Catalyst 75

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Catalyst 74

COMPLETE WITHOUT A CALCULATOR. YOU MUST SHOW YOUR WORK.

1. 2.75 + .003 + .158 =

A. 4.36

B. 2.911

C. 0.436

D. 2.938

2. 7.86 × 4.6 =

A. 36.156

B. 36.216

C. 351.56

D. 361.56

3. 7/20 =

A. 0.035

B. 0.858

C. 0.35

D. 3.5

4. Which of the following is the least?

A. 0.105

B. 0.501

C. 0.015

D. 0.15

5. All of the following are ways to write 25 percent of N EXCEPT

A. 0.25 N

B. 25N/100

C. 1/4 N

D. 25 N

Catalyst 71

Thursday 21 May 2015

The Planets

1. Despite the proximity of the moon to Earth, the two bodies are glaringly dissimilar. The other three terrestrial planets bear some close similarities to either Earth or the moon. But each is unique. Each teaches us something about the others and about ourselves.

2. Mercury, Venus, and Mars are all close to Earth. However, they were long shrouded in mystery. Venus is covered with clouds that perpetually hide its surface. Mercury has no significant atmosphere. Its rocky surface is accessible, but it is so close to the sun that we can observe it effectively only in twilight. But our own murky atmosphere provides a poor view. Mars, however, with its surface markings and polar caps, appears intriguingly Earthlike.

3. However, before any physical analysis of the planets is possible, we need distances. The distances in AU between the bodies of the solar systems are found from their orbital locations. The distance in kilometers from Earth to any of these bodies then gives the number per AU (that is, the distance in kilometers between Earth and the sun) and thus the distances in kilometers between all the planets. In practice, we use Venus, measuring its distance from Earth in kilometers by radar (radio direction and range).

1. Which statement best expresses the main idea of the passage?

a. Earth and the moon are dissimilar.

b. Mercury, Venus, and Mars are close to Earth.

c. There is much to be learned about and from our three neighboring planets.

d. We need to know the distance of each planet from Earth.

2. Which of the following phrases most accurately identifies what this passage is about?

a. the dissimilarities of planets

b. the proximity of planets

c. the distance between planets

d. details of the planets

3. Which paragraph contains the central idea?

a. paragraph 3

b. paragraph 1

c. paragraph 2

d. none of the paragraphs

Catalyst 70

Wednesday 20 May 2015

Create a sentence using each tone word you chose yesterday.

IDENTIFY THE TOPIC AND MAIN IDEA OF THE FOLLOWING PASSAGE:

Save the forest

(1) Old forests are the focus of a long debate between the timer industry and conservationists. (2) The giant trees of these forests have a lot of lumber that could be sold.  (3) The other side of this controversy argues that these old forests are home to many kind of plants and wildlife that can survive nowhere else. (4) So we should save what remains of our old forests for our children.

1. The topic of this paragraph is:

a. wildlife

b. the timber industry

c. old forests

d. conservationists

2. What sentence has the main idea of this paragraph?

a. sentence 2

b. sentence 4

c. sentence 1

d. sentence 3

3. Which question should you ask to find the main idea of the paragraph?

a. Where is the support?

b. Who or what is this paragraph about?

c. What is the proof?

d. What is the point of this paragraph?

Catalyst 69

Tuesday 19 May 2015

Choose five tone words from the following link that you would like to incorporate into your vocabulary this week. Write down those five words in your journal, with their definition, and a person/image/object that that word makes you think of!

https://www.irsc.edu/uploadedFiles/Students/AcademicSupportCenter/WritingLab/Tone-and-Purpose.pdf (scroll down to page 2 of the link)

Motivating Art Students

Most children need some form of stimulating motivation to achieve high-quality results in their studio art endeavors. It can be either visual or verbal. Students must have something to say if they are to give it visual form. The introductory phase of an art lesson should kindle the spark that ignites curiosity and piques interest. It is unfair to expect students to be challenged or excited by a teacher saying “Draw what you want today,” or “Paint the way you feel.” Some of the many successful ways to begin an art project include the following:

  • Showing visual materials on the theme selected
  • Viewing examples of previous work
  • Guiding a class discussion in recalling a past experience
  • Conducting a field trip to enrich the students’ knowledge of the subject selected
  • Playing recordings or tapes to create the mood of the particular visual theme
  • Demonstrating the technical process with student participation
  • Calling attention to a bulletin board or chalkboard presentation prepared for the project
  • Having a guest speak, perform, or model for the students
  • Using poems, stories, lyrics, and music as motivational enrichment”

1. What is the purpose of this article?

a. to argue that art projects are always successful

b. to illustrate that art projects have no preferred structure

c. to explain how to begin an art project properly

d. to emphasize that art projects are often complicated

2. Who is the intended audience?

a. teachers in general

b. artists

c. students

d. art instructors

3. What is the purpose of the list?

a. to show art project steps to follow

b. to suggest possible ways to begin an effective art project

c. to prescribe the way an art project needs to be conducted

d. the list does not serve any of these purposes

4. What is the tone of the article?

a. serious

b. bitter

c. instructive

d. mocking

5. What is the tone of the following sentence: “Students must have something to say if they are to give it visual form.”

a. nostalgic

b. angry

c. firm

d. jovial