects of “clear cutting” (i.e., cutting down forests for development or other agricultural and industrial uses) in combination with rising CO2 levels? (NOTE: O2 HAS NOTHING TO DO WITH THE ANSWER TO THIS QUESTION…; 3 pts.) You MUST hand in the following: o Data table o Line graph of experimental results (plot both data sets on the SAME set of axes; see lecture notes) o Neatly typed answers to questions 3-6 REMEMBER: Images, written text AND/OR ideas are intellectual property and/or copyrighted! If you consult/borrow any published material (e.g., internet webpage text, published paper or report, your textbook, etc.) to construct answers to the questions above, you MUST CITE THE SOURCE FROM WHICH YOU COPIED THE IMAGES, TEXT or IDEAS. See below… Scientific Paper Chase, J. 2010. Stochastic community assembly causes higher biodiversity in more productive environments. Science 328: 1388-1391. Book Stein, B.A., Kutner, L.S., and Adams, J.S. 2000. Precious Heritage, The Status of Biodiversity in the United States. Oxford University Press, Oxford, England. Webpage NOAA, National Atmospheric and Oceanographic Administration. Accessed 01/05/12. http://www.nhc.noaa.gov/pastall.shtml#tracks_us.

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EEGR 221 MATLAB Project 1 Basic Signals Fall 2015 Due date: 10/5/15 1. (a) Plot ?1(?) = ?(?+1)−?(?−5) where -7 < t < 7 seconds. Use millisecond units. (b) Plot ? = 5 ??? (??)[ ?(?+1)−?(?−5)] 2. (a) Plot x2(t) exactly as shown in this figure. Include the same titles and labels for the signal. Hint: Find the amplitude equations as function of time and insert those to your MATLAB script to create and plot this signal. (b) Decompose x2(t) into its even and odd components and plot x2e(t) and x2o(t). (c) Plot x2e(t) + x2o(t) and verify that x2e(t) + x2o(t) = x2(t). How to report the results?  For each plot you must label x and y axis and have a title for the plot. Following commands could be used. heaviside, plot, axis, ylabel, ylabel, title, fliplr, etc … At the command prompt of MATLAB you can type >> help [command name] to get help with any command.  Plot all of the signal for t between -7 and 7 seconds.  Save your commands in an m-file with your name in the name field. (e.g. John_Scott.m) and append the code to the end of your report.  Your report must be organized and your solution for each question mu st be clearly marked by the number of the question. Example 2.a or 2.b, … In each part the problem should be clearly identified. Type the problem statement in each section. Show the plots of input and output signals. Draw conclusions based on your plots and in problem 3 discuss why the property is not satisfied based on your plots.  Turn in a hard copy of your report in class. This report must include a cover page with the name of both student partners.

EEGR 221 MATLAB Project 1 Basic Signals Fall 2015 Due date: 10/5/15 1. (a) Plot ?1(?) = ?(?+1)−?(?−5) where -7 < t < 7 seconds. Use millisecond units. (b) Plot ? = 5 ??? (??)[ ?(?+1)−?(?−5)] 2. (a) Plot x2(t) exactly as shown in this figure. Include the same titles and labels for the signal. Hint: Find the amplitude equations as function of time and insert those to your MATLAB script to create and plot this signal. (b) Decompose x2(t) into its even and odd components and plot x2e(t) and x2o(t). (c) Plot x2e(t) + x2o(t) and verify that x2e(t) + x2o(t) = x2(t). How to report the results?  For each plot you must label x and y axis and have a title for the plot. Following commands could be used. heaviside, plot, axis, ylabel, ylabel, title, fliplr, etc … At the command prompt of MATLAB you can type >> help [command name] to get help with any command.  Plot all of the signal for t between -7 and 7 seconds.  Save your commands in an m-file with your name in the name field. (e.g. John_Scott.m) and append the code to the end of your report.  Your report must be organized and your solution for each question mu st be clearly marked by the number of the question. Example 2.a or 2.b, … In each part the problem should be clearly identified. Type the problem statement in each section. Show the plots of input and output signals. Draw conclusions based on your plots and in problem 3 discuss why the property is not satisfied based on your plots.  Turn in a hard copy of your report in class. This report must include a cover page with the name of both student partners.

For Day 12 and 13 Homework Cover Sheet Name:_________________________________________________ 1. Read Pages from 184-226, or watch the videos listed below  Properties of Subtraction http://www.youtube.com/watch?v=W9PEgpFyAYg (15 min)  Subtraction Algorithm http://www.youtube.com/watch?v=azaR-4ySSwQ (9 min) Visualizing Subtraction http://www.youtube.com/watch?v=PwQGc_1p0jQ (8 min)  Subtraction http://www.youtube.com/watch?v=E7Cj8QnEmNo (12 min)  Subtraction of Rational Expressions http://www.youtube.com/watch?v=Vuvmrq54b4w (8 min)  Prime factors and multiples of expressions http://www.youtube.com/watch?v=wy7pm8wjm_8 (8 min)  Multiples http://www.youtube.com/watch?v=f3ZdozzChjQ (9 min)  Least Common Multiples http://www.youtube.com/watch?v=wJCWNcytyXE (15 min)  Adding Rational Expressions Using LCM http://www.youtube.com/watch?v=O0V6hbTE-2s (12 min) 2. Attempt problems from workbook pages 51-66 Summary of the lectures you watched. List any parts of the video lecture (if there are any) that were unclear or you had trouble understanding. Please be specific and do not just say “All of it”. Questions you had difficulty with or felt stuck on- ALEKS Topics Mastered Word problem with powers of ten Combining like terms: Advanced Combining like terms: Integer coefficients Distributive property: Integer coefficients Elapsed time Estimating a decimal sum or difference Integer subtraction: Problem type 1 Integer subtraction: Problem type 2 Integer subtraction: Problem type 3 Multiplication involving binomials and trinomials in two variables Multiplying a univariate polynomial by a monomial with a negative coefficient Multiplying binomials with negative coefficients Signed decimal addition and subtraction Signed decimal addition and subtraction with 3 numbers Signed fraction addition or subtraction: Basic Simplifying a sum or difference of multivariate polynomials Simplifying a sum or difference of three univariate polynomials Simplifying a sum or difference of two univariate polynomials Subtracting a 1-digit number from a 2-digit number Subtraction and regrouping with zeros Subtraction with borrowing Subtraction with multiple regrouping steps Subtraction without borrowing Word problem with addition or subtraction of whole numbers Adding or subtracting complex numbers

For Day 12 and 13 Homework Cover Sheet Name:_________________________________________________ 1. Read Pages from 184-226, or watch the videos listed below  Properties of Subtraction http://www.youtube.com/watch?v=W9PEgpFyAYg (15 min)  Subtraction Algorithm http://www.youtube.com/watch?v=azaR-4ySSwQ (9 min) Visualizing Subtraction http://www.youtube.com/watch?v=PwQGc_1p0jQ (8 min)  Subtraction http://www.youtube.com/watch?v=E7Cj8QnEmNo (12 min)  Subtraction of Rational Expressions http://www.youtube.com/watch?v=Vuvmrq54b4w (8 min)  Prime factors and multiples of expressions http://www.youtube.com/watch?v=wy7pm8wjm_8 (8 min)  Multiples http://www.youtube.com/watch?v=f3ZdozzChjQ (9 min)  Least Common Multiples http://www.youtube.com/watch?v=wJCWNcytyXE (15 min)  Adding Rational Expressions Using LCM http://www.youtube.com/watch?v=O0V6hbTE-2s (12 min) 2. Attempt problems from workbook pages 51-66 Summary of the lectures you watched. List any parts of the video lecture (if there are any) that were unclear or you had trouble understanding. Please be specific and do not just say “All of it”. Questions you had difficulty with or felt stuck on- ALEKS Topics Mastered Word problem with powers of ten Combining like terms: Advanced Combining like terms: Integer coefficients Distributive property: Integer coefficients Elapsed time Estimating a decimal sum or difference Integer subtraction: Problem type 1 Integer subtraction: Problem type 2 Integer subtraction: Problem type 3 Multiplication involving binomials and trinomials in two variables Multiplying a univariate polynomial by a monomial with a negative coefficient Multiplying binomials with negative coefficients Signed decimal addition and subtraction Signed decimal addition and subtraction with 3 numbers Signed fraction addition or subtraction: Basic Simplifying a sum or difference of multivariate polynomials Simplifying a sum or difference of three univariate polynomials Simplifying a sum or difference of two univariate polynomials Subtracting a 1-digit number from a 2-digit number Subtraction and regrouping with zeros Subtraction with borrowing Subtraction with multiple regrouping steps Subtraction without borrowing Word problem with addition or subtraction of whole numbers Adding or subtracting complex numbers

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Using the exact number of digits reported in the property tables in the back of your book, what is the specific volume in m3/kg of water at a temperature of 160 degrees C and pressure of 0.7 bar?

Using the exact number of digits reported in the property tables in the back of your book, what is the specific volume in m3/kg of water at a temperature of 160 degrees C and pressure of 0.7 bar?

Selected Answer: 2.841