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Before Quiz 2 2u1e
Quiz by Profe Brazofuerte (días B)
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Make the following info into a quiz: Questions (20) Show answers 1 - Quiz I ________ this would be difficult. 20sec 2 - Quiz She ______ a good lesson. 20sec 3 - Quiz Even ________ we are tired, we can do this. 20sec 4 - Quiz That's a ______ question. I don't know the answer. 20sec 5 - Quiz Have a _______ look through your exam paper before you hand it in. 20sec 6 - Quiz I received 10 calls from your mom _____ the day - just call her back! 20sec 7 - Quiz He wore shorts even ______ it was cold. 20sec 8 - Quiz The elephant's skin is very ______. 20sec 9 - Quiz What a great _____ to bring her flowers! 20sec 10 - Quiz We drove _______ a storm. 20sec 11 - Quiz We made it ______ the first semester. 20sec 12 - Quiz I need a _____ report on the latest trends in online shopping. 20sec 13 - Quiz I liked her outfit, I didn't like her accessories _____. 20sec 14 - Quiz We were _____ a lot by the pandemic. 20sec 15 - Quiz I have never _____ about relocating. 20sec 16 - Quiz She looked ______ the magazine. 20sec 17 - Quiz We went ________ the tunnel. 20sec 18 - Quiz That was a ______ hike! I am tired. 20sec 19 - Quiz The house was renovated _____ - everything is new, even windows. 20sec 20 - Quiz Wait a moment, I'll put you _____ to the sales department.Kindly watch English Fairy Tales (The mind Reader Part 1 & 2) Before taking part in this quiz.*MCQ Quiz: Understanding Good Practices in Writing AI Prompts** 1. **Q:** What is the first step in crafting an effective AI prompt? - a) Define the objective - b) Select the AI tool - c) Provide examples - d) Choose the target audience 2. **Q:** Why is it important to specify the target audience in a prompt? - a) It helps in choosing the right AI tool. - b) It ensures the output is tailored to the right level. - c) It determines the length of the prompt. - d) It makes the prompt more creative. 3. **Q:** Which of the following is a good practice when writing a prompt? - a) Keep the prompt vague to allow AI flexibility. - b) Include clear and specific instructions. - c) Write a very long and detailed prompt. - d) Start with examples before stating the objective. 4. **Q:** What is the role of examples in a well-structured prompt? - a) To confuse the AI with multiple possibilities. - b) To provide context and clarify expectations. - c) To make the prompt longer. - d) To show off knowledge of the subject. 5. **Q:** When should you select the AI tool in the prompt-writing process? - a) After defining the objective and specifying the audience. - b) Before defining the objective. - c) At the very end. - d) Before writing anything else. 6. **Q:** What is a common mistake to avoid when writing prompts? - a) Being too specific in instructions. - b) Including irrelevant information. - c) Mentioning the target audience. - d) Defining the objective clearly. 7. **Q:** How should the tone of a prompt be set? - a) It should be casual and open-ended. - b) It should be formal and precise. - c) It should change depending on the day. - d) It should be vague to encourage creativity. 8. **Q:** What is the final step in crafting a well-structured prompt? - a) Review and refine the prompt. - b) Select the target audience. - c) Provide examples. - d) Choose the AI tool. https://www.revisely.com/quiz/oEkaoRPMS Quiz: Quality vs. Efficiency 1. A teacher spends five hours creating a highly interactive digital game for a single 40-minute lesson. This is an example of prioritizing: • A) Quality over Efficiency • B) Efficiency over Quality • C) Administrative Competence • D) Resource Management • Hint: The focus is on high-level engagement, but the time investment is very high. 2. Which of the following best describes "Efficiency" in the context of the RPMS? • A) Submitting all MOVs and reports on or before the deadline with minimal errors. • B) Ensuring 100% of students pass the quarterly examination. • C) Creating the most aesthetically pleasing portfolio in the department. • D) Conducting home visits for every single student in a class of 50. • Hint: Look for the option that emphasizes timeliness and resource use. 3. Using a "template" or a "reusable slide deck" for lesson planning is a strategy to improve: • A) Efficiency • B) Instructional Diversity • C) Subject Matter Mastery • D) Classroom Discipline • Hint: Templates reduce the time spent on repetitive formatting. 4. If a teacher provides detailed, personalized feedback to every student but submits the grades two weeks late, they have achieved: • A) High Quality, Low Efficiency • B) Low Quality, High Efficiency • C) High Quality, High Efficiency • D) Low Quality, Low Efficiency • Hint: The work itself is excellent, but the timing is poor. 5. Which tool improves Efficiency without sacrificing the Quality of assessment data? • A) Automated Google Forms for multiple-choice quizzes. • B) Giving everyone a passing grade to save time on checking. • C) Writing long paragraphs of feedback on 200 paper-based essays. • D) Skipping assessments entirely to finish the syllabus faster. • Hint: Look for a balance where technology handles the "busy work." 6. When discussing Quality in your RPMS portfolio, which "Means of Verification" (MOV) is most appropriate? • A) Sample of student work with constructive teacher comments. • B) A logbook showing you arrived at school at 7:00 AM daily. • C) A certificate for attending a 1-hour webinar. • D) A photo of your organized teacher's cabinet. • Hint: Quality is evidenced by the impact on student learning. 7. The concept of "Doing the right things" (Effectiveness) represents: • A) Quality • B) Efficiency • C) Speed • D) Compliance • Hint: "Doing the right things" is about results; "Doing things right" is about process. 8. How does "Efficiency" help a teacher maintain "Quality" in the long run? • A) It prevents burnout by optimizing workload, leaving energy for creative teaching. • B) It allows the teacher to take more side jobs. • C) It ensures the teacher never has to talk to parents. • D) It proves that the teacher is smarter than their peers. • Hint: Consider the relationship between teacher well-being and performance. 9. If a teacher's RPMS rating for Quality is 5 (Outstanding) but Efficiency is 2 (Fair), what is the most likely reason? • A) The teacher produces excellent work but often misses deadlines. • B) The teacher is very fast but makes many mistakes in their reports. • C) The teacher is both slow and produces poor results. • D) The students are failing despite the teacher being very organized. • Hint: Check the gap between the high-standard output and the slow delivery. 10. What is the ultimate goal of balancing Quality and Efficiency in the PPST-RPMS? • A) To achieve sustainable professional excellence that benefits the learners. • B) To get a higher salary increase only. • C) To impress the School Head during the observation. • D) To finish the school year with the least amount of work possible. • Hint: It's about long-term growth for both teacher and student. ________________________________________ Answer Key: 1. A | 2. A | 3. A | 4. A | 5. A | 6. A | 7. A | 8. A | 9. A | 10. A ________________________________________Create this questions into quiz: 1. Yesterday I ………………..(buy) a shirt and cargo trousers. 2. Ethan and Noa……………………(already/wait) for an hour before the bus arrived. 3. My parents……………….………(paint) the kitchen the whole morning. 4. It……………..(rain) very often in London 5. My brother………………….(clean) his room at the moment. 6. What…………………….…….(you/do) yesterday at 7 in the evening? 7. While my husband…………………..(cook) I ………..…………..(watch) TV. 8. She………………………….(not/study) for the exam yet. 9. I want you.……….………….(hand in) this assignment before Friday. 10. Students enjoy…………………(play) vocabulary games in class. 11. Can you afford………………..(buy) this expensive car? 12. We are looking forward to………………….(hear) from you.Create a vocabulary quiz for 10th grade EFL students at CEFR B1 level. For example: adequate means: 1. sufficient 2. more and more 3. not enough. Use all the vocabulary below and provide accompanying definitions per the example to create this vocabulary quiz. The vocabulary quiz must contain at least 226 questions including the following vocabulary: addition advance advanced advertising among other things analysis appear approach as at least average be responsible for something be responsible for doing something before besides can challenge chance change characteristic claim come after come first come last common complicated concern conditions conduct consequence considerable cope critic current decrease delayed deliberately demonstrate design destruction development disagreement disaster discovery dislike do doubt drop educate efficient emphasis enjoyable essay essentially even if even though event exactly except that exist extraordinary feature feedback figure financial finding findings flexible flood flu focus on somebody or something focus frequent fresh frighten from gain generate guidance hopefully ideal illness illustrate image in terms of something in actual fact in connection with something in that case in the meantime initial instruction intelligence interest introduce invest investigate just about just about keep on doing something kind of knowledge lack landscape likely limited little look at something low material mean means measure mention miss misunderstand more or less must naturally nature necessarily nevertheless not at all not only notice objective occasional official on the one hand on the other hand once others otherwise out of date participate particular past perform personality personally planet planning plant point of view policy pollution popular population prevent priority private probable produce profession professor proof proposed protest provided (that) psychology public purpose quality question question questionnaire react reasonable recommend recycle regard region regular relevant reliable rely on/upon sb/sth request research result review revise risk run out of rural salary sample seldom sense set up sth or set sth up significant skilled slight specialist specific still structure study supposed surface take advantage of sth thanks to somebody or something theory throw away throw out something throw something away throw out transport trash treatment unfortunately unhealthy unique united universe unknown unlike unlikely urban vary view visible vision volume whom wildlife within worthwhile would additional analyze analyst appearance on average change characterize complicate concerned concerning concerned with something consequently cope with something criticize criticism currently deliberate demonstration designer developing developed educated educator efficiency efficiently emphasize enjoyment existence existing figure out something finance flexibility frequency hopeful illustration initially intelligent interested in something investor investment investigation investigator limitation meaning occasionally old-fashioned participant participation particularly performance planned pollute prevention producer professional psychological psychologist publicly reaction reasonably recommendation regardless regarding regional relevance researcher resulting revision sensible set out something set something out significantly significance skillful slightly specialize specifically specify theoretical transportation unfortunate unity unite universal variation viewerMake mcq quiz with 4 option in which one is correct -'10 Basis of Material Science • .....;;;";;;"~~;;,,;;,,,,;.;.,,;;,,,;,,;.;,.,------------ 6. Temporary materials: Some materials are meant to be placed in the oral cavity for a short period of time for different reasons. • Temporary crowns: While a permanent crown is prepared in the dental laboratory, the patient must wait for few days before it can be fabricated and cemented into place. Does patient experience any problems during this time period? If the tooth is vital (the pulp is alive), the patient is likely to experience pain and sensitivity while eating and drinking, also it looks unesthetic. What can be done to solve this problem? A temporary crown is placed before the patient leaves the clinic. It is constructed and luted in the same appointment in which the crown preparation is done. Temporary crowns are not very strong or esthetic but they serve adequately till the permanent crown is ready to be cemented. • Temporary restorations: Sometimes it is difficult to decide immediately the best line of treatment for a particular tooth. The exact condition of the pulp may not be obvious to the dentist from the patient's symptoms. A dentist removes all or part of the decay and then places a temporary restoration to have time to observe the behaviour of the pulp or to give the pilip time to heal before deciding the further treatment required. Classification based on Location of Fabrication 4,9 Materials can be classified based on the location of fabrication into: • Direct restorative materials. • Indirect restorative materials Direct restorative materials: They include those materials which are used to restore cavity preparations directly in the oral cavity (Box 1.5). Box 1.5: Examples of direct restorative materials Amalgam, composites, glass ionomer and other materials, which set by chemical reactions in the mouth. Indirect restorative materials: It includes those restorations which must be fabricated outside the mouth, indirectly on a cast/ model/ die, because their processing condition would harm oral tissues. Materials used in the construction of such prosthesis are called indirect restorative materials (Box 1.6). Box 1.6: Examples of indirect restorative materials Gold inlays, crowns of metal, ceramic and polymers, which are processed at elevated temperatures. Some indirect composite restorations can be processed under specific wavelength of light, e.g. Ceramage. Classification based on Longevity of Use 1. Permanent restorations: These restorations are not planned to be replaced for a particular time period. Though they are referred to as permanent, actually they are not, e.g. fillings, crowns, bridges and dentures do not last forever (Fig. 1.5). 2. Temporary restorations: These restorations are planned to be replaced in a short period of time, such as few days to weeks. For ~ Permanent C/) c c -.2 0 c- :;::; Cll co Interim ~ Q; 0 .8ll::1iJ C/) o~ Cll a:: c:=:J Temporary Time period Fig. 1.5: Diagram depicting the time period of use of a restoration. (Arrow in permanent restoration depicts that such restorations are not planned to be replaced for a long period of time.) Introducton to Dental Materials Dental materials Box 1.7: Characteristics of metals 1. High thermal and electrical conductivity 2. Ductility (pure metals are very soft and they can be bent without breaking) 3. Opacity (they do not transmit light) 4. Luster (they have a surface that strongly reflects light and appears bright and shiny) 5. They tend to dissolve to some extent in water or other aqueous solutions, producing cations. 6. All metals are white (actually gray) except for gold, which is yellow, and copper, which is reddish. 7. All metals are solid at room temperature except mercury, which is liquid at room temperature and is used with silver alloys as amalgam. 8. All metals have high melting temperatures because of high strength of the metallic bond that holds the atoms together. 3. Polymers 4. Composites Composites are mixtures of two or more of the first three classes in which the different components remain distinct from one another in the final structure. A common example is composite resin. Fig. 1.7a: Three-dimensional structure of iron (metal) Metals Metals are the oldest of the three classes of materials that have been used as dental materials. Metals are characterized by metallic bonds (Box 1.7) which will be discussed in the next chapter. Metals solidify with their atoms in a regular or crystalline arrangement (see Chapter 2), often in the form of a cube (Fig. 1.7a). example, temporary fillings done in a tooth during root canal treatment, which have to be replaced within 2-4 days during subsequent visits. They are used to protect the tooth and provide function till the final restoration is done. 3. Interim restoration: At times, dental treatment requires "long-term" definite temporary restorations or "interim" restorations. For examle, a 7-year-old child, met with trauma and fractured one of his central incisors. A large composite build- up may serve his immediate requirement until the root formation is completed and a permanent crown is placed. 5 Classification based on the Chemical Nature of the Material These are the atoms that make up a material and the way they are bonded together determine the properties of that materiaLS Weak bonds make for weak materials and vice versa (Table 1.4). Materials can be classified into different categories based on their primary atomic bonds (Fig. 1.6): 1. Metals 2. Ceramics Fig. 1.6: Classification of dental materials based on chemical nature 12 Basis of Material Science Box 1.9: Benefits of ceramics in dentistry 1. Many ceramic oxides are used as pigmenting agents. These oxides produce good range of colors. Due to this characteristic, we are able to match almost any tooth color with good esthetic results. 2. They are inert, i.e. not chemically reactive. This quality provides ceramics with good bio- compatibility. 3. Ceramic materials are translucent, like natural teeth. This translucency gives the ceramic crown a more natural appearance than any other dental material. Fig. 1.7b: Internal arrangement of tetrahedral structure of ceramic (silica) four large oxygen atoms surround smaller silicon atom Ceramics A ceramic is a compound formed by the union of a metallic and a non-metallic element (Box 1.8). Most of these materials are oxides, formed by the union of oxygen with metals such as silicon, aluminum, calcium and magnesium (Fig.1.7b). Ceramics may be simple or complex. Examples of simple ceramics are alumina and silica. Examples of complex ceramics are feldspar (potassium aluminum silicate) and kaolin (hydrated aluminum silicate). Ceramics may be crystalline or non- crystalline (i.e. amorphous). Porcelain is a specific type of ceramic used extensively in dentistry (Box 1.9). Box 1.8: Characteristics of ceramics 1. High melting points. 2. Brittleness, which means they cannot be bent or deformed (no sliding) to any extent without actually cracking and breaking. 3. They are poor conductor of heat and electricity. 4. They are chemically inert. 5. They have excellent esthetic result in terms of matching natural teeth. Fig. 1.8: Stucture of synthetic polymer Polymers They are the latest addition (early to mid- 1900s) to dental materials. Most of the polymers are nowadays synthesized by humans. Polymers are giant, long-chain organic molecules (Fig. 1.8). Polymers are characterized by covalent bonds within each molecule, giving them tremendous strength in a single direction. Try to break a nylon rope by pulling it! They are poor conductors of heat and electri- city. Most polymers have a structure containing thousands of carbon atoms linked together like beads on a string. Others, such as silicone polymers are formed with silicon-oxygen bonds. Introducton to Dental Materials Table 1.4: Characteristics of different materials 13 Characteristics Bond Properties Crystal structure Metals Metallic bonding High strength and hardness, high electrical and thermal conductivity BCC, FCC, or HCP unit cells Ceramics Ionic or covalent bonding, or both High hardness and stiffness, electrically insulating, refractory, and chemically inert Crystalline or amorphous Polymers Covalent bonding Low sensitivity, high electrical resistivity, and low thermal conductivity, strength and stiffness vary widely Amorphous and crystalline Composites Composites are combinations of any of the basic ceramic, metallic and polymeric materials (Box 1.10). Each material that makes up composites is called a phase. Their properties tend to be somewhere between those of their basic constituents and are used to enhance their performance, longevity and handling chracterstics. Box 1.10: Types of composites in dentistry 1. Ceramic - metallic composite: Tungsten carbide bur. 2. Metal - polymer composite: Die materials in dental laboratory. 3. Ceramic - polymer composite: Enamel, dentin, bone and restorative composites. A composite is a kind of "combination" of materials, which compliment each other. The properties lacking in one material are compensated by those of the other material. For example, restorative composite has two phases, namely resin and fillers. Teeth and bones are examples of natural composites. Enamel is a composite of hydroxyapatite (which is a ceramic material) and protein (which is a polymer). EVALUATION OF DENTAL MATERIALS Most manufacturers of dental materials maintain a quality assurance programme (As per international standard like ADA specifications) and materials are thoroughly tested before being released into the market for dental practitioner (Fig. 1.9). Laboratory Evaluations Most ADA/ ANSI specifications involve laboratory tests. The tests performed as per these specifications are useful but they all are performed in vitro, (carried out in the laboratory away from the clinical conditions) which have a lot of limitations in clinical practice.lO Clinical Notes 1. For example, most of the direct restorative materials are tested for their compressive strength but ultimately the material is subjected to a combination of compressive, tensile and shear stresses, which may decide the final success or failure of the material under masticatory load. 2. Similarly upper dentures mostly fracture along the midline because of bending. Hence a bending or transverse strength ~B-a-s-is-o-f-M-a-t-e-ria-I-S~c-ie-n-c-e-------------- ---------. test is far more meaningful for denture base materials than a compression test. Clinical Trials The majority of new materials are subjected to extensive clinical trials normally in co-operation with a dental college or hospital departments prior to their release. CONCLUSION As the number of available materials is going up, it is important that the dentist remains more aware about new products so that their judgement about the selection of material remains successful. Materials which have not been thoroughly evaluated should be avoided, specially with clinical dentistry falling under Consumer Protection Act (CPA). I Research and development I iI Manufacturer/analysis Ideal requirements for clinical use: Thermal, optical, mechanical, chemical, biological Available materials and their properties are evaluated Launch of new I product Choice and selection of material by the dentist Critical assessment based on clinical performance I I H feedback to IMake a quiz about the following mini-lab: Mini-Lab: Measuring Reaction Time and Hang Time Objective: In this mini-lab, you will work in groups to measure distances and use calculations to determine your reaction time and hang time. These experiments will help you understand fundamental concepts in physics and reaction time. Materials: Ruler (with metric units) Sticky notes or masking tape A vertical surface (like a wall) Clear space for jumping Calculator (if necessary) Part 1: Measuring Reaction Time Introduction: Reaction time is the time it takes for a person to respond to a stimulus. In this experiment, you will measure distances and use them to calculate your reaction time. Procedure: Preparation: Attach a sticky note or masking tape to the bottom edge of the ruler. Stand facing your partner. Hold the ruler vertically with the zero end at the bottom, lined up with your index finger and thumb. Measurement: Your partner will release the ruler without warning. When you see the ruler fall, try to catch it as quickly as you can. After catching the ruler, measure and record the distance the ruler fell. Data Collection: Each group should repeat the ruler drop experiment three times. Calculate the average distance and record it. Part 2: Calculating Hang Time Introduction: Hang time is the total time a person spends in the air while jumping. In this part of the mini-lab, you will measure distances using tape to mark your jump height and use them to calculate your hang time. Procedure: Preparation: Stand in front of a wall. Reach up as high as you can with your feet flat on the floor. Use a piece of tape to mark this point on the wall. Your partner should stand ready to observe and assist. Measurement: With a loop of tape on your finger, jump as high as you can. Stick the tape on the wall where your fingertips reach when jumping. The difference between the two pieces of tape marks your jumping height. Data Collection: Each group should repeat the jump and measurement three times. Calculations (Make sure to check your units before doing any calculations): Calculating Reaction Time: Use the average distance from Part 1. Calculate the time it took for the ruler to fall using the formula: y = viy t + ½ g t², where viy in this case is zero and "g" is the acceleration due to gravity (approximately 9.81 m/s²). This time is your reaction time. Calculating Hang Time: Use the average jump height difference from Part 2. Calculate the time you spent in the air using the formula: y = viy t + ½ g t². Remember that the velocity at the peak is zero and the total time in the air is twice the time it takes to get to the peak. Conclusion: Discuss your results with your partner and other groups. Compare your reaction times and hang times. Think about factors that may have influenced your results and how you can improve your reaction time and jump height. Consider the real-world applications of understanding reaction time and hang time in physics and sports. Assessment: Work with your partner to write a short report summarizing your findings, including calculations of your reaction time and hang time. Reflect on the factors that may have affected your results and propose improvements to your techniques. Be prepared to discuss your findings in class.