2/7/18 | Quizalize

Generate all of these 25 questions Part A: Each correct answer is worth 5. 1. The regular pentagon shown has a side length of 2 cm. The perimeter of the pentagon is (A) 2 cm (B) 4 cm (C) 6 cm (D) 8 cm (E) 10 cm 2 cm 2. The faces of a cube are labelled with 1, 2, 3, 4, 5, and 6 dots. Three of the faces are shown. What is the total number of dots on the other three faces? (A) 6 (B) 8 (C) 10 (D) 12 (E) 15 3. The equation that best represents \a number increased by _ve equals 15" is (A) n 􀀀 5 = 15 (B) n _ 5 = 15 (C) n + 5 = 15 (D) n + 15 = 5 (E) n _ 5 = 15 4. The line graph shows the number of bobbleheads sold at a store each year. The sale of bobbleheads increased the most between (A) 2016 and 2017 (B) 2017 and 2018 (C) 2018 and 2019 (D) 2019 and 2020 (E) 2020 and 2021 Number of 2016 2017 2018 2019 2020 Year Sale of Bobbleheads 2021 Bobbleheads 20 40 60 80 5. Starting at 72, Aryana counts down by 11s: 72; 61; 50; : : : . What is the last number greater than 0 that Aryana will count? (A) 4 (B) 5 (C) 6 (D) 7 (E) 8 6. In the diagram, \ABC = 90_. The value of x is (A) 68 (B) 23 (C) 56 (D) 28 (E) 26 Day of the Week 44° x° A B C x° 7. Which of the following values is closest to zero? (A) 􀀀1 (B) 5 4 (C) 12 (D) 􀀀4 5 (E) 0:9 Grade 8 8. A jar contains 267 quarters. One quarter is worth $0.25. How many quarters must be added to the jar so that the total value of the quarters is $100.00? (A) 33 (B) 53 (C) 103 (D) 133 (E) 153 9. A package of 8 greeting cards comes with 10 envelopes. Kirra has 7 cards but no envelopes. What is the smallest number of packages that Kirra needs to buy to have more envelopes than cards? (A) 3 (B) 4 (C) 5 (D) 6 (E) 7 10. For the points in the diagram, which statement is true? (A) e > c (B) b < d (C) f > b (D) a < e (E) a > c y x (e, f ) (a, b) (c, d ) Part B: Each correct answer is worth 6. 11. The 26 letters of the English alphabet are listed in an in_nite, repeating loop: ABCDEFGHIJKLMNOPQRSTUVWXY ZABC : : : What is the 258th letter in this sequence? (A) V (B) W (C) X (D) Y (E) Z 12. A public holiday is always celebrated on the third Wednesday of a certain month. In that month, the holiday cannot occur on which of the following days? (A) 16th (B) 22nd (C) 18th (D) 19th (E) 21st 13. A circular spinner is divided into three sections. An arrow is attached to the centre of the spinner. The arrow is spun once. The probability that the arrow stops on the largest section is 50%. The probability it stops on the next largest section is 1 in 3. The probability it stops on the smallest section is (A) 1 4 (B) 2 5 (C) 1 6 (D) 2 7 (E) 3 10 14. A positive number is divisible by both 3 and 4. The tens digit is greater than the ones digit. How many positive two-digit numbers have this property? (A) 4 (B) 5 (C) 6 (D) 7 (E) 8 15. A rectangular pool measures 20 m by 8 m. There is a 1 m wide walkway around the outside of the pool, as shown by the shaded region. The area of the walkway is (A) 56 m2 (B) 60 m2 (C) 29 m2 (D) 52 m2 (E) 50 m2 20 m 8 m 1 m Grade 8 16. The results of asking 50 students if they participate in music or sports are shown in the Venn diagram. What percentage of the 50 students do not participate in music and do not participate in sports? (A) 0% (B) 80% (C) 20% (D) 70% (E) 40% Music Sports 15 5 20 17. There are 2 3 as many golf balls in Bin F as in Bin G. If there are a total of 150 golf balls, how many fewer golf balls are in Bin F than in Bin G? (A) 15 (B) 30 (C) 50 (D) 60 (E) 90 18. In the sequence shown, Figure 1 is formed using 7 squares. Each _gure after Figure 1 has 5 more squares than the previous _gure. What _gure has 2022 squares? (A) Figure 400 (B) Figure 402 (C) Figure 404 (D) Figure 406 (E) Figure 408 Figure 1 Figure 2 Figure 3 19. Mateo's 300 km trip from Edmonton to Calgary passed through Red Deer. Mateo started in Edmonton at 7 a.m. and drove until stopping for a 40 minute break in Red Deer. Mateo arrived in Calgary at 11 a.m. Not including the break, what was his average speed for the trip? (A) 83 km/h (B) 94 km/h (C) 90 km/h (D) 95 km/h (E) 64 km/h 20. Equilateral triangle ABC has sides of length 4. The midpoint of BC is D, and the midpoint of AD is E. The value of EC2 is (A) 7 (B) 6 (C) 6:25 (D) 8 (E) 10 Part C: Each correct answer is worth 8. 21. The positive factors of 6 are 1, 2, 3, and 6. There are two perfect squares less than 100 that have exactly _ve positive factors. What is the sum of these two perfect squares? (A) 177 (B) 80 (C) 145 (D) 52 (E) 97 22. In the list p; q; r; s; t; u; v, each letter represents a positive integer. The sum of the values of each group of three consecutive letters in the list is 35. If q + u = 15, then p + q + r + s + t + u + v is (A) 85 (B) 70 (C) 80 (D) 90 (E) 75 Grade 8 23. The net shown is folded to form a cube. An ant walks from face to face on the cube, visiting each face exactly once. For example, ABCFED and ABCEFD are two possible orders of faces the ant visits. If the ant starts at A, how many possible orders are there? (A) 24 (B) 48 (C) 32 (D) 30 (E) 40 A D B C E F 24. The number 385 is an example of a three-digit number for which one of the digits is the sum of the other two digits. How many numbers between 100 and 999 have this property? (A) 144 (B) 126 (C) 108 (D) 234 (E) 64 25. Student A, Student B, and Student C have been hired to help scientists develop a new avour of juice. There are 4200 samples to test. Each sample either contains blueberry or does not. Each student is asked to taste each sample and report whether or not they think it contains blueberry. Student A reports correctly on exactly 90% of the samples containing blueberry and reports correctly on exactly 88% of the samples that do not contain blueberry. The results for all three students are shown below. Student A Student B Student C Percentage correct on samples 90% 98% (2m)% containing blueberry Percentage correct on samples 88% 86% (4m)% not containing blueberry Student B reports 315 more samples as containing blueberry than Student A. For some positive integers m, the total number of samples that the three students report as containing blueberry is equal to a multiple of 5 between 8000 and 9000. The sum of all such values of m is (A) 45 (B) 36 (C) 24 (D) 27 (E) 29

Hi, I'm John Green, this is Crash Course U.S. History, and today, we're going to talk about slavery, which is not funny. 0:06 Yeah, so we put a lei on the eagle to try and cheer you up, but let's face it, this is going to be depressing. 0:10 With slavery, every time you think, like, "Aw, it couldn't have been that bad," it turns out to have been much worse. 0:14 Mr. Green, Mr. Green! But what about – 0:15 Yeah, Me from the Past, I'm going to stop you right there, because you're going to embarrass yourself. Slavery was hugely important to America. 0:20 I mean, it led to a civil war and it also lasted what, at least in U.S. history, counts as a long-ass time, from 1619 to 1865. 0:29 And yes, I know there's a 1200-year-old church in your neighborhood in Denmark, but we're not talking about Denmark! 0:35 But slavery is most important because we still struggle with its legacy. 0:38 So, yes, today's episode will probably not be funny, but it will be important. 0:42 [Theme Music] North & South economic ties 0:51 So the slave-based economy in the South is sometimes characterized as having been separate from the Market Revolution, but that's not really the case. 0:57 Without southern cotton, the North wouldn't have been able to industrialize, at least not as quickly, because cotton textiles were one of the first industrially products. 1:04 And the most important commodity in world trade by the nineteenth century, and 3/4 of the world's cotton came from the American South. 1:11 And speaking of cotton, why has no one mentioned to me that my collar has been half popped this entire episode, like I'm trying to recreate the Flying Nun's hat. 1:18 And although there were increasingly fewer slaves in the North as northern states outlawed slavery, cotton shipments overseas made northern merchants rich. 1:26 Northern bankers financed the purchase of land for plantations. 1:29 Northern insurance companies insured slaves who were, after all, considered property, and very valuable property. 1:35 And in addition to turning cotton into cloth for sale overseas, northern manufacturers sold cloth back to the South, where it was used to clothe the very slaves who had cultivated it. 1:45 But certainly the most prominent effects of the slave-based economy were seen in the South. Slave-based agriculture in the South 1:49 The profitability of slaved-based agriculture, especially King Cotton, meant that the South would remain largely agricultural and rural. 1:56 Slave states were home to a few cities, like St. Louis and Baltimore, but with the exception of New Orleans, 2:00 almost all southern urbanization took place in the upper South, further away from the large cotton plantations. 2:06 And slave-based agriculture was so profitable that it siphoned money away from other economic endeavors. 2:11 Like, there was very little industry in the South. 2:13 It produced only 10% of the nation's manufactured goods. 2:16 And, as most of the capital was being plowed into the purchase of slaves, there was very little room for technological innovation, like, for instance, railroads. 2:23 This lack of industry and railroads would eventually make the South suck at the Civil War, thankfully. 2:27 In short, slavery dominated the South, shaping it both economically and culturally, and slavery wasn't a minor aspect of American society. Popular attitudes concerning slavery 2:35 By 1860, there were four million slaves in the U.S., and in the South, they made up one third of the total population. 2:42 Although in the popular imagination, most plantations were these sprawling affairs with hundreds of slaves, 2:47 in reality, the majority of slaveholders owned five or fewer slaves. 2:51 And, of course, most white people in the South owned no slaves at all, though, if they could afford to, they would sometimes rent slaves to help with their work. 2:57 These were the so-called yeoman farmers who lived self-sufficiently, raised their own food, and purchased very little in the Market Economy. 3:04 They worked the poorest land and, as a result, were mostly pretty poor themselves. 3:08 But even they largely supported slavery, partly, perhaps, for aspirational reasons, and partly because the racism inherent to the system gave even the poorest whites legal and social status. 3:18 And southern intellectuals worked hard to encourage these ideas of white solidarity and to make the case for slavery. 3:23 Many of the founders, a bunch of whom you'll remember, held slaves, saw slavery as a necessary evil. 3:29 Jefferson once wrote, quote, "As it is, we have the wolf by the ear, and we can neither hold him, nor safely let him go. 3:37 Justice is on one scale, and self-preservation in the other." 3:41 The belief that justice and self-preservation couldn't sit on the same side of the scale was really opposed to the American idea, 3:47 and, in the end, it would make the Civil War inevitable. 3:50 But as slavery became more entrenched in these ideas of liberty and political equality were embraced by more people, 3:55 some southerners began to make the case that slavery wasn't just a necessary evil. 3:59 They argued, for instance, that slaves benefited from slavery. 4:03 Because, you know, because their masters fed them and clothed them and took care of them in their old age. 4:07 You still hear this argument today, astonishingly. 4:09 In fact, you'll probably see asshats in the comments saying that in the comments. 4:12 I will remind you, it's not cursing if you are referring to an actual ass. 4:15 This paternalism allowed masters to see themselves as benevolent and to contrast their family-oriented slavery with the cold, mercenary Capitalism of the free-labor North. 4:26 So yeah, in the face of rising criticism of slavery, some southerners began to argue that the institution was actually good for the social order. 4:33 One of the best-known proponents of this view was John C. Calhoun, who, in 1837, said this in a speech on the Senate floor: 4:40 "I hold that, in the present state of civilization, 4:43 where two races of different origin and distinguished by color and other physical differences as well as intellectual, are brought together, 4:51 the relation now existing in the slave-holding states between the two is, instead of an evil, a good. A positive good." 4:59 Now, of course, John C. Calhoun was a fringe politician, and nobody took his views particularly seriously. 5:04 Stan: Well, he was Secretary of State from 1844 to 1845. 5:07 John: Well, I mean, who really cares about the Secretary of State, Stan? 5:10 Danica: Eh, he was also Secretary of War from 1817 to 1825. 5:13 John: All right, but we don't even have a Secretary of War anymore, so... 5:16 Meredith: And he was Vice President from 1825 to 1832. 5:19 John: Oh my god, were we insane?! 5:21 We were, of course, but we justified the insanity with Biblical passages and with the examples of the Greeks and Romans, 5:28 and with outright racism, arguing that black people were inherently inferior to whites. 5:33 And that not to keep them in slavery would upset the natural order of things. 5:37 A worldview popularized millennia ago by my nemesis, Aristotle. God, I hate Aristotle. 5:42 You know what defenders of Aristotle always say? 5:44 "He was the first person to identify dolphins." 5:47 Well, ok, dolphin identifier. 5:50 Yes, that is what he should be remembered for, but he's a terrible philosopher! Lives & experiences of enslaved people 5:53 Here's the truth about slavery: 5:55 It was coerced labor that relied upon intimidation and brutality and dehumanization. 6:00 And this wasn't just a cultural system, it was a legal one. 6:03 I mean, Louisiana law proclaimed that a slave "owes his master... a respect without bounds, and an absolute obedience." 6:09 The signal feature of slaves' lives was work. 6:12 I mean, conditions and tasks varied, but all slaves labored, usually from sunup to sundown, and almost always without any pay. 6:20 Most slaves worked in agriculture on plantations, and conditions were different, depending on which crops are grown. 6:25 Like, slaves on the rice plantations of South Carolina had terrible working conditions, 6:29 but they labored under the task system, which meant that once they had completed their allotted daily work, they would have time to do other things. 6:36 But lest you imagine this is like how we have work and leisure time, bear in mind that they were owned and treated as property. 6:42 On cotton plantations, most slaves worked in gangs, usually under the control of an overseer, or another slave who was called a "driver." 6:49 This was back-breaking work done in the southern sun and humidity, and so it's not surprising that whippings – or the threat of them – were often necessary to get slaves to work. 6:58 It's easy enough to talk about the brutality of slave discipline, but it can be difficult to internalize it. 7:03 Like, you look at these pictures, but because you've seen them over and over again, they don't have the power they once might have. 7:09 The pictures can tell a story about cruelty, but they don't necessarily communicate how arbitrary it all was. 7:14 As, for example, in this story, told by a woman who was a slave as a young girl: 7:18 "[The] overseer... went to my father one morning and said, "Bob, I'm gonna whip you this morning." 7:22 Daddy said, "I ain't done nothing," and he said, "I know it, I'm going to whip you to keep you from doing nothing," 7:28 and he hit him with that cowhide – you know it would cut the blood out of you with every lick if they hit you hard." 7:33 That brutality – the whippings, the brandings, the rape – was real, and it was intentional, because, in order for slavery to function, slaves had to be dehumanized. 7:43 This enabled slaveholders to rationalize what they were doing, and it was hoped to reduce slaves to the animal property that is implied by the term "chattel slavery." 7:51 So the idea was that slaveholders wouldn't think of their slaves as human, and slaves wouldn't think of themselves as human. 7:57 But it didn't work. Let's go to the Thought Bubble. 7:59 Slaves' resistance to their dehumanization took many forms, but the primary way was by forming families. Family, love, & religion of enslaved people 8:05 Family was a refuge for slaves and a source of dignity that masters recognized and sought to stifle. 8:10 A paternalistic slave owner named Bennet H. Barrow wrote in his rules for the Highland Plantation: 8:15 "No rule that I have stated is of more importance than that relating to Negroes marrying outside of the plantation... It creates a feeling of independence." 8:23 Most slaves did marry, usually for life, and, when possible, slaves grew up in two-parent households. 8:28 Single-parent households were common, though, as a result of one parent being sold. 8:32 In the upper South, where the economy was shifting from tobacco to different, less labor-intensive cash crops, the sale of slaves was common. 8:40 Perhaps one-third of slave marriages in states like Virginia were broken up by sale. 8:45 Religion was also an important part of life in slavery. 8:47 While masters wanted their slaves to learn the parts of the Bible that talked about being happy in bondage, 8:52 slave worship tended to focus on the stories of Exodus, where Moses brought the slaves out of bondage, 8:57 or Biblical heroes, who overcame great odds, like Daniel and David. 9:01 And, although most slaves were forbidden to learn to read and write, many did anyway. And some became preachers. 9:07 Slave preachers were often very charismatic leaders, and they roused the suspicion of slave owners, and not without reason. 9:13 Two of the most important slave uprisings in the South were led by preachers. 9:16 Thanks, Thought Bubble. 9:17 Oh, it's time for the Mystery Document? Mystery Document 9:19 We're doing two set pieces in a row? All right. [buzzing noise] [music] 9:24 The rules here are simple. 9:26 I wanted to re-shoot that, but Stan said no. 9:29 I guess the author of the Mystery Document. 9:30 If I am wrong, I get shocked with the shock pen. 9:33 "Since I have been in the Queen's dominions I have been well contented, yes well contented for sure, man is as God intended he should be. 9:40 That is, all are born free and equal. 9:43 This is a wholesome law, not like the southern laws which puts man made in the image of God on level with brutes. 9:49 O, what will become of the people, and where will they stand in the day of judgment. 9:53 Would that the 5th verse of the 3rd chapter of Malachi were written as with a bar of iron, 9:59 and the point of a diamond upon every oppressor's heart that they might repent of this evil, and let the oppressed go free..." 10:06 All right, it's definitely a preacher, because only preachers have read Malachi. 10:10 Probably African American, probably not someone from the South. 10:13 I'm going to guess that it is Richard Allen, the founder of the African Methodist Episcopal Church? 10:18 [buzzing noise] DAAAH, DANG IT! 10:19 It's Joseph Taper, and Stan just pointed out to me that I should have known it was Joseph Taper because it starts out, 10:24 "Since I have been in the Queen's dominions..." 10:27 He was in Canada. He escaped slavery to Canada. The Queen's dominions! 10:31 All right, Canadians, I blame you for this, although, thank you for abolishing slavery decades before we did. 10:36 [electric sounds] AHHH! How people resisted & escaped slavery 10:37 So, the Mystery Document shows one of the primary ways that slaves resisted their oppression: by running away. 10:42 Although some slaves like Joseph Taper escaped for good by running away to northern free states, 10:47 or even to Canada, where they wouldn't have to worry about fugitive slave laws, even more slaves ran away temporarily, hiding out in the woods or the swamps, and eventually returning. 10:55 No one knows exactly how many slaves escaped to freedom, but the best estimate is that a thousand or so a year made the journey northward. 11:01 Most fugitive slaves were young men, but the most famous runaway has been hanging out behind me all day long: Harriet Tubman. 11:07 Harriet Tubman escaped to Philadelphia at the age of 29, and over the course of her life, she made about 20 trips back to Maryland to help friends and relatives make the journey north on the Underground Railroad. 11:17 But a more dramatic form of resistance to slavery was actual, armed rebellion, which was attempted. 11:22 Now, individuals sometimes took matters into their own hands and beat or even killed their white overseers or masters. 11:27 Like Bob, the guy who received the arbitrary beating, responded to it by killing his overseer with a hoe. 11:33 But that said, large-scale slave uprisings were relatively rare. 11:36 The four most famous ones all took place in a 35-year period at the beginning of the 19th century. Slave rebellions 11:41 Gabriel's Rebellion in 1800 – which we've talked about before – was discovered before he was able to carry out his plot. 11:45 Then, in 1811, a group of slaves upriver from New Orleans seized cane, knives, and guns, and marched on the city before militia stopped them. 11:52 And in 1822, Denmark Vesey, a former slave who had purchased his freedom, may have organized a plot to destroy Charleston, South Carolina. 11:59 I say "may have" because the evidence against him is disputed and comes from a trial that was not fair. 12:05 But regardless, the end result of that trial was that he was executed, as were 34 slaves. Nat Turner's Rebellion 12:09 But the most successful slave rebellion, at least in the sense that they actually killed some people, was Nat Turner's in August 1831. 12:15 Turner was a preacher, and with a group of about 80 slaves, he marched from farm to farm in South Hampton County, Virginia, 12:21 killing the inhabitants, most of whom were women and children, because the men were attending a religious revival meeting in North Carolina. 12:27 Turner and 17 other rebels were captured and executed, but not before they struck terror into the hearts of whites all across the American South. 12:34 Virginia's response was to make slavery worse, passing even harsher laws that forbade slaves from preaching, and prohibited teaching them to read. 12:42 Other slave states followed Virginia's lead and, by the 1830s, slavery had grown, if anything, more harsh. 12:47 So, this shows that large-scaled armed resistance was – Django Unchained aside – not just suicidal, but also a threat to loved ones and, really, to all slaves. How enslaved people resisted their oppression & why it matters 12:55 But, it is hugely important to emphasize that slaves did resist their oppression. 12:59 Sometimes this meant taking up arms, but usually it meant more subtle forms of resistance, 13:03 like intentional work slowdowns or sabotaging equipment, or pretending not to understand instructions. 13:08 And, most importantly, in the face of systematic legal and cultural degradation, they re-affirmed their humanity through family and through faith. 13:16 Why is this so important? 13:17 Because too often in America, we still talk about slaves as if they failed to rise up, 13:21 when, in fact, rising up would not have made life better for them or for their families. 13:26 The truth is, sometimes carving out an identity as a human being in a social order that is constantly seeking to dehumanize you, is the most powerful form of resistance. 13:34 Refusing to become the chattel that their masters believed them to be is what made slavery untenable and the Civil War inevitable, so make no mistake, slaves fought back. 13:45 And in the end, they won. I'll see you next week. Credits 13:48 Crash Course is produced and directed by Stan Muller. 13:50 The script supervisor is Meredith Danko. 13:52 Our associate producer is Danica Johnson. 13:54 The show is written by my high school history teacher Raoul Meyer and myself. 13:57 And our graphics team is Thought Cafe. 13:58 Every week, there's a new caption to the Libertage, but today's episode was so sad that we couldn't fit a Libertage in... 14:04 UNTIL NOW! [Libertage Rock Music] 14:08 Suggest Libertage caption in comments, where you can also ask questions about today's video that will be answered by our team of historians. 14:13 Thanks for watching Crash Course, and as we say in my home town, don't forget to be abolitionist.

ACT#2 GRADE 7 (AUG. 18, 2023)

Dred Scott was born enslaved in Virginia in 1799. In 1833, he was purchased by Dr. John Emerson, an army surgeon, living in Missouri. At the time, the U.S. was divided into free states (where slavery was outlawed) and slave states (where slavery was allowed). The Missouri Compromise of 1820 made Missouri a slave state. But it also outlawed slavery in any territory north of it. In 1833, Dr. Emerson was assigned to a fort in Illinois, and later, a fort in the Wisconsin Territory. He took Dred Scott with him. They lived in these areas for years. Even though slavery was outlawed in both places, Emerson never freed Scott. Eventually, Scott was sent back to Missouri to live with Emerson’s wife, Eliza Sanford*. After the doctor died in 1843, Scott tried to buy his freedom. Sanford refused. With the support of his church, abolitionists, and friends, Scott sued to get it. His case ended up going all the way to the Supreme Court. The Arguments Scott sued using two Missouri laws. One said any person held in wrongful enslavement could sue for their freedom. The other stated any person taken to a free territory was automatically free, and could not be re-enslaved. Sanford argued that the Missouri laws applied only to someone moving to free areas by choice. Dr. Emerson was ordered by the army to move to his posts. Sanford also said that military authority was greater than the states’. And since they lived on military bases, Emerson did not have to follow state or territory laws. The Decision In a 7–2 decision, the Court ruled that Dred Scott was not free. Chief Justice Roger Taney stated that all people of African descent, free or enslaved, were not U.S. citizens. They did not have rights, like the power to vote or sue in court, so Scott’s case was invalid. But Taney did not stop there. He added that, because enslaved people were property, the Fifth Amendment protected the rights of enslavers. The Fifth Amendment says the government can’t take someone’s property without going through the courts or paying for it. Laws that banned slavery, like the Missouri Compromise, were unconstitutional. No level of government, Taney said, state or federal, could outlaw slavery.

Το μυοσκελετικό σύστημα Το μυοσκελετικό σύστημα αποτελεί το κινητικό σύστημα του ανθρώπινου οργανισμού. Τα διάφορα συστήματα του οργανισμού συνδέονται μεταξύ τους ανατομικά και λειτουργικά και με την επίδραση του νευρικού συστήματος και των ορμονών εμφανίζουν τον ανθρώπινο οργανισμό ως ενιαίο σύνολο. Τα συστήματα αποτελούν άθροισμα οργάνων, τα οποία έχουν κοινή καταγωγή και συνεργάζονται μεταξύ τους για την πραγματοποίηση μιας κοινής λειτουργίας. Οι βασικοί ιστοί, οι οποίοι αποτελούν τα όργανα του μυοσκελετικού συστήματος, είναι: 1) ο ερειστικός ιστός ο οποίος διακρίνεται στο: συνδετικό ιστό χονδρικό ιστό και στον οστίτη ιστό 2) ο μυϊκός ιστός Τα όργανα που αποτελούνται από ερειστικό ιστό είναι τα οστά και οι αρθρώσεις, οι οποίες συνδέουν μεταξύ τους τα οστά σχηματίζοντας τον ανθρώπινο σκελετό. Από μυϊκό ιστό αποτελούνται οι μύες. Τα οστά σχηματίζουν ένα σύστημα από μοχλούς οι οποίοι πολλαπλασιάζουν τις δυνάμεις που δημιουργούνται με τη συστολή των μυών μετατρέποντάς τις σε σωματικές κινήσεις. I. Οστίτης ιστός - σκελετικό σύστημα Ο οστίτης ιστός είναι από τους σκληρότερους ιστούς του ανθρώπινου σώματος και μετά το χόνδρο ο πιο ανθεκτικός στις πιέσεις. Καθώς αποτελεί το κύριο συστατικό του ώριμου σκελετού, υποβαστάζει τη μυϊκή μάζα, προστατεύει ζωτικά όργανα, όπως αυτά που περιέχονται στην κρανιακή και θωρακική κοιλότητα, και περικλείει το μυελό των οστών, όπου παράγονται τα κύτταρα του αίματος. Τα οστά επίσης χρησιμεύουν ως αποθήκη ασβεστίου, φωσφόρου και άλλων ιόντων, τα οποία μπορούν να αποδεσμεύουν ή να αποθηκεύουν με ελεγχόμενο τρόπο, ώστε να διατηρείται σταθερή η συγκέντρωση αυτών των σπουδαίων ιόντων στα υγρά του σώματος. α. Ο σκελετός του ανθρώπου Ο σκελετός του ανθρώπου διαιρείται στο σκελετό του κορμού και στο σκελετό των άκρων (Εικ. 6.1). Ο σκελετός του κορμού Υποδιαιρείται: i) στο σκελετό της κεφαλής, ii) στη σπονδυλική στήλη και iii) στο σκελετό του θώρακα. 24-0573.indd 113 13/7/2021 2:18:11 µµ 114 κεφάλαιο 6ο i) Ο σκελετός της κεφαλής περιλαμβάνει τα οστά του εγκεφάλου και του προσωπικού κρανίου. Τα οστά του εγκεφαλικού κρανίου είναι οκτώ, τέσσερα μονά και δύο διπλά. Μονά είναι το μετωπιαίο, το ινιακό, το σφηνοειδές και το ηθμοειδές. Διπλά είναι το κροταφικό (δεξιό-αριστερό) και το βρεγματικό (δεξιό-αριστερό) (Εικ. 6.2). Το προσωπικό κρανίο περιέχει την αρχή του αναπνευστικού και του πεπτικού συστήματος, γι’ αυτό ονομάζεται και σπλαγχνικό κρανίο. Αποτελείται από 14 οστά που είναι τα δύο δακρυϊκά, τα δύο ρινικά, οι δύο κάτω ρινικές κόγχες, η μονή ύνιδα, οι δύο άνω γνάθοι, τα δύο ζυγωματικά, τα δύο υπερώια και η μονή κάτω γνάθος, το μόνο κινητό οστό της κεφαλής. Η κάτω γνάθος αρθρώνεται με τα κροταφικά οστά και σχηματίζει την κροταφογναθική διάρθρωση. Τα οστά του προσωπικού κρανίου μαζί με μερικά οστά της βάσης του κρανίου σχηματίζουν οστέινες κοιλότητες, οι οποίες είναι: οι δύο οφθαλμικοί κόγχοι (δεΕικόνα 6.2 Ο σκελετός του κρανίου από τα πλάγια. Διακρίνονται τα οστά του εγκεφαλικού κρανίου. Ινιακό Σφηνοειδές Κροταφικό Βρεγματικό Μετωπιαίο 24-0573.indd 114 13/7/2021 2:18:12 µµ το μυοσκελετικό σύστημα 115 Εικόνα 6.3 Ο σκελετός του κρανίου από πρόσθια άποψη. Διακρίνονται τα οστά του σπλαχνικού κρανίου. ξιός-αριστερός), η ρινική κοιλότητα και η στοματική κοιλότητα (Εικ. 6.3). ii) Η σπονδυλική στήλη αποτελεί τον κύριο στηρικτικό σκελετικό άξονα του σώματος. Μ’ αυτή στηρίζεται η κεφαλή και ο κορμός, το δε βάρος τους μεταβιβάζεται με τα οστά της λεκάνης στα κάτω άκρα. Στο εσωτερικό της σπονδυλικής στήλης (σπονδυλικός σωλήνας) φιλοξενείται, προστατευόμενος από αυτήν ο νωτιαίος μυελός. Οφθαλμικός κόγχος κάτω γνάθος άνω γνάθος ζυγωματικό ρινική κοιλότητα 24-0573.indd 115 13/7/2021 2:18:12 µµ 116 κεφάλαιο 6ο Εικόνα 6.4 Η σπονδυλική στήλη του ανθρώπου. 1. Αυχενικοί σπόνδυλοι 2. Θωρακικοί σπόνδυλοι 3. Οσφυϊκοί σπόνδυλοι 4. Ιερό οστό 5. Σπόνδυλοι του κόκκυγα. Η σπονδυλική στήλη αποτελείται από 33-34 βραχέα οστά, τους σπονδύλους, τοποθετημένα το ένα πάνω στο άλλο με την παρεμβολή ενός χόνδρινου δίσκου, του μεσοσπον - δύλιου δίσκου. Οι μεσοσπονδύλιοι δίσκοι έχουν αρκετή ελαστικότητα, απορροφούν τα τραντάγματα και προσδίδουν ευκαμψία. Η σπονδυλική στήλη εμφανίζει πέ - ντε μοίρες: την αυχενική, τη θωρα - κική, την οσφυϊκή, την ιερή και την κοκκυγική, καθεμιά από τις οποίες αποτελείται από ορισμένο αριθμό σπονδύλων. Έτσι, ανάλογα με τη μοί - ρα, διακρίνουμε επτά αυχενικούς, δώδεκα θωρακικούς, πέντε οσφυ - ϊκούς, πέντε ιερούς και τρεις-τέσ - σερις κοκκυγικούς σπονδύλους. Οι αυχενικοί, θωρακικοί και οσφυϊ - κοί σπόνδυλοι είναι ανεξάρτητοι και ονομάζονται γνήσιοι σπόνδυλοι. Οι ιεροί και κοκκυγικοί έχουν συνοστε - ωθεί και σχηματίζουν αντίστοιχα ενι - αία οστά, το ιερό οστό και τον κόκ - κυγα, γι’ αυτό και ονομάζονται νόθοι σπόνδυλοι (Εικ. 6.4). iii) Ο σκελετός του θώρακα απο - τελείται από το στέρνο, τους δώδε - κα θωρακικούς σπονδύλους και τα δώδεκα ζεύγη πλευρών που εκτεί - νονται μεταξύ σπονδυλικής στήλης και στέρνου (Εικ. 6.5). Ο θώρακας στο σύνολό του έχει σχήμα κώνου αποπλατυσμένου από μπροστά προς τα πίσω. Εμφανίζει τρεις διαστάσεις (διαμέτρους): την κάθετη, την εγκάρσια και την προσθιοπίσθια, οι οποίες μεταβάλλονται στις διάφο - ρες φάσεις των αναπνευστικών κινή - σεων. Αποτελεί μια οστέινη κοιλότη - τα μέσα στην οποία προστατεύονται πολύτιμα όργανα όπως η καρδιά, οι πνεύμονες, μεγάλα αγγεία και νεύρα.

GRADE 4 Module 6 Lesson 3. Interpret Remainders This PowerPoint file contains instructional aids for teachers who have purchased Into Math. It is intended to be projected to students and used in conjunction with the Student Edition and manipulatives as needed. These slides can be used to move the conversation forward in the classroom, but they should not serve as a replacement for student-centered, collaborative conversations in which students have the space they need to find an entry point, construct meaning, and build understanding. About the Slide Presentation Presenter View: Use the Presenter view to see notes while presenting. Customization: Add or delete content or notes to get the best learning experience for your classroom. 1 Problem of the Day. Which equations can be used to solve the following problem? Rita makes 40 bracelets and gives an equal number to 8 friends, including Veronica. Veronica gives 2 of the bracelets that she received to her sister. How many bracelets does Veronica have left? A. 40 – 8 = 32 32 ÷ 2 = 16 B. 40 ÷ 8 = 5 5 + 2 = 7 C. 8 + 2 = 10 40 ÷ 10 = 4 D. 40 ÷ 8 = 5 5 – 2 = 3 2 I Can. I Can solve a division problem and interpret the remainder in the context of the problem. 3 Spark Your Learning. Aiden is building solar toy cars in his science club. The cars collect and use energy from the sun for power. Aiden buys 18 wheels. Each car needs 4 wheels. How many cars can Aiden build? Show your thinking. 4 Turn and Talk. What is the remainder in this problem? What does the remainder mean? Professional Development note: Use the Professional Learning Cards to provide language routines that may help students access the meaning of the problem. 5 Build Understanding • Task 1 ACTIVITY. There are 57 students going to the science museum. Each van can take 5 students. How many vans are needed to take all the students? Use a visual model to show how the students are divided into groups of 5. 6 Turn and Talk. How can you use the whole-number quotient and remainder to answer these questions? How many vans will be full? How many students will ride in the van that is not full? Professional Development note: Use the Professional Learning Cards to provide language routines that may help students access the meaning of the problem. 7 Step It Out • Task 2 ACTIVITY.. Amanda has 73 inches of wire for a science experiment. She needs to cut all the wire into 8 identical pieces. How many inches long will each piece be? 8 Turn and Talk. Why is this problem a good situation to write the remainder as a fraction? Professional Development note: Use the Professional Learning Cards to provide language routines that may help students access the meaning of the problem. 9 Check Understanding. 1. Maya needs 44 batteries for smoke alarms. The batteries come in packs of 6. How many packs does Maya need to buy? For 44 ÷ 6, the whole-number quotient is ____ and the remainder is ____. Maya needs to buy ____ packs. Circle how you interpreted the remainder to solve the problem. 10 I Can Scale. 4 I can explain how to solve a division problem and interpret the remainder in the context of the problem. 3 I can solve a division problem and interpret the remainder in the context of the problem. 2 I can solve a division problem and identify the whole-number quotient and the remainder. 1 I can solve a division problem with a remainder. 11 Exit Ticket. Mr. Jenkins’ class is giving speeches during a 46-minute class. Each student will be able to talk for 4 minutes. How many students can give speeches? Justify your answer.

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