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To determine the student’s final examination score, find the student’s total test raw score in the column labeled “Raw Score” and then locate the scale score that corresponds to that raw score. The scale score is the student’s final examination score. Enter this score in the space labeled “Scale Score” on the student’s answer sheet. Schools are not permitted to rescore any of the open-ended questions on this exam after each question has been rated once, regardless of the final exam score. Schools are required to ensure that the raw scores have been added correctly and that the resulting scale score has been determined accurately. Because scale scores corresponding to raw scores in the conversion chart change from one administration to another, it is crucial that for each administration the conversion chart provided for that administration be used to determine the student’s final score. The chart above is usable only for this administration of the Regents Examination in Algebra 2/Trigonometry. Algebra 2/Trigonometry Conversion Chart - June '13
This review was originally written for my Calculus I class but it should be accessible to anyone needing a review in some basic algebra and trig topics. The review contains the occasional comment about how a topic will/can be used in a calculus class. If you aren’t in a calculus class you can ignore these comments. I don’t cover all the topics that you would see in a typical Algebra or Trig class, I’ve mostly covered those that I feel would be most useful for a student in a Calculus class although I have included a couple that are not really required for a Calculus class. These extra topics were included simply because the do come up on occasion and I felt like including them. There are also, in all likelihood, a few Algebra/Trig topics that do arise occasionally in a Calculus class that I didn’t include. Because this review was originally written for my Calculus students to use as a test of their algebra and/or trig skills it is generally in the form of a problem set. The solution to the first problem in a set contains detailed information on how to solve that particular type of problem. The remaining solutions are also fairly detailed and may contain further required information that wasn’t given in the first problem, but they probably won’t contain explicit instructions or reasons for performing a certain step in the solution process. It was my intention in writing the solutions to make them detailed enough that someone needing to learn a particular topic should be able to pick the topic up from the solutions to the problems. I hope that I’ve accomplished this.
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Driveline Vibration Analyzer 2.0 Plus – Basic System DVA 2.0 Plus Quick Reference Guide APMT0352 March 2011 More time on the road™ Kit Contents Page 2 Power Tach Ch 1 Driveline Vibration Analyzer Tach Ch 2 Accel 1 Accel 2 Accel 3 Starting a New Test Page 8 Running a Basic Test Page 10 Installing Flywheel Sensor Installing Accelerometer and Connecting PC Page 4 Page 6 Running an Advanced Test Page 11 Troubleshooting and Diagnostics Installing Output Shaft Sensor Page 5 Page 12 Installing Engine and Frame Accelerometers Appendix Items Page 7 Page 13 Kit Contents 2 VV-SOD-04 Advanced VV-SOD-03 Basic Software Flash Drive VV-CBL-01 USB Cable VV-CBL-03 Speedometer Pickup Adapter (SPA) Cables (6) VV-CBL-04 DAQ Power VV-CBL-02 Gray Speed Cables (2) Power Tach Ch 1 Driveline Vibration Analyzer Tach Ch 2 Accel 1 Accel 2 Accel 3 VV-LAP-01 Data Acquisition Box with USB VV-SOC-02 Flywheel Sensor VV-SOC-03 4G Accelerometer (Seat) VV-SOC-05 25G Accelerometer (2) VV-SOC-04 Tap (3/4"–16NC) VV-SOC-03 Speedometer Sensor Activation Procedure • Put Flash Drive into computer and load software. This will take about 15 minutes. • Connect DAQ box (white) up to wall power with power supply and cable. • Connect USB cable between DAQ box and computer. • Turn on power to DAQ box (rear mounted switch). • Open DVA Icon. • Page through activation process and generate ACTIVATION KEY for DVA. • Email (email@example.com) or phone (269 743-9372) with ACTIVATION KEY. • You will receive an ACTIVATION CODE. • Type ACTIVATION CODE into allocated box on screen following activation key. Note: For vehicle testing, use 12volt power cable in kit for DAQ box.
ROTATING ENGINE STANDS 1. Overall visually inspect stand for any signs of wear and fatigue. 2. Lubricate spindles and gear box as referenced in vendor literature if equipped. 3. Inspect anti-rotation locking mechanism if equipped. 4. Install weight equal to engine weight to the engine stand for approximately 2 min. 5. Rotate weight set 360º in both directions if equipped. Operation should be free of binding and/or catching during rotation. 6. Dismantle fixture and visually inspect stand for any signs of wear or failure. Any item, which does not successfully pass the test, is to be rejected and discarded or returned to Tronair for evaluation. Load Cell Data Load Cell Display Cylinder/Pump Eyebolt 2x4 Wood Block Install Weight To Stand 08-2030-0000 AND 08-2034-0000 1. Install engine stand test fixture. 2. Position beam assembly in the center of the engine stand. 3. Tighten beam locks evenly, until the beam assembly is locked in place. 4. Position engine stand over eye hook in floor. Line eye hook directly under pull point of the test fixture. 5. Install 2 x 4 inch block under wheels and lock stand in place. 6. Attach load cell, pull cylinder to eyebolt. 7. Put engine stand through two cycles of loading the engine stand to 3,000 pounds (2,667 psi on gauge). Hold for 30 seconds then release load. 8. Inspect all welds and joints for signs of distortion; if no defects are found, the engine stand is good. 9. If defects are found discard or return to Tronair for evaluation.
PURPOSE During the OBD--II drive cycle, the OBD--II system checks each emission control system by monitoring it for proper operation. It is necessary to run the OBD--II drive cycle: D After repairing an affected vehicle to eliminate a fuel--related or emission--related diagnostic trouble code (DTC). The OBD--II drive cycle will monitor the affected emission system and confirm that the repair was successful. D If the vehicle’s I/M test (“smog check”) results indicate that the OBD--II Readiness Monitors are “incomplete.” Readiness Codes for 1996--98 models are not set to “complete” until all required monitors have gone through one complete monitor cycle. OBD--II monitors could identify a failure. After that, Readiness Codes are set to “complete” after each individual monitor has been completed. Effective January 2, 2001, the U.S. Environmental Protection Agency (EPA) will require that vehicles must have all OBD--II Readiness Codes “complete” at the time of an I/M test. This bulletin contains: S OBD--II drive cycle procedure for 1996-97 affected vehicles only (Refer to the appropriate service manual for 1998 and later model OBD--II drive cyle procedures.) S Warranty claim information for OBD--II drive cycle on all affected vehicles. NOTE: On 1996--97 V6 models, after all Readiness codes are complete, turning the ignition off will cause all the Readiness status readings to show incomplete (“INCMP”). This may require that an I/M test be performed before the ignition key is turned off.
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This concentration prepares students for transfer to the Rhode Island College Computer Science program. Requirements allow students to earn an Associate in Science (A.S.) degree in Computer Programming at CCRI but also include courses required to meet requirements of the RIC Computer Science degree. Students paying full-time tuition at CCRI can take RIC courses for no additional cost. See page 27 regarding the inter-institutional agreement. Important: All students must obtain a grade of at least “C” in all computer course requirements and must maintain a 2.0 GPA. Note: Since RIC’s current registration policy does not allow for special consideration of CCRI students, each student is responsible for enrolling himself/herself during the RIC enrollment open period; since the RIC class size is limited, to avoid being shut out of a course, it is recommended that the students enroll in RIC courses as soon as enrollment opens; RIC courses are not usually offered in the evening or online. IMPORTANT — Many courses require: • Prerequisite: course must be completed successfully PRIOR to enrollment; • Corequisite: course must be taken at same time; • Testing: (ACCUPLACER or other placement test) helps determine course placement; See course descriptions at the back of the catalog for details. RECOMMENDED COURSE SEQUENCE : Course sequence and prerequisites for major courses are under review. See Computer Studies department faculty for guidance.
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The PwC World Cup Index: what can the dismal science tell us about the beautiful game? Executive summary As the 2014 World Cup in Brazil draws closer, there is increasing interest in what makes a successful World Cup nation. This paper (which builds on an earlier one in 2010) contributes to this debate by using econometric analysis to test the correlation between several variables and World Cup performance. We aim to answer the following questions: Instead, we found a number of football-specific variables which explain World Cup performance better, such as the number of registered football players in each country and average football attendance levels. The other factors that we found to be important were a long-term footballing tradition and recent form as reflected in the FIFA world rankings. Which characteristics explain historic World Cup performance? Brazil are the favourites, England face a struggle in the Group of Death Which countries have underachieved and overachieved in past World Cups? Who are the strongest countries in the 2014 World Cup, and which group is the ‘Group of Death’? After identifying the extent to which different variables explain World Cup performance, we created a composite indicator which measures the relative strength of each competing country across a weighted average of these characteristics. This produces a ‘PwC World Cup Index’ that provides a novel way of assessing each country’s relative prospects in the 2014 World Cup.