Given that most nutrients can dissolve into water which of the following statements is false? Select one: a. Runoff water can pollute a pond, stream, or lake if excess nutrients are carried in the water. b. Water can carry nutrients into the soil where they are available to plants through their roots. c. Water can leach nutrients out of the soil and carry it away from an ecosystem. d. N2 dissolves into water droplets and is carried to the earth to be used by producers. e. Carbon dioxide dissolves into water and is then available to aquatic producers.

Given that most nutrients can dissolve into water which of the following statements is false? Select one: a. Runoff water can pollute a pond, stream, or lake if excess nutrients are carried in the water. b. Water can carry nutrients into the soil where they are available to plants through their roots. c. Water can leach nutrients out of the soil and carry it away from an ecosystem. d. N2 dissolves into water droplets and is carried to the earth to be used by producers. e. Carbon dioxide dissolves into water and is then available to aquatic producers.

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For Day 26 Homework Cover Sheet Name:_________________________________________________ Read Pages from 378-383, or watch the videos listed below Radical equations (9 min) http://www.youtube.com/watch?v=qibBpu5vixk Attempt problems from Workbook pages 117-119 Answer the questions below: How do you undo a square root? How do you undo a cube root? What should watch out for when undoing roots? Find all solutions to √(x+2)=x. 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 Solving a radical equation that simplifies to a linear equation: One radical, basic Solving a radical equation that simplifies to a linear equation: Two radicals

For Day 26 Homework Cover Sheet Name:_________________________________________________ Read Pages from 378-383, or watch the videos listed below Radical equations (9 min) http://www.youtube.com/watch?v=qibBpu5vixk Attempt problems from Workbook pages 117-119 Answer the questions below: How do you undo a square root? How do you undo a cube root? What should watch out for when undoing roots? Find all solutions to √(x+2)=x. 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 Solving a radical equation that simplifies to a linear equation: One radical, basic Solving a radical equation that simplifies to a linear equation: Two radicals

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Tornado Eddy Investigation Abstract The objective of this lab was to write a bunch of jibberish to provide students with a formatting template. Chemical engineering, bioengineering, and environmental engineering are “process engineering” disciplines. Good abstracts contains real content, such as 560 mL/min, 35 deg, and 67 percent yield. Ideal degreed graduates are technically strong, bring broad system perspectives to problem solving, and have the professional “soft skills” to make immediate contributions in the workplace. The senior lab sequence is the “capstone” opportunity to realize this ideal by integrating technical skills and developing professional soft skills to ensure workforce preparedness. The best conclusions are objective and numerical, such as operating conditions of 45 L/min at 32 deg C with expected costs of $4.55/lb. Background Insect exchange processes are often used in bug filtration, as they are effective at removing either positive or negative insects from water. An insect exchange column is a packed or fluidized bed filled with resin beads. Water flows through the column and most of the insects from the water enter the beads, but some of them pass in between the beads, which makes the exchange of insects non-ideal. Insectac 249 resin is a cation exchange resin, as it is being used to attract cationic Ca2+ from the toxic waste stream. This means the resin is negatively charged, and needs to be regenerated with a solution that produces positively charged insects, in this case, salt water which contains Na+ insects. The resin contains acidic styrene backbones which capture the cationic insects in a reversible process. A curve of Ca2+ concentration concentration vs. time was obtained after a standard curve was made to determine how many drops from the low cost barium test kit from Aquarium Pharmaceuticals (API)1 bottle #2 would correspond to a certain concentration in solution. A standard curve works by preparing solutions with known concentrations and testing these concentrations using the kit to create a curve of number of drops from bottle #2 (obtained result) vs. concentration of Ca2+ in solution (desired response). The standard curve can then be used for every test on the prototype and in the field, to quickly and accurately obtain a concentration from the test kit. The barium concentration vs. time curve can be used to calculate the exchange capacity of the resin and, in later tests, the regeneration efficiency. The curves must be used to get the total amount of barium removed from the water, m. Seen in Equation 2, the volumetric flow rate of water, , is multiplied by the integral from tinitial to tfinal of the total concentration of Ca2+ absorbed by the resin as a function of time, C. (2) 1 http://aquariumpharm.com/Products/Product.aspx?ProductID=72 , date accessed: 11/26/10 CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 9 Josephine Hornsnogger CBEE 414, Lab Section M 1300–‐1550 April 19, 2010 Oregon State University School of CBEE A graphical trapezoid method was used to evaluate the integral and get the final solution in equivalents of Ca2+ per L, it must be noted that there are 2 equivalents per mole of barium, as the charge of the barium insect is +2. An initial exchange capacity was calculated for the virgin resin, and an adjusted exchange capacity was calculated once the resin was regenerated. The regenerated resin capacity was found by multiplying the virgin resin capacity by the regeneration efficiency, expressed in Equation 3. (3) See Appendix A for the calculation of the exchange capacities and the regeneration efficiency. Materials and Methods Rosalie and Peter Johnson of Corvallis established the Linus Pauling Chair in Chemical Engineering to honor Oregon State University’s most famous graduate. Peter Johnson, former President and owner of Tekmax, Inc., a company which revolutionized battery manufacturing equipment, is a 1955 graduate of the College of Engineering.2 The Chair, also known as the Linus Pauling Distinguished Engineer or Linus Pauling Engineer (LPE), was originally designed to focus on the traditional “capstone” senior lab sequence in the former Department of Chemical Engineering. The focus is now extended to all the process engineering disciplines. The LPE is charged with establishing strong ties with industry, ensuring current and relevant laboratory experiences, and helping upperclass students develop skills in communication, teamwork, project management, and leadership. Include details about lab procedures not sufficiently detailed in the SOP, problems you had, etc. The bulk solution prepared to create the standard curve was used in the second day of testing to obtain the exchange capacity of the insectac 249 resin. The solution was pumped through a bathroom scale into the prototype insect exchange column. 45 mL of resin was rinsed and added to the column. The bed was fluidized as the solution was pumped through the resin, but for the creation of the Ca2+ concentration vs. time curve, the solution was pumped down through the column, as illustrated in the process flow diagram seen in Figure 1. Figure 1. Process sketch of the insect exchange column used for the project. Ref: http://www.generon.co.uk/acatalog/Chromatography.html 2 Harding, P. Viscosity Measurement SOP, Spring, 2010. CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 10 Josephine Hornsnogger CBEE 414, Lab Section M 1300–‐1550 April 19, 2010 Oregon State University School of CBEE A bathroom scale calibration curve was created to ensure that the 150 mL/min, used to calculate the breakthrough time, would be delivered to the resin. The bathroom scale used was a Dwyer brand with flowrates between 0 and 300 cc/min of water. Originally, values between 120 and 180 mL/min were chosen for the calibration, with three runs for each flowrate, however the bathroom scale values were so far away from the measure values the range was extended to 100 to 200 mL/min. The regeneration experiment was performed using a method similar to that used in the water softening experiment, however instead of using a 640 ppm Ca2+ solution to fill the resin, a 6000 ppm Na+ solution was used to eject the Ca2+ from the resin. Twelve samples times were chosen and adjusted as the experiment progressed, with more than half of the samples taken at times less than 10 minutes, and the last sample taken at 45 minutes. The bulk exit solution was also tested to determine the regeneration efficiency. Results and Discussion The senior lab sequence has its roots in the former Department of Chemical Engineering. CHE 414 and 415 were taught in Winter and Spring and included 6 hours of lab time per week. The School has endeavored to incorporate the courses into the BIOE and ENVE curriculum, and this will be complete in 2008-2009. Recent development of the senior lab course sequence is shown chronologically in Fig. 1. In 2006-2007, CHE 414 and 415 were moved to Fall and Winter to enable CHE 416, an elective independent senior project course. Also that year, BIOE students took BIOE 414 in the Fall and BIOE 415 was developed and taught. No BIOE students enrolled in the optional CHE. In 2007-2008, the program transitioned in a new Linus Pauling Engineer and ENVE 414 was offered. Also, approximately 30 percent of BIOE students enrolled in the optional CHE 416. Accommodating the academic calendars of the three disciplines required a reduction in weekly student lab time from 6 to 3 hours. The expected relationship between coughing rate, y, and length of canine, x, is Bx z y Fe− (1) where F is a pre-exponential constant, B is vitamin B concentration and z is the height of an average trapeze artist. 3 The 2008-2009 brings the challenge of the dramatic enrollment increase shown in Fig. 1 and the first offering of ENVE 415. The result, shown on the right in Fig. 1, is the delivery of the senior lab sequence uniformly across the process engineering disciplines. CBEE 416 is expected to drawn approximately of the students that take the 415 courses. In 2007-2008, 414 and 415 were required for CHEs, 414 and 415 for BIOEs, and only 414 for ENVEs. CHE 416 is ostensibly an elective for all disciplines. In 2008-2009, 414 and 415 is required for all disciplines and CHE 416 will be an elective. The content of 414 is essentially 3 Fundamentals of Momentum, Heat, and Mass Transfer, Welty, J.R. et al., 4th edition, John Wiley & Sons, Inc. CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 11 Josephine Hornsnogger CBEE 414, Lab Section M 1300–‐1550 April 19, 2010 Oregon State University School of CBEE identical for all three disciplines, 415 has discipline-specific labs, and 416 consists of senior projects with potentially cross-discipline teams of 2 to 4 students. Tremendous labor and struggling with the lab equipment resulted in the data shown in y = –‐0.29x + 1.71 y = –‐0.25x + 2.03 y = –‐0.135x + 2.20 –‐1.5 –‐1.0 –‐0.5 0.0 0.5 1.0 1.5 2.0 2.5 0 2 4 6 8 10 ln y (units) x (units) ln y_1 ln y_2 ln y_3 0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35 Case 1 Case 2 Case 3 Slope (units) (a) (b) Figure 1. (a) Data for y and x plotted for various values of z and (b) a comparison of slopes for the 3 cases investigate. The log plot slope yields the vitamin B concentration. The slopes were shown to be significantly at the 90% confidence level, but the instructor ran out of time and did not include error bars. The slope changed as predicted by the Snirtenhoffer equation. Improvements to the lab might include advice on how to legally change my name to something less embarrassing. My whole life I have been forced to repeat and spell it. I really feel that this has affected my psychologically. This was perhaps the worst lab I have ever done in my academic career, primarily due to the fact that there was no lab time. I simply typed in this entire report and filled it with jibberish. Some might think nobody will notice, but I know that …… Harding reads every word. Acknowledgments The author acknowledges his elementary teacher for providing truly foundational instruction in addition and subtraction. Jenny Burninbalm was instrumental with guidance on use of the RT-345 dog scratching device. CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 12

Tornado Eddy Investigation Abstract The objective of this lab was to write a bunch of jibberish to provide students with a formatting template. Chemical engineering, bioengineering, and environmental engineering are “process engineering” disciplines. Good abstracts contains real content, such as 560 mL/min, 35 deg, and 67 percent yield. Ideal degreed graduates are technically strong, bring broad system perspectives to problem solving, and have the professional “soft skills” to make immediate contributions in the workplace. The senior lab sequence is the “capstone” opportunity to realize this ideal by integrating technical skills and developing professional soft skills to ensure workforce preparedness. The best conclusions are objective and numerical, such as operating conditions of 45 L/min at 32 deg C with expected costs of $4.55/lb. Background Insect exchange processes are often used in bug filtration, as they are effective at removing either positive or negative insects from water. An insect exchange column is a packed or fluidized bed filled with resin beads. Water flows through the column and most of the insects from the water enter the beads, but some of them pass in between the beads, which makes the exchange of insects non-ideal. Insectac 249 resin is a cation exchange resin, as it is being used to attract cationic Ca2+ from the toxic waste stream. This means the resin is negatively charged, and needs to be regenerated with a solution that produces positively charged insects, in this case, salt water which contains Na+ insects. The resin contains acidic styrene backbones which capture the cationic insects in a reversible process. A curve of Ca2+ concentration concentration vs. time was obtained after a standard curve was made to determine how many drops from the low cost barium test kit from Aquarium Pharmaceuticals (API)1 bottle #2 would correspond to a certain concentration in solution. A standard curve works by preparing solutions with known concentrations and testing these concentrations using the kit to create a curve of number of drops from bottle #2 (obtained result) vs. concentration of Ca2+ in solution (desired response). The standard curve can then be used for every test on the prototype and in the field, to quickly and accurately obtain a concentration from the test kit. The barium concentration vs. time curve can be used to calculate the exchange capacity of the resin and, in later tests, the regeneration efficiency. The curves must be used to get the total amount of barium removed from the water, m. Seen in Equation 2, the volumetric flow rate of water, , is multiplied by the integral from tinitial to tfinal of the total concentration of Ca2+ absorbed by the resin as a function of time, C. (2) 1 http://aquariumpharm.com/Products/Product.aspx?ProductID=72 , date accessed: 11/26/10 CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 9 Josephine Hornsnogger CBEE 414, Lab Section M 1300–‐1550 April 19, 2010 Oregon State University School of CBEE A graphical trapezoid method was used to evaluate the integral and get the final solution in equivalents of Ca2+ per L, it must be noted that there are 2 equivalents per mole of barium, as the charge of the barium insect is +2. An initial exchange capacity was calculated for the virgin resin, and an adjusted exchange capacity was calculated once the resin was regenerated. The regenerated resin capacity was found by multiplying the virgin resin capacity by the regeneration efficiency, expressed in Equation 3. (3) See Appendix A for the calculation of the exchange capacities and the regeneration efficiency. Materials and Methods Rosalie and Peter Johnson of Corvallis established the Linus Pauling Chair in Chemical Engineering to honor Oregon State University’s most famous graduate. Peter Johnson, former President and owner of Tekmax, Inc., a company which revolutionized battery manufacturing equipment, is a 1955 graduate of the College of Engineering.2 The Chair, also known as the Linus Pauling Distinguished Engineer or Linus Pauling Engineer (LPE), was originally designed to focus on the traditional “capstone” senior lab sequence in the former Department of Chemical Engineering. The focus is now extended to all the process engineering disciplines. The LPE is charged with establishing strong ties with industry, ensuring current and relevant laboratory experiences, and helping upperclass students develop skills in communication, teamwork, project management, and leadership. Include details about lab procedures not sufficiently detailed in the SOP, problems you had, etc. The bulk solution prepared to create the standard curve was used in the second day of testing to obtain the exchange capacity of the insectac 249 resin. The solution was pumped through a bathroom scale into the prototype insect exchange column. 45 mL of resin was rinsed and added to the column. The bed was fluidized as the solution was pumped through the resin, but for the creation of the Ca2+ concentration vs. time curve, the solution was pumped down through the column, as illustrated in the process flow diagram seen in Figure 1. Figure 1. Process sketch of the insect exchange column used for the project. Ref: http://www.generon.co.uk/acatalog/Chromatography.html 2 Harding, P. Viscosity Measurement SOP, Spring, 2010. CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 10 Josephine Hornsnogger CBEE 414, Lab Section M 1300–‐1550 April 19, 2010 Oregon State University School of CBEE A bathroom scale calibration curve was created to ensure that the 150 mL/min, used to calculate the breakthrough time, would be delivered to the resin. The bathroom scale used was a Dwyer brand with flowrates between 0 and 300 cc/min of water. Originally, values between 120 and 180 mL/min were chosen for the calibration, with three runs for each flowrate, however the bathroom scale values were so far away from the measure values the range was extended to 100 to 200 mL/min. The regeneration experiment was performed using a method similar to that used in the water softening experiment, however instead of using a 640 ppm Ca2+ solution to fill the resin, a 6000 ppm Na+ solution was used to eject the Ca2+ from the resin. Twelve samples times were chosen and adjusted as the experiment progressed, with more than half of the samples taken at times less than 10 minutes, and the last sample taken at 45 minutes. The bulk exit solution was also tested to determine the regeneration efficiency. Results and Discussion The senior lab sequence has its roots in the former Department of Chemical Engineering. CHE 414 and 415 were taught in Winter and Spring and included 6 hours of lab time per week. The School has endeavored to incorporate the courses into the BIOE and ENVE curriculum, and this will be complete in 2008-2009. Recent development of the senior lab course sequence is shown chronologically in Fig. 1. In 2006-2007, CHE 414 and 415 were moved to Fall and Winter to enable CHE 416, an elective independent senior project course. Also that year, BIOE students took BIOE 414 in the Fall and BIOE 415 was developed and taught. No BIOE students enrolled in the optional CHE. In 2007-2008, the program transitioned in a new Linus Pauling Engineer and ENVE 414 was offered. Also, approximately 30 percent of BIOE students enrolled in the optional CHE 416. Accommodating the academic calendars of the three disciplines required a reduction in weekly student lab time from 6 to 3 hours. The expected relationship between coughing rate, y, and length of canine, x, is Bx z y Fe− (1) where F is a pre-exponential constant, B is vitamin B concentration and z is the height of an average trapeze artist. 3 The 2008-2009 brings the challenge of the dramatic enrollment increase shown in Fig. 1 and the first offering of ENVE 415. The result, shown on the right in Fig. 1, is the delivery of the senior lab sequence uniformly across the process engineering disciplines. CBEE 416 is expected to drawn approximately of the students that take the 415 courses. In 2007-2008, 414 and 415 were required for CHEs, 414 and 415 for BIOEs, and only 414 for ENVEs. CHE 416 is ostensibly an elective for all disciplines. In 2008-2009, 414 and 415 is required for all disciplines and CHE 416 will be an elective. The content of 414 is essentially 3 Fundamentals of Momentum, Heat, and Mass Transfer, Welty, J.R. et al., 4th edition, John Wiley & Sons, Inc. CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 11 Josephine Hornsnogger CBEE 414, Lab Section M 1300–‐1550 April 19, 2010 Oregon State University School of CBEE identical for all three disciplines, 415 has discipline-specific labs, and 416 consists of senior projects with potentially cross-discipline teams of 2 to 4 students. Tremendous labor and struggling with the lab equipment resulted in the data shown in y = –‐0.29x + 1.71 y = –‐0.25x + 2.03 y = –‐0.135x + 2.20 –‐1.5 –‐1.0 –‐0.5 0.0 0.5 1.0 1.5 2.0 2.5 0 2 4 6 8 10 ln y (units) x (units) ln y_1 ln y_2 ln y_3 0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35 Case 1 Case 2 Case 3 Slope (units) (a) (b) Figure 1. (a) Data for y and x plotted for various values of z and (b) a comparison of slopes for the 3 cases investigate. The log plot slope yields the vitamin B concentration. The slopes were shown to be significantly at the 90% confidence level, but the instructor ran out of time and did not include error bars. The slope changed as predicted by the Snirtenhoffer equation. Improvements to the lab might include advice on how to legally change my name to something less embarrassing. My whole life I have been forced to repeat and spell it. I really feel that this has affected my psychologically. This was perhaps the worst lab I have ever done in my academic career, primarily due to the fact that there was no lab time. I simply typed in this entire report and filled it with jibberish. Some might think nobody will notice, but I know that …… Harding reads every word. Acknowledgments The author acknowledges his elementary teacher for providing truly foundational instruction in addition and subtraction. Jenny Burninbalm was instrumental with guidance on use of the RT-345 dog scratching device. CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 12

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After reading the supplement article on Business Analytics linked to the week 1 schedule, write an essay on how business analytics impacts you today, or its potential role in your chosen career path. Do research for your paper, or interview someone who works in your area. The goals of this paper are two-fold: (1) focus on high quality writing, using the COBE Writing Styles Guide for writing help and citations. (2) consider the importance of BI from a personal/work/career perspective.

After reading the supplement article on Business Analytics linked to the week 1 schedule, write an essay on how business analytics impacts you today, or its potential role in your chosen career path. Do research for your paper, or interview someone who works in your area. The goals of this paper are two-fold: (1) focus on high quality writing, using the COBE Writing Styles Guide for writing help and citations. (2) consider the importance of BI from a personal/work/career perspective.

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For Day 19 Homework Cover Sheet Name:_________________________________________________ Read Pages from 294-315, or watch the videos listed below Introduction to Division http://www.youtube.com/watch?v=7gZ4yW1nr9Y (13 min) Introduction to Division of Rational Numbers http://www.youtube.com/watch?v=9LTICGxqwKE (10 min) Division of Decimal Numbers and Rational Expressions http://www.youtube.com/watch?v=BGReDOGObbk (7 min) Division Algorithm for Decimal Numbers and Polynomials http://www.youtube.com/watch?v=XXr0ixy8PfA (8 min) Division Algorithm for Decimal Polynomials http://www.youtube.com/watch?v=PQrlt8PhFAE (11 min) Attempt problems from workbook pages 91-97 Summary of the lectures you watched should include answers to the following questions. When doing division of rational expressions or numbers, what allows us to multiply by the reciprocal of the divisor instead? For example, 3/4÷3/5=3/4×5/3 or (x^2-1)/x÷(x+1)/(x-2)=(x^2-1)/x×(x-2)/(x-1) 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 Division facts Division involving a whole number and a fraction Division involving quotients with intermediate zeros Division of a decimal by a power of ten Division with carry Division with trailing zeros: Problem type 1 Division with trailing zeros: Problem type 2 Division without carry Fraction division Integer multiplication and division Multiplying or dividing numbers written in scientific notation Quotient and remainder: Problem type 1 Quotient and remainder: Problem type 2 Quotient and remainder: Problem type 3 Rationalizing the denominator of a radical expression Simplifying a product and quotient involving square roots of negative numbers The reciprocal of a number Writing a ratio as a percentage without a calculator

For Day 19 Homework Cover Sheet Name:_________________________________________________ Read Pages from 294-315, or watch the videos listed below Introduction to Division http://www.youtube.com/watch?v=7gZ4yW1nr9Y (13 min) Introduction to Division of Rational Numbers http://www.youtube.com/watch?v=9LTICGxqwKE (10 min) Division of Decimal Numbers and Rational Expressions http://www.youtube.com/watch?v=BGReDOGObbk (7 min) Division Algorithm for Decimal Numbers and Polynomials http://www.youtube.com/watch?v=XXr0ixy8PfA (8 min) Division Algorithm for Decimal Polynomials http://www.youtube.com/watch?v=PQrlt8PhFAE (11 min) Attempt problems from workbook pages 91-97 Summary of the lectures you watched should include answers to the following questions. When doing division of rational expressions or numbers, what allows us to multiply by the reciprocal of the divisor instead? For example, 3/4÷3/5=3/4×5/3 or (x^2-1)/x÷(x+1)/(x-2)=(x^2-1)/x×(x-2)/(x-1) 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 Division facts Division involving a whole number and a fraction Division involving quotients with intermediate zeros Division of a decimal by a power of ten Division with carry Division with trailing zeros: Problem type 1 Division with trailing zeros: Problem type 2 Division without carry Fraction division Integer multiplication and division Multiplying or dividing numbers written in scientific notation Quotient and remainder: Problem type 1 Quotient and remainder: Problem type 2 Quotient and remainder: Problem type 3 Rationalizing the denominator of a radical expression Simplifying a product and quotient involving square roots of negative numbers The reciprocal of a number Writing a ratio as a percentage without a calculator

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Consider the cubic equation ax3 + bx2 + cx + d = 0, (1) where a, b, c, and d are real input coefficients. Develop a matlab program to find all roots of equation (1) using the methods discussed in the Numerical Analysis class. Your program can not use the matlab built-in functions fzero and roots. You should turn in a .m file cubic24903674.m which contains a matlab function of the form function [rts,info] = cubic24903674(C) where, C = (a, b, c, d) is the input vector of coefficients, rts is the vector of roots and info is your output message. Your program will be stress-tested against cubic equations that may have: 1. (40 points) random roots; or 2. (20 points) very large or very small roots; or 3. (20 points) multiple roots or nearly multiple roots; or 4. (20 points) less than 3 roots or more than 3 roots. You will receive credit for a test polynomial only if your program gets the number of roots correctly, and only then will each correct root (accurate to within a relative error of at most 10^(−6) , as compared to the roots function in matlab) receive additional credit. Your program will receive 0 points if the strings fzero or roots (both in lower case letters) show up anywhere in your .m file.

Consider the cubic equation ax3 + bx2 + cx + d = 0, (1) where a, b, c, and d are real input coefficients. Develop a matlab program to find all roots of equation (1) using the methods discussed in the Numerical Analysis class. Your program can not use the matlab built-in functions fzero and roots. You should turn in a .m file cubic24903674.m which contains a matlab function of the form function [rts,info] = cubic24903674(C) where, C = (a, b, c, d) is the input vector of coefficients, rts is the vector of roots and info is your output message. Your program will be stress-tested against cubic equations that may have: 1. (40 points) random roots; or 2. (20 points) very large or very small roots; or 3. (20 points) multiple roots or nearly multiple roots; or 4. (20 points) less than 3 roots or more than 3 roots. You will receive credit for a test polynomial only if your program gets the number of roots correctly, and only then will each correct root (accurate to within a relative error of at most 10^(−6) , as compared to the roots function in matlab) receive additional credit. Your program will receive 0 points if the strings fzero or roots (both in lower case letters) show up anywhere in your .m file.

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While transplanting flowers you accidentally damaged the roots. What is the most likely scenario that will occur as a result of damage to the roots? Select one: The slimy sheath on the root cap has been wiped off and the parenchyma cells were damaged resulting in damage to the zone of cell division. The slimy sheath on the root cap has been wiped off and the parenchyma cells were damaged resulting in damage to the zone of elongation. The slimy sheath on the root cap has been wiped off and the parenchyma cells were damaged resulting in damage to the zone of maturation. The slimy sheath on the root cap has been wiped off and the epidermal cells were damaged resulting in damage to the zone of cell division. The slimy sheath on the root cap has been wiped off and the epidermal cells were damaged resulting in damage to the zone of maturation.

While transplanting flowers you accidentally damaged the roots. What is the most likely scenario that will occur as a result of damage to the roots? Select one: The slimy sheath on the root cap has been wiped off and the parenchyma cells were damaged resulting in damage to the zone of cell division. The slimy sheath on the root cap has been wiped off and the parenchyma cells were damaged resulting in damage to the zone of elongation. The slimy sheath on the root cap has been wiped off and the parenchyma cells were damaged resulting in damage to the zone of maturation. The slimy sheath on the root cap has been wiped off and the epidermal cells were damaged resulting in damage to the zone of cell division. The slimy sheath on the root cap has been wiped off and the epidermal cells were damaged resulting in damage to the zone of maturation.

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Chapter 06 Reading Questions Due: 11:59pm on Friday, May 23, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy Chapter 6 Reading Quiz Question 17 Part A Which of the following represents an example of intraspecific exploitation competition? ANSWER: Chapter 6 Reading Quiz Question 3 Part A A species’s realized niche _____. ANSWER: Chapter 6 Reading Quiz Question 2 Part A Two species of ant compete for limited resources in a front yard, until only one species is able to remain. This is an example of _____. ANSWER: Hungry and fighting for a meal, a jackal quickly consumes the carcass of a young antelope while fighting off the feeding efforts of a vulture. Two species of worker ants converge on pieces of a donut left behind from the people in the park. The leaves of the huge hickory tree overshadow the young hickory tree saplings struggling for light just below. Spotting a fresh source of grasses, the large male bison moves over to graze, pushing the smaller bison out of the way. is smaller than the fundamental niche because of the constraints of competition is broader than a species’s fundamental niche does not overlap with similar species includes environmental conditions that are not included in the fundamental niche Chapter 06 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 1 of 7 5/21/2014 8:01 PM Chapter 6 Reading Quiz Question 20 Part A In which of the following situations would we expect a parasite to spread the fastest? ANSWER: Chapter 6 Reading Quiz Question 6 Part A Many plants have evolved adaptations to discourage herbivore feeding. Which one of the following is an example of such coevolution between bison and prairie plants? ANSWER: Chapter 6 Reading Quiz Question 5 Part A When predators selectively prey on the old and sick members of a prey population, they _____. ANSWER: mutualism intraspecific competition the competitive exclusion principle niche differentiation concentrated hosts with slowly moving vectors widely dispersed hosts with rapidly moving vectors concentrated hosts with rapidly moving vectors widely dispersed hosts with slow-moving vectors the ability to regrow after a wildfire thorns the production of nutritious fruits longer and thicker roots Chapter 06 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 2 of 7 5/21/2014 8:01 PM Chapter 6 Reading Quiz Question 21 Part A Cattle egrets are large white birds that follow grazing cattle. The cattle disturb the grass and stir up insects upon which the egrets feed. The cattle do not seem to mind the birds and gain nothing from this relationship. This relationship between cattle and cattle egrets is a type of _____. ANSWER: Chapter 6 Reading Quiz Question 8 Part A Which of the following is a mutualistic relationship that has a significant effect on an entire ecological community? ANSWER: Chapter 6 Reading Quiz Question 7 Part A Which one of the following relationships would be considered a win/win? ANSWER: cause the overall health of the prey population to increase illustrate the process of prey switching increase the likelihood of parasitic infections of the prey cause the overall health of the prey population to decrease parasitism commensalism mimicry mutualism Polar bears are the top predator influencing the abundance of seals and sea lions in a region. Hermit crabs inhabit the abandoned shells of marine snails that died long ago. Fungus-plant root associations benefit most of the plants living in a prairie. Mosquitoes function as a vector in the widespread transmission of malaria to people living in Ecuador. Chapter 06 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 3 of 7 5/21/2014 8:01 PM Chapter 6 Reading Quiz Question 23 Part A In examining a terrestrial food web, we expect that the _____. ANSWER: Chapter 6 Reading Quiz Question 22 Part A Energy is lost as it moves from one trophic level to the next because _____. ANSWER: Chapter 6 Reading Quiz Question 11 Part A The research on the reintroduction of wolves into Yellowstone National Park reveals that in this ecosystem, wolves represent _____. ANSWER: mutualism predation parasitism commensalism biomass of primary consumers exceeds the biomass of producers number of secondary consumers exceeds the number of producers biomass of primary consumers exceeds the biomass of secondary consumers number of tertiary consumers exceeds the number of secondary consumers one trophic level does not consume the entire trophic level below it some of the calories consumed drive cellular activities and do not add mass some ingested materials are undigested and eliminated All of the listed responses are correct. Chapter 06 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 4 of 7 5/21/2014 8:01 PM Chapter 6 Reading Quiz Question 10 Part A Overhunting of deer followed by a very difficult winter caused the deer population on an island to drop by 80%. In the next two years, visitors to the island were surprised to see many young trees sprouting up at the edges of the forest. This change in the number of saplings as a result of the decline of the deer population represents _____. ANSWER: Chapter 6 Reading Quiz Question 24 Part A The May 18, 1980, eruption of Mount Saint Helens blasted away soil and produced massive mudflows that scoured the adjacent region down to bare rock. Pumice rock that covered the area is eroding down to smaller gravel. This situation represents _____. ANSWER: Chapter 6 Reading Quiz Question 15 Part A In some ecosystems, succession increases the chance of disturbance. In these ecosystems, _____. a keystone producer a keystone herbivore a vital primary consumer a keystone predator a trophic cascade a decline in trophic level efficiency the emergence of a new ecological community a loss of a trophic level from a food web primary succession with the removal of all ecological legacies secondary succession with the removal of all ecological legacies secondary succession with several ecological legacies primary succession with several ecological legacies Chapter 06 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 5 of 7 5/21/2014 8:01 PM ANSWER: Chapter 6 Reading Quiz Question 12 Part A A forest is logged, leaving behind the seeds and saplings of many shrubs and trees. These seeds and saplings represent _____. ANSWER: Chapter 6 Reading Quiz Question 13 Part A During primary succession, populations of different species replace one another over time because of _____. ANSWER: Chapter 6 Reading Quiz Question 14 Part A Which one of the following represents a climax community in southern Alaska? ANSWER: ecosystems begin again with primary succession climax communities are expected climax communities may not occur disturbances usually result in virtually no ecological legacy ecological legacies a climax community primary succession pioneer species migration facilitation competition All of the listed responses are correct. Chapter 06 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 6 of 7 5/21/2014 8:01 PM Chapter 6 Reading Quiz Question 9 Part A In general, _____. ANSWER: Score Summary: Your score on this assignment is 0.0%. You received 0 out of a possible total of 19 points. the group of species associated with a white spruce forest lichens and mosses that colonize exposed rock birch and alder trees herbs and a few low shrubs that replace lichens and mosses food webs usually have 8-10 trophic levels food webs are interconnected food chains food chains consist of many interrelated food webs food webs consist of either consumers or producers Chapter 06 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 7 of 7 5/21/2014 8:01 PM

Chapter 06 Reading Questions Due: 11:59pm on Friday, May 23, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy Chapter 6 Reading Quiz Question 17 Part A Which of the following represents an example of intraspecific exploitation competition? ANSWER: Chapter 6 Reading Quiz Question 3 Part A A species’s realized niche _____. ANSWER: Chapter 6 Reading Quiz Question 2 Part A Two species of ant compete for limited resources in a front yard, until only one species is able to remain. This is an example of _____. ANSWER: Hungry and fighting for a meal, a jackal quickly consumes the carcass of a young antelope while fighting off the feeding efforts of a vulture. Two species of worker ants converge on pieces of a donut left behind from the people in the park. The leaves of the huge hickory tree overshadow the young hickory tree saplings struggling for light just below. Spotting a fresh source of grasses, the large male bison moves over to graze, pushing the smaller bison out of the way. is smaller than the fundamental niche because of the constraints of competition is broader than a species’s fundamental niche does not overlap with similar species includes environmental conditions that are not included in the fundamental niche Chapter 06 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 1 of 7 5/21/2014 8:01 PM Chapter 6 Reading Quiz Question 20 Part A In which of the following situations would we expect a parasite to spread the fastest? ANSWER: Chapter 6 Reading Quiz Question 6 Part A Many plants have evolved adaptations to discourage herbivore feeding. Which one of the following is an example of such coevolution between bison and prairie plants? ANSWER: Chapter 6 Reading Quiz Question 5 Part A When predators selectively prey on the old and sick members of a prey population, they _____. ANSWER: mutualism intraspecific competition the competitive exclusion principle niche differentiation concentrated hosts with slowly moving vectors widely dispersed hosts with rapidly moving vectors concentrated hosts with rapidly moving vectors widely dispersed hosts with slow-moving vectors the ability to regrow after a wildfire thorns the production of nutritious fruits longer and thicker roots Chapter 06 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 2 of 7 5/21/2014 8:01 PM Chapter 6 Reading Quiz Question 21 Part A Cattle egrets are large white birds that follow grazing cattle. The cattle disturb the grass and stir up insects upon which the egrets feed. The cattle do not seem to mind the birds and gain nothing from this relationship. This relationship between cattle and cattle egrets is a type of _____. ANSWER: Chapter 6 Reading Quiz Question 8 Part A Which of the following is a mutualistic relationship that has a significant effect on an entire ecological community? ANSWER: Chapter 6 Reading Quiz Question 7 Part A Which one of the following relationships would be considered a win/win? ANSWER: cause the overall health of the prey population to increase illustrate the process of prey switching increase the likelihood of parasitic infections of the prey cause the overall health of the prey population to decrease parasitism commensalism mimicry mutualism Polar bears are the top predator influencing the abundance of seals and sea lions in a region. Hermit crabs inhabit the abandoned shells of marine snails that died long ago. Fungus-plant root associations benefit most of the plants living in a prairie. Mosquitoes function as a vector in the widespread transmission of malaria to people living in Ecuador. Chapter 06 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 3 of 7 5/21/2014 8:01 PM Chapter 6 Reading Quiz Question 23 Part A In examining a terrestrial food web, we expect that the _____. ANSWER: Chapter 6 Reading Quiz Question 22 Part A Energy is lost as it moves from one trophic level to the next because _____. ANSWER: Chapter 6 Reading Quiz Question 11 Part A The research on the reintroduction of wolves into Yellowstone National Park reveals that in this ecosystem, wolves represent _____. ANSWER: mutualism predation parasitism commensalism biomass of primary consumers exceeds the biomass of producers number of secondary consumers exceeds the number of producers biomass of primary consumers exceeds the biomass of secondary consumers number of tertiary consumers exceeds the number of secondary consumers one trophic level does not consume the entire trophic level below it some of the calories consumed drive cellular activities and do not add mass some ingested materials are undigested and eliminated All of the listed responses are correct. Chapter 06 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 4 of 7 5/21/2014 8:01 PM Chapter 6 Reading Quiz Question 10 Part A Overhunting of deer followed by a very difficult winter caused the deer population on an island to drop by 80%. In the next two years, visitors to the island were surprised to see many young trees sprouting up at the edges of the forest. This change in the number of saplings as a result of the decline of the deer population represents _____. ANSWER: Chapter 6 Reading Quiz Question 24 Part A The May 18, 1980, eruption of Mount Saint Helens blasted away soil and produced massive mudflows that scoured the adjacent region down to bare rock. Pumice rock that covered the area is eroding down to smaller gravel. This situation represents _____. ANSWER: Chapter 6 Reading Quiz Question 15 Part A In some ecosystems, succession increases the chance of disturbance. In these ecosystems, _____. a keystone producer a keystone herbivore a vital primary consumer a keystone predator a trophic cascade a decline in trophic level efficiency the emergence of a new ecological community a loss of a trophic level from a food web primary succession with the removal of all ecological legacies secondary succession with the removal of all ecological legacies secondary succession with several ecological legacies primary succession with several ecological legacies Chapter 06 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 5 of 7 5/21/2014 8:01 PM ANSWER: Chapter 6 Reading Quiz Question 12 Part A A forest is logged, leaving behind the seeds and saplings of many shrubs and trees. These seeds and saplings represent _____. ANSWER: Chapter 6 Reading Quiz Question 13 Part A During primary succession, populations of different species replace one another over time because of _____. ANSWER: Chapter 6 Reading Quiz Question 14 Part A Which one of the following represents a climax community in southern Alaska? ANSWER: ecosystems begin again with primary succession climax communities are expected climax communities may not occur disturbances usually result in virtually no ecological legacy ecological legacies a climax community primary succession pioneer species migration facilitation competition All of the listed responses are correct. Chapter 06 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 6 of 7 5/21/2014 8:01 PM Chapter 6 Reading Quiz Question 9 Part A In general, _____. ANSWER: Score Summary: Your score on this assignment is 0.0%. You received 0 out of a possible total of 19 points. the group of species associated with a white spruce forest lichens and mosses that colonize exposed rock birch and alder trees herbs and a few low shrubs that replace lichens and mosses food webs usually have 8-10 trophic levels food webs are interconnected food chains food chains consist of many interrelated food webs food webs consist of either consumers or producers Chapter 06 Reading Questions http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 7 of 7 5/21/2014 8:01 PM

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