Statistical Physics Problem Set 6

Description

• cours magistral
• cours - matière potentielle : second year physics
• cours magistral - matière potentielle : notes
• leçon - matière potentielle : list

Statistical Physics xford hysics Second year physics course Dr A. A. Schekochihin and Prof. A. Boothroyd (with thanks to Prof. S. J. Blundell) Problem Set 6

• hydrogen plasma
• velocity of the vast majority of the fermions
• neutron star collapse
• fermi energy
• star
• ideal gas
• electrons
• mass
• density
• function

Sujets

• Cours magistral
• Amazon
• England
• Energy
• Function
• Fermion
• Électron
• Density

Informations

• Publié par: niphang
• Nombre de lectures: 22
• Langue: English

Extrait

VI. English Language Arts, Grade 7
A. Composition
B. Reading ComprehensionGrade 7 English Language Arts Test
Test Structure
The grade 7 MCAS English Language Arts test was presented in the following two parts:
■ the ELA Composition test, which used a writing prompt to assess learning standards from the
Massachusetts English Language Arts Curriculum Framework’s Composition strand
■ the ELA Reading Comprehension test, which used multiple-choice and open-response questions to
assess learning standards from the English Language Arts Curriculum Framework’s Language and
Reading and Literature strands
A. Composition
The spring 2011 grade 7 MCAS English Language Arts Composition test and Composition Make-Up
test were based on learning standards in the Composition strand of the Massachusetts English Language
Arts Curriculum Framework (2001). The learning standards for the Composition strand appear on
pages 72–83 of the Framework, which is available on the Department website at www.doe.mass.edu/
frameworks/current.html.
In test item analysis reports and on the Subject Area Subscore pages of the MCAS School Reports and
District Reports, ELA Composition test results are reported under the reporting categories Composition:
Topic Development and Composition: Standard English Conventions.
Test Sessions and Content Overview
The MCAS ELA Composition test included two separate test sessions, administered on the same day
with a short break between sessions. During the frst session, each student wrote an initial draft of a
composition in response to the appropriate writing prompt on the next page. During the second session,
each student revised his or her draft and submitted a fnal composition, which was scored in the areas
of Topic Development and Standard English Conventions. The Scoring Guides for the MCAS English
Language Arts Composition are available at www.doe.mass.edu/mcas/student/elacomp_scoreguide.html.
Reference Materials and Tools
At least one English-language dictionary per classroom was provided for student use during ELA
Composition test sessions. The use of bilingual dictionaries was allowed for current and former limited
English profcient students only. No other reference materials or tools were allowed during either ELA
Composition test session.
Cross-Reference Information
Framework general standards 19–22 are assessed by the ELA Composition.
72English Language Arts Composition, Grade 7
Grade 7 Writing Prompt
ID:281249 Common
WRITING PROMPT
There are often times in life when people feel proud of themselves. For example,
this feeling of pride could result from achieving a goal after working hard or from
standing up for something you believe in.
Think of a time when you were proud of yourself. In a well-developed
composition, describe a time when you were proud of yourself and explain why
you felt proud.
Grade 7 Make-Up Writing Prompt
ID:281239 Common
WRITING PROMPT
Think about a time when an experience you did not expect to like was better than you
thought it would be.
In a well-developed composition, describe the experience you did not expect to
like and explain why it was better than you thought it would be.
73B. Reading Comprehension
The spring 2011 grade 7 MCAS English Language Arts Reading Comprehension test was based on
learning standards in the two content strands of the Massachusetts English Language Arts Curriculum
Framework (2001) listed below. Specifc learning standards for grade 7 are found in the Supplement to
the Massachusetts English Language Arts Curriculum Framework (2004). Page numbers for the learning
standards appear in parentheses.
■ Language (Framework, pages 19–26; Supplement, page 14)
■ Reading and Literature (Framework, pages 35–64; Supplement, pages 15–17)
The English Language Arts Curriculum Framework and Supplement are available on the Department
website at www.doe.mass.edu/frameworks/current.html.
In test item analysis reports and on the Subject Area Subscore pages of the MCAS School Reports and
District Reports, ELA Reading Comprehension test results are reported under two MCAS reporting
categories: Language and Reading and Literature, which are identical to the two framework content
strands listed above.
Test Sessions and Content Overview
The MCAS grade 7 ELA Reading Comprehension test included two separate test sessions. Each session
included reading passages, followed by multiple-choice and open-response questions. Selected common
reading passages and approximately half of the common test items are shown on the following pages as
they appeared in test booklets.
Reference Materials and Tools
The use of bilingual word-to-word dictionaries was allowed for current and former limited English
profcient students only, during both ELA Reading Comprehension test sessions. No other reference
materials were allowed during any ELA Reading Comprtest session.
Cross-Reference Information
The tables at the conclusion of this chapter indicate each released and unreleased common item’s
reporting category and the framework general standard it assesses. The correct answers for released
multiple-choice questions are also displayed in the released item table.
74English Language Arts
Reading CompRehension
DIRECTIONS
This session contains three reading selections with sixteen multiple-choice questions and two
open-response questions. Mark your answers to these questions in the spaces provided in your
Student Answer Booklet.
Fast food and fast-food restaurants did not always exist. In fact, hamburgers had a bad reputation when
they were frst introduced in the late 1800s and early 1900s. Read the excerpt about the beginnings of fast
food and answer the questions that follow.
The Pioneers
from Chew on This
by Eric Schlosser and Charles Wilson
Hamburger Charlie
1 he story of fast food begins in October 1885, near the small town of Seymour, T Wisconsin. A friendly and outgoing ffteen-year-old boy named Charlie Nagreen
was driving his family’s ox cart down a dirt road amid wide-open felds. Charlie
was going to Outagamie County’s frst annual fair, where he wanted to earn some
extra money selling meatballs. What happened next was the unlikely origin of a
delicious sandwich that would one day change the world.
2 As Charlie sold meatballs at the fair, he noticed that customers had trouble eating
them and strolling at the same time. People were impatient. They wanted to visit
75Reading Comprehension
Mr. John Bull’s popular beehives (encased in glass), to see the fancy new harvesting
machines, and to enjoy all the other thrilling attractions at the fair. They didn’t want
to waste time eating meatballs. Charlie suddenly had an idea: if he squashed the
meatballs and put them between two slices of bread, people could walk and eat. And
so Charlie invented the hamburger.
3 German immigrants lived in Charlie’s hometown of Hortonville, Wisconsin,
and he later claimed that the new sandwich was named after the German town of
Hamburg, long famous for its ground-beef steaks. Charlie continued selling burgers
at the Outagamie County Fair until 1951. By then he was an old man who liked to
sing this rhyme while fipping burgers on the grill:
Hamburgers, hamburgers, hamburgers hot!
Onions in the middle, pickle on top.
Makes your lips go fippity fop.
Charlie had not only invented the hamburger but also composed one of the frst
advertising jingles for it.
4 A number of other cities—including New Haven, Connecticut; Akron, Ohio;
and Hamburg, New York—now claim to be the true birthplace of America’s favorite
sandwich. But the residents of Seymour, Wisconsin, will have none of that. The
signs that welcome people into Seymour let everybody know they’re entering the
home of the hamburger. And every August the town has a big parade in honor of
Hamburger Charlie.
killer burgers
5 Despite Charlie’s best efforts, burgers didn’t become America’s national dish overnight.
For a long time after that 1885 Outagamie County Fair, hamburger meat had a bad
reputation. Many people assumed that ground beef
was dirty. According to one historian, during the early
1900s the hamburger was considered “a food for the
poor,” polluted and unsafe to eat. Restaurants generally
didn’t sell them. Burgers were served at lunch carts
parked near factories, at circuses and carnivals. It
was widely believed that ground beef was made from
rotten old meat full of chemical preservatives. “The
hamburger habit is just about as safe,” one food critic
warned, “as getting meat out of a garbage can.”
Death by hamburger,
6 The hamburger’s reputation wasn’t helped when April 1904
murderers started using ground beef to kill people. In
1910, Alexander J. Moody, a wealthy baker from Chicago, died after somebody put
poison in his burger. The police were never able to solve the case. One year later,
a Chicago pie maker was poisoned the same way. Similar murder stories appeared
in newspapers across the United States. Ground beef seemed like the perfect food
in which to hide a deadly poison.
76Reading Comprehension
7 The widespread fear of hamburgers caused a great deal of frustration among
butchers. They liked to grind leftover pieces of beef into hamburger meat. They
liked selli