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MHF4U: ADVANCED FUNCTIONS GRADE 12 , UNIVERSITY PREPARATION SAMPLE EXERCISES ☰ Menu: Click to navigate this page

Tutorials and exercises on polynomial functions.

• Polynomial basics: recognize polynomials
• Polynomial basics: end behaviours of polynomials
• Polynomial basics: key features of polynomials
• Polynomial basics: polynomials vs others
• Polynomial basics: factors and x-intercepts and graphs
• Polynomial basics: transformations of polynomials
• Polynomial basics: families of polynomials
• Polynomial basics: odd vs even polynomials
• ASSIGNMENT on families of polynomials
• Sample TEST on polynomial functions
• Class exercise (#2) on graphing polynomials in factored form
• Class exercise (#3) on division of polynomials and the remainder theorem
• Class exercise (#4) on polynomial equations and inequalities
• Class exercise (#5) on sum and difference of cubes

Exercises on Rational Functions

• ASSIGNMENT on rational functions
• Sample TEST on rational functions
• Class exercise (#6) on reciprocal of a linear function
• Class exercise (#7) on reciprocal of a quadratic function
• Class exercise (#8) on rational functions of the type linear over linear
• Class exercise (#9) on asymptotes and related problems
• Class exercise (#10) on rational equations and inequalities

Exercises on Exponential and Logarithmic Functions

• ASSIGNMENT on exponential and logarithmic functions
• Another ASSIGNMENT on exponential and logarithmic functions
• Sample TEST on exponential and logarithmic functions
• Class exercise (#11) on exponential functions
• Class exercise (#12) on logarithms
• Class exercise(#13) on laws of logarithms
• Class exercise (#14) on exponential and logarithmic equations

Exercises on Trigonometric Functions

• ASSIGNMENT on trigonometric functions
• Sample TEST on trigonometric functions
• Class exercise (#15) on radian measure
• Class exercise (#16) on graphs of trigonometric functions and their reciprocals
• Class exercise(#17) on sinusoidal graphs
• Class exercise(#18) on compound angles
• Class exercise (#19) on trigonometric equations and identities

Exercises on Characteristics of Functions

• ASSIGNMENT on characteristics of functions
• Sample TEST on characteristics of functions
• Class exercise (#20) on rates of change
• Class exercise (#21) on odd vs even functions
• Class exercise (#22) on function arithmetic
• Class exercise (#23) on properties of function composition
• Class exercise (#24) on more odd vs even function

Sample Exam/Culminating Assignment

• Sample exam
• Sample culminating assignment

Maybe you've experienced this as a teacher (irrespective of your teaching subject). You designed a home work or an assignment. You printed copies and distributed to your students. You gave them a day to submit the work. The day arrived. Then a particular student -- or some students -- didn't do the work. You asked why? In response, the student mentioned that (inadvertently) the work was misplaced (or lost). The student then asked for another copy of the exercise. You, the teacher, obliged and gave another copy of the exercise to the student. The incidence then repeats itself. This is one of the excuses some students give for not doing the exercises assigned to them. From our personal perspective, not many classroom experiences frustrate as much as the above. In a bid to obviate this, we came up with this website -- our initial objective was to make all exercises available to our students outside the classroom (and school) environment. Our approach may have been a drastic one, but it was also made possible by our interest in web development. We then have to print our exercises ONCE and only ONCE. If the student misplaces (or loses) the copy of the exercise, it is then the student's responsibility to print new copies from our website. It will follow that most of the exercises below reflect our teaching taste, and so may not appeal to a wide audience. In fact, they are patterned after the Ontario curriculum, and so their possible usefulness may be limited to this Canadian province. Also, we haven't provided solutions to them -- but we're working on this, including changing the format. In the meantime if you find any of these exercises useful, we'll be more than excited.

We'll be adding interactive exercises soon!

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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12.3: Assignment- Test of Independence Using Technology

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• Page ID 251473

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The purpose of this activity is to gain experience conducting a chi-square test of independence using technology.

Recall the report On the Front Line: The Work of First Responders in a Post-9/11 World . We will use data from this report to investigate the question: Are alcohol-related problems among New York firefighters associated with participation in the 9/11 rescue?

Here again are our observed data:

Question 1:

State the appropriate hypotheses for the chi-square test for independence in this case.

Now you will check whether the conditions for the chi-square test are met. In order to do this, you’ll need to first launch the actual research report and read the last paragraph on page iii of the introduction (starting with the “The study was fully funded…”)

Instructions

Click on the link corresponding to your statistical package to see instructions for completing the activity, and then answer the questions below.

R | StatCrunch | Minitab | Excel 2007 | TI Calculator

Question 2:

Does the data meet the conditions for the chi-square test?

Question 3:

State your conclusion in context. Also explain what the P-value means as a conditional probability based on the null hypothesis.

• Concepts in Statistics. Provided by : Open Learning Initiative. Located at : http://oli.cmu.edu . License : CC BY: Attribution

Test Grade Calculator

How to calculate test score, test grade calculator – how to use it, test grade calculator – advanced mode options.

This test grade calculator is a must if you're looking for a tool to help set a grading scale . Also known as test score calculator or teacher grader , this tool quickly finds the grade and percentage based on the number of points and wrong (or correct) answers. Moreover, you can change the default grading scale and set your own. Are you still wondering how to calculate test scores? Scroll down to find out – or simply experiment with this grading scale calculator.

If this test grade calculator is not the tool you're exactly looking for, check out our other grading calculators like the grade calculator .

Prefer watching rather than reading? We made a video for you! Check it out below:

To calculate the percentile test score, all you need to do is divide the earned points by the total points possible . In other words, you're simply finding the percentage of good answers:

percentage score = (#correct / #total) × 100

As #correct + #wrong = #total , we can write the equation also as:

percentage score = 100 × (#total - #wrong) / #total

Then, all you need to do is convert the percentage score into a letter grade . The default grading scale looks as in the table below:

If you don't like using the +/- grades, the scale may look like:

• An A is 90% to 100%;
• A B is 80% to 89%;
• A C is 70% to 79%;
• A D is 60% to 69%; and finally
• F is 59% and below – and it's not a passing grade

Above, you can find the standard grading system for US schools and universities. However, the grading may vary among schools, classes, and teachers. Always check beforehand which system is used in your case.

Sometimes the border of passing score is not 60%, but, e.g., 50 or 65%. What then? We've got you covered – you can change the ranges of each grade! Read more about it in the last section of this article: Advanced mode options .

🙋 You might also be interested in our semester grade calculator and the final grade calculator .

Our test score calculator is a straightforward and intuitive tool!

Enter the number of questions/points/problems in the student's work (test, quiz, exam – anything). Assume you've prepared the test with 18 questions.

Type in the number the student got wrong . Instead – if you prefer – you can enter the number of gained points. Let's say our exemplary student failed to answer three questions.

Here we go! Teacher grader tool shows the percentage and grade for that score. For our example, the student scored 83.33% on a test, which corresponds to a B grade.

Underneath you'll find a full grading scale table . So to check the score for the next students, you can type in the number of questions they've got wrong – or just use this neat table.

That was a basic version of the test grade calculator. But our teacher grader is a much more versatile and flexible tool!

You can choose more options to customize this test score calculator. Just hit the Advanced mode button below the tool, and two more options will appear:

Increment by box – Here, you can change the look of the table you get as a result. The default value is 1, meaning the student can get an integer number of points. But sometimes it's possible to get, e.g., half-points – then you can use this box to declare the increment between the next scores.

Percentage scale – In this set of boxes, you can change the grading scale from the default one. For example, assume that the test was challenging and you'd like to change the scale so that getting 50% is already a passing grade (usually, it's 60% or even 65%). Change the last box, Grade D- ≥ value, from default 60% to 50% to reach the goal. You can also change the other ranges if you want to.

And what if I don't need +/- grades ? Well, then just ignore the signs 😄

How do I calculate my test grade?

To calculate your test grade:

• Determine the total number of points available on the test.
• Add up the number of points you earned on the test.
• Divide the number of points you earned by the total number of points available.
• Multiply the result by 100 to get a percentage score.

That's it! If you want to make this easier, you can use Omni's test grade calculator.

Is 27 out of 40 a passing grade?

This depends mainly on the grading scale that your teacher is using. If a passing score is defined as 60% (or a D-), then 27 out of 40 would correspond to a 67.5% (or a D+), which would be a passing grade. However, depending on your teacher’s scale, the passing score could be higher or lower.

What grade is 7 wrong out of 40?

This is a B-, or 82.5% . To get this result:

Use the following percentage score formula: percentage score = 100 × (#total - #wrong) / #total

Here, #total represents the total possible points, and #wrong , the number of incorrect answers.

Substitute your values: percentage score = 100 × (40 - 7) / 40 percentage score = 82.5%

Convert this percentage into a letter grade. In the default grading scale, 82.5% corresponds to a B-. However, grading varies — make sure to clarify with teachers beforehand.

Is 75 out of 80 an A?

Yes , a score of 75 out of 80 is an A according to the default grading scale. This corresponds to a percentage score of 93.75%.

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• Grade Calculators

Final Grade Calculator

Enter Final Info

My final exam is worth:

I want (at least) this in the class:

Enter Class Grades

Calculator Instructions

• In the top part of the form, enter how much your final exam is worth and the grade that you would like to get in the class. For example, your final test might be worth 20% of your overall grade and you want to get at least a 93% in the class. You would enter these numbers into the form.
• In the bottom half of the form, enter a description (optional) of the classwork, the grade received for that classwork, and the weight of the classwork. Most class grades are made up of several components such as homework assignments, tests, exams, quizzes, class participation, attendance, etc. For example, a class exam might be worth 10% of your grade and you received a 95% on the test. You would enter those values into the form.
• If you need more than four rows, press the "Add Row" button to add an additional line. You can add as many rows as you need.
• Once you have finished entering your grades, press the "Calculate" button and the grade you need on the final exam will be displayed.

Final Grade Formula

final grade = ((g wanted x w total ) - gw) / w final

w total = w 1 + w 2 + w 3 + ... + w final

w 1 = weight of assignment #1

w final = weight of final exam

gw = g 1 x w 1 + g 2 x w 2 + g 3 x w 3 + ...

g 1 = grade for assignment #1

g wanted = grade wanted in the class

Example Calculation

Let's say your class has the following grading plan.

Now let's assume you received the following grades on your classwork.

Finally, let's assume that you want to get a 90% in the class. To determine what you need to get on your final exam in order to get a 90% in the class, let's do some math using the formula above.

First add the weight of all the class assignments together including your final:

w total = 10% + 10% + 20% + 20% + 20% = 100%

Next, multiple the grade you received on each assignment by the weight of the assignment.

gw = (91% x 10%) + (85% x 10%) + (75% x 20%) + (95% x 20%) + (97% x 20%) = 7100%

Now, calculate what you need on the final exam:

final exam grade = ((90% x 100%) - 7100%) / 20% = 95%

This is how you manually calculate your final grade. Of course, you can make your life a little easier using the calculator above!

What if my class grade is based on points rather than percentages?

Let's assume you have the following class syllabus that is based on points.

Let's assume you received the following grades.

To enter these grades in the calculator above, you first need to calculate your grade percentage for each assignment using the following formula:

grade percentage = points earned / possible points x 100

So taking your mid-term test grade as an example, we get the following:

mid-term test = 190 points earned / 200 possible points x 100 = 95%

In the weight column of the calculator, you would enter the possible points for each assignment.

Assuming you wanted to get at least a 90% in the class and your final exam is worth 250 points (i.e.the weight), you would enter the following information into the calculator.

In this example, you would need to get a 93.6% on your final in order to get a 90% in the class.

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FREE Common Core: 12th Grade English Language Arts Practice Tests

All common core: 12th grade english language arts resources, free common core: 12th grade english language arts diagnostic tests, common core: 12th grade english language arts diagnostic test 1, common core: 12th grade english language arts diagnostic test 2, free common core: 12th grade english language arts practice tests, practice tests by concept, language practice test, command of grammar and usage: ccss.ela-literacy.l.11-12.1, complex or contested usage: ccss.ela-literacy.l.11-12.1.b, figurative language, word relationships, and nuances in word meanings: ccss.ela-literacy.l.11-12.5, analyze nuances of words with similar denotations: ccss.ela-literacy.l.11-12.5.b, interpret and analyze figures of speech in context: ccss.ela-literacy.l.11-12.5.a, meaning of unknown and multiple-meaning words and phrases: ccss.ela-literacy.l.11-12.4, context clues to determine word or phrase meaning: ccss.ela-literacy.l.11-12.4.a, determining word pronunciation, meaning, or standard usage: ccss.ela-literacy.l.11-12.4.c, verify preliminary determination of word or phrase meaning: ccss.ela-literacy.l.11-12.4.d, understanding material in varied contexts to make effective style choices: ccss.ela-literacy.l.11-12.3, vary syntax for effect; apply understanding of syntax to texts: ccss.ela-literacy.l.11-12.3.a, reading: informational text practice test, analyze complex sets of ideas or sequences: ccss.ela-literacy.ri.11-12.3, authorial point of view and style: ccss.ela-literacy.ri.11-12.6, figurative, connotative, and technical meaning of words and phrases: ccss.ela-literacy.ri.11-12.4, find and analyze two or more themes; objective summary of the text: ccss.ela-literacy.ri.11-12.2, read and comprehend literary nonfiction: ccss.ela-literacy.ri.11-12.10, reasoning, premises, purposes, and arguments in seminal u.s. texts: ccss.ela-literacy.ri.11-12.8, structure of the exposition or argument: ccss.ela-literacy.ri.11-12.5, textual evidence to support claims about implicit and explicit meaning: ccss.ela-literacy.ri.11-12.1, themes, purposes, and rhetoric of foundational u.s. documents: ccss.ela-literacy.ri.11-12.9, reading: literature practice test, knowledge of foundational works of american literature: ccss.ela-literacy.rl.11-12.9, analyze authorial choices in terms of narrative development: ccss.ela-literacy.rl.11-12.3, analyze multiple interpretations of a work: ccss.ela-literacy.rl.11-12.7, distinguishing what is directly stated from what is meant using pov: ccss.ela-literacy.rl.11-12.6, find and analyze two or more themes; objective summary of the text: ccss.ela-literacy.rl.11-12.2, literal, figurative, and connotative word and phrase meanings; word and phrase choices: ccss.ela-literacy.rl.11-12.4, read and comprehend literature, including stories, dramas, and poems: ccss.ela-literacy.rl.11-12.10, structural choices' impact on meaning, aesthetics, and overall structure: ccss.ela-literacy.rl.11-12.5, textual evidence to support claims about implicit and explicit meaning: ccss.ela-literacy.rl.11-12.1, practice quizzes, common core: 12th grade english language arts problem set 4, common core: 12th grade english language arts problem set 3, common core: 12th grade english language arts problem set 2, common core: 12th grade english language arts problem set 1.

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11.12: Assignment- Test of Independence Using Technology

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• Page ID 32146

• Herkimer College / SUNY

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The purpose of this activity is to gain experience conducting a chi-square test of independence using technology.

Recall the report On the Front Line: The Work of First Responders in a Post-9/11 World . We will use data from this report to investigate the question: Are alcohol-related problems among New York firefighters associated with participation in the 9/11 rescue?

Here again are our observed data:

Question 1:

State the appropriate hypotheses for the chi-square test for independence in this case.

Now you will check whether the conditions for the chi-square test are met. In order to do this, you’ll need to first launch the actual research report and read the last paragraph on page iii of the introduction (starting with the “The study was fully funded…”)

Instructions

Click on the link corresponding to your statistical package to see instructions for completing the activity, and then answer the questions below.

R | StatCrunch | Minitab | Excel 2007 | TI Calculator

Question 2:

Does the data meet the conditions for the chi-square test?

Question 3:

State your conclusion in context. Also explain what the P-value means as a conditional probability based on the null hypothesis.

• Concepts in Statistics. Provided by : Open Learning Initiative. Located at : http://oli.cmu.edu . License : CC BY: Attribution

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Brief history of different grading systems

In 1785, students at Yale were ranked based on "optimi" being the highest rank, followed by second optimi, inferiore (lower), and pejores (worse). At William and Mary, students were ranked as either No. 1, or No. 2, where No. 1 represented students that were first in their class, while No. 2 represented those who were "orderly, correct and attentive." Meanwhile at Harvard, students were graded based on a numerical system from 1-200 (except for math and philosophy where 1-100 was used). Later, shortly after 1883, Harvard used a system of "Classes" where students were either Class I, II, III, IV, or V, with V representing a failing grade. All of these examples show the subjective, arbitrary, and inconsistent nature with which different institutions graded their students, demonstrating the need for a more standardized, albeit equally arbitrary grading system.

In 1887, Mount Holyoke College became the first college to use letter grades similar to those commonly used today. The college used a grading scale with the letters A, B, C, D, and E, where E represented a failing grade. This grading system however, was far stricter than those commonly used today, with a failing grade being defined as anything below 75%. The college later re-defined their grading system, adding the letter F for a failing grade (still below 75%). This system of using a letter grading scale became increasingly popular within colleges and high schools, eventually leading to the letter grading systems typically used today. However, there is still significant variation regarding what may constitute an A, or whether a system uses plusses or minuses (i.e. A+ or B-), among other differences.

An alternative to the letter grading system

Letter grades provide an easy means to generalize a student's performance. They can be more effective than qualitative evaluations in situations where "right" or "wrong" answers can be easily quantified, such as an algebra exam, but alone may not provide a student with enough feedback in regards to an assessment like a written paper (which is much more subjective).

Although a written analysis of each individual student's work may be a more effective form of feedback, there exists the argument that students and parents are unlikely to read the feedback, and that teachers do not have the time to write such an analysis. There is precedence for this type of evaluation system however, in Saint Ann's School in New York City, an arts-oriented private school that does not have a letter grading system. Instead, teachers write anecdotal reports for each student. This method of evaluation focuses on promoting learning and improvement, rather than the pursuit of a certain letter grade in a course. For better or for worse however, these types of programs constitute a minority in the United States, and though the experience may be better for the student, most institutions still use a fairly standard letter grading system that students will have to adjust to. The time investment that this type of evaluation method requires of teachers/professors is likely not viable on university campuses with hundreds of students per course. As such, although there are other high schools such as Sanborn High School that approach grading in a more qualitative way, it remains to be seen whether such grading methods can be scalable. Until then, more generalized forms of grading like the letter grading system are unlikely to be entirely replaced. However, many educators already try to create an environment that limits the role that grades play in motivating students. One could argue that a combination of these two systems would likely be the most realistic, and effective way to provide a more standardized evaluation of students, while promoting learning.

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Jung Hoo Lee suffers dislocated shoulder from crashing into fence after Giants put Michael Conforto on IL

The giants' other outfielder, austin slater, was placed on the 7-day concussion list saturday.

San Francisco Giants rookie outfielder Jung Hoo Lee suffered structural damage in his left shoulder when he crashed hard into an outfield wall during Sunday's game against the Cincinnati Reds , according to Alex Pavlovic of NBC Sports Bay Area . Lee is expected to seek a second opinion on Thursday when he meets with Dr. Neal ElAttrache, after which the Giants are likely to provide a more substantive update on his diagnosis. 

The San Francisco Giants have lost an entire outfield to injury over weekend. Besides Lee,  Austin Slater was placed on the 7-day concussion list Saturday after crashing into the outfield wall Friday night and Michael Conforto landed on the 10-day injured list on Sunday morning with a hamstring strain. He suffered the injury running the bases Saturday.

Lee was originally diagnosed with a separated shoulder. Here's the play in question:

Jung Hoo Lee exited today's game after appearing to injure himself on a collision with the center field wall pic.twitter.com/ocXon6JI8F — SF Giants on NBCS (@NBCSGiants) May 12, 2024

Lee, 25, joined the Giants over the offseason as a well-regarded international free agent from South Korea. In 37 games he had hit .262/.310/.331 (89 OPS+) with two home runs and two stolen bases. 

Mike Yastrzemski is San Francisco's only healthy full-time outfielder who was on the Opening Day roster. Erstwhile top prospects  Heliot Ramos  and Luis Matos were called up earlier this week. Utility men Tyler Fitzgerald and Brett Wisely are also on the roster.

"It means a lot," Ramos said Saturday about being called up ( via MLB.com ). "I'm just trying to help the team. I'm trying to do my best. I've been trying since 2022 when I made my debut. I feel like I'm in a good spot. I just want to keep playing hard and trying to make the best of this opportunity."

On the position player side, the Giants are currently without two outfielders (Conforto and Slater), their DH (Soler), their shortstop ( Nick Ahmed ), and their backup catcher ( Tom Murphy ). Starting catcher Patrick Bailey returned from the concussion list Saturday. He was the corresponding move for Slater. The Giants are also without Blake Snell (groin), who made a minor-league rehab start Sunday. Alex Cobb (hip) and Robbie Ray (Tommy John surgery) are recovering from surgeries they underwent in 2023. Tristan Beck (aneurysm) and Ethan Small (oblique) got hurt in spring training.

San Francisco entered play on Tuesday with a 19-24 record that puts them in fourth place in the National League West. The Giants are closer to the last-place Colorado Rockies than the first-place Los Angeles Dodgers .

The poor start and all the injuries have happened after an active offseason in which the Giants signed Lee, Jorge Soler , Snell, and Matt Chapman , and traded for Ray while he was injured. The hope was they'd help the club bounce back from a 79-83 showing in 2023. Instead, they're on a worse pace.

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