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Math 1&2
Science
Social Studies & Language
Honors & DVD
Topic Source & DVD
MATH Math’s New Methods
Saxon, Chicago/Everyday, Singapore
Foundations of Math Numbers and Operations Arithmetic, Fractions, Decimals, Ratio & Percent
Measurement Geometry Trigonometry Formulas & Equations Statistics and Probability Algebra Advanced Algebra Calculus SOCIAL STUDIES & LANGUAGE US History Canadian History Government Economics World History Geography Grammar Writing and Research Vocabulary Reading Speaking Literature Foreign Languages
SCIENCE Scientific Methods Biology Chemistry Earth Science Ecology Physics Space Science TOPIC SOURCE (including DVD) People Places Wars Animals History Science Writing Research Papers HONORS (including AP Tests DVD) English Language US History English Literature Calculus AB US Gov’t & Politics Biology, Chemistry, Calculus AB, Calculus BC, English Language, Psychology, English Literature, Statistics, US Government & Politics, US History, Writing the AP Essay
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4PVUIXFTUFSO "EWBOUBHF Southwestern Advantage, Math © 2011 Southwestern Nashville, Tennessee ISBN 978-0-87197-558-4 3FWJTFE © Page 1198 constitutes an extension of this copyright page. Dustin Hillis $IJFG &YFDVUJWF 0ffiDFS 4PVUIXFTUFSO 'BNJMZ PG $PNQBOJFT Dan Moore 1SFTJEFOU 4PVUIXFTUFSO "EWBOUBHF 4BMFT Iskander Ahmet Timo Aleste Dave Causer Vasil Chakardakov Ryan Groom Edgar Ibarra-Uzeta Ranol Kasevali Karel Koiv Erki Kukk Andres Martin Priit Martin Mark Metsla Madis Pajo
Maret Pajo Amy Pigozzi Groom Mark Rau, .BOBHJOH %JSFDUPS 6 4 4BMFT
Erin Reynolds Veiko Roos Matt Ross Virgie Sandford AJ Skalsky Annika Tell Veiko Tell Emil Tsvetkov
All rights reserved. Printed in the Republic of Korea (ROK) 'SPOU DPWFS iNPOPHSBNw BSU BOE i4PVUIXFTUFSO "EWBOUBHF MPHPw BSF CPUI QSPQSJFUBSZ USBEFNBSLT PG 4PVUIXFTUFSO (SFBU "NFSJDBO *OD
&YFDVUJWF &EJUPS BOE 1SFTJEFOU Dan Moore $VSSJDVMVN %JSFDUPS Janet D. Sweet 4FDUJPO &EJUPST Genevieve Brand Carrie Davisson Deborah Ward Ketner Margaret Kriegbaum Susan Longley George Pasles "SU %JSFDUPS Travis Rader
1SFGBDF Welcome to 4PVUIXFTUFSO "EWBOUBHF .BUI. We are pleased to bring you these unique, user-friendly reference books. Designed in such a way that students can spend “more time learning, less time looking,� the pages are open and inviting, and critical information is summarized in boxes, lists, and other easily usable and understandable pieces. Problems are shown worked out step-by-step. Where a problem can be worked by more than one method, those methods are also shown. Additionally, simply by keying in the page number, you can access step-by-step videos of each problem from that page at 48BEWBOUBHF DPN. (PU UP ,OPX boxes summarize the most essential information; cross-references in the /FFE .PSF )FMQ boxes direct you to pages where you can find additional information or review material. 5SZ *U 5IJT 8BZ suggests alternative ways people with various learning styles can use to more effectively approach, work, or visualize problems and concepts. 8BUDI 0VU boxes alert students to things that might be easily confused or that might give students difficulty. We hope you will find this book both useful and enjoyable. Every effort has been made to ensure that the information in this book is as accurate as possible. If errors should be found, however, we would appreciate hearing from you. Please share your comments or suggestions with us at 1-888-551-5901 or send them to Editor c/o Southwestern Advantage, P.O. Box 305142, Nashville, TN 37230.
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$POUSJCVUPST BOE "EWJTPST We gratefully acknowledge the invaluable contributions of these educators and writers to the development and production of this book. Their academic and professional awards are testament to their breadth of knowledge and excellence in the classroom, and the accomplishments listed here are merely highlights from their careers.
+FBO "SNTUSPOH . 4 $VSSJDVMVN BOE 5FBDIJOH 5FBDIFST $PMMFHF $PMVNCJB 6OJWFSTJUZ # 4 ;PPMPHZ .FNQIJT 4UBUF 6OJWFSTJUZ Excellence in Publishing Award; Holt, Rinehart & Winston
5FBDIJOH &YQFSJFODF Montessori pre-K and transitional K to 1 Grade 6, traditional classroom Grades 2–4, elementary science specialist Middle school science and math tutor +BOF #PPLT + % $PMVNCJB 4DIPPM PG -BX # " .BUIFNBUJDT .BOIBUUBOWJMMF $PMMFHF ,BUIZ $BSUFS # 4 .BUIFNBUJDT 5SJOJUZ $PMMFHF President’s Club Award at Pearson Prentice Hall (once for innovation, once for best product)
5FBDIJOH FYQFSJFODF High school math, grades 9–12 Alternative education for both adults and youth High school math tutor
/PSBMJF $PY . " 5 .BUIFNBUJDT #SJEHFXBUFS 4UBUF $PMMFHF " # .BUIFNBUJDBM #JPMPHZ #SPXO 6OJWFSTJUZ
5FBDIJOH FYQFSJFODF High school math, grades 9–12 %BOJFMMF 1PUWJO $VSSBO . " "QQMJFE .BUIFNBUJDT BOE $VSSJDVMVN %FWFMPQNFOU #PTUPO $PMMFHF Marketing Manager of the Year (Houghton Mifflin) Strategic Achievement Reward (STAR) (McDougal Littell) University of Michigan Student Recognition Award John F. Kennedy Award for Service and Leadership
5FBDIJOH FYQFSJFODF Curriculum specialist, 6–12+ Teacher Department chair $PODFUUB . %VWBM &E % .BUIFNBUJDT $VSSJDVMVN BOE "ENJOJTUSBUJPO 6OJWFSTJUZ PG 3PDIFTUFS Director of Mathematics and Science, Brighton School District, Rochester, New York Other titles after leaving public education include Director of Mathematics, Wasatch Education Systems, Jostens Learning Corp. Senior Software Designer, Riverdeep (now HMH) Educational Consultant, Duval & Associates .JDIBFM (SFFO 1I % .BUIFNBUJDT 6OJWFSTJUZ PG 8JTDPOTJO . " 5 :BMF 6OJWFSTJUZ # " .BUIFNBUJDT "NIFSTU $PMMFHF
5FBDIJOH FYQFSJFODF High school math College instructor
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#MBLF & 1FUFSTPO 1I % BOE . 4 1VSF .BUIFNBUJDT 8BTIJOHUPO 4UBUF 6OJWFSTJUZ # " 4FDPOEBSZ .BUIFNBUJDT &EVDBUJPO 6UBI 4UBUF 6OJWFSTJUZ 1SPGFTTPS PG .BUI &EVDBUJPO #SJHIBN :PVOH 6OJWFSTJUZ
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5FBDIJOH FYQFSJFODF High school math, grades 9–12 Math department chair University professor, Algebra and Statistics Curriculum writer for secondary and post-secondary courses Author of university courses, on-ground and online Senior editor: Grade level/content/lead editor, across multiple grades, multiple companies, multiple projects Extra Mile Award presented by Oral Roberts University to secondary teachers -BVSB + 0TUFSCSPDL . " .BUIFNBUJDT 6OJWFSTJUZ PG .JOOFTPUB # " .BUIFNBUJDT $BSMFUPO $PMMFHF
5FBDIJOH FYQFSJFODF Math, grades 8–12 Math coach and tutor, grades K, 3, and 6
Project SMART; high school math Coauthor of, among other books, .BUIFNBUJDT GPS &MFNFOUBSZ 5FBDIFST " $POUFNQPSBSZ "QQSPBDI UI &EJUJPO author of encyclopedia articles; frequent contributor to such scholarly publications as +PVSOBM GPS 3FTFBSDI JO .BUIFNBUJDT &EVDBUJPO and +PVSOBM PG .BUIFNBUJDT 5FBDIFS &EVDBUJPO +PTFQI $ 1PXFS . " .BUIFNBUJDT 6OJWFSTJUZ PG .BSZMBOE
5FBDIJOH FYQFSJFODF Junior high school math High school math Junior college instructor University instructor Author of "MHFCSB &TTFOUJBMT BOE "QQMJDBUJPOT, Holt, Rinehart and Winston 5IBEEFVT 5 8FSU . &E 7BOEFSCJMU 6OJWFSTJUZ # 4 &OHJOFFSJOH 7BOEFSCJMU 6OJWFSTJUZ Awarded the Ellen Bowers Hofstead Chair in Mathematics and Science
5FBDIJOH FYQFSJFODF Math grades 9–12 Department chair Curriculum developer (MFOO 8PSUINBO . 4 .BOBHFNFOU BOE 1PMJDZ 4UPOZ #SPPL 6OJWFSTJUZ # 4 "QQMJFE .BUIFNBUJDT BOE 4UBUJTUJDT 4UPOZ #SPPL 6OJWFSTJUZ
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$POUSJCVUPST BOE "EWJTPST We gratefully acknowledge the invaluable contributions of these educators and writers to the development and production of this book. Their academic awards are testament to their breadth of knowledge and excellence in the classroom, and the accomplishments listed here are merely highlights from their careers.
+PBO #SVNNPOE . " -FTMFZ $PMMFHF # " 6OJWFSTJUZ PG 8ZPNJOH 26 years as a classroom teacher, K–Grade 3; Wyoming Teacher of the Year; developed new programs in guided reading; coached and consulted for a migrant workers education program; developed a beforeschool early-bird library program; tutors middle school students; coaches early literacy teachers ,FOU $SJQQFO 1I % . &E BOE # 4 6OJWFSTJUZ PG /FCSBTLB Associate professor, Curriculum and Instruction, UNLV; coauthor of “Computer Uses in Chemical Education� in 5IF /FX $IFN4PVSDF; associate editor of the +PVSOBM PG 4DJFODF &EVDBUJPO BOE 5FDIOPMPHZ; associate director, Center for Mathematics and Science Education, University of Nevada, Las Vegas; his research involves the design and implementation of Web-based learning systems to support selfregulated learning %FOJTF $SPLFS . &E 1FBCPEZ $PMMFHF PG 7BOEFSCJMU 6OJWFSTJUZ # " 6OJWFSTJUZ PG ,BOTBT more than 20 years as a classroom teacher, in English and Journalism; advisor to award-winning student newspaper and news site; frequent contributor to such scholarly publications as the &OHMJTI +PVSOBM, which gave her their Paul and Kate Farmer writing award; State Media Adviser of the Year; named a Dow Jones Newspaper Fund Special Recognition Adviser; frequent speaker at regional and national conferences
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"SUIVS 3 &DIFSE +S 1I % . " BOE # " 6OJWFSTJUZ PG /PSUI $BSPMJOB 25 years as a classroom teacher, in European History, AP Comparative Government, AP U.S. Government, World Religions; Tennessee Humanities Council Outstanding Teacher Award; Presidential Scholar’s Inspirational Teacher Award; past holder of the Ellen Bowers Hofstead Chair in the Humanities +FTVT (BSDJB &E % BOE . " 6OJWFSTJUZ PG $BMJGPSOJB #FSLFMFZ # " 4BO 'SBODJTDP 4UBUF 6OJWFSTJUZ Professor, Curriculum and Instruction, UNLV; coauthor of 'JFME &YQFSJFODF 4USBUFHJFT GPS &YQMPSJOH %JWFSTJUZ JO 4DIPPM 4PDJBM 4UVEJFT GPS $IJMESFO " (VJEF UP #BTJD *OTUSVDUJPO and $POUFYUT PG 5FBDIJOH .FUIPET GPS .JEEMF BOE )JHI 4DIPPM *OTUSVDUJPO; past president, National Council for the Social Studies 4IFSSJ (PVME . &E BOE # 4 6OJWFSTJUZ PG .BJOF 28 years as a classroom teacher, in English and Literacy; department chair; Maine Teacher of the Year; UMPI Alumni Educator of the Year; frequent speaker at conferences and workshops; former secretary and former vice president of National State Teachers of the Year Association; supervisor and trainer of preservice teachers 1BU (SBff # 4 0LMBIPNB 4UBUF 6OJWFSTJUZ 29 years as a classroom teacher, in Journalism, Humanities, and Social Studies; New Mexico Teacher of the Year; Governor’s Award for Outstanding New Mexico Woman; Distinguished Service Award, National Council of Teachers of English; Medal of Merit, Journalism Education Association %BMF " (SPUF 1I % 6OJWFSTJUZ PG 8JTDPOTJO . " 6OJWFSTJUZ PG *PXB # 4 $PSOFMM 6OJWFSTJUZ Associate professor, Classics, University of North Carolina; author of " $PNQSFIFOTJWF (VJEF UP 8IFFMPDL T -BUJO; president of the North Carolina Classical
Association; frequent speaker at education conferences; conducts study tours to Greece and Rome #BSSZ )FSU[ . &E 6OJWFSTJUZ PG "MCFSUB . 4 BOE # 4 4PVUI %BLPUB 4UBUF 6OJWFSTJUZ 21 years as a classroom teacher, in Biology, Chemistry, Physics, and IB (International Baccalaureate) Biology; Prime Minister’s Award for Teaching Excellence ,FJM )JMFNBO . 4 BOE # 4 6OJWFSTJUZ PG ,BOTBT more than 20 years as a classroom teacher, Social Studies/Museum Studies; Kansas Teacher of the Year; 2004 National Teacher of the Year finalist; creator of the Museum Connections class, which has amassed more than 20,000 teaching artifacts; teaches museum courses for other social studies teachers 3PMMJF + .ZFST 1I % 6OJWFSTJUZ PG $BMJGPSOJB . 4 BOE # 4 $BMJGPSOJB *OTUJUVUF PG 5FDIOPMPHZ Emeritus professor, Chemistry, University of California, Berkeley; Guggenheim Fellow; ACS International Award Fellow; former visiting professor, Harvard University; former faculty senior scientist, Lawrence Berkeley National Laboratory; author of, among other books, 6OJWFSTJUZ $IFNJTUSZ and .PMFDVMBS .BHOFUJTN BOE .BHOFUJD 3FTPOBODF 4QFDUSPTDPQZ +BNFT " 3PF 1I % 6OJWFSTJUZ PG $BMJGPSOJB #FSLFMFZ # 4 8JMMJBNT $PMMFHF Associate professor, Chemistry and Biochemistry, Loyola Marymount University; contributor to such scholarly publications as +PVSOBM PG #JPMPHJDBM $IFNJTUSZ and 'SFF 3BEJDBM #JPMPHZ BOE .FEJDJOF &EOB 3PHFST . 4 BOE # 4 6OJWFSTJUZ PG 5FOOFTTFF 33 years as a classroom teacher, in Pre-K, Grade 2, and Grade 5; Tennessee Teacher of the Year; National Teachers Hall of Fame; Tennessee Educators Association Friend of Education Award; Presidential
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Award for Excellence in Science and Mathematics; Governor’s Outstanding Tennessean Award; on the boards of, among others, the Dollywood Foundation and Berkshire Education Scholarship Foundation; director of Dolly Parton’s Chasing Rainbows Award &SOFTU 4DIJMMFS 1I % BOE . 4 6OJWFSTJUZ PG *PXB # 4 *PXB 4UBUF 6OJWFSTJUZ 33 years as a classroom teacher, in Biology and Advanced Biology; Iowa Teacher of the Year; Outstanding Young Iowan Educator Award; Excellence in Teaching Science Award; Presidential Award in Secondary Science; Christa McAuliffe Award .JDIBFM 4FJEFM 1I % . " BOE # " 6OJWFSTJUZ PG $BMJGPSOJB -PT "OHFMFT Emeritus Jesse and George Siegel Professor in the Humanities, Columbia University; Department Chair; associate editor of $PMVNCJB )JTUPSZ PG #SJUJTI 'JDUJPO $PMVNCJB 8PSME PG 2VPUBUJPOT, and 5IF 8PSLT PG %BOJFM %FGPF; author of, among other books, &QJD (FPHSBQIZ +BNFT +PZDF T 6MZTTFT and 4USFBL +PF %J.BHHJP BOE UIF 4VNNFS PG ; frequent contributor to such scholarly publications as &JHIUFFOUI $FOUVSZ 'JDUJPO and +BNFT +PZDF 2VBSUFSMZ .BSZ &MJ[BCFUI 4QBMEJOH 1I % *OEJBOB 6OJWFSTJUZ . " BOE # " 8FTU 7JSHJOJB 6OJWFSTJUZ Editor, +PVSOBM PG 5FBDIFS &EVDBUJPO; frequent contributor to such scholarly publications as &EVDBUJPOBM 'PSVN &OHMJTI &EVDBUJPO &OHMJTI +PVSOBM and 5FBDIJOH BOE 5FBDIFS &EVDBUJPO member, executive committee, Conference on English Education of the National Council of Teachers of English; her research interests include performance and portfolio assessment, learning communities in teacher education, and secondary English teaching and teachers
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&TUJNBUJOH XJUI 8IPMF /VNCFST &TUJNBUJOH 4VNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUJOH %JGGFSFODFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUJOH 1SPEVDUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUJOH 2VPUJFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
%BUB BOE (SBQIT 5BMMZ $IBSUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1JDUPHSBQIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . #BS (SBQIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -JOF (SBQIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $JSDMF (SBQIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .FBO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .FEJBO .PEF BOE 3BOHF . . . . . . . . . . . . . . . . . . . . . . . . . .
"OBMZ[JOH 4PMJE 'JHVSFT 1SJTNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ZMJOEFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1ZSBNJET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $POFT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4QIFSFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1MBUPOJD 4PMJET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5BCMFT GPS 'PVOEBUJPOT PG .BUIFNBUJDT. . . . . . .
www.swadvantage.com
7
$POUFOUT /VNCFST BOE 0QFSBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Decimals 1MBDF 7BMVF UP 5IPVTBOEUIT . . . . . . . . . . . . . . . . . . . . . . . . . 3FBEJOH BOE 8SJUJOH %FDJNBMT. . . . . . . . . . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH %FDJNBMT . . . . . . . . . . . . . . . . . . 3PVOEJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "EEJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4VCUSBDUJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMZJOH %FDJNBMT CZ 8IPMF /VNCFST . . . . . . . . . . . . .VMUJQMZJOH %FDJNBMT CZ %FDJNBMT . . . . . . . . . . . . . . . . . . . %JWJEJOH %FDJNBMT CZ 8IPMF /VNCFST . . . . . . . . . . . . . . . %JWJEJOH 8IPMF /VNCFST CZ %FDJNBMT . . . . . . . . . . . . . . . %JWJEJOH %FDJNBMT CZ %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . /VNCFS 5IFPSy 3BUJPOBM /VNCFST BOE /VNCFS 4FUT . . . . . . . . . . . . . . . . . %FDJNBMT 'SBDUJPOT BOE 1FSDFOUT . . . . . . . . . . . . . . . . . . . . 3BUJPOBM /VNCFST PO B /VNCFS -JOF . . . . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH 3BUJPOBM /VNCFST . . . . . . . . . . 1SJNF BOE $PNQPTJUF /VNCFST . . . . . . . . . . . . . . . . . . . . . 'BDUPST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %JWJTJCJMJUZ 3VMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &YQPOFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SJNF 'BDUPSJ[BUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
'SBDUJPOT BOE .JYFE Numbers 'SBDUJPOT 1BSU PG B 8IPMF . . . . . . . . . . . . . . . . . . . . . . . . . . 'SBDUJPOT 1BSU PG B 4FU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *NQSPQFS 'SBDUJPOT BOE .JYFE /VNCFST . . . . . . . . . . . . . &RVJWBMFOU 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH 'SBDUJPOT BOE .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3PVOEJOH 'SBDUJPOT BOE .JYFE /VNCFST . . . . . . . . . . . . . "EEJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST . . . . . . . . . . . . "EEJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST . . . . . . . . . 4VCUSBDUJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST . . . . . . . 4VCUSBDUJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST . . . . . .VMUJQMZJOH 'SBDUJPOT CZ 'SBDUJPOT . . . . . . . . . . . . . . . . . . . .VMUJQMZJOH 8IPMF /VNCFST BOE 'SBDUJPOT . . . . . . . . . . . .VMUJQMZJOH .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . %JWJEJOH 'SBDUJPOT CZ 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . . %JWJEJOH 'SBDUJPOT BOE 8IPMF /VNCFST . . . . . . . . . . . . . . %JWJEJOH .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3BUJP BOE 1SPQPSUJPO 8SJUJOH BOE 4JNQMJGZJOH 3BUJPT . . . . . . . . . . . . . . . . . . . . . . 8SJUJOH 3BUFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVJWBMFOU 3BUJPT BOE 1SPQPSUJPOT . . . . . . . . . . . . . . . . . . . 4PMWJOH 1SPQPSUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4DBMF %SBXJOHT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1BUUFSOT 3FQFBUJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5SJBOHVMBS BOE 4RVBSF /VNCFS 1BUUFSOT . . . . . . . . . . . . . (SPXJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4ISJOLJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1BUUFSOT XJUI 5XP 0QFSBUJPOT . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1FSDFOU .FBOJOH PG 1FSDFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'JOEJOH UIF 1FSDFOU PG B 8IPMF /VNCFS . . . . . . . . . . . . . . 'JOEJOH UIF 1FSDFOU 0OF /VNCFS *T PG "OPUIFS /VNCFS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'JOEJOH B /VNCFS 8IFO (JWFO B 1FSDFOU PG UIF /VNCFS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1FSDFOUT < BOE > . . . . . . . . . . . . . . . . . . . . . . . . . 1FSDFOU *ODSFBTF BOE %FDSFBTF . . . . . . . . . . . . . . . . . . . . . . 4JNQMF *OUFSFTU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQPVOE *OUFSFTU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1SPCMFN 4PMWJOH 'PVS 4UFQ 1SPDFTT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ 8SJUF B /VNCFS 4FOUFODF . . . . . . . . . . . . . . . . . . 4USBUFHZ %SBX B %JBHSBN . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ .BLF B 5BCMF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ -PPL GPS B 1BUUFSO . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ (VFTT $IFDL BOE 3FWJTF . . . . . . . . . . . . . . . . . . 4USBUFHZ 6TF -PHJDBM 3FBTPOJOH . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ 8PSL #BDLXBSET . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ 4PMWF B 4JNQMFS 1SPCMFN . . . . . . . . . . . . . . . . . . . 4USBUFHZ .BLF BO 0SHBOJ[FE -JTU . . . . . . . . . . . . . . . . . . . . 4USBUFHZ .BLF PS 6TF B (SBQI . . . . . . . . . . . . . . . . . . . . . . .
&TUJNBUF XJUI %FDJNBMT BOE 'SBDUJPOT &TUJNBUJOH UP 1SFEJDU PS $IFDL . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUJOH %FDJNBM 4VNT BOE %JGGFSFODFT . . . . . . . . . . . . &TUJNBUJOH %FDJNBM 1SPEVDUT BOE 2VPUJFOUT . . . . . . . . . . &TUJNBUJOH 'SBDUJPO 4VNT BOE %JGGFSFODFT . . . . . . . . . . . . &TUJNBUJOH 'SBDUJPO 1SPEVDUT BOE 2VPUJFOUT . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5BCMFT GPS /VNCFST BOE 0QFSBUJPOT . . . . . . . . . .
9
$POUFOUT .FBTVSFNFOU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 4 $VTUPNBSZ 4ZTUFN .FBTVSJOH 6 4 $VTUPNBSZ -FOHUI .FBTVSJOH "SFB JO UIF 6 4 $VTUPNBSZ 4ZTUFN .FBTVSJOH $BQBDJUZ JO UIF 6 4 $VTUPNBSZ 4ZTUFN .FBTVSJOH 8FJHIU JO UIF 6 4 $VTUPNBSZ 4ZTUFN %JNFOTJPOBM "OBMZTJT 5FNQFSBUVSF .FUSJD 4ZTUFN .FBTVSJOH -FOHUI JO UIF .FUSJD 4ZTUFN .FBTVSJOH "SFB JO UIF .FUSJD 4ZTUFN .FBTVSJOH $BQBDJUZ JO UIF .FUSJD 4ZTUFN .FBTVSJOH .BTT JO UIF .FUSJD 4ZTUFN $POWFSUJOH 6 4 $VTUPNBSZ BOE .FUSJD 5FNQFSBUVSF 5FNQFSBUVSF $POWFSTJPO 'PSNVMBT 1FSJNFUFS BOE "SFB 1FSJNFUFS &TUJNBUJOH "SFB "SFBT PG 3FDUBOHMFT BOE 1BSBMMFMPHSBNT "SFBT PG 5SJBOHMFT "SFBT PG 5SBQF[PJET $JSDVNGFSFODF "SFBT PG $JSDMFT $PNQPTJUF 'JHVSFT
10
4VSGBDF "SFB BOE 7PMVNF 4VSGBDF "SFB PG 1SJTNT 4VSGBDF "SFB PG $ZMJOEFST 4VSGBDF "SFB PG 1ZSBNJET BOE $POFT 7PMVNFT PG 1SJTNT BOE $ZMJOEFST 7PMVNFT PG 1ZSBNJET BOE $POFT 4VSGBDF "SFB BOE 7PMVNFT PG 4QIFSFT 5ISFF %JNFOTJPOBM $PNQPTJUF 'JHVSFT 4DJFOUJGJD /PUBUJPO 8SJUJOH /VNCFST JO 4DJFOUJGJD /PUBUJPO $POWFSUJOH UP 4UBOEBSE /PUBUJPO .VMUJQMZJOH XJUI 4DJFOUJGJD /PUBUJPO %JWJEJOH XJUI 4DJFOUJGJD /PUBUJPO 1SFDJTJPO BOE &SSPS
5BCMFT GPS .FBTVSFNFOU
(FPNFUSZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3FBTPOJOH BOE 1SPPG $POEJUJPOBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . #JDPOEJUJPOBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %FEVDUJWF 3FBTPOJOH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OEVDUJWF 3FBTPOJOH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPQFSUJFT PG $POHSVFODF . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPWJOH "OHMFT $POHSVFOU . . . . . . . . . . . . . . . . . . . . . . . . . . 5IFPSFNT "CPVU 1BSBMMFM -JOFT . . . . . . . . . . . . . . . . . . . . . .
$POHSVFODF $POHSVFOU 'JHVSFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6TJOH 444 BOE 4"4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6TJOH "4" BOE ""4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6TJOH $1$5$ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $POHSVFODF JO 3JHIU 5SJBOHMFT . . . . . . . . . . . . . . . . . . . . . . . *TPTDFMFT BOE &RVJMBUFSBM 5SJBOHMFT . . . . . . . . . . . . . . . . . . .
2VBESJMBUFSBMT 1SPQFSUJFT PG 1BSBMMFMPHSBNT . . . . . . . . . . . . . . . . . . . . . . . . 1SPWJOH B 2VBESJMBUFSBM *T B 1BSBMMFMPHSBN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPQFSUJFT PG 4QFDJBM 1BSBMMFMPHSBNT . . . . . . . . . . . . . . . . . 1SPQFSUJFT PG 5SBQF[PJET BOE ,JUFT . . . . . . . . . . . . . . . . . . .
4JNJMBSJUZ 4JNJMBS 1PMZHPOT 1SPWJOH 5SJBOHMFT 4JNJMBS . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4JNJMBSJUZ JO 3JHIU 5SJBOHMFT . . . . . . . . . . . . . . . . . . . . . . . . . *OEJSFDU .FBTVSFNFOU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPQPSUJPOT JO 5SJBOHMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'SBDUBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5SJBOHMFT BOE 1PMZHPOT 5SJBOHMF *OFRVBMJUJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5SJBOHMF "OHMF 4VN 5IFPSFN . . . . . . . . . . . . . . . . . . . . . . . "OHMFT PG B 1PMZHPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1ZUIBHPSFBO 5IFPSFN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4QFDJBM 3JHIU 5SJBOHMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "SFB PG B 3FHVMBS 1PMZHPO . . . . . . . . . . . . . . . . . . . . . . . . . . .
$PPSEJOBUF (FPNFUSZ 4MPQFT PG 1BSBMMFM BOE 1FSQFOEJDVMBS -JOFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %JTUBODF 'PSNVMB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .JEQPJOU 'PSNVMB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVBUJPOT PG $JSDMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPPGT 6TJOH $PPSEJOBUF (FPNFUSZ . . . . . . . . . . . . . . . . . .
4QBUJBM 3FBTPOJOH /FUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *TPNFUSJD %SBXJOHT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0SUIPHSBQIJD %SBXJOHT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . #BTF %FTJHOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -BUFSBM "SFBT PG 1ZSBNJET BOE $POFT . . . . . . . . . . . . . . . . . 4PMJET PG 3FWPMVUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $SPTT 4FDUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -PDVT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &VMFS T 'PSNVMB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5SBOTGPSNBUJPOT 5SBOTMBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3FGMFDUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3PUBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4ZNNFUSZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %JMBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQPTJUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5FTTFMMBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
$JSDMFT "SDT BOE 4FDUPST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $IPSET BOE "SDT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPQFSUJFT PG 5BOHFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OTDSJCFE "OHMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5BOHFOUT $IPSET BOE "OHMFT . . . . . . . . . . . . . . . . . . . . . . . 'JOEJOH 0UIFS "OHMF .FBTVSFT . . . . . . . . . . . . . . . . . . . . . . 'JOEJOH 4FHNFOU -FOHUIT . . . . . . . . . . . . . . . . . . . . . . . . . . .
$POTUSVDUJPOT $POHSVFOU 4FHNFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $POHSVFOU "OHMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1FSQFOEJDVMBS #JTFDUPS PG B 4FHNFOU . . . . . . . . . . . . . . . . . "OHMF #JTFDUPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1FSQFOEJDVMBS -JOFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1BSBMMFM -JOFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $JSDVNTDSJCF B $JSDMF "CPVU B 5SJBOHMF . . . . . . . . . . . . . . . *OTDSJCF B $JSDMF JO B 5SJBOHMF . . . . . . . . . . . . . . . . . . . . . . . .
5BCMFT GPS (FPNFUSZ 11
$POUFOUT 5SJHPOPNFUSZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3JHIU 5SJBOHMF 5SJHPOPNFUSZ "OHMFT BOE %FHSFF .FBTVSF . . . . . . . . . . . . . . . . . . . . . . . . $PNQVUJOH XJUI "OHMF .FBTVSFT . . . . . . . . . . . . . . . . . . . . 4QFDJBM 5SJBOHMFT BOE "OHMFT . . . . . . . . . . . . . . . . . . . . . . . . 5SJHPOPNFUSJD 3BUJPT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5SJHPOPNFUSJD 3BUJPT PG "DVUF "OHMFT . . . . . . . . . . . . . . . . 5SJHPOPNFUSJD 3BUJPT PG 4QFDJBM "OHMFT . . . . . . . . . . . . . . . 'JOEJOH "OHMF .FBTVSFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4PMWJOH 3JHIU 5SJBOHMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "QQMJDBUJPOT PG 3JHIU 5SJBOHMFT . . . . . . . . . . . . . . . . . . . . . . 3BEJBO .FBTVSF BOE UIF 5SJHPOPNFUSJD 'VODUJPOT
.FBTVSFT PG 3PUBUJPOT PG "OHMFT . . . . . . . . . . . . . . . . . . . . . 'VODUJPOT PG /PO "DVUF "OHMFT . . . . . . . . . . . . . . . . . . . . . . 3BEJBO .FBTVSF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "QQMJDBUJPOT PG 3BEJBO .FBTVSF . . . . . . . . . . . . . . . . . . . . . -JOFBS BOE "OHVMBS 7FMPDJUZ . . . . . . . . . . . . . . . . . . . . . . . . . 5IF 6OJU $JSDMF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(SBQIT PG UIF 5SJHPOPNFUSJD 'VODUJPOT 1FSJPEJD 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (SBQIT PG UIF 4JOF BOE $PTJOF 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6TJOH B (SBQIJOH $BMDVMBUPS . . . . . . . . . . . . . . . . . . . . . . . . . 5SBOTGPSNBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (SBQIT PG UIF 5BOHFOU BOE $PUBOHFOU 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (SBQIT PG UIF 4FDBOU BOE $PTFDBOU 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0UIFS 5SBOTGPSNBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNCJOJOH 5SJHPOPNFUSJD 'VODUJPOT . . . . . . . . . . . . . . . . . )BSNPOJD .PUJPO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .PEFMJOH XJUI 5SJHPOPNFUSJD 'VODUJPOT. . . . . . . . . . . . . . 5SJHPOPNFUSJD *EFOUJUJFT 'VOEBNFOUBM *EFOUJUJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7FSJGZJOH 5SJHPOPNFUSJD *EFOUJUJFT . . . . . . . . . . . . . . . . . . 4VN BOE %JGGFSFODF *EFOUJUJFT * . . . . . . . . . . . . . . . . . . . . . 4VN BOE %JGGFSFODF *EFOUJUJFT ** . . . . . . . . . . . . . . . . . . . . %PVCMF "OHMF *EFOUJUJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . )BMG "OHMF *EFOUJUJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPEVDU UP 4VN BOE 4VN UP 1SPEVDU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
*OWFSTF 5SJHPOPNFUSJD 'VODUJPOT BOE 5SJHPOPNFUSJD &RVBUJPOT
*OWFSTF 4JOF 'VODUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OWFSTF $PTJOF 'VODUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OWFSTF 5BOHFOU 'VODUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . 4PMWJOH 5SJHPOPNFUSJD &RVBUJPOT * . . . . . . . . . . . . . . . . . . 4PMWJOH 5SJHPOPNFUSJD &RVBUJPOT ** . . . . . . . . . . . . . . . . . . 4PMWJOH 5SJHPOPNFUSJD *OFRVBMJUJFT . . . . . . . . . . . . . . . . . . *OWFSTF 5SJHPOPNFUSJD 'VODUJPOT . . . . . . . . . . . . . . . . . . . .
0CMJRVF 5SJBOHMFT BOE 7FDUPST 5IF -BX PG 4JOFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5IF "NCJHVPVT $BTF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5IF -BX PG $PTJOFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "SFB PG B 5SJBOHMF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7FDUPST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQPOFOUT PG B 7FDUPS . . . . . . . . . . . . . . . . . . . . . . . . . . . "EEJUJPO BOE 4VCUSBDUJPO PG 7FDUPST . . . . . . . . . . . . . . . . .VMUJQMJDBUJPO CZ B 4DBMBS . . . . . . . . . . . . . . . . . . . . . . . . . . 5IF %PU 1SPEVDU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "QQMJDBUJPOT PG 7FDUPST . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1PMBS $PPSEJOBUFT BOE UIF $PNQMFY 1MBOF 1PMBS $PPSEJOBUFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1PMBS BOE 3FDUBOHVMBS $PPSEJOBUFT . . . . . . . . . . . . . . . . . (SBQIT PG 1PMBS &RVBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . 1BSBNFUSJD &RVBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQMFY 3PPUT PG &RVBUJPOT . . . . . . . . . . . . . . . . . . . . . . . 1PMBS 'PSN PG $PNQMFY /VNCFST . . . . . . . . . . . . . . . . . . . 1SPEVDU BOE 2VPUJFOU 5IFPSFNT . . . . . . . . . . . . . . . . . . . . %F.PJWSF T 5IFPSFN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3PPUT PG $PNQMFY /VNCFST . . . . . . . . . . . . . . . . . . . . . . . .
5BCMFT GPS 5SJHPOPNFUSZ . . . . . . . . . . . . . . . . . . .
4QFDJBM 'FBUVSFT .BUI T /FX .FUIPET 8IBU 1BSFOUT /FFE UP ,OPX . . . . . . . . . . . . .
*O UIF 0UIFS #PPL 4UBUJTUJDT BOE 1SPCBCJMJUZ. . .
5BCMFT GPS 'PVOEBUJPOT PG .BUIFNBUJDT . . . . . . . . . . . . . . . . . . . . . . .
"MHFCSB. . . . . . . . . . . . . . . . . .
5BCMFT GPS /VNCFST BOE 0QFSBUJPOT . . . . .
$BMDVMVT . . . . . . . . . . . . . . . . .
5BCMFT GPS .FBTVSFNFOU . . . . . . . . . . . . . . .
*OEFY. . . . . . . . . . . . . . . . . . . .
"EWBODFE "MHFCSB. . . . . . . . .
5BCMFT GPS (FPNFUSZ . . . . . . . . . . . . . . . . . . . 5BCMFT GPS 5SJHPOPNFUSZ . . . . . . . . . . . . . . 5BCMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (MPTTBSZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
13
$POUFOUT *O UIF 0UIFS #PPL .BUI T /FX .FUIPET 8IBU 1BSFOUT /FFE UP ,OPX
/VNCFST BOE 0QFSBUJPOT 'PVOEBUJPOT PG .BUIFNBUJDT
/VNCFST BOE 0QFSBUJPOT
.FBTVSFNFOU
(FPNFUSZ
5SJHPOPNFUSZ
*O 5IJT #PPL 4UBUJTUJDT BOE 1SPCBCJMJUZ
"MHFCSB
"EWBODFE "MHFCSB
$BMDVMVT
U X X X 48BEWB 7JTJU VT POMJOF B
1206
OUBHF DPN
4UBUJTUJDT BOE 1SPCBCJMJUZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (BUIFSJOH %BUB 4BNQMFT BOE 1PQVMBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . 4VSWFZT BOE #JBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3BOEPN 4BNQMJOH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0UIFS 4BNQMJOH .FUIPET . . . . . . . . . . . . . . . . . . . . . . . . . . 5IFPSFUJDBM BOE &YQFSJNFOUBM 1SPCBCJMJUZ 5IFPSFUJDBM 1SPCBCJMJUZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &YQFSJNFOUBM 1SPCBCJMJUZ . . . . . . . . . . . . . . . . . . . . . . . . . . . 5IF $PVOUJOH 1SJODJQMF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1FSNVUBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNCJOBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0EET BOE $PNQMFNFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . %JTQMBZJOH %BUB 'SFRVFODZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4DBUUFS 1MPUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . )JTUPHSBNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $IPPTJOH BO "QQSPQSJBUF (SBQI . . . . . . . . . . . . . . . . . . . . 4UFN BOE -FBG 1MPUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . #PY BOE 8IJTLFS 1MPUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %JTQMBZJOH 5XP %BUB 4FUT . . . . . . . . . . . . . . . . . . . . . . . . . . 7FOO %JBHSBNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %FTDSJCJOH %BUB 5IF i$FOUFSw PG B %BUB 4FU . . . . . . . . . . . . . . . . . . . . . . . . . . 0VUMJFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &GGFDUT PG $IBOHJOH %BUB 7BMVFT . . . . . . . . . . . . . . . . . . . . .JTMFBEJOH 4UBUJTUJDT .JTMFBEJOH (SBQIT . . . . . . . . . . . .
www.swadvantage.com
"OBMZ[JOH BOE 6TJOH %BUB $PSSFMBUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OUFSQPMBUJOH XJUIJO B %BUB 4FU . . . . . . . . . . . . . . . . . . . . . &YUSBQPMBUJOH GSPN B %BUB 4FU . . . . . . . . . . . . . . . . . . . . . . -JOF 1MPUT BOE %BUB %JTUSJCVUJPO . . . . . . . . . . . . . . . . . . . . 4UBOEBSE %FWJBUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2VBSUJMFT BOE 1FSDFOUJMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . -JOFBS 3FHSFTTJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2VBESBUJD 3FHSFTTJPO BOE &YQPOFOUJBM 3FHSFTTJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . /PSNBM %JTUSJCVUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1BTDBM T 5SJBOHMF BOE #JOPNJBM %JTUSJCVUJPO . . . . . . . . . . 4BNQMF 4J[F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &YQFSJNFOUBM %FTJHO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQPVOE &WFOUT BOE $POEJUJPOBM 1SPCBCJMJUZ
*OEFQFOEFOU BOE %FQFOEFOU &WFOUT . . . . . . . . . . . . . . . . 1SPCBCJMJUZ BOE (FPNFUSZ . . . . . . . . . . . . . . . . . . . . . . . . . . .VUVBMMZ &YDMVTJWF PS 0WFSMBQQJOH &WFOUT . . . . . . . . . . . 1SPCBCJMJUZ BOE 7FOO %JBHSBNT . . . . . . . . . . . . . . . . . . . . . 4JNVMBUJPOT BOE 5FDIOPMPHZ . . . . . . . . . . . . . . . . . . . . . . . 4USFBLT BOE 0VUDPNFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5BCMFT GPS 4UBUJTUJDT BOE 1SPCBCJMJUZ . . . . . . . . .
1207
$POUFOUT "MHFCSB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . /VNCFST 7BSJBCMFT BOE &YQSFTTJPOT *OUFHFST BOE "CTPMVUF 7BMVF . . . . . . . . . . . . . . . . . . . . . . . . "EEJOH *OUFHFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4VCUSBDUJOH *OUFHFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMZJOH BOE %JWJEJOH *OUFHFST . . . . . . . . . . . . . . . . . . &YQPOFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4RVBSF 3PPUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5IF 3FBM /VNCFS 4ZTUFN . . . . . . . . . . . . . . . . . . . . . . . . . . $PNNVUBUJWF BOE "TTPDJBUJWF 1SPQFSUJFT . . . . . . . . . . . . %JTUSJCVUJWF 1SPQFSUZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5IF *EFOUJUZ BOE *OWFSTF 1SPQFSUJFT . . . . . . . . . . . . . . . . . 0SEFS PG 0QFSBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7BSJBCMFT BOE "MHFCSBJD &YQSFTTJPOT . . . . . . . . . . . . . . . . &WBMVBUJOH 7BSJBCMF &YQSFTTJPOT . . . . . . . . . . . . . . . . . . . . 5SBOTMBUJOH &OHMJTI JOUP "MHFCSB . . . . . . . . . . . . . . . . . . . . (SBQIJOH 'VODUJPOT 3FMBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5IF $PPSEJOBUF 1MBOF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OUFSQSFUJOH -JOF (SBQIT . . . . . . . . . . . . . . . . . . . . . . . . . . . -JOFBS 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5IF 7FSUJDBM -JOF 5FTU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0OF 7BSJBCMF -JOFBS &RVBUJPOT &RVBUJPO $PODFQUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "EEJUJPO BOE 4VCUSBDUJPO &RVBUJPOT . . . . . . . . . . . . . . . . .VMUJQMJDBUJPO BOE %JWJTJPO &RVBUJPOT . . . . . . . . . . . . . . . 5XP 4UFQ &RVBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJ 4UFQ &RVBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVBUJPOT XJUI 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVBUJPOT XJUI %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . "CTPMVUF 7BMVF &RVBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . /P 4PMVUJPO PS .BOZ 4PMVUJPOT . . . . . . . . . . . . . . . . . . . . . 4PMWJOH 8PSE 1SPCMFNT XJUI &RVBUJPOT . . . . . . . . . . . . .
1208
0OF 7BSJBCMF -JOFBS *OFRVBMJUJFT (SBQIJOH BO *OFRVBMJUZ BT BO *OUFSWBM . . . . . . . . . . . . . . . 0OF 4UFQ "EEJUJPO BOE 4VCUSBDUJPO *OFRVBMJUJFT . . . . . 0OF 4UFQ .VMUJQMJDBUJPO BOE %JWJTJPO *OFRVBMJUJFT . . . .VMUJ 4UFQ *OFRVBMJUJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OFRVBMJUJFT XJUI 7BSJBCMFT PO #PUI 4JEFT . . . . . . . . . . . . $PNQPVOE *OFRVBMJUJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . "CTPMVUF 7BMVF *OFRVBMJUJFT . . . . . . . . . . . . . . . . . . . . . . . . 5XP 7BSJBCMF -JOFBS &RVBUJPOT BOE *OFRVBMJUJFT
'PVS 2VBESBOUT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (SBQIJOH GSPN B 5BCMF PG 7BMVFT . . . . . . . . . . . . . . . . . . . . (SBQIJOH GSPN BO &RVBUJPO . . . . . . . . . . . . . . . . . . . . . . . . 5IF Z *OUFSDFQU BOE UIF Y *OUFSDFQU . . . . . . . . . . . . . . . . . )PSJ[POUBM BOE 7FSUJDBM -JOFT . . . . . . . . . . . . . . . . . . . . . . . 3BUF PG $IBOHF BOE 4MPQF . . . . . . . . . . . . . . . . . . . . . . . . . . 5IF 4MPQF *OUFSDFQU 'PSN PG B -JOFBS &RVBUJPO . . . . . . 5IF 1PJOU 4MPQF 'PSN PG B -JOFBS &RVBUJPO . . . . . . . . . . 5IF 4UBOEBSE 'PSN PG B -JOFBS &RVBUJPO . . . . . . . . . . . . . $POWFSUJOH 'PSNT PG B -JOFBS &RVBUJPO . . . . . . . . . . . . . . 8SJUJOH BO &RVBUJPO PG B -JOF . . . . . . . . . . . . . . . . . . . . . . . (SBQIJOH B -JOFBS *OFRVBMJUZ . . . . . . . . . . . . . . . . . . . . . . .
4ZTUFNT PG -JOFBS &RVBUJPOT BOE *OFRVBMJUJFT
4PMWJOH B 4ZTUFN CZ (SBQIJOH . . . . . . . . . . . . . . . . . . . . . . 4PMWJOH B 4ZTUFN CZ 4VCTUJUVUJPO . . . . . . . . . . . . . . . . . . . 4PMWJOH B 4ZTUFN CZ "EEJUJPO PS 4VCUSBDUJPO . . . . . . . . 4PMWJOH B 4ZTUFN CZ &MJNJOBUJPO . . . . . . . . . . . . . . . . . . . . 4ZTUFNT XJUI ;FSP 0OF PS .BOZ 4PMVUJPOT . . . . . . . . . . 4ZTUFNT PG *OFRVBMJUJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . $POTUSBJOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'FBTJCMF 3FHJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0CKFDUJWF 'VODUJPOT BOE -JOFBS 1SPHSBNNJOH . . . . . . .
0QFSBUJPOT XJUI 1PMZOPNJBMT .POPNJBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . #JOPNJBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMZJOH 1PMZOPNJBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . 4QFDJBM 1SPEVDUT PG #JOPNJBMT . . . . . . . . . . . . . . . . . . . . . . 1PMZOPNJBM -POH %JWJTJPO . . . . . . . . . . . . . . . . . . . . . . . . . . 1PMZOPNJBM 'VODUJPOT BOE &RVBUJPOT (SBQIJOH 1PMZOPNJBM 'VODUJPOT . . . . . . . . . . . . . . . . . . . . ;FSPT BOE Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4PMVUJPOT PG B 1PMZOPNJBM &RVBUJPO . . . . . . . . . . . . . . . . . 3BUJPOBM ;FSPT PG B 1PMZOPNJBM 'VODUJPO . . . . . . . . . . . . 3PPUT BOE $PNQMFY $POKVHBUFT . . . . . . . . . . . . . . . . . . . . 5IF 'VOEBNFOUBM 5IFPSFN PG "MHFCSB . . . . . . . . . . . . . . 5IF 3FNBJOEFS 5IFPSFN BOE UIF 'BDUPS 5IFPSFN . . . . 3FBM BOE *NBHJOBSZ ;FSPT . . . . . . . . . . . . . . . . . . . . . . . . . . "QQSPYJNBUJOH 3FBM ;FSPT . . . . . . . . . . . . . . . . . . . . . . . . . . #FIBWJPS PG B 1PMZOPNJBM 'VODUJPO . . . . . . . . . . . . . . . . . . 'BDUPSJOH 1PMZOPNJBMT 'BDUPSJOH #JOPNJBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'BDUPSJOH x + CY + D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'BDUPSJOH BY + CY + D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'BDUPSJOH CZ (SPVQJOH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'BDUPSJOH 4QFDJBM 1PMZOPNJBMT . . . . . . . . . . . . . . . . . . . . . . 4ZOUIFUJD %JWJTJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5IF 3BUJPOBM 3PPUT 5IFPSFN . . . . . . . . . . . . . . . . . . . . . . .
2VBESBUJD 'VODUJPOT BOE &RVBUJPOT 2VBESBUJD 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPQFSUJFT PG 2VBESBUJD 'VODUJPOT . . . . . . . . . . . . . . . . . . 5SBOTGPSNJOH 2VBESBUJDT . . . . . . . . . . . . . . . . . . . . . . . . . . . 4PMWJOH ax = C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5IF ;FSP 1SPEVDU 1SPQFSUZ . . . . . . . . . . . . . . . . . . . . . . . . . 'BDUPSJOH UP 4PMWF 2VBESBUJDT . . . . . . . . . . . . . . . . . . . . . . $PNQMFUJOH UIF 4RVBSF . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5IF 2VBESBUJD 'PSNVMB 6TJOH UIF %JTDSJNJOBOU 4VN BOE 1SPEVDU PG UIF 3PPUT . . . . . . . . . . . . . . . . . . . . . . 4PMWJOH )JHIFS 0SEFS 1PMZOPNJBM &RVBUJPOT . . . . . . . . . 1SPKFDUJMF .PUJPO 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . 4ZTUFNT PG 2VBESBUJDT -JOFBS 2VBESBUJD 4ZTUFNT . . . . . . . . . . . . . . . . . . . . . . . . . . 2VBESBUJD 2VBESBUJD 4ZTUFNT . . . . . . . . . . . . . . . . . . . . . . 2VBESBUJD *OFRVBMJUJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . /POMJOFBS 4ZTUFNT PG *OFRVBMJUJFT . . . . . . . . . . . . . . . . . . (SBQIJOH $BMDVMBUPST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5BCMFT GPS "MHFCSB . . . . . . . . . . . . . . . . . . . . . . . . .
1209
$POUFOUT "EWBODFE "MHFCSB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PPSEJOBUF 4ZTUFN JO 5ISFF %JNFOTJPOT 1MPUUJOH 1PJOUT JO 5ISFF %JNFOTJPOT . . . . . . . . . . . . . . . . (SBQIJOH JO 5ISFF %JNFOTJPOT . . . . . . . . . . . . . . . . . . . . . 4PMWJOH 4ZTUFNT CZ 4VCTUJUVUJPO . . . . . . . . . . . . . . . . . . . . 4PMWJOH 4ZTUFNT CZ &MJNJOBUJPO . . . . . . . . . . . . . . . . . . . . . .BUSJDFT 3PXT BOE $PMVNOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "EEJOH BOE 4VCUSBDUJOH .BUSJDFT . . . . . . . . . . . . . . . . . . . 4DBMBS .VMUJQMJDBUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMZJOH CZ .BUSJDFT . . . . . . . . . . . . . . . . . . . . . . . . .BUSJY .VMUJQMJDBUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5IF *EFOUJUZ .BUSJY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %FUFSNJOBOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5IF *OWFSTF PG B .BUSJY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4PMWJOH .BUSJY &RVBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . "VHNFOUFE .BUSJDFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6TJOH .BUSJDFT GPS *OWFOUPSZ . . . . . . . . . . . . . . . . . . . . . . . 6TJOH .BUSJDFT JO (FPNFUSZ . . . . . . . . . . . . . . . . . . . . . . . . $SBNFS T 3VMF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPCMFN 4PMWJOH BOE 7BSJBUJPO .PEFMJOH 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . /VNCFS BOE *OUFHFS 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . "HF 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PJO 1SPCMFNT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %JTUBODF 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .JYUVSF 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OUFSFTU 1SPCMFNT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'PSNVMBT BOE -JUFSBM &RVBUJPOT . . . . . . . . . . . . . . . . . . . . . %JSFDU 7BSJBUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OWFSTF 7BSJBUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . +PJOU 7BSJBUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .JYFE 7BSJBUJPO 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . .
1210
4FRVFODFT BOE 4FSJFT "SJUINFUJD 4FRVFODFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "SJUINFUJD 4FSJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (FPNFUSJD 4FRVFODFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (FPNFUSJD 4FSJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OGJOJUF (FPNFUSJD 4FSJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . 5IF 'JCPOBDDJ 4FRVFODF . . . . . . . . . . . . . . . . . . . . . . . . . . . 3FDVSTJWF 3VMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &YQMJDJU BOE 3FDVSTJWF 3VMFT . . . . . . . . . . . . . . . . . . . . . . . . .BUIFNBUJDBM *OEVDUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQMFY /VNCFST 5IF 4ZNCPM J . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "EEJOH BOE 4VCUSBDUJOH $PNQMFY /VNCFST . . . . . . . . . .VMUJQMZJOH $PNQMFY /VNCFST . . . . . . . . . . . . . . . . . . . . . %JWJTJPO BOE $PNQMFY $POKVHBUFT . . . . . . . . . . . . . . . . . . "CTPMVUF 7BMVF PG B $PNQMFY /VNCFS . . . . . . . . . . . . . . . $POJD 4FDUJPOT (SBQIJOH 1BSBCPMBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVBUJPOT GPS 1BSBCPMBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . (SBQIJOH $JSDMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVBUJPOT GPS $JSDMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (SBQIJOH &MMJQTFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVBUJPOT GPS &MMJQTFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (SBQIJOH )ZQFSCPMBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVBUJPOT GPS )ZQFSCPMBT . . . . . . . . . . . . . . . . . . . . . . . . . . (SBQIJOH $POJD *OFRVBMJUJFT . . . . . . . . . . . . . . . . . . . . . . . . &DDFOUSJDJUZ BOE $POJD 4FDUJPOT . . . . . . . . . . . . . . . . . . . . . 5SBOTMBUFE $POJDT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3BEJDBMT &YQPOFOUT -PHBSJUINT BOE 3BUJPOBM &YQSFTTJPOT
4RVBSF 3PPUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0UIFS 3PPUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMZJOH 3BEJDBM &YQSFTTJPOT . . . . . . . . . . . . . . . . . . . . "EEJOH BOE 4VCUSBDUJOH 3BEJDBM &YQSFTTJPOT . . . . . . . . %JWJEJOH 3BEJDBM &YQSFTTJPOT . . . . . . . . . . . . . . . . . . . . . . . *OUFHFS BOE 3BUJPOBM &YQPOFOUT . . . . . . . . . . . . . . . . . . . . 1SPQFSUJFT PG &YQPOFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . -PHBSJUINT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNNPO -PHBSJUINT BOE /BUVSBM -PHBSJUINT . . . . . . . .VMUJQMZJOH BOE %JWJEJOH 3BUJPOBM &YQSFTTJPOT . . . . . . "EEJOH BOE 4VCUSBDUJOH 3BUJPOBM &YQSFTTJPOT . . . . . . . $PNQMFY 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
&YQPOFOUJBM BOE -PHBSJUINJD 'VODUJPOT &YQPOFOUJBM (SPXUI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &YQPOFOUJBM %FDBZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . #BTF F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -PHBSJUINJD 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &YQPOFOUJBM BOE -PHBSJUINJD &RVBUJPOT . . . . . . . . . . . . . &YQPOFOUJBM BOE -PHBSJUINJD *OFRVBMJUJFT . . . . . . . . . . .
8SJUJOH .PEFMT GPS 'VODUJPOT $POTUBOU %JGGFSFODFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4FDPOE 0SEFS $POTUBOU %JGGFSFODFT . . . . . . . . . . . . . . . . . 5IJSE 0SEFS $POTUBOU %JGGFSFODFT . . . . . . . . . . . . . . . . . . . .PEFMT GPS &YQPOFOUJBM 'VODUJPOT . . . . . . . . . . . . . . . . . . .PEFMT GPS 1PXFS 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . "OBMZ[JOH 'VODUJPOT $PNQPTJOH 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "EEJOH BOE 4VCUSBDUJOH 'VODUJPOT . . . . . . . . . . . . . . . . . .VMUJQMZJOH 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %JWJEJOH 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1JFDFXJTF 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5SBOTMBUJOH 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USFUDIJOH BOE $PNQSFTTJOH 'VODUJPOT . . . . . . . . . . . . . 3FGMFDUJOH 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OWFSTFT PG -JOFBS 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . *OWFSTFT PG /PO -JOFBS 'VODUJPOT . . . . . . . . . . . . . . . . . . . 1BSFOU 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5BCMFT GPS "EWBODFE "MHFCSB . . . . . . . . . . . . . . .
3BUJPOBM BOE 3BEJDBM 'VODUJPOT 3BUJPOBM 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "TZNQUPUFT PG 3BUJPOBM 'VODUJPOT . . . . . . . . . . . . . . . . . . 3BUJPOBM &RVBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3BUJPOBM *OFRVBMJUJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3BEJDBM 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3BEJDBM &RVBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3BEJDBM *OFRVBMJUJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1211
$POUFOUT $BMDVMVT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -JNJUT BOE $POUJOVJUZ 8IBU *T B -JNJU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6TJOH 5BCMFT BOE (SBQIT UP 'JOE -JNJUT . . . . . . . . . . . . . . $BMDVMBUJOH -JNJUT "MHFCSBJDBMMZ . . . . . . . . . . . . . . . . . . . . -JNJUT PG *OEFUFSNJOBUF 'PSNT . . . . . . . . . . . . . . . . . . . . . . 4QFDJBM -JNJUT *OWPMWJOH 5SJHPOPNFUSJD 'VODUJPOT . . . . -FGU BOE 3JHIU )BOE -JNJUT . . . . . . . . . . . . . . . . . . . . . . . . *OGJOJUF -JNJUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -JNJU BOE 7FSUJDBM "TZNQUPUFT . . . . . . . . . . . . . . . . . . . . . . -JNJUT BOE &OE #FIBWJPS )PSJ[POUBM "TZNQUPUFT . . . . $POUJOVJUZ BU B 1PJOU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $POUJOVJUZ PO BO *OUFSWBM . . . . . . . . . . . . . . . . . . . . . . . . . . . *OUFSNFEJBUF 7BMVF 5IFPSFN . . . . . . . . . . . . . . . . . . . . . . . %FSJWBUJWFT %FGJOJUJPO PG B %FSJWBUJWF . . . . . . . . . . . . . . . . . . . . . . . . . . . "QQSPYJNBUF 3BUF PG $IBOHF . . . . . . . . . . . . . . . . . . . . . . . %JGGFSFOUJBCJMJUZ BOE $POUJOVJUZ . . . . . . . . . . . . . . . . . . . . . -PDBM -JOFBSJUZ. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $POTUBOU 4VN BOE %JGGFSFODF 3VMFT . . . . . . . . . . . . . . . . 1PXFS 1SPEVDU BOE 2VPUJFOU 3VMFT . . . . . . . . . . . . . . . . . $IBJO 3VMF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %FSJWBUJWFT PG 5SJHPOPNFUSJD 'VODUJPOT . . . . . . . . . . . . . )JHIFS 0SEFS %FSJWBUJWFT . . . . . . . . . . . . . . . . . . . . . . . . . . . %FSJWBUJWFT PG *OWFSTF 'VODUJPOT . . . . . . . . . . . . . . . . . . . . "QQMJDBUJPOT PG %FSJWBUJWFT 3FMBUJPOTIJQT #FUXFFO G f â&#x20AC;² f â&#x20AC;³ . . . . . . . . . . . . . . . . . . . . . . . 1PTJUJPO 7FMPDJUZ BOE "DDFMFSBUJPO . . . . . . . . . . . . . . . . . $VSWF 4LFUDIJOH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *NQMJDJU %JGGFSFOUJBUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5BOHFOU BOE /PSNBM -JOFT . . . . . . . . . . . . . . . . . . . . . . . . . 3FMBUFE 3BUFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0QUJNJ[BUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .FBO 7BMVF 5IFPSFN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &YUSFNF 7BMVF 5IFPSFN . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1212
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5P SFWJFX CBTJD TVCUSBDUJPO GBDUT HP UP 4VCUSBDUJPO 'BDUT JO 'PVOEBUJPOT PG .BUIFNBUJDT Q
t 5IPVTBOET DPMVNO :PV DBO TVCUSBDU â&#x2C6;&#x2019; 4U FQ
4VCUSBDU #FDBVTF ZPV IBWF BMSFBEZ EPOF UIF USBEJOH ZPV DBO TVCUSBDU GSPN SJHIU UP MFGU or GSPN MFGU UP SJHIU â&#x2C6;&#x2019; = â&#x2C6;&#x2019; =
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â&#x2C6;&#x2019; = â&#x2C6;&#x2019; =
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5IF EJGGFSFODF CFUXFFO BOE JT
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5SBEF GSPN SJHIU UP MFGU
:PV DBOOPU TVCUSBDU â&#x2C6;&#x2019; CVU UIFSF BSF OP Uens UP USBEF. 'JSTU USBEF IVOESFE GPS UFOT 5IFO USBEF UFO GPS POFT. /PX ZPV IBWF IVOESFET UFOT BOE POFT 4U FQ
5P TFF PUIFS NFUIPET GPS TVCUSBDUJOH â&#x2C6;&#x2019; HP UP &YBNQMF PO QBHF BOE &YBNQMF PO QBHF
3
TVCUSBDU â&#x2C6;&#x2019; 4U FQ
This Way
â&#x2C6;&#x2019;
5P TFF TUFQ CZ TUFQ WJEFPT PG UIFTF QSPCMFNT FOUFS UIF QBHF OVNCFS JOUP UIF 48BEWBOUBHF DPN 4FBSDI #BS
4VCUSBDU â&#x2C6;&#x2019; =
â&#x2C6;&#x2019; =
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5IF EJGGFSFODF CFUXFFO BOE JT XXX 48BEWBOUBHF DPN
21
4VCUSBDUJPO
$PVOUJOH 6Q 4VCUSBDUJPO Need More
HELP
5P SFWJFX CBTJD BEEJUJPO GBDUT HP UP "EEJUJPO 'BDUT JO 'PVOEBUJPOT PG .BUIFNBUJDT Q
8IFO VTJOH UIF DPVOUJOH VQ TVCUSBDUJPO NFUIPE GJSTU XSJUF UIF TVCUSBIFOE UIF OVNCFS CFJOH TVCUSBDUFE 5IFO DPVOU VQ UP HFU UIF OFYU QMBDF WBMVF $JSDMF FBDI OVNCFS VTFE UP DPVOU VQ 5IFO BEE UIF DJSDMFE OVNCFST UP GJOE UIF EJGGFSFODF FY B NQM F
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4VCUSBDU â&#x2C6;&#x2019; 8SJUF UIF TVCUSBIFOE
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4VCUSBDU â&#x2C6;&#x2019; 8SJUF UIF TVCUSBIFOE
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$PVOU VQ UP UIF OFBSFTU UFO
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$PVOU VQ UP POF IVOESFE $PVOU VQ UP UIF IVOESFET QMBDF JO UIF NJOVFOE
+
$PVOU VQ UP UIF NJOVFOE
+
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+ + + =
5IF EJGGFSFODF CFUXFFO BOE JT
22
.BU I T O FX .FU I P E T X I BU 1B S FO U T O FFE U P ,O P X
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6
TVCUSBDU â&#x2C6;&#x2019;
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5IF TVCUSBIFOE JT UIF TBNF BT + + .FU I P E
4VCUSBDU UIF IVOESFET 4VCUSBDU UIF UFOT 4VCUSBDU UIF POFT
â&#x2C6;&#x2019; = â&#x2C6;&#x2019; = â&#x2C6;&#x2019; =
5P TFF TUFQ CZ TUFQ WJEFPT PG UIFTF QSPCMFNT FOUFS UIF QBHF OVNCFS JOUP UIF 48BEWBOUBHF DPN 4FBSDI #BS
5IF EJGGFSFODF CFUXFFO BOE JT .FU I P E
4VCUSBDU UIF IVOESFET 4VCUSBDU UIF UFOT 4VCUSBDU UIF POFT
â&#x2C6;&#x2019; â&#x2C6;&#x2019; â&#x2C6;&#x2019;
5IF EJGGFSFODF CFUXFFO BOE JT
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7
TVCUSBDU â&#x2C6;&#x2019; 5IF TVCUSBIFOE JT UIF TBNF BT + + + 4VCUSBDU UIF UIPVTBOET
â&#x2C6;&#x2019; =
4VCUSBDU UIF IVOESFET
â&#x2C6;&#x2019; =
4VCUSBDU UIF UFOT
â&#x2C6;&#x2019; =
4VCUSBDU UIF POFT
â&#x2C6;&#x2019; =
5S Z *U This Way 5P TFF PUIFS NFUIPET GPS TVCUSBDUJOH â&#x2C6;&#x2019; HP UP &YBNQMF PO QBHF BOE &YBNQMF PO QBHF
5IF EJGGFSFODF CFUXFFO BOE JT
XXX 48BEWBOUBHF DPN
23
4VCUSBDUJPO
1BSUJBM %JGGFSFODFT 5IF QBSUJBM EJGGFSFODFT TVCUSBDUJPO NFUIPd JT TJNJMBS UP UIF QBSUJBM TVNT NFUIPE GPS BEEJUJPO 4UBSUJOH PO UIF MFGU XJUI UIF HSFBUFTU QMBDF WBMVF TVCUSBDU GSPN MFGU UP SJHIU VOUJM ZPV IBWF TVCUSBDUFE UIF POFT 5IFO DPNCJOF UIF QBSUJBM EJGGFSFODFT UP GJOE UIF UPUBM EJGGFSFODF &Y "NQM & 4&"3$) 5P TFF TUFQ CZ TUFQ WJEFPT PG UIFTF QSPCMFNT FOUFS UIF QBHF OVNCFS JOUP UIF 48BEWBOUBHF DPN 4FBSDI #BS
8
4VCUSBDU â&#x2C6;&#x2019; 493 â&#x2C6;&#x2019; 4VCUSBDU UIF IVOESFET â&#x2C6;&#x2019; 300 4VCUSBDU UIF UFOT â&#x2C6;&#x2019;
4VCUSBDU UIF POFT â&#x2C6;&#x2019; "EE UIF QBSUJBM EJGGFSFODFT
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4VCUSBDU â&#x2C6;&#x2019; 6,378 â&#x2C6;&#x2019; 4VCUSBDU UIF UIPVTBOET â&#x2C6;&#x2019; 1,000 4VCUSBDU UIF IVOESFET â&#x2C6;&#x2019; 200 4VCUSBDU UIF UFOT â&#x2C6;&#x2019; 4VCUSBDU UIF POFT â&#x2C6;&#x2019; "EE UIF QBSUJBM EJGGFSFODFT â&#x2C6;&#x2019; =
24
+ + + =
.BU I T O FX .FU I P E T X I BU 1B S FO U T O FFE U P ,O P X
4BNF $IBOHF 4VCUSBDUJPO 8IFO VTJOH UIF TBNF DIBOHF TVCUSBDUJPO NFUIPd UIF TBNF OVNCFS JT BEEFE UP PS TVCUSBDUFE GSPN CPUI UIF NJOVFOE BOE UIF TVCUSBIFOE 5IFO UIF SFTVMUJOH OVNCFST BSF TVCUSBDUFE 5IF JEFB JT UP DIBOHF UIF OVNCFST TP UIF TVCUSBIFOE FOET JO [FSP PS JO B TFSJFT PG [FSPT *G ZPV DIPPTF UIF OVNCFS BEEFE PS TVCUSBDUFE DBSFGVMMZ ZPV NBZ CF BCMF UP HFU UXP [FSPT JO POF TUFQ BT TIPXO JO &YBNQMF FY B NQM E
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TVCUSBDU â&#x2C6;&#x2019; 5IJOL )PX DBO * HFU UIF TVCUSBIFOE UP FOE JO [FSPT 4U FQ
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+ â&#x2C6;&#x2019; +
â&#x2C6;&#x2019; â&#x2C6;&#x2019;
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11
TVCUSBDU â&#x2C6;&#x2019;
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â&#x2C6;&#x2019; =
XXX 48BEWBOUBHF DPN
25
.VMUJQMJDBUJPO 1BSUJBM 1SPEVDUT Need More
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5P SFWJFX CBTJD NVMUJQMJDBUJPO GBDUT HP UP .VMUJQMJDBUJPO 'BDUT JO 'PVOEBUJPOT PG .BUIFNBUJDT Q
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.VMUJQMZ Ã&#x2014; 5IJOL + + Ã&#x2014; +
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Ã&#x2014; =
.VMUJQMZ UFOT BOE UFOT
Ã&#x2014; =
.VMUJQMZ UFOT BOE POFT
Ã&#x2014; =
.VMUJQMZ POFT BOE UFOT
Ã&#x2014; =
.VMUJQMZ POFT BOE POFT
Ã&#x2014; =
"EE UIF QBSUJBM QSPEVDUT
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5IF QSPEVDU PG BOE JT
26
.BU I T O FX .FU I P E T X I BU 1B S FO U T O FFE U P ,O P X
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3
.VMUJQMZ Ã&#x2014; 4U FQ 4U FQ
5IJOL + Ã&#x2014; +
8SJUF UIF QSPCMFN JO WFSUJDBM GPSNBU 5IFO NVMUJQMZ FBDI QBSU PG POF GBDUPS CZ FBDI QBSU PG UIF PUIFS GBDUPS
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4
.VMUJQMZ Ã&#x2014; 4U FQ 4U FQ
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"EE UIF QBSUJBM QSPEVDUT + + + + + =
5IF QSPEVDU PG BOE JT
XXX 48BEWBOUBHF DPN
27
.VMUJQMJDBUJPO
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HELP
&HZQUJBO .VMUJQMJDBUJPO XBT EFWFMPQFE CZ UIF BODJFOU &HZQUJBOT BMUIPVHI UIFZ VTFE IJFSPHMZQIT SBUIFS UIBO OVNFSBMT *U JT WFSZ TJNJMBS UP BOPUIFS NFUIPE DBMMFE 3VTTJBO 1FBTBOU .VMUJQMJDBUJPO
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1 2 4 8 16 32
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Ã&#x2014; 1 2 â&#x2020;&#x2019; 8 16 â&#x2020;&#x2019;
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28
36
.BU I T O FX .FU I P E T X I BU 1B S FO U T O FFE U P ,O P X
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Ã&#x2014; =
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Ã&#x2014; =
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TU EJBHPOBM OE EJBHPOBM + + = SE EJBHPOBM + + + = 8SJUF JO UIF EJBHPOBM BOE QMBDF UIF UFO JO UIF OFYU EJBHPOBM UI EJBHPOBM + + + =
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5IF QSPEVDU PG BOE JT
XXX 48BEWBOUBHF DPN
29
.VMUJQMJDBUJPO
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30
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XXX 48BEWBOUBHF DPN
31
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3 Ã&#x2014; â&#x2C6;&#x2019; Ã&#x2014; â&#x2C6;&#x2019;
5IF RVPUJFOU ÷ JT 3
FY B NQM E
5S Z *U This Way 5P TFF BOPUIFS NFUIPE GPS EJWJEJOH ÷ HP UP &YBNQMF PO QBHF
2
%JWJEF ÷ &TUJNBUF UIF OVNCFS PG UJNFT UIF EJWJTPS XJMM HP JOUP UIF EJWJEFOE 5IJOL 4JODF Ã&#x2014; = JU XJMM HP BU MFBTU UJNFT 8SJUF Ã&#x2014; 4VCUSBDU â&#x2C6;&#x2019; = 5IFSF JT B SFNBJOEFS PG &TUJNBUF BHBJO
3 Ã&#x2014; â&#x2C6;&#x2019; Ã&#x2014; â&#x2C6;&#x2019;
5IJOL 4JODF Ã&#x2014; = JU XJMM HP UJNFT 8SJUF Ã&#x2014; = 4VCUSBDU â&#x2C6;&#x2019; = 5IFSF BSF OP NPSF HSPVQT PG TP JT UIF SFNBJOEFS 5IFSF BSF HSPVQT PG XJUI MFGU PWFS TP UIF RVPUJFOU ÷ JT 3
32
.BU I T O FX .FU I P E T X I BU 1B S FO U T O FFE U P ,O P X
$PMVNO %JWJTJPO 5IF DPMVNO EJWJTJPO NFUIPd JT B WBSJBUJPO PG UIF TUBOEBSE MPOH EJWJTJPO BMHPSJUIN 7FSUJDBM MJOFT XIJDI GPSN DPMVNOT BSF JOTFSUFE UP TFQBSBUF UIF EJHJUT JO UIF EJWJEFOE 3FNBJOEFST BSF BMXBZT SFQPTJUJPOFE CFGPSF QFSGPSNJOH UIF OFYU EJWJTJPO &YBNQMF TIPXT B WBSJBUJPO PG UIF BMHPSJUIN GPS UIJT NFUIPE &Y "NQM &
3
EJWJEF ÷ 45&1
'JSTU %JWJTJPO â&#x20AC;¢ %FUFSNJOF IPX NBOZ UJNFT XJMM HP JOUP 4JODF > JU XJMM OPU HP â&#x20AC;¢ 8SJUF BCPWF UIF JO UIF EJWJEFOE 5IFO TVCUSBDU â&#x2C6;&#x2019; = â&#x20AC;¢ #SJOH EPXO UIF 3FQPTJUJPO UIF SFNBJOEFS UP UIF MFGU PG UIF UP TIPX
45&1
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5IJSE %JWJTJPO â&#x20AC;¢ %FUFSNJOF IPX NBOZ UJNFT XJMM HP JOUP 4JODF Ã&#x2014; = JU XJMM HP UJNFT â&#x20AC;¢ 8SJUF BCPWF UIF JO UIF EJWJEFOE 5IFSF BSF OP NPSF EJHJUT JO UIF EJWJEFOE UP CSJOH EPXO 4VCUSBDU â&#x2C6;&#x2019; =
5IF RVPUJFOU ÷ JT 3
&Y "NQM &
5S Z *U This Way 5P TFF BOPUIFS NFUIPE GPS EJWJEJOH ÷ HP UP &YBNQMF PO QBHF
4
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5IF RVPUJFOU ÷ JT 3
XXX 48BEWBOUBHF DPN
33
8PSE 1SPCMFNT #PY .PEFMT Need More
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'PS NPSF XPSE QSPCMFNT JOWPMWJOH XIPMF OVNCFST HP UP 8PSE 1SPCMFNT JO 'PVOEBUJPOT PG .BUIFNBUJDT Q
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%BOJFM DPMMFDUFE SPDLT 4POZB GPVOE GFXFS SPDLT UIBO %BOJFM )PX NBOZ SPDLT EPFT 4POZB IBWF SPDLT
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5IF XIPMF JT SPDLT UIF OVNCFS %BOJFM DPMMFDUFE " LOPXO QBSU JT SPDLT 4VCUSBDU UP GJOE UIF VOLOPXO QBSU â&#x2C6;&#x2019; = 4POZB IBT SPDLT
34
.BU I T O FX .FU I P E T X I BU 1B S FO U T O FFE U P ,O P X
&Y "NQM &
3
U IF TVN PG UXP OVNCFST JT P OF PG UIF OVNCFST JT UISFF UJNFT HSFBUFS UIBO UIF PUIFS OVNCFS X IBU BSF UIF UXP OVNCFST 3FQSFTFOU UIF UXP OVNCFST BT SFDUBOHMFT 5IF SFDUBOHMF GPS UIF MBSHFS OVNCFS JT UISFF UJNFT UIF MFOHUI PG UIF SFDUBOHMF GPS UIF TNBMMFS OVNCFS
4&"3$) 5P TFF TUFQ CZ TUFQ WJEFPT PG UIFTF QSPCMFNT FOUFS UIF QBHF OVNCFS JOUP UIF 48BEWBOUBHF DPN 4FBSDI #BS
5IFSF BSF FRVBM TFDUJPOT TP UIF TNBMMFS OVNCFS JT ÷ = 5IF MBSHFS OVNCFS is 24 Ã&#x2014; = 4JODF + = UIFTF WBMVFT NVTU CF DPSSFDU 5IF OVNCFST BSF BOE
&Y "NQM &
4
-FF IBE USBEJOH DBSET EFCPSB IBE GFXFS USBEJOH DBSET -FF HJWFT EFCPSB TPNF PG IJT DBSET OPX IF IBT UJNFT BT NBOZ DBSET BT EFCPSB B BU GJSTU IPX NBOZ USBEJOH DBSET EJE EFCPSB IBWF -FF %FCPSB
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U GJSTU %FCPSB IBE " USBEJOH DBSET
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%FCPSB ÷ =
/PX -FF IBT DBSET BOE %FCPSB IBT DBSET
XXX 48BEWBOUBHF DPN
-FF = Ã&#x2014; =
5PUBM + =
35
'PVOEBUJPOT PG Foundations of Mathematics .BUIFNBUJDT
" UJMF TFUUFS OFFET UP VOEFSTUBOE UXP EJNFOTJPOBM HFPNFUSJD TIBQFT UP GPMMPX B EFTJHO QBUUFSO BOE TFU UIFÂ UJMFT DPSSFDUMZ
36
1MBDF 7BMVF 8IPMF /VNCFST &TUJNBUJOH XJUI 8IPMF /VNCFST 1PJOUT -JOFT 1MBOFT BOE "OHMFT "OBMZ[JOH 4IBQFT JO B 1MBOF "OBMZ[JOH 4PMJE 'JHVSFT %BUB BOE (SBQIT
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37
.VMUJQMJDBUJPO 'BDUT 8IBU *T .VMUJQMJDBUJPO 7ATCH /UT
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6OMJLF BEEJUJPO BOE TVCUSBDUJPO UIF OVNCFST JO B NVMUJQMJDBUJPO QSPCMFN EP OPU NFBO UXP EJGGFSFOU BNPVOUT PG UIF TBNF DBUFHPSZ
.VMUJQMJDBUJPO JT B NBUIFNBUJDBM PQFSBUJPO JO XIJDI B QBSUJDVMBS OVNCFS PG FRVBM TJ[FE HSPVQT BSF DPNCJOFE 5IF SFTVMU JT DBMMFE UIF QSPEVDU *O UIF NVMUJQMJDBUJPO CFMPX UIFSF BSF HSPVQT PG SFDUBOHMFT 8IFO UIF HSPVQT BSF DPNCJOFE UIFSF BSF SFDUBOHMFT /VNCFS PG *UFNT QFS (SPVQ
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=
5PUBM "NPVOU QSPEVDU
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Ã&#x2014; NFBOT UIF TBNF UIJOH BT + + = &Y "NQM &
1
,JNJ +PF BOE #PC FBDI IBWF UXP CPPLT )PX NBOZ CPPLT EP UIFZ IBWF JO BMM
4&"3$) 5P TFF TUFQ CZ TUFQ WJEFPT PG UIFTF QSPCMFNT FOUFS UIF QBHF OVNCFS JOUP UIF 48BEWBOUBHF DPN 4FBSDI #BS
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68
Whole Numbers '06/%"5*0/4 0' ."5)&."5*$4
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2
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EFTLT QFS SPX
SPXT
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3
6TF B OVNCFS MJOF UP GJOE Ã&#x2014; = KVNQT PG TQBDFT
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69
/VNCFST BOE Numbers and Operations 0QFSBUJPOT
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212
%FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . /VNCFS 5IFPSZ . . . . . . . . . . . . . . . . . . . . . . . . . . 'SBDUJPOT BOE .JYFE /VNCFST . . . . . . . . . . . . . 3BUJP BOE 1SPQPSUJPO . . . . . . . . . . . . . . . . . . . . . 1FSDFOU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUF XJUI %FDJNBMT BOE 'SBDUJPOT . . . . . . 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPCMFN 4PMWJOH . . . . . . . . . . . . . . . . . . . . . . . . . .
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213
"EEJOH %FDJNBMT .PEFMJOH %FDJNBM "EEJUJPO :PV DBO VTF UFO CZ UFO HSJET UP NPEFM UIF BEEJUJPO PG EFDJNBM OVNCFST 5IF WBMVF PG FBDI TNBMM TRVBSF JO UIF HSJE JT POF IVOESFEUI &Y "NQM & 4&"3$) 5P TFF TUFQ CZ TUFQ WJEFPT PG UIFTF QSPCMFNT FOUFS UIF QBHF OVNCFS JOUP UIF 48BEWBOUBHF DPN 4FBSDI #BS
1
6TF B HSJE UP NPEFM + 4IBEF IVOESFEUIT PG UIF HSJE
4IBEF NPSF IVOESFEUIT
5IFSF BSF IVOESFEUIT TIBEFE
+ =
&Y "NQM &
2
6TF B HSJE UP NPEFM + 4IBEF XIPMF HSJE BOE IVOESFEUIT PG BOPUIFS HSJE
4IBEF NPSF IVOESFEUIT
5IFSF BSF IVOESFEUIT TIBEFE + = 226
Decimals
/V NCFS T B /E 0QFS BU J0/T
"EEJOH %FDJNBMT PO B 1MBDF 7BMVF $IBSU :PV DBO BMTP BEE EFDJNBMT JO B WFSUJDBM GPSNBU PO B QMBDF WBMVF DIBSU -JOF VQ UIF EFDJNBM QPJOUT JO UIF OVNCFST 5IF EFDJNBM QPJOU JO UIF TVN XJMM CF EJSFDUMZ CFMPX UIF EFDJNBM QPJOUT JO UIF BEEFOET FY B NQM E
3
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+
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+
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5IFO BEE UIF decimal parUT 5IJOL + JT $PNCJOF UIF TVNT
+ =
G'Oot Tto
K+N.O/W 7Ã "EEJOH %FDJNBMT 8IFO BEEJOH EFDJNBMT WFSUJDBMMZ ZPV NVTU BMJHO MJOF VQ UIF EFDJNBM QPJOUT 5IJT LFFQT FBDI EJHJU JO JUT QSPQFS QMBDF 5IF EFDJNBM QPJOU JO UIF TVN JT EJSFDUMZ CFMPX UIF EFDJNBM QPJOUT JO UIF BEEFOET
XXX 48BEWBOUBHF DPN
+ 227
"EEJOH %FDJNBMT
"EEJOH %FDJNBMT XJUI 3FHSPVQJOH
4
"EE + 8SJUF UIF QSPCMFN JO WFSUJDBM GPSNBU
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OE IV
FT
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UFO
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/05& $ EFOPUFT $BOBEJBO EPMMBST
+
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+
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OE SF IV
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UFO UIT
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#SJOH UIF EFDJNBM QPJOU TUSBJHIU EPXO JOUP UIF BOTXFS
Decimals
/V NCFS T B /E 0QFS BU J0/T
"EEJOH %FDJNBMT XJUI .PSF 5IBO 5XP "EEFOET 6TF B QMBDF WBMVF DIBSU 8SJUF UIF QSPCMFN JO WFSUJDBM GPSN CFJOH DBSFGVM UP MJOF VQ UIF EFDJNBM QPJOUT FY B NQM E
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6
'PS BOPUIFS WJTVBM SFQSFTFOUBUJPO PG UIF OVNCFST BEE QMBDFIPMEFS [FSPT so each number has UXP XIPMF OVNCFS QMBDFT BOE UISFF EFDJNBM QMBDFT
BEE + + 8SJUF UIF QSPCMFN JO WFSUJDBM GPSNBU
+
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5IJT BMJHOT UIF EFDJNBM QPJOUT CVU EPFT OPU DIBOHF UIF WBMVF PG UIF OVNCFST
+ + =
FY B NQM E
5S Z *U
7
BEE + + 8SJUF UIF QSPCMFN JO WFSUJDBM GPSNBU
5
"EE GSPN SJHIU UP MFGU BOE SFHSPVQ BT OFFEFE 3FOBNF UIF UIPVTBOEUIT BT IVOESFEUI BOE [FSP UIPVTBOEUIT
+
0
5
)
5
3FOBNF UIF IVOESFEUIT BT UFOUI BOE IVOESFEUIT
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$POUJOVF BEEJOH 3FOBNF UIF UFOUIT BT POF BOE UFOUIT
5
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XXX 48BEWBOUBHF DPN
)
5
#SJOH UIF EFDJNBM QPJOU TUSBJHIU EPXO JOUP UIF BOTXFS
+ + =
5
+
0
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229
%JWJEJOH %FDJNBMT CZ 8IPMF /VNCFST .PEFMJOH %FDJNBM %JWJTJPO Need More
HELP
5IF EJWJEFOE JT UIF OVNCFS UP CF EJWJEFE 5IF EJWJTPS JT UIF OVNCFS Zou divide bZ 5IF RVPUJFOU JT UIF BOTXFS
:PV DBO VTF B UFO CZ UFO HSJE UP NPEFM UIF EJWJTJPO PG B EFDJNBM OVNCFS CZ B XIPMF OVNCFS -PPL BU &YBNQMF BOE &YBNQMF /PUJDF UIF GPMMPXJOH t 5IF RVPUJFOU IBT UIF TBNF OVNCFS PG EFDJNBM QMBDFT BT UIF EJWJEFOE t 5IF RVPUJFOU JT MFTT UIBO UIF EJWJEFOE FY B NQM E
1
%JWJEF CZ 4IBEF IVOESFEUIT
%JWJEF IVOESFEUIT JOUP FRVBM HSPVQT
&BDI HSPVQ DPOUBJOT IVOESFEUIT ÷ =
FY B NQM E
2
%JWJEF ÷
To G'Oot to
K+N.O/W 7!à
= 4IBEF IVOESFEUIT
%JWJEF IVOESFEUIT JOUP FRVBM HSPVQT
%JWJEJOH B %FDJNBM CZ B 8IPMF /VNCFS 8IFO B EFDJNBM OVNCFS JT EJWJEFE CZ B XIPMF OVNCFS UIF RVPUJFOU JT BMXBZT MFTT UIBO UIF EJWJEFOE ÷ = IVOESFEUIT JT MFTT UIBO IVOESFEUIT
246
&BDI HSPVQ DPOUBJOT IVOESFEUIT ÷ =
Decimals
/6.#&34 "/% 01&3"5*0/4
%JWJEJOH %FDJNBMT CZ 8IPMF /VNCFST 5P EJWJEF B EFDJNBM CZ B XIPMF OVNCFS XSJUF UIF QSPCMFN JO MPOH EJWJTJPO GPSN BOE EJWJEF BT XJUI XIPMF OVNCFST 1MBDF UIF EFDJNBM QPJOU JO UIF RVPUJFOU EJSFDUMZ BCPWF UIF EFDJNBM QPJOU JO UIF EJWJEFOE FY B NQM E
3
%JWJEF รท 8SJUF UIF QSPCMFN JO MPOH EJWJTJPO GPSN
%JWJEF BT ZPV EP GPS XIPMF OVNCFST .VMUJQMZ TVCUSBDU BOE CSJOH EPXO UIF OFYU EJHJU JO FBDI TUFQ
1MBDF UIF EFDJNBM QPJOU JO UIF RVPUJFOU EJSFDUMZ BCPWF UIF EFDJNBM QPJOU JO UIF EJWJEFOE
Need More
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'PS IFMQ XJUI EJWJEJOH XIPMF OVNCFST HP UP %JWJEF 8IPMF /VNCFST JO 'PVOEBUJPOT PG .BUIFNBUJDT Q
รท =
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4
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รท
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&BDI XJOEPX TIBEF DPTU
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247
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2
+BNBM CPVHIU UXP 5 TIJSUT BOE B %7% 5IF 5 TIJSUT DPTU FBDI BOE UIF %7% Dost $14.99. HoX NVDI EJE +BNBM TQFOE 3FB E
,OPX 5 TIJSUT DPTU FBDI %7% DPTU /FFE UP ,OPX 5PUBM DPTU PG UIF JUFNT
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.VMUJQMZ UP GJOE UIF UPUBM PG UIF 5 TIJSUT 5IFO BEE UIF DPTU PG UIF %7% UP UIF QSPEVDU
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NFU I P E
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4&"3$) 5P TFF TUFQ CZ TUFQ WJEFPT PG UIFTF QSPCMFNT FOUFS UIF QBHF OVNCFS JOUP UIF 48BEWBOUBHF DPN 4FBSDI #BS
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:PV DBO FTUJNBUF FBDI QSJDF BOE UIFO GJOE UIF TVN JT BCPVU . JT BCPVU . JT BCPVU 6TF NFOUBM NBUI Ã&#x2014; = 5IF DBMDVMBUFE BOTXFS PG JT SFBTPOBCMF
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259
8PSE 1SPCMFNT
4PMWJOH %FDJNBM 8PSE 1SPCMFNT &Y "NQM & 4&"3$) 5P TFF TUFQ CZ TUFQ WJEFPT PG UIFTF QSPCMFNT FOUFS UIF QBHF OVNCFS JOUP UIF 48BEWBOUBHF DPN 4FBSDI #BS
4
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.VMUJQMZ UXJDF BOE UIFO BEE UP GJOE UPUBM DPTU PG UIF JUFNT 4VCUSBDU UP GJOE UIF DIBOHF
4P M W F
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4BN SFDFJWFE JO DIBOHF
260
Decimals FY B NQM E
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,OPX 'FOH IBT N BOE N PG GFODJOH /FFE UP ,OPX *T UIJT MFOHUI FRVBM UP PS HSFBUFS UIBO N
1M B O
"EE UP GJOE UIF UPUBM BNPVOU PG GFODJOH 'FOH IBT $PNQBSF UIF TVN UP XIBU IF OFFET
4P M W F
1FSGPSN UIF PQFSBUJPOT JO UIF QMBO "EE. $PNQBSF N > N IBT > OFFET +
$I F$L
46.40 5IF BNPVOU PG GFODJOH 'FOH IBT JT HSFBUFS UIBO UIF BNPVOU IF OFFET 'FOH IBT NFUFST PG GFODJOH
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261
*NQSPQFS 'SBDUJPOT BOE .JYFE /VNCFST 6OEFSTUBOEJOH .JYFE /VNCFST BOE *NQSPQFS 'SBDUJPOT
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306
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5IFO BEE UIF OVNFSBUPS Ã&#x2014; +
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/6.#&34 "/% 01&3"5*0/4
&YQSFTTJOH *NQSPQFS 'SBDUJPOT BT .JYFE /VNCFST 5P DIBOHF BO JNQSPQFS GSBDUJPO UP B NJYFE OVNCFS GPMMPX UIFTF TUFQT
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t 6TF UIF SFNBJOEFS BT UIF OVNFSBUPS PG UIF GSBDUJPO JO UIF NJYFE OVNCFS t ,FFQ UIF PSJHJOBM EFOPNJOBUPS UIBU ZPV VTFE BT UIF EJWJTPS FY B NQM E
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308
Fractions and Mixed Numbers /6.#&34 "/% 01&3"5*0/4
/BNJOH &RVJWBMFOU 'SBDUJPOT FY B NQM E
3
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4&"3$) 5P TFF TUFQ CZ TUFQ WJEFPT PG UIFTF QSPCMFNT FOUFS UIF QBHF OVNCFS JOUP UIF 48BEWBOUBHF DPN 4FBSDI #BS
358
BOE â&#x20AC;&#x201D; BSF CPUI B MJUUMF MFTT UIBO â&#x20AC;&#x201D; TP UIFZ SFQSFTFOU OPU RVJUF â&#x20AC;&#x201D; PG UIF CPPL 5IF
GSBDUJPO â&#x20AC;&#x201D; JT B MJUUMF HSFBUFS UIBO â&#x20AC;&#x201D; 4P 4JNPO IBT SFBE B MJUUMF PWFS IBMG PG UIF CPPL
4JNPO IBT SFBE â&#x20AC;&#x201D; PG UIF CPPL
4JODF â&#x20AC;&#x201D; = â&#x20AC;&#x201D; UIFO â&#x20AC;&#x201D; JT B SFBTPOBCMF BOTXFS
Fractions and Mixed Numbers /6.#&34 "/% 01&3"5*0/4 FY B NQM E
2
"MFKBOESP BOE )FBUIFS NBEF DBSECPBSE EFDPSBUJPOT "MFKBOESP NBEF B EFDPSBUJPO
JODIFT MPOH )FBUIFS NBEF B EFDPSBUJPO JODIFT MPOH )PX NVDI MPOHFS XBT
"MFKBOESP T EFDPSBUJPO UIBO )FBUIFS T 3&"%
1-"/
,OPX "MFKBOESP T EFDPSBUJPO XBT â&#x20AC;&#x201D; JODIFT )FBUIFS T XBT â&#x20AC;&#x201D; JODIFT /FFE UP ,OPX 5IF EJGGFSFODF JO UIF MFOHUIT PG UIF EFDPSBUJPOT
5IFSF BSF UXP XBZT UP TPMWF UIF QSPCMFN N&U I P %
N&U I P %
4VCUSBDU UIF XIPMF OVNCFS QBSUT of UIF NJYFE OVNCFST. 5IFO TVCUSBDU UIF GSBDUJPOT.
8SJUF UIF NJYFE OVNCFST BT JNQSPQFS GSBDUJPOT 5IFO TVCUSBDU
N&U I P %
N&U I P %
â&#x20AC;&#x201D; â&#x2C6;&#x2019; â&#x20AC;&#x201D; â&#x20AC;&#x201D; = â&#x20AC;&#x201D;
â&#x2C6;&#x2019; â&#x20AC;&#x201D; = â&#x20AC;&#x201D; = â&#x20AC;&#x201D; = â&#x20AC;&#x201D; â&#x20AC;&#x201D;
4P -7&
$I &$,
â&#x20AC;&#x201D; = â&#x20AC;&#x201D;
&TUJNBUF FBDI MFOHUI 5IFO GJOE BO FTUJNBUFE EJGGFSFODF
â&#x20AC;&#x201D; JT BCPVU BOE â&#x20AC;&#x201D; JT BCPVU 4VCUSBDU â&#x2C6;&#x2019; = 4JODF â&#x20AC;&#x201D; JT BDUVBMMZ B MJUUMF NPSF UIBO UIF BOTXFS XJMM CF MFTT UIBO TP â&#x20AC;&#x201D; JT B SFBTPOBCMF BOTXFS
"MFKBOESP T EFDPSBUJPO XBT â&#x20AC;&#x201D; JODIFT MPOHFS UIBO )FBUIFS T
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K+N.O/W 7Ã 1SPCMFN 4PMWJOH 1SPDFTT 5P TPMWF B XPSE QSPCMFN ZPV DBO VTF UIJT QSPDFTT 3FBE UIF QSPCMFN DBSFGVMMZ *EFOUJGZ XIBU ZPV LOPX BOE XIBU ZPV OFFE UP GJOE PVU 1MBO IPX UP GJOE UIF TPMVUJPO 4PMWF UIF QSPCMFN VTJOH ZPVS QMBO $IFDL ZPVS XPSL BOE BTL JG ZPVS BOTXFS NBLFT TFOTF
XXX 48BEWBOUBHF DPN
359
8PSE 1SPCMFNT
4PMWJOH 'SBDUJPO BOE .JYFE /VNCFS 8PSE 1SPCMFNT FY B NQM E
7ATCH /UT
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*O &YBNQMF UIF QSPCMFN BTLT IPX NBOZ BQQMFT BSF SFE TP ZPVS BOTXFS TIPVME CF B XIPMF OVNCFS 'PS UIF DIFDL ZPV DPVME DPOGJSN UIBU JT UXP UIJSET PG
÷
3
" CPXM PG BQQMFT DPOUBJOT BQQMFT 5XP UIJSET PG UIF BQQMFT BSF SFE )PX NBOZ BQQMFT BSF SFE 3FB E
,OPX BQQMFT JO BMM BOE â&#x20AC;&#x201D; BSF SFE /FFE UP ,OPX )PX NBOZ BSF SFE
1M B /
.VMUJQMZ UP GJOE â&#x20AC;&#x201D; PG BQQMFT
4P M W F
.VMUJQMZ
Ã&#x2014; = â&#x20AC;&#x201D; Ã&#x2014; â&#x20AC;&#x201D; â&#x20AC;&#x201D;
=â&#x20AC;&#x201D;=â&#x20AC;&#x201D; â&#x20AC;&#x201D; ÷
Ã&#x2014;â&#x20AC;&#x201D; =â&#x20AC;&#x201D;
= D I FD L
6TF MPHJDBM SFBTPOJOH BOE NFOUBM NBUI *G ZPV BSSBOHFE BQQMFT JOUP FRVBM HSPVQT UIFSF XPVME CF JO FBDI HSPVQ 5XP UIJSET PG UIF BQQMFT XPVME CF Ã&#x2014; = 5IF BOTXFS JT SFBTPOBCMF
5FO PG UIF BQQMFT BSF SFE
FY B NQM E
4
" QJ[[B NBLFS IBT DVQT PG DIFFTF UP EJWJEF FRVBMMZ BNPOH QJ[[BT )PX NBOZ
DVQT PG DIFFTF XJMM CF PO FBDI QJ[[B 3FB E
,OPX â&#x20AC;&#x201D; DVQT PG DIFFTF QJ[[BT TBNF BNPVOU PG DIFFTF PO FBDI QJ[[B
/FFE UP ,OPX "NPVOU PG DIFFTF PO FBDI QJ[[B 1M B /
%JWJEF UP GJOE UIF BNPVOU PG DIFFTF PO FBDI QJ[[B
4P M W F
%JWJEF
D I FD L
â&#x20AC;&#x201D; ÷ =â&#x20AC;&#x201D; ÷â&#x20AC;&#x201D;
=â&#x20AC;&#x201D;Ã&#x2014;â&#x20AC;&#x201D;
=â&#x20AC;&#x201D; = â&#x20AC;&#x201D;
5IFSF BSF â&#x20AC;&#x201D; DVQT PG DIFFTF PO FBDI QJ[[B
360
"EE UP DIFDL ZPVS BOTXFS â&#x20AC;&#x201D; + â&#x20AC;&#x201D; + â&#x20AC;&#x201D;
= â&#x20AC;&#x201D; = + â&#x20AC;&#x201D;
= â&#x20AC;&#x201D; UIF PSJHJOBM BNPVOU PG DIFFTF
Fractions and Mixed Numbers /6.#&34 "/% 01&3"5*0/4 &Y "NQM &
5
" CPY DPOUBJOT NVGGJOT 0OF TJYUI PG UIF NVGGJOT BSF CBOBOB NVGGJOT 0OF IBMG PG UIF CBOBOB NVGGJOT DPOUBJO OVUT )PX NBOZ NVGGJOT BSF CBOBOB NVGGJOT XJUI OVUT 3FB E
QM B O
,OPX NVGGJOT â&#x20AC;&#x201D; BSF CBOBOB â&#x20AC;&#x201D; PG UIF CBOBOB NVGGJOT DPOUBJO OVUT /FFE UP ,OPX )PX NBOZ BSF CBOBOB NVGGJOT XJUI OVUT 4U FQ
.VMUJQMZ UP GJOE UIF OVNCFS PG CBOBOB NVGGJOT
4U FQ
.VMUJQMZ UIF OVNCFS PG CBOBOB NVGGJOT CZ â&#x20AC;&#x201D;
4&"3$) 5P TFF TUFQ CZ TUFQ WJEFPT PG UIFTF QSPCMFNT FOUFS UIF QBHF OVNCFS JOUP UIF 48BEWBOUBHF DPN 4FBSDI #BS
4U FQ â&#x20AC;&#x201D; Ã&#x2014; â&#x20AC;&#x201D; = $)F$, 6TF BOPUIFS NFUIPE UP DIFDL .VMUJQMZ â&#x20AC;&#x201D; Ã&#x2014; â&#x20AC;&#x201D; = â&#x20AC;&#x201D; UP GJOE UIF GSBDUJPO PG UIF Ã&#x2014; = NVGGJOT BSF CBOBOB NVGGJOT UIBU BSF CBOBOB OVU NVGGJOT 5IFO NVMUJQMZ â&#x20AC;&#x201D;
4P M W F 4U FQ â&#x20AC;&#x201D; Ã&#x2014; â&#x20AC;&#x201D; = 4
with nuts â&#x153;&#x201D; 5XP PG UIF NVGGJOT BSF CBOBOB NVGGJOT XJUI OVUT
&Y "NQM &
6
3BKBU XBMLFE NJMFT .BSJBO XBMLFE BT GBS BT 3BKBU )PX NBOZ NPSF NJMFT EJE
3BKBU XBML UIBO .BSJBO 3FB E
,OPX 3BKBU XBMLFE â&#x20AC;&#x201D; NJMFT .BSJBO XBMLFE â&#x20AC;&#x201D; PG UIF EJTUBODF 3BKBU XBMLFE /FFE UP ,OPX )PX NVDI GBSUIFS 3BKBU XBMLFE
QM B O 4U FQ
.VMUJQMZ UP GJOE UIF EJTUBODF .BSJBO XBMLFE
4P M W F
4U FQ â&#x20AC;&#x201D; PG â&#x20AC;&#x201D; = â&#x20AC;&#x201D; Ã&#x2014; â&#x20AC;&#x201D; =â&#x20AC;&#x201D; NJMFT = â&#x20AC;&#x201D;
$)F$,
4U FQ
4U FQ
4VCUSBDU UIJT EJTUBODF GSPN UIF EJTUBODF 3BKBU XBMLFE
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=â&#x20AC;&#x201D;â&#x2C6;&#x2019;â&#x20AC;&#x201D;
3PVOE BOE FTUJNBUF UP DIFDL 3BKBU XBMLFE BCPVU NJMFT 5XP GJGUIT JT BCPVU POF IBMG 4P .BSJBO XBMLFE BCPVU POF IBMG PG PS NJMFT 4JODF â&#x2C6;&#x2019; = 3BKBU XBMLFE BCPVU NJMFT NPSF UIBO .BSJBO 5IF BOTXFS JT SFBTPOBCMF
NJMFT NPSF UIBO .BSJBO 3BKBU XBMLFE â&#x20AC;&#x201D;
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361
.FBTVSFNFOU Measurement
"SDIJUFDUT DPOWFSU QFSJNFUFS BOE BSFB NFBTVSFNFOUT UP NBLF TDBMF ESBXJOHT BOE NPEFMT PG UIF CVJMEJOHT UIBU UIFZ BSF EFTJHOJOH
474
6 4 $VTUPNBSZ 4ZTUFN .FUSJD 4ZTUFN 1FSJNFUFS BOE "SFB 4VSGBDF "SFB BOE 7PMVNF 4DJFOUJGJD /PUBUJPO
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3FNFNCFS XIFO XSJUJOH B DPOWFSTJPO GBDUPS VTF UIF VOJU UIBt is CFJOH DIBOHFE BT UIF EFOPNJOBUPS 'PS NPSF IFMQ XJUI DPOWFSTJPO GBDUPST HP UP %JNFOTJPOBM "OBMZTJT PO QBHF
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GPr cIBOHJOH NFUFST UP ZBSET JT â&#x20AC;&#x201D; N
8IFO ZPV NVMUJQMZ CZ UIF DPOWFSTJPO GBDUPS UIF VOJU UIBU ZPV BSF DPOWFSUJOH GSPm cBODFMT PVU 5IF VOJU ZPV BSF DPOWFSUJOH UP SFNBJOT ZE
N Ã&#x2014; â&#x20AC;&#x201D; â&#x2030;&#x2C6; Ã&#x2014; ZE = ZE N N â&#x2030;&#x2C6; ZE FY B NQM E
1
NJMFT � LJMPNFUFST 45&1
8SJUF UIF DPOWFSTJPO GBDUPS 6TF NJMF â&#x2030;&#x2C6; LJMPNFUFST LN NJ
$POWFSTJPO GBDUPS â&#x20AC;&#x201D; 45&1
6TF UIF DPOWFSTJPO GBDUPS UP DPOWFSU NJMFT UP LJMPNFUFST NJ
LN
Ã&#x2014; â&#x20AC;&#x201D; â&#x2030;&#x2C6; LN â&#x20AC;&#x201D; NJ
G'Oot Tto
NJMFT â&#x2030;&#x2C6; LJMPNFUFST
+KN.O/W 7!Ã 6 4 $VTUPNBSZ BOE .FUSJD &RVJWBMFOUTÂ&#x2030;-FOHUI 6 4 $VTUPNBSZ UP .FUSJD
.FUSJD UP 6 4 $VTUPNBSZ
JO â&#x2030;&#x2C6; DN
NN â&#x2030;&#x2C6; JO
GU â&#x2030;&#x2C6; DN
DN â&#x2030;&#x2C6; JO
ZE â&#x2030;&#x2C6; DN
N â&#x2030;&#x2C6; GU â&#x2030;&#x2C6; ZE
NJ â&#x2030;&#x2C6; LN
LN â&#x2030;&#x2C6; NJ
514
Metric System
.FB T V S F.FO U
$POWFSUJOH $BQBDJUZ 5P DPOWFSU VOJUT PG DBQBDJUZ GJSTU XSJUF B DPOWFSTJPO GBDUPS 5IFO NVMUJQMZ UIF VOJUT ZPV XBOU UP DIBOHF CZ UIF DPOWFSTJPO GBDUPS &Y "NQM &
MJUFST = 45&1
2 GMVJE PVODFT
4&"3$)
8SJUF UIF DPOWFSTJPO GBDUPS 6TF MJUFS â&#x2030;&#x2C6; GMVJE PVODFT GM P[ $POWFSTJPO GBDUPS â&#x20AC;&#x201D; -
45&1
6TF UIF DPOWFSTJPO GBDUPS UP DPOWFSU MJUFST UP GMVJE PVODFT -
GM P[
Ã&#x2014; â&#x20AC;&#x201D; â&#x2030;&#x2C6; Ã&#x2014; GM P[ â&#x2030;&#x2C6; GM P[ â&#x20AC;&#x201D; -
5P TFF TUFQ CZ TUFQ WJEFPT PG UIFTF QSPCMFNT FOUFS UIF QBHF OVNCFS JOUP UIF 48BEWBOUBHF DPN 4FBSDI #BS
MJUFST â&#x2030;&#x2C6; GMVJE PVODFT
&Y "NQM &
DVQT = 45&1
3
7ATCH /UT
MJUFST
8SJUF UIF DPOWFSTJPO GBDUPS 6TF DVQ â&#x2030;&#x2C6; N- N D
$POWFSTJPO GBDUPS â&#x20AC;&#x201D; 45&1
6TF UIF DPOWFSTJPO GBDUPS UP DPOWFSU DVQT UP NJMMJMJUFST D
N-
Ã&#x2014;â&#x20AC;&#x201D; â&#x2030;&#x2C6; Ã&#x2014; â&#x2030;&#x2C6; Nâ&#x20AC;&#x201D; D 45&1
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$POWFSU NJMMJMJUFST UP MJUFST 6TF - â&#x2030;&#x2C6; N- N- ÷ N- QFS - â&#x2030;&#x2C6; -
DVQT â&#x2030;&#x2C6; MJUFST
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K+N.O/W 7Ã 6 4 $VTUPNBSZ BOE .FUSJD &RVJWBMFOUTÂ&#x2030;$BQBDJUZ 6 4 $VTUPNBSZ UP .FUSJD
.FUSJD UP 6 4 $VTUPNBSZ
GM P[ â&#x2030;&#x2C6; N-
N- â&#x2030;&#x2C6; GM P[
DVQ â&#x2030;&#x2C6; N-
D- GM P[
QU â&#x2030;&#x2C6; N-
- â&#x2030;&#x2C6; GM P[ â&#x2030;&#x2C6; RU
RU â&#x2030;&#x2C6; -
L- â&#x2030;&#x2C6; HBM
HBM â&#x2030;&#x2C6; -
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$POWFSUJOH 6 4 $VTUPNBSZ BOE .FUSJD
$POWFSUJOH .BTT BOE 8FJHIU 5P DPOWFSU VOJUT PG XFJHIU BOE NBTT GJSTU XSJUF B DPOWFSTJPO GBDUPS 5IFO NVMUJQMZ UIF VOJUT ZPV XBOU UP DIBOHF CZ UIF DPOWFSTJPO GBDUPS FY B NQM E
4
" EPDUPS OFFET UP DBMDVMBUF IPX NBOZ NJMMJHSBNT PG B DFSUBJO NFEJDJOF UP HJWF Uo a paUJFOU 5IF EPTBHF JT DBMDVMBUFE CBTFE PO UIF NBTT PG UIF QFSTPO UBLJOH JU *G UIF QBUJFOU XFJHIT MC XIBU JT UIF QBUJFOU T NBTT JO LJMPHSBNT 45&1
8SJUF UIF DPOWFSTJPO GBDUPS 6TF QPVOE â&#x2030;&#x2C6; LJMPHSBNT LH MC
$POWFSTJPO GBDUPS â&#x20AC;&#x201D; 45&1
6TF UIF DPOWFSTJPO GBDUPS UP DPOWFSU QPVOET UP LJMPHSBNT LH
MC
Ã&#x2014; â&#x20AC;&#x201D; â&#x2030;&#x2C6; Ã&#x2014; LH â&#x2030;&#x2C6; LH â&#x20AC;&#x201D; MC 5IF QBUJFOU T NBTT JT BQQSPYJNBUFMZ FRVBM UP LJMPHSBNT
FY B NQM E
5
" CPVMEFS IBT B NBTT PG NFUSJD UPOT )PX NBOZ QPVOET EPFT UIF CPVMEFS XFJHI 45&1
8SJUF UIF DPOWFSTJPO GBDUPS 6TF NFUSJD UPO â&#x2030;&#x2C6; QPVOET MC U
$POWFSTJPO GBDUPS â&#x20AC;&#x201D; 45&1
6TF UIF DPOWFSTJPO GBDUPS UP DPOWFSU NFUSJD UPOT UP QPVOET U
MC
Ã&#x2014; â&#x20AC;&#x201D; â&#x2030;&#x2C6; Ã&#x2014; MC â&#x2030;&#x2C6; MC â&#x20AC;&#x201D; U
'GoOt Tto
+KN.O/W 7!Ã
5IF CPVMEFS XFJHIT BQQSPYJNBUFMZ QPVOET
6 4 $VTUPNBSZ BOE .FUSJD &RVJWBMFOUTÂ&#x2030;8FJHIU BOE .BTT 6 4 $VTUPNBSZ UP .FUSJD
.FUSJD UP 6 4 $VTUPNBSZ
P[ â&#x2030;&#x2C6; H
NH â&#x2030;&#x2C6; P[
MC â&#x2030;&#x2C6; LH
H â&#x2030;&#x2C6; P[
TIPSU UPO â&#x2030;&#x2C6; LH â&#x2030;&#x2C6; NFUSJD UPO
LH â&#x2030;&#x2C6; P[ â&#x2030;&#x2C6; C NFUSJD UPO â&#x2030;&#x2C6; MC â&#x2030;&#x2C6; TIPSU UPO
516
Metric System
.FB T V S F.FO U
4PMWJOH 1SPCMFNT XJUI 6OJU $POWFSTJPOT 3FNFNCFS XIFO TPMWJOH QSPCMFNT UIBU SFRVJSF B DPOWFSTJPO CFUXFFO 6 4 DVTUPNBSZ BOE NFUSJD TZTUFNT UIF BOTXFS JT BMNPTU BMXBZT BO BQQSPYJNBUF NFBTVSF :PV NBZ OFFE UP SPVOE UIF FTUJNBUF VQ PS EPXO UP BOTXFS UIF RVFTUJPO &Y "NQM &
6
BOJUB OFFET UP CVZ FOPVHI FOFSHZ ESJOL UP GJMM B HBMMPO DPPMFS DPNQMFUFMZ U he brBOE PG FOFSHZ ESJOL UIBU TIF CVZT JT TPME POMZ JO MJUFS CPUUMFT )PX NBOZ CPUUMFT PG FOFSHZ ESJOL TIPVME TIF CVZ #FGPSF ZPV DBO BOTXFS UIJT RVFTUJPO ZPV OFFE UP LOPX UIF OVNCFS PG MJUFST JO HBMMPOT 45&1
8SJUF B DPOWFSTJPO GBDUPS GPS HBMMPOT UP MJUFST 6TF HBMMPO â&#x2030;&#x2C6; MJUFST -
$POWFSTJPO GBDUPS â&#x20AC;&#x201D; HBM 45&1
4&"3$) 5P TFF TUFQ CZ TUFQ WJEFPT PG UIFTF QSPCMFNT FOUFS UIF QBHF OVNCFS JOUP UIF 48BEWBOUBHF DPN 4FBSDI #BS
6TF UIF DPOWFSTJPO GBDUPS UP DPOWFSU HBMMPOT UP MJUFST HBM
-
Ã&#x2014; â&#x20AC;&#x201D; â&#x2030;&#x2C6; Ã&#x2014; - â&#x2030;&#x2C6; â&#x20AC;&#x201D; HBM HBM â&#x2030;&#x2C6; 45&1
$PNQBSF UIF RVBOUJUJFT - CPUUMFT < - < - CPUUMFT
4JODF UIF DBQBDJUZ PG UIF DPPMFS JT - "OJUB TIPVME CVZ CPUUMFT JG TIF XBOUT UP GJMM UIF DPPMFS DPNQMFUFMZ
&Y "NQM &
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)FDUPS IBT NFUFST PG SPQF )F OFFET GFFU PG SPQF UP NBSL PGG B TFDUJPO of a parkJOH MPU %PFT IF IBWF FOPVHI SPQF 45&1
8SJUF B DPOWFSTJPO GBDUPS GPS NFUFST UP GFFU 6TF NFUFS â&#x2030;&#x2C6; GFFU GU
$POWFSTJPO GBDUPS â&#x20AC;&#x201D; N 45&1
6TF UIF DPOWFSTJPO GBDUPS UP DPOWFSU NFUFST UP GFFU N
GU
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XXX 48BEWBOUBHF DPN
517
(FPNFUSZ Geometry
-BOETDBQF BSUJTUT VTF DPOHSVFOU GJHVSFT XIFO EFTJHOJOH HBSEFOT UP NBLF UIFN NPSF WJTVBMMZ BQQFBMJOH
608
3FBTPOJOH BOE 1SPPG . . . . . . . . . . . . . . . . . . . . . . 2VBESJMBUFSBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5SJBOHMFT BOE 1PMZHPOT . . . . . . . . . . . . . . . . . . . 4QBUJBM 3FBTPOJOH . . . . . . . . . . . . . . . . . . . . . . . . $JSDMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $POHSVFODF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4JNJMBSJUZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PPSEJOBUF (FPNFUSZ . . . . . . . . . . . . . . . . . . . . . 5SBOTGPSNBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . $POTUSVDUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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609
1SPWJOH "OHMFT $POHSVFOU $MBTTJGZJOH "OHMFT :PV DBO DMBTTJGZ BOHMFT CZ UIFJS NFBTVSFT 5IF NFBTVSF PG B SJHIU BOHMe JT ¡ 5IF NFBTVSF PG B TUSBJHIU BOHMe JT ¡ 5IF NFBTVSF PG BO BDVUF BOHMe JT HSFBUFS UIBO ¡ BOE MFTT UIBO ¡ 5IF NFBTVSF PG BO PCUVTF BOHMe JT HSFBUFS UIBO ¡ BOE MFTT UIBO ¡ FY B NQM F
1
4UBUF XIFUIFS FBDI BOHMF BQQFBST UP CF BDVUF SJHIU PCUVTF PS TUSBJHIU
"
#
B â&#x2C6; '&# -PPL GPS UIF SJHIU BOHMF TZNCPM â&#x2C6; '&# JT B SJHIU BOHMF
C
8BZT UP
C â&#x2C6; '
'
â&#x2C6; ' BQQFBST UP CF BDVUF
REMEMBER
&
%
D â&#x2C6; "
5P SFNFNCFS XIBU BO BDVUF BOHMF MPPLT MJLF UIJOL PG UIF DBQJUBM MFUUFS " BT JO "DVUF 5IF BOHMF BU UIF UPQ PG UIF MFUUFS " JT BDVUF
â&#x2C6; " BQQFBST UP CF PCUVTF E â&#x2C6; '&% 1PJOUT % & BOE ' BSF DPMMJOFBS TP â&#x2C6; '&% JT B TUSBJHIU BOHMF
"OHMF "EEJUJPO 1PTUVMBUF " QPTUVMBUe JT B TUBUFNFOU UIBU JT BDDFQUFE BT USVF XJUIPVU CFJOH QSPWFO 1PTUVMBUFT BSF POF PG UIF CBTJD UPPMT VTFE JO QSPPGT )FSF JT B CBTJD QPTUVMBUF BCPVU BOHMFT "OHMF "EEJUJPO 1PTUVMBUF *G QPJOU . JT JO UIF JOUFSJPS PG â&#x2C6; +,- UIFO Nâ&#x2C6; +,. + Nâ&#x2C6; .,= Nâ&#x2C6; +,-
+ .
,
(05 50
,/08
5ZQFT PG "OHMFT
3JHIU
624
"DVUF
0CUVTF
4USBJHIU
-
Reasoning and Proof &Y "NQM &
(&0.&53:
2
'JOE FBDI BOHMF NFBTVSF
4&"3$)
0
B Nâ&#x2C6; -.0
/
1
¡ ¡
5P TFF TUFQ CZ TUFQ WJEFPT PG UIFTF QSPCMFNT FOUFS UIF QBHF OVNCFS JOUP UIF 48BEWBOUBHF DPN 4FBSDI #BS
¡
-
6TF UIF "OHMF "EEJUJPO 1PTUVMBUF
.
Nâ&#x2C6; -.0 = Nâ&#x2C6; -./ + Nâ&#x2C6; /.0 = ¡ + ¡
4VCTUJUVUF UIF HJWFO BOHMF NFBTVSFT
= ¡ Nâ&#x2C6; -.0 = ¡ C Nâ&#x2C6; 0.1 6TF UIF "OHMF "EEJUJPO 1PTUVMBUF
Nâ&#x2C6; /.1 = Nâ&#x2C6; /.0 + Nâ&#x2C6; 0.1
4VCTUJUVUF UIF HJWFO BOHMF NFBTVSFT
¡ = ¡ + Nâ&#x2C6; 0.1
4VCUSBDU GSPN CPUI TJEFT
¡ = Nâ&#x2C6; 0.1
Nâ&#x2C6; 0.1 = ¡
*EFOUJGZJOH "OHMF 1BJST
7ATCH /UT
5XP BOHMFT BSF DPNQMFNFOUBSy JG UIF TVN PG UIFJS NFBTVSFT JT ¡ 5XP BOHMFT BSF TVQQMFNFOUBSy JG UIF TVN PG UIFJS NFBTVSFT JT ¡ 5XP BOHMFT UIBU IBWF UIF TBNF WFSUFY BOE TIBSF B TJEF CVU IBWF OP DPNNPO JOUFSJPS QPJOUT BSF DBMMFE BEKBDFOU BOHMFs *G UXP BOHMFT BSF BEKBDFOU BOE UIFJS FYUFSJPS TJEFT MJF PO B TUSBJHIU MJOF UIFO UIF BOHMFT GPSN B MJOFBS QBir &Y "NQM &
â&#x2C6; BOE â&#x2C6; GPSN B MJOFBS QBJS
!
$PNQMFNFOUBSZ BOHMFT BOE TVQQMFNFOUBSZ BOHMFT EP OPU IBWF UP CF BEKBDFOU BOHMFT
3
6TF UIF EJBHSBN UP OBNF UIF BOHMF QBJST
9
B DPNQMFNFOUBSZ BOHMFT
:
â&#x2C6; 97: BOE â&#x2C6; :78 C TVQQMFNFOUBSZ BOHMFT
6
7
8
â&#x2C6; 679 BOE â&#x2C6; 978 â&#x2C6; 67: BOE â&#x2C6; :78 D BEKBDFOU BOHMFT â&#x2C6; 679 BOE â&#x2C6; 978 â&#x2C6; 67: BOE â&#x2C6; :78 â&#x2C6; 679 BOE â&#x2C6; 97: E MJOFBS QBJST â&#x2C6; 679 BOE â&#x2C6; 978 â&#x2C6; 67: BOE â&#x2C6; :78
XXX 48BEWBOUBHF DPN
625
1SPWJOH "OHMFT $POHSVFOU
5IFPSFNT BCPVU "OHMF 1BJST " UIFPSFm JT B TUBUFNFOU UIBU DBO CF QSPWFO UISPVHI EFEVDUJWF SFBTPOJOH 5IJT UIFPSFN TUBUFT UIBU B MJOFBS QBJS PG BOHMFT JT BMXBZT TVQQMFNFOUBSZ -JOFBS 1BJS 5IFPSFN *G UXP BOHMFT GPSN B MJOFBS QBJS UIFO UIFZ BSF TVQQMFNFOUBSZ
8IFO ZPV QSPWF B UIFPSFN ZPV NVTU KVTUJGZ FWFSZ TUBUFNFOU XJUI B EFGJOJUJPO QSPQFSUZ QPTUVMBUF PS QSFWJPVTMZ QSPWFE UIFPSFN " QBSBHSBQI QSPPf VTFT DPNQMFUF TFOUFODFT UP FYQMBJO BOE KVTUJGZ FBDI TUFQ FWFOUVBMMZ SFBDIJOH UIF EFTJSFE DPODMVTJPO &Y "NQM & 4&"3$) 5P TFF TUFQ CZ TUFQ WJEFPT PG UIFTF QSPCMFNT FOUFS UIF QBHF OVNCFS JOUP UIF 48BEWBOUBHF DPN 4FBSDI #BS
4
8SJUF B QBSBHSBQI QSPPG (JWFO â&#x2C6; JT TVQQMFNFOUBSZ UP â&#x2C6; â&#x2C6; JT TVQQMFNFOUBSZ UP â&#x2C6; 1SPWF â&#x2C6; â&#x2C6;
â&#x2C6; BOE â&#x2C6; BSF TVQQMFNFOUBSZ #Z EFGJOJUJPO Nâ&#x2C6; + Nâ&#x2C6; = ¡ 4JNJMBSMZ Nâ&#x2C6; + Nâ&#x2C6; = ¡ 4VCTUJUVUJOH ZPV HFU Nâ&#x2C6; + Nâ&#x2C6; = Nâ&#x2C6; + Nâ&#x2C6; 5IF 4VCUSBDUJPO 1SPQFSUZ PG &RVBMJUZ MFUT ZPV TVCUSBDU Nâ&#x2C6; GSPN CPUI TJEFT 4P Nâ&#x2C6; = Nâ&#x2C6; BOE â&#x2C6; â&#x2C6;
5IJT QSPWFT UIF $POHSVFOU 4VQQMFNFOUT 5IFPSFN 5IF QSPPG PG UIF $POHSVFOU $PNQMFNFOUT 5IFPSFN JT TJNJMBS
(05 50
,/08
$POHSVFOU 4VQQMFNFOUT 5IFPSFN *G UXP BOHMFT BSF TVQQMFNFOUBSZ UP UIF TBNF BOHMF PS UP DPOHSVFOU BOHMFT UIFO UIF BOHMFT BSF DPOHSVFOU $POHSVFOU $PNQMFNFOUT 5IFPSFN *G UXP BOHMFT BSF DPNQMFNFOUBSZ UP UIF TBNF BOHMF PS UP DPOHSVFOU BOHMFT UIFO UIF BOHMFT BSF DPOHSVFOU
626
Reasoning and Proof
FY B NQM E
(&0.&53:
5
â&#x2C6; $#% BOE â&#x2C6; &'( BSF TVQQMFNFOUBSZ 'JOE UIF WBMVF PG Y
' $ &
¡ "
#
(
Y + ¡
%
6TF UIF -JOFBS 1BJS 5IFPSFN BOE UIF $POHSVFOU 4VQQMFNFOUT 5IFPSFN â&#x2C6; "#$ BOE â&#x2C6; $#% GPSN B MJOFBS QBJS
Nâ&#x2C6; "#$ + Nâ&#x2C6; $#% =
4VCTUJUVUF GPS Nâ&#x2C6; $#%
Nâ&#x2C6; "#$ + =
Nâ&#x2C6; "#$ = ¡
4VQQMFNFOUT PG UIF TBNF BOHMF BSF DPOHSVFOU
Nâ&#x2C6; "#$ = Nâ&#x2C6; &'(
4VCTUJUVUF
= Y +
4PMWF UIF FRVBUJPO GPS Y
= Y
Y =
7FSUJDBM "OHMFT 7FSUJDBM BOHMFT BSF UIF QBJST PG OPO BEKBDFOU BOHMFT GPSNFE XIFO UXP MJOFT JOUFSTFDU
â&#x2C6; BOE â&#x2C6; BSF WFSUJDBM BOHMFT
â&#x2C6; BOE â&#x2C6; BSF WFSUJDBM BOHMFT 7FSUJDBM BOHMFT IBWF B WFSZ TQFDJBM QSPQFSUZ 7FSUJDBM "OHMFT 5IFPSFN 7FSUJDBM BOHMFT BSF DPOHSVFOU â&#x2C6; â&#x2C6; BOE â&#x2C6; â&#x2C6;
7ATCH /UT
!
7FSUJDBM BOHMFT BSF OPU BMXBZT JO B WFSUJDBM QPTJUJPO SFMBUJWF UP FBDI PUIFS 5IFZ BSF BMXBZT PQQPTJUF FBDI PUIFS BDSPTT UIFJS DPNNPO WFSUFY
Proof of the Vertical Angle Theorem Given: â&#x2C6; 1 and â&#x2C6; 3 are vertical angles. Prove: â&#x2C6; 1 â&#x2C6; 3
â&#x2C6; BOE â&#x2C6; GPSN B MJOFBS QBJS #Z UIF -JOFBS 1BJS 5IFPSFN â&#x2C6; BOE â&#x2C6; BSF TVQQMFNFOUBSZ 4JNJMBSMZ â&#x2C6; BOE â&#x2C6; BSF TVQQMFNFOUBSZ 4JODF â&#x2C6; BOE â&#x2C6; BSF CPUI TVQQMFNFOUBSZ UP â&#x2C6; â&#x2C6; 1Â â&#x2C6; CZ UIF $POHSVFOU 4VQQMFNFOUT 5IFPSFN
XXX 48BEWBOUBHF DPN
627
1SPWJOH "OHMFT $POHSVFOU
6TJOH UIF 7FSUJDBM "OHMFT 5IFPSFN &Y "NQM & 4&"3$) 5P TFF TUFQ CZ TUFQ WJEFPT PG UIFTF QSPCMFNT FOUFS UIF QBHF OVNCFS JOUP UIF 48BEWBOUBHF DPN 4FBSDI #BS
6
'JOE UIF WBMVF PG Z. ¡
7FSUJDBM BOHMFT BSF DPOHSVFOU %JWJEF CPUI TJEFT CZ
&Y "NQM &
Z¡
Z = Z =
7
'JOE UIF WBMVFT PG Y BOE Z.
-
0
7FSUJDBM BOHMFT BSF DPOHSVFOU 4VCTUJUVUF %JWJEF CPUI TJEFT CZ -JOFBS QBJST BSF TVQQMFNFOUBSZ 4VCTUJUVUF 4JNQMJGZ 4VCUSBDU GSPN CPUI TJEFT %JWJEF CPUI TJEFT CZ
Z + ¡ Y¡ ¡ /
.
1
N∠-/0 = N∠./1 Y = Y = N∠-/. + N∠./1 = ¡ Z + + = Z + = Z = Z =
4P Y = BOE Z =
3JHIU "OHMFT :PV BMSFBEZ LOPX UIBU UIF NFBTVSF PG B SJHIU BOHMF JT ¡ CZ EFGJOJUJPO )FSF BSF UXP UIFPSFNT UIBU UFMM ZPV NPSF BCPVU SJHIU BOHMFT 3JHIU "OHMF $POHSVFODF 5IFPSFN "MM SJHIU BOHMFT BSF DPOHSVFOU
5IFPSFN *G UXP BOHMFT BSF DPOHSVFOU BOE TVQQMFNFOUBSZ UIFO FBDI BOHMF JT B SJHIU BOHMF
628
Reasoning and Proof
FY B NQM E
(&0.&53:
8
1SPWF UIF 3JHIU "OHMF $POHSVFODF 5IFPSFN
(JWFO â&#x2C6; BOE â&#x2C6; BSF SJHIU BOHMFT 1SPWF â&#x2C6; â&#x2C6;
#Z EFGJOJUJPO PG B SJHIU BOHMF Nâ&#x2C6; = ¡ BOE Nâ&#x2C6; = ¡ #Z UIF 5SBOTJUJWF 1SPQFSUZ PG &RVBMJUZ Nâ&#x2C6; 1 = Nâ&#x2C6; PS â&#x2C6; â&#x2C6;
FY B NQM E
9
(JWFO â&#x2C6; BOE â&#x2C6; BSF DPOHSVFOU BOE TVQQMFNFOUBSZ 1SPWF â&#x2C6; BOE â&#x2C6; BSF SJHIU BOHMFT
#Z EFGJOJUJPO PG TVQQMFNFOUBSZ BOHMFT Nâ&#x2C6; + Nâ&#x2C6; = ¡ #Z EFGJOJUJPO PG DPOHSVFOU BOHMFT Nâ&#x2C6; = Nâ&#x2C6; 6TJOH TVCTUJUVUJPO BOE BMHFCSB Nâ&#x2C6; + Nâ&#x2C6; = ¡
Nâ&#x2C6; = ¡ Nâ&#x2C6; = ¡
5IFO CZ EFGJOJUJPO PG DPOHSVFOU BOHMFT Nâ&#x2C6; = ¡ TJODF â&#x2C6; â&#x2C6; 4P â&#x2C6; BOE â&#x2C6; BSF CPUI SJHIU BOHMFT CZ EFGJOJUJPO PG B SJHIU BOHMF
"O BOHMF CJTFDUPr JT B SBZ UIBU EJWJEFT BO BOHMF JOUP UXP DPOHSVFOU DPQMBOBS BOHMFT @@l
BP CJTFDUT â&#x2C6; "#$ â&#x2C6; "#1 â&#x2C6; $#1 Nâ&#x2C6; "#1 = Nâ&#x2C6; $#1 = @ Nâ&#x2C6; "#$ FY B NQM E
1 " #
$
10
@@l EG CJTFDUT â&#x2C6; %&' BOE Nâ&#x2C6; %&' = ¡ 'JOE UIF WBMVFT PG Y BOE Z
(
8SJUF BOE TPMWF UXP FRVBUJPOT JO UXP WBSJBCMFT 6TF UIF "OHMF "EEJUJPO 1PTUVMBUF
Nâ&#x2C6; %&( + Nâ&#x2C6; (&' = Nâ&#x2C6; %&'
4VCTUJUVUF
Y â&#x2C6;&#x2019; Z + Y + Z =
4JNQMJGZ %JWJEF CPUI TJEFT CZ 6TF UIF EFGJOJUJPO PG BO BOHMF CJTFDUPS 4VCTUJUVUF 4VCTUJUVUF GPS Y 4JNQMJGZ 4PMWF GPS Z
Y = Y = Nâ&#x2C6; %&( = Nâ&#x2C6; (&'
' Y + Z ¡
Y â&#x20AC;&#x201C; Z ¡ %
&
Need More
HELP
'PS B SFWJFX PO TPMWJOH TZTUFNT PG FRVBUJPOT HP UP 4PMWJOH B 4ZTUFN CZ 4VCTUJUVUJPO JO "MHFCSB #PPL Q
Y â&#x2C6;&#x2019; Z = Y + Z â&#x2C6;&#x2019; Z = + Z â&#x2C6;&#x2019; Z = + Z = Z Z =
4P Y = BOE Z =
XXX 48BEWBOUBHF DPN
629
5IFPSFNT "CPVU 1BSBMMFM -JOFT 1SPQFSUJFT PG 1BSBMMFM -JOFT 7ATCH /UT
!
-JOFT UIBU EP OPU JOUFSTFDU BSF FJUIFS QBSBMMFM PS TLFX $PQMBOBS MJOFT UIBU EP OPU JOUFSTFDU BSF QBSBMMFl /PO DPQMBOBS MJOFT UIBU EP OPU JOUFSTFDU BSF TLFw %JBHSBNT VTF TPMJE SFE BSSPXIFBET UP EFOPUF MJOFT UIBU BSF QBSBMMFM Q
5XP TFHNFOUT UIBU EP OPU JOUFSTFDU BSF OPU OFDFTTBSJMZ QBSBMMFM 5o be parBMMFM UIFZ NVTU CF QBSUT PG QBSBMMFM MJOFT
R B
C
-JOF B JT QBSBMMFM UP MJOF C B ]] C BOE MJOF Q JT QBSBMMFM UP MJOF R " USBOTWFSTBl JT B MJOF UIBU JOUFSTFDUT UXP PS NPSF DPQMBOBS MJOFT BU EJGGFSFOU QPJOUT 8IFO B USBOTWFSTBM JOUFSTFDUT QBSBMMFM MJOFT UIF QBJST PG BOHMFT GPSNFE IBWF TQFDJBM OBNFT
$PSSFTQPOEJOH BOHMFs MJF JO DPSSFTQPOEJOH QPTJUJPOT PO UIF TBNF TJEF PG B USBOTWFSTBM
â&#x2C6; BOE â&#x2C6;
â&#x2C6; BOE â&#x2C6;
â&#x2C6; BOE â&#x2C6;
â&#x2C6; BOE â&#x2C6;
"MUFSOBUF JOUFSJPS BOHMFs MJF CFUXFFO UIF QBSBMMFM MJOFT PO PQQPTJUF TJEFT PG B USBOTWFSTBM â&#x2C6; BOE â&#x2C6;
â&#x2C6; BOE â&#x2C6;
4BNF TJEF JOUFSJPS BOHMFs MJF CFUXFFO UIF QBSBMMFM MJOFT PO UIF TBNF TJEF PG B USBOTWFSTBM â&#x2C6; BOE â&#x2C6;
â&#x2C6; BOE â&#x2C6;
"MUFSOBUF FYUFSJPS BOHMFs MJF PVUTJEF UIF QBSBMMFM MJOFT PO PQQPTJUF TJEFT PG B USBOTWFSTBM
â&#x2C6; BOE â&#x2C6;
â&#x2C6; BOE â&#x2C6;
Corresponding Angles Postulate *G UXP QBSBMMFM MJOFT BSF DVU CZ B USBOTWFSTBM UIFO DPSSFTQPOEJOH BOHMFT BSF DPOHSVFOU
(05 50
,/08
FY B NQM F
1
'JOE UIF WBMVF PG Y JG Nâ&#x2C6; = Y + ¡ BOE Nâ&#x2C6; = Y â&#x2C6;&#x2019; ¡
1BSBMMFM 1PTUVMBUF
5IF EJBHSBN TIPXT UIBU B ]] C
(JWFO B MJOF BOE B QPJOU OPU PO UIF MJOF UIFSF JT FYBDUMZ POF MJOF UISPVHI UIF QPJOU QBSBMMFM Uo the line
$PSSFTQPOEJOH BOHMFT BSF DPOHSVFOU
630
4VCUSBDU Y GSPN CPUI TJEFT "EE UP CPUI TJEFT %JWJEF CPUI TJEFT CZ
Y â&#x2C6;&#x2019; = Y + Y â&#x2C6;&#x2019; = Y = Y =
B C
Reasoning and Proof
(&0.&53:
:PV DBO VTF UIF $PSSFTQPOEJOH "OHMFT 1PTUVMBUF UP QSPWF PUIFS UIFPSFNT BCPVU QBJST PG BOHMFT GPSNFE XIFO B USBOTWFSTBM DVUT QBSBMMFM MJOFT Alternate Interior Angles Theorem *G UXP QBSBMMFM MJOFT BSF DVU CZ B USBOTWFSTBM UIFO BMUFSOBUF JOUFSJPS BOHMFT BSF DPOHSVFOU
Alternate Exterior Angles Theorem *G UXP QBSBMMFM MJOFT BSF DVU CZ B USBOTWFSTBM UIFO BMUFSOBUF FYUFSJPS BOHMFT BSF DPOHSVFOU
*O B UXP DPMVNO QSPPf ZPV PSHBOJ[F UIF TUFQT PG B QSPPG BOE UIFJS KVTUJGJDBUJPOT JO TFQBSBUF DPMVNOT 5IF GJSTU TUFQ HFOFSBMMZ TUBUFT UIF HJWFO JOGPSNBUJPO )FSF JT B UXP DPMVNO QSPPG PG UIF "MUFSOBUF &YUFSJPS "OHMFT UIFPSFN &Y "NQM &
â&#x20AC;¹__â&#x20AC;º
2
â&#x20AC;¹__â&#x20AC;º
Given: AB || CD Prove: â&#x2C6; 1 â&#x2C6; 3
"
$
4&"3$)
#
5P TFF TUFQ CZ TUFQ WJEFPT PG UIFTF QSPCMFNT FOUFS UIF QBHF OVNCFS JOUP UIF 48BEWBOUBHF DPN 4FBSDI #BS
%
Statements
k@@l k@@l ]] CD AB
Reasons (JWFO
â&#x2C6; â&#x2C6;
*G UXP ]] MJOFT BSF DVU CZ B USBOTWFSTBM UIFO DPSS â&#x2C6; T BSF
â&#x2C6; â&#x2C6;
7FSUJDBM BOHMFT BSF
â&#x2C6; â&#x2C6;
5SBOTJUJWF 1SPQFSUZ PG
5IF QSPPG PG UIF "MUFSOBUF *OUFSJPS "OHMFT UIFPSFN JT WFSZ TJNJMBS &Y "NQM &
3
'JOE Nâ&#x2C6; (%&
"MUFSOBUF JOUFSJPS â&#x2C6; T BSF "EE UP CPUI TJEFT 4VCUSBDU Y GSPN CPUI TJEFT 4VCTUJUVUF GPS Y
Y â&#x2C6;&#x2019; = Y +
Y â&#x20AC;&#x201C; ¡
Y = Y + Y = Nâ&#x2C6; (%& = Y â&#x2C6;&#x2019; ¡ = â&#x2C6;&#x2019; =
&
%
'
Y + ¡ (
Nâ&#x2C6; (%& = ¡
XXX 48BEWBOUBHF DPN
631
5IFPSFNT "CPVU 1BSBMMFM -JOFT
4BNF 4JEF *OUFSJPS "OHMFT &WFSZ QBJS PG BOHMFT GPSNFE CZ QBSBMMFM MJOFT BOE B USBOTWFSTBM JT FJUIFS DPOHSVFOU PS TVQQMFNFOUBSZ 5IF OFYU UIFPSFN JOWPMWFT QBJST PG BOHMFT UIBU MJF PO UIF TBNF TJEF PG B USBOTWFSTBM BOE CFUXFFO UXP QBSBMMFM MJOFT 5IF QSPPG PG UIJT UIFPSFN JT JO &YBNQMF
7ATCH /UT
!
8IFO B USBOTWFSTBM JOUFSTFDUT UXP QBSBMMFM MJOFT BMM UIF BDVUF BOHMFT BSF DPOHSVFOU BOE BMM UIF PCUVTF BOHMFT BSF DPOHSVFOU &WFSZ BDVUF BOHMF JT TVQQMFNFOUBSZ UP FWFSZ PCUVTF BOHMF
Same-Side Interior Angles Theorem *G UXP QBSBMMFM MJOFT BSF DVU CZ B USBOTWFSTBM UIFO TBNF TJEF JOUFSJPS BOHMFT BSF TVQQMFNFOUBSZ
FY B NQM E
4
1SPWF UIF 4BNF 4JEF *OUFSJPS "OHMFT 5IFPSFN (JWFO â&#x201E;&#x201C; ]] N 1SPWF â&#x2C6; BOE â&#x2C6; BSF TVQQMFNFOUBSZ
4UBUFNFOUT
3FBTPOT (JWFO
Nâ&#x2C6; + Nâ&#x2C6; = ¡
*G UXP BOHMFT GPSN B MJOFBS QBJS UIFO UIFZ BSF TVQQMFNFOUBSZ
Nâ&#x2C6; = Nâ&#x2C6;
*G UXP ]] MJOFT BSF DVU CZ B USBOTWFSTBM UIFO DPSS â&#x2C6; T BSF
Nâ&#x2C6; + Nâ&#x2C6; = ¡
4VCTUJUVUJPO
â&#x2C6; BOE â&#x2C6; BSF TVQQMFNFOUBSZ
%FGJOJUJPO PG TVQQMFNFOUBSZ BOHMFT
5
'JOE UIF WBMVFT PG B BOE C
¡
B + C + = B + C =
B + C ¡ B â&#x20AC;&#x201C; C ¡
B â&#x2C6;&#x2019; C + = B â&#x2C6;&#x2019; C =
HELP
'PS IFMQ XJUI TPMWJOH TZTUFNT PG FRVBUJPOT HP UP 4PMWJOH B 4ZTUFN CZ 4VCTUJUVUJPO BOE 4PMWJOH B 4ZTUFN CZ "EEJUJPO PS 4VCUSBDUJPO JO "MHFCSB #PPL QQ
632
N
â&#x201E;&#x201C; ]] N
FY B NQM E
Need More
â&#x201E;&#x201C;
¡
NFU I P E
NFU I P E
"EE &RVBUJPOT BOE
4PMWF &RVBUJPO GPS B UIFO TVCTUJUVUF JOUP &RVBUJPO
B + C = B â&#x2C6;&#x2019; C = B = TP B = 4VCTUJUVUF JOUP &RVBUJPO
B = + C
+ C + C =
+ C =
C = TP C =
C = TP C = B + C =
B + = TP B =
Reasoning and Proof
(&0.&53:
4PNFUJNFT UIF DPOWFSTF PG B DPOEJUJPOBM JT USVF *O QBSUJDVMBS UIF DPOWFSTF PG UIF $PSSFTQPOEJOH "OHMFT 1PTUVMBUF JT USVF
7ATCH /UT
Converse of the Corresponding Angles Postulate
!
*T UIJT UIFPSFN TUJMM USVF JG ZPV SFNPWF UIF XPSET iJO B QMBOFw /P UIF MJOFT DPVME CF QFSQFOEJDVMBS CVU UIFZ DPVME BMTP CF TLFX
*G UXP MJOFT BSF DVU CZ B USBOTWFSTBM BOE DPSSFTQPOEJOH BOHMFT BSF DPOHSVFOU UIFO UIF MJOFT BSF QBSBMMFM
:PV DBO VTF UIJT QPTUVMBUF UP QSPWF UIF GPMMPXJOH UIFPSFN Theorem *O B QMBOF JG UXP MJOFT BSF QFSQFOEJDVMBS UP UIF TBNF MJOF UIFO UIFZ BSF QBSBMMFM
&Y "NQM &
6
(JWen: -JOFT Q BOE R BSF DPQMBOBS Q â&#x160;¥ U BOE R â&#x160;¥ U 1SPWe: Q ]] R Statements
U
Reasons
Q
Q â&#x160;¥ U
(JWFO
â&#x2C6; JT B SJHIU BOHMF
â&#x160;¥ MJOFT GPSN SJHIU â&#x160;¥T
R â&#x160;¥ U
(JWFO
â&#x2C6; JT B SJHIU BOHMF
â&#x160;¥ MJOFT GPSN SJHIU â&#x2C6; T
â&#x2C6; â&#x2C6;
3JHIU â&#x2C6; T BSF
Q ]] R
* G UXP MJOFT BSF DVU CZ B USBOT BOE DPSS â&#x2C6; T BSF UIFO UIF MJOFT BSF ]]
&Y "NQM &
7
k@@l
R
k@@l
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1SPWJOH -JOFT 1BSBMMFM 5IF DPOWFSTFT PG UISFF UIFPSFNT JOUSPEVDFE FBSMJFS JO UIJT MFTTPO BSF BMTP USVF Converse of the Alternate Interior Angles Theorem *G UXP MJOFT BSF DVU CZ B USBOTWFSTBM BOE BMUFSOBUF JOUFSJPS BOHMFT BSF DPOHSVFOU UIFO UIF MJOFT BSF QBSBMMFM
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B ]] C
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11
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Prove: a + b = c 2
2
2
5IF GJHVSF TIPXT GPVS DPOHSVFOU SJHIU USJBOHMFT 5IFZ EFUFSNJOF UXP TRVBSFT &BDI TJEF PG UIF larger TRVBSF IBT MFOHUI D &BDI TJEF PG UIF smaller TRVBSF IBT MFOHUI B â&#x2C6;&#x2019; C 5IF BSFB PG UIF MBSHFS TRVBSF FRVBMT UIF TVN PG UIF BSFBT PG UIF GPVS USJBOHMFT QMVT UIF BSFB PG UIF TNBMMFS TRVBSF
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c
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c
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+
a â&#x2C6;&#x2019; BC + b
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-FU D = MFOHUI PG UIF IZQPUFOVTF D = B + C D = + D = + D = D =
678
1
'JOE UIF MFOHUI PG UIF IZQPUFOVTF PG B SJHIU USJBOHMF XJUI MFHT PG MFOHUIT BOE
Triangles and Polygons FY B NQM F
(&0.&53:
2
'JOE UIF WBMVF PG UIF WBSJBCMF -FBWF ZPVS BOTXFS JO TJNQMJGJFE SBEJDBM GPSN
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B WBMVF PG c c = +
4JNQMJGZ
c = +
4PMWF
c =
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D
6TF UIF 1ZUIBHPSFBO 5IFPSFN
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D = É&#x201E;
@@@@@
@@@
@@
D = É&#x201E; · = É&#x201E; · É&#x201E;
4JNQMJGZ UIF SBEJDBM
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D = É&#x201E; C WBMVF PG Z
6TF UIF 1ZUIBHPSFBO 5IFPSFN
+ Z =
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+ Z =
Z
Z =
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Z = É&#x201E; = É&#x201E; ·
4JNQMJGZ UIF SBEJDBM
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Z = É&#x201E; D WBMVF PG Y x + Y =
6TF UIF 1ZUIBHPSFBO 5IFPSFN
Y =
4JNQMJGZ
Y =
4PMWF
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Y Y @@@@@
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4JNQMJGZ UIF SBEJDBM
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Y = É&#x201E; E WBMVF PG [
[
45&1
5IF GJHVSF JT B USBQF[PJE %SBX BO BMUJUVEF BT TIPXO GPSNJOH B CZ SFDUBOHMF BOE B SJHIU USJBOHMF
45&1
'JOE UIF MFOHUIT PG UIF MFHT PG UIF SJHIU USJBOHMF 5IF MFHT BSF BOE â&#x2C6;&#x2019; =
45&1
6TF UIF 1ZUIBHPSFBO 5IFPSFN + = [ + = [ = [ [ =
XXX 48BEWBOUBHF DPN
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,/08 1ZUIBHPSFBO 5IFPSFN D
C
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a + C = D
679
1ZUIBHPSFBO 5IFPSFN
"QQMZJOH UIF 1ZUIBHPSFBO 5IFPSFN &Y "NQM &
3
'JOE UIF QFSJNFUFS PG "#$
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45&1
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'JOE "$ 6TF SJHIU "%# UP GJOE "%
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7ATCH /UT
#
+ A% = " + A% = A% = @@@@@ = "% = É&#x201E;
%
$
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6TF SJHIU #%$ UP GJOE #$ #$ = + B$ = + = @@@@ #$ = É&#x201E; #$ =
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4
%IBSB SJEFT IFS CJLF LN FBTU LN OPSUI UIFO LN FBTU BOE LN OPSUI )PX NVDI TIPSUFS XPVME IFS SJEF CF JG TIF SPEF IFS CJLF JO B TUSBJHIU MJOF GSPN CFHJOOJOH UP FOE 45&1
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45&1
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680
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45&1
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45&1
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Triangles and Polygons (&0.&53:
1ZUIBHPSFBO 5SJQMFT
7ATCH /UT
5ISFF XIPMF OVNCFST UIBU TBUJTGZ UIF 1ZUIBHPSFBO 5IFPSFN GPSN B 1ZUIBHPSFBO USJQMe 'PS FYBNQMF UIF OVNCFST GPSN B 1ZUIBHPSFBO USJQMF CFDBVTF + = FY B NQM E
5IF UFSN 1ZUIBHPSFBO USJQMFT SFGFST POMZ UP QPTJUJWF JOUFHFST OPU FWFSZ HSPVQ PG UISFF OVNCFST UIBU TBUJTGJFT UIF 1ZUIBHPSFBO 5IFPSFN
5
%P UIF OVNCFST GPSN B 1ZUIBHPSFBO USJQMF &YQMBJO C
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+ = â&#x153;&#x201D;
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6
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13
17
10
26
34
15
39
681
1ZUIBHPSFBO 5IFPSFN
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FY B NQM E
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7
$MBTTJGZ UIF USJBOHMF XJUI UIF HJWFO TJEF MFOHUIT *G OP USJBOHMF JT QPTTJCMF XSJUF OPU QPTTJCMF
7ATCH /UT
!
8IFO ZPV DPNQBSF c UP a + b BMXBZT TVCTUJUVUF UIF HSFBUFTU WBMVF GPS D
B
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Triangles and Polygons (&0.&53: &Y "NQM &
8
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GU
< > + < > +
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9
#VJMEFST TPNFUJNFT VTF B SPQF XJUI LOPUT TQBDFE BU GU JOUFSWBMT UP EFUFSNJOF XIFUIFS B XBMM JT QFSQFOEJDVMBS UP UIF GMPPS 8IZ EPFT UIJT XPSL 5IF CVJMEFS QVUT B GU MFOHUI BMPOH B XBMM BOE B GU MFOHUI BMPOH UIF GMPPS
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C
B D
B
B C
SJHIU USJBOHMF
BDVUF USJBOHMF
PCUVTF USJBOHMF
c = a + b
c < a + b
c > a + b
XXX 48BEWBOUBHF DPN
D
C
683
5SJHPOPNFUSZ Trigonometry
.BLFST PG BNVTFNFOU QBSL SJEFT IBWF UP NFFU TBGFUZ DPEFT JO BOHVMBS WFMPDJUZ UIBU EFQFOE PO UIF SBEJVT PG UIF SJEF
890
3JHIU 5SJBOHMF 5SJHPOPNFUSZ 3BEJBO .FBTVSF BOE UIF 5SJHPOPNFUSJD 'VODUJPOT (SBQIT PG UIF 5SJHPOPNFUSJD 'VODUJPOT 5SJHPOPNFUSJD *EFOUJUJFT *OWFSTF 5SJHPOPNFUSJD 'VODUJPOT BOE 5SJHPOPNFUSJD &RVBUJPOT 0CMJRVF 5SJBOHMFT BOE 7FDUPST 1PMBS $PPSEJOBUFT BOE UIF $PNQMFY 1MBOF
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$PNQVUJOH XJUI "OHMF .FBTVSFT 1BSUT PG B %FHSFF 5S Z *U This Way (SBQIJOH DBMDVMBUPST BOE NBOZ TDJFOUJGJD DBMDVMBUPST DBO DPOWFSU CBDL BOE GPSUI CFUXFFO %.4 EFHSFFT NJOVUFT TFDPOET BOE EFDJNBM EFHSFFT .BLF TVSF ZPVS DBMDVMBUPS JT TFU PO EFHSFF NPEF BOE OPU SBEJBO NPEF
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1
$POWFSU ยก UP EFHSFFT NJOVUFT TFDPOET 45&1
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45&1
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ยก = ยก h
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2
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( ) (
45&1
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3
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896
45&1
.VMUJQMZ UIF EFDJNBM QBSU PG UIF BOHMF NFBTVSF CZ UP HFU NJOVUFT h = h
45&1
.VMUJQMZ UIF EFDJNBM QBSU PG UIF NJOVUFT CZ UP HFU TFDPOET =
45&1
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Right Triangle Trigonometry
53*(0/0.&53:
$PNQVUJOH XJUI "OHMF .FBTVSFT "EEJOH BOE TVCUSBDUJOH BOHMF NFBTVSFT HJWFO JO EFHSFFT NJOVUFT BOE TFDPOET NBZ JOWPMWe rFOBNJOH FY B NQM E
4
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45&1
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¡ h + ¡ h ¡ h 45&1
7ATCH /UT
"EE ¡ + ¡ h = ¡ h
¡ h + ¡ h = ¡ h
FY B NQM E
5
'JOE UIF EJGGFSFODF ¡ − ¡ h 45&1
3FOBNF ¡ ¡ = ¡ + ¡ = ¡ h
45&1
7FSUJDBMMZ BMJHO UIF BOHMF NFBTVSFT 4VCUSBDU UIF EFHSFFT BOE NJOVUFT TFQBSBUFMZ ¡ h − ¡ h ¡ h
¡ − ¡ h = ¡ h
FY B NQM E
6
'JOE N∠ JG N∠ = ¡ h 45&1
45&1 45&1
5IF BOHMFT BSF DPNQMFNFOUBSZ TP UIF TVN PG UIFJS NFBTVSFT JT ¡ 8SJUF BO FRVBUJPO N∠ + N∠ = ¡ PS N∠ = ¡ − N∠ 3FOBNF ¡ ¡ = ¡ h 5P GJOE N∠ TVCUSBDU N∠ GSPN ¡ ¡ h − ¡ h ¡ h
N∠ = ¡ h XXX 48BEWBOUBHF DPN
897
4QFDJBM 5SJBOHMFT BOE "OHMFT ¡o ¡o ¡ 5SJBOHMFT &WFSZ BOHMF DPSSFTQPOET UP B GSBDUJPOBM QBSU PG B DJSDMF 3FDBMM UIFSF BSF EFHSFFT JO a cirDMF
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,/08
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898
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Right Triangle Trigonometry FY B NQM F
53*(0/0.&53:
2
7ATCH /UT
'JOE UIF FYBDU WBMVF PG Y ¡
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899
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Y
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P4 + Q4 = P2
4VCTUJUVUF
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4
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4
'JOE UIF FYBDU WBMVFT PG Y BOE Z
Y
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7ATCH /UT
!
5IF TIPSUFS MFH JO B ¡o ¡o ¡ USJBOHMF JT IBMG UIF MFOHUI PG UIF IZQPUFOVTF *U JT OPU IBMG UIF MFOHUI PG UIF MPOHFS MFH
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,/08
45&1
45&1
'JOE UIF WBMVF PG Y · TIPSUFS MFH = IZQPUFOVTF 4PMWF GPS Y
Y = Y=
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Z = xɄ @@ Z = Ʉ
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1265
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1383
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Multiplying Integers with Different Signs
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Numbers, Variables, and Expressions FY B NQM E
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1409
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1412
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1413
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1419
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1450
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1453
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1751
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1762
$IFDL UIF TPMVUJPO JO BMM UISFF PSJHJOBM FRVBUJPOT (1a) Y + Z â&#x2C6;&#x2019; [ = (2a) Y â&#x2C6;&#x2019; Z + [ = 16 + â&#x2C6;&#x2019; 5 â&#x2C6;&#x2019; + 16 + â&#x2C6;&#x2019; = â&#x153;&#x201D; â&#x2C6;&#x2019; + = â&#x153;&#x201D;
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Coordinate System in Three Dimensions FY B NQM E
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XXX 48BEWBOUBHF DPN
1763
4PMWJOH 4ZTUFNT CZ 4VCTUJUVUJPO
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1764
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*U JT JNQPSUBOU XIFO DIFDLJOH ZPVS PSEFSFE USJQMF UIBU ZPV TVCTUJUVUF UIF TPMVUJPO JOUP UIF PSJHJOBM TZTUFN PG UISFF FRVBUJPOT JOTUFBE PG UIF OFX TZTUFN PG UXP FRVBUJPOT 6TJOH UIF PSJHJOBM FRVBUJPOT XJMM FOBCMF ZPV UP GJOE BOZ NJTUBLFT ZPV NJHIU IBWF NBEF JO DBMDVMBUJOH UIF OFX TZTUFN PG UXP FRVBUJPOT
3
6TF UIF NFUIPE PG TVCTUJUVUJPO UP GJOE UIF TPMVUJPO Y Z [ GPS UIF TZTUFN TIPXO CFMPX /PUe thaU BMM UISFF FRVBUJPOT IBWF UISFF WBSJBCMFT
45&1
45&1
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Coordinate System in Three Dimensions
"%7"/$&% "-(&#3"
&YDFQUJPOT UP BO 0SEFSFE 5SJQMF BT B 4PMVUJPO *O UIF GJSTU UISFF FYBNQMFT UIF TPMVUJPO PG UIF TZTUFNT PG FRVBUJPOT JT BO PSEFSFE USJQMF )PXFWFS TPNFUJNFT UIFSF JT OP TPMVUJPO UP B TZTUFN PG FRVBUJPOT "OE TPNFUJNFT UIFSF JT BO JOGJOJUF OVNCFS PG TPMVUJPOT FY B NQM E
4
6TF UIF NFUIPE PG TVCTUJUVUJPO UP GJOE UIF TPMVUJPO Y Z [ GPS UIF TZTUFN TIPXO CFMPX B Y + Z â&#x2C6;&#x2019; [ = â&#x2C6;&#x2019; B Y â&#x2C6;&#x2019; Z + [ = B Y â&#x2C6;&#x2019; Z + [ = 45&1
4PMWF POF PG UIF FRVBUJPOT GPS POF PG UIF WBSJBCMFT *O UIJT FYBNQMF TPMWF FRVBUJPO B GPS Y B Y â&#x2C6;&#x2019; Z + [ = Y = Z â&#x2C6;&#x2019; [ +
45&1
5IFO TVCTUJUVUF UIF FYQSFTTJPO GPS [ JOUP UIF PUIFS UXP FRVBUJPOT UP PCUBJO B TZTUFN XJUI UXP FRVBUJPOT JO UXP WBSJBCMFT (1a) Y + Z â&#x20AC;&#x201C; [ = â&#x2C6;&#x2019;1 (2a) Y â&#x2C6;&#x2019; Z + [ = Z â&#x2C6;&#x2019; [ + + Z â&#x20AC;&#x201C; [ = â&#x2C6;&#x2019;1 Z â&#x2C6;&#x2019; [ + â&#x2C6;&#x2019; Z + [ = Z â&#x20AC;&#x201C; [ = â&#x2C6;&#x2019;2 Z â&#x2C6;&#x2019; [ + â&#x2C6;&#x2019; Z + [ = â&#x2030;
5IF TVCTUJUVUJPO JOUP POF PG UIF FRVBUJPOT B SFTVMUFE JO B GBMTF TUBUFNFOU TP UIFSF BSF OP TPMVUJPOT UP UIJT TZTUFN PG FRVBUJPOT
FY B NQM E
5
6TF UIF NFUIPE PG TVCTUJUVUJPO UP GJOE UIF TPMVUJPO Y Z [ GPS UIF TZTUFN TIPXO CFMPX B Y + Z â&#x2C6;&#x2019; [ = â&#x2C6;&#x2019; B Y + Z â&#x2C6;&#x2019; [ = â&#x2C6;&#x2019; B Y + Z â&#x2C6;&#x2019; [ = â&#x2C6;&#x2019; 4PMWF POF PG UIF FRVBUJPOT GPS POF PG UIF WBSJBCMFT *O UIJT FYBNQMF TPMWF FRVBUJPO B GPS Y (1a) Y + Z â&#x2C6;&#x2019; [ = â&#x2C6;&#x2019; TP Y = â&#x2C6;&#x2019; Z + [ â&#x2C6;&#x2019; 8IFO UIJT FYQSFTTJPO JT TVCTUJUVUFE GPS Y JO UIF PUIFS UXP FRVBUJPOT UP PCUBJO B TZTUFN XJUI UXP FRVBUJPOT JO UXP WBSJBCMFT UIF SFTVMU JT = (2a)
Y + Z â&#x2C6;&#x2019; [ = â&#x2C6;&#x2019;4
(3a)
Y + Z â&#x2C6;&#x2019; [ = â&#x2C6;&#x2019;
â&#x2C6;&#x2019; Z + [ â&#x2C6;&#x2019; + Z â&#x2C6;&#x2019; [ = â&#x2C6;&#x2019;4
â&#x2C6;&#x2019; Z + [ â&#x2C6;&#x2019; + Z â&#x2C6;&#x2019; [ = â&#x2C6;&#x2019;
â&#x2C6;&#x2019; Z + [ â&#x2C6;&#x2019; + Z â&#x2C6;&#x2019; [ = â&#x2C6;&#x2019;4
â&#x2C6;&#x2019; Z + [ â&#x2C6;&#x2019; + Z â&#x2C6;&#x2019; [ = â&#x2C6;&#x2019;
â&#x2C6;&#x2019; Z + Z + [ â&#x2C6;&#x2019; [ â&#x2C6;&#x2019; = â&#x2C6;&#x2019;4
â&#x2C6;&#x2019; Z + Z + [ â&#x2C6;&#x2019; [ â&#x2C6;&#x2019; = â&#x2C6;&#x2019;
â&#x2C6;&#x2019; = â&#x2C6;&#x2019;4
â&#x2C6;&#x2019; = â&#x2C6;&#x2019;
=0
=
5IJT SFTVMU NFBOT UIBU GPS BOZ WBMVF PG Y UIFSF BSF WBMVFT PG Z BOE [ UIBU BSF TPMVUJPOT UP UIF TZTUFN 5IFSF BSF BO JOGJOJUF OVNCFS PG TPMVUJPOT UP UIJT TZTUFN
XXX 48BEWBOUBHF DPN
(05 50
,/08
6TJOH 4VCTUJUVUJPO UP 4PMWF B 4ZTUFN PG 5ISFF &RVBUJPOT JO 5ISFF 7BSJBCMFT 4PMWF POF PG UIF FRVBUJPOT GPS POF WBSJBCMF 4VCTUJUVUF GPS UIBU WBSJBCMF JO UIF PUIFS UXP FRVBUJPOT 5IF SFTVMU JT B TZTUFN PG UXP FRVBUJPOT JO UXP WBSJBCMFT 4PMWF UIF UXP WBSJBCMF TZTUFN GPS BOPUIFS WBSJBCMF 4VCTUJUVUF UIF UXP WBSJBCMFT ZPV LOPX JOUP BO PSJHJOBM FRVBUJPO BOE TPMWF GPS UIF UIJSE WBSJBCMF $IFDL UIF PSEFSFE USJQMF JO BMM UISFF PSJHJOBM FRVBUJPOT
1765
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1
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2
8SJUF B Ã&#x2014; NBUSJY XIFSF UIF FMFNFOUT JO SPX N BSF N N BOE N 45&1
45&1
4FU VQ B Ã&#x2014; NBUSJY " Ã&#x2014; NBUSJY IBT SPXT BOE DPMVNOT 1SFQBSF BO PVUMJOF GPS B Ã&#x2014; NBUSJY VTJOH N N BOE N UP SFQSFTFOU UIF FMFNFOUT JO UIF NBUSJY BT TIPXO JO UIF NBUSJY UP UIF SJHIU.
N N N N N
N N N N N
N N N N N
8SJUF UIF NBUSJY 5IF QISBTF iSPX Nw NFBOT UIBU N = GPS SPX N = GPS SPX BOE TP PO 6TF UIF WBMVFT PG N UP FWBMVBUF FBDI FMFNFOU JO UIF NBUSJY
1772
5FMM UIF EJNFOTJPOT PG UIF UISFF NBUSJDFT TIPXO BCPWF
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Matrices
"E W"O D FE "M H FCS "
&RVBM .BUSJDFT 5XP NBUSJDFT BSF FRVBM NBUSJDFs JG UIFZ NFFU UIFTF DPOEJUJPOT t 5IF NBUSJDFT IBWF UIF TBNF EJNFOTJPOT t $PSSFTQPOEJOH FMFNFOUT JO UIF UXP NBUSJDFT IBWF UIF TBNF WBMVF FY B NQM F
3
B 5IF UXP NBUSJDFT CFMPX BSF FRVBM 6TF UIF EFGJOJUJPO PG FRVBM NBUSJDFT UP GJOE UIF WBMVFT of Y Z [ BOE X Y â&#x2C6;&#x2019;
â&#x2C6;&#x2019; X + â&#x20AC;&#x201D;
Z â&#x2C6;&#x2019;
â&#x2C6;&#x2019; [
=
45&1
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45&1
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â&#x2C6;&#x2019; = Z Z = â&#x2C6;&#x2019;
Y = Y =
C 6TF UIF SFTVMUT GSPN QBSU B UP XSJUF BMM UIF FMFNFOUT JO UIF GPMMPXJOH NBUSJY BT OVNCFST XJUI OP WBSJBCMFT 45&1
X +
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Z â&#x2C6;&#x2019; Y + Z + [ + X
[ X
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â&#x2C6;&#x2019;
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6TJOH UIF NBUSJDFT CFMPX GJOE 9 + ; : â&#x2C6;&#x2019; 9 BOE 9 â&#x2C6;&#x2019; ; + : â&#x2C6;&#x2019; 9 =
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â&#x2C6;&#x2019; + = + + â&#x2C6;&#x2019;
â&#x2C6;&#x2019;
+ â&#x2C6;&#x2019; + = â&#x2C6;&#x2019; + â&#x2C6;&#x2019;
: â&#x2C6;&#x2019; 9 = â&#x2C6;&#x2019;
â&#x2C6;&#x2019; â&#x2C6;&#x2019; â&#x2C6;&#x2019;
â&#x2C6;&#x2019; â&#x2C6;&#x2019;
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â&#x2C6;&#x2019;
â&#x2C6;&#x2019; 9 â&#x2C6;&#x2019; ; + : =
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(
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Matrices
"E W"O D FE "M H FCS "
"MXBZT DIFDL UIBU UXP NBUSJDFT IBWF UIF TBNF EJNFOTJPOT CFGPSF ZPV USZ UP BEE PS TVCUSBDt tIFN &Y "NQM &
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2173
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1168
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1129
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1130
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4รท1= 8รท2= 12 รท 3 = 16 รท 4 = 20 รท 5 = 24 รท 6 = 28 รท 7 = 32 รท 8 = 36 รท 9 = 40 รท 10 =
5รท1= 10 รท 2 = 15 รท 3 = 20 รท 4 = 25 รท 5 = 30 รท 6 = 35 รท 7 = 40 รท 8 = 45 รท 9 = 50 รท 10 =
6รท1= 12 รท 2 = 18 รท 3 = 24 รท 4 = 30 รท 5 = 36 รท 6 = 42 รท 7 = 48 รท 8 = 54 รท 9 = 60 รท 10 =
7รท1= 14 รท 2 = 21 รท 3 = 28 รท 4 = 35 รท 5 = 42 รท 6 = 49 รท 7 = 56 รท 8 = 63 รท 9 = 70 รท 10 =
8รท1= 16 รท 2 = 24 รท 3 = 32 รท 4 = 40 รท 5 = 48 รท 6 = 56 รท 7 = 64 รท 8 = 72 รท 9 = 80 รท 10 =
9รท1= 18 รท 2 = 27 รท 3 = 36 รท 4 = 45 รท 5 = 54 รท 6 = 63 รท 7 = 72 รท 8 = 81 รท 9 = 90 รท 10 =
10 รท 1 = 20 รท 2 = 30 รท 3 = 40 รท 4 = 50 รท 5 = 60 รท 6 = 70 รท 7 = 80 รท 8 = 90 รท 9 = 100 รท 10 =
1131
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1132
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1133
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1145
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1147
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www.swadvantage.com
1149
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1151
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1153
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1154
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1155
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1156
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1157
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Z − L S
Y − I + Z − L = S
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7FSUJDBM "YJT
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+— = — B C
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1BSBCPMB
Y−I=— Z − L
Z−L=— Y − I
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Y − I B
Z − L C
Q
Y − I C
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Y − I C
Z − L B
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Z = —LY PS L = YZ
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1PXFS 'VODUJPO
Z = BY C
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B PS B
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1BSUJBM 4VN PG 4FRVFODF 4VN PG GJOJUF TFSJFT
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1158
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FRVBUJPOT JO WBSJBCMFT
1SPQFSUJFT PG -PHBSJUINT &YQPOFOUJBM
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$PNNPO MPHT
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C = C â&#x2030;
MPHC =
MPH =
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C =C
MPHC C =
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C Y · CZ = C Y+Z
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MPH â&#x20AC;&#x201D;ZY = MPH Y â&#x2C6;&#x2019; MPH Z
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Y â&#x20AC;&#x201D;Z
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C = CYâ&#x2C6;&#x2019;Z Z â&#x2030;
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$IBOHF PG #BTF
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1SPQFSUJFT PG 3BEJDBMT
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1159
"EWBODFE "MHFCSB 4PMWJOH 8PSE 1SPCMFNT 4UFQ
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1160
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1161
5SJHPOPNFUSZ 5SJHPOPNFUSJD 3BUJPT MFH BEKBDFOU â&#x2C6; "
MFH PQQPTJUF â&#x2C6; "
TJO " = â&#x20AC;&#x201D; IZQPUFOVTF
DPT " = â&#x20AC;&#x201D; IZQPUFOVTF
IZQPUFOVTF
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DTD " = â&#x20AC;&#x201D; MFH PQQPTJUF â&#x2C6; "
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MFH PQQPTJUF â&#x2C6; " MFH BEKBDFOU â&#x2C6; "
UBO " = â&#x20AC;&#x201D; MFH BEKBDFOU â&#x2C6; "
DPU " = â&#x20AC;&#x201D; MFH PQQPTJUF â&#x2C6; "
5SJHPOPNFUSJD 7BMVFT PG UIF 4QFDJBM "OHMFT %FHSFFT
3BEJBOT
TJO θ
DPT θ
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DTD θ
TFD θ
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VOEFGJOFE
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â&#x20AC;&#x201D;
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Z SBEJBOT = Y¡ · â&#x20AC;&#x201D;
3BEJBOT UP %FHSFFT
3FDUBOHVMBS DPPSEJOBUFT UP 1PMBS DPPSEJOBUFT 1 Y Z
¡
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S = ± É&#x201E;
1 S R
Y = S DPT R BOE Z = S TJO R
3VMFT BOE 1SPQFSUJFT *OWFSTF TJOF
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Z = DPTâ&#x2C6;&#x2019; Y JG BOE POMZ JG Y = DPT Z
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Z = UBOâ&#x2C6;&#x2019; Y JG BOE POMZ JG Y = UBO Z
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â&#x20AC;&#x201D; =â&#x20AC;&#x201D; B =â&#x20AC;&#x201D; D C
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"OHMF #FUXFFO 5XP 7FDUPST
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1162
D = a + b â&#x2C6;&#x2019; BC DPT $ [ O = S O DPT Oθ + S O TJO Oθ
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UBO θ = â&#x20AC;&#x201D; DPU θ
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DPU θ = â&#x20AC;&#x201D; UBO θ
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α
TJO â&#x20AC;&#x201D; = ± â&#x20AC;&#x201D;
DPT θ
UBO θ = â&#x20AC;&#x201D; TJO θ DPT θ
DPU θ = â&#x20AC;&#x201D; TJO θ
@@@@@@@@
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@@@@@@@@
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α
â&#x2C6;&#x2019; DPT α
α
TJO α
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UBO θ + = TFD θ @@@@@@@@@
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1SPEVDU UP 4VN *EFOUJUJFT DPT α DPT β = â&#x20AC;&#x201D; [ DPT α â&#x2C6;&#x2019; β + DPT α + β ]
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$PUFSNJOBM *EFOUJUJFT TJO θ = TJO ¡ + θ
DPT θ = DPT ¡ + θ
UBO θ = UBO ¡ + θ
4VN UP 1SPEVDU *EFOUJUJFT
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4PVUIXFTUFSO "EWBOUBHF Southwestern Advantage, Science © 2011 Southwestern Nashville, Tennessee ISBN 978-0-87197-559-1 3FWJTFE © Pages 992â&#x20AC;&#x201C;999 constitute an extension of this copyright page. Dustin Hillis $IJFG &YFDVUJWF 0ffiDFS 4PVUIXFTUFSO 'BNJMZ PG $PNQBOJFT Dan Moore 1SFTJEFOU 4PVUIXFTUFSO "EWBOUBHF 4BMFT Iskander Ahmet Timo Aleste Dave Causer Vasil Chakardakov Ryan Groom Edgar Ibarra-Uzeta Ranol Kasevali Karel Koiv Erki Kukk Andres Martin Priit Martin Mark Metsla Madis Pajo
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1SFGBDF Welcome to 4PVUIXFTUFSO "EWBOUBHF 4DJFODF. We are pleased to bring you this unique, user-friendly reference book. It has been designed in such a way that students can spend â&#x20AC;&#x153;more time learning, less time looking.â&#x20AC;? The pages are open and inviting and organized into information boxes, bulleted lists, and other easily usable and understandable pieces. )PX %PFT 5IBU 8PSL boxes contain capsule summaries of particular processes or other information. 5IF #BTJDT boxes outline information essential to the topic at hand. )PX %P 8F ,OPX 5IBU boxes give brief recaps of how scientists discovered certain things or formulated or proved various theories. ':* boxes give additional small nuggets or bits of information. Students (or their parents) can also go to
48BEWBOUBHF DPN, where they will find additional, more in-depth information on a wide range of subject matter. We hope you will find this book both useful and enjoyable. Every effort has been made to ensure that the information in this book is as accurate as possible. If errors should be found, however, we would appreciate hearing from you. Please share your comments or suggestions with us at 1-888-551-5901 or send them to Editor c/o Southwestern Advantage, P.O. Box 305142, Nashville, TN 37230.
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)PX UP 6TF 4PVUIXFTUFSO "EWBOUBHF )PX UP 6TF 5IJT #PPL This book has been designed so that information can be accessed easily. Science has been divided into six â&#x20AC;&#x153;strandsâ&#x20AC;?: Biology; Chemistry; Earth Science; Ecology; Physics; and Space Science. Each strand is then divided into smaller units. The first navigational tool is the detailed, colorcoded Table of Contents. The contents pages also indicate separately where the special features of the book can be found, such as the Table of Physics Formulas and Constants and the Space Science time line. Next, above the heading on the right-hand text pages, you will see color bars that tell you exactly where you are in the book. The bar that extends all the way to the edge of the page is the color of the unit you are in; the other bar denotes the strand you are in. The strand color is repeated in a tab at the bottom of the page. When the book is closed, you can tell at a glance where each strand and unit begins and ends. When the book is open, headings on the pages also help to tell you exactly where you are in the book, for example, the Life section of Biology.
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Science Advantage
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4DJFOUJGJD .FUIPE Scientists use a number of methods in making discoveries and in developing theories. Most scientific research involves some or all of these methods. They include the following:
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0CTFSWJOH /BUVSF Observing nature is one of the oldest scientific methods. For example, the ancient Egyptians and Babylonians studied the motions of heavenly bodies and so learned to predict the changes of seasons and the best times to plant and harvest crops. In the 1830s, Charles Darwin carefully observed plants and animals in many parts of the world while serving as a naturalist with a British scientific expedition aboard the H.M.S. #FBHMF Study of the specimens collected on the voyage helped Darwin develop his theory that modern species had evolved from a few earlier ones. (See pages 36â&#x20AC;&#x201C;39.)
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The relationships among observed facts can be revealed through the classification of data. In the mid1800s, Dmitri Mendeleev, a Russian chemist, classified the elements into families or groups in a chart called the QFSJPEJD UBCMF On the table, elements with similar properties appeared at regular intervals. Gaps in the table indicated elements that were not yet known. Scientists later proved the importance of Mendeleevâ&#x20AC;&#x2122;s systematic classification when they discovered the existence and chemical properties of new elements that filled the gaps. (See pages 320â&#x20AC;&#x201C;323.)
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Scientists use logic to draw conclusions from existing information. In the late 1800s, a German physicist named Wilhelm Wien studied the relationship between temperature and the energy radiated by heated solids and liquids. After studying many specific examples, he noted that multiplying the temperature of a heated solid or liquid by the wavelength of greatest intensity radiated at that temperature always produced the same number. Although Wien could not test all solids and liquids, he used inductive reasoning (reasoning from specific cases to a general rule) to conclude that this number was a universal constant which was the same for all heated solids and liquids, regardless of their physical or chemical makeup.
Conducting experiments is one of the most important tools in developing and testing scientific theories. The Italian astronomer and physicist Galileo was one of the first scientists to recognize that systematic experimentation could help reveal the laws of nature. During the late 1500s, Galileo began performing carefully designed experiments to study the basic properties of matter in motion. By rolling balls of different weights down inclined planes, Galileo discovered that all objects fall to the ground with the same acceleration (rate of increase in speed), unless air resistance or some other force slows them down.
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4DJFOUJGJD .FUIPE 'PSNJOH B )ZQPUIFTJT A IZQPUIFTJT is a proposed explanation for a scientific question. Forming a hypothesis requires talent, skill, and creativity. Scientists base their proposed explanations on existing information. They strive to form hypotheses that help explain, order, or unify related facts. They then use experimentation and other means to test their hypotheses. The discovery of the planet Neptune in the mid1800s resulted from the formation of a hypothesis. Astronomers noticed that Uranus, which they thought was the most distant planet, was not always in the position predicted for it by the laws of gravitation and motion. Some astronomers concluded that the laws did not hold at such great distances from the sun. But other astronomers hypothesized that the force of gravity from an unknown planet might cause the variations in the orbit of Uranus. By calculating where such a planet would have to be located to affect the orbit, astronomers eventually discovered Neptune. (See page 932.)
&YQSFTTJOH 'JOEJOHT .BUIFNBUJDBMMZ Expressing findings mathematically can yield valuable insights about how the world works. Galileo used mathematics to express the results of his experiments with falling bodies and to enable him to determine the distance an object would fall in a certain amount of time. The English scientist Sir Isaac Newton developed a mathematical theory of gravitation in the 1600s that explained many types of motion, both on Earth and throughout the universe. (See pages 762â&#x20AC;&#x201C;763.)
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.PEFMJOH XJUI $PNQVUFST Modeling with computers helps scientists quickly analyze large amounts of data. A NPEFM is a set of mathematical equations that describes relationships between data. In the past, scientists computed these equations on paper or with a calculator. Many models were too difficult or time-consuming to attempt. But the development of highly powerful computers in the late 1970s enabled scientists to formulate complex models at great speeds. Using computer models, scientists can easily vary data to test scientific hypotheses. This use of a model is known as TJNVMBUJPO Scientists commonly simulate experiments that would be impossible to carry out in a laboratory. For example, meteorologists simulate the development of thunderstorms to test how changes in atmospheric pressure affect cloud movement. An engineer may simulate an airplaneâ&#x20AC;&#x2122;s flight to find ways of improving its design. Simulations are also used to predict voting results, population growth, and stock market prices.
& 6 3 & , " In the early 1900s, the German-born physicist Albert Einstein found that mass is related to energy by the mathematical equation E=mc2. The equation states that energy (E) is equivalent to mass (m) multiplied by the speed of light squared (c2). This equation later provided the basis for the development of nuclear energy. (See page 853.)
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Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Plants and Fungi . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Humans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320
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LIFE ON EARTH
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Throughout history people have attempted to explain how and why the universe, Earth, and life exist. Explanations include both natural and supernatural phenomena. Several of these explanations are explored in the following pages. Below are summaries of these explanations: scientific theories on how life originated on Earth, the theory of evolution, creationism, and intelligent design.
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Most scientists favor the idea that life originated on Earth through a process of chemical evolution: simple organic compounds formed naturally early in Earthâ&#x20AC;&#x2122;s history. These simple compounds combined with one another to form the complex structures that make up living things. There are several theories for how chemical evolution may have taken place.
Evolution is a process of change over time. The basic idea behind the theory of evolution states that species undergo changes in their inherited characteristics over time.
0QBSJO )BMEBOF )ZQPUIFTJT States that the first living organism arose out of large quantities of organic chemicals that were present in the oceans of the primitive Earth. .JMMFS 6SFZ &YQFSJNFOUT Re-created the OparinHaldane model of Earthâ&#x20AC;&#x2122;s early atmosphere in a laboratory. The experiments resulted in the creation of amino acids that are necessary for life.
1BOTQFSNJB States that life began elsewhere in the solar system or universe and was carried to Earth from outer space, on a comet or meteorite. $MBZ -JGF )ZQPUIFTJT States that life developed in deposits of clay.
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$BVTFT Mutations produce random variation in species, causing permanent changes in the hereditary material of organisms. Through a process called natural selection, the organisms best suited to their environment are most likely to leave offspring. /FX 4QFDJFT New species evolve based on three factors. 1. Reproductive isolating factors, which are biological factors that prevent different species from mating. 2. Geographically isolated groups, which evolve differently because their environments differ and different mutations occur. 3. Rapid speciation, which often occurs when a population settles in a new habitat.
&WJEFODF Evidence that supports the theory of evolution is found in fossils, in the way species are distributed, in organismsâ&#x20AC;&#x2122; anatomical similarities and differences, and in direct observation of rapid evolutionary change.
LIFE # * 0 -0 ( :
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Creationism is a set of beliefs based on the idea that a Supreme Being brought into existence Earth and all its life through a direct act of creation. Most proponents of creationism base their beliefs on the Bibleâ&#x20AC;&#x2122;s account of the Creation. Creationism states that all life forms remain relatively unchanged over time. Each species remains essentially as it was created.
Intelligent design is the idea that, because of the complexity of certain features of nature, an â&#x20AC;&#x153;intelligent designerâ&#x20AC;? must have played a role in the development of life. Supporters of intelligent design argue that living beings are too complex to have developed through purely natural processes.
4USJDU $SFBUJPOJTN States that a Supreme Being created the universe as described in the Bibleâ&#x20AC;&#x2122;s book of Genesis. According to Genesis, God created the universe less than ten thousand years ago, and He created all life forms in a 6-day period.
4DJFOUJfiD $SFBUJPOJTN States that a Supreme Being has always existed, and that this being created the universe, Earth, and all life. States that: 1. The universe was created in a state of perfect organization and complexity. Changes can only maintain or decrease that degree of organization. 2. The universe operates within a set of fixed laws at a relatively uniform rate. 3. The perfect order of the universe was disrupted sometime after its creation, causing negative changes that lead to imperfections in the world.
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*SSFEVDJCMF $PNQMFYJUZ States that any organism that possesses irreducible complexity could not have evolved through natural selection. Irreducible complexity describes a system within a living thing that is made up of parts that work together and have no necessary function on their own.
4QFDJfiFE $PNQMFYJUZ States that if a natural occurence is both complex and specified, it must have come from an intelligent designer. Defines DPNQMFY as a pattern that is unlikely to occur by chance, and TQFDJfiFE as something requiring a complex set of instructions that is not part of a pattern. " %FTJHOFE 6OJWFSTF Intelligent design states that the laws the universe operates underâ&#x20AC;&#x201D; factors like electromagnetism, nuclear forces, and the gravity that holds fundamental particles togetherâ&#x20AC;&#x201D;are so complex that they cannot be explained by chance.
31
CELLS are the basic units of all life.
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Every living organism consists of either a single cell or a collection of many interdependent cells. Bacteria are examples of single-celled, or VOJDFMMVMBS organisms. .VMUJ DFMMVMBS organisms, composed of many cells, include most plants, fungi, and animals. While some cellsâ&#x20AC;&#x201D;frog eggs and
Human beings, and every multicellular organism, develop from a single cell. That cell grows to a certain size and then divides. Each new cell grows and divides, over and over again, until it forms a complete organism. The theory that every form of life is made up of cells was developed in the 1800s. Cell theory consists of three basic principles: 1. The cell is the fundamental unit of all life.
certain nerve cells, for exampleâ&#x20AC;&#x201D;can be
2. All living organisms are made up of cells.
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3. Every cell is the product of the division of a previously existing cell.
only be seen using a microscope. It would take about 40,000 red blood cells to fill this letter 0. It takes millions of cells to make up the skin on the palm of your hand.
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.JUPTJT WT .FJPTJT 4FDUJPO 4QSFBE .JUPTJT All eukaryotic cells except the sex cells divide through the duplication of the nucleus with its DNA and chromosomes. This process is called mitosis. The time between cell divisions is called JOUFSQIBTF Mitosis then takes place in four phases: QSPQIBTF NFUBQIBTF BOBQIBTF and UFMPQIBTF
*OUFSQIBTF The cell grows and carries out its regular functions. Each cell begins to grow to mature size. Each chromosome duplicates itself to form identical sister chromatids. The DNA is duplicated and proteins are synthesized. The cell becomes ready to divide and interphase ends.
1SPQIBTF The chromosomes condense or coil into short, thick structures. The nuclear membrane breaks down and disappears. The centrioles migrate to opposite regions of the cell, forming two poles. A football-shaped structure, the spindle, made of tubelike fibers, then forms between the poles. .FUBQIBTF The double-stranded chromosomes migrate to the center of the cell, apparently pushed or pulled along by the spindle fibers.
"OBQIBTF The sister chromatids separate from each other. Each daughter chromosome, as they are now called, migrates toward opposite poles. 5FMPQIBTF The daughter chromosomes are at opposite poles of the spindle, and the spindle starts to break down. The individual chromosomes become thinner and longer. The nuclear membrane re-forms around each set of chromosomes. $ZUPLJOFTJT the division of the cytoplasm, usually begins during telophase. A furrow or groove appears in the membrane of animal cells and a cell plate forms in plant cells. In animal cells, the furrow curves inward until a complete membrane separates the two daughter cells. In plant cells, the plate expands until a wall is formed that separates the two cells. A new interphase then begins in each daughter cell.
56
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Mendelâ&#x20AC;&#x2122;s second law is called the -BX PG *OEFQFOEFOU "TTPSUNFOU It states that each pair of genes behaves independently of all other pairs in the production of sex cells. Therefore, each gene pair is inherited independently of all other genes. Geneticists now know that independent assortment applies only to genes that are on different chromosomes or far apart on the same chromosome. Genes that are linked, or near each other on the same chromosome, tend to be inherited together.
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XXX 48BEWBOUBHF DPN
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(FOFUJDT 1SBDUJDF 1SPCMFNT Sunflowers come in 2 varieties. The tall variety is determined by a dominant allele (T), while a dwarf variety is determined by a recessive allele (t). Remember that most organisms carry 2 alleles for each trait. For the following genotypes, describe whether the phenotype will be tall or dwarf. B Tt ______________
C tt ______________
D tT ______________
E TT _____________
Consider a cross between two sunflowers. One is a tall heterozygous (Tt) sunflower while the other is a homozygous recessive dwarf variety (tt). When only 1 trait is examined, it is called a monohybrid cross. For this cross, answer the following questions. B How many different types of sex cells can the tall sunflower produce? What alleles do they contain? _______________________________________ C Fill in the Punnett square below to illustrate this cross. Indicate the genotype of 1 parent on the horizontal axis. Indicate the genotype of the other parent on the vertical axis on the left. How many different offspring phenotypes are possible from such a cross? How many different offspring genotypes are possible from such a cross? _______________________________________ D Among the offspring, what is the expected ratio of tall plants to dwarf plants? _______________________________________ Tt â&#x153;&#x2022; tt
Is there any difference between the heterozygous genotypes Tt and tT? _______________________________________
Howler monkeys come in 2 varieties. There is a long-tailed variety and a short-tailed variety. These characteristics are caused by the action of a single gene. The long-tailed variety is dominant (L), while the short-tailed variety is recessive (l). In the Punnett square below, illustrate a cross between a homozygous long-tailed monkey (LL) and a heterozygous long-tailed monkey (Ll). Then answer the following questions: LL â&#x153;&#x2022; Ll
B Out of 16 offspring from this cross, how many would be expected to have long tails? _____________________________________ C Out of 16 offspring from this cross, how many would be expected to have short tails? _____________________________________ D . Out of 16 offspring from this cross, how many would be expected to be heterozygous? _____________________________________
82
(FOFUJDT LIFE # * 0 -0 ( :
In a cross between two homozygous dominant howler monkeys (BB), what percentage of the offspring can be expected to have black fur? __________________________________________ Illustrate your answer in the Punnett square below. Will any offspring have brown fur? __________________________________________ )PXMFS NPOLFZT VTF UIFJS MPOH QPXFSGVM UBJMT GPS CBMBODF BOE TPNFUJNFT GPS TXJOHJOH
BB â&#x153;&#x2022; BB
In howler monkeys, black fur is a dominant trait (B). Brown fur is a recessive trait (b). Consider a cross between two heterozygous (Bb) howler monkeys and answer the following questions. B What is the phenotype of each parent in terms of fur color? _______________________________________ C Each sex cell produced by each parent contains only 1 allele. How many different sex cell varieties can each parent produce? What are they? _______________________________________
In a cross between two heterozygous howler monkeys (Bb â&#x153;&#x2022; Bb), how many genotypes can result from this cross? Illustrate your answer in the Punnett square below. __________________________________________
D Illustrate this cross in the Punnett square below. Out of 16 offspring, how many can be expected to have black fur? Do you expect any of the offspring to have brown fur?
Bb â&#x153;&#x2022; Bb
_______________________________________ E Out of 16 offspring, how many can be expected to have a heterozygous genotype? How many offspring can be expected to have a homozygous genotype? _______________________________________
B Express the number of genotypes as a ratio: ____ BB
____ Bb
____ bb
C Express the number of phenotypes as a ratio: Bb â&#x153;&#x2022; Bb
____ Black
____ Brown
D Remember, the Punnet square illustrates all possible outcomes of a cross. Is it possible that all of the offspring of this cross have brown fur? _______________________________________
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(FOFUJDT 1SPCMFNT Â&#x2030; "OTXFST tall B Tt ______________ tall D tT ______________
dwarf C tt _____________ tall E TT _____________
&YQMBOBUJPO A dominant allele will always mask the effects of a recessive allele. To determine the phenotype from the genotype, simply check to see if one of the two alleles is a dominant (T) allele. The presence of even a single dominant allele will result in a tall genotype. If no dominant allele is present, the sunflower will have 2 copies of the recessive dwarf allele. The phenotype for this plant will be dwarf, since no dominant allele is present.
2; T and t B _______________________________________ &YQMBOBUJPO The tall sunflower is heterozygous, so it has one of each of the two alleles (T and t). When producing sex cells for reproduction, each parent contributes only one allele to each sex cell. Thus, the heterozygous sunflower can contribute either a tall allele (T) or a dwarf allele (t). 2; 2 C _______________________________________ &YQMBOBUJPO
Tt â&#x153;&#x2022; tt T
t
t
Tt
tt
t
Tt
tt
1:1 D _______________________________________ &YQMBOBUJPO As seen in the Punnett square, there are only 2 possible genotypes for the offspring in such a cross. One genotype is heterozygous (Tt) and will produce only tall flowers. This is due to the presence of the dominant tall allele (T). The other possible genotype is homozygous recessive (tt). Since the dominant tall allele is not present, this will produce only dwarf flowers.
86
No. They are identical. _______________________________________ &YQMBOBUJPO The position of each allele in a pair has no effect. The only factor that will affect phenotype is the combination of dominant and recessive alleles. However, the uppercase (dominant allele) is always stated first, so Tt is expressed correctly, while tT is not.
LL â&#x153;&#x2022; Ll L
L
L
LL
LL
l
Ll
Ll
16 B _____________________________________ &YQMBOBUJPO The Punnett square illustrates all possible outcomes from the cross in each of the four boxes. Since individual outcomes occur randomly, each outcome has a 1 in 4 chance of occurring. For 16 offspring, you would expect 4 offspring to possess the genotype of each box within the Punnett square. However, in this particular cross, each box in the Punnett square contains at least one dominant allele (L). Thus, the phenotype for all four genotypes possible will be the same. The phenotype for all offspring will be the sameâ&#x20AC;&#x201D;the dominant long tail. 0 C _________________________________ &YQMBOBUJPO See above. Since a dominant allele (L) is present in all four possible outcomes of this cross, none of the offspring can show the recessive phenotype (ll) of a short tail. Only homozygous recessive individuals will have a short tail.
(FOFUJDT LIFE # * 0 -0 ( :
DPOU E
8 D . _____________________________________
DPOU E )
&YQMBOBUJPO Here we must distinguish between the genotype and the phenotype among the outcomes in the Punnett square. While all of the offspring will have the same phenotype (long tails), they will not have the same genotype. As seen in the boxes, one half of the possible outcomes will have one of each allele (Ll). These are IFUFSP[ZHPVT One half will have two identical alleles (LL) and are called IPNP[ZHPVT Since half of the expected outcomes are heterozygous, we should expect half of the actual outcomes to have a heterozygous genotype. The actual number of outcomes, however, may be different, since outcomes are random.
&YQMBOBUJPO The Punnett square shows all possible outcomes from such a cross. Remember, the outcomes of Punnett squares are probabilities. Each outcome is random and has a 1 in 4 chance of actually occurring. Thus, out of 16 offspring, we would expect 3/4 of them to possess at least one dominant (B) allele. These outcomes will have black fur. Three-fourths of 16 is 12. Of the possible outcomes, 1 4 / are homozygous recessive. These individuals will have brown fur, as the recessive trait is not masked by a dominant allele. One-fourth of 16 is 4. So, out of 16 offspring, we would expect 4 to have brown fur.
12; yes, 4 D _______________________________________
8; 8 E _______________________________________
Bb â&#x153;&#x2022; Bb B
b
B
BB
Bb
b
Bb
bb
black B _______________________________________ &YQMBOBUJPO If each parent is heterozygous, they each possess one dominant allele (B). The dominant allele will mask the expression of any recessive allele present. So, both parents will have the black fur phenotype.
&YQMBOBUJPO Each outcome is random and has a 1 in 4 chance of actually occurring. Of the four outcome boxes, two are homozygous (BB and bb) and two are heterozygous (Bb and bB). Thus, out of 16 offspring, we would expect half (8) to be homozygous for either allele and half (8) to be heterozygous, possessing one of both alleles.
100%; no __________________________________________ BB â&#x153;&#x2022; BB B
B
B
BB
BB
B
BB
BB
2; B, b C _______________________________________ &YQMBOBUJPO Each parent is heterozygous, meaning they possess one of each of the two alleles (Bb). Each parent contributes only one allele to each offspring, so each parent can contribute either the dominant (B) allele or the recessive (b) allele. The alleles are randomly selected from each parent.
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&YQMBOBUJPO There is only one possible outcome from such a cross. Each parent can only contribute one dominant allele (B) to the offspring. Thus, the offspring must be homozygous for the dominant allele. Since no parent can contribute a recessive (b) allele for brown fur, there is no possibility that any offspring will show this trait.
87
1IPUPTZOUIFTJT Photosynthesis is a food-making process that occurs in green plants, algae, and certain micro scopic organisms. Photosynthesis is the chief function of leaves. The word photosynthesis means QVUUJOH UPHFUIFS XJUI MJHIU Green plants use sunlight to combine carbon dioxide and water to make food. This process converts light energy into the chemical energy of food. Plants use the food to grow, or they store it for later consumption.
5IF *NQPSUBODF PG 1IPUPTZOUIFTJT Photosynthesis provides the critical link between inorganic chemicals and the living world. The food that photosynthesis produces nourishes the plants and the plants in turn support all other organisms higher on the food chain.
'PPE BOE .BUFSJBMT Photosynthesis is extremely efficient. A plant needs no more than one-sixth of the energy it produces for its own maintenance, leaving as much as five-sixths available to make food, fuel, and the other materials useful to the rest of the natural world, including the human economy. 0YZHFO Equally important to life on Earth, photosynthesis enables the release of free oxygen molecules. Before there were photosynthesizing plants on Earth, the atmosphere consisted largely of ammonia (NH3), water (H2O), and methane (CH4). The development of a vast biomass of green plants with its unique and powerful system of gas exchange has literally created the oxygenated air that supports the great number of other living organisms, including humans.
"GUFS 1IPUPTZOUIFTJT Once photosynthesis has done its work, the simple sugars and the other organic compounds go to sites all over the plant. Some of the product is used to synthesize proteins within the cell. Some is stored locally in the form of starch. Most of the sugars, however, are transported from the cell and the leaf to other parts of the plant by way of the vascular system. These sugars will be stored, used to produce new plant parts, or broken down to produce energy for the plantâ&#x20AC;&#x2122;s immediate use.
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134
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XXX 48BEWBOUBHF DPN
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135
.VTDVMBS 4ZTUFN The muscular system moves the body. There are more than 600 muscles throughout the human body, and they occur mostly in pairs. Each muscle consists of special fibers that can contract. When a muscle contracts, it pulls the tissue to which it is attached. This pulling results in movement. There are two main types of muscles.
â&#x20AC;¢ â&#x20AC;¢
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attached to the bones
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made up of fibers called striations that have alternate light and dark crossbands
move the bones of the arms, legs, fingers, and other parts of the skeleton
"UUBDINFOUT One end of each skeletal muscle is attached to a bone that does not move when the muscle contracts. In most cases, the other end of the muscle is attached to another bone, either directly or by means of cordlike bundles of connective tissue called UFOEPOT This second bone moves when the muscle contracts.
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228
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XXX 48BEWBOUBHF DPN
â&#x20AC;¢
the JOWPMVOUBSZ NVTDMFT contract and relax automaticallyâ&#x20AC;&#x201D;a person has no direct control over them
â&#x20AC;¢ â&#x20AC;¢ â&#x20AC;¢ â&#x20AC;¢
found in most of the bodyâ&#x20AC;&#x2122;s internal organs
â&#x20AC;¢
can produce powerful, rhythmic contractions over long periods
do not have striations cannot contract as rapidly as skeletal muscles can contract more completely than skeletal muscles and do not tire as quickly
7JUBM 'VODUJPOT Smooth muscles in the walls of the stomach and intestines move food through the digestive system. Smooth muscles also control the diameter of the blood vessels and the size of the breathing passages.
$BSEJBD .VTDMF There is a third kind of muscle that is found only in the heart. Called DBSEJBD NVTDMF it has features of both skeletal muscle and smooth muscle. Cardiac muscle has striations like skeletal muscle, but contracts automatically and rhythmically like smooth muscle. Cardiac muscle enables the heart to beat an average of 70 times a minute without rest throughout a personâ&#x20AC;&#x2122;s lifetime.
229
#JPMPHZ (MPTTBSZ BEFOJOF one of two major purines (nitrogen-contain-
CSBJO TUFN the part of the brain that contains vital
ing bases) found in both RNA and DNA. Also found in various free nucleotides, for example, adenosine triphosphate (ATP).
reflex centers that help to control heart rate, blood pressure, and respiration; connects the spinal cord to the forebrain.
BEFOPTJOF EJQIPTQIBUF "%1 a compound of adenosine and two phosphate groups, formed from adenosine triphosphate in the muscles.
DBMZY the outermost portion of the flower; consists of leaflike sepals, which are usually green and closely resemble small leaves.
BEFOPTJOF USJQIPTQIBUF "51 an enzyme found
DBSCPIZESBUFT water-soluble sugars; provide the
in all cells, especially muscle cells; a compound of adenosine and three phosphate groups.
main source of energy for the body.
BMMFMF different forms of the same gene; may be dominant or recessive.
DBSQFMT or pistils, make up the female reproductive structure of a plant; develop the egg and ultimately a fertile seed.
BOBMPHPVT features of living things that have similar functions but do not share a common origin.
DFMM the basic unit of all life; cells are self-reproduc-
BOHJPTQFSN the flowering plants; seed-bearing
DFOUSJPMFT a pair of small, rodlike bodies in a cell that assist in the distribution of the chromosomes during the process of cell reproduction.
plants that are the dominant and most varied division of plants on Earth today.
BOUJCJPUJDT substances produced by some molds
ing, with new cells arising by cell division.
BOUJCPEJFT protein substances produced by white
DFSFCFMMVN the part of the brain that aids in maintaining body balance and coordination of muscle movement; located below the back part of the cerebrum.
blood cells that specifically bind to a single foreign antigen, neutralizing or destroying the invading microorganisms in the bloodstream.
DFSFCSVN the largest portion of the brain; consists of two large lobes, on the right and left sides of the brain.
BSDIBFB a group of single-celled organisms that
DIFNJDBM FWPMVUJPO theory that simple organic
make up one of the three basic divisions of life; rank among the oldest forms of life on Earth.
compounds formed naturally early in Earthâ&#x20AC;&#x2122;s history and combined to form the complex structures associated with living things.
that weaken or destroy bacteria and other organisms that cause disease.
BTFYVBM SFQSPEVDUJPO the formation of new organisms from parts of a single organism; organisms that form through asexual reproduction have the same exact DNA structure as their parent.
DIPMFTUFSPM a sterol; fatlike substance found in
BVYJOT the prime growth-promoting hormones in
animal fats and oils, nerve tissue, bile, blood, and egg yolk; a normal constituent of bile, also produced in the liver.
plants.
DISPNBUJO substance found in the cell nucleus,
CBDUFSJB single-celled plantlike microorganisms
where it forms chromosomes; made up of DNA and proteins.
lacking chlorophyll; consist of single cells that are rodshaped, spherical, or spiral.
DISPNPTPNFT threadlike structures in the cells of
so that it can open and close.
organisms that carry the hereditary information of the organism.
CPUBOZ the study of plants, including their structure,
DMBEJTUJD TZTUFNBUJDT system of animal classifi-
CJWBMWF a mollusk with a shell that is hinged together
life processes, historical origins, geographic distribution, economic uses, and roles in the ecosystem.
304
cation based on how long ago two species shared a common ancestor.
GLOSSARY # * 0 -0 ( :
DPMMBHFO an insoluble protein that accounts for about
EPNJOBOU a gene which expresses itself when paired
30 percent of total body protein; found in the white fibers of connective tissue, cartilage, and bone.
with either a recessive or another dominant allele.
petals, which are often the most ornamental part of the flower; may secrete nectar.
EPSNBODZ a control mechanism in seed plants that keeps the seed in a state of suspended animation until the time of the year in which its chances for survival are best.
DPSUFY botany, plant tissue that forms the bulk of
FHH a female gamete.
stems, roots, leaves, and fruits; biology, the outer layer of an internal organ.
FNCSZP a stage in prenatal development; in humans, it includes the period from the second through the eighth week.
DPSPMMB organ of a flower; consists of the flowerâ&#x20AC;&#x2122;s
DSFBUJPOJTN a set of beliefs based on the idea that a Supreme Being brought into existence Earth and all its life through a direct act of creation.
FOEFNJD describes infectious diseases that are
DZUPLJOFTJT division of the cytoplasm of a cell
FO[ZNFT proteins that act as biochemical catalysts;
which begins during telophase and leads to cell division.
always present in a particular region. speed up the chemical reactions of life; they help digest food, produce energy, and assist in building other proteins.
DZUPQMBTN the cell material between the outer membrane and the nucleus; contains the organelles that perform many of the vital functions of the cell.
FQJEFNJD an unusually contagious illness that
DZUPTJOF a pyrimidine base found in nucleic acids;
FQJEFSNJT cuticle, or outer layer, of the skin; con-
an essential constituent of both RNA and DNA.
sweeps through a community or an entire continent.
EFDPNQPTFS an organism, such as bacteria or
sists of four layers of skin, the stratum corneum being the outermost.
fungi, that feeds on the dead remains of organisms and organic waste.
FVEJDPU group of flowering plants containing two cotyledons, or seed leaves.
EFPYZSJCPOVDMFJD BDJE %/" the substance of which genes are made; a double-stranded macromolecule, located in the nucleus of eukaryotic (plant and animal) cells and in the organelles, mitochondria, and chloroplasts; often referred to as the genetic code.
FVLBSZPUJD means having a true nucleus. All multicellular animals and plants consist of eukaryotic cells, as do the fungi and some unicellular organisms.
EJBUPNT single-celled algae; among the living things that comprise plankton. EJDPU group of flowering plants containing two cotyledons, or seed leaves; includes oaks, maples, beeches, willows, mustards, roses, poppies, and mints.
EJffVTJPO the movement of a substance from an area of high concentration to an area of low concentration. EJHFTUJPO the process by which food is broken
FWPMVUJPO scientific theory that states that all living things developed naturally from simple organisms over millions of years. GFSUJMJ[BUJPO the process by which sperm and egg unite during reproduction. fiYFE BDUJPO QBUUFSOT unvarying patterns of behavior exhibited by some animals in response to specific environmental conditions. flBWPOPJET substances in plants that are the basic
down, mechanically and chemically, and is converted into absorbable forms, in the gastrointestinal tract.
building blocks of many pigments; play a role in coloring flowers and in attracting insects that carry out pollination.
EJQMPJE having a homologous pair of chromosomes
GM XFS the part of a plant that produces the seeds.
for each characteristic except sex, the total number of chromosomes being twice that of a gamete.
XXX 48BEWBOUBHF DPN
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$IFNJTUSZ
General Chemistry . . . . . . . . . . . . . . . . . . . . . . . . 13 Organic Chemistry . . . . . . . . . . . . . . . . . . . . . . . . 394 Practice Problems and Glossary . . . . . . . . . . . . 412
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"UPNT All matter is made up of BUPNT An atom is the smallest particle of an element that can exhibit the properties of that element. An atom is incredibly tinyâ&#x20AC;&#x201D;more than a million times smaller than the thickness of a human hair.
1BSUT PG BO "UPN A Greek philosopher named Democritus who lived in the fifth century BC pondered what would happen if a grain of sand were split again and again. He believed that ultimately one tiny piece would be left which could not be broken. He called these tiniest pieces of matter atomos, the Greek term for â&#x20AC;&#x153;unbreakable.â&#x20AC;? Although unable to confirm his hypothesis at the time by experimentation, Democritus was correct. Atoms are the smallest bit of a element that can exist. They are not the smallest particles, though. Atoms consist of TVCBUPNJD QBSUJDMFT
â&#x20AC;˘
QSPUPOT
â&#x20AC;˘
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Protons and neutrons have approximately the same mass and constitute the OVDMFVT of the atom. Electrons have almost no mass and move around the outside of the nucleus. The subatomic particles also carry electrical charges: the proton has a single positive charge, the electron has a single negative charge, and the neutron is electrically neutral.
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This is why the mass number is a decimal for each element. In most lighter elements, the nucleus of each atom contains about an equal number of protons and neutrons. Most heavier elements, however, have more neutrons than protons.
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315
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Lithium
Beryllium
23.00
24.31
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Magnesium
,
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39.10
1
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1+
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1
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72
88
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Lanthanide series
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2
4+
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42
6
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5D
98.91
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74
3 4+
3V
101.07
45
3I
4+
76
0T
Rhodium
77
192.2
Hafnium
Tantalum
Tungsten
Rhenium
Osmium
Iridium
58
3+
105
(262)
Dubnium
59
106
4H
(263)
Seaborgium
3+
60
1S
3+
144.24 Neodymium
5I
232.04
Thorium
1B
231.04
5+ 4+
92
6
238.03
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(145)
6+ 4+
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93
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237.05
108
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(265)
Hassium
3+
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140.91
91
61
1N
Praseodymium
4+
(262)
Bohrium
/E
140.12
90
107
#I
62
4N
3+ 2+
109
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(266)
Meitnerium
63
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150.4
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94
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(244)
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95
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85.47
55
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13
14
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72.59
74.92
78.96
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83.80
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Germanium
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48
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114.82
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83
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196.97
200.59
204.37
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113
114
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112
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115
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116
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158.93
162.50
164.93
167.26
168.93
173.04
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323
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325
AN ALPHABETICAL GUIDE TO THE ELEMENTS
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Unlike the periodic table of elements, which groups elements according to properties, this is an alphabetical listing of all currently known
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elements, including general information about the element: when and by whom it was discovered,
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practical uses (if any), chief compounds built from the element, and a description of the elementโ s
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properties. Use this table in conjunction with the periodic table on pages 322 and 323.
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#BMBODJOH &RVBUJPOT Chemists balance chemical equations according to a fundamental principle of chemistry known as the MBX PG DPOTFSWBUJPO PG NBTT (See page 312.) To satisfy the law, a chemical equation must have the same number and types of atoms in both the reactants and the products. Consider the reaction that occurs when hydrochloric acid is added to solid calcium carbonate. It produces carbon dioxide. A skeletal description of this reaction is HCl + CaCO3 â&#x2020;&#x2019; CO2 + CaCl2
3FQSFTFOU "MM "UPNT The equation at left may properly identify the important reactants and products, but it is not a balanced chemical equation. To balance the equation, we must see that all the atoms that are on the left side are properly represented on the right side and vice versa. To make CaCl2, we must use two molecules of HCl. In addition, the hydrogen from the HCl must go somewhere. We note that CO2 accounts for only two oxygen atoms, and so the solution to the two extra hydrogens and the one extra oxygen is the formation of water, H2O. These considerations give the following balanced chemical equation: 2HCl + CaCO3 â&#x2020;&#x2019; CO2 + CaCl2 + H2O
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5IF DPFffiDJFOU WBMVFT in an equation do not indicate amounts in any particular system of measure. The coefficients in an equation indicate a proportion of one reactant to another. For example, if the following values were assigned to the above equation, differing amounts of the same product would result. 1 molecule N2 + 3 molecules H2 â&#x2020;&#x2019; 2 molecules NH3 1 mole N2 + 3 moles H2 â&#x2020;&#x2019; 2 moles NH3 28 metric tons N2 + 6 metric tons H2 â&#x2020;&#x2019; 34 metric tons NH3
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$IFNJTUSZ (MPTTBSZ BDJE compound that produces hydrogen ions in
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trillion), or the number of elementary entities that make up 1 mole of any substance. It is equal to the number of atoms found in 12 grams of the isotope carbon-12. Scientists chose the number as a standard reference number for the International System of Units.
BMJDZDMJDT hydrocarbons that have their carbon
CBMBODFE FRVBUJPO an equation that has an equal
BMDPIPM class of organic compounds in which the
atoms arranged in a ring.
BMJQIBUJDT hydrocarbon consisting of compounds with their carbon atoms arranged in an open-chain structure.
BMLBMJ NFUBM metallic element that belongs to
number of atoms of each element on each side of the arrow.
CBTF compound that produces hydroxide ions in water, or that is capable of receiving a hydrogen ion from an acid.
Group IA of the periodic table and that forms a strong base when combined with the hydroxide group.
CFUB QBSUJDMF electron that is emitted by the nucleus of a radioactive atom.
BMLBOF hydrocarbon in which there are only single
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BMLFOF hydrocarbon in which there is one double bond between two carbon atoms, and the rest of the carbon bonds are single. BMLZOF hydrocarbon in which there is one triple bond between two carbon atoms, and the rest of the carbon-carbon bonds are single.
BMQIB QBSUJDMF particle consisting of two protons and two neutrons; a helium nucleus.
BOJPO a negatively charged ion formed by acquiring an additional electron or electrons.
BSPNBUJD hydrocarbon in which the benzene ring structure is present. They are so named because many members have a distinctive odor. BUNPTQIFSJD QSFTTVSF the pressure produced by the weight of the air from the top of the atmosphere as it presses down upon the layers of air below it.
BUPN the smallest particle of an element that can exhibit the properties of that element.
BUPNJD NBTT the mass of an atom compared with carbon-12, which has been assigned a mass of 12 atomic mass units.
BUPNJD OVNCFS number of protons that are in the nucleus of an atom.
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results when certain types of atoms are cooled to temperatures close to absolute zero; the atoms clump together and behave identically.
CSFFEFS SFBDUPS nuclear reactor used to produce nuclear fuel (often in the form of synthetic elements) as well as nuclear energy.
DBUBMZTU a substance that increases the rate of a chemical reaction by lowering the activation energy for the reaction.
DIBJO SFBDUJPO process in which the splitting of one atomic nucleus gives off neutrons that cause the splitting of other atomic nuclei. DIFNJDBM DIBOHF a change in which one substance is converted to another.
DIFNJDBM FMFNFOU any substance that contains only one kind of atom.
DIFNJDBM FRVBUJPO a statement, consisting of symbols and formulas, that summarizes the changes that occur in a chemical reaction.
DIFNJDBM FRVJMJCSJVN the state of balance achieved when the rate of the forward reaction is equal to the rate of the reverse reaction. DIFNJDBM QSPQFSUJFT properties that describe the way a substance may change to form other substances.
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more substances are converted into one or more different substances.
FRVJMJCSJVN in a chemical reaction, the state of balance achieved when the rate of the forward reaction is equal to rate of the reverse reaction.
DPFffiDJFOUT the numbers in front of chemical
FYPUIFSNJD QSPDFTT the conversion of a liquid to
formulas in a chemical equation which indicate how many units of the substances are used and produced in the reaction.
a solid (freezing), a gas to a liquid (condensation), or a gas to a solid (deposition).
DPNQPVOE substance consisting of two or more ele-
released.
ments joined by chemical bonds.
GPSNVMB XFJHIU the sum of the atomic mass of each
DPWBMFOU CPOE chemical bond between two atoms
atom in a chemical formula.
in which electrons are shared.
HBNNB SBZT high-frequency radiation, similar to
DSZTUBMMJOF TPMJET solids whose atoms are arranged
X-rays, emitted by substances that are radioactive.
in an orderly geometric pattern that repeats itself. Most solids are crystalline solids.
HBT matter that has no fixed volume or shapeâ&#x20AC;&#x201D;it takes the volume and shape of its container.
EJBUPNJD FMFNFOUT elements that always appear in bonded pairs which include hydrogen, nitrogen, oxygen, fluorine, chlorine, bromine and iodine.
HSPVQ column on the periodic table containing
DIFNJDBM SFBDUJPO the process by which one or
EJTUJMMBUJPO a separation process in which a liquidâ&#x20AC;&#x2122;s components are separately converted to a vapor by applying heat (a vacuum may be applied simultaneously to lower the boiling points of the components involved), then drawn off, cooled or condensed, and collected.
FYPUIFSNJD SFBDUJPOT changes in which energy is
elemens with the same number of valence electrons.
IBMG MJGF period of time it takes for half the radioactive atoms in a given mass to decay. IFBU the energy that results from the vibrations, motions, reactions, and collisions of nuclear particles, atoms, and molecules. IFBU DBQBDJUZ the amount of heat (calories) neces-
bonded pair of electrons.
sary to raise the temperature of 1 gram of a given substance by 1Ë&#x161;C. The heat of fusion is the amount of heat needed to convert 1 gram of a solid into a liquid at its melting point. The heat of vaporization is the amount of heat required to convert 1 gram of a liquid into a vapor at its boiling point.
FMFNFOU substance that cannot be broken down into simpler substances by ordinary chemical means.
gen and carbon.
FMFDUSPMZUF a substance that conducts electricity. FMFDUSPO fundamental negatively charged particle of matter.
FMFDUSPOFHBUJWJUZ the ability of an atom to attract a
IZESPDBSCPO compound consisting only of hydro-
FOEPUIFSNJD QSPDFTT the conversion of a solid to a liquid (melting), a liquid to a gas (vaporization), or a solid to a gas (sublimation).
JOPSHBOJD DIFNJTUSZ this is the branch of chem-
FOEPUIFSNJD SFBDUJPOT changes in which energy
JOUFSNPMFDVMBS GPSDFT attractive forces that exist between individual molecules which include hydrogen bonds, dipole forces, and dispersion forces.
is absorbed.
FOFSHZ the ability to do work or transfer heat. FO[ZNFT molecules (usually proteins) that speed up chemical reactions in all living things.
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JPO atom or group of atoms having a negative or positive electric charge due to the number of protons and electrons being unequal.
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Physical Geography . . . . . . . . . . . . . . . . . . . . . . . . 37
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
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faults, at the boundary between two tectonic plates. More than 80 percent of the worldâ&#x20AC;&#x2122;s earthquakes occur in a narrow zone, or belt, which encircles the rim of the Pacific Ocean. This belt is sometimes called the Ring of Fire because it has many volcanoes, earthquakes, and other geologic activity. Another major earthquake zone, the Mediterranean-Himalayan zone, cuts across the Mediterranean Sea, crosses the Mideast and the Himalayas, and passes through the East Indies before meeting the Ring of Fire north of Australia. Japan experiences frequent earthquakes because of its location near two colliding plates. In fact, Tokyo has experienced at least one earthquake each century for the past 2,000 years. In China, severe earthquakes occur as the Asian plate is pushed upward by the descending Indian plate. In the United States, earthquakes occur in California, along the San Andreas Fault. However, earthquakes also occur along the Eastern seaboard and in the Midwest.
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8BUFS $ZDMF Water on Earth moves constantly, from the oceans to the air, from the air to the land, and then back to the seas again, changing from liquid, to gas, to solid, and back again. This continuous cycle is called the IZESPMPHJD DZDMF or the water cycle.
&WBQPSBUJPO BOE 5SBOTQJSBUJPO &WBQPSBUJPO is the changing of water from a liquid state to a gaseous state. The sunâ&#x20AC;&#x2122;s heat evaporates water from land, lakes, rivers, and oceans. About 85 percent of the vapor in the air comes from the oceans. Plants also add moisture. After plants have drawn water from the ground through their roots, they pass it out through their leaves as vapor in a process called USBOTQJSBUJPO. (See page 133.)
)VNJEJUZ Humidity is the amount of water vapor, or moisture, that is present in the air. Because the molecules of gases in warm air are spread farther apart than the molecules in cool air, warm air can hold much more moisture than cool air. Measurements of humidity are normally stated in terms of relative humidity. Relative humidity is a ratio of the amount of water vapor in the air to the greatest amount of water vapor the air can hold at a given air temperature. Relative humidity is usually converted into a percent; it is 100 percent when the air is saturated with water vapor.
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&BSUI 4DJFODF (MPTTBSZ BB flowing lava that is cool enough to have partially solidified; and moves as a slow, pasty mass. BJS NBTT a large body of air with uniform temperature and humidity. BMMVWJBM GBO fan-shaped accumulation of sediment
DMBTUJD SPDL sedimentary rock formed from grains of sediment that have been pressed and cemented together. DMFBWBHF the ability of some minerals to break along smooth, flat planes.
that forms where a stream emerges from a narrow mountain canyon onto a flat plain.
DMJNBUF the average weather in a specific place over a long period of time.
BOUJDMJOF a fold or folds of rock layers that slope upward to form a crest.
DPOEFOTBUJPO the process in which water changes
BRVJGFS a body of saturated rock or sediment
DPOJGFS any of a group of trees and shrubs that bear
through which water can move easily.
cones.
BTUIFOPTQIFSF the thick layer of Earth’s mantle
DPOUJOFOUBM ESJGU the slow movement of large landmasses over Earth’s surface, caused by pressure that shifts them over the asthenosphere.
that lies under the lithosphere, thought to consist of a thick slush of partially melted rocks and minerals.
BUNPTQIFSF the envelope of gases that surrounds Earth; three gases essential to life on Earth—oxygen, nitrogen, and carbon dioxide—make up 99 percent of the atmosphere. BWBMBODIF a powerful, rapid rock slide. CBS a visible ridge of sand or gravel deposited in the middle or along the banks of a stream.
CFE MPBE the heavy sediment that travels on or near the bottom of a stream.
DBMEFSB a volcanic crater larger than 0.6 kilometers (about 0.4 miles) in diameter, produced when a violent volcanic eruption completely destroys the upper part of a volcanic cone.
DBMJDIF a layer of calcium carbonate that forms in soil in dry regions over 100,000 to 500,000 years.
$BNCSJBO &YQMPTJPO the dramatic increase in the variety of life found on Earth during the Cambrian period. DIFNJDBM XFBUIFSJOH the process by which rocks decay and decompose, and are eventually changed into substances with different chemical compositions and physical properties.
from a vapor to a liquid or a solid.
DPOWFDUJPO the movement of air from areas of high pressure to areas of low pressure.
DSFTU the highest part of a wave. DSVTU the relatively thin, brittle outer layer of Earth. DSZTUBM GPSN the distinctive geometric form of a mineral.
DZDMPOF a storm or winds that blow around in a spiral toward a calm center of low pressure, which also moves.
EFGPSNBUJPO the process by which plate movements cause horizontal layers of sedimentary rock to become tilted, folded, or cracked.
EFMUB body of accumulating sediment that forms at the mouth of a stream or river, where it flows into a lake or ocean. EFOESPDISPOPMPHZ the study of tree rings to establish the ages of fossils and environmental conditions in the past.
EFOTJUZ a physical quality that reflects how tightly the atoms in a substance are packed.
EFX QPJOU the air temperature at which water condenses from vapor into liquid.
582
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GPTTJM the remains or traces of prehistoric plants and
EPMESVNT the belt of light winds around the equator
GSPOU the boundary that forms when a warm air mass
characterized by frequent thunderstorms or squalls. The doldrums are located between the trade winds of the Northern and Southern hemispheres.
and a cool air mass meet.
FBSUIRVBLF a sudden, strong trembling, or shaking, of the ground, usually occurring as a result of the movement of tectonic plates.
FMFDUSPNBHOFUJD SBEJBUJPO energy from space that consists of waves of electricity and magnetism. FMFWBUJPO height above sea level. &M /JĂ&#x2014;P a periodic ocean current of warm water that flows south from Ecuador down the coasts of Peru and Chile, causing a decline in plankton, fish, and birds. FRVBUPS an imaginary circle around the center of Earth, halfway between the North Pole and the South Pole.
FSPTJPO the removal of rock particles from exposed bedrock or topsoil by the impact of water, wind, or ice. Erosion is also the result of the impact on the landscape of rock particles carried by water, wind, or ice.
FWBQPSBUJPO the process by which water changes from a liquid into a vapor.
FWBQPSJUF a mineral that is deposited when water evaporates.
GBVMU a crack in Earthâ&#x20AC;&#x2122;s crust that occurs at the boundary between two lithospheric plates.
flPPEQMBJO a broad strip of land built up by sediment deposited on both sides of a stream channel.
GPMET wavelike features in rock layers that resemble ocean waves.
GPMJBUJPO a parallel arrangement of flaky and needlelike minerals characteristic of some metamorphic rock.
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animals, usually preserved in sedimentary rock.
GSPTU XFEHJOH the process by which a rock splits after water freezes and expands in a joint, prying the rock apart.
GVNBSPMF a vent in Earthâ&#x20AC;&#x2122;s continental or oceanic crust emitting volcanic gases and steam at high temperatures. HFPMPHZ the study of Earthâ&#x20AC;&#x2122;s structure, composition, and history. HFPTZODMJOF an elongated, downward curve of Earthâ&#x20AC;&#x2122;s crust.
HFPUIFSNBM HSBEJFOU the regular pattern of temperature increase from Earthâ&#x20AC;&#x2122;s crust inward toward the core. HFZTFS spring that erupts columns of water into the air at certain times.
HMBDJFST huge masses of ice that flow due to gravity and currently cover about 10 percent of Earthâ&#x20AC;&#x2122;s total land area.
(14 the Global Positioning System, a worldwide navigation system that uses radio signals broadcast by satellites to pinpoint locations.
HSBWJUZ the force by which objects are attracted to one another.
HSPVOEXBUFS water that lies beneath Earthâ&#x20AC;&#x2122;s surface, filling the cracks, crevices, and pores of rocks.
HZSFT enormous circular patterns made by winddriven ocean currents.
IBMG MJGF the amount of time it takes for half the atoms of an element to decay. IJTUPSJDBM HFPMPHZ the study of changes that have occurred in Earthâ&#x20AC;&#x2122;s structure and appearance.
583
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General Ecology. . . . . . . . . . . . . . . . . . . . . . . . . . 13 The Environment . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Energy and Glossary . . . . . . . . . . . . . . . . . . . . . . 738
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&OFSHZ T 0OF 8BZ 1BUI *OJUJBM &OFSHZ 'MPX In ecosystems, the source of almost all energy is sunlight, and only green plants, algae, and certain microscopic organisms are equipped to utilize it.
1IPUPTZOUIFTJT The mechanism by which green plants use solar energy is known as photosynthesis. The presence of the green pigment chlorophyll permits capture of energy from the sun and storage of that energy in the chemical bonds of glucose. Through further use of sunlight energy, molecules of glucose are broken down and linked with other chemicals. This results in the formation of the various carbohydrates, proteins, vitamins, and other substances that constitute the body of a plant. (See also pages 134â&#x20AC;&#x201C;135.)
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Food chains provide pathways for mineral nutrients. From soil, fresh water, or saltwater, minerals can be taken up by green plants and introduced into food chains. Mineral nutrient flow is cyclical; the same atom or molecule may move from plant to animal, from animal to microorganism, and from microbe back to plant. When returned to the soil, it is taken up once again by some other plant. The supply of mineral nutrients in the soil is not limitless. There must be a continuing turnover of these materials if an area is to continue to support life. When soil nutrients are scarce, new growth depends on the decay of dead plants and animals. Organisms such as earthworms process great amounts of plant litter through their bodies. Their actions accelerate decomposition and make available the materials required for new growth. When the cycle is interrupted for any reason, the soil may become infertile.
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&DPMPHZ (MPTTBSZ BCJPUJD GBDUPST the nonliving aspects of an environment, such as water, soil minerals, and atmospheric gases.
DPNQFUJUJPO the simultaneous demand by different
BDJE SBJO rain and other precipitation that is polluted
DPOJGFSPVT a type of tree that bears cones.
by acids, particularly sulfuric acid and nitric acid.
BRVJGFST underground formations filled with groundwater.
CJPNF a major type of ecosystem; each type of biome shares common characteristics; biomes are scattered worldwide.
CJPUJD GBDUPST the living aspects of an environment, such as producer organisms, consumer organisms, and reducer organisms. CJPUJD QPUFOUJBM the inherent capacity or maximum rate at which a population could increase under the best of conditions. DBSCPO EJPYJEF a colorless, odorless gas. It occurs in the atmospheres of many planets, including that of Earth. On Earth, all green plants must get carbon dioxide from the atmosphere to live and grow. Carbon dioxide is also created by the burning of any substance that contains carbon. Such substances include coal, gasoline, and wood.
DBSCPO NPOPYJEF a toxic gas produced by any process that involves the incomplete combustion of carbon-containing compounds; it is primarily emitted in the exhausts of gasoline-powered vehicles.
DBSOJWPSF an animal that feeds mainly on meat. DIMPSPGMVP PDBSCPOT $'$T a family of synthetic, nontoxic chemicals used as refrigerants, solvents, aerosol propellants, and so on. Highly volatile, they are not destroyed in the lower atmosphere but drift into the upper atmosphere, where their chlorine atoms destroy ozone.
DMJNBUF the weather of a place averaged over time. DPNNFSDJBM FOFSHZ power that is produced by businesses and governments to be sold to the public. DPNNVOJUZ in ecology, a group of animals or plants living together; any group of mutually related organisms.
746
organisms for food, places for habitation, and other vital factors.
DPOTFSWBUJPO the protection and improvement of natural resources such as forests and fossil fuels.
DPOTVNFS in ecology, an organism in an ecosystem that does not obtain its energy directly, but acquires it secondhand from energy stored in green plants. Primary consumers feed directly on plants. Secondary consumers feed on other animals and thus receive their energy after it has been processed by two or more organisms.
%%5 EJDIMPSPEJQIFOZMUSJDIMPSP FUIBOF the first chlorinated hydrocarbon insecticide. It is quite persistent in the environment and causes harm as it accumulates in food chains. Its use in the United States has been restricted since 1972. EFDJEVPVT a type of tree that sheds its leaves each autumn.
EFDPNQPTFS organisms that decay and decompose organic matter by feeding on the remains of dead plants and animals; reducer organisms. Mainly bacteria and fungi.
EFTBMJOJ[BUJPO the process of extracting fresh water from seawater. EFTFSU a dry region where evaporation exceeds rainfall.
EFFQ XFMM JOKFDUJPO the practice of disposing of hazardous fluid wastes by injecting them into rock formations hundreds of feet below Earthâ&#x20AC;&#x2122;s surface. EJTQFSTBM in ecology, the process by which members of a population spread out into unknown territory; helps to maintain a stable population.
EPNFTUJDBUJPO the transformation of animals or plants from wild to tame.
GLOSSARY & $0 -0 ( :
FDPTZTUFN a system made up of a group of living organisms and its physical environment, and the relationship between them.
HSFFOIPVTF FffFDU the absorption by gases in the atmosphere of heat energy radiated from Earthâ&#x20AC;&#x2122;s surface, causing the atmosphere to become warmer.
FOEBOHFSFE TQFDJFT living creatures threatened
HSFFOIPVTF HBTFT gases in Earthâ&#x20AC;&#x2122;s atmosphere
with extinction.
FQJQIZUFT plants that grow attached to larger plants without deriving nourishment from the hosts.
FTUVBSZ a water passage where the tide meets a river current.
FUIJDT the study of the standards of right and wrong. FYUJODUJPO a state that occurs when every member of a species has died. Mass extinctions, or events in which large numbers of species suddenly become extinct, have occurred several times in Earthâ&#x20AC;&#x2122;s history. GBMMPVU radioactive material or other polluting particles that fall out of the atmosphere in dust or precipitation.
GM DDVMBOUT chemicals used in water treatment processes to improve the sedimentation or filterability of small particles. GPPE DIBJO the pathways along which energy is transferred from one organism to another; a group of interrelated organisms; each member of the group feeds upon the one below it and is in turn eaten by the organism above it.
that absorb heat from the surface. The primary greenhouse gases are carbon dioxide, methane, nitrous oxide, and chlorofluorocarbons, or CFCs.
HSPVOEXBUFS fresh water under the surface of Earth that fills aquifers and moves between soil particles and rock, supplying wells and springs. It is susceptible to contamination by leaching agricultural and industrial pollutants, by substances from leaking underground storage tanks, and so on. IBCJUBU the kind of place in which an organism usually lives. A single habitat may satisfy the needs of many different types of organisms.
IBMG MJGF a measure of radioactivity, different for each element or isotope, defined as the average time it takes for half the atoms of a sample to undergo radioactive decay. Half-lives vary from trillions of years to fractions of seconds. For example, the half-life of samarium-152 is 1,012 years; that of polonium-212 is 3 Ă&#x2014; 10â&#x2C6;&#x2019;7 seconds. IB[BSEPVT XBTUFT wastes that may cause illness or death or pose other threats to human health or that may harm the environment.
GPPE XFC a group of interrelated food chains in an
IFSCJWPSF an animal that feeds on plants.
ecosystem.
IZESPDBSCPOT compounds in fossil fuels such as
GPTTJM GVFMT coal, oil, and natural gas formed from
petroleum, natural gas, and coal that contain carbon and hydrogen; may be carcinogenic.
the remains of organisms that lived millions of years ago.
IZESPQPOJDT the growing of plants without soil,
electrical energy.
by the use of water containing the necessary mineral nutrients.
HFOPUPYJOT pollutants that interfere with cell
JODJOFSBUJPO the destruction of waste products by
GVFM DFMM a device that converts chemical energy to
reproduction.
fire in furnaces.
HMPCBM XBSNJOH an increase in the average
JOUFSDSPQQJOH an agricultural technique in which two or more crops are grown side by side in alternating rows in combinations that increase soil fertility and crop yields.
temperature at Earthâ&#x20AC;&#x2122;s surface. People often use the term global warming to refer specifically to the warming observed since the mid-1800s. Global surface temperatures have risen chiefly because of a process called the greenhouse effect.
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1IZTJDT 4FDUJPO 4QSFBE
750
Energy, Mechanics, Matter, Heat . . . . . . . . . . . . 760
Waves, Sound, Electricity and Magnetism, Light, Nuclear Physics . . . . . . . . . . . . . . . . . . . . . . 808 Practice Problems and Glossary . . . . . . . . . . . . . . 88
www.swadvantage.com
4FDUJPO 4QSFBE ENERGY, in physics, is a quantity
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related to work. Energy has many forms. For example, you use mechanical energy to toss a ball. Heat energy warms a room. Electric
Energy, the capacity for doing work, can exist in many forms. Two forms of energy are fundamental.
energy makes a lightbulb glow. And chemical
â&#x20AC;˘ QPUFOUJBM the energy an object or particle has due
energy provides the driving force for an automobile.
to its position
â&#x20AC;˘ LJOFUJD energy of motion
An object can posses both potential and kinetic energy at the same time. (See also pages 312â&#x20AC;&#x201C;313.)
1PUFOUJBM &OFSHZ 1PUFOUJBM FOFSHZ is the energy a body possesses by virtue of its location. Water in a reservoir, or a weight lifted to an elevated position, has potential energy that can be converted by a machine into a more desirable or convenient form. Gravitational potential energy is the most common form. Since Earthâ&#x20AC;&#x2122;s gravity attracts all bodies, work is required to move an object farther away from the center of the earth. The physical work done to move the object represents energy that is then â&#x20AC;&#x153;storedâ&#x20AC;? in the object due to its farther distance from the center of gravity of Earth. Some other forms of potential energy include chemical potential energy which is energy contained in chemical bonds, and electrical potential energy. which is energy due to the relative position of two electrically charged objects. Frequently the symbol 6 is used to represent forms of potential energy.
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max potential energy = max kinetic energy
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,JOFUJD FOFSHZ involves motion. A bird in flight, a spinning wheel, and a speeding car all possess kinetic energy. The amount of work done to bring a moving object to rest, or the work required to produce the velocity at which the body moves, is a measure of its kinetic energy. Often the symbol ,& is used to represent kinetic energy.
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&OFSHZ $POWFSTJPO Energy can be converted from one form into another form. For example, a coal-burning power plant converts chemical energy to electric energy. The following description of that process will help you understand various forms of energy and how they can be converted.
The coal has potential energy in the form of chemical energy. That energy is stored in electrons of atoms that make up molecules in the coal. (Not pictured.)
When the coal burns, its molecules change as bonds break and other bonds form. As the molecules change, electrons release energy, which is immediately converted to heat energy. The hotter an object, the greater the kinetic energy of its atoms and molecules.
In the power plant, the molecular changes that occur when the coal burns create hot gases. In the next stage of the process, heat energy in the gases changes to heat energy in the metal that makes up a boiler, then to heat energy in molecules of water inside the boiler. As the water molecules absorb heat energy, they move more and more rapidly. Eventually, they move so rapidly that water turns to steam.
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The steam flows from the boiler through pipes to a device known as a steam turbine. The turbine has several wheels with fanlike blades. The steam rushes through the blades, pushing against them and thereby spinning the wheels. In this stage, heat energy of the steam is converted to mechanical energy of the turbine.
The turbine is connected to a machine called an electric generator. The generator converts mechanical energy of the spinning turbine to electric energy. That energy is partly kinetic and partly potential.
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.PUJPO is a change of position in space. Moving things surround us. When we catch a ball or safely cross a busy street, we use our understanding of motion. Physicists study motion to better understand the world.
In the 1600s, the relationship of force to motion was described in three laws formulated by Sir Isaac Newton. These laws can help us understand the kinds of motion we see every day.
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All motion is relative. That means that an object can only be described as moving or stationary in relation to another object. On an airplane in flight, for example, two passengers sitting in their seats are moving rapidly relative to the ground. But they are stationary relative to each other. This concept, called SFMBUJWJUZ, presents special challenges to our understanding of motion.
as the principle of inertia. *OFSUJB is the tendency of an object to continue moving if it is moving and to remain motionless if it is at rest. Newtonâ&#x20AC;&#x2122;s first law has two important parts.
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force acting on an object produces an acceleration equal to the force divided by the mass of the object. This relationship is usually written as the equation ' NB, where ' is the force, N is the objectâ&#x20AC;&#x2122;s mass, and B is the acceleration.
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"DDFMFSBUJPO EFDSFBTFT XJUI NBTT Imagine two people using the same amount of force to pull two identical wagons. One wagon is empty. The other is loaded with rocks. The full wagon will accelerate less than the empty wagon because the full wagon has more mass.
5IJSE -BX PG .PUJPO The third law states that for every action or force, there is an equal and opposite reaction or force. For example, rockets take off by expelling gases. The downward motion of the gases creates a reaction of the rocket upward. The reaction helps it overcome gravity and fly into space. In the case of Earth, the planet tugs at the sun in reaction to the sunâ&#x20AC;&#x2122;s pulling on it. But because the sun has much more mass than Earth does, the sun accelerates little in response.
'SJDUJPO Many kinds of motion we encounter every day are more complicated. Imagine, for example, rolling a ball across the ground. Newtonâ&#x20AC;&#x2122;s first law states that an object in motion will continue moving unless acted on by an outside force. However, we know from experience that the ball will eventually slow down and stop. According to Newtonâ&#x20AC;&#x2122;s laws, some force must have acted on the ball. Physicists call this force GSJDUJPO. Friction occurs when one surface moves over another. As the ball rolls, its outer surface rubs against the ground. This rubbing generates a force of friction that slows the ballâ&#x20AC;&#x2122;s movement. The effects of friction complicated early efforts to understand motion. Newton developed his laws by studying planets. The planets experience almost no friction as they move through nearly empty space. Friction is the reason why
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8PSL 8PSL, in physics, is a result of a force moving an object through a distance against a resistance. Work is a word used to describe many things in everyday life. People go to work, they do yard work, or they even work through problems. In physics, though, two specific factors define work:
â&#x20AC;˘ â&#x20AC;˘
the amount of force applied and the displacement an object achieves as it moves.
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A truck does not perform work when it holds a load of bricks.
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A truck does perform work when it moves the same load up a hill.
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People do work when lifting, pushing, or sliding an object from one place to another.
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They do no work when holding an object without moving it, even though they may become tired.
Work occurs only when the force is sufficient to move the object. (See pages 764â&#x20AC;&#x201C;765.) If the object does not move, no work is done. In other words, work is a measure of what is done, not the effort applied in attempting to move the object.
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8PSL &OFSHZ 5IFPSFN When someone goes shopping at a grocery store, they often grab a shopping cart in which to put their groceries. The shopping cart is initially sitting at rest with a velocity of 0 m/s, then as a force is applied the cart begins to move. It accelerates from rest, so its velocity is no longer zero. Work is definitely done on the cart because it achieves a displacement while force is applied. When work is done, then the kinetic energy of the cart must change as it accelerates. This relationship between work and kinetic energy is called the Work-Energy Theorem.
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Sometimes work is done quickly, like when an elevator is rapidly tugged upwards in a tall building. Work can also be done slowly, such as pushing a large piece of furniture across a room. The rate at which work is done is called power. Power is how much work is done or how much energy changes per unit of time. W P= _t where 1 stands for power, 8 for work, and U for time. Power is typically measured in watts but can also be measured in horsepower. A task requires the same amount of work or energy whether it is done quickly or slowly. But the faster the task is done, the greater the power required. For example, to push a load of bricks 10 feet in 10 seconds takes twice as much power as does pushing the same load the same distance in 20 seconds.
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MATTER is the substance of
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1IZTJDT (MPTTBSZ BCTPMVUF [FSP the temperature at which substances have no heat whatever, and all molecules stop moving. Theoretically, absolute zero is the lowest temperature, â&#x20AC;&#x201C;273.15 degrees Celsius or â&#x20AC;&#x201C;459.67 degrees Fahrenheit. BCTPSQUJPO in optics, the act of taking in, as opposed to reflecting back. A sheet of black paper does not reflect light but absorbs it.
BDDFMFSBUJPO a change in velocity over a period of time.
BDPVTUJDT the branch of physics that deals with
DFOUFS PG HSBWJUZ the point at which the entire weight of a body is concentrated. DPNQPTJUF QBSUJDMF a particle made up of smaller elementary particles, such as quarks. DPODBWF curved in, like the inside of a sphere or circle.
DPODVSSFOU GPSDFT forces acting simultaneously on a mass.
DPOEVDUJPO the movement of heat through a material.
DPOEVDUPS a material through which electric charge
sound. It includes the study of how sound is produced, transmitted, detected, measured, and used.
moves easily.
BFSPEZOBNJDT the branch of physics and
DPOTUBOU a measurement or quantity that never
engineering that deals with the movement of air and the ways in which forces of air act upon objects in motion (such as airplanes).
DPOWFDUJPO the transfer of heat by the movement of a heated material.
BMQIB QBSUJDMF the nucleus of a helium atom,
DPOWFY curved out, like the outside of a sphere or
consisting of two protons and two neutrons. Alpha particles are emitted by radioactive materials.
circle.
changes.
trough to the equilibrium position of a wave.
DSJUJDBM QPJOU the temperature at which the liquid and gaseous phases of a pure stable substance become identical.
BOUJQBSUJDMF elementary particle corresponding
DSZPHFOJDT the study of extremely low temperatures.
to a normal particle but opposite to it in electric and magnetic properties. When brought together with its counterpart, the result is their mutual annihilation.
EFOTJUZ the mass per unit of volume. The density of
BUPN the smallest unit of matter having the characteristics of an element. The atom is composed of a nucleus which contains neutrons with no electrical charge as well as positively charged protons and surrounded by revolving negatively charged electrons. Most of the mass of an atom is in its nucleus.
EJffSBDUJPO the spreading out of waves as they pass
BNQMJUVEF the vertical distance from the crest or
CFUB QBSUJDMF an electron emitted during radioactive decay of such substances as thorium and uranium. Positive beta particles are positrons; they are emitted during the radioactive decay of certain elements.
DBQBDJUPS a device that stores and releases electric charge.
892
an object once determined is used to calculate specific gravity. through an opening or by the edge of an obstacle.
EJffVTJPO the scattering of light in all directions during transmission or reflection. During transmission, diffusion is caused by light waves striking minute particles. During reflection, diffusion is caused by irregularities in the reflecting surface.
EJTQFSTJPO in optics, the separation of light into its component colors: red, orange, yellow, green, blue, indigo, and violet.
EJTQMBDFNFOU the difference between the final and initial positions of a moving object.
GLOSSARY 1 ):4* $ 4
EJTUBODF the total length that an object travels regardless of direction.
electrolytes, and negative electrode (cathode) of an electrolytic cell to produce a chemical reaction.
%PQQMFS FffFDU the change in frequency of sound
FMFDUSPMZUF in electrolysis, any substance (usually
or light waves caused by the relative motion of the source of the waves and their observer.
an acid, base, or soluble or molten salt) that dissociates into its respective cations (positive ions) and anions (negative ions) by the application of a direct electric current.
EZOBNJDT the study of objects that change their speed or the direction of their motion because of forces acting on them. FMFDUSJD DJSDVJU the closed loop path followed by an electric current.
FMFDUSJD DVSSFOU the flow of electric charge through a conductor. The current is measured in amperes; 1 ampere equals the flow of 1 coulomb (the unit of electric charge) per second. FMFDUSJc fiFME the space in which a charged particle experiences an electrostatic force exerted by another charge.
FMFDUSJD TJHOBM an electric current or voltage modified in some way as to represent information, such as sounds, pictures, numbers, or letters.
FMFDUSJD WPMUBHF the difference in electric potential energy per unit charge in an electric field; a voltage causes charges to move in an electric field. FMFDUSJD QPUFOUJBM FOFSHZ the energy possessed by charged particles due to their relative position in an electric field; doing work on a charge changes its electric potential energy FMFDUSPEF a terminal, pole, or conductor that conveys a flow of electrons through a solid, a molten solution, a gas, or a liquid. Electrodes are either negatively or positively charged. FMFDUSPTUBUJD GPSDF the attraction between positive and negative charges that binds protons to electrons in an atom. FMFDUSPMZTJT the application of a direct electric current through the positive electrode (anode),
XXX 48BEWBOUBHF DPN
FMFDUSPNBHOFU a temporary magnet produced by electric currents.
FMFDUSPNBHOFUJD GPSDF a force that consists of two parts: (1) the electric force and (2) the magnetic force. The electric force is an attraction or repulsion between objects that carry an electric charge. The magnetic force arises from two sources: (1) the combined magnetic forces of â&#x20AC;&#x153;miniature magnetsâ&#x20AC;? and (2) the movement of electrons through wires as electric current. FMFDUSPNBHOFUJD TQFDUSVN the entire range of wavelengths or frequencies according to which electromagnetic radiation is classified; the range is from about 10 â&#x2C6;&#x2019;14 meter (gamma rays) to about 107 meters (radio waves).
FMFDUSPNBHOFUJD XBWF a wave of energy made up of an electric and a magnetic field, generated when an electric charge oscillates or is accelerated. The chief kinds of electromagnetic waves, ranging from longest to shortest wavelength, are long radio waves, short radio waves, infrared rays, visible light, ultraviolet light, X-rays, and gamma rays. FMFDUSPNBHOFUJTN the branch of physics that studies the relationship between electricity and magnetism. Electromagnetism is based on two facts: (1) An electric current or a changing electric field produces a magnetic field and (2) A changing magnetic field produces an electric field.
FMFDUSPO a subatomic particle with negative charge that commonly occupies the outer region of the atom. An electron has a mass of about 1/1,800 that of a proton or about 9.11 Ă&#x2014; 10â&#x2C6;&#x2019;31 kg.
893
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898
Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 The Universe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Exploration and Glossary . . . . . . . . . . . . . . . . . . . 79
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907
#MBDL )PMFT BOE #JOBSZ 4UBST #MBDL )PMFT A CMBDL IPMF is a region of space whose gravitational force is so strong that nothing can escape from it. A black hole is invisible because it even traps light.
/FVUSPO 4UBS -JNJUT Just as there is a limit to the mass of a dwarf star consisting of electron-degenerate matter, there is an upper mass limit to the existence of a neutron star. (See pages 946â&#x20AC;&#x201C;947.) This limit is estimated to be about 3 solar masses. Above that value, the stellar core of neutron-degenerate matter cannot support itself and begins collapsing even further into a black hole.
3FMBUJWJUZ BOE #MBDL )PMFT The fundamental descriptions of black holes are based on equations in the theory of general relativity developed by the physicist Albert Einstein. Einsteinâ&#x20AC;&#x2122;s theory describes gravity as the degree of curvature of space-time. $IBSBDUFSJTUJDT PG #MBDL )PMFT
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1SPWJOH 5IFJS &YJTUFODF Astronomers have found compact objects that are likely black holes, but have not yet discovered a black hole for certain. To prove that a compact object is a black hole, scientists would have to measure such effects as severe bending of a light beam and an extreme slowing of time.
950
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THE SUN AND STARS 41"$ & 4$ * & / $ &
#JOBSZ 4UBST A CJOBSZ TUBS or a EPVCMF TUBS is a pair of stars that revolve around each other and are held together by gravity.
#JHHFS $MPTFS 'BTUFS The orbital speed of binary stars depends mostly on two factors.
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.BTT The greater a starâ&#x20AC;&#x2122;s mass, the stronger its gravity and the faster it pulls its companion around in orbit.
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1SPYJNJUZ The closer the two stars are to each other, the faster they revolve.
Some are so close as to almost touch and can go around each other in just a few hours or minutes. Other pairs may be separated by many times the diameter of the solar system and take a million years to revolve around each other.
5IF /VNCFST Perhaps as many as 25 percent of the stars in our galaxy have a partner. Some stars have more than one partner. The â&#x20AC;&#x153;starâ&#x20AC;? Castor in the Gemini constellation is at least six stars. Most stars belong to double or multiple star systems.
(IPTUMZ #JOBSJFT The star Algol, also called Beta Persei, derives its name from an Arabic word meaning HIPVM likely due to the starâ&#x20AC;&#x2122;s unusual periodic brightening and dimming. Algol appears to be a single star, but it is actually a type of double star called an FDMJQTJOH CJOBSZ In such a binary, a pair of stars revolve around each other so that one periodically blocks the light of the other. This action reduces the brightness of the double star as viewed from the earth. 'JOEJOH #JOBSJFT The existence of close binaries can be revealed by a spectrograph.
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When, in its motion, a component approaches Earth, its spectral lines are shifted by the Doppler effect toward the blue end of the spectrum and reduced in wavelength.
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Half a cycle later, when this component recedes from Earth, the lines shift toward the red and the wavelengths increase.
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This Doppler shift can easily be measured. It has led to the discovery of many spectroscopic binaries.
$POUBDU #JOBSJFT The stars in some binaries are so close that they touch. In these DPOUBDU CJOBSJFT the gravity of each star distorts its companion, causing enormous tides to form on the surfaces of both stars. Violent events can occur in such close pairs.
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One star may become an 9 SBZ QVMTBS a star that radiates X-rays in precisely timed bursts.
â&#x20AC;˘ â&#x20AC;˘
Other close pairs radiate powerful radio waves. In others, one of the stars pulls matter to itself from the other star. This matter may explode in nuclear reactions, causing the star to flare brightly.
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951
THE 4FDUJPO 4QSFBE UNIVERSE is everything.
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It consists of all matter and all light and other forms of radiation and energy. It includes everything that exists anywhere in space and time. All stars, including the sun, are part of the universe. Some other stars also have planetary systems. In addition to planets, stars, and other bodies, the universe contains gas, dust, magnetic
In the 1920s, the American astronomer Edwin P. Hubble discovered that the universe contains many other galaxies beyond our own. The observable universe includes billions, possibly even trillions, of galaxies. Each galaxy consists of from hundreds of thousands to trillions of stars.
$MBTTJfiDBUJPO Galaxies come in a variety of sizes and shapes.
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4QJSBM (BMBYJFT About 17 percent of galaxies that astronomers can observe through a telescope have a structure with spiral arms comparable to that of our own galaxy or to that of the Andromeda galaxy. However, among the 1,000 brightest galaxies, almost 70 percent have a spiral structure.
&MMJQUJDBM (BMBYJFT Eighty percent of all galaxies are elliptical, with no spiral arms and little or no visible structure.
*SSFHVMBS (BMBYJFT A small percentage of galaxies have irregular shapes. The Large and Small Magellanic Clouds are irregular galaxies.
$MFBO PS %VTUZ Spiral galaxies and irregular galaxies contain large amounts of interstellar gas and dust and large numbers of newly formed stars. It is believed that supernovas, which occur much more frequently in elliptical galaxies, keep these galaxies clean of interstellar gas and dust and thus prevent the formation of new stars.
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Few galaxies are truly isolated. Most galaxies, including our own, inhabit HSPVQT containing dozens of galaxies, or DMVTUFST containing from hundreds to thousands of members. Groups and clusters, in turn, reside in large TVQFSDMVTUFST
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Most of the clusters contain at least 50 members.
5IF -PDBM (SPVQ Our galaxy has several neighbors, of which the Small and Large Magellanic Clouds are the closest. These galaxies are members of the so-called -PDBM (SPVQ which also includes the Andromeda galaxy and dozens of smaller galaxies in a diameter of about 6.5 million light-years. These galaxies are so close that they interact gravitationally. For example, the plane of the Andromeda galaxy is somewhat warped by the presence of two satellite galaxies and, under mutual gravitational attraction, it approaches our galaxy with a speed of 110 kilometers (70 miles) per second.
â&#x20AC;˘
They contain mainly E and S0 galaxies and have a total mass 10,000 times the mass of our galaxy.
XXX 48BEWBOUBHF DPN
Regular clusters are generally spherical, with more galaxies toward the center.
*SSFHVMBS DMVTUFST are less symmetrical and contain fewer galaxies. They usually contain about 100 times the mass of our galaxy. Irregular clusters with a small number of galaxies generally contain spiral galaxies. Those with a large number of galaxies generally contain elliptical galaxies. 4VQFSDMVTUFS The Local Group, the Virgo Cluster, and the Coma Cluster are relatively close and form a supercluster. About 50 superclusters, which are clusters of clusters, have been identified in the universe. 957
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The challenges involved in studying space are greatâ&#x20AC;&#x201D;massive distances and environments inhospitable to humans. But these challenges have been met, to an extent, by the human curiosity and ingenuity that fuels space exploration. Use the legend, found on each two-page section, to identify the country that accomplished each achievement in space exploration. For example, milestones reached by the United States are identified by a blue circle.
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4QBDF 4DJFODF (MPTTBSZ BCTPMVUF NBHOJUVEF the apparent magnitude that a star would have if it were observed from a distance of 10 parsecs (32.6 light-years).
DISPNPTQIFSF the layer of the sunâ&#x20AC;&#x2122;s atmosphere
BDUJWF HBMBYZ any galaxy that is a very powerful transmitter of radiation in certain ranges of the electromagnetic spectrum.
DMPTFE VOJWFSTF one of three possibilities that cosmologists use to describe the nature of the universe (the others being PQFO and flBU). In a closed universe, the average density of the universe is high enough that gravitational forces will slow and eventually reverse expansion, and the universe will collapse on itself.
BOOVMBS FDMJQTF an eclipse in which the moon darkens only the middle of the sun, leaving a bright ring around the edges. BTUFSPJE a rocky or metallic object smaller than a planet that orbits the sun.
BTUSPOPNJDBM VOJU the average distance from Earth to the sunâ&#x20AC;&#x201D;about 150,000,000 kilometers (93,000,000 miles); used as a unit in measuring the distances between stars and planets.
BTUSPOPNZ the study of the universe and the objects in it.
B[JNVUI the angle along the astronomical horizon from the direction of the North Pole to the vertical circle that passes through a star.
CJH CBOH the initial explosion of a very high concentration of matter and energy that scientists think started the expansion of the universe. The big bang theory ranks as the most widely held scientific theory of the universeâ&#x20AC;&#x2122;s origin. According to the theory, the big bang occurred about 14 billion years ago.
CJOBSZ TUBS a pair of stars that revolve around each
above the photosphere; extends to an altitude of several thousand kilometers.
DMVTUFS an association of stars. (MPCVMBS DMVTUFST are spherical associations of stars found in galaxies that contain up to several hundred thousand stars. Large associations of galaxies are also called clusters. DPSPOB a thin envelope of gas surrounding the sun and extending far from the sun to a distance as great as several solar radii. DPTNJD NJDSPXBWF CBDLHSPVOE $.# SBEJB UJPO energy left over from the early universe coming from all directions in the universe; believed to be remnants from the big bang.
DPTNJD SBZT electrically charged, high-energy subatomic particles moving at very high speeds that reach Earth from all directions, coming from the sun and from interstellar space. DPTNPHPOZ the study of the origin of the solar system.
DPTNPMPHJDBM NPEFM a mathematical or physical
other and are held together by gravity.
description of the structure of the universe.
CMBDL IPMF a region of space whose gravitational
DPTNPMPHZ the scientific study of the general struc-
force is so strong that nothing can escape from it; it is invisible because it traps light as well.
EBSL FOFSHZ a theoretical form of energy that
DFMFTUJBM QPMFT the points around which the celestial sphere appears to rotate.
DFMFTUJBM TQIFSF the imaginary sphere that rotates around Earth. The stars, planets, and other celestial bodies appear to be fixed on the celestial sphere.
$FQIFJE WBSJBCMF variable star whose changes in brightness recur in a characteristic manner with a relatively short periodicity, and may be due to expansion and contraction.
988
ture, origin, and evolution of the universe. apparently makes the universe expand more and more rapidly.
EBSL NBUUFS invisible matter that does not give, reflect, or absorb light rays; believed by scientists to make up about 85 percent of the matter in the universe. EFDMJOBUJPO a starâ&#x20AC;&#x2122;s angular distance north or south of the celestial equator, measured along the hour circle passing through the star.
GLOSSARY 41"$ & 4$ * & / $ &
%PQQMFS FffFDU the apparent change in wave frequency when either the source of waves or the observer moves toward or away from the other.
JOflBUJPO UIFPSZ theory that holds that the early
EXBSG QMBOFU a celestial body that orbits the sun, is
+PWJBO QMBOFU any one of the four planets with
near-spherical in shape, is not a satellite, and, because of its small size, has not cleared the orbit in its neighborhood; also called a plutoid.
orbits beyond that of Mars. They are Jupiter, Saturn, Uranus, and Neptune. Jovian planets have no solid surface, and they consist mostly of hydrogen and helium. Also called gas giants.
FDMJQTF the obscuring of light from one celestial
universe went through an extremely brief period of particularly rapid expansion.
body by another. In a TPMBS FDMJQTF the moon moves between the sun and Earth so as to obscure the sun as seen from Earth. In a MVOBS FDMJQTF Earth moves between the sun and the moon so that the moon is in Earthâ&#x20AC;&#x2122;s shadow.
,VJQFS CFMU PCKFDUT a band of icy, rocky objects in the outer regions of the solar system.
FDMJQUJD the apparent path of the sun around the
-PDBM (SPVQ a concentration of galaxies that includes our own galaxyâ&#x20AC;&#x201D;the Milky Wayâ&#x20AC;&#x201D;as well as many nearby galaxies.
celestial sphere.
FRVJOPY one of two points where the ecliptic intersects the celestial sphere. FWFOU IPSJ[PO the boundary of the region around a black hole from which no light or matter can escape. At the event horizon, the pull of gravity becomes infinitely strong.
MJHIU ZFBS the distance that light travels in a vacuum in a year; used as a unit to measure astronomical distances.
MVNJOPTJUZ the rate at which a star emits energy; a starâ&#x20AC;&#x2122;s luminosity depends directly on its size and on how brightly each unit of area shines. MVOBS FDMJQTF an eclipse in which Earth moves
FYUJODUJPO In astronomy, the absorption and scat-
between the sun and the moon so that the moon is in Earthâ&#x20AC;&#x2122;s shadow.
tering of starlight by dust.
NBHOJUVEF the measure of the brightness of a star.
flBU VOJWFSTF one of three possibilities that cosmol-
"QQBSFOU NBHOJUVEF is the brightness of a star as it appears to an observer on Earth. "CTPMVUF NBHOJUVEF is the apparent magnitude that a star would have if it were observed from a distance of 10 parsecs.
ogists use to describe the nature of the universe (the others being PQFO and DMPTFE). In a flat universe, the universe will expand forever, but at a lower rate than that expected in an open universe.
HBT HJBOU any one of the four planets with orbits beyond that of Mars. They are Jupiter, Saturn, Uranus, and Neptune. The gas giants have no solid surface, and they consist mostly of hydrogen and helium. Also called the Jovian planets.
HFPDFOUSJD Earth-centered; early astronomers
.BJO #FMU a belt of asteroids that orbits the sun between Mars and Jupiter. NBJO TFRVFODF TUBS a star that produces nearly all of its energy by combining hydrogen nuclei to form helium nuclei in its core. NFUFPS a mass of stone or metal that enters Earthâ&#x20AC;&#x2122;s
believed the universe to be geocentric.
atmosphere from outer space with enormous speed; meteors are visible in the sky as falling stars.
HMPCVMBS DMVTUFS a tightly packed spherical collection of stars found in galaxies that contain up to several hundred thousand stars.
NFUFPSJUF the portion of a meteoroid that survives as it passes through Earthâ&#x20AC;&#x2122;s atmosphere and reaches the surface.
IFMJPDFOUSJD sun-centered; early astronomers believed the universe to be heliocentric.
XXX 48BEWBOUBHF DPN
989
*OEFY .FTTFOHFS (spacecraft), 987 .FTTFOHFS TQBDF NJTTJPO 920 NFUBCPMJD EJTFBTFT 293 NFUBCPMJD SBUF 189 NFUBCPMJTN animals, 188â&#x20AC;&#x201C;189 defined, 307 heat sources, 787 life span, 206 thermoregulation, 203 NFUBDBSQVT 226, 251 NFUBMMJD CPOET 351 NFUBMMJD DSZTUBMT 350, 351 NFUBMMPJET 321 NFUBM PYJEF TJMJDPO GJFME F FDU USBOTJTUPS (MOSFET), 831 NFUBMT 4FF BMTP aluminum; iron; steel; BOE PUIFST CZ OBNF conduction of heat, 794 crystals, 350, 781 defined, 437 electrical conductivity, 814, 815 group 1, 398 inorganic compounds, 398 main group elements, 398 molar volume, 375 ores, 528â&#x20AC;&#x201C;529 periodic table of the elements, 321 recycling, 693 waste, 689 NFUBNPSQIJD SPDLT 470â&#x20AC;&#x201C;471 dating, 477 defined, 585 North America, 473 rock cycle, 472 NFUBNPSQIJTN 470â&#x20AC;&#x201C;471 NFUBNPSQIPTJT 187 NFUBQIBTF (mitosis), 56, 59, 197 NFUBTUBTJ[JOH DBODFST 296 NFUBUBSTVT 226, 251 NFUFPSJUFT 915 atmosphere protects against, 535 dating, 485 defined, 989 meteoroids, 935
1038
Permian period mass extinction, 157, 492 Triassic period sea level drop, 493 NFUFPSPMPHZ 536 4FF BMTP weather computer models, 27, 553 defined, 585 predicting weather, 550â&#x20AC;&#x201C;553 NFUFPST 535, 935, 989 NFUFSPJET 935, 989 NFUIBNQIFUBNJOF 299 NFUIBOF alkanes, 408, 409, 410 combustion, 362 defined, 748 fuel, 412 greenhouse effect, 670, 677 landfills, 670, 690 molecular compounds, 358 recycling organic wastes, 692 structure, 410 NFUIBOPM 358 NFUIJPOJOF 419 NFUIZM DIMPSPGPSN 679, 681 NFUSJD TZTUFN (International System of Units), 374, 760â&#x20AC;&#x201C;761, 775 .FZFS Julius Lothar, 349 NJDBT 464, 466 NJDF 630 NJDSPDIJQT (integrated circuits), 830 NJDSPGJMBNFOU (fibrils), 50 NJDSPNJOFSBMT 269, 273 NJDSPOVUSJFOUT 134, 712 NJDSPQIPOFT 806â&#x20AC;&#x201C;807 NJDSPQSPDFTTPST 830 NJDSPTDPQFT 4FF BMTP electron microscopes anatomy, 167 history of science, 22 NJDSPUVCVMFT 50 NJDSPXBWF CBDLHSPVOE SBEJBUJPO 912, 962, 963, 964â&#x20AC;&#x201C;965, 988 NJDSPXBWFT (Hertzian waves), 835 NJEEMF DVUBOFPVT OFSWF 252 NJEEMF FBS 246
.JEEMF &BTU deserts, 611 domestication of plants, 625 tropical climates, 559 NJEEMF MBUJUVEF DMJNBUF [POF 560â&#x20AC;&#x201C;561 NJE PDFBO SJEHFT 449, 451, 475, 525, 579, 585 NJESJC (leaves), 127 .JFTDIFS Friedrich, 63 NJML BOE NJML QSPEVDUT balanced diet, 266 calcium, 268 carbohydrates, 260 cholesterol, 265 fats, 263 lipids, 416 mammals, 162 pH, 389 proteins, 419 USDA guidelines, 259 .JMLZ 8BZ HBMBYZ 952â&#x20AC;&#x201C;955 defined, 990 diameter, 914, 952 Local Group of galaxies, 957, 989 stars with planets, 966 static, 912 .JMMFS 6SFZ FYQFSJNFOUT 30, 33 NJMMFU 624 .JMMJLBO Robert, 811 NJOFSBMT (dietary), 268â&#x20AC;&#x201C;269 human body, 272â&#x20AC;&#x201C;273 mineral nutrient cycle, 607 NJOFSBMT (geology), 460â&#x20AC;&#x201C;465 defined, 585 hardness of water, 730 properties, 460â&#x20AC;&#x201C;461 .JPDFOF FQPDI 483 .JS (space station), 973, 984, 985, 986 .JSBOEB (satellite of Uranus), 931 NJSSPST telescopic, 909 NJSSPS TFMG SFDPHOJUJPO 222 NJTTJPO DPOUSPM 969 .JTTJTTJQQJBO &BSMZ $BSCPOJGFSPVT FQPDI 483, 490 .JTTJTTJQQJ 3JWFS 513
. & 4 4 & / ( & 3 to . 0 6 / 5"* / 4 NJUPDIPOESJB 51, 119, 181, 189, 307, 417 NJUPDIPOESJBM %/" 79 NJUPTJT 48, 56â&#x20AC;&#x201C;59, 196â&#x20AC;&#x201C;197, 307 NJYUVSFT 312, 313, 382, 438 ., MVNJOPTJUZ DMBTTJGJ BUJPO 944 NLT VOJUT 760 NPCJMJUZ JO NVMUJDFMMVMBS PSHBOJTNT 153 NPEFMT (scientific), 27 NPEVMFT (spacecraft), 969 .PIM Hugo von, 105 .PIPSPWJDJD Andrija, 444 .PIT IBSEOFTT TDBMF 463 .PKBWF %FTFSU 623 NPMBMJUZ 383, 384, 385 NPMBS IFBU DBQBDJUZ 378 NPMBSJUZ 383, 384, 385 NPMBS NBTT 356, 374â&#x20AC;&#x201C;375, 438 NPMBS WPMVNF 375 NPMET (fungi), 148â&#x20AC;&#x201C;151, 198 NPMF (chemical measure), 356, 374, 438 NPMFDVMBS DPNQPVOET 400 NPMFDVMBS DSZTUBMT 350, 351 NPMFDVMBS GPSNVMBT 358 NPMFDVMBS QIZTJDT 755 NPMFDVMFT 346â&#x20AC;&#x201C;349 animal building blocks, 180 atoms, 315 covalent bonds, 344 gases, 349, 350, 779, 783 geometry, 346â&#x20AC;&#x201C;347 liquids, 348, 350, 779, 782 and matter, 348â&#x20AC;&#x201C;349 relative molecular mass, 373 solids, 348, 350, 778 stored energy, 378 temperature, 788 NPMF GSBDUJPO 383 NPMF SBUJP 376 NPMMVTLT (Mollusca) 4FF BMTP bivalves; cephalopods Aristotleâ&#x20AC;&#x2122;s classification of animals, 164 head ganglion, 221 kingdom Animalia, 97, 176
XXX 48BEWBOUBHF DPN
NPMZCEFOVN alphabetical guide to the elements, 335 microminerals, 269, 273 mineral nutrients, 607 periodic table of the elements, 322 plant nutrients carried by water, 134 symbol and atomic number, 325 NPNFOUVN 774â&#x20AC;&#x201C;775, 867, 895 NPOLFZT altruism, 218 Costa Rican reforestation, 705 dominance hierarchies, 216 intelligence, 222 physical contact, 215 primates, 163 space exploration timeline, 977 NPOPDISPNBUJD MJHIU 850 NPOPDPUZMFEPOT (monocots) angiosperms, 117 classification of plants, 96 defined, 307 .POPQMBDPQIPSB 176 NPOPTBDDIBSJEF 188 .POPUSFNBUB 179 NPOPVOTBUVSBUFE GBUT 263, 266 NPOTPPO GPSFTUT 609 NPOTPPOT 557, 585 NPOUBOF DPOJGFSPVT GPSFTUT 613 NPOUIT solar and lunar, 901 NPPO the, 922â&#x20AC;&#x201C;923 animal behavior affected, 208, 209 Apollo 11 mission, 23, 923, 973, 980 Apollo 12 mission, 980 Apollo 16 mission, 972 Apollo program, 973 apparent magnitude, 942 dating rocks, 485 eclipses, 924, 925, 989 far side, 923, 977 lunar calendar, 901 origin, 923
rocks, 485, 915, 923, 981 space exploration timeline, 977â&#x20AC;&#x201C;987 tides, 208, 575 NPPORVBLFT 923 NPPTF 590, 591, 596, 597 NPSBJOFT 517, 585 .PSHBO Thomas Hunt, 73 NPSQIPMPHZ animal, 180â&#x20AC;&#x201C;187 plant, 99, 105 .PSTF Samuel F. B., 820 NPSUBS 530 NPTBTBVST 158 NPTT BOJNBMT (bryozoans), 487 NPTTFT (Musci) Bryophyta, 111 classification of plants, 96 defined, 307 early land plants, 100 Silurian period, 155 tundra, 614, 622 NPUIT 129 NPUJPO center of gravity, 769 defined, 895 dynamics, 758 electromagnetic induction for generating, 822 mechanics, 762â&#x20AC;&#x201C;763 momentum, 774â&#x20AC;&#x201C;775 Newtonâ&#x20AC;&#x2122;s laws, 753, 762â&#x20AC;&#x201C;763 planetary, 905, 918â&#x20AC;&#x201C;919 waves, 800â&#x20AC;&#x201C;801 NPUPS FOE QMBUFT 230 NPUPS OFVSPOT 230 NPVOUBJOT 4FF BMTP Rocky Mountains Alps, 517, 525, 613 Andes Mountains, 496 Appalachians, 157, 491 building, 524â&#x20AC;&#x201C;527 geographical barriers to plants, 620 Himalayas, 444, 451, 501 Hutton on formation, 474 mid-ocean ridges, 525, 579
1039
TPDJBM T U VEJFT product MBOstudy HVBHF BS UT guide
www.SWadvantage.com
Table of Contents MATH Math’s New Methods
Saxon, Chicago/Everyday, Singapore
Foundations of Math Numbers and Operations Arithmetic, Fractions, Decimals, Ratio & Percent
Measurement Geometry Trigonometry Formulas & Equations Statistics and Probability Algebra Advanced Algebra Calculus SOCIAL STUDIES & LANGUAGE US History Canadian History Government Economics World History Geography Grammar Writing and Research Vocabulary Reading Speaking Literature Foreign Languages
SCIENCE Scientific Methods Biology Chemistry Earth Science Ecology Physics Space Science TOPIC SOURCE (including DVD) People Places Wars Animals History Science Writing Research Papers HONORS (including AP Tests DVD) English Language US History English Literature Calculus AB US Gov’t & Politics Biology, Chemistry, Calculus AB, Calculus BC, English Language, Psychology, English Literature, Statistics, US Government & Politics, US History, Writing the AP Essay
4PVUIXFTUFSO "EWBOUBHF Southwestern Advantage, Social Studies & Language Arts © 2011 Southwestern Nashville, Tennessee ISBN 978-0-87197-560-7 3FWJTFE © Pages 1032â&#x20AC;&#x201C;1037 constitute an extension of this copyright page. Dustin Hillis $IJFG &YFDVUJWF 0ffiDFS 4PVUIXFTUFSO 'BNJMZ PG $PNQBOJFT Dan Moore 1SFTJEFOU 4PVUIXFTUFSO "EWBOUBHF 4BMFT Iskander Ahmet Timo Aleste Dave Causer Vasil Chakardakov Ryan Groom Edgar Ibarra-Uzeta Ranol Kasevali Karel Koiv Erki Kukk Andres Martin Priit Martin Mark Metsla Madis Pajo
Maret Pajo Amy Pigozzi Groom Mark Rau, .BOBHJOH %JSFDUPS 6 4 4BMFT
Erin Reynolds Veiko Roos Matt Ross Virgie Sandford AJ Skalsky Annika Tell Veiko Tell Emil Tsvetkov
All rights reserved. Printed in the Republic of Korea (ROK) .VDI PG UIF NBUFSJBM JO UIF 8SJUJOH BOE 3FTFBSDI TFDUJPO QBHFT o JT SFQSJOUFE XJUI QFSNJTTJPO PG ,FOEBMM )VOU 1VCMJTIJOH $PNQBOZ GSPN Research for Writers: Advanced English Composition CZ 'MPSJEB $PNNVOJUZ $PMMFHF BU +BDLTPOWJMMF $PQZSJHIU ª CZ '$$+ 'PVOEBUJPO 'VSUIFS SFQSPEVDUJPO JT QSPIJCJUFE 'SPOU DPWFS iNPOPHSBNw BSU BOE i4PVUIXFTUFSO "EWBOUBHF MPHPw BSF CPUI QSPQSJFUBSZ USBEFNBSLT PG 4PVUIXFTUFSO (SFBU "NFSJDBO *OD
&YFDVUJWF &EJUPS BOE 1SFTJEFOU Dan Moore $VSSJDVMVN %JSFDUPS Janet D. Sweet 4FDUJPO &EJUPST Genevieve Brand Carrie Davisson Deborah Ward Ketner Margaret Kriegbaum Susan Longley George Pasles "SU %JSFDUPS Travis Rader
1SFGBDF Welcome to 4PVUIXFTUFSO "EWBOUBHF 4PDJBM 4UVEJFT -BOHVBHF. We are pleased to bring you this unique, user-friendly reference book. It has been designed in such a way that students can spend â&#x20AC;&#x153;more time learning, less time looking.â&#x20AC;? The pages are open and inviting and organized into information boxes, bulleted lists, and other easily usable and understandable pieces. /PX :PV ,OPX boxes are used frequently to briefly summarize the information on the preceding few spreads. 5IF #BTJDT boxes outline information essential to the topic at hand. 8BUDI 0VU boxes alert students to things that might be easily confused or that might give students difficulty. ':* boxes give additional small nuggets or bits of information. Timelines are used widely to provide a visual overview of events that occurred at the same time in various parts of the world. They can help students correlate what they may be studying in several different areas of their schoolwork. Students (or their parents) can also go to
48BEWBOUBHF DPN, where they will find additional, more in-depth information on a wide range of subject matter. We hope you will find this book both useful and enjoyable. Every effort has been made to ensure that the information in this book is as accurate as possible. If errors should be found, however, we would appreciate hearing from you. Please share your comments or suggestions with us at 1-888-551-5901 or send them to Editor c/o Southwestern Advantage, P.O. Box 305142, Nashville, TN 37230.
XXX 48BEWBOUBHF DPN
)PX UP 6TF 4PVUIXFTUFSO "EWBOUBHF )PX UP 6TF 5IJT #PPL These books have been designed so that information can be accessed easily. Social Studies has been divided into six â&#x20AC;&#x153;strandsâ&#x20AC;?: United States History; Canadian History; Government; Economics; World History; and Geography. Language has likewise been divided into six strands: Grammar; Writing and Research; Vocabulary; Reading; Speaking; and Literature. Each strand is then divided into smaller units. The first navigational tool is the detailed, colorcoded Table of Contents. The contents pages also indicate separately where the special features of the book can be found, such as the Table of Shakespeareâ&#x20AC;&#x2122;s Plays and the history time lines. Next, above the heading on the right-hand text pages, you will see color bars that tell you exactly where you are in the book. The bar that extends all the way to the edge of the page is the color of the unit you are in; the other bar denotes the strand you are in. The strand color is repeated in a tab at the bottom of the page. When the book is closed, you can tell at a glance where each strand and unit begins and ends.
UNITED STATES HISTORY 6/*5&% 45"5&4 )*4503: CANADIAN HISTORY $"/"%*"/ )*4503: (07&3/.&/5 GOVERNMENT &$0/0.*$4 ECONOMICS WORLD HISTORY 803-% )*4503: (&0(3"1): GEOGRAPHY
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When the book is open, headings on the pages also help to tell you exactly where you are in the book, for example, the Nile Valley section of World History.
)PX UP 6TF 4PVUIXFTUFSO "EWBOUBHF 0OMJOF XXX 48BEWBOUBHF DPN
An integral part of Southwestern Advantage is the accompanying Web site. Organized by subject areas, it is a comprehensive suite of online study helps, additional in-depth subject matter, tips for parents, and coaching for students on how to get better at life.
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XXX 48BEWBOUBHF DPN
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15
Social Studies Advantage
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www.swadvantage.com
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Settlement, Beginnings to 1760 . . . . . . . . . . . . . . . 13 New Nation, 1760 to 1787 . . . . . . . . . . . . . . . . . . . 37 Antebellum America, 1787 to 1861 . . . . . . . . . . . . 79 America Against Itself, 1861 to 1872. . . . . . . . . . . 101 Resurgence, 1872 to 1917 . . . . . . . . . . . . . . . . . . . 127 International Stage, 1917 to the Present . . . . . . . . 153 Biographies of Selected Presidents . . . . . . . . . . . . 221
www.swadvantage.com
&VSPQFBO &YQMPSFST 8IFSF 5IFZ $BNF 'SPN /PSXBZ 4XFEFO %FONBSL The Vikings sailed westward into the Atlantic Ocean from the 800s on. After settling Iceland and Greenland, their travels took them to present-day Newfoundland and Labrador. Repeated attacks by the native populations prevented them from establishing settlements there. 1PSUVHBM During the early 1400s, Portuguese explorers concentrated their attention on the west coast of Africa. Their expeditions south along the coast of Africa resulted in the discovery of a sea route to India, which other nations soon followed. 4QBJO Christopher Columbus believed he could find a sea route to the East by sailing west. When his voyages took him to several islands in the Caribbean Sea, he was convinced heâ&#x20AC;&#x2122;d reached Asia. Later Spanish expeditions led by explorers such as Hernando de Soto and Francisco Coronado also went west, landing in Mexico, Central America, South America, and North America.
'SBODF In 1524, the king of France sent Giovanni da Verrazano to explore the North American coast and find a â&#x20AC;&#x153;Northwest Passageâ&#x20AC;? through North America to Asia. Verrazano did not find this passage, but on the basis of his explorations, France laid claim to North America. Later French expeditions traveled deeper into North America.
&OHMBOE England had begun sending its explorers to North America as early as 1497. Many were traveling in search of a Northwest Passage. They were unsuccessful, but explorers such as John Cabot claimed the â&#x20AC;&#x153;new-found-landâ&#x20AC;? for England.
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30
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XXX 48BEWBOUBHF DPN
31
1JMHSJNT BOE 1VSJUBOT /FX &OHMBOE The founding of much of New England came, in part, from trouble in Massachusetts. The Puritan leaders there demanded that people living in Massachusetts follow Puritan beliefs and practices. As a result, some groups left Massachusetts Colony in search of greater religious or political freedom and began their own colonies. The New England area was characterized by rocky soil, plentiful ямБshing, and woodlands. $PMPOZ
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36
THE THIRTEEN COLONIES 6/*5&% 45"5&4 )*4503:
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37
INDEPENDENCE
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The Revolutionary War began on April 19, 1775, when British soldiers and American patriots clashed at Lexington, Massachusetts, and at nearby Concord. The war would last 8 years. Although the British won many battles, they gained little from their victories. The American patriots were able to form new forces and fight on.
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XXX 48BEWBOUBHF DPN
47
8F UIF 1FPQMF The writers of the Constitution had thrown off a government they found oppressive. They were very concerned about the same oppression developing in the new nation. At the same time, they needed a government with enough power to address the needs of a largeâ&#x20AC;&#x201D;and still growingâ&#x20AC;&#x201D;nation.
1SJODJQMFT The Constitution aims to spell out both the responsibilities of the United States government and the structure of that government. The purposes of the government are laid out in the Constitutionâ&#x20AC;&#x2122;s first section, or Preamble:
â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘
â&#x20AC;&#x153;establish justiceâ&#x20AC;?â&#x20AC;&#x201D;mediate between citizens
â&#x20AC;˘
â&#x20AC;&#x153;promote the general welfareâ&#x20AC;?â&#x20AC;&#x201D;provide services for citizens
â&#x20AC;˘
â&#x20AC;&#x153;secure the blessings of libertyâ&#x20AC;?â&#x20AC;&#x201D;promote prosperity.
â&#x20AC;&#x153;ensure domestic tranquilityâ&#x20AC;?â&#x20AC;&#x201D;protect citizens â&#x20AC;&#x153;provide for the common defenseâ&#x20AC;?â&#x20AC;&#x201D;conduct foreign affairs
4USVDUVSF The Preamble is followed by seven sections, called Articles:
â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘
Article I â&#x20AC;&#x201C; The Legislative Branch
â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘
Article V â&#x20AC;&#x201C; Amending the Constitution
Article II â&#x20AC;&#x201C; The Executive Branch Article III â&#x20AC;&#x201C; The Judicial Branch Article IV â&#x20AC;&#x201C; Relation of the states to each other, Federal-state relations Article VI â&#x20AC;&#x201C; National Debts Article VII â&#x20AC;&#x201C; Ratifying the Constitution
Following the Articles is a section of Amendmentsâ&#x20AC;&#x201D;additions or changes to the Constitutionâ&#x20AC;&#x201D; made since 1787.
5IF $POTUJUVUJPO 4JODF The Constitution remains effective to this day because it can be amended, or changed, to meet the nationâ&#x20AC;&#x2122;s changing needs.
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"NFOENFOUT Amendments address issues missing from the originalâ&#x20AC;&#x201D;for example, how to fill a vacant vice presidentâ&#x20AC;&#x2122;s seat (25th amendment)â&#x20AC;&#x201D;or extend rights to formerly excluded groups. Among other things, constitutional amendments have:
â&#x20AC;˘ Granted citizenship to former slaves â&#x20AC;˘ Granted the right to vote to women â&#x20AC;˘ Lowered the voting age for all citizens 5IF #JMM PG 3JHIUT The first 10 amendments to the Constitution are called the Bill of Rights. These amendments, added in 1791, protect individual liberties such as freedom of speech, religion, and the press.
BUILDING A NEW NATION 6 / * 5 & % 45"5 & 4 ) * 450 3:
$POTUJUVUJPO PG UIF 6OJUFE 4UBUFT 1SFBNCMF We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.
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"SUJDMF * 4FDUJPO All legislative powers herein granted shall be vested in a Congress of the United States, which shall consist of a Senate and House of Representatives.
The Legislative Branch
4FDUJPO The House of Representatives shall be composed of members chosen every second year by the people of the several States, and the electors in each State shall have the qualifications requisite for electors of the most numerous branch of the State legislature. No person shall be a Representative who shall not have attained to the age of twenty-five years, and been seven years a citizen of the United States, and who shall not, when elected, be an inhabitant of that State in which he shall be chosen. Representatives and direct taxes shall be apportioned among the several States which may be included within this Union, according to their respective numbers, which shall be determined by adding to the whole number of free persons, including those bound to service for a term of years, and excluding Indians not taxed, three-fifths of all other persons. The actual enumeration shall be made within three years after the first meeting of the Congress of the United States, and within every subsequent term of ten years, in such manner as they shall by law direct. The number of Representatives shall not exceed one for every thirty thousand, but each State shall have at least one Representative; and until such enumeration shall be made, the State of New Hampshire shall be entitled to choose three; Massachusetts, eight; Rhode Island and Providence Plantations, one; Connecticut, five; New York, six; New Jersey, four; Pennsylvania, eight; Delaware, one; Maryland, six; Virginia, ten; North Carolina, five; South Carolina, five; and Georgia, three. When vacancies happen in the representation from any State, the executive authority thereof shall issue writs of election to fill such vacancies. The House of Representatives shall choose their Speaker and other officers, and shall have the sole power of impeachment.
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4FDUJPO The Senate of the United States shall be composed of two Senators from each State, chosen by the legislature thereof for six years; and each Senator shall have one vote. Immediately after they shall be assembled in consequence of the first election, they shall be divided as equally as may be into three classes. The seats of the Senators of the first class shall be vacated at the expiration of the second year, of the second class at the expiration of the fourth year, and of the third class at the expiration of the sixth year, so that one-third may be chosen every second year; and if vacancies happen by resignation, or otherwise, during the recess of the legislature of any State, the executive thereof may make temporary appointments until the next meeting of the legislature, which shall then fill such vacancies. No person shall be a Senator who shall not have attained the age of thirty years, and been nine years a citizen of the United States, and who shall not, when elected, be an inhabitant of that State for which he shall be chosen. The Vice President of the United States shall be President of the Senate, but shall have no vote, unless they be equally divided. The Senate shall choose their other officers and also a President pro tempore, in the absence of the Vice President, or when he shall exercise the office of President of the United States. The Senate shall have the sole power to try all impeachments. When sitting for that purpose, they shall be on oath or affirmation. When the President of the United States is tried, the Chief Justice shall preside; and no person shall be convicted without the concurrence of two-thirds of the members present. Judgment in cases of impeachment shall not extend further than to removal from office, and disqualification to hold and enjoy any office of honor, trust, or profit under the United States; but the party convicted shall nevertheless be liable and subject to indictment, trial, judgment and punishment, according to law. 4FDUJPO The times, places, and manner of holding elections for Senators and Representatives shall be prescribed in each State by the legislature thereof; but the Congress may at any time by law make or alter such regulations, except as to the places of choosing Senators. The Congress shall assemble at least once in every year, and such meeting shall be on the first Monday in December, unless they shall by law appoint a different day. 4FDUJPO Each House shall be the judge of the elections, returns, and qualifications of its own members, and a majority of each shall constitute a quorum to do business; but a smaller number may adjourn from day to day, and may be authorized to compel the attendance of absent members, in such manner, and under such penalties, as each House may provide. Each House may determine the rules of its proceedings, punish its mem-
BUILDING A NEW NATION 6 / * 5 & % 45"5 & 4 ) * 450 3:
bers for disorderly behavior, and with the concurrence of two-thirds, expel a member. Each House shall keep a journal of its proceedings, and from time to time publish the same, excepting such parts as may in their judgment require secrecy, and the yeas and nays of the members of either House on any question shall, at the desire of one-fifth of those present, be entered on the journal. Neither House, during the session of Congress, shall, without the consent of the other adjourn for more than three days, nor to any other place than that in which the two Houses shall be sitting. 4FDUJPO The Senators and Representatives shall receive a compensation for their services, to be ascertained by law and paid out of the Treasury of the United States. They shall, in all cases except treason, felony, and breach of the peace, be privileged from arrest during their attendance at the session of their respective Houses, and in going to and returning from the same; and for any speech or debate in either House they shall not be questioned in any other place. No Senator or Representative shall, during the time for which he was elected, be appointed to any civil office under the authority of the United States, which shall have been created, or the emoluments whereof shall have been increased during such time; and no person holding any office under the United States shall be a member of either House during his continuance in office. 4FDUJPO All bills for raising revenue shall originate in the House of Representatives; but the Senate may propose or concur with amendments as on other bills. Every bill which shall have passed the House of Representatives and the Senate shall, before it become a law, be presented to the President of the United States; if he approve he shall sign it, but if not he shall return it, with his objections, to that House in which it shall have originated, who shall enter the objections at large on their journal and proceed to reconsider it. If after such reconsideration two-thirds of that House shall agree to pass the bill, it shall be sent, together with the objections, to the other House, by which it shall likewise be reconsidered, and if approved by two-thirds of that House, it shall become a law. But in all such cases the votes of both Houses shall be determined by yeas and nays, and the names of the persons voting for and against the bill shall be entered on the journal of each House respectively. If any bill shall not be returned by the President within ten days (Sundays excepted) after it shall have been presented to him, the same shall be a law, in like manner as if he had signed it, unless the Congress by their adjournment prevent its return, in which case it shall not be a law. Every order, resolution or vote to which the concurrence of the Senate and House of Representatives may be necessary (except on a question of
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72
4FDUJPO The Congress shall have power to lay and collect taxes, duties, imposts and excises, to pay the debts and provide for the common defense and general welfare of the United States; but all duties, imposts and excises shall be uniform throughout the United States; To borrow money on the credit of the United States; To regulate commerce with foreign nations, and among the several States, and with the Indian tribes; To establish an uniform rule of naturalization, and uniform laws on the subject of bankruptcies throughout the United States; To coin money, regulate the value thereof, and of foreign coin, and fix the standard of weights and measures; To provide for the punishment of counterfeiting the securities and current coin of the United States; To establish post offices and post roads; To promote the progress of science and useful arts by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries; To constitute tribunals inferior to the Supreme Court; To define and punish piracies and felonies committed on the high seas, and offenses against the law of nations; To declare war, grant letters of marque and reprisal, and make rules concerning captures on land and water; To raise and support armies, but no appropriation of money to that use shall be for a longer term than two years; To provide and maintain a navy; To make rules for the government and regulation of the land and naval forces; To provide for calling forth the militia to execute the laws of the Union, suppress insurrections, and repel invasions; To provide for organizing, arming and disciplining the militia, and for governing such part of them as may be employed in the service of the United States, reserving to the States respectively the appointment of the officers, and the authority of training the militia according to the discipline prescribed by Congress; To exercise exclusive legislation in all cases whatsoever over such district (not exceeding ten miles square) as may, by cession of particular States and the acceptance of Congress, become the seat of the government of the United States, and to exercise like authority over all places purchased by the consent of the legislature of the State in which the same shall be, for the erection of forts, magazines, arsenals, dockyards, and
BUILDING A NEW NATION 6 / * 5 & % 45"5 & 4 ) * 450 3:
other needful buildings;â&#x20AC;&#x201D;And To make all laws which shall be necessary and proper for carrying into execution the foregoing powers, and all other powers vested by this Constitution in the Government of the United States, or in any department or officer thereof.
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4FDUJPO The migration or importation of such persons as any of the States now existing shall think proper to admit shall not be prohibited by the Congress prior to the year one thousand eight hundred and eight, but a tax or duty may be imposed on such importation, not exceeding ten dollars for each person. The privilege of the writ of habeas corpus shall not be suspended, unless when in cases of rebellion or invasion the public safety may require it. No bill of attainder or ex post facto law shall be passed. No capitation or other direct tax shall be laid, unless in proportion to the census or enumeration herein before directed to be taken. No tax or duty shall be laid on articles exported from any State. No preference shall be given by any regulation of commerce or revenue to the ports of one State over those of another; nor shall vessels bound to or from one State be obliged to enter, clear or pay duties in another. No money shall be drawn from the Treasury but in consequence of appropriations made by law; and a regular statement and account of the receipts and expenditures of all public money shall be published from time to time. No title of nobility shall be granted by the United States; and no person holding any office of profit or trust under them shall, without the consent of the Congress, accept of any present, emolument, office, or title of any kind whatever from any king, prince, or foreign state.
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4FDUJPO No State shall enter into any treaty, alliance, or confederation; grant letters of marque and reprisal; coin money; emit bills of credit; make anything but gold and silver coin a tender in payment of debts; pass any bill of attainder, ex post facto law or law impairing the obligation of contracts, or grant any title of nobility. No State shall, without the consent of the Congress, lay any imposts or duties on imports or exports, except what may be absolutely necessary for executing its inspection laws; and the net produce of all duties and imposts, laid by any State on imports or exports, shall be for the use of the Treasury of the United States; and all such laws shall be subject to the revision and control of the Congress. No State shall, without the consent of Congress, lay any duty of tonnage, keep troops or ships of war in time of peace, enter into any agreement or compact with another State or with a foreign power, or engage in war, unless actually invaded or in such imminent danger as will not admit of delay.
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(FPSHF 8BTIJOHUPO the first U.S. president and the foremost of the country’s founding fathers, served from 1789 to 1797. More than any other individual, he was the architect of American government after the colonies broke away from British rule. Born February 22, 1732, in Westmoreland County, Virginia, Washington was a key figure in the American Revolution. As commander in chief of the Continental Army, he was tasked with leading inexperienced troops through the bloody Revolutionary War.
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After his victory in 1787, Washington presided over the Philadelphia Convention, where the Constitution was drafted. When the document was ratified, Washington was unanimously elected president. He took office April 30, 1789. As the leader of a brand new country, Washington attended to a host of domestic issues. Foremost among them was passing tax legislation to pay the nation’s mounting debts. But more than any single action he took as president, Washington’s overarching contribution was setting a precedent for the executive branch. The way he handled certain aspects of government— for instance, cabinet appointments—still informs how the government operates today. The president carefully weighed all of his actions in light of this responsibility. Washington’s foreign policy was to remain neutral in international affairs whenever possible. He believed that the new country needed to focus its attention inward to grow stronger. It was a controversial position, particularly during the French Revolution, which some Americans felt obligated to support. His long service took a toll on Washington, who retired after his second term. Three years later, in 1799, he died of a throat infection.
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5IPNBT +FffFSTPO the nationâ&#x20AC;&#x2122;s third president, held the office from 1801 to 1809. He is celebrated as the main author of the Declaration of Independence and for doubling the size of the country with the Louisiana Purchase. Born April 13, 1743, in Shadwell, Virginia, Jefferson was a key figure on the political scene well before he became president. In 1776, he wrote the Declaration of Independence, which announced the American coloniesâ&#x20AC;&#x2122; break from Great Britain. The principles he articulated in that documentâ&#x20AC;&#x201D;including the belief that all men are created equalâ&#x20AC;&#x201D;informed Jeffersonâ&#x20AC;&#x2122;s political career. But many people question his personal commitment to those principles since he was a slaveholder. In the years leading up to his presidency, Jefferson held a number of important political offices, including governor of Virginia, U.S. secretary of state, and vice president under John Adams. As president, two of his first acts were to slash spending and lower taxes. Over time, Jefferson found himself drawn into international affairs despite his wishes. Sometimes the results were positive, like his triumphant Louisiana Purchase. Short on funds, the seller, Napoleon, was willing to part with much more land than Jefferson had anticipated going into negotiations. But Jefferson made a major misstep in foreign affairs. In response to the French and English abuse of U.S. ships during the Napoleonic wars, he called for an embargo that blocked trade with Europe. The embargo backfired, seriously damaging the American economy. After he retired, Jefferson lived at Monticello, his home, until he died in 1826.
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"OESFX +BDLTPO the founder of the Democratic Party, served from 1829 to 1837. His win in the election of 1828 represented a shift in the political landscape in many respects. Born poor, Jackson was a self-taught lawyer with relatively little experience as a politician. Instead of working his way up to the presidency through the usual channels, he was propelled into the position by the American public. Considering himself a mouthpiece of the people, Jackson took a heavy hand in domestic policy. His forceful agenda and penchant for veto earned him the nickname of King Andrew I among his critics. Jackson shaped his policy around the national agenda, which he usually valued over the rights of individual states. One of the events that shaped Jacksonâ&#x20AC;&#x2122;s presidency was the nullification crisis, a rift with South Carolina that occurred when the state resisted a federally imposed tariff. The crisis was resolved before Jackson resorted to military force. Another controversy during Jacksonâ&#x20AC;&#x2122;s presidency was his insistence upon moving federal funds from the centralized Second Bank of the United States to a variety of state-run banks. Many economists believe this incident, known as the Bank War, had a negative impact on the economy. Jacksonâ&#x20AC;&#x2122;s largest failure as president was the Indian Removal Act, which he signed into law. It directly resulted in the Trail of Tears and other atrocities against Native Americans. At the end of his second term, Jackson retired to his home outside of Nashville, Tennessee, where his health declined steadily until his death in 1845.
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#JPHSBQIJFT PG 4FMFDUFE 1SFTJEFOUT +BNFT , 1PML a Democrat who served from 1845 to 1849, is remembered for his focus on westward expansion. Polk, the eldest of 10 children, was born in Mecklenburg County, North Carolina, on November 2, 1795. He began moving in political circles as a young lawyer in Tennessee. After a stint in the state legislature, he served as Speaker of the House of Representatives from 1835 until he became governor of Tennessee in 1839. Polkâ&#x20AC;&#x2122;s close relationship with Andrew Jackson led to his nomination for the presidency in 1844. Polk is often referred to as a â&#x20AC;&#x153;dark horseâ&#x20AC;? candidate because he wasnâ&#x20AC;&#x2122;t well known to the American public at the time. By the end of Polkâ&#x20AC;&#x2122;s term, the countryâ&#x20AC;&#x2122;s footprint had grown by one-third. He acquired huge chunks of land in the west, including (but not limited to) Oregon, Texas, California, and New Mexico. He settled the boundaries of Oregon through peaceful negotiations with the British, but the other acquisitions were more difficult, resulting in the Mexican-American War. While Polkâ&#x20AC;&#x2122;s ambitious expansion was successful in terms of territorial gains, it ignited a national debate about whether or not slavery should be legal in the newly annexed areas. This issue deepened the divide between the North and the South, which eventually led to the Civil War. Polkâ&#x20AC;&#x2122;s reputation as a workaholic took a toll on his health during his one-term presidency. (He never intended to run for reelection.) He died just a few months after he left the White House in 1849.
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"CSBIBN -JODPMO known as the Great Emancipator for ending slavery in the United States, served from 1861 to 1865. Born February 12, 1809, in Hardin County, Kentucky, Lincoln rose from humble beginnings to become a self-taught lawyer. One of the most widely admired figures in American history, his presidency was consumed by the Civil War. While he ultimately preserved the Union, the war lasted more than 4 years and left 1 million soldiers dead or wounded. Lincolnâ&#x20AC;&#x2122;s election precipitated Southern secession; seven states left the Union before he even took office. Worried that Lincoln would abolish slavery despite his pledge to the contrary, these states (and, eventually, four others) formed the Confederate States of Americaâ&#x20AC;&#x201D;an act that Lincoln considered illegal. The Civil War began on April 12, 1861, when Confederates attacked Fort Sumter. Citing a national emergency, Lincoln expanded his powers as president. His goal was to reunite the country at all costs. The war took a heavy toll on the country and on Lincoln, who made a point of being personally involved. He spent time with soldiers and considered their appeals for clemency. While his character is universally praised today, he was heavily criticized at the time. On January 1, 1863, Lincoln signed the Emancipation Proclamation. It freed Confederate slaves and shifted the focus of the Civil War to freedom. Many black soldiers joined the Union Army. Lincoln was shot and killed by an assassin, John Wilkes Booth, in April 1865, less than a week after Confederate forces surrendered.
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5IFPEPSF 3PPTFWFMU who became president after William McKinley was assassinated in 1901, spent his presidency expanding the governmentâ&#x20AC;&#x2122;s reach to help more people at home and abroad. Born in New York City on October 27, 1858, Roosevelt studied law, served in the Spanish-American War, and governed the state of New York before he became vice president under McKinley. At age 42, he became the countryâ&#x20AC;&#x2122;s youngest president. Roosevelt developed a domestic agenda he nicknamed the Square Deal. His primary goals were to resolve disputes between laborers and employers, to oversee and regulate industry by enforcing antitrust laws, and to promote conservation by creating national forests and wildlife preserves. As he implemented the Square Deal, Roosevelt expanded the powers of the office of president. At the same time, Roosevelt wanted the United States to become more involved in international affairs. To that end, he expanded the nationâ&#x20AC;&#x2122;s role in Latin American countries and mediated a dispute between France and Germany. He also won the Nobel Peace Prize for mediating the Russo-Japanese War. His biggest achievement in foreign affairs was developing the Panama Canal, a waterway that cut travel time between the Atlantic and Pacific oceans. Getting permission to build involved a complex series of negotiations with Great Britain, Colombia, and Panama. After he left office in 1909, Roosevelt took a brief break from politics before running in the 1912 presidential election. (He lost to Woodrow Wilson.) He died in 1919.
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8PPESPX 8JMTPO who served from 1913 to 1921, is remembered for his ambitious domestic policy and for leading the country through World War I. Wilson was born December 28, 1856, in Staunton, Virginia. He was a lawyer and an academic before he became a politician. As president, he aggressively pursued a progressive domestic agenda called the New Freedom program. A string of legislative victoriesâ&#x20AC;&#x201D;including labor regulations and bank reformâ&#x20AC;&#x201D;increased the governmentâ&#x20AC;&#x2122;s influence over the American economy. Wilsonâ&#x20AC;&#x2122;s early forays into foreign policy focused on promoting democracy in Latin America, but soon all of his attention was directed toward World War I. In the first years of the war, which began in 1914, Wilson tried not to take sides. He had little choice but to join the fray in 1917 when Germany continually attacked neutral ships. After the United States joined the war effort, the Allied forces (which included the United States, Great Britain, and France, among others) declared victory in 1918. After the war, Wilson made many vital contributions to the Treaty of Versailles, an important peace agreement that created the League of Nations. A precursor to the United Nations, the League was an international peacekeeping organization. In 1919, Wilson tried (and failed) to rally support for the League in the United States. His exertions led to a debilitating stroke. While he carried out the remainder of his term, Wilson never fully recovered before he died in 1924.
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#JPHSBQIJFT PG 4FMFDUFE 1SFTJEFOUT 'SBOLMJO %FMBOP 3PPTFWFMU served from 1933 to 1945â&#x20AC;&#x201D;the longest tenure of any American president. After he guided the nation through the worst of the Great Depression, he helped lead the Allies to victory in World War II. Roosevelt was born January 30, 1882, in Hyde Park, New York. During his first years as president, he quickly developed and implemented a broad series of public programs called the New Deal. Designed to boost the economy and to broaden social benefits, the programs met with mixed success. Initially, Roosevelt focused on emergency relief and preliminary steps toward recovery by stabilizing banks, giving cash to the poor, helping farmers, and creating new jobs. Later, he worked toward the broader goal of laying the foundation for a stable financial future for all Americans. Ultimately, it was World War II that healed the economy as the country raced to manufacture materials for the war effort. Still, the soothing influence of Rooseveltâ&#x20AC;&#x2122;s optimism over the American people through the darkest days of the Depression would be difficult to overstate. Before the surprise attack on Pearl Harbor in 1941, Roosevelt had provided extensive aid to Great Britain while maintaining an official policy of neutrality toward the conflict. After the Japanese assault drew the United States into the fray, Roosevelt proved himself an effective wartime leader. Roosevelt died of a cerebral hemorrhage on April 12, 1945, less than a month before the Germans surrendered and the Allied victory transformed the United States into a global power.
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)BSSZ 4 5SVNBO (born May 8, 1884) became president following the sudden death of Franklin Delano Roosevelt on April 12, 1945. With the United States mired in World War II, the new leader faced many challenges. While the Germans surrendered mere weeks after Truman took office, Japan showed no sign of relenting. Appalled by the prospect of losing more American lives, he decided to hasten the end of the war by dropping atomic bombs on the Japanese cities of Hiroshima and Nagasaki. The bombs killed more than 100,000 people instantly, and the war was over within the month. Truman continued to face tough foreign policy decisions throughout his presidency. He worked hard to contain the growing influence of the Soviet Union, which had become increasingly antagonistic toward the United States after the war. He supported countries in Europe that were vulnerable to Communist influence. He intervened in the Korean War with the support of the United Nations, which he had helped establish. On the domestic front, Truman dealt with public unrest as the economy switched gears after the war. While the transition was shaky at first, it was ultimately successful. Truman started pursuing his domestic program, the Fair Deal, in 1949. It called for a wide variety of public programs and reforms, including civil rights and national health insurance. While most of his wish list never made it past Congress, Truman was successful in raising the minimum wage and expanding Social Security. After Truman left office in 1953, he lived in Missouri until his death in 1972.
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+PIO ' ,FOOFEZ who served from 1961 to 1963, is perhaps best remembered for his untimely death. The wildly popular presidentâ&#x20AC;&#x2122;s assassination in Dallas, Texas, rocked and traumatized the nation. Kennedy was born on May 29, 1917, in Brookline, Massachusetts. He was only 43 years old when he became presidentâ&#x20AC;&#x201D;the youngest person to be elected president in American history. The threat of Communism was Kennedyâ&#x20AC;&#x2122;s greatest challenge when he entered office. The Cold War was well under way, and Americans lived under the constant threat of nuclear attack by the Soviet Union. Kennedy tried to ease that strain by promising to eradicate Communism around the world.
In 1961, Kennedy secretly backed a group of Cuban rebels that tried to overthrow Fidel Castro. That failed attempt, known as the Bay of Pigs Invasion, was both an embarrassment and a setback for the American government. In 1962, the Cuban Missile Crisis erupted when it became known that the Soviets were building stockpiles of missiles in Cuba. A tense standoff eventually gave way to an important nuclear weapons treaty between the United States and the Soviet Union. At home, Kennedyâ&#x20AC;&#x2122;s domestic agenda was thwarted somewhat by a lack of Congressional support. He enjoyed limited success in passing legislation that promoted economic and social programs. While Kennedy supported civil rights for African Americans, he felt he had limited power to introduce legislation during his first term. He enforced desegregation in Southern schools with military troops and upheld other antidiscrimination laws, but leaders in the civil rights movement, including Martin Luther King, Jr., pressed him for further action. The president started making more progress on this front shortly before he was killed.
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#JPHSBQIJFT PG 4FMFDUFE 1SFTJEFOUT 3POBME 3FBHBO a popular Republican, focused on the economy and the strength of the U.S. military during his two-term presidency (1981 to 1989). Born February 6, 1911, in Tampico, Illinois, Reagan spent his formative years in the Midwest before he moved to Hollywood to pursue a career in radio and film. As an actor and president of the Screen Actors Guild, he started moving in Republican circles. His anti-Communist stance helped launch his career as a politician. He served as governor of California from 1967 to 1975. In 1981, just 2 months into his presidency, Reagan was shot in Washington, D.C. While he was gravely injured, his positive attitude and quick recovery cemented his popularity with the American public. Throughout his presidency, Reagan’s domestic policy was centered on economic reform. He decreased government spending on public programs and lowered taxes. While the U.S. economy rebounded from a recession during his watch, the national debt increased and homelessness became a prominent issue. Reagan’s foreign policy was based on a strong defensive stance. During his 8 years in office, the U.S. defense budget was increased by 35 percent. Where his predecessors carefully handled the country’s strained relationship with the Soviet Union, Reagan was more bold. Still, by the end of his term, he had negotiated important arms reductions agreements with Mikhail Gorbachev, which helped end the Cold War. In 1994, five years after he left the White House, Reagan announced that he had been diagnosed with Alzheimer’s disease. He died in 2004.
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(FPSHF )FSCFSU 8BMLFS #VTI T presidency (1989 to 1993) coincided with a tumultuous time in history. His foreignpolicy decisions helped the U.S. maintain its steady footing as the rest of the world changed. Bush was born June 12, 1924, in Milton, Massachusetts. Before college, he served as a distinguished Navy pilot during World War II. After establishing himself in the oil industry in Texas, he held a wide variety of prestigious political offices, including Ambassador to the United Nations and Director of the Central Intelligence Agency. These appointments culminated in the two terms he served as vice president under Ronald Reagan. His extensive experience in Washington proved valuable as Bush embarked upon his own presidency, when the world’s political landscape was rapidly shifting. He skillfully handled the country’s relationship with the East through the collapse of the Soviet Union in 1991. He also removed Communist dictator General Manuel Noriega from power in Panama. Bush’s biggest accomplishment was his victory in the Gulf War, which curtailed the aggression of Iraq against Kuwait. Bush organized an international coalition of countries in a war effort that lasted less than 2 months, temporarily restoring stability to the Middle East. Meanwhile, on the domestic front, Bush faced challenges such as a large national deficit, a lack of funding for federal programs, and a failing economy. The public perceived him as placing too much emphasis on foreign affairs—a mistake that cost Bush the presidential election in 1992 to Bill Clinton.
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national policy or of the local mayor dealing with problems such as budgets or crime. However, the heads of governments are actually tiny parts of much larger institutions. To understand the governmental system of the United States, it is important to consider the local, state, and federal governments in turn.
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)VNBO 4FSWJDFT Many local governments operate public hospitals and medical clinics. Nearly all have health departments that enforce codes governing the cleanliness of restaurants, proper sewage disposal, inoculation against contagious diseases, and other public health concerns. Cities and counties also administer a variety of welfare services for the poor.
$VMUVSF BOE 3FDSFBUJPO Although many public libraries were built with the help of private contributions and local fund-raising efforts, their basic operating budgets come from local governments. Local governments also develop and maintain parks and other recreational facilities for local residents.
'VODUJPOT PG -PDBM (PWFSONFOU Despite all the attention showered on national and state politics, local government probably affects more people in more ways than all federal and state government combined. Many local government functions are so familiar that we take them for granted.
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1VCMJD 4BGFUZ One of local governmentsâ&#x20AC;&#x2122; most important jobs is promoting public safety through police and fire protection. Not only must local governments prevent crimes, catch lawbreakers, and limit fire damage, they must do so publicly and visibly so that citizens feel secure.
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3FHVMBUJPO Zoning is the determination of how land will be used. Local communities also enforce various building, housing, plumbing, electrical, health, and fire codes. &EVDBUJPO In many areas, education costs more than all other local government activities combined. Local education is almost always supervised by a board of education that appoints a superintendent of schools, usually a professional educator, and supervises his or her work.
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CANADIAN GOVERNMENT Although the Canadian and American systems of government stem basically from that of Great Britain, they exhibit certain differences. Canadaâ&#x20AC;&#x2122;s governmental structure is almost an exact copy of that of the mother country, with its Parliament, prime minister, elected House of Commons, and appointed Senate, which is similar to the
$BOBEB "O *OUSPEVDUJPO $BOBEB T 6OJRVF )JTUPSZ The history of government in Canada differs from that of any other nation in the Western Hemisphere. South of what became the United States of America, Spanish and Portuguese rule prevailed. Their rule was monarchical, centralized, and bureaucratic. By contrast, the English colonies on the Atlantic seaboard from Georgia to Canada wished to run their own affairs. Their common heritage of language, culture, and government made for unity and consensus.
unelected British House of Lords. Nevertheless, over the years the governments of Canada and the United States have developed along similar lines and have faced similar problems.
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4USVDUVSF BOE 'VODUJPOT Canada today is a parliamentary democracy made up of 10 provinces and three territories, with its capital in Ottawa. At the formal head of the government, after the British monarch, is the governor-general, who is appointed by the monarch on advice of the Canadian prime minister. The governor-generalâ&#x20AC;&#x2122;s duty is to see to it that the country has a government at all times. When a prime minister resigns, dies, or is voted out in an election, the governor-general fills the office. In practice, that official abides by the principle of majority rule in naming a new prime minister, but there can be complications requiring tact and diplomacy when no political party has a clear majority in the House of Commons.
5IF 2VFFO T 1SJWZ $PVODJM The Queenâ&#x20AC;&#x2122;s Privy Council for Canada includes former cabinet ministers, the chief justice and former chief justices, former speakers of Parliament, and other distinguished persons. Membership is for life. The portion of the Privy Council that actually advises the government is the sitting cabinet. 5IF 1SJNF .JOJTUFS The most powerful member of the government is the prime minister, who is leader of the party holding a majority of seats in the House of Commons. Following a general election the governorgeneral will ask the leader of the majority party to become prime minister, form a government, and select a cabinet.
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ECONOMIC CONCEPTS: SUPPLY AND DEMAND The supply of a product is the amount of it that businesses are willing and able to offer for sale at alternative prices. The demand for a product is the amount of it that users can and would like to buy at alternative prices. Because the amount that producers actually sell must be the same as the amount that users actually buy, the only price at which everyone can be
5IF .FBOJOH PG 4VQQMZ 4VQQMZ Supply is the relationship between the price of a product and the quantity firms will produce and offer for sale. Given the assumption that a company will produce goods and services for profit, it will typically produce more of an item at a higher price than it will at a lower one. This direct relationship between price and quantity supplied is called the law of supply. It is reflected in the positive, or upward, slope of supply curves. There are factors other than the selling price of the good or service that affect supply.
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be affected by the prices of other goods and services. Since resources can be used in different ways to produce satisfied is the one for which supply equals different items, producers may allocate more of their demand. This is called the FRVJMJCSJVN QSJDF resources toward the more profitable item(s). For example, if the price 8IBU "ffFDUT 4VQQMZ of corn rises, farmers will dedicate more acreage to corn pro5ZQJDBM duction and less to other crops 'BDUPS &GG DU &YBNQMF such as wheat. This is true *OQVU DPTUT /FHBUJWF *G MBCPS DPTUT SJTF QSPEVDFST XJMM SFEVDF UIF RVBOUJUZ TVQQMJFE even if the price of wheat hasnâ&#x20AC;&#x2122;t BU BOZ HJWFO PVUQVU QSJDF UP BWPJE QSPEVDJOH TPNF VOJUT XIJDI changed. In other words, a rise XFSF QSFWJPVTMZ QSPGJUBCMF CVU B F OPX VOQSPGJUBCMF CFDBVTF PG in the price of one productâ&#x20AC;&#x201D; IJHIFS MBCPS DPTUT cornâ&#x20AC;&#x201D;can reduce the supply of another productâ&#x20AC;&#x201D;wheat. It 5FDIOPMPHZ 1PTJUJWF *G B UFDIOPMPHJDBM BEWBODF TVDI BT iTNBSUFSw FRVJQNFOU can also increase the supply BEWBODF SFEVDFT UIF DPTU PG QSPEVDUJPO GJSNT XJMM Q PEVDF NPSF BU BOZ of by-productsâ&#x20AC;&#x201D;corn oil, for HJWFO PVUQVU QSJDF example, in this case. 1SJDFT PG /FHBUJWF *G XJUI UIF TBNF PS TJNJMBS SFTPVSDFT B QSPEVDFS DBO TIJGU SFMBUFE JUFNT QSPEVDUJPO UP B NPSF QSPGJUBCMF PVUQV UIF RVBOUJUZ TVQQMJFE GPS UIF PSJHJOBM JUFN XJMM GBMM
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6UJMJUZ How does a consumer make any choice at all in an entire marketplace of products? To explain how individuals evaluate the tradeoffs among competing products, economists use the term VUJMJUZ. Utility describes the amount of satisfaction an individual gains from consuming a product.
.BSHJOBM VUJMJUZ is the extra satisfaction that an individual gets from consuming one more unit of an item. For most goods and services, marginal utility decreases as the number of units increases. For example, while the first ice cream sundae a day may be just the thing for a hungry consumer, chances are the fifth or sixth dish will be much less satisfying. As a result, the rational consumer will not be willing to pay as much for the sixth dish as for the first. This ideaâ&#x20AC;&#x201D;that satisfaction from marginal units decreases as more units are consumedâ&#x20AC;&#x201D;is called the law of diminishing marginal utility. It is one of the reasons why demand curves slope downward.
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5IF 3PNBO &NQJSF More than a century of internal upheavals and civil war had destroyed the Roman Republic. The Roman Empire that took its place brought the civilized world under a single monarchic rule. Still, it used the political terminology of the Roman Republic and preserved the (by then obsolete) Senate. The empire tended toward authoritarianism and military despotism.
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ANCIENT ROMAN HISTORY 80 3 -% ) * 450 3:
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Rome eased the threat in Europe in the 200s by admitting whole tribes into the empire.
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In 1900, Europe dominated the world politically, economically, and culturally. Through its imperialism, it had carved up much of Asia and Africa into colonial preserves. Through its industrialism, it had developed prospering economies, unrivaled financial power, and formidable military might. Yet within a short time, all this would change. In 1914, Europe engulfed itself in a world war that ultimately destroyed its world primacy. Conflicting interests among the nations of Europe created dangerous rivalries for colonies, greater national glory, and superior military might. Another matter was the â&#x20AC;&#x153;Eastern questionâ&#x20AC;? of who would control Eastern Europe, including the Balkan peninsula north of Greece.
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Soon after British forces evacuated Dunkirk in their retreat from the continent in 1940, the United Kingdom started to plan a return to France. In 1942, the United States and the United Kingdom began to discuss a large-scale invasion across the English Channel. Throughout 1943, preparations moved ahead for an invasion of northern France the following year. The invasion plan received the code name Operation Overlord. General Eisenhower, as supreme commander of the Allied forces, chose Monday, June 5, 1944, as D-Dayâ&#x20AC;&#x201D; the date of the Normandy invasion. However, rough seas forced him to postpone until June 6. During the night, thousands of ships carrying landing craft and more than 130,000 landing troops crossed the channel. Minesweepers had gone ahead to clear the water. In addition, about 23,000 paratroopers and glider troops began dropping behind German lines to capture bridges and railroad tracks. At dawn, battleships opened fire on the beaches. At 6:30 a.m., soldiers from the United States, the United Kingdom, Canada, and France stormed ashore on a 60-mile (100-kilometer) front in the largest seaborne invasion in history.
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The Allies began their final assault on Germany in early 1945. British and Canadian forces cleared the Germans out of the Netherlands and swept into northern Germany. American and French forces raced toward the Elbe River in central Germany. Hitler ordered his soldiers to fight to the death. But seeing the war was over, large numbers of German soldiers surrendered each day. By April 25, 1945, Soviet troops had surrounded Berlin. From a bunker deep underground, Hitler ordered German soldiers to fight on. On April 30, however, Hitler killed himself rather than face defeat.
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5IF )PMPDBVTU When Adolf Hitler became dictator in 1933, he instituted a crackdown on the Jewish population. Hitler and the Nazis made it impossible for Jews to remain in the professions, businesses, or universities of Germany. In 1942, the Nazi elite gathered in Potsdam to put the finishing touches on a plan called the â&#x20AC;&#x153;Final Solution.â&#x20AC;? This plan foresaw the killing of all Jews in lands controlled by Germany, as well as all physically and mentally handicapped people and all Gypsies. In death camps such as Auschwitz and Buchenwald, victims were led off to gas chambers or killed and then thrown into common ditches for graves. Six million Jews and about 2 million others died in this manner.
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3FTJTUBODF Initially, the Jews tried to thwart the Nazis by nonviolent means. Also, it was difficult and dangerous for the Jews to obtain weapons. AntiSemitism was widespread, and Jewish resistance did not have popular support. Jewish fighters could not disappear among the population because non-Jews might betray them. But many Jews who managed to escape the ghettos joined secret bands of fighters against the Nazis. And some non-Jewish individuals risked their lives to smuggle Jews to safety. Some Jews in ghettos, slave labor camps, and death camps did fight. In 1943, thousands of Jews revolted in the ghetto in Warsaw, Poland. Although the Jews were surrounded and poorly armed, they held out for about 4 weeks. But the Nazis either killed or sent to death camps all of the 60,000 Jews in the ghetto. In 1943, uprisings took place at the Treblinka and Sobibor death camps. In 1944, prisoners at Auschwitz revolted and set fire to a crematorium. A few prisoners escaped during each uprising, but most were killed. Such revolts were often acts of desperation. They erupted when the Jews understood Nazi intentions and had abandoned hope of survival. The fighters also hoped to protect Jewish honor and to avenge Jewish death.
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JTIJOH UPVDIFT PO B QMBO DBMMFE UIF i'JOBM 4PMVUJPO w B QMBO UIBU DBMMFE GPS UIF LJMMJOH PG BMM +FXT JO MBOET DPOUSPMMFE CZ (FSNBOZ BT XFMM BT BMM QIZTJDBMMZ BOE NFOUBMMZ IBOEJDBQQFE QFPQMF BOE BMM (ZQTJFT
559
WORLD WAR II: THE PACIFIC
5IF 8BS JO "TJB 5JNF -JOF
The attack on Pearl Harbor on December 7, 1941, left the U.S. Pacific Fleet briefly powerless to halt Japanâ&#x20AC;&#x2122;s expansion. During the next 6 months, Japanese forces swept across Southeast Asia and the western Pacific 'FCSVBSZ â&#x2013;²
Ocean. Japanâ&#x20AC;&#x2122;s empire reached its greatest size in August 1942. It stretched northeast to the Aleutian Islands of Alaska, west to Burma (now Myanmar), and south to the Netherlands Indies (now Indonesia). The Allies halted Japanâ&#x20AC;&#x2122;s expansion in the summer of 1942. They hacked away at its empire until Japan surrendered in August 1945.
+VMZ +BQBOFTF PDDVQZ 'SFODI *OEPDIJOB
5IF #SJUJTI TVSSFOEFS 4JOHBQPSF UP UIF +BQBOFTF
"QSJM
)JEFLJ 5PKP CFDPNFT +BQBOFTF QSJNF NJOJTUFS
#BUBBO GBMMT FOEJOH SFTJTUBODF UP UIF +BQBOFTF JO UIF 1IJMJQ QJOFT 6 4 HFOFSBM %PVHMBT .BD"SUIVS WPXT i* TIBMM SFUVSO w
%FDFNCFS
"QSJM
+BQBOFTF BUUBDL 1FBSM )BSCPS CFHJOOJOH B SBQJE TXFFQ UISPVHI UIF 1BDJGJD FHJPO
"NFSJDBO CPNCFST IJU 5PLZP JO UIF %PPMJUUMF SBJE
0DUPCFS
.BZ o 5IF "MMJFT TUPQ B +BQBOFTF BTTBVMU JO UIF #BUUMF PG UIF $PSBM 4FB
.BZ "NFSJDBOT BOE 'JMJQJOPT PO $PSSFHJEPS *TMBOE JO .BOJMB #BZ TVSSFOEFS UP UIF +BQBOFTF
%FDFNCFS 6OJUFE 4UBUFT FOUFST UIF XBS +BQBO MBOET USPPQT JO UIF 1IJMJQQJOFT #SJUBJO BOE $BOBEB EFDMBSF XBS PO +BQBO
â&#x2013;² " +BQBOFTF LBNJLB[F TVJDJEF QJMPU GMJFT PXBSE B 6OJUFE 4UBUFT XBSTIJQ JO UIJT QIPUPHSBQI *O B MBTU EFTQFSBUe effPSU UP XJO 8PSME 8BS ** LBNJLB[FT DSBTIFE UIFJS QMBOFT JOUP "MMJFE TIJQT
560
+VOF 6 4 QMBOFT EFTUSPZ UIF +BQBOFTF GMFFU U UIF #BUUMF PG .JEXBZ
"VHVTU 6 4 .BSJOFT MBOE BU (VBEBMDBOBM JO UIF GJSTU BNQIJCJPVT BTTBVMU UIBU BMMPXT 6 4 OBWBM GPSDFT UP QVTI CBDL UIF +BQBOFTF
80 3 -% ) * 450 3:
+VOF o " 6 4 OBWBM GPSDF EFGFBUT UIF +BQBOFTF JO UIF #BUUMF PG UIF 1IJMJQQJOF 4FB
+VMZ +BQBO T 1SJNF .JOJTUFS 5PKP SFTJHOT
+BOVBSZ 5IF "MMJFT MBOE PO UIF 1IJMJQQJOF JTMBOE PG -V[PO BOE ESJWF UP .BOJMB
"VHVTU
.BSDI
5IF 4PWJFU 6OJPO EFDMBSFT XBS PO +BQBO BOE JOWBEFT .BODIVSJB
6 4 .BSJOFT DBQUVSF *XP +JNB BO JTMBOE OPX LOPXO BT *XP 5P
"VHVTU
'FCSVBSZ
" TFDPOE BUPNJD CPNC JT ESPQQFE PO /BHBTBLJ +BQBO
.BSDI
+BQBOFTF SFTJTUBODF PO (VBEBMDBOBM FOET
6 4 GPSDFT MBOE PO UIF +BQBOFTF JTMBOE PG 0LJOBXB
.BSDI o +VOF
6 4 EFGFBUT UIF +BQBOFTF JO UIF #BUUMF PG #JTNBSDL 4FB
"MMJFE GPSDFT DBQUVSF 0LJOBXB
+VOF
0DUPCFS
"VHVTU
6 4 TUBSUT VTJOH TVCNBSJOF XBSGBSF BHBJOTU UIF +BQBOFTF
5IF "MMJFT CFHJO MBOEJOH JO UIF 1IJMJQQJOFT
0DUPCFS
0DUPCFS o
"QQSPYJNBUFMZ "NFSJDBO 108T BSF FYFDVUFE CZ UIF +BQBOFTF PO 8BLF *TMBOE
5IF "MMJFT EFGFBU +BQBO T OBWZ JO UIF #BUUMF PG -FZUF (VMG JO UIF 1IJMJQQJOFT
5IF 6OJUFE 4UBUFT ESPQT UIF GJSTU UPNJD CPNC PO )JSPTIJNB +BQBO NPSF UIBO QFPQMF BSF LJMMFE JO B TJOHMF NJOVUF â&#x2013;¼
4FQUFNCFS +BQBOFTF TJHO TVSSFOEFS UFSNT BCPBSE UIF CBUUMFTIJQ .JTTPVSJ BT JU MBZ BU BODIPS JO 5PLZP #BZ 7 + %BZ
/PWFNCFS 6 4 GPSDFT JOWBEF 5BSBXB JO UIF (JMCFSU *TMBOET
0DUPCFS (FOFSBM .BD"SUIVS SFUVSOT UP UIF 1IJMJQQJOFT
%FDFNCFS 5IF "MMJFT MBVODI B GVMM BTTBVMU PO /FX #SJUBJO JO UIF 4PMPNPO *TMBOET
XXX 48BEWBOUBHF DPN
561
Language Advantage
(SBNNBS 8SJUJOH BOE 3FTFBSDI 7PDBCVMBSZ 3FBEJOH 4QFBLJOH -JUFSBUVSF "U B (MBODF
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$POUFOUT (3".."3 GRAMMAR
WRITING 83*5*/( "/% 3&4&"3$) ( AND RESEARCH (CONT.)
1BSUT PG 4QFFDI
.
/PVOT 1SPOPVOT 7FSCT "EKFDUJWFT "EWFSCT .PSF PO .PEJGJFS 1SFQPTJUJPOT $POKVODUJPOT BOE *OUFSKFDUJPOT (SBNNBS .ZUIT
'JOEJOH 4PVSDFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6TJOH UIF -JCSBSZ -JCSBSZ 3FTPVSDFT 0UIFS 4PVSDFT 6TJOH &MFDUSPOJD 4PVSDFT
5BLJOH /PUFT
.
4PVSDF $BSET /PUF $BSET
4FOUFODFT
.
4FOUFODF 1BSUT 1ISBTFT $MBVTFT %JBHSBNT
4FOUFODF 4USVDUVSF . 4FOUFODF 5ZQFT $PNCJOJOH 4FOUFODFT 4FOUFODF 1SPCMFNT 4VCKFDU 7FSC "HSFFNFOU
1VODUVBUJPO
*OGPSNBUJPO -JUFSBDZ. . . . . . . . . . . . . . . . . . . . . . . . $SJUJDBM 5IJOLJOH 1SJNBSZ BOE 4FDPOEBSZ 4PVSDFT &WBMVBUJOH 4PVSDFT &WBMVBUJOH 8FC 4PVSDFT "OBMZ[JOH UIF "SHVNFOU %FGFDUJWF "SHVNFOUT 'BDU WT 0QJOJPO 5ZQFT PG &WJEFODF -FUUJOH (P
%PDVNFOUJOH 4PVSDFT . . . . . . . . . . . . . . . . . . . . . . 8IZ #PUIFS .-" BOE "1" 8PSLT $JUFE
.
&OE 1VODUVBUJPO 1BVTFT .JYFE #BH $BQ *U
SPECIAL 41&$*"- "%7"/5"(&4 ADVANTAGES 83*5*/( "/% 3&4&"3$) WRITING AND RESEARCH
.-" BOE "1" 8PSLT $JUFE . 4ZOPOZNT BOE "OUPOZNT .
5IF 4FWFO 4UFQ 4ZTUFN . $IPPTJOH B 5PQJD (BUIFSJOH *OGPSNBUJPO $POTUSVDUJOH B 5IFTJT 0VUMJOJOH %SBGUJOH 3FWJTJOH 1SPPGSFBEJOH
'BNPVT 4QFFDIFT BOOPUBUFE . 5JNF -JOF PG 8PSME -JUFSBUVSF. . . . . . . . . . . . . . . . . . . . . . . .
4UZMF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5BCMF PG 4IBLFTQFBSF T 1MBZT .
4UZMF #BTJDT $VUUJOH UIF 'BU 1ISBTJOH *OUFHSBUJOH 2VPUFT
1BSUT PG 4QFFDI. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5ZQFT PG 8SJUJOH . . . . . . . . . . . . . . . . . . . . . . . . . . . . "SHVNFOUBUJWF &YQPTJUPSZ /BSSBUJWF 8SJUJOH 6OEFS 1SFTTVSF
&TTBZT
.
$SJUJDBM &TTBZT 1FSTPOBM &TTBZT 1SPDFTT &TTBZT
#PPL 3FQPSUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3FBEJOH UIF #PPL 8SJUJOH UIF 3FQPSU
-JUFSBSZ "OBMZTJT
.
"QQSPBDIFT 5POF BOE .PPE 1MPU $IBSBDUFS 4FUUJOH 5IFNF 5IF 'JWF 4FOTFT 4UZMF 4ZNCPMJTN "MMVTJPO 1PJOU PG 7JFX
3FTFBSDI 1BQFST. . . . . . . . . . . . . . . . . . . . . . . . . . . . 0WFSWJFX "OBMZUJDBM 3FTFBSDI 1BQFST "SHVNFOUBUJWF 3FTFBSDI 1BQFST
#VTJOFTT 8SJUJOH -FUUFST 3FTVNÏT
16
.
1VODUVBUJPO 3VMFT
.
'PSFJHO -BOHVBHF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OEFY
.
- " / ( 6"( &
70$"#6-"3: VOCABULARY
41&",*/( SPEAKING
%JDUJPOBSJFT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4QFBLJOH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
-PPL *U 6Q
4QFBLFS T 5PPM #PY
#VJMEJOH 7PDBCVMBSZ . . . . . . . . . . . . . . . . . . . . . . . .
8SJUJOH B 4QFFDI
,FFQ B /PUFCPPL .BLF 'MBTI $BSET
1SFQBSBUJPO
&UZNPMPHZ
.
.
%FMJWFSJOH B 4QFFDI . . . . . . . . . . . . . . . . . . . . . . . .
3PPUT 1SFGJ FT, SuffixFT
(FUUJOH 3FBEZ ,FFQ :PVS $PPM 5SJDLT BOE 5PPMT
&EVDBUFE (VFTTJOH .
'BNPVT 4QFFDIFT BOOPUBUFE 5IF (FUUZTCVSH "EESFTT * )BWF B %SFBN -PV (FISJH T 'BSFXFMM 4QFFDI
$POUFYU $MVFT
4IBEFT PG .FBOJOH . 5XP -BZFST 'JHVSFT PG 4QFFDI
4QFMMJOH
-JTUFOJOH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "DUJWF -JTUFOJOH
4ZOPOZNT BOE "OUPOZNT .
4QFMMJOH #FF -FBSOJOH UP 4QFMM 5SJDLZ 8PSET 4PVOET
LITERATURE -*5&3"563& 8PSME -JUFSBUVSF. . . . . . . . . . . . . . . . . . . . . . . . . . . . 5JNF -JOF PG 8PSME -JUFSBUVSF 4IBLFTQFBSF 5BCMF PG 4IBLFTQFBSF T 1MBZT
.
5IF 'JSTU 1FSJPE 5IF 4FDPOE 1FSJPE 5IF 5IJSE 1FSJPE 5IF 'PVSUI 1FSJPE
3&"%*/( READING "VUIPS BOE "VEJFODF . 5IF "VUIPS 5IF "VEJFODF
%FTJHO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8IBU :PV 4FF 0O UIF 1BHF 'PSNBUUJOH (SBQIJD 'FBUVSFT *DPOT BOE *MMVTUSBUJPOT &YQMPSJOH (SBQIJD 'FBUVSFT
4USBUFHJFT
.
5ZQFT PG 3FBEJOH $PNQSFIFOTJPO 3FBEJOH 3BUFT 3FBEJOH "TTJHONFOUT
1PFUSZ
.
8IBU T B 1PFN 5ZQFT PG 1PFUSZ 'JYFE 'PSNT BOE (FOSFT 6OGJ FE 'PSNT 3IZUIN 4PVOE BOE 4JHIU 3IZNF .FBOJOH
XXX 48BEWBOUBHF DPN
17
(SBNNBS
Parts of Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... Sentence Structure. . . . . . . . . . . . . . . . . . . . . . . . .... Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
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*OUSPEVDUJPO
PARTS OF SPEECH are the word categories of language. Words belong to the same category if they show
Every word in a sentence has a job. A word can change jobs depending on when, where, and how itâ&#x20AC;&#x2122;s used. We use labels called QBSUT PG TQFFDI to show how words work in different surroundings. There are eight parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. Once you know a wordâ&#x20AC;&#x2122;s job, you can classify it as a particular part of speech. Some words act as only one part of speech. Other words are like lizards that change color to fit their surroundings. For example, the word EPXO may function as a noun, a preposition, or an adverb as shown in the examples below.
the same formal features or if they share a common function or position in a sentence.
OPVO QSFQPTJUJPO BEWFSC
652
The quarterback passed on third down. The ball sailed down the field. The receiver fell down.
(3".."3
1BSUT PG 4QFFDI
+PCT
&YBNQMFT
/PVOT
OBNF QFPQMF QMBDFT UIJOHT PS JEFBT
4VTBO DJUZ 5VFTEBZ MJCFSUZ
1SPOPVOT
SFQMBDF OPVOT
IF TIF JU
7FSCT
FYQSFTT BDUJPO PS B TUBUF PG CFJOH
GMJ ESBX SFBE BSF XBT
"EKFDUJWFT
EFTDSJCF OPVOT PS QSPOPVOT
VHMZ UJSFE QFBDFGVM
"EWFSCT
EFTDSJCF WFSCT BEKFDUJWFT PS PUIFS BEWFSCT
TBEMZ OJDFMZ TPPO
1SFQPTJUJPOT
FYQSFTT B SFMBUJPOTIJQ CFUXFFO B OPVO PS QSPOPVO BOE BOPUIFS XPSE JO UIF TFOUFODF
PG UP GPSXBSE
$POKVODUJPOT
DPOOFDU XPSET
BOE PS CVU
*OUFSKFDUJPOT
FYQSFTT TUSPOH FNPUJPO
8PX 0I (PTI
The parts of speech are like building blocks for every sentence. Many kids enjoy playing with blocks to construct all kinds of things they have seen and learned about. They use blocks of different shapes, sizes, and colors to build houses, forts, castles, towers, bridges, and roads. By trial and error, they learn how to use the blocks correctly so the things they build will stand on a solid foundation and not wobble or fall down. At first, the structures they build with their blocks are simple, using just a few pieces. But as children grow, so does their understanding of the physical principles involved in building with blocks, and the things they construct become more interesting and complex. They may create an entire city with schools, roadways, airports, office buildings, hospitals, houses, stores, streets, and parks. When children start to speak, their sentences, like their early block structures, are simple and small and make use of only a few parts of speech. As young people grow, so does their ability to use words in speaking, writing, and reading. If you want to communicate well, learning how to correctly put together the different parts of speech is as important as choosing the right sizes or shapes of building blocks to use. Learning the principal building blocks of language provides a firm foundation for logical thinking and for clear communicating.
XXX 48BEWBOUBHF DPN
5" , * / ( " 1" 3 5 " . " , & # & -* & 7 & 4& / 5 & / $& 8IFO ZPV VOEFSTUBOE IPX B MBOHVBHF GVODUJPOT ZPV DBO JEFOUJGZ UIF QBSUT PG TQFFDI FWFO JG NPTU PG UIF XPSET BSF OPOTFOTF 5IF QMPNJD CBTJOLFST QJSLFE UIF MBNQJY BU UIF TJNUFS DJQUJDBMMZ &YDFQU GPS UIF BOE BU UIF TFOUFODF JT NBEF VQ PG XPSET UIBU IBWF OP EJDUJPOBSZ NFBOJOH :FU JU TUJMM SFBET MJLF B TFOUFODF *U CFHJOT XJUI B DBQJUBM MFUUFS BOE FOET XJUI B QFSJPE &WFO UIPVHI UIF XPSET BSF OPOTFOTF UIFZ GPMMPX B GBNJMJBS QBUUFSO BOE SIZUIN .PSF JNQPSUBOUMZ UIF XPSET BDU MJLF BO &OHMJTI TFOUFODF 5IF XPSE CBTJOLFST JT B OPVO CFDBVTF JU IBT B QMVSBM FOEJOH T *U BMTP JT NBSLFE CZ UIF BSUJDMF UIF *O UIF TBNF XBZ MBNQJY BOE TJNUFS BSF OPVOT CFDBVTF CPUI BSF NBSLFE CZ UIF BSUJDMF UIF 5IF XPSE QMPNJD JT QSPCBCMZ BO BEKFDUJWF CFDBVTF JU BQQFBST CFUXFFO BO BSUJDMF BOE B OPVO 1JSLFE JT QSPCBCMZ B WFSC CFDBVTF FE JT B DIBSBDUFSJTUJD FOEJOH PG QBTU UFOTF WFSCT 5IF XPSE BMTP IBT B QPTJUJPO JO UIF TFOUFODF UZQJDBM PG B WFSC 8F LOPX UIBU QJSLFE JT B USBOTJUJWF WFSC CFDBVTF JU IBT BO PCKFDU MBNQJY "U UIF TJNUFS DBO CF JEFOUJGJFE BT B QI BTF UIBU NPEJGJFT QJSLFE UFMMJOH XIFSF "U JT B QSFQPTJUJPO PGUFO GPMMPXFE CZ BO PCKFDU $JQUJDBMMZ JT QSPCBCMZ BO BEWFSC CFDBVTF JU FOET JO MZ *U NBZ NPEJGZ QJSLFE
653
/PVOT /PVOT are words that name people, places, things, or ideas. Most nouns are either
• • •
$PNNPO PS 1SPQFS $PODSFUF PS "CTUSBDU 4JOHVMBS PS 1MVSBM
$PNNPO PS 1SPQFS
$PODSFUF PS "CTUSBDU
All nouns are either common or proper.
All nouns are either concrete or abstract.
$PNNPO OPVOT are people, places, things, or ideas that are general and vague.
$PODSFUF OPVOT name things that you can see, touch, feel, taste, or smell.
veterinarian
holiday
city
friend
pickles
puppet
pony
picnic
1SPQFS OPVOT are people, places, things, or ideas that
"CTUSBDU OPVOT name things that cannot be seen or
are specific and particular.
touched, like feelings or ideas.
Dr. Fish
Halloween
Mumbai
Jesse
jealousy
justice
jaunt
joy
Notice that proper nouns start with a capital letter.
/PVOT answer the question XIP, XIBU, or XIFSF. Sally ate sushi XIP
in
Sacramento.
XIBU XIFSF
$PNNPO OBNFT BSF HFOFSBM
1SPQFS OBNFT BSF TQFDJGJ $PPLJF .POTUFS
QVQQFU T
1JOPDDIJP 1VODI BOE +VEZ .POPQPMZ
HBNF
$IBSBEFT #PHHMF *DFMBOE
DPVOUSZ
+BQBO "SHFOUJOB
654
$0 0 - $0 --& $ 5 * 7 & / 0 6 / 4 " DPMMFDUJWF OPVO names more than one person or thing, but it’s treated as a singular noun in a sentence. Collective nouns are often used in the animal kingdom to describe groups of creatures that live or travel together.
pride of lions
brood of chicks
gaggle of geese
pack of dogs
swarm of bees
flock of seagulls
murder of crows
litter of kittens
PARTS OF SPEECH ( 3 " . . " 3 $IFDL UIF EJDUJPOBSZ JG ZPV SF OPU TVSF BCPVU UIF QMVSBM GPSN PG B XPSE
4JOHVMBS PS 1MVSBM
/PVOT
Most nouns are either singular or plural.
1FPQMF
4JOHVMBS OPVOT name one person, place, or thing. cat
circus
ship
cats
circuses
ships
TDJFOUJTU
match
1MVSBM OPVOT name more than one person, place, or thing. Most plural nouns are formed by adding T or FT
+BOF (PPEBMM 1MBDFT
XFUMBOE $FOUSBM 1BSL KVOHMF
matches
Other words change more in the plural form.
TUVEFOU
5IJOHT
CJOPDVMBST
one mouse
three mice
CJSET
a thief
many thieves
USFF
one child
two children
*EFBT
Some words just stay the same in the singular and plural forms. one sheep
ten sheep
one fish
two fish
one moose
many moose
80 3 % 4 "5 803, 5IJT QPFN CZ 'SBOL 0 )BSB JT QBDLFE XJUI OPVOT
5PEBZ Oh! kangaroos, sequins, chocolate sodas! You really are beautiful! Pearls, harmonicas, jujubes, aspirins! all the stuff theyâ&#x20AC;&#x2122;ve always talked about still makes a poem a surprise! These things are with us every day even on beachheads and biers. They do have meaning. Theyâ&#x20AC;&#x2122;re strong as rocks.
XXX 48BEWBOUBHF DPN
FYQMPSBUJPO SFTFBSDI FOWJSPONFOUBMJTN
1SPOPVOT 1SPOPVOT are words that take the place of nouns. They are often used to avoid repeating the same noun over and over. The ape used to live at the zoo, but the ape recently escaped. The ape used to live at the zoo, but it recently escaped. The noun that a pronoun replaces is called an BOUFDFEFOU In the sentence above, the noun BQF is the antecedent of the pronoun JU
5ZQFT There are five types of pronouns: QFSTPOBM, SFMBUJWF, JOUFSSPHBUJWF, EFNPOTUSBUJWF, and JOEFfiOJUF.
1FSTPOBM QSPOPVOT refer to specific people or things. They can be
â&#x20AC;¢
the person speaking (first person): I think itâ&#x20AC;&#x2122;s my fault.
â&#x20AC;¢
the person spoken to (second person): You should make yourself some cupcakes.
â&#x20AC;¢
the person spoken about (third person): Heather wants to teach her monkey some tricks.
$0 . 1 0 6 / % 46 # + & $ 54 " / % 0 # + & $ 54 .PTU QFPQMF XPVME OPU TBZ i.F IBWF B OFX IPVTF w #VU B TVSQSJTJOH OVNCFS PG QFPQMF XPVME TBZ i+BOF BOE NF IBWF B OFX IPVTF w 8IFUIFS B TFOUFODF IBT B TJOHMF TVCKFDU PS B DPNQPVOE TVCKFDU UIF QSPOPVO JO UIF TVCKFDU TIPVME CF JO UIF OPNJOBUJWF DBTF 4JNJMBSMZ UP NPTU QFPQMF i5IF SPDLT IJU *w TPVOET XSPOH XIJMF iUIF SPDLT IJU +BOF BOE *w TPVOET GJO 8IFOFWFS ZPV IBWF B DPNQPVOE PCKFDU PS TVCKFDU JODMVEJOH B QSPOPVO FMJNJOBUF UIF PUIFS TVCKFDU UP TFF XIJDI DBTF UP VTF *G UIF QSPOPVO JT JO UIF PCKFDU QPTJUJPO SFDFJWJOH UIF BDUJPO PG UIF WFSC PS TFSWJOH BT UIF PCKFDU PG B QSFQPTJUJPO VTF UIF PCKFDUJWF DBTF 4FF BMTP QBHF
3FMBUJWF QSPOPVOT
connect a noun in the main part of the sentence with another group of words. Mr. Baggins is the artist who paints peacocks.
1FSTPOBM 1SPOPVOT
.S #BHHJOT is the noun. 8IP is the relative pronoun. The mystery book, which was a gift from Claireâ&#x20AC;&#x2122;s brother, held her spellbound from beginning to end. The committee that formulated this plan has been commended.
*OUFSSPHBUJWF QSPOPVOT are used to ask questions. The words are the same as relative pronouns.
/VNCFS 1FSTPO
/PNJOBUJWF 0CKFDUJWF 1PTTFTTJWF
What does this word mean?
4JOHVMBS first
I
me
mine
Who is going with you?
second
you
your
yours
third
he
him
his
she
her
hers
it
it
its
first
we
us
ours
second
you
you
yours
third
they
them
theirs
1MVSBM
656
3FMBUJWF BOE *OUFSSPHBUJWF 1SPOPVOT who which
whom whose that what
PARTS OF SPEECH ( 3 " . . " 3
$BTF Personal pronouns and the pronouns XIP and XIPFWFS change their form depending on how they are used in a sentence. These changes show the DBTF of a pronoun. There are three cases: OPNJOBUJWF, PCKFDUJWF, and QPTTFTTJWF.
8"5$) 065 /FWFS VTF BO BQPTUSPQIF XJUI B QPTTFTTJWF QSPOPVO *ODPSSFDU ZPVS T JU T XIP T *U T BOE XIP T BSF DPOUSBDUJPOT NFBOJOH JU JT BOE XIP JT
$PSSFDU
ZPVST JUT XIPTF
%FNPOTUSBUJWF QSPOPVOT point out certain people, places, or things.
/PNJOBUJWF $BTF A pronoun used as the subject of a sentence is in the nominative case. I am the only one who knows how to get there.
/PNJOBUJWF $BTF 1SPOPVOT I
we
you
he
she
it
they
who
whoever
Pronouns used as predicate nominatives are also in the nominative case. It was I who called. Increasingly, people donâ&#x20AC;&#x2122;t use the nominative case in casual conversation. For example, many people say â&#x20AC;&#x153;itâ&#x20AC;&#x2122;s meâ&#x20AC;? instead of â&#x20AC;&#x153;it is I.â&#x20AC;? Itâ&#x20AC;&#x2122;s also common to hear â&#x20AC;&#x153;thatâ&#x20AC;&#x2122;s himâ&#x20AC;? instead of â&#x20AC;&#x153;that is he.â&#x20AC;?
0CKFDUJWF $BTF Use the objective case when a pronoun acts as a direct object, as an indirect object, or as an object of a preposition.
That is a huge pumpkin. Those are my favorite colors.
Kelly saw him at the dance.
This will be easy to fix.
%FNPOTUSBUJWF 1SPOPVOT
0CKFDUJWF $BTF 1SPOPVOT
this
that
me
us
you
these
those
him
her
it
them
whom
whomever
*OEFfiOJUF QSPOPVOT refer to people, places, or things in a more general (or vague) way than nouns do. Unlike other pronouns, indefinite pronouns have no antecedents. They are used when the appropriate noun is unknown or unspecified. The Lions Club sent invitations to everyone in the community.
*OEFGJ JUF 1SPOPVOT all
either
most
other
any
everybody
neither
several
anybody
everyone
nobody
some
anyone
everything
none
somebody
anything
few
no one
someone
XXX 48BEWBOUBHF DPN
1PTTFTTJWF $BTF The possessive case indicates ownership. My favorite number is four.
1PTTFTTJWF $BTF 1SPOPVOT my
mine
your(s)
his
her(s)
it(s)
our(s)
their(s)
whose
657
1SPOPVOT "HSFFNFOU All pronouns must agree with their antecedents in number, gender, and person.
"HSFFNFOU JO /VNCFS Use a singular pronoun to refer to or replace a singular antecedent. Kameko decided that she would pack a picnic lunch. ,BNFLP is the antecedent of the pronoun TIF Use a plural pronoun to refer to or replace a plural antecedent.
Some indefinite pronounsâ&#x20AC;&#x201D;including BMM BOZ NPSF NPTU OPOF and TPNFâ&#x20AC;&#x201D;can be either singular or plural. Use either singular or plural pronouns to refer to or replace them, depending on the meaning of the sentence. All of the color in the painting had lost its glow. MM refers to DPMPS which is singular; " JUT refers to BMM
Kamekoâ&#x20AC;&#x2122;s sisters decided that they would buy something there.
All of the students are required to bring their permission slips.
4JTUFST is the antecedent of the pronoun UIFZ
MM refers to TUVEFOUT which is plural; UIFJS refers " to BMM
Use a plural pronoun to refer to or replace two or more singular antecedents joined by BOE Shannon and Travis have seen their favorite movie six times. Use a singular pronoun to refer to or to replace two or more singular antecedents joined by PS or OPS Either Shannon or Travis will bring his photographs to school.
The club voted to change its meeting time and location. The singular is used because the meeting time and location are for the entire club as one unit. If the collective noun is plural, use a plural pronoun.
"HSFFNFOU JO (FOEFS The gender of a pronoun is either masculine, feminine, or neuter. A neuter pronoun is neither masculine nor feminine. Use a pronoun that agrees in gender with its antecedent. Dave leaned his bike against the fence. Myra painted her room blue. The cat licked its paw.
658
When an antecedent is a collective noun, decide whether the collective noun is singular or plural. If it is singular, use a singular pronoun to refer to it or replace it.
The city council argued among themselves. The plural is correct in this example because the council members were arguing as individuals.
"HSFFNFOU JO 1FSTPO Use a pronoun that agrees in person with its antecedent. Pronouns can be in the first, second, or third person. First person: I get home before my parents do.
NBTDVMJOF
he
him
his
GFNJOJOF
she
her
hers
OFVUFS
it
it
its
Second person: Will you get home before your parents do? Third person: Noel will get home before his parents do.
PARTS OF SPEECH ( 3 " . . " 3
4 & 9 *4 5 /0 6 / 4 " /% 1 30/ 06 /4
$ -& " 3 1 3 0 / 0 6 / 3 & ' & 3 & / $ &
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
*ODPSSFDU QSPOPVO VTBHF XJMM DPOGVTF ZPVS SFBEFST )FSF BSF B GFX HVJEFMJOFT UIBU XJMM IFMQ ZPV EPVCMF DIFDL ZPVS XSJUJOH UP NBLF TVSF UIBU BMM QSPOPVOT NBUDI UIFJS BOUFDFEFOUT %P OPU VTF B QSPOPVO UIBU DBO SFGFS UP NPSF UIBO POF BOUFDFEFOU FWFO JG JU NFBOT SFQFBUJOH UIF BOUFDFEFOU
â&#x20AC;¢ â&#x20AC;¢ â&#x20AC;¢
6TF QMVSBM GPSNT i"O FOHJOFFS NVTU QBTT IJT DFSUJGJD UJPO FYBNw CFDPNFT i&OHJOFFST NVTU QBTT UIFJS DFSUJGJD UJPO FYBNT w "EE B QSPOPVO i"O FOHJOFFS NVTU QBTT IJT DFSUJGJD UJPO FYBNw CFDPNFT i"O FOHJOFFS NVTU QBTT IJT PS IFS DFSUJGJD UJPO FYBN w 6TF BOPUIFS XPSE UIBU JT OPU HFOEFSFE 'PS JOTUBODF JOTUFBE PG GJ FNBO VTF GJ FGJH UFS *OTUFBE PG DIBJSNBO VTF DIBJSQFSTPO *OTUFBE PG NBJMNBO VTF NBJM DBSSJFS *OTUFBE PG NBOLJOE VTF IVNBOJUZ
6ODMFBS 4VTBO DIPTF -JMZ UP CF PO IFS UFBN CFDBVTF TIF LOPXT UIF HBNF XFMM $MFBS 4VTBO DIPTF -JMZ UP CF PO IFS UFBN CFDBVTF -JMZ LOPXT UIF HBNF XFMM *O UIF GJSTU YBNQMF XF BSF VOTVSF PG XIJDI PG UIF UXP HJSMT LOPXT UIF HBNF XFMM "WPJE VTJOH UIF QSPOPVOT JU UIFZ ZPV PS ZPVS XJUIPVU B DMFBS BOUFDFEFOU 6ODMFBS #FGPSF ZPV HJWF UIF CBCZ JUT CPUUMF CF TVSF UP TIBLF JU $MFBS #FGPSF ZPV HJWF UIF CBCZ JUT CPUUMF CF TVSF UP TIBLF UIF CPUUMF *O UIF GJSTU YBNQMF XF EP OPU LOPX XIFUIFS UP TIBLF UIF CBCZ PS UIF CPUUMF
8 )0 74 8 ) 0. 1PTTJCMZ TPNFEBZ UIF XPSE XIPN XJMM CF PCTPMFUF "MSFBEZ UIFSF BSF NBOZ QFPQMF XIP EP OPU CPUIFS UP EJTUJOHVJTI CFUXFFO XIP BOE XIPN #VU UIF SVMF UIBU EJDUBUFT XIJDI XPSE UP VTF JT BDUVBMMZ QSFUUZ TJNQMF 6TF XIP BT B TVCKFDU 5IBU JT UIF CPZ XIP UISFX UIF SPDL 6TF XIPN BT BO PCKFDU 5IF HJSM GPS XIPN * CPVHIU UIF HJGU XBT EFMJHIUFE
XXX 48BEWBOUBHF DPN
"WPJE VOOFDFTTBSZ QSPOPVO TIJGUT UIBU NBZ DIBOHF UIF NFBOJOH ZPV JOUFOEFE *ODPSSFDU * MJLF TVNNFS CFTU CFDBVTF ZPV DBO TXJN JO UIF PDFBO $PSSFDU * MJLF TVNNFS CFTU CFDBVTF * DBO TXJN JO UIF PDFBO
659
7FSCT 7FSCT are words that express action or a state of being. run
appear
sing
seem
hope
The verb is sometimes considered the part of speech that is at the heart of a sentence, mostly because it affects meaning more than any other element. It determines the number of nouns needed, and it guides the action that takes place. Verbs can indicate a state of being as well as a physical action. They can even focus a readerâ&#x20AC;&#x2122;s attention on a particular part of a sentence.
5 3 " / 4* 5 * 7 & 0 3 * / 5 3 " / 4* 5 * 7 & .BOZ WFSCT DBO CF FJUIFS USBOTJUJWF PS JOUSBOTJUJWF EFQFOEJOH PO IPX UIFZ BSF VTFE JO B TFOUFODF *G B WFSC UBLFT B EJSFDU PCKFDU JU JT B USBOTJUJWF WFSC *G JU EPFT OPU UBLF B EJSFDU PCKFDU JU JT BO JOUSBOTJUJWF WFSC
5ZQFT PG 7FSCT There are two main types of verbs: BDUJPO WFSCT and
5SBOTJUJWF *OUSBOTJUJWF 5SBOTJUJWF *OUSBOTJUJWF 5SBOTJUJWF *OUSBOTJUJWF
.BSZ XSJUFT B MFUUFS .BSZ XSJUFT CFBVUJGVMMZ +PIO XBMLFE IJT EPH +PIO XBMLFE UP UIF TUPSF * SFBE UISFF CPPLT B XFFL * SFBE RVJDLMZ
IFMQJOH WFSCT
"DUJPO 7FSCT
)FMQJOH 7FSCT
"DUJPO WFSCT describe the behavior, or action, of some-
Sometimes a verb needs the help of another word called the IFMQJOH WFSC Together, a main verb and a helping verb form a WFSC QISBTF
one or something and may express either physical action or mental activity. The band marched down Northfield Avenue. He believes in working hard. All action verbs are either USBOTJUJWF or JOUSBOTJUJWF 5SBOTJUJWF WFSCT express an action that is performed on something. A transitive verb needs an object, called the object of the verb, to complete its meaning.
Will you be waiting for me after school? 8BJUJOH is the main verb, XJMM and CF are the helping verbs, and XJMM CF XBJUJOH is the verb phrase. Susan ought to study her grammar more. 5P TUVEZ is the main verb, PVHIU is the helping verb, and PVHIU UP TUVEZ is the verb phrase.
$PNNPO )FMQJOH 7FSCT
Michael bought a monkey. Wally painted his house last summer. *OUSBOTJUJWF WFSCT have no direct object. (See page 676.) The subway stopped abruptly. Jane smiled with pleasure.
am be been could
do had have may
must shall was will
are being can did
does has is might
ought should were would
Linking verbs such as CF and IBWF are always intransitive.
$PNNPO -JOLJOH 7FSCT appear
feel
look
seem
sound
taste
become
smell
/PUF Most linking verbs can also be used as action verbs. Linking verb: The hour grew late. Action verb: The children grew quickly.
660
"EKFDUJWFT UIBU GPMMPX MJOLJOH WFSCT BSF DBMMFE predicate adjectives. /PVOT PS QSPOPVOT UIBU GPMMPX MJOLJOH WFSCT BSF DBMMFE predicate nominatives PS predicate nouns.
PARTS OF SPEECH ( 3 " . . " 3
5FOTF Verbs have several characteristics, like UFOTF that other parts of speech do not have. The tense of a verb indicates the time of the verbâ&#x20AC;&#x2122;s action. There are six verb tenses: QSFTFOU QSFTFOU QFSGFDU QBTU QBTU QFSGFDU GVUVSF and GVUVSF QFSGFDU
1SFTFOU 5FOTF The present tense is used when something is happening now, in the present. It also indicates habitual action, which is something that happens regularly. I see at least one movie a week.
1BTU 5FOTF The past tense is used when something happened before today, in the past. I saw a good movie two days ago.
'VUVSF 5FOTF 'VUVSF The cat will run.
The future tense is used if something will happen later, in the future. I will see the new Disney movie this weekend.
1SFTFOU 1FSGFDU 5FOTF The present perfect tense is used when something was started in the past but completed in the present moment. I have seen two movies so far this month.
1SFTFOU The cat runs.
1BTU 1FSGFDU 5FOTF The past perfect tense is used when something happened before another past action or event. I had not seen many movies before last year.
'VUVSF 1FSGFDU 5FOTF The future perfect tense is used for actions that will be completed at some future time.
1BTU The cat ran.
By the end of this year, I will have seen more than 50 movies.
8 ): " 3& 5) &3& 4 * 9 5 &/ 4 &4 5IFSF BSF UISFF NBKPS EJWJTJPOT PG UJNF QBTU QSFTFOU BOE GVUVSF *O FBDI PG UIFTF UJNF GSBNFT UIF BDUJPO NBZ CF DPOTJEFSFE BT TJNQMF TJNQMZ PDDVSSJOH BU UIF QBSUJDVMBS NPNFOU PS QFSGFDU UIF BDUJPO JT DPNQMFUFE PS iQFSGFDUFEw
XXX 48BEWBOUBHF DPN
661
7FSCT .PPE *U T JNQPSUBOU UP VOEFSTUBOE UIF EJffFSFODF CFUXFFO UIF XPSET XBT BOE XFSF. 6TF XFSF UP FYQSFTT EPVCU PS B XJTI 6TF XBT GPS TUBUFNFOUT PG GBDU
The mood of a verb suggests your attitude toward the sentence. There are three moods: indicative, imperative, and subjunctive.
*OEJDBUJWF .PPE The indicative mood is used for statements of fact or questions. I am coming. Are you coming?
3& (6- " 3 0 3 * 33&( 6 - " 3
*NQFSBUJWF .PPE
â&#x20AC;¢ â&#x20AC;¢
The imperative mood is used to give commands.
â&#x20AC;¢
7FSCT BSF FJUIFS SFHVMBS PS JSSFHVMBS .PTU WFSCT BSF SFHVMBS WFSCT 5IFZ GPSN UIFJS QBTU BOE UIFJS QBTU QBSUJDJQMF UIF TBNF XBZ CZ BEEJOH FE PS E UP UIF JOGJOJUJ F *SSFHVMBS WFSCT EP OPU GPMMPX UIF TUBOEBSE SVMFT GPS GPSNJOH UIF QBTU BOE UIF QBTU QBSUJDJQMF 5IF POMZ XBZ UP NBTUFS UIF QBTU BOE QBTU QBSUJDJQJBM GPSNT PG JSSFHVMBS WFSCT JT UP NFNPSJ[F UIFN PS DIFDL UIF EJDUJPOBSZ
Come here!
4VCKVODUJWF .PPE The subjunctive mood is used to express wishes and statements contrary to fact. I wish you were here. If you were here, I would be happy.
$PNNPO *SSFHVMBS 7FSCT
662
1SFTFOU
1BTU
1BTU 1BSUJDJQMF
1SFTFOU
1BTU
1BTU 1BSUJDJQMF
beat bend bleed bring build catch cost creep dig drink eat fall fight forget freeze get grow hear hold keep know
beat bent bled brought built caught cost crept dug drank ate fell fought forgot froze got grew heard held kept knew
beat, beaten bent bled brought built caught cost crept dug drunk eaten fallen fought forgotten frozen gotten grown heard held kept known
leave lend lie make pay read ring rise see set shake shut sit speak spring stick swim take tear throw wear
left lent lay made paid read rang rose saw set shook shut sat spoke sprang stuck swam took tore threw wore
left lent lain made paid read rung risen seen set shaken shut sat spoken sprung stuck swum taken torn thrown worn
PARTS OF SPEECH ( 3 " . . " 3
.PEBMT
$POKVHBUJPO
The auxiliary verbs DBO DPVME NBZ NJHIU NVTU XJMM and TIPVME are known as modals. These verbs are used with main verbs to add emphasis to a sentence or to provide shades of meaning. $BO and DPVME express the ability to perform the action of the main verb.
To conjugate a verb means to list all of the forms for its six tenses. The conjugation of a verb also shows how the verb forms change for
We can walk faster if you like. She could have walked with us yesterday if we had called her. .BZ and NJHIU express permission or possibility rather than ability. The doctor said my mother may walk now that her ankle has healed.
â&#x20AC;¢
the first person, the second person, and the third person
â&#x20AC;¢
the singular and the plural
The full conjugation of a verb is the orderly presentation of all its forms. The infinitive is the basic form of a verb. It usually begins with the word UP to walk to run to win
to lose
The test might be canceled. .VTU expresses a requirement or a certainty.
$0 / + 6( "5* 0 / 0 ' 50 '"--
Sheila must call her parents immediately.
1SJODJQBM QBSUT
Gunnar must have been wrong about the date of the meeting.
1SFTFOU
1SFTFOU 1BSUJDJQMF 1BTU 1BTU 1BSUJDJQMF
fall
(is) falling
4IPVME suggests that something ought to happen. Sheila should call home immediately.
$ )0 0 4 */( &' ' &$ 5 * 7 & 7 &3# 4
1MVSBM
1SFTFOU UFOTF
I fall you fall he, she, it falls
we fall you fall they fall
1BTU UFOTF
I fell you fell he, she, it fell
we fell you fell they fell
'VUVSF UFOTF
I will fall you will fall he, she, it will fall
we will fall you will fall they will fall
1SFTFOU QFSGFDU I have fallen
%VMM 5IF QVQQZ XBMLFE JOUP UIF LJUDIFO BOE MBZ EPXO
7JWJE 5 IF QVQQZ XBEEMFE JOUP UIF LJUDIFO BOE TQSBXMFE PO UIF GMPP
XXX 48BEWBOUBHF DPN
(has) fallen
4JOHVMBS
"T ZPV XSJUF TFMFDU TQFDJGJD FSCT XIFOFWFS ZPV DBO 4USPOH WFSCT HJWF ZPVS SFBEFST QSFDJTF DMFBS JNBHFT
fell
you have fallen he, she, it has fallen
we have fallen you have fallen they have fallen
1BTU QFSGFDU
I had fallen you had fallen he, she, it had fallen
we had fallen you had fallen they had fallen
'VUVSF QFSGFDU
I will have fallen you will have fallen he, she, it will have fallen
we will have fallen you will have fallen they will have fallen
663
"EKFDUJWFT "EKFDUJWFT are words that make the meaning of a noun or pronoun more specific. Most adjectives are either EFTDSJQUJWF or MJNJUJOH %FTDSJQUJWF adjectives can be
â&#x20AC;¢ â&#x20AC;¢ â&#x20AC;¢
positive
â&#x20AC;¢ â&#x20AC;¢ â&#x20AC;¢
numerical
%FTDSJQUJWF PS -JNJUJOH %FTDSJQUJWF BEKFDUJWFT indicate a quality or condition of a noun. They provide additional information about the noun or pronoun that is being described. strange
comparative superlative
sad
stingy
super
simple
-JNJUJOH BEKFDUJWFT point out nouns or indicate their
-JNJUJOH adjectives can be
number or quantity. ten
pronominal
two
their
third
that
Limiting adjectives can be classified as OVNFSJDBM QSPOPNJOBM or BSUJDMFT
articles
/VNFSJDBM BEKFDUJWFT can be cardinal or ordinal. Adjectives are words that modify nouns and pronouns. .PEJGZ means to change. An adjective changes the meaning of a noun or pronoun by describing it or making it more specific. Use adjectives to add detail, to make distinctions, and to be precise when you write. Adjectives answer the question IPX NBOZ XIBU LJOE or XIJDI Two raccoons ate rotten red apples from the trash can.
Cardinal adjectives are numbers that tell how many. The manuscript contained ten pages. Six people were in the room. Ordinal adjectives are numbers that explain order. Our team came in third place. The second step is broken. 1SPOPNJOBM BEKFDUJWFT are pronouns that are used as adjectives. Welcome to our home.
IPX NBOZ
XIBU LJOE
XIJDI
Several questions came up.
Adjectives make descriptions sharper and more interesting. They describe
â&#x20AC;¢ â&#x20AC;¢ â&#x20AC;¢ â&#x20AC;¢
color smell number size
664
â&#x20AC;¢ â&#x20AC;¢ â&#x20AC;¢ â&#x20AC;¢
taste feel shape age
"SUJDMFTÂ&#x2030;UIF XPSET B, BO, BOE UIFÂ&#x2030;VTFE UP CF DPOTJEFSFE B TFQBSBUF QBSU PG TQFFDI CVU OPX UIFZ SF UIPVHIU PG BT B TQFDJBM UZQF PG BEKFDUJWF " BOE BO BSF DBMMFE JOEFGJOJUF B UJDMFT UIF JT DBMMFE B EFGJOJUF B UJDMF.
PARTS OF SPEECH ( 3 " . . " 3
%FHSFFT PG $PNQBSJTPO
1MBDFNFOU
The degree to which a descriptive adjective indicates a quality or characteristic can be stated as a comparison. There are three degrees of comparison: QPTJUJWF, DPNQBSBUJWF, and TVQFSMBUJWF.
Adjectives usually precede the nouns and pronouns they modify. The skinny young man always ate as much as he wanted.
The positive degree states the quality or characteristic. attentive
tall
good
The comparative degree expresses a degree higher or lower than the positive. more attentive
taller
better
The superlative degree expresses the highest or lowest degree of the quality or characteristic. most attentive
tallest
Sometimes, an adjective is placed after the noun or pronoun for variety or for special emphasis. The man, skinny and young, always ate as much as he wanted.
best
Downward comparisons use the words MFTT or MFBTU
1PTJUJWF
$PNQBSBUJWF
4VQFSMBUJWF
tall stubborn reasonable
less tall less stubborn less reasonable
least tall least stubborn least reasonable
Upward comparisons use the word endings oFS or oFTU when the word is one syllable.
8"5$ ) 0 6 5 /FWFS VTF NPSF PS NPTU when adding the suffixFT oFS BOE oFTU UP BEKFDUJWFT 5IJT JT LOPXO BT B EPVCMF DPNQBSJTPO *ODPSSFDU 4BOESB XBT NPSF TNBSUFS UIBO $BSPMJOF $PSSFDU 4BOESB XBT TNBSUFS UIBO $BSPMJOF
*ODPSSFDU )BSPME JT UIF NPTU UBMMFTU QFSTPO * LOPX $PSSFDU )BSPME JT UIF UBMMFTU QFSTPO * LOPX
1PTJUJWF
$PNQBSBUJWF
4VQFSMBUJWF
80 3 % 4 "5 80 3 ,
tall high sweet
taller higher sweeter
tallest highest sweetest
5IJT QPFN CZ 8BMMBDF 4UFWFOT JT FOMJWFOFE XJUI BEKFDUJWFT
Upward comparisons use the words NPSF or NPTU when the word is two syllables or more.
1PTJUJWF
$PNQBSBUJWF
4VQFSMBUJWF
stubborn attentive reasonable
more stubborn more attentive more reasonable
most stubborn most attentive most reasonable
Occasionally, comparative adjectives are irregular.
1PTJUJWF
$PNQBSBUJWF
4VQFSMBUJWF
good bad little
better worse less
best worst least
XXX 48BEWBOUBHF DPN
5IF &NQFSPS PG *DF $SFBN $BMM UIF SPMMFS PG CJH DJHBST 5IF NVTDVMBS POF BOE CJE IJN XIJQ *O LJUDIFO DVQT DPODVQJTDFOU DVSET -FU UIF XFODIFT EBXEMF JO TVDI ESFTT "T UIFZ BSF VTFE UP XFBS BOE MFU UIF CPZT #SJOH GM XFST JO MBTU NPOUI T OFXTQBQFST -FU CF CF GJOBMF PG TFFN 5IF POMZ FNQFSPS JT UIF FNQFSPS PG JDF DSFBN 5BLF GSPN UIF ESFTTFS PG EFBM -BDLJOH UIF UISFF HMBTT LOPCT UIBU TIFFU 0O XIJDI TIF FNCSPJEFSFE GBOUBJMT PODF "OE TQSFBE JU TP BT UP DPWFS IFS GBDF *G IFS IPSOZ GFFU QSPUSVEF UIFZ DPNF 5P TIPX IPX DPME TIF JT BOE EVNC -FU UIF MBNQ BGGJ JUT CFBN 5IF POMZ FNQFSPS JT UIF FNQFSPS PG JDF DSFBN
665
"EWFSCT "EWFSCT are words that add interest and accuracy
5ZQFT
to your writing. They can be used to describe verbs, adjectives, or other adverbs. Adverbs answer one of the following five questions:
There are four types of adverbs: TJNQMF adverbs, TFOUFODF NPEJfiFST, DPOKVODUJWF adverbs, and JOUFOTJfiFST.
)PX Claus and Yoshio shook hands firmly.
4JNQMF BEWFSCT are single words. Most of them end in MZ as in DFSUBJOMZ and EFFQMZ However, not all words that end in MZ are adverbs. For example, MPWFMZ and KPMMZ are adjectives.
8IFO See you soon! 8IFSF Nell looked everywhere for her lost bracelet. )PX PGUFO Their family seldom eats dinner together. 5P XIBU FYUFOU Barry was very sure he would get a part in the play.
4FOUFODF NPEJGJFS are adverbs and adverb phrases that modify the whole action of a sentence or clause rather than a single word in it. They often appear at the beginning of a sentence. Frankly, I donâ&#x20AC;&#x2122;t want to hear about it. As I recall, nobody asked any questions. Fortunately, we could reach him before he had left town.
6 / /& $& 4 4 " 3: " %7 &3# 4 6OOFDFTTBSZ BEWFSCT DBO DMVUUFS BOE DPOGVTF B TFOUFODF 0GUFO B TJOHMF TQFDJGJD FSC DBO SFQMBDF BO BEWFSC BOE TIBSQFO BO FYQSFTTJPO )VSSJFE JT QSFGFSBCMF UP NPWFE RVJDLMZ BOE HSBTQFE JT CFUUFS UIBO UPPL FBHFSMZ "EWFSCT MJLF IBSEMZ CBSFMZ BOE TDBSDFMZ DBSSZ B OFHBUJWF NFBOJOH 6TJOH UIF BEWFSC OPU XJUI UIFTF XPSET JT VOOFDFTTBSZ BOE DPOGVTJOH MJLF B EPVCMF OFHBUJWF *ODPSSFDU 5IF GBNJMZ EJE OPU IBWF TDBSDFMZ FOPVHI UP FBU $PSSFDU 5IF GBNJMZ IBE TDBSDFMZ FOPVHI UP FBU *ODPSSFDU * DBOOPU IBSEMZ SFNFNCFS UIF JODJEFOU $PSSFDU * DBO IBSEMZ SFNFNCFS UIF JODJEFOU 6OOFDFTTBSZ BEWFSCT PGUFO SFQFBU UIF NFBOJOH PG UIF XPSET UIBU UIFZ NPEJGZ )F BEWBODFE GPSXBSE UP IJT QPTJUJPO JO UIF MJOF
5IF XPSE BEWBODFE BMSFBEZ JNQMJFT GPSXBSE NPWFNFOU TP UIF XPSE GPSXBSE JT SFEVOEBOU BOE VOOFDFTTBSZ
666
$POKVODUJWF BEWFSCT serve a double purpose. When they are used in a simple sentence, conjunctive adverbs act like sentence modifiers. You have made a few payments. However, we must ask you to send checks regularly. When they are with a semicolon, they serve as structure wordsâ&#x20AC;&#x201D;words that connect one part of a sentence to another. You have made a few payments; however, we must ask you to send checks regularly. Other words commonly used as conjunctive adverbs include UIFSFGPSF TUJMM PUIFSXJTF BMTP NPSFPWFS OFWFSUIFMFTT and ZFU Phrases that are frequently used as conjunctive adverbs include GPS FYBNQMF UIBU JT PO UIF PUIFS IBOE and JO DPODMVTJPO
*OUFOTJfiFST do not alter the meaning of the words they modify, but they add emphasis to those words. For example, when intensifiers are addedâ&#x20AC;&#x201D;as in WFSZ proud, FYUSFNFMZ quiet, RVJUF concerned, and UPP loudâ&#x20AC;&#x201D; additional force is given to the verbs they modify.
PARTS OF SPEECH ( 3 " . . " 3
1MBDFNFOU
%FHSFFT PG $PNQBSJTPO Like adjectives, adverbs that answer the question IPX may be compared in three degrees: QPTJUJWF, DPNQBSBUJWF, and TVQFSMBUJWF. (See also page 665.) Most adverbs are compared upward by adding the words NPSF or NPTU
1PTJUJWF
$PNQBSBUJWF
4VQFSMBUJWF
happily quickly accurately
more happily more quickly more accurately
most happily most quickly most accurately
A few adverbs are compared upward by adding the endings oFS or oFTU
1PTJUJWF
$PNQBSBUJWF
4VQFSMBUJWF
soon near early
sooner nearer earlier
soonest nearest earliest
All adverbs are compared downward by adding the words MFTT or MFBTU
1PTJUJWF
$PNQBSBUJWF
4VQFSMBUJWF
happily quickly accurately
less happily less quickly less accurately
least happily least quickly least accurately
Some adverbs are irregular.
An adverb can appear in different positions in a sentence depending on the word it modifies.
7FSCT An adverb does not have to appear next to the verb that it modifies. Notice the different positions of the adverbs TJMFOUMZ and TMPXMZ in these sentences. Silently and slowly, the snow covered the yard. The snow covered the yard silently and slowly.
"EKFDUJWFT BOE "EWFSCT An adverb often comes directly before the adjective or adverb that it modifies. Josh discovered that the map was fairly easy to read. Raisa crossed the balance beam quite slowly.
8"5$ ) 0 6 5 ,FFQ JO NJOE UIBU UIF NFBOJOH PG B TFOUFODF NBZ WBSZ EFQFOEJOH PO XIFSF UIF BEWFSC JT QMBDFE 1VUUJOH NPEJGJFST JO UIF X POH QMBDF DBO DSFBUF VODMFBS TFOUFODFT
1PTJUJWF
$PNQBSBUJWF
4VQFSMBUJWF
+BDL BMNPTU DBVHIU B EP[FO GJTI UIJT NPSOJO +BDL DBNF WFSZ DMPTF UP DBUDIJOH B EP[FO GJTI
badly little much
worse less more
worst least most
+BDL DBVHIU BMNPTU B EP[FO GJTI UIJT NPSOJO +BDL DBVHIU GFXFS UIBO UXFMWF GJTI
* KVTU TQPLF XJUI 4BMMZ * TQPLF XJUI 4BMMZ B GFX NJOVUFT BHP
* TQPLF KVTU XJUI 4BMMZ 4BMMZ XBT UIF POMZ QFSTPO XJUI XIPN * TQPLF
#F FTQFDJBMMZ DBSFGVM XJUI UIF QMBDFNFOU PG BEWFSCT TVDI BT BMNPTU POMZ KVTU FWFO IBSEMZ TDBSDFMZ NFSFMZ and OFBSMZ 1MBDF UIFTF BEWFSCT BT DMPTF BT QPTTJCMF UP UIF XPSET UIFZ NPEJGZ UP NBLF TVSF ZPVS NFBOJOH JT DMFBS
XXX 48BEWBOUBHF DPN
667
$POKVODUJPOT BOE *OUFSKFDUJPOT $POKVODUJPOT are connecting words. The three kinds of conjunctions are
â&#x20AC;¢ DPPSEJOBUJOH â&#x20AC;¢ DPSSFMBUJWF â&#x20AC;¢ TVCPSEJOBUJOH Conjunctions are like bridges that join words, phrases, or sentences.
$PPSEJOBUJOH DPOKVODUJPOT connect words or
$PSSFMBUJWF DPOKVODUJPOT are pairs of words
sentence parts that are similar and equal.
that work like coordinating conjunctions.
$PPSEJOBUJOH DPOKVODUJPOT connect words with words. Itâ&#x20AC;&#x2122;s raining cats BOE dogs. The conjunction BOE connects the nouns DBUT and EPHT. $BUT and EPHT are considered equal because it doesnâ&#x20AC;&#x2122;t matter which one comes first.
$PPSEJOBUJOH DPOKVODUJPOT connect phrases with phrases. Can you rub your stomach BOE pat your head at the same time?
both/and
either/or
neither/nor
not only/but also
so/as
whether/or
*ODPSSFDU Rita is both talented and makes friends easily.
$PSSFDU Rita is both talented and friendly. *ODPSSFDU We went not only to the bank but also grocery shopping. $PSSFDU
We went not only to the bank but also to the grocery store.
The conjunction BOE connects the phrases SVC ZPVS TUPNBDI and QBU ZPVS IFBE
$PPSEJOBUJOH DPOKVODUJPOT combine sentences. She wanted a cat, CVU she settled for a hermit crab. The conjunction CVU connects the sentences 4IF XBOUFE B DBU and TIF TFUUMFE GPS B IFSNJU DSBC
(05 50 ,/08
5IF XPSE '" / # 0:4 XJMM IFMQ ZPV SFNFNCFS UIF TFWFO DPPSEJOBUJOH DPOKVODUJPOT
' PS " OE / PS # VU 0 S : FU 4 P
672
PARTS OF SPEECH ( 3 " . . " 3
*OUFSKFDUJPOT are words or phrases that express 8"5$) 0 6 5 .BLF TVSF ZPV VTF DPSSFMBUJWF DPOKVODUJPOT UP KPJO XPSET BOE QISBTFT UIBU BSF TJNJMBS OPVOT XJUI OPVOT BEKFDUJWFT XJUI BEKFDUJWFT FUD *ODPSSFDU ,JN XJMM UBLF FJUIFS IFS CJLF PS XJMM ESJWF UP HFU EPXO UP UIF CFBDI $PSSFDU
emotions that are strong or sudden. Interjections that stand alone are usually followed by exclamation points. Wow! Thatâ&#x20AC;&#x2122;s the biggest squirrel Iâ&#x20AC;&#x2122;ve ever seen. Other interjections are set off with commas within a sentence. Oh, donâ&#x20AC;&#x2122;t worry about it.
,JN XJMM UBLF FJUIFS IFS CJLF PS IFS DBS UP HFU EPXO UP UIF CFBDI
4VCPSEJOBUJOH DPOKVODUJPOT introduce
$PNNPO *OUFSKFDUJPOT oh
ouch
bravo
whoops
no
wow
whoa
stop
yikes
dependent clauses, sometimes called subordinate clauses, which are phrases that cannot stand alone as a complete sentence. (See page 680.) We will meet for practice on the field tomorrow unless it rains. The subordinating conjunction VOMFTT connects the subordinate clause VOMFTT JU SBJOT to the main part of the sentence. You must finish your homework if you want to go out. The subordinating conjunction JG connects the subordinate clause JG ZPV XBOU UP HP PVU to the main part of the sentence.
*OUFSKFDUJPOT BSF TQPLFO NPSF PGUFO UIBO UIFZ BSF XSJUUFO 5SZ OPU UP VTF UIFN PGUFO JO ZPVS XSJUJOH 6TJOH UPP NBOZ JOUFSKFDUJPOT XJMM EVMM UIF WFSZ JNQBDU ZPV BSF USZJOH UP DSFBUF
4PNF 4VCPSEJOBUJOH $POKVODUJPOT after
although
as
as if
because
before
but
how
if
in order that
since
so that
that
though
unless
until
when
where
while
why
XXX 48BEWBOUBHF DPN
673
4FOUFODF 1BSUT
SENTENCES A sentence is a group of words that expresses a complete thought. Each sentence is a unit that begins with a capital letter and ends with a punctuation mark. Most sentences have several words. 4IF XBT GSJHIUFOFE CZ UIF SPPTUFS Other sentences have just a noun and a verb. 8F BUF
And occasionally, sentences have just one word. )FMMP By understanding how sentences work, you will learn to choose the best ways to express your ideas.
4VCKFDU The TVCKFDU of a sentence includes a noun or pronoun plus its modifiers. (Remember that modifiers are words that add to the meaning of nouns and verbs.) The subject names the person, place, thing, or idea that the sentence is about. Every subject is built around a noun or a pronoun, which is the TJNQMF TVCKFDU Itâ&#x20AC;&#x2122;s easy to find the simple subject in a short sentence. Jane hates strawberries. This sentence is about Jane, so that is the simple subject. Wordy sentences are more likely to have complex subjects. Mr. Wongâ&#x20AC;&#x2122;s fried dumplings are the best Iâ&#x20AC;&#x2122;ve tasted.
A complete sentence has a subject and a predicate. These are the most basic units of a sentence. Subject + Predicate = Sentence
In the sentence above, .S 8POH T GSJFE EVNQMJOHT is the DPNQMFUF TVCKFDU (the noun EVNQMJOHT plus its modifiers). %VNQMJOHT is the noun at the heart of the sentence, so it is the simple subject. The stack of dirty dishes in the sink must be washed. 4UBDL PG EJSUZ EJTIFT JO UIF TJOL is the complete subject (the simple subject TUBDL plus its modifiers).
4FOUFODF 5ZQFT You can classify sentences according to the speakerâ&#x20AC;&#x2122;s purpose. Most sentences just make a statement. Other sentences ask a question, express strong feelings, make a request, or give a command. There are four basic types of sentences: EFDMBSBUJWF, JOUFSSPHBUJWF, FYDMBNBUPSZ, and JNQFSBUJWF.
%JSFDU 0CKFDUT A EJSFDU PCKFDU is a part of the predicate that follows an action verb. It names the person or thing that receives the action of the verb. John hits the ball.
1VSQPTF
1VODUVBUJPO
UP TUBUF TPNFUIJOH QMBJOMZ
QFSJPE
*OUFSSPHBUJWF
UP BTL B RVFTUJPO
RVFTUJPO NBSL
&YDMBNBUPSZ
UP FYQSFTT B TUSPOH GFFMJOH
FYDMBNBUJPO NBSL
UP NBLF B SFRVFTU PS B DPNNBOE
QFSJPE PS FYDMBNBUJPO NBSL
%FDMBSBUJWF
*NQFSBUJWF
676
The ball receives the action of hitting, so it is the direct object. Margaret writes letters to her cousin. The letters receive the action of writing, so they are the direct object. An easy way to find the direct object in a sentence is to find the subject and verb and then ask â&#x20AC;&#x153;XIBU â&#x20AC;? or â&#x20AC;&#x153;XIPN â&#x20AC;? Dan likes soccer. Dan likes what? He likes soccer, which makes that word the direct object. Rachel called Mitch. Rachel called whom? She called .JUDI which makes him the direct object.
( 3 " . . " 3
1SFEJDBUF
$PNQPVOE 4VCKFDUT BOE 1SFEJDBUFT
The predicate is the part of the sentence that explains what the subject is doing.
A DPNQPVOE TVCKFDU consists of two or more nouns or pronouns that are the subject of the same verb.
Penny went to clown school. Every predicate is built around a verb, which is the TJNQMF QSFEJDBUF Itâ&#x20AC;&#x2122;s easy to find the simple predicate in a short sentence. He cooked dinner. Long sentences are more likely to have complex predicates. The eagle rose from the nest with stately grace. 3PTF GSPN UIF OFTU XJUI TUBUFMZ HSBDF is the DPNQMFUF QSFEJDBUF (the verb SPTF plus its modifiers). The verb SPTF is the simple predicate.
Sandra and Jim went to the movies. 4BOESB and +JN are subjects of equal importance, so they form a compound subject. A DPNQPVOE QSFEJDBUF consists of two or more verbs that have the same subject. The soda bubbled and fizzed in the glass. The verbs CVCCMFE and fi[[FE form a compound predicate because they refer back to the subject TPEB.
The track team ran at a slow pace. 3BO BU B TMPX QBDF (the simple predicate SBO plus its modifiers) is the complete predicate.
*OEJSFDU 0CKFDUT
$PNQPVOE 0CKFDUT
An JOEJSFDU PCKFDU names the person or thing to whom or for whom the action of the verb is being performed. It comes immediately after the verb and before the direct object.
Just as there are compound subjects and predicates, there are compound objects. A compound object consists of two or more objects that complete the same predicate.
John threw the dog a bone. To whom was the bone thrown? It was thrown to the dog, which makes EPH the indirect object. Jennifer sent her friend a letter. To whom was the letter sent? It was sent to Jenniferâ&#x20AC;&#x2122;s friend, which makes GSJFOE the indirect object. An easy way to find the indirect object in a sentence is to find the direct object and then ask UP XIPN or UP XIBU
XXX 48BEWBOUBHF DPN
Jake read several books and articles about icebergs. #PPLT and BSUJDMFTâ&#x20AC;&#x201D;the things that are being readâ&#x20AC;&#x201D; form a compound direct object. Marlene offered Carol and her brother tickets to the game. The words $BSPM and CSPUIFSâ&#x20AC;&#x201D;the people who receive the ticketsâ&#x20AC;&#x201D;form a compound indirect object.
677
%JBHSBNT Diagramming is one way to grasp all the parts of a sentence and their relationship to each other. A sentence diagram is like a map of a sentence. It arranges the words in a way that makes it easy to see their relationships. Always begin your diagram with a horizontal line crossed with a vertical line.
.PEJfiFST If there are adjectives (including determiners) modifying a noun, put them on a diagonal line beneath the noun. Do the same with adverbs modifying the verb. " MJHIU TOPX GFMM TPGUMZ
1SFQPTJUJPOT 4JNQMF 4FOUFODFT On the left side of the horizontal line, write the simple subject of the sentence. The simple subject is either the main noun in a noun phrase or a pronoun. On the right side of the line, write the verb, including any auxiliaries.
When diagramming a prepositional phrase, write the preposition on a diagonal line beneath the word that the phrase modifies. Then write the noun or pronoun on a horizontal line, and put any adjective modifiers on diagonal lines below. 5IF XPNBO JO UIF SFE ESFTT IVSSJFE GSPN UIF SPPN
4OPX JT GBMMJOH
%JSFDU 0CKFDUT
*OEJSFDU 0CKFDUT
When the verb is transitive, draw a vertical line to the right of the verb. The vertical line should meet but not cross the base line. To the right of this line, write the main noun or pronoun of the direct object.
Diagram an indirect object as if it were a prepositional phrase with the preposition UP understood. Put UP in parentheses. 5IF FYQFSJFODF UBVHIU NZ GSJFOE B IBSE MFTTPO
-J[ MJLFT NF
-JOLJOH 7FSCT
$PNQPVOE 4VCKFDUT PS 1SFEJDBUFT
If the sentence has a linking verb, draw a diagonal line to the right of the verb. The line should meet but not cross the base line. To the right of this line, write the adjective complement or the predicate nominative.
To diagram compound sentence elements, place them on parallel lines. Connect the two lines with a dotted vertical line, and write the coordinating conjunction on it.
1FPQMF DBO CF OJDF
3BZ BOE #FSOJDF BUF MVODI UPHFUIFS UPEBZ
8F BSF TUVEFOUT 5IF DIJMESFO XBTIFE UIF EJTIFT BOE TXFQU UIe flPPS
682
SENTENCE PARTS ( 3 " . . " 3
$PNQPVOE 4FOUFODFT
1BSUJDJQMFT BOE 1BSUJDJQJBM 1ISBTFT
To diagram a compound sentenceâ&#x20AC;&#x201D;that is, two simple sentences joined by a coordinating conjunctionâ&#x20AC;&#x201D; diagram each of the simple sentences, one above the other. Then connect them with a vertical dotted line and write the conjunction on that line.
A participle is diagrammed in a curve along a diagonal and a horizontal line. The complement of the participle, if any, is to the right on the horizontal line. -BVHIJOH +VEZ IBOEFE NF UIF TRVJSNJOH QVQQZ
5IF NBJM IBT DPNF CVU UIBU MFUUFS XBT OPU JO JU 5IF NBO TDSBUDIJOH IJT IFBE JT ZPVS OFX UFBDIFS
"QQPTJUJWFT
(FSVOET
To diagram an appositive, put the appositive noun or pronoun in parentheses after the noun that it renames or identifies.
A gerund is diagrammed the same way as a participle, except that it is placed on a pedestal. The bottom of the pedestal rests on the base line in a nounâ&#x20AC;&#x2122;s position.
4BN BO PME GSJFOE PG NJOF TFOU UIJT CPPL
)JT CFJOH UIF DVMQSJU TVSQSJTFE FWFSZPOF
3FMBUJWF $MBVTFT
*nfiOJUJWF 1ISBTFT
To diagram a relative clause, diagram the clause on its own line below the main line. With a dotted line, connect the noun thatâ&#x20AC;&#x2122;s being modified to the relative pronoun or relative adverb.
An infinitive phrase occupying a noun position is diagrammed the same way as a gerund. /PCPEZ XBOUT UP MFBWF UIF HBNF ZFU
5IPTF BQQMFT UIBU ZPV TFOU NF XFSF EFMJDJPVT
"EWFSCJBM $MBVTFT
5IJT JT UIF QMBDF XIFSF XF TBX IJN MBTU
An adverbial clause is diagrammed on a line below the base line. The subordinating conjunction is written along a diagonal dotted line that connects the word being modified to the clauseâ&#x20AC;&#x2122;s verb. *G * XFSF ZPV * XPVME CF DBSFGVM
XXX 48BEWBOUBHF DPN
683
PUNCTUATION is
&OE 1VODUVBUJPO
the use of certain marks in writing. It has one purpose: to make writing clear and easy to read. Like traffic signs, punctuation tells readers when to slow down, when go carefully, and when to
There are three kinds of end punctuation: the period, the question mark, and the exclamation point. End punctuation brings the reader to a full stop. Every sentence must end with one of these marks.
1FSJPET are at the end of an ordinary sentence.
pause or stop. This section covers 13
Ben is a good dog.
types of punctuation.
We should leave.
â&#x20AC;˘ Periods â&#x20AC;˘ Question marks â&#x20AC;˘ Exclamation points â&#x20AC;˘ Commas â&#x20AC;˘ Semicolons â&#x20AC;˘ Colons â&#x20AC;˘ Dashes â&#x20AC;˘ Hyphens â&#x20AC;˘ Ellipses â&#x20AC;˘ Parentheses â&#x20AC;˘ Brackets â&#x20AC;˘ Quotation marks â&#x20AC;˘ Apostrophes
694
2VFTUJPO NBSLT ask for information instead of stating it. Is Ben a good dog? When should we leave?
&YDMBNBUJPO QPJOUT give a sentence extra â&#x20AC;&#x153;oomph.â&#x20AC;? Ben is a good dog! We have to leave now!
1VODUVBUJPO NBSLT BSF TJHOBMT UIBU UFMM SFBEFST UP TMPX EPXO TQFFE VQ PS UBLF B CSFBL â&#x2013;ź 1VODUVBUJPO .BSL
.FBOJOH
1FSJPE
4JHOBMT B TUSPOH QBVTF
$PNNB
4JHOBMT B XFBL QBVTF
4FNJDPMPO
4JHOBMT B NFEJVN TUSFOHUI QBVTF
$PMPO
*OUSPEVDFT BEEJUJPOBM NBUFSJBM
1BSFOUIFTFT
4FUT BTJEF JOGPSNBUJPO GSPN UIF SFTU PG UIF TFOUFODF
#SBDLFUT < >
4FUT BTJEF JOGPSNBUJPO XJUIJO QBSFOUIFTFT
%BTI o
4JHOBMT BO JOUFSSVQUJPO
&MMJQTJT QPJOUT y
4JHOBMT BO PNJTTJPO PS B QBVTF
( 3 " . . " 3
1FSJPET Periods are plain punctuation placed at the end of sentences that are statements or commands. Letâ&#x20AC;&#x2122;s see a movie. My cat caught a canary. Dad sold three pies at the bake sale. Periods signal the end of a thought, telling the reader to pause before moving on to the next sentence. They are also used in certain abbreviations, including initials, months, countries, titles, and other commonly abbreviated forms. T. S. Eliot Feb. Dr. and Mr. Green Finally, periods are used after numbers and letters on outlines and lists. Eating Contests I. Hot dog eating contests A. Dates B. Winners
2VFTUJPO .BSLT Question marks are placed at the end of sentences that ask something. Use question marks whenever you need more information. Were there lions at the circus? Whatâ&#x20AC;&#x2122;s your favorite book? Is there time to stop for snacks?
&YDMBNBUJPO 1PJOUT Exclamation points are used at the end of sentences that show strong feelings. Use exclamation points for emphasis whenever you have a strong point of view. I donâ&#x20AC;&#x2122;t want to go camping! Go away! What a great party!
XXX 48BEWBOUBHF DPN
3 * ( ) 5 " / % 8 3 0 / ( 1 6 / $ 5 6"5 * 0 / 5IFSF BSF UXP JTTVFT JO QVODUVBUJPO 5IF GJSTU JT B TJNQMF RVFTUJPO PG SJHIU BOE XSPOH " XSJUFS XIP FOET FBDI TFOUFODF XJUI B DPMPO SBUIFS UIBO B QFSJPE JT KVTU XSPOH CFDBVTF TFOUFODFT DBOOPU FOE XJUI B DPMPO *U T UIBU TJNQMF 5IF TFDPOE JTTVF JT MFTT DMFBS DVU JU T NPSF B NBUUFS PG TUZMF 4PNFUJNFT B XSJUFS JT GSFF UP DIPPTF QVODUVBUJPO UIBU TVJUT IJT PS IFS UBTUF 'PS JOTUBODF POF XSJUFS NJHIU DIPPTF UP VTF B TFNJDPMPO UP TFQBSBUF UXP DMPTFMZ SFMBUFE UIPVHIUT XIJMF BOPUIFS XSJUFS NJHIU DIPPTF UP VTF B QFSJPE 8JUI QSBDUJDF ZPV MM MFBSO XIJDI DIPJDFT NBLF ZPVS NFBOJOH NPTU DMFBS
695
8SJUJOH BOE 3FTFBSDI
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 706 Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 772
THE SEVEN-STEP SYSTEM is a process you can use for
$IPPTJOH B 5PQJD
any writing project youâ&#x20AC;&#x2122;re assigned, whether
The first step is to choose a good topic. Spending extra time to set up a good writing project at the front end will help the later stages move faster. Most writing assignments demand a narrow topic so you have enough room for all the detail you need. For example, if you try to write a paper on a broad topic like the circulatory system, you will find yourself overwhelmed with information. A more manageable topic might be, say, how white blood cells fight disease.
itâ&#x20AC;&#x2122;s an informal essay or a long research report. The steps will help guide you through the process, including picking a good topic, constructing a strong thesis, and putting together your ideas in a logical order. Every time you write for school, organize your work according to this system. Eventually, the steps will become second nature.
1BQFS 5PQJDT 5PP #SPBE
.PSF .BOBHFBCMF
UIF DJSDVMBUPSZ TZTUFN
IPX XIJUF CMPPE DFMMT GJH U EJTFBTF
MJGF JO DPMPOJBM "NFSJDB
UPPMT VTFE CZ DPMPOJBM GBSNFST
TQBDF USBWFM
MJGF BCPBSE B TQBDF TUBUJPO
#BDLHSPVOE 3FBEJOH 8IFSF "N * JO UIF 4FWFO 4UFQ 4ZTUFN 5)& 4 & 7& / 45 &1 4 :4 5 &. $IPPTJOH B 5PQJD (BUIFSJOH *OGPSNBUJPO $POTUSVDUJOH B 5IFTJT 0VUMJOJOH %SBGUJOH 3FWJTJOH 1SPPGSFBEJOH
If youâ&#x20AC;&#x2122;re having a hard time homing in on a topic, do some background reading to become more familiar with your subject. The 4PVUIXFTUFSO "EWBOUBHF 5PQJD 4PVSDF is designed for this specific purpose. As you read, think about what kinds of information you would like to include in your report and what can be left out. Itâ&#x20AC;&#x2122;s natural to find some sections that interest you more than others. This will help you pinpoint the aspect of the subject you would most like to write about. Make a list of points as you go to serve as a preliminary outline and research guide. Your list might just be a series of questions you hope to answer in your report. If youâ&#x20AC;&#x2122;re reading about life aboard space stations, you might ask questions like
â&#x20AC;¢ What does the inside of the station look like? â&#x20AC;¢ How big are the crewâ&#x20AC;&#x2122;s quarters? â&#x20AC;¢ How do astronauts eat? â&#x20AC;¢ How do they spend most of their time? 4PNF PG UIF NBUFSJBM JO UIF 8SJUJOH BOE 3FTFBSDI TFDUJPO QBHFT o JT SFQSJOUFE XJUI QFSNJTTJPO PG ,FOEBMM )VOU 1VCMJTIJOH $PNQBOZ GSPN Research for Writers: Advanced English Composition CZ 'MPSJEB $PNNVOJUZ $PMMFHF BU +BDLTPOWJMMF $PQZSJHIU ª CZ '$$+ 'PVOEBUJPO 'VSUIFS SFQSPEVDUJPO JT QSPIJCJUFE
706
8 3 * 5 * / ( " / % 3 & 4& " 3 $ )
(FOFSBUJOH *EFBT
$VCJOH
Once youâ&#x20AC;&#x2122;ve settled on a topic, itâ&#x20AC;&#x2122;s time to think things through. Jot down some notes as you go. At this point, youâ&#x20AC;&#x2122;re just writing for yourself, so no one has to see. Techniques you can use to guide your thinking include CSBJOTUPSNJOH GSFFXSJUJOH and DVCJOH Give yourself about 15 minutes for each technique.
Cubing is like freewriting, but itâ&#x20AC;&#x2122;s more directed. It allows you to explore a topic from six perspectives.
#SBJOTUPSNJOH Make a list of words and phrases that relate to the topic as they come to mind. Donâ&#x20AC;&#x2122;t censor yourself. Just write down ideas without thinking about them too much.
'SFFXSJUJOH Freewriting is another good way to generate ideas. The technique is based on the belief that we often limit or block our creativity by focusing on details like grammar and word choice. Let your ideas flow freely by concentrating on your subject and allowing yourself to write as fast as you can, without editing or evaluating your words as you go. When your time is up, read over what youâ&#x20AC;&#x2122;ve written. Youâ&#x20AC;&#x2122;ll find that some ideas seem more useful than others. Circle or underline the words and phrases that seem to be headed in the right direction and ignore the rest.
1. Describe it 2. Compare it to another topic 3. Associate it with another topic 4. Analyze it 5. Explain how it can be used 6. Evaluate it (argue for or against it) Each perspective brings different questions into play. Freewrite on each perspective for three to five minutes. Donâ&#x20AC;&#x2122;t worry if you find yourself writing more questions than answers. The idea is to generate lines of inquiry, which will give you different ways to approach your topic. Keep in mind that there are other questions you can use to form the six sides of your cube. Journalists, for instance, often ask the questions XIP, XIBU, XIFO, XIFSF, XIZ, and IPX.
#SBJOTUPSNJOH JT B HSFBU XBZ UP HFOFSBUF JEFBT BT ZPV USZ UP DIPPTF B HPPE UPQJD â&#x2013;ś
XXX 48BEWBOUBHF DPN
707
(BUIFSJOH *OGPSNBUJPO Step 2 in the seven-step system is gathering information. This step is important enough to have its own section in this volume. (For more information, see the research section beginning on page 782.)
'JOEJOH 4PVSDFT Not all writing projects require research. For example, simple book reports rarely require you to consult outside sources. If youâ&#x20AC;&#x2122;re not sure what your project requires, check with your teacher. Most of the sources you use for your writing projects will be in the library or on the Internet. Common types of sources include
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books magazines newspapers encyclopedias Web sites dictionaries almanacs reference librarians original research (interviews, experiments, etc.)
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5BLJOH /PUFT As you gather information, take notes about the different sources you consult. Make sure you differentiate between the ideas that belong to other people and the ideas youâ&#x20AC;&#x2122;ve had yourself. Also, be careful to mark direct quotes so you donâ&#x20AC;&#x2122;t accidentally use someone elseâ&#x20AC;&#x2122;s words as your own. Think about the kinds of evidence you might want to use to support your claim, which might include
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Approach your research materials with a critical eye. As you read, digest the information by thinking about how you might use it in your writing project. Questions you can ask yourself include
Donâ&#x20AC;&#x2122;t assume you can use every source you consult. Itâ&#x20AC;&#x2122;s important that you use good judgment to choose only the best and most relevant sources. Put aside any research material that isnâ&#x20AC;&#x2122;t up to snuff; it will do more harm than good.
%PFT UIF BVUIPS IBWF B CJBT Everyone has a point of view that informs their writing. Think about the perspective the author has on the material and how that perspective might have influenced his or her writing. 8IBU LJOE PG FYQFSUJTF EPFT UIF BVUIPS IBWF Does the writer have training or other credentials that make you trust (or distrust) his or her claims? Has the author written anything else on a similar topic?
)PX EPFT UIF TPVSDF SFMBUF UP NZ UPQJD Think about how the source relates to your writing project. If the connection doesnâ&#x20AC;&#x2122;t seem strong, drop what youâ&#x20AC;&#x2122;re reading and move to the next thing. )PX DVSSFOU JT UIF TPVSDF Check the publication date. If itâ&#x20AC;&#x2122;s recent, youâ&#x20AC;&#x2122;re in good shape. If itâ&#x20AC;&#x2122;s older, ask yourself how much the topic has changed over time. Some topics, like literature, probably havenâ&#x20AC;&#x2122;t changed much. Others, like science, change so fast that an older source might contain outdated information.
%PDVNFOU :PVS 4PVSDFT Itâ&#x20AC;&#x2122;s important that you show your readers where to look for information that you use in your paper. As you take notes for your writing project, make sure to take down the details that will be required on your works cited page. Typically, this includes author, title, publication date, publisher, and page numbers. Note the url, page/topic name, and author (if listed) for Internet sources.
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As you read through the information you have assembled, you will begin to form certain opinions on your topic. You can use these opinions to develop a tentative thesis, which is a statement that summarizes the main thrust of the ideas in your paper. Think of your thesis as a work in progress. It can grow and change as your paper develops. The most important thing about a thesis is that it needs to make an argument. It would be difficult, if not impossible, to argue that the middle class pays 85 percent of the taxes in the United States. That statement is either correct or incorrect, so it is an ineffective thesis. Changing the thesis to assert that the middle class should pay more in taxes would be an arguable point.
There are three conditions that a good thesis should satisfy.
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5IF UIFTJT TIPVME CF OFXT Your thesis should not be accepted as common knowledge. Obviously, the audience in this regard is crucial. It would seem entirely unnecessary to argue, for instance, that Earth circles the sun unless your audience consisted of primitive tribesmen, the Flat Earth Society, or thirteenth-century popes.
" UIFTJT NVTU CF VOEFSTUBOEBCMF Keep in mind that your readers probably donâ&#x20AC;&#x2122;t know the topic as well as you do. Make sure you explain your ideas in terms that people will understand.
" UIFTJT NVTU CF TVQQPSUBCMF You already know you must support your thesis with evidence. But keep in mind that what seems like good evidence to one group of readers might not seem strong to another group. If your thesis depends upon support from data compiled by the American Veal Association, for instance, and your audience is People for the Ethical Treatment of Animals (PETA), you really do not have a supportable thesis because the veal industry, for that audience, is not an authority. (See pages 798â&#x20AC;&#x201C;803.)
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TYPES OF WRITING
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working on an essay, a test, a research paper, or
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Use a variety of the following techniques when constructing an argument: give facts and/or examples, relate incidents, and present opposing views. An effective argument must be supported by evidence. (See pages 810â&#x20AC;&#x201C;811.) It is not enough to simply give an opinion.
writing projects will combine all three forms. Itâ&#x20AC;&#x2122;s important to understand these types so you
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Give special consideration to the audience when organizing an argument that tries to persuade people to take a course of action. Persuading people to do something is usually more difficult than persuading them to agree with an idea or an opinion. When arguing for a course of action, use the kinds of evidence used in arguing for a position. In addition, follow the guidelines below.
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1. Avoid offending the readers with insults and abusive language. 2. Use language that readers can understand. Do not use language that is condescending or confusing. 3. Use facts to support your opinion. Facts are convincing evidence. 4. Organize your argument by giving the least important facts first and the most important facts last. That way, you will conclude with your most convincing evidence. 5. Summarize your argument at the end by stating the course of action you feel the readers should take.
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733
&YQPTJUPSZ &YQPTJUPSZ XSJUJOH is writing that explains something. You will probably work more with exposition than any other kind of writing. Expository writing answers questions such as
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What does the person or thing do?
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How does the thing work? What is its origin? How did it develop?
&MFNFOUT PG &YQPTJUPSZ 8SJUJOH There are a number of different elements in expository writing. Ways of supporting the thesis statement will vary depending on your content. Not every technique will be used in every piece of exposition.
$BVTF BOE &GG DU Often, some aspect of your thesis can be explained by using a cause-and-effect relationship. A cause is something that brings about some action or result. An effect is what happens as a result of the cause.
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%FfiOJUJPOT You can use definitions to support the thesis statement. A definition explains something by telling what it is or how it works.
composition. All sentences in a piece of writing should support the thesis statement. Expository writing always requires a thesis statement.
&YBNQMFT Examples are a great way to support your thesis. They help illustrate abstract concepts for readers.
$PNQBSJTPOT BOE $POUSBTUT Another good way to support the thesis is to compare and/or contrast one thing with another. Explaining the similarities and the differences helps readers see how concepts relate to one another.
1SPDFTTFT Support your thesis statement by explaining how something operates or works. Process explanations usually take the reader through a process step by step.
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734
TYPES OF WRITING
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Most Paris neighborhoods these days are a striking blend of the old and the new. Narrow nineteenth-century buildings still dot the residential streets, but they now coexist with towering modern apartment complexes. Down in the commercial areas, small decades-old shops specializing in one commodityâ&#x20AC;&#x201D;cheese, perhaps, or ďŹ sh or fruit or baked goodsâ&#x20AC;&#x201D;stand side by side with huge new supermarkets carrying every food imaginable. Like the surreal paintings of the French masters, contemporary Parisian neighborhoods present a striking juxtaposition of contrasts: modern chrome and mottled wood, poured concrete and ancient stone. But, unlike the Surrealistsâ&#x20AC;&#x2122; creations, Parisâ&#x20AC;&#x2122;s transformation is far from fanciful. It is based on cold, hard economic facts.
Real estate prices are soaring in Paris, just as they are in most modernized countries. A lot that ten years ago would have sold for the equivalent of $500,000 in U.S. dollars now goes for at least three times that price. Rents, too, have increased accordingly, echoing the rising property values. The increase in price of land has affected both residential and commercial patterns. Owners of older, smaller residences, tempted by the high prices offered by developers, sell their properties to the highest bidders. Often, neighbors sell en masse, thus opening up the large lots necessary for development of high-rise apartments.
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/BSSBUJWF /BSSBUJWF XSJUJOH tells about events that happen. Nonfiction narrative writing usually tells about personal events, incidents, or experiences.
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4FMFDUJOH %FUBJMT Limit your subject before choosing details. Since effective description calls for a selection of the most significant details, it is often better to tell less about a subject but to tell it well.
$PODSFUF EFUBJMT are specific, precise details that create an impression. They are not general or abstract. The concrete details in the following example are in CPME type. I saw him standing outside the train station, clutching his XIJUF DBOF and rattling the coins in his CBUUFSFE UJO DVQ. His clothes were PME BOE UBUUFSFE, and he wore a UIJO DPBU even though it was the dead of winter. The UFNQUJOH PEPST PG CBDPO BOE FHHT drifted from a restaurant a few doors away, where customers sat eating their fill in DPNGPSUBCMF CPPUIT near the window.
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6TJOH 'MBTI 'PSXBSET BOE 'MBTICBDLT Use flash-forwards and flashbacks to create a special emphasis. A flash-forward is a device that a writer uses to tell about an event before it happens in straight chronological order. A flashback tells about an event that happened at an earlier time in the narrative. When I stepped on the stage at the age of six to give my first violin recital, my heart was racing and the blood was pounding in my throat. I walked timidly to the center of the stage, made a stiff bow, brought the instrument up to my shoulder, and started to play. Had I anticipated the thunderous applause that would greet me at the end of my performance, I would have been less nervous. My mother and father leapt to their feet and cheered. There were even calls for an encore. But all that possible adulation was far from my mind as I made those first scratchy noises on my half-size violin. At the start of the recital, all I wished for was its conclusion.
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8SJUJOH 6OEFS 1SFTTVSF "O FTTBZ FYBN PS UJNFE FTTBZ can be thought of as a particular kind of expository writing. The form usually requires you to recall information quickly, to present it in a logical, orderly fashion, and to draw conclusions. As you read an essay exam question, it is important that you know what you are being asked to do. Look for the strategy term or phrase, which tells you how to approach the task of writing. Key words in the questions will dictate the way you answer the question. Words to watch for include
â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘
analyze define compare contrast
â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘
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describe explain summarize
'JWF 4UFQ 1SPDFTT Use a five-step process to write your exam essay.
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Before you begin to write, examine the question to find your topic. Be sure you understand what you are being asked to define, analyze, discuss, evaluate, or explain. You may want to circle the key word.
After you have developed an outline, you can formulate your thesis. This approach is different from the way you normally write an essay, in which you develop your thesis first. Because you are in a time-pressured situation, writing the outline first and developing your thesis from it saves time and keeps you from forgetting a key piece of information.
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Once you understand what you are being asked to do, spend about 10 percent of your time planning your essay. Once you have determined the strategy for your essay, you will begin the second component of your examâ&#x20AC;&#x201D;content. Prepare a quick outline by jotting down important points.
Once you are ready to write, keep the following points in mind.
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4UFQ %FWFMPQ :PVS 0VUMJOF One approach to beginning your outline is to make a list of the main points you plan to cover in your essay. Fill in the list with supporting examples. The examples you plan to include should be noted in your outline by jotting down important points and subpoints.
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â&#x20AC;˘
Clearly state your thesis and establish the essayâ&#x20AC;&#x2122;s structure.
â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘
Be direct and to the point.
â&#x20AC;˘
Write neatly and leave room for editing corrections.
Provide examples and clear explanations. Avoid digressions and generalizations. Do not restate the question in the essay. Follow your outline closely. Use transitional phrases to move from one point to another.
TYPES OF WRITING
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)PX UP 5BLF B 5FTU Test-taking in general requires a strategy. These four steps can help you organize your limited time.
5BLF B NPNFOU PS UXP UP SFBE UISPVHI UIF XIPMF UFTU Read all the instructions carefully. Notice how many questions there are and try to get a sense of how much time you will have for each question. Decide how much time youâ&#x20AC;&#x2122;ll spend on different sections of the test.
4LJQ RVFTUJPOT ZPV BSFO U TVSF BCPVU Itâ&#x20AC;&#x2122;s best to answer all the questions that seem easy first. Then you can use all the remaining time to consider the more difficult questions. This will keep you from getting a mental block and will assure that you answer everything you know best before time runs out.
3FBE FBDI RVFTUJPO DBSFGVMMZ If you misunderstand
5BLF UIF MBTU UXP PS UISFF NJOVUFT UP SFBE UISPVHI ZPVS BOTXFST This is especially important on essay
the question, you will answer it incorrectly no matter how much you know about the subject. Some tests have questions with tricky wording just to test your understanding. If a question seems complicated, read it a second time.
tests. When you write quickly, you may leave out an important word. In multiple-choice tests, make sure that you have put your answers in the right space or column and (if thereâ&#x20AC;&#x2122;s time) that each answer seems reasonable.
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BOOK REPORTS
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The book report is a standard school assignment from junior high on up. Just because itâ&#x20AC;&#x2122;s common doesnâ&#x20AC;&#x2122;t mean it has to be a dull, pointless exercise. Book reports can be surprisingly enjoyable to write. The process of writing book reports sharpens your ability to analyze books and recognize their strengths and weaknesses. They will also help you broaden and refine your writing skills. Remember, the deeper you explore a good book, the more interesting
A book report is not simply a point-by-point retelling of the book, nor is it a free-flowing presentation of your thoughts and opinions. Instead, it should have a definite form and structure. Good book reports
â&#x20AC;˘
present a concise (yet thorough) description of the book.
â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘
analyze the bookâ&#x20AC;&#x2122;s strengths and weaknesses. describe key plot points in general terms. avoid spoiling the ending for someone who hasnâ&#x20AC;&#x2122;t yet read the book.
it becomes.
$IPPTJOH UIF 3JHIU #PPL Perhaps the most common difficulty shared by book report writers is selecting the right book.
$POTJEFS :PVS "TTJHONFOU Are you required to write
$IFDL UIF $PWFS Sometimes you DBO judge a book by
about a particular genre (such as fiction or nonfiction) or topic? If not, just choose something you think youâ&#x20AC;&#x2122;ll enjoy.
its cover. Read the blurb on the inside leaf of the dust jacket or the back cover of the book to see if it looks interesting.
$IFDL UIF #PPL T -FOHUI A 1,200-page novel may be so rich in characters and subplots that you canâ&#x20AC;&#x2122;t treat it adequately in the limited space of a short book report. (If youâ&#x20AC;&#x2122;re not a rapid reader, you may not even be able to finish the book in time.) On the other hand, a light novel may not provide enough material for any but the shortest book report.
3FBE B -JUUMF Are the first few pages of the book
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interesting? Do they make you want to read more? Do the characters seem intriguing? If the answers are yes, consider using the book for your report.
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3FBEJOH 5JQT 3FBE UIF &OUJSF #PPL You may be tempted to read the first few chapters and then skim the rest of the book to find out how it ends. Donâ&#x20AC;&#x2122;t do it. You might think youâ&#x20AC;&#x2122;ll save time, but the truth is that it is actually much more difficult to write a coherent, interesting book report about a book you arenâ&#x20AC;&#x2122;t really familiar with. (JWF UIF #PPL :PVS 'VMM "UUFOUJPO When the writer was laboring over the book you have selected, you can be sure that his or her attention was focused completely on the work at hand. When you settle down to read a book, try to do the same.
(JWF :PVSTFMG 1MFOUZ PG 5JNF UP 3FBE UIF #PPL Once youâ&#x20AC;&#x2122;ve chosen your book, itâ&#x20AC;&#x2122;s best to start reading right away. Estimate how long it will take you to read so you leave enough time to write the report.
5BLF /PUFT One of the most useful things you can do while you read is to write down important ideas and good quotes as you come across them. Donâ&#x20AC;&#x2122;t let the notes become a distraction. Write just enough to help you focus your attention on the material youâ&#x20AC;&#x2122;re reading. Make sure you write down page numbers, especially for quotes. 3FSFBE Donâ&#x20AC;&#x2122;t try to report on a book you read months or years ago unless you reread it. As you write the report, allow yourself time to skim or reread sections of the book as needed.
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8SJUJOH UIF 3FQPSU 3FBEZ 4FU 8SJUF When you finish reading, you may be tempted to sit down and immediately begin writing your paper. But you will find the writing task much easier if you first spend some time thinking about the book you have just read.
$PMMFDU :PVS 5IPVHIUT Consider how much material the book offers for thought. A fast-paced suspense novel may not contain many deep thoughts to ponder. A book about American foreign policy in the nuclear age may contain so many ideas that it will take you some time to sort through them. 3FGSFTI :PVS .FNPSZ You may want to reread a paragraph or a page or two here and there. Review your notes. Soon you should begin to get a good idea of the important points you want to include in your report.
"TL :PVSTFMG 2VFTUJPOT There are three main questions you should consider when thinking about the book for your report: What is the book about? What is the author trying to say? What do you think about it, and why?
8SJUF BO 0VUMJOF If your book report is relatively short (say, five to seven paragraphs), you can just make a simple list of the facts and ideas you want to present.
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BOOK REPORTS
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When Stephen Crane wrote what was to become his best-known novel, 5IF 3FE #BEHF PG $PVSBHF, he had never personally witnessed the horrors of battle. Yet this psychological study of the effects of combat on a young recruit during the Civil War has become an American classic. Even today, a century after the novel was first published, it is noted for its realistic depiction of battle and its insight into the effects of warfare on human thoughts and actions. All the events related in the novel center on and are seen through the eyes, thoughts, and emotions of Henry Fleming, a young Union volunteer, during a single, unnamed battle of the Civil War. It could be any battle of any war, because Craneâ&#x20AC;&#x2122;s real focus is on another battle: the hidden one raging within Henry Fleming as his romantic notions of war are crushed by the realities of fear, suffering, and death. Through Flemingâ&#x20AC;&#x2122;s thoughts and actions, we see that the external conflict, the struggle between the Union and Confederate forces, is the foundation for his internal struggle to come to grips with his own fear and self-doubt. Henry Fleming had dreamed of the glory of battle, but his first months in the army are filled with marches, encampments, and endless tedium. He spends much of his time wondering whether he will run from battle when the time comes. The day finally comes when Flemingâ&#x20AC;&#x2122;s regiment is sent into battle. The regiment repulses a Confederate attack, but when a second attack threatens to overwhelm the Union ranks, Fleming and some other soldiers panic and run. Separated from his regiment, Fleming feels burning shame when he learns that the Union line has held. He is ashamed again when he joins a group of wounded soldiers, one of whom keeps asking him, â&#x20AC;&#x153;Where yeh hit?â&#x20AC;? His shame burns yet again when he meets a mortally wounded friend, a tall soldier named Jim Conklin, who asks him, â&#x20AC;&#x153;Where yeh been, Henry?â&#x20AC;? Jim dies soon after this, beneath a highly symbolic â&#x20AC;&#x153;red sun . . . pasted in the sky like a waferâ&#x20AC;? that makes the scene one of blood sacrifice. Jimâ&#x20AC;&#x2122;s death fills Fleming with silent rage. Fleming meets a group of retreating soldiers, one of whom fells him with the blow of a rifle butt. That night a kind soldier, whose face Fleming never sees, helps him get back to his regiment. Fleming tells his comrades that he has been shot, and he accepts their warm approval and friendship. The next day the Confederates attack again. Fleming, filled with rage and hatred, fights with an almost inhuman ferocity and shows great courage. When the fighting ends, Henry Fleming comes to terms with the personal shortcomings that the battle has revealed to him; he finally feels â&#x20AC;&#x153;a quiet manhood, nonassertive but of sturdy and strong blood.â&#x20AC;? 5IF 3FE #BEHF PG $PVSBHF is definitely not for the squeamish. Crane describes such gruesome details of war as ants swarming over the gray face of a dead soldier, and Jim Conklinâ&#x20AC;&#x2122;s mortal wound, which looks â&#x20AC;&#x153;as if it had been chewed by wolves.â&#x20AC;? Yet Craneâ&#x20AC;&#x2122;s intriguing use of symbols and the sympathetic portrayal of Flemingâ&#x20AC;&#x2122;s inner turmoil and ultimate triumph more than balance out the novelâ&#x20AC;&#x2122;s grimness and make the book well worth reading.
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1MPU 1MPU is the way that events are organized or ordered in a story. Traditionally, plots have a clear beginning, middle, and end that take place within a certain timeframe. Authors typically present a storyâ&#x20AC;&#x2122;s events to the reader in chronological order. There are exceptions. William Faulknerâ&#x20AC;&#x2122;s short story â&#x20AC;&#x153;A Rose for Emilyâ&#x20AC;? is a famous example of a story that jumps around in time, shaping the readerâ&#x20AC;&#x2122;s response by rearranging the order of what happened.
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â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘
human vs. human human vs. society
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LITER ARY ANALYSIS 8 3 * 5 * / ( " / % 3 & 4& " 3 $ )
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The exposition reveals the background infor mation that readers need to understand the story. In an artful exposition, this information seems to be a natural part of telling the story. Readers are often introduced to the setting and main characters.
The climax is a moment of tension in the story when some decisive action is taken. It is the turning point for the main character, or protagonist.
3JTJOH "DUJPO The rising action describes conflict that arises when forces of some sort work against, or oppose, each other. It is a series of events that thicken, or develop, the story. A problem arises or comes to the forefront.
'BMMJOH "DUJPO The falling action shows the consequences, or results, of the climax.
3FTPMVUJPO The resolution occurs when the conflict is resolved and the story draws to a close.
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$IBSBDUFS Think about the people in your life and how well you know them. You could probably rattle off a lot of details about your family and close friends, such as their likes, dislikes, skills, and accomplishments. You know less about the lives of your acquaintancesâ&#x20AC;&#x201D;people like your dentist or your neighbor. Then there are strangers that you cross paths with, like the people you pass in the street, about whom you know next to nothing. Just as you have to pick and choose the people you want to get to know, authors must focus their attention on certain characters. In most stories, there are only a handful of characters you â&#x20AC;&#x153;get to know.â&#x20AC;?
5IF UFSNT iSPVOE DIBSBDUFSw BOE iGM U DIBSBDUFSw XFSF DPJOFE CZ & . 'PSTUFS UIF &OHMJTI OPWFMJTU XIP XSPUF Howards End.
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The most complex people in a story are called round characters. Round characters are the objects of the authorâ&#x20AC;&#x2122;s (and the readerâ&#x20AC;&#x2122;s) attention. They are the people we know the most about. Round characters usually change in some way over the course of the story.
The simplest people in a story are called flat characters. They are the people we know the least about. Often, a flat character is defined by one major personality trait or feature. Flat characters rarely change over the course of the story.
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LITER ARY ANALYSIS 8 3 * 5 * / ( " / % 3 & 4& " 3 $ )
5SJDLTUFS -PLJ is a shape-shifting trickster god in Nordic mythology. In addition to frequent cameos across the history of Scandinavian literature, Loki was featured as a character in Neil Gaimanâ&#x20AC;&#x2122;s 4BOENBO comic books.
1VDL got his start in old English folklore, when he was a hobgoblin. Later, in medieval times, he became known as the fairy Robin Goodfellow. But the bestknown Puck is probably the trickster in Shakespeareâ&#x20AC;&#x2122;s " .JETVNNFS /JHIU T %SFBN in which he appears as the mischievous servant of King Oberon. (See pages 964â&#x20AC;&#x201C;965.)
The trickster is a type of character that has been around for a long time. When a certain type of character crops up in different forms across many cultures, it becomes known as an BSDIFUZQF. All tricksters share similar characteristics. They live off their wits, getting through tough situations by tricking others. Theyâ&#x20AC;&#x2122;re clever and foolish at the same time. Theyâ&#x20AC;&#x2122;re cunning, prideful, and generally very entertaining. By taking a closer look at three prominent trickstersâ&#x20AC;&#x201D;-PLJ 1VDL and #S FS 3BCCJUâ&#x20AC;&#x201D;you can get an idea of how that archetype has evolved over time and across cultures.
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#S FS 3BCCJU was immortalized by Joel Chandler Harris in the Uncle Remus stories, but long before that, the trickster was a folk hero in African-American storytelling. But the rabbit tricksterâ&#x20AC;&#x2122;s roots can be traced back even further than that to Africa, where the hare has long been part of oral tradition.
XXX 48BEWBOUBHF DPN
757
.-" 8PSLT $JUFE &OUSJFT 4BNQMF 8PSLT $JUFE 1BHF
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Adler, Alfred, et al. $P 0QFSBUJPO CFUXFFO UIF 4FYFT 8SJUJOHT PO 8PNFO BOE .FO -PWF BOE .BSSJBHF BOE 4FYVBMJUZ. W.W. Norton, 1982.
â&#x20AC;&#x201D;. 4VQFSJPSJUZ BOE 4PDJBM *OUFSFTU " $PMMFDUJPO PG -BUFS 8SJUJOHT. W.W. Norton, 19 79.
Biden, Joe. â&#x20AC;&#x2DC;We Veeps Stick Together. Jill and I, and All of the Bidens, Are with You, Julia. Pic.twitter.com/JP0c2wtrJ6.â&#x20AC;?5XJUUFS, Twitter, 28 Sept. 2017, twitter.com/JoeBiden/status/913531470001602565.
Catlovers. â&#x20AC;&#x153;This Tiger Steps Gently.â&#x20AC;? XXX flJDLS DPN 1IPUPT 4 !/ 4
Coomaraswamy, Ananda K. â&#x20AC;&#x153;Sir Gawain and the Green Knight: Indra and Namuci.â&#x20AC;? 4QFDVMVN, vol. 19, no. 1, 1944, pp. 104-125., doi:10.2307/2856858.
â&#x20AC;&#x153;Rhino.â&#x20AC;? 88', World Wildlife Fund, www.worldwildlife.org/species/rhino.
Turteltaub, Jon, director. $PPM 3VOOJOHT Walt Disney Pictures, 1993.
Center the title of your bibliography at the top of the first page. The authorâ&#x20AC;&#x2122;s name is always listed last name first. Entries should be arranged in alphabetical order. If you list more than one work by the same author, use three dashes instead of writing the name out again.
Use of online handles and screen names is allowed. Titles of long works like books and magazines should be italicized. Titles of shorter works like articles and poems should be in quotation marks.
DOIs should be used instead of URLs if they are known. Double space the entire works cited list. Make sure the second line of each entry (and each subsequent line) is indented.
Website URLs should be included in your citation. Use alphabetical order throughout your bibliography. 818
DOCUMENTING SOURCES 8 3 * 5 * / ( " / % 3 & 4& " 3 $ )
4BNQMF 8PSLT $JUFE &OUSJFT #PPL 0OF "VUIPS
.JDSPfiDIF "SUJDMF
Chabon, Michael. 5IF "NB[JOH "EWFOUVSFT PG ,BWBMJFS $MBZ B /PWFM Random House Trade Paperbacks, 2012.
Smith, John. â&#x20AC;&#x153;Welfare Reform Suffers Blow.â&#x20AC;? 4QPLBOF +PVSOBM 25 January 1990. .JDSPGPSN /FXT#BOL 8FMGBSF BOE 4PDJBM 1SPCMFNT 5 (1990): fiche 2, grids A9011.
#PPL .VMUJQMF "VUIPST Strunk, William. 5IF &MFNFOUT PG 4UZMF Rockland Press, 2017.
&EJUFE #PPL
.BQ PS $IBSU â&#x20AC;&#x153;Southwest USA.â&#x20AC;? 3BOE .D/BMMZ 3PBE "UMBT Rand McNally , 2017.
Kane, Thomas S., et al., editors. 8SJUJOH 1SPTF 5FDI OJRVFT BOE 1VSQPTFT Oxford University Press, 2003.
5FMFWJTJPO 1SPHSBN
*OGPSNBUJPO GSPN BO &ODZDMPQFEJB
(PWFSONFOU 1VCMJDBUJPO
Beller, Steven. â&#x20AC;&#x153;Vienna.â&#x20AC;? 8PSME #PPL Beasley, Maurine H. â&#x20AC;&#x153;Eleanor Roosevelt.â&#x20AC;? 8PSME #PPL worldbookonline.com/student/home.
US Census Bureau. â&#x20AC;&#x153;Statistical Abstract of the United States: 2012.â&#x20AC;? $FOTVT HPW, 1 Aug. 2011, www.census.gov/library/publications/2011/compendia/ statab/131ed.html.
.BHB[JOF "SUJDMF 1SJOU
*OUFSWJFX
Zakaria, Fa reed. â&#x20AC;&#x153;A New Afghanistan Stratgy.â&#x20AC;? /FXT XFFL 9 Feb. 2009, pp. 36-37.
Meyers, Davin. â&#x20AC;&#x153;Personal Interview.â&#x20AC;? 4 May 2009.
-FDUVSF PS 4QFFDI
4DIPMBSMZ +PVSOBM "SUJDMF 0OMJOF %BUBCBTF
Mason, Nathaniel. â&#x20AC;&#x153;Eliminating World Hunger.â&#x20AC;? World Bank Forum. WBH Convention, 14 Aug. 2010, Denver, Livingston Hotel.
8FCTJUF
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/FXTQBQFS "SUJDMF Wronski, Richard. â&#x20AC;&#x153;Prairie Parkway Project on a Road to Nowhere?â&#x20AC;? $IJDBHP 5SJCVOF 4 May 2009.
â&#x20AC;&#x153;State of Denial.â&#x20AC;? .JOVUFT, CBS, 1 Oct. 2006.
'JMN Kenner, Robert, director. "NFSJDB T &OEBOHFSFE 4QFDJFT %PO U 4BZ (PPE #ZF National Geographic Society, 2008.
. " ,& 5) & ( 3 " %& Your teacher will look at your works cited list to see how thorough your research was. The works cited page identifies how many sources you consulted, the types of sources you consulted, where those sources can be found, how up-to-date those sources are.
XXX 48BEWBOUBHF DPN
If your works cited list shows that you relied on only one book, periodical, database or website for all your sources, your teacher may conclude that you didnâ&#x20AC;&#x2122;t spend enough time researching the topic.
819
"1" 8PSLT $JUFE &OUSJFT #PPLT 4JOHMF "VUIPS #PPL Authorâ&#x20AC;&#x2122;s last name, first initials (Year). 5JUMF PG CPPL (Edition number). City of publication, state: Name of publisher.
/PUF For first editions, no edition number is needed. Turner, H. R. (1995). Science in Medieval Islam (3rd ed.). Austin, TX: University of Texas Press.
#PPL XJUI .PSF UIBO 0OF "VUIPS Authorâ&#x20AC;&#x2122;s last name, first initials, & Authorâ&#x20AC;&#x2122;s last name, first initials (Year). 5JUMF PG #PPL (Edition number). City of publication, state: Name of publisher.
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Authorâ&#x20AC;&#x2122;s last name, first initials (Year). Title of article. /BNF PG +PVSOBM WPMVNF OVNCFS (issue number), page numbers.
Authorâ&#x20AC;&#x2122;s last name, first initials (Year published, month and day). Title of article. /BNF PG .BHB[JOF WPMVNF OVNCFS, page numbers.
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Authorâ&#x20AC;&#x2122;s last name, first initials (Year). Title of article. /BNF PG +PVSOBM WPMVNF OVNCFS (issue number), page numbers. doi number. Herbs-Damm, K. L. (2005). Volunteer support, marital status, and the survival times of terminally ill patients. Health Psychology, 24, 225-229. doi: 10.1037/0278-6133.24.2.22.
0OMJOF +PVSOBM "SUJDMF 8JUIPVU B %JHJUBM 0CKFDU *EFOUJ fiFS %0*
/FXTMFUUFS "SUJDMF Authorâ&#x20AC;&#x2122;s last name, first initials (Year published, month and day). Title of article. 5JUMF PG UIF 1VCMJDBUJPO WPMVNF OVNCFS page numbers.
/FXTQBQFS "SUJDMF Authorâ&#x20AC;&#x2122;s last name, first initials (Year published, month and day). Title of article. 5JUMF PG /FXTQBQFS, page numbers.
/PUF Page numbers should be preceded with p. or pp. Jones, P. H. (1999, February 16). In forecasting emotions, most people flunk out. New York Times, pp. A20-23.
Authorâ&#x20AC;&#x2122;s last name, first initials (Year). Title of article. /BNF PG +PVSOBM WPMVNF OVNCFS (issue number), page numbers. Retrieved from URL.
/FXTQBQFS "SUJDMF /P "VUIPS
Chandra, A., & Acosta, J. D. (2010). Disaster recovery also involves human recovery. JAMA, 304, 1608-1609. Retrieved from http://jama.amaassn.org/cgi/content/extract/304/14/1608.
Amazing Amazon region. (1989, January 12). New York Times, pp. D11, D14.
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Title of article. (Year published, month and day). 5JUMF PG /FXTQBQFS, page numbers.
DOCUMENTING SOURCES 8 3 * 5 * / ( " / % 3 & 4& " 3 $ )
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0UIFS &ODZDMPQFEJB &OUSZ Authorâ&#x20AC;&#x2122;s last name, first initials (Year). Title of article. 5JUMF PG FODZDMPQFEJB (Edition, volume number, page numbers). City of publication, state: Name of publisher.
/PUF If the author is not provided, begin the reference with the entry title and date of publication. Isenberg, G. I. & Netravali, A. N. (2009). Television. The world book encyclopedia (2009 ed., Vol. 26, pp. 110-128). Chicago, IL: World Book.
5FDIOJDBM BOE 3FTFBSDI 3FQPSUT Authorâ&#x20AC;&#x2122;s last name, first initials (Year). 5JUMF PG XPSL (Report No. xxxx). City of publication, state: Name of publisher.
1VCMJTIFE %PDUPSBM %JTTFSUBUJPO BOE .BTUFS T 5IFTJT Authorâ&#x20AC;&#x2122;s last name, first initials (Year). 5JUMF PG EPDUPSBM EJTTFSUBUJPO PS NBTUFS T UIFTJT (Doctoral dissertation or masterâ&#x20AC;&#x2122;s thesis). Retrieved from Name of database. (Accession or Order No.).
XXX 48BEWBOUBHF DPN
6OQVCMJTIFE %PDUPSBM %JTTFSUBUJPO BOE .BTUFS T 5IFTJT Authorâ&#x20AC;&#x2122;s last name, first initials. (Year). 5JUMF PG EPDUPSBM EJTTFSUBUJPO PS NBTUFS T UIFTJT (Unpublished doctoral dissertation or masterâ&#x20AC;&#x2122;s thesis). Name of institution, Location.
.PUJPO 1JDUVSF Producerâ&#x20AC;&#x2122;s last name, first initials. (Producer), & Directorâ&#x20AC;&#x2122;s last name, first initials (Director). Year of release. 5JUMF PG NPUJPO QJDUVSF [Motion picture]. Country of origin: Name of studio.
.VTJDBM 3FDPSEJOH Writerâ&#x20AC;&#x2122;s last name, first initials. (Copyright year). Title of song [Recorded by Name of artist if different from writer]. On 5JUMF PG BMCVN [Medium of recording: CD, record, cassette, etc.]. Location: Label (date of recording if different from song copyright date). lang, k. d. (2008). Shadow and the frame. On Watershed [CD]. New York, NY: Nonesuch Records.
821
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World Literature Time Line . . . . . . . . . . . . . . . . . 920 Shakespeare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 960
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953
THE FIRST PERIOD
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In Shakespeareâ&#x20AC;&#x2122;s time, the English didnâ&#x20AC;&#x2122;t care about keeping careful records about matters that didnâ&#x20AC;&#x2122;t relate to the affairs of the Church or State. The information we have about Shakespeareâ&#x20AC;&#x2122;s
William Shakespeare was born in the small market town of Stratford-upon-Avon, the third of eight children. Traveling companies of professional actors began performing in Stratford.
life has been culled from records that are few and incomplete by modern standards,
He began attending the Stratford grammar school. Students spent around 9 hours a day studying mostly Latin. This might have been Shakespeareâ&#x20AC;&#x2122;s first exposure to ancient Roman authors like Cicero, Ovid, Plautus, Seneca, and Virgil, who were major influences on his work later in life.
including church registers and accounts of business dealings. By relating these records to what they know about English history, scholars have put together a fairly comprehensive account of his life. Still,
Shakespeare received a license to marry Anne Hathaway, the daughter of a local farmer.
gaps remain.
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Anne gave birth to the coupleâ&#x20AC;&#x2122;s first child, Susanna.
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Anne gave birth to twins, Judith and Hamnet. o The so-called lost years. Scholars have proposed a number of theories about Shakespeareâ&#x20AC;&#x2122;s activities during this time, but no one knows exactly what he was up to. Shakespeare arrived in London and began to work in the theater. Turning to poetry because of the frequently closed theaters, Shakespeare published 7FOVT BOE "EPOJT, a volume of poetry that drew on the Ovidâ&#x20AC;&#x2122;s .FUBNPSQIPTFT. It was so popular that it was reprinted at least 15 times during his life.
Shakespeareâ&#x20AC;&#x2122;s son, Hamnet, died. The playwright purchased New Place, one of Stratfordâ&#x20AC;&#x2122;s two largest townhouses. Shakespeare became one of six shareholders who signed The Globe Theatreâ&#x20AC;&#x2122;s lease. Queen Elizabeth I died. She was succeeded by her cousin King James I, who actively supported the theater. He issued a royal license to Shakespeare and his fellow players that allowed the company to call itself The Kingâ&#x20AC;&#x2122;s Men. In return, the actors regularly entertained the king at court.
Shakespeare became a shareholder in the Lord Chamberlainâ&#x20AC;&#x2122;s Men, a theater company in London. His position as a shareholder helped him achieve a level of financial success unmatched by the dramatists of the age, many of whom lived in poverty.
4IBLFTQFBSF T 4POOFUT, a collection of more than 150 poems, was published. In the late 1500s, it was fashionable for English gentlemen authors to write sequences of sonnets.
He published 5IF 3BQF PG -VDSFDF, another volume based on the works of Ovid. Despite the commercial success of these early publications, Shakespeare made no effort to make a career as a poet.
The writer bought a house in London.
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Shakespeare became widely known as Englandâ&#x20AC;&#x2122;s most successful playwright. Shakespeare died.
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XXX 48BEWBOUBHF DPN
961
1590 –1591
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The plays of William Shakespeare’s first period tend to follow their sources more closely than the plots of Shakespeare’s later works. Generally, the plots consist of a series of loosely related episodes, rather than a tightly integrated dramatic
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structure. Generally, the plays emphasize events more than the portrayal of character. In his first period, Shakespeare’s use of language indicates that he was still struggling to develop his own flexible poetic style. For example, his descriptive poetry in this period is more flowery than directly related to the development of the characters of the story. Speeches often use highly patterned schemes that involve word and sound repetitions.
962
THE FIRST PERIOD 4) " , & 41 & " 3 &
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XXX 48BEWBOUBHF DPN
963
1595â&#x20AC;&#x201C;1600
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The focus of Shakespeareâ&#x20AC;&#x2122;s second period was historical drama and Elizabethan romantic comedy. Particularly in his histories and comedies of this period, Shakespeare demonstrated his genius for weaving various dramatic actions into a
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unified plot, rather than writing a series of loosely connected episodes. Throughout the second period, Shakespeare steadily developed the matchless gift for characterization that marks the great tragedies he produced in the early 1600s.
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965
5IF 4FDPOE 1FSJPE 5IFBUFS $PNQBOJFT After arriving in London, Shakespeare began an association with one of the cityâ&#x20AC;&#x2122;s repertory theater companies. These companies consisted of a permanent cast of actors who presented a variety of plays week after week. The companies had aristocratic patrons, and the players were technically servants of the nobles who sponsored them. But the companies were commercial operations that depended on selling tickets to the general public for their income.
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During most of Shakespeareâ&#x20AC;&#x2122;s lifetime, England was ruled by Queen Elizabeth I. Her reign is often called the Elizabethan Age.
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Shakespeareâ&#x20AC;&#x2122;s works reflect the cultural, social, and political conditions of the Elizabethan Age. Knowledge of these conditions can provide greater knowledge of Shakespeareâ&#x20AC;&#x2122;s plays and poems.
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Elizabethans believed in ghosts, witches, and magicians. No biographical evidence exists that Shakespeare had such beliefs, but he used them effectively in his works. Ghosts play an important part in )BNMFU +VMJVT $BFTBS .BDCFUI and 3JDIBSE *** Witches are major characters in .BDCFUI Prospero, the hero of 5IF 5FNQFTU is a magician.
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Elizabethans were keenly aware of death and the brevity of life. They lived in constant fear of plague. When an epidemic struck, they saw victims carted off to common graves.
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Yet death and violence also fascinated many Elizabethans. Londoners flocked to public beheadings of traitors, whose heads were exhibited on poles. They also watched as criminals were hanged, and they saw the corpses dangle from the gallows for days.
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Elizabethan literature mirrored the violence and death characteristic of English life. Shakespeareâ&#x20AC;&#x2122;s tragedies, like other Elizabethan tragedies, involve the murder or suicide of many of the leading characters.
â&#x20AC;˘
In spite of their tolerance of cruelty, Elizabethans were extremely sensitive to beauty and grace. They loved many forms of literature, including poetic drama, narrative and lyric poetry, prose fiction, and essays. People of all classes enjoyed music, and English composers rivaled the finest composers in all of Europe.
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â&#x20AC;˘ In Shakespeareâ&#x20AC;&#x2122;s time, early modern English was still assuming its fully modern form.
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Shakespeare and other Elizabethan writers looked upon the English language as alive and changing. They did not consider it fixed for all time in a set of correct, unbreakable rules.
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â&#x20AC;˘ Shakespeare experimented freely with
sentence structure and vocabulary to create special effects. He also used various literary devices to present information.
â&#x20AC;˘ His style is probably best known for its bril-
liant use of language to create vivid pictures in the mind.
â&#x20AC;˘ Since his death, Shakespeareâ&#x20AC;&#x2122;s style has helped shape the language of all English-speaking countries. Many later writers in English have accepted the Elizabethan style as their model. As a result, a large chunk of English and American literature reflects certain characteristics of Elizabethan writing.
â&#x20AC;˘ Shakespeareâ&#x20AC;&#x2122;s vocabulary of
about 29,000 words is remarkably rich. Like his fellow writers, he put old words to new uses, borrowed from other languages, and invented new terms.
â&#x20AC;˘ What sets apart Shakespeareâ&#x20AC;&#x2122;s verbal
creativity is that so many of his innovations were adopted by English speakers. Thomas Nashe, a contemporary of Shakespeareâ&#x20AC;&#x2122;s, also freely invented words, but most of them are now forgotten.
â&#x20AC;˘ The richness of Shakespeareâ&#x20AC;&#x2122;s vocabulary sometimes raises difficulties for modern readers. Not all the words and meanings used by Shakespeare remain current.
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XXX 48BEWBOUBHF DPN
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Parts of Speech . . . . . . . . . . . . . . . . . . . . . . . . . . ....
Punctuation Rules . . . . . . . . . . . . . . . . . . . . . . . . .... Canadian Constitution (annotated) . . . . . . . . . . . .... British North America Act (excerpts) . . . . . . . . . .... Foreign Language. . . . . . . . . . . . . . . . . . . . . . . . . ....
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1BSUT PG 4QFFDI The English language has eight basic parts of speech, which are listed here alphabetically. Each part of speech serves a distinct gram matical function, although occasionally one part of speech may be altered to serve a different use. (For example, some verb forms can act as nouns or modifiers.) The table below provides quick definitions and examples of usage for the basic parts of speech.
"EWFSCT modify verbs, other adverbs, adjectives,
"EKFDUJWFT modify nouns or pronouns.
•
$PPSEJOBUJOH DPOKVODUJPOT (such as BOE, CVU, and PS) connect two independent clauses.
•
4VCPSEJOBUJOH DPOKVODUJPOT (such as BT, CFDBVTF,
•
%FTDSJQUJWF BEKFDUJWFT provide additional information about the object or person being described. Degrees of comparison are usually indicated by the suffixes -FS for the comparative degree and -FTU for the superlative (fat, fatter, fattest), although some adjectives require the use of NPSF and NPTU (beautiful, more beautiful, most beautiful). A few adjectives have special comparative forms (good, better, best; bad, worse, worst).
•
*OUFOTJGZJOH BEKFDUJWFT which emphasize the
•
1PTTFTTJWF BEKFDUJWFT which show ownership, are related to personal pronouns, as can be seen in the chart below.
•
related noun or pronoun, are related to the personal pronouns.
phrases, and clauses. Degrees of comparison are usually indicated by the use of more and most (quickly, more quickly, most quickly).
$POKVODUJPOT are used to connect individual words or groups of words. When conjunctions are used to connect clauses, either coordinating or subordinating conjunctions are used.
*OUFSKFDUJPOT are exclamatory expressions with no grammatical relation to the sentence in which they occur. ((PTI, is it really that late?)
/PVOT are words that are used to represent a person, animal, place, thing, idea, or quality. Nouns may be singular (referring to one) or plural (referring to more than one).
•
$PMMFDUJWF OPVOT refer to groups of people or animals
•
$PNNPO OPVOT refer to any person, animal, or place (a relative, a pet, a town).
•
1SPQFS OPVOT refer to a particular person, animal,
%FNPOTUSBUJWF BEKFDUJWFT (this, that, etc.) are used to indicate specific nouns. (Have you read UIJT book?)
/VNCFS Singular
Plural
986
1FSTPO
*OUFOTJGZJOH "EKFDUJWF
1PTTFTTJWF "EKFDUJWF
and VOUJM) connect an independent clause to one that is dependent on it.
(family, herd). When the group is being emphasized, a collective noun is treated as singular, but when the collective noun refers to the members in the group, it is treated as plural.
GJST
NZTFMG
NZ
TFDPOE
ZPVSTFMG
ZPVS
UIJSE
IJNTFMG
IJT
1SFQPTJUJPOT show the relationship between a
IFSTFMG
IFS
JUTFMG
JUT
GJST
PVSTFMWFT
PVS
noun (or pronoun) and another part of the sentence. Common prepositions include at, between, for, of, and with. A pronoun following a preposition is always in the objective case.
TFDPOE
ZPVSTFMWFT
ZPVS
UIJSE
UIFNTFMWFT
UIFJS
or place (Uncle Charlie, Fido, New York City).
"5 " ( - " / $ &
1SPOPVOT are words that can be used instead of nouns. The noun replaced by a pronoun is called the antecedent.
â&#x20AC;¢ â&#x20AC;¢ â&#x20AC;¢ â&#x20AC;¢ â&#x20AC;¢
*OEFGJ JUF QSPOPVOT (each, all, etc.) do not have a clear antecedent. (&BDI tried to succeed, but none did.)
/VNCFS
1FSTPO
/PNJOBUJWF
0CKFDUJWF
1PTTFTTJWF
Singular
GJST
*
NF
NJOF
TFDPOE
ZPV
ZPV
ZPVST
UIJSE
IF
IJN
IJT
TIF
IFS
IFST
JU
JU
JUT
GJST
XF
VT
PVST
TFDPOE
ZPV
ZPV
ZPVST
UIJSE
UIFZ
UIFN
UIFJST
which) are used to ask questions about unknown nouns. (8IP came? 8IBU did she say?)
1FSTPOBM QSPOPVOT are listed in the chart at right. 3FGM YJWF QSPOPVOT (myself, yourself, himself, herself, itself, ourselves, yourselves, themselves) refer back to the person performing an action. (He taught IJNTFMG.)
Plural
3FMBUJWF QSPOPVOT (who, whom, whose, that, what, which) introduce subordinate clauses and replace nouns or pronouns in the main clause. (He is the man XIP tried to help me.)
being. There are four types of verbs: USBOTJUJWF, JOUSBO TJ UJWF, MJOLJOH, and BVYJMJBSZ. All verbs have four forms: the JOfiOJUJWF (to sing), the QSFTFOU (sing), the QBTU (sang), and the QBTU QBSUJDJQMF (sung).
5ZQFT PG 7FSCT 5SBOTJUJWF WFSCT show an action that has an effect on an object. (John TBOH the song.)
â&#x20AC;¢
*OUSBOTJUJWF WFSCT do not have an effect on an
â&#x20AC;¢
-JOLJOH WFSCT equate a subject and its predicate.
â&#x20AC;¢
$BTF
*OUFSSPHBUJWF QSPOPVOT (who, whom, whose, what,
7FSCT are used to express an action or a state of
â&#x20AC;¢
1FSTPOBM 1SPOPVOT
object. (John TXBN.) (John JT good.)
"VYJMJBSZ WFSCT are used with other verbs to indicate tense. (John IBT sung the ballad many times. John XJMM swim tomorrow.)
Verbs vary according to tense, mood, and voice.
5FOTF The tense of a verb indicates time. 1BTU, QSFTFOU, and GVUVSF are the three main tenses in English. In addition, English uses the QSFTFOU QFSGFDU, the QBTU QFSGFDU, and the GVUVSF QFSGFDU. The present and past perfect tenses are used to give more information
XXX 48BEWBOUBHF DPN
about the past. The present perfect indicates that something has occurred at some indefinite time in the past, while the past perfect indicates that something has occurred at a particular time in the past. Similarly, the future perfect indicates that something will occur at some particular time in the future. (She has taken a nap. By teatime, she had taken a nap. By dinnertime, she will have taken her nap.) These tenses are formed by combining auxiliary verbs with the past participle.
.PPE English has three moods: JOEJDBUJWF, JNQFSBUJWF, and TVCKVODUJWF. The indicative is used for statements of fact or questions (I am coming. Are you coming?); the imperative to give commands (Come here!); and the subjunctive mainly to express wishes (I wish you were here) and statements contrary to fact (If you were here, I would be happy).
7PJDF Verbs may either be BDUJWF or QBTTJWF. A verb in the active voice shows that the subject has performed the action, while a verb in the passive voice shows that the subject has received the action. (I threw the ball. The ball was thrown.)
987
1VODUVBUJPO 3FWJFX Questions of punctuation are always a serious concern in formal writing. The following pages provide a brief review of major types of punctuation. Good style in punctuating, especially in the use of commas, often depends on a grasp of English grammar. There are two issues in punctuating. The first is a simple question of right and wrong. A writer who ends each sentence with a colon rather than a period is simply wrong. Sentences cannot end with a colon. The second issue is less clear- cut. For example, in some cases, the writer may choose punctuation to suit his or her taste: a semicolon to separate two closely related thoughts, or a period. Writers learn with practice which possibility to choose to make their meaning clearest.
$PNNBT The most common mistakes in comma usage are using too many and using commas instead of semicolons to join two independent clauses.
â&#x20AC;¢
8IBU B HPPE CPZ 1BVM JT *T 1BVM B HPPE CPZ 1BVM JT B HPPE CPZ The most common mistake in end punctuation usage is to punctuate as a sentence a group of words that is not a sentence. A sentence must, as a minimum, have a subject and a verb. In addition, it must not have been transformed into an adjective clause by the addition of a subordinate conjunction, nor into a relative clause by the use of a relative pronoun. Such clauses should not be punctuated as separate sentences, but only as parts of some other, longer sentence.
988
tences are joined together by a coordinating conjunction, put a comma before the conjunction. (This comma is often omitted when the clauses being joined are especially short.) Do not use commas when only a part of the sentence has been compounded. 4IF HPU VQ UP DMPTF UIF XJOEPX CVU IF BTLFE IFS UP TJU EPXO BHBJO
â&#x20AC;¢
&OE QVODUVBUJPO There are three kinds of end punctuation: the QFSJPE, the RVFTUJPO NBSL, and the FYDMBNBUJPO QPJOU. Every sentence must end with one of these marks. The exclamation point ends an exclamatory sentence, and the question mark is at the end of a question. All other sentences end with a period.
$PNQPVOE TFOUFODFT When two simple sen-
"EWFSCJBM DMBVTFT An adverbial clause at the beginning of a sentence is set off from the rest of the sentence by a comma. Such a clause at the end of a sentence is not set off. 8IFO XF HPU CBDL GSPN UIF CFBDI XF XFSF UPP UJSFE UP FBU EJOOFS 8F XFSF UPP UJSFE UP FBU EJOOFS XIFO XF HPU CBDL GSPN UIF CFBDI
â&#x20AC;¢
$MBSJUZ Sometimesâ&#x20AC;&#x201D;but very rarelyâ&#x20AC;&#x201D;a comma is needed to avoid confusion and to make a sentence clearer: 5P +PIO .BUJMEB XPVME BMXBZT CF B NZTUFSZ
4FOUFODF 'SBHNFOU "MUIPVHI * MJLF UIF EFTJHO
$PSSFDUJPOT (1) * MJLF UIF EFTJHO (2) "MUIPVHI * MJLF UIF EFTJHO * EPO U DBSF UP VTF JU JO B MJWJOH SPPN
1FSJPET Besides its use at the end of a sentence, the period is used after initials (5 4 &MJPU) and after many other abbreviations, including those of months ('FC.), countries (6 4 ".), states (5FOO.), and other commonly abbreviated forms (4U , "WF., %S , .S., and so on).
"5 " ( - " / $ &
â&#x20AC;¢
1BSFOUIFUJDBM FYQSFTTJPOT Parenthetical expressions are set off by commas. These include yes, no, and mild interjections (those not followed by an exclamation point), such as XFMM and PI, 8FMM JU T UJNF UP MFBWF nouns of address, )PX JT ZPVS HBSEFO HSPXJOH .BSZ and such expressions as PG DPVSTF and IPXFWFS. 8F XJMM PG DPVSTF CF SFBEZ PUIFST IPXFWFS NBZ OPU CF
â&#x20AC;¢
4FSJFT Use commas after all but the last item in a series. )FS 3VTTJBO XBT CBSFMZ QBTTBCMF CVU TIF XBs flVFOU JO &OHMJTI 'SFODI *UBMJBO BOE .BOEBSJO
â&#x20AC;¢
/POSFTUSJDUJWF SFMBUJWF DMBVTFT A nonrestrictive relative clause is set off from the rest of the sentence by commas. So, too, are expressions that derive from nonrestrictive clauses, such as appositives and nonrestrictive participles and participial phrases. .S +BDLTPO TUBOEJOH PO UIF NBLFTIJGU QMBUGPSN HBWF B SPVTJOH DBNQBJHO TQFFDI
4FNJDPMPOT Use a semicolon to join two sentences without using a conjunction. The semicolon is also used when two sentences are joined by such an expression as therefore or however. 5XP QMVT UXP FRVBMT GPVS UIFSFGPSF, fiWF JT OPU BO BDDFQUBCMF BOTXFS The semicolon is also used to separate the items in a series when there are already commas within individual elements of the series: )F IBT MJWFE JO .PMJOF *MMJOPJT #PVMEFS $PMPSBEP BOE 4FBUUMF 8BTIJOHUPO
%BTIFT The dash indicates a sudden break or change of emphasis in a sentence: * IBWF IFSF BÂ&#x2030;OPX XIFSF EJE * QVU UIBU UIJOH Dashes can also be used to set off an appositive when the appositive is to be emphasized or when it contains commas within it.
1BSFOUIFTFT Parentheses set off material in a sentence that is separate or apart from the main thought. 4IF USBWFMFE UISPVHI %BWFOQPSU B DJUZ JO XIJDI TIF PODF MJWFE BOE PO UPXBSE $IJDBHP
2VPUBUJPOT A direct quotationâ&#x20AC;&#x201D;the exact words that someone has said or writtenâ&#x20AC;&#x201D;is enclosed in quotation marks. If the quotation is included within another sentence, it is set off from the rest of the sentence by commas: â&#x20AC;&#x153;* UIJOL w IF TBJE iUIBU ZPV BSF PO UIF SJHIU USBDL w When more than one person is being quoted, as in a conversation, begin a new paragraph for each change of speaker. Question marks and exclamation points are placed inside the quotation marks if they are part of the quote i8IP BSF ZPV w TIF BTLFE and outside if they apply to the sentence as a whole 8IP XBT JU UIBU TBJE i* TIBMM SFUVSOw Periods and commas are always placed inside quotation marks, while the semicolon and colon are always placed outside. Do not use quotation marks for an indirect quotation, that is, one that does not report someoneâ&#x20AC;&#x2122;s exact words: )F TBJE UIBU JU XBT SBJOJOH
$PMPOT The main use of a colon is to introduce a list, an example, a question, or a long quotation. 5IF RVFTUJPO JT UIJT 8IBU TIPVME XF EP OFYU A colon used in this way should always follow a noun or a pronoun, never a verb or a preposition. It may also come after the expressions BT GPMMPXT and UIF GPMMPXJOH.
XXX 48BEWBOUBHF DPN
989
1VODUVBUJPO 4VNNBSZ *UBMJDT Words to be set in italics are indicated in typed or handwritten material by an underline. Italics are used to single out words, phrases, or even sentences for special emphasis. Titles of books, plays, magazines, and newspapers, and the names of ships, trains, and airplanes, are italicized. (Shorter works like poems and stories are put in quotation marks.)
4ZNCPM /BNF
6TF
QFSJPE
1MBDFE BU FOE PG TUBUFNFOUT 6TFE BGUFS JOJUJBMT 6TFE BGUFS BCCSFWJBUJPOT
RVFTUJPO NBSL
1MBDFE BU FOE PG TFOUFODFT UIBU BTL TPNFUIJOH 6TFE JO QBSFOUIFTFT UP FYQSFTT EPVCU
FYDMBNBUJPO QPJOU
1MBDFE BU FOE PG TUBUFNFOUT UIBU TIPX TUSPOH GFFMJOHT
DPNNB
6TFE UP TFQBSBUF JUFNT JO B TFSJFT 6TFE UP TFQBSBUF UXP DMBVTFT PG B DPNQPVOE TFOUFODF KPJOFE CZ B DPPSEJOBUJOH DPOKVODUJPO
5IF "EWFOUVSFT PG 5PN 4BXZFS )BNMFU /BUJPOBM (FPHSBQIJD the 5JUBOJD â&#x20AC;&#x153;Annabel Leeâ&#x20AC;? â&#x20AC;&#x153;The Masque of the Red Deathâ&#x20AC;?
6TFE UP TFU PGG QB FOUIFUJDBM JOGPSNBUJPO 6TFE UP TFU PGG BQQPTJUJ FT 6TFE UP TFU PGG BO J USPEVDUPSZ NPEJGJF 1MBDFE BGUFS PS CFGPSF UIF OBNF PG TPNFPOF CFJOH BEESFTTFE 6TFE CFGPSF BO FYBDU RVPUBUJPO PS UP DPODMVEF B TUBUFNFOU JO RVPUBUJPO NBSLT
$BQJUBMJ[BUJPO All proper nouns (names of specific persons, beings, places, or things) are capitalized. In addition, capitalize the first word of every sentence; the first word of a direct quotation embedded in another sentence; the names of groups, associations, and businesses; the letters of some abbreviations; and all historic events, buildings, monuments, and documents: (FOFSBM .PUPST /"4" *OEFQFOEFODF 8PSME 8BS **
(SBOU T 5PNC %FDMBSBUJPO PG
Titles used with proper nouns are capitalized: %S #SPXO 4FOBUPS %PVHMBT Also capitalized are the first, last, and important words in titles of printed texts. Prepositions, articles, and conjunctions are not capitalized unless they are the first or last word of the title.
1MBDFE BGUFS ZFT OP PI BOE XFMM BOE BMTP BGUFS JOUFSKFDUJPOT 6TFE JO EBUFT UP TFQBSBUF UIF EBZ BOE ZFBS 6TFE UP TFQBSBUF UIF OBNF PG B DJUZ BOE TUBUF PS QSPWJODF i w RVPUBUJPO NBSLT
6TFE UP TFU PGG TPNFPO T FYBDU XPSET
A TJOHMF RVPUBUJPO NBSLT
6TFE GPS RVPUFE TQFFDI XJUIJO B RVPUFE TFOUFODF
TFNJDPMPO
6TFE UP TFQBSBUF JOEFQFOEFOU DMBVTFT DMPTFMZ SFMBUFE UP FBDI PUIFS 6TFE UP TFQBSBUF JUFNT JO B TFSJFT XIFO UIF JUFNT JODMVEF DPNNBT
DPMPO
6TFE UP TFQBSBUF JOEFQFOEFOU DMBVTFT XIFO UIF TFDPOE DMBVTF QSPWJEFT BEEJUJPOBM JOGPSNBUJPO BCPVU UIF GJST 6TFE CFGPSF B DIBSBDUFS T MJOFT JO B QMBZ 6TFE UP TFQBSBUF UIF IPVS GSPN UIF NJOVUFT XIFO XSJUJOH UIF UJNF Â&#x2030; EBTI
1MBDFE CFGPSF B TVEEFO CSFBL JO UIPVHIU PS BO JOUFSSVQUJPO 6TFE UP BEE FNQIBTJT UP QBSU PG B TFOUFODF
BQPTUSPQIF
6TFE UP JOEJDBUF B NJTTJOH MFUUFS JO DPOUSBDUJPOT 6TFE UP TIPX QPTTFTTJPO
QBSFOUIFTFT
6TFE UP TFU PGG BEEJUJPOBM JO PSNBUJPO GSPN UIF SFTU PG B TFOUFODF 6TFE UP TFU PGG TF UFODFT UIBU BSF TFQBSBUF GSPN UIF NBJO TFOUFODF
< > CSBDLFUT
990
6TFE CFGPSF B MJTU
6TFE UP TFU PGG JO PSNBUJPO JOTFSUFE UP DMBSJGZ RVPUFE NBUFSJBM
"5 " ( - " / $ & &YBNQMF (SBOEGBUIFS JT PME + ' , 5 4 &MJPU 1I % *T ZPVS HSBOEGBUIFS WFSZ PME $IBVDFS CPSO JO EJFE JO 8PX (SBOEGBUIFS JT PME .Z NPN JT ZPVOH XJUUZ BOE BUUSBDUJWF .Z EBE JT PME CVU IF JT JO HPPE IFBMUI 'SFE XIP JT RVJUF PME JT TUJMM JO HPPE IFBMUI (SBOEGBUIFS B NPTU HFOFSPVT NBO JT XFMM SFHBSEFE JO PVS UPXO %FTQJUF BMM IFS IBSETIJQT TIF SFNBJOT PQUJNJTUJD )VSU CZ IFS UBVOUT IF MFGU BCSVQUMZ 1PMJUJDBMMZ IJT GVUVSF JT OPU SPTZ +BOF QMFBTF DPNF IFSF 8F MM NJTT ZPV &NNB )F TBJE i8F MM NJTT ZPV w i8F MM NJTT ZPV w IF TBJE 8FMM UIF GPPE GJOBMMZ BSSJ FE :FT GPPE JT XIBU XF OFFE .Z HSBOEGBUIFS XBT CPSO PO .BZ %VMVUI .JOOFTPUB 5PSPOUP 0OUBSJP i(SBOEGBUIFS JT PME w %BE TBJE i* VTF UIF XPSET BUUSJCVUFE UP $BFTBS A&U UV #SVUF UP FYQSFTT NZ EJTNBZ w TBJE +PIO (SBOEGBUIFS JT PME IJT GBDF JT WFSZ XSJOLMFE (SBOEGBUIFS JT PME IPXFWFS * N OPU TVSF XIFO IF XBT CPSO )F IBT USBWFMFE UP -POEPO &OHMBOE 1BSJT 'SBODF BOE .VOJDI (FSNBOZ :PV XJMM OFFE UIF GPMMPXJOH JUFNT B QFO B QFODJM BOE BO FSBTFS * OPX IBWF UJNF UP USBWFM * WJTJU *UBMZ UP TFF 3FOBJTTBODF BSU * WJTJU &OHMBOE UP TFF NZ HSBOEDIJMESFO 1FUFS 8F MM GMZ XBZ 8FOEZ #VU 1FUFS * DBO U GM * XBOU UP GJOJTIÂ&#x2030;CVU GJSTU * NVTU FMM ZPV IPX JU BMM CFHBO "OOF XBT JOGMVF UJBM JO PVS DPNNVOJUZÂ&#x2030; TIF XBT UIF MFBEJOH QIZTJDJBO BOE BO JOTQJSJOH TQFBLFSÂ&#x2030;BOE DPVME CF DPVOUFE PO UP MFBE VT UP WJDUPSZ )F T OP GSJFOE PG NJOF 4IF T SVOOJOH Gor officF 1FUFS T GBUIFS USFBUT VT CBEMZ 5IF 4NJUIT TUBUJPO XBHPO XBT EBNBHFE )F IBT USBWFMFE UP UXP DJUJFT -POEPO BOE 1BSJT BOE FOKPZFE UIFN CPUI 5IF QSFTJEFOU DBNQBJHOFE WJHPSPVTMZ *O GBDU IF NBEF BQQFBSBODFT JO BMM TUBUFT "DDPSEJOH UP NPTU SFQPSUT IF XBT XFMM SFDFJWFE
i/PUIJOH XBT MFGU GPS IJN <UIF QSFTJEFOU> UP EP CVU BXBJU XPSE GSPN IJT BNCBTTBEPS w
XXX 48BEWBOUBHF DPN
991
'SFODI 7FSCBM 4QFMMJOH *SSFHVMBSJUJFT Spelling changes often occur in regular verbs. These changes appear to be needed to retain the original sounds within the infinitive forms. As you
will shortly see, for example, by adding a cedilla to c, the soft c of verbs ending in cer is retained before vowels that normally would make the c hard.
7FSC FOEJOH
$IBOHF
1SFTFOU 1BSUJDJQMF
1SFTFOU *OEJDBUJWF
*NQFSGFDU *OEJDBUJWF
1BTU %FGJOJ F
*NQFSGFDU 4VCKVODUJWF
DFS BWBODFS UP BEWBODF
SFRVJSFT UIF TPGU D TPVOE UISPVHIPVU UIF DPOKVHBUJPO
BWBOÃ&#x17D;BOU
BWBODF BWBOÃ&#x17D;POT
BWBOÃ&#x17D;BJT BWBODJPOT
BWBOÃ&#x17D;BJ BWBOÃ&#x17D;Ã&#x2030;NFT
BWBOÃ&#x17D;BTTF BWBOÃ&#x17D;BTTJPOT
HFS NBOHFS UP FBU
SFRVJSFT UIF TPGU H TP H GPMMPXFE CZ B PS P CFDPNFT HF
NBOHFBOU
NBOHF NBOHFPOT
NBOHFBJT NBOHJPOT
NBOHFBJ NBOHFÃ&#x2030;NFT
NBOHFBTTF NBOHFBTTJPOT
1SFTFOU *OEJDBUJWF
'VUVSF
$POEJUJPOBM
1SFTFOU 4VCKVODUJWF
PZFS VZFS OFUUPZFS UP DMFBO
Z DIBOHFT UP J CFGPSF F JO DPOKVHBUJPO CVU OPU FMTFXIFSF
OFUUPJF FUD
OFUUPJFSBJ
OFUUPJFSBJT
OFUUPJF FUD
BZFS FZFS QBZFS UP QBZ
NBZ FJUIFS SFUBJO Z UISPVHIPVU PS DIBOHF UP J CFGPSF F
QBZF QBJF
QBZFSBJ QBJFSBJ
QBZFSBJT QBJFSBJT
QBZF QBJF
NÃ&#x2019;OF NÃ&#x2019;OFT NÃ&#x2019;OF NFOPOT NFOF[ NÃ&#x2019;OFOU
NÃ&#x2019;OFSBJ NÃ&#x2019;OFSBT NÃ&#x2019;OFSB NÃ&#x2019;OFSPOT NÃ&#x2019;OFSF[ NÃ&#x2019;OFSPOU
NÃ&#x2019;OFSBJT NÃ&#x2019;OFSBJT NÃ&#x2019;OFSBJU NÃ&#x2019;OFSJPOT NÃ&#x2019;OFSJF[ NÃ&#x2019;OFSBJFOU
NÃ&#x2019;OF NÃ&#x2019;OFT NÃ&#x2019;OF NFOJPOT NFOJF[ NÃ&#x2019;OFOU
UIF * PS U JT EPVCMFE UP DBVTF UIF GJSTU F UP CF TUSFTTFE
BQQFMMF BQQFMMFT BQQFMMF BQQFMPOT BQQFMF[ BQQFMMFOU KFUUF
BQQFMMFSBJ BQQFMMFSBT BQQFMMFSB BQQFMMFSPOT BQQFMMFSF[ BQQFMMFSPOU KFUUFSBJ
BQQFMMFSBJT BQQFMMFSBJT BQQFMMFSBJU BQQFMMFSJPOT BQQFMMFSJF[ BQQFMMFSBJFOU KFUUFSBJT
BQQFMMF BQQFMMFT BQQFMMF BQQFMJPOT BQQFMJF[ BQQFMMFOU KFUUF
GPMMPXT UIF SVMF GPS VOBDDFOUFE F BT JO NFOFS BCPWF
BDIÃ&#x2019;UF
BDIÃ&#x2019;UFSBJ
BDIÃ&#x2019;UFSBJT
BDIÃ&#x2019;UF
FS F DIBOHFT UP Ã&#x2019; XIFO UIF XIFO VOBDDFOUFE BOE FOEJOH CFHJOT XJUI BO GPMMPXFE CZ B TJOHMF VOTUSFTTFE F DPOTPOBOU NFOFS UP MFBE
FUFS FMFS NPTU WFSCT
BQQFMFS UP DBMM
KFUFS UP UISPX
FUFS FMFS TPNF WFSCT
BDIFUFS UP CVZ
1008
FOREIGN LANGUAGE
"5 " ( - " / $ &
*SSFHVMBS 7FSCT $POKVHBUJPO PG *SSFHVMBS 7FSCT *OGJOJUJ F 1SFTFOU QBSUJDJQMF 1BTU QBSUJDJQMF BMMFS UP HP
BMMBOU BMMÏ
BTTFPJS UP TFBU
BTTFZBOU BTTJT
BTTFPJS UP TJU
BTTPZBOU BTTJT
BWPJS UP IBWF
BZBOU FV
CBUUSF UP CFBU
CBUUBOU CBUUV
CPJSF UP ESJOL
CVWBOU CV
1FSTPO
1SFTFOU *OEJDBUJWF
*NQFSGFDU *OEJDBUJWF
'VUVSF *OEJDBUJWF
1BTU *OEJDBUJWF
1SFTFOU 4VCKVODUJWF
KF UV JM FMMF OPVT WPVT JMT FMMFT
WBJT WBT WB BMMPOT BMMF[ WPOU
BMMBJT BMMBJT BMMBJU BMMJPOT BMMJF[ BMMBJFOU
JSBJ JSBT JSB JSPOT JSF[ JSPOU
BMMBJ BMMBT BMMB BMMÉNFT BMMÉUFT BMMÒSFOU
BJMMF BJMMFT BJMMF BMMJPOT BMMJF[ BJMMFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
BTTJFET BTTJFET BTTJFE BTTFZPOT BTTFZF[ BTTFZFOU
BTTFZBJT BTTFZBJT BTTFZBJU BTTFZJPOT BTTFZJF[ BTTFZBJFOU
BTTJÏSBJ BTTJÏSBT BTTJÏSB BTTJÏSPOT BTTJÏSF[ BTTJÏSPOU
BTTJT BTTJT BTTJU BTTÔNFT BTTÔUFT BTTJSFOU
BTTFZF BTTFZFT BTTFZF BTTFZJPOT BTTFZJF[ BTTFZFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
BTTPJT BTTPJT BTTPJU BTTPZPOT BTTPZF[ BTTPJFOU
BTTPZBJT BTTPZBJT BTTPZBJU BTTPZJPOT BTTPZJF[ BTTPZBJFOU
BTTPJSBJ BTTPJSBT BTTPJSB BTTPJSPOT BTTPJSF[ BTTPJSPOU
BTTJT BTTJT BTTJU BTTÔNFT BTTÔUFT BTTJSFOU
BTTPJF BTTPJFT BTTPJF BTTPZJPOT BTTPZJF[ BTTPJFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
BJ BT B BWPOT BWF[ POU
BWBJT BWBJT BWBJOU BWJPOT BWJF[ BWBJFOU
BVSBJ BVSBT BVSB BVSPOT BVSF[ BVSPOU
FVT FVT FVU FßNFT FßUFT FVSFOU
BJF BJFT BJU BZPOT BZF[ BJFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
CBUT CBUT CBU CBUUPOT CBUUF[ CBUUFOU
CBUUBJT CBUUBJT CBUUBJU CBUUJPOT CBUUJF[ CBUUBJFOU
CBUUSBJ CBUUSBT CBUUSB CBUUSPOT CBUUSF[ CBUUSPOU
CBUUJT CBUUJT CBUUJU CBUUÔNFT CBUUÔUFT CBUUJSFOU
CBUUF CBUUFT CBUUF CBUUJPOT CBUUJF[ CBUUFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
CPJT CPJT CPJU CVWPOT CVWF[ CPJWFOU
CVWBJT CVWBJT CVWBJU CVWJPOT CVWJF[ CVWBJFOU
CPJSBJ CPJSBT CPJSB CPJSPOT CPJSF[ CPJSPOU
CVT CVT CVU CßNFT CßUFT CVSFOU
CPJWF CPJWFT CPJWF CVWJPOT CVWJF[ CPJWFOU
XXX 48BEWBOUBHF DPN
*NQFSBUJWF WB BMMPOT BMMF[
BTTJFET BTTFZPOT BTTFZF[
BTTPJT BTTPZPOT BTTPZF[
BJF BZPOT BZF[
CBUT CBUUPOT CBUUF[
CPJT CVWPOT CVWF[
1009
'SFODI *SSFHVMBS 7FSCT $POKVHBUJPO PG *SSFHVMBS 7FSCT *OGJOJUJ F 1SFTFOU QBSUJDJQMF 1BTU QBSUJDJQMF
1FSTPO
1SFTFOU *OEJDBUJWF
*NQFSGFDU *OEJDBUJWF
'VUVSF *OEJDBUJWF
1BTU *OEJDBUJWF
1SFTFOU 4VCKVODUJWF
DPOEVJSF UP MFBE UP UBLF UP ESJWF
DPOEVJTBOU DPOEVJU
KF UV JM FMMF OPVT WPVT JMT FMMFT
DPOEVJT DPOEVJT DPOEVJU DPOEVJTPOT DPOEVJTF[ DPOEVJTFOU
DPOEVJTBJT DPOEVJTBJT DPOEVJTBJU DPOEVJTJPOT DPOEVJTJF[ DPOEVJTBJFOU
DPOEVJSBJ DPOEVJSBT DPOEVJSB DPOEVJSPOT DPOEVJSF[ DPOEVJSPOU
DPOEVJTJT DPOEVJTJT DPOEVJTJU DPOEVJTÔNFT DPOEVJTÔUFT DPOEVJTJSFOU
DPOEVJTF DPOEVJTFT DPOEVJTF DPOEVJSPOT DPOEVJSF[ DPOEVJSPOU
DPOOBÔUSF UP LOPX
DPOOBJTTBOU DPOOV
KF UV JM FMMF OPVT WPVT JMT FMMFT
DPOOBJT DPOOBJT DPOOBÔU DPOOBJTTPOT DPOOBJTTF[ DPOOBJTTFOU
DPOOBJTTBJT DPOOBJTTBJT DPOOBJTTBJU DPOOBJTTJPOT DPOOBJTTJF[ DPOOBJTTBJFOU
DPOOBÔUSBJ DPOOBÔUSBT DPOOBÔUSB DPOOBÔUSPOT DPOOBÔUSF[ DPOOBÔUSPOU
DPOOVT DPOOVT DPOOVU DPOOßNFT DPOOßUFT DPOOVSFOU
DPOOBJTTF DPOOBJTTFT DPOOBJTTF DPOOBJTTJPOT DPOOBJTTJF[ DPOOBJTTFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
DPVET DPVET DPVE DPVTPOT DPVTF[ DPVTFOU
DPVTBJT DPVTBJT DPVTBJU DPVTJPOT DPVTJF[ DPVTBJFOU
DPVESBJ DPVESBT DPVESB DPVESPOT DPVESF[ DPVESPOU
DPVTJT DPVTJT DPVTJU DPVTÔNFT DPVTÔUFT DPVTJSFOU
DPVTF DPVTFT DPVTF DPVTJPOT DPVTJF[ DPVTFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
DPVST DPVST DPVSU DPVSPOT DPVSF[ DPVSFOU
DPVSBJT DPVSBJT DPVSBJU DPVSJPOT DPVSJF[ DPVSBJFOU
DPVSSBJ DPVSSBT DPVSSB DPVSSPOT DPVSSF[ DPVSSPOU
DPVSVT DPVSVT DPVSVU DPVSßNFT DPVSßUFT DPVSVSFOU
DPVSF DPVSFT DPVSF DPVSJPOT DPVSJF[ DPVSFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
DPVWSF DPVWSFT DPVWSF DPVWSPOT DPVWSF[ DPVWSFOU
DPVWSBJT DPVWSBJT DPVWSBJU DPVWSJPOT DPVWSJF[ DPWSBJFOU
DPVWSJSBJ DPVWSJSBT DPVWSJSB DPVWSJSPOT DPVWSJSF[ DPVWSJSPOU
DPVWSJT DPVWSJT DPVWSJU DPVWSÔNFT DPVWSÔUFT DPVWSJSFOU
DPVWSF DPVWSFT DPVWSF DPVWSJPOT DPVWSJF[ DPVWSFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
DSBJOT DSBJOT DSBJOU DSBJHOPOT DSBJHOF[ DSBJHOFOU
DSBJHOBJT DSBJHOBJT DSBJHOBJU DSBJHOJPOT DSBJHOJF[ DSBJHOBJFOU
DSBJOESBJ DSBJOESBT DSBJOESB DSBJOESPOT DSBJOESF[ DSBJOESPOU
DSBJHOJT DSBJHOJT DSBJHOJU DSBJHOÔNFT DSBJHOÔUFT DSBJHOJSFOU
DSBJHOF DSBJHOFT DSBJHOF DSBJHOJPOT DSBJHOJF[ DSBJHOFOU
DPVESF UP TFX
DPVTBOU DPVTV
DPVSJS UP SVO
DPVSBOU DPVSV
DPVWJS UP DPWFS
DPVWSBOU DPVWFSU
DSBJOESF UP GFBS
DSBJHOBOU DSBJOU
1010
*NQFSBUJWF DPOEVJT DPOEVJTPOT DPOEVJTF[
DPOOBJT DPOOBJTTPOT DPOOBJTTF[
DPVET DPVTPOT DPVTF[
DPVST DPVSPOT DPVSF[
DPVWSF DPVWSPOT DPVWSF[
DSBJOT DSBJHOPOT DSBJHOF[
FOREIGN LANGUAGE
"5 " ( - " / $ &
$POKVHBUJPO PG *SSFHVMBS 7FSCT *OGJOJUJ F 1SFTFOU QBSUJDJQMF 1BTU QBSUJDJQMF
1FSTPO
1SFTFOU *OEJDBUJWF
*NQFSGFDU *OEJDBUJWF
'VUVSF *OEJDBUJWF
1BTU *OEJDBUJWF
1SFTFOU 4VCKVODUJWF
DSPJSF UP UIJOL UP CFMJFWF
DSPZBOU DSV
KF UV JM FMMF OPVT WPVT JMT FMMFT
DSPJT DSPJT DSPJU DSPZPOT DSPZF[ DSPJFOU
DSPZBJT DSPZBJT DSPZBJU DSPZJPOT DSPZJF[ DSPZBJFOU
DSPJSBJ DSPJSBT DSPJSB DSPJSPOT DSPJSF[ DSPJSPOU
DSVT DSVT DSVU DSßNFT DSßUFT DSVSFOU
DSPJF DSPJFT DSPJF DSPZJPOT DSPZJF[ DSPJFOU
EFWPJS UP PXF UP IBWF UP
EFWBOU Eß
KF UV JM FMMF OPVT WPVT JMT FMMFT
EPJT EPJT EPJU EFWPOT EFWF[ EPJWFOU
EFWBJT EFWBJT EFWBJU EFWJPOT EFWJF[ EFWBJFOU
EFWSBJ EFWSBT EFWSB EFWSPOT EFWSF[ EFWSPOU
EVT EVT EVU EßNFT EßUFT EVSFOU
EPJWF EPJWFT EPJWF EFWJPOT EFWJF[ EPJWFOU
EJSF UP TBZ UP UFMM
EJTBOU EJU
KF UV JM FMMF OPVT WPVT JMT FMMFT
EJT EJT EJU EJTPOT EJUFT EJTFOU
EJTBJT EJTBJT EJTBJU EJTJPOT EJTJF[ EJTBJFOU
EJSBJ EJSBT EJSB EJSPOT EJSF[ EJSPOU
EJT EJT EJU EÔNFT EÔUFT EJSFOU
EJTF EJTFT EJTF EJTJPOT EJTJF[ EJTFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
EPST EPST EPSU EPSNPOT EPSNF[ EPSNFOU
EPSNBJT EPSNBJT EPSNBJU EPSNJPOT EPSNJF[ EPSNBJFOU
EPSNJSBJ EPSNJSBT EPSNJSB EPSNJSPOT EPSNJSF[ EPSNJSPOU
EPSNJT EPSNJT EPSNJU EPSNÔNFT EPSNÔUFT EPSNJSFOU
EPSNF EPSNFT EPSNF EPSNJPOT EPSNJF[ EPSNFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
ÏDSJT ÏDSJT ÏDSJU ÏDSJWPOT ÏDSJWF[ ÏDSJWFOU
ÏDSJWBJT ÏDSJWBJT ÏDSJWBJU ÏDSJWJPOT ÏDSJWJF[ ÏDSJWBJFOU
ÏDSJSBJ ÏDSJSBT ÏDSJSB ÏDSJSPOT ÏDSJSF[ ÏDSJSPOU
ÏDSJWJT ÏDSJWJT ÏDSJWJU ÏDSJWÔNFT ÏDSJWÔUFT ÏDSJWJSFOU
ÏDSJWF ÏDSJWFT ÏDSJWF ÏDSJWJPOT ÏDSJWJF[ ÏDSJWFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
TVJT FT FTU TPNNFT ÐUFT TPOU
ÏUBJT ÏUBJT ÏUBJU ÏUJPOT ÏUJF[ ÏUBJFOU
TFSBJ TFSBT TFSB TFSPOT TFSF[ TFSPOU
GVT GVT GVU GßNFT GßUFT GVSFOU
TPJT TPJT TPJU TPZPOT TPZF[ TPJFOU
EPSNJS UP TMFFQ
EPSNBOU EPSNJS
ÏDSJSF UP XSJUF
ÏDSJWBOU ÏDSJU
ÐUSF UP CF
ÏUBOU ÏUÏ
XXX 48BEWBOUBHF DPN
*NQFSBUJWF DSPJT DSPZPOT DSPZF[
EPJT EFWPOT EFWF[
EJT EJTPOT EJUFT
EPST EPSNPOT EPSNF[
ÏDSJT ÏDSJWPOT ÏDSJWF[
TPJT TPZPOT TPZF[
1011
'SFODI *SSFHVMBS 7FSCT $POKVHBUJPO PG *SSFHVMBS 7FSCT *OGJOJUJ F 1SFTFOU QBSUJDJQMF 1BTU QBSUJDJQMF GBJSF UP EP UP NBLF
GBJTBOU GBJU
MJSF UP SFBE
MJTBOU MV
NFOUJS UP MJF
NFOUBOU NFOUJ
NFUUSF UP QVU UP TFU
NFUUBOU NJT
NPVSJS UP EJF
NPVSBOU NPSU
PGGSJ UP PGGF UP QSFTFOU
PGG BOU offFSU
1012
1FSTPO
1SFTFOU *OEJDBUJWF
*NQFSGFDU *OEJDBUJWF
'VUVSF *OEJDBUJWF
1BTU *OEJDBUJWF
1SFTFOU 4VCKVODUJWF
KF UV JM FMMF OPVT WPVT JMT FMMFT
GBJT GBJT GBJU GBJTPOT GBJUFT GPOU
GBJTBJT GBJTBJT GBJTBJU GBJTJPOT GBJTJF[ GBJTBJFOU
GFSBJ GFSBT GFSB GFSPOT GFSF[ GFSPOU
GJ GJ GJ GÔNFT GÔUFT GJ FOU
GBTTF GBTTFT GBTTF GBTTJPOT GBTTJF[ GBTTFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
MJT MJT MJU MJTPOT MJTF[ MJTFOU
MJTBJT MJTBJT MJTBJU MJTJPOT MJTJF[ MJTBJFOU
MJSBJ MJSBT MJSB MJSPOT MJSF[ MJSPOU
MVT MVT MVU MßNFT MßUFT MVSFOU
MJTF MJTFT MJTF MJTJPOT MJTJF[ MJTFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
NFOT NFOT NFOU NFOUPOT NFOUF[ NFOUFOU
NFOUBJT NFOUBJT NFOUBJU NFOUJPOT NFOUJF[ NFOUBJFOU
NFOUJSBJ NFOUJSBT NFOUJSB NFOUJSPOT NFOUJSF[ NFOUJSPOU
NFOUJT NFOUJT NFOUJU NFOUÔNFT NFOUÔUFT NFOUJSFOU
NFOUF NFOUFT NFOUF NFOUJPOT NFOUJF[ NFOUFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
NFUT NFUT NFU NFUUPOT NFUUF[ NFUUFOU
NFUUBJT NFUUBJT NFUUBJU NFUUJPOT NFUUJF[ NFUUBJFOU
NFUUSBJ NFUUSBT NFUUSB NFUUSPOT NFUUSF[ NFUUSPOU
NJT NJT NJU NÔNFT NÔUFT NJSFOU
NFUUF NFUUFT NFUUF NFUUJPOT NFUUJF[ NFUUFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
NFVST NFVST NFVSU NPVSPOT NPVSF[ NFVSFOU
NPVSBJT NPVSBJT NPVSBJU NPVSJPOT NPVSJF[ NPVSBJFOU
NPVSSBJ NPVSSBT NPVSSB NPVSSPOT NPVSSF[ NPVSSPOU
NPVSVT NPVSVT NPVSVU NPVSßNFT NPVSßUFT NPVSVSFOU
NFVSF NFVSFT NFVSF NPVSJPOT NPVSJF[ NFVSFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
PGG F PGG FT PGG F PGG POT PGG F[ PGG FOU
PGG BJT PGG BJT PGG BJU PGGSJPO PGGSJF PGG BJFOU
PGGSJ BJ PGGSJ BT PGGSJ B PGGSJ POT PGGSJ F[ PGGSJ POU
PGGSJ PGGSJ PGGSJ PGGSÔNF PGGSÔ FT PGGSJ FOU
PGG F PGG FT PGG F PGGSJPO PGGSJF PGG FOU
*NQFSBUJWF GBJT GBTJPOT GBJUFT
MJT MJTPOT MJTF[
NFOT NFOUPOT NFOUF[
NFUT NFUUPOT NFUUF[
NFVST NPVSPOT NPVSF[
PGG F PGG POT PGG F[
FOREIGN LANGUAGE
"5 " ( - " / $ &
$POKVHBUJPO PG *SSFHVMBS 7FSCT *OGJOJUJ F 1SFTFOU QBSUJDJQMF 1BTU QBSUJDJQMF
1FSTPO
1SFTFOU *OEJDBUJWF
*NQFSGFDU *OEJDBUJWF
'VUVSF *OEJDBUJWF
1BTU *OEJDBUJWF
1SFTFOU 4VCKVODUJWF
KF UV JM FMMF OPVT WPVT JMT FMMFT
PVWSF PVWSFT PVWSF PVWSPOT PVWSF[ PVWSFOU
PVWSBJT PVWSBJT PVWSBJU PVWSJPOT PVWSJF[ PVWSBJFOU
PVWSJSBJ PVWSJSBT PVWSJSB PVWSJSPOT PVWSJSF[ PVWSJSPOU
PVWSJT PVWSJT PVWSJU PVWSÃ&#x201D;NFT PVWSÃ&#x201D;UFT PVWSJSFOU
PVWSF PVWSFT PVWSF PVWSJPOT PVWSJF[ PVWSFOU
QBSUJS UP MFBWF UP HP BXBZ
QBSUBOU QBSUJ
KF UV JM FMMF OPVT WPVT JMT FMMFT
QBST QBST QBSU QBSUPOT QBSUF[ QBSUFOU
QBSUBJT QBSUBJT QBSUBJU QBSUJPOT QBSUJF[ QBSUBJFOU
QBSUJSBJ QBSUJSBT QBSUJSB QBSUJSPOT QBSUJSF[ QBSUJSPOU
QBSUJT QBSUJT QBSUJU QBSUÃ&#x201D;NFT QBSUÃ&#x201D;UFT QBSUJSFOU
QBSUF QBSUFT QBSUF QBSUJPOT QBSUJF[ QBSUFOU
QMFVWPJS UP SBJO
QMFVWBOU QMV
KF UV JM FMMF OPVT WPVT JMT FMMFT
Â&#x2030;Â&#x2030; Â&#x2030;Â&#x2030; QMFVU Â&#x2030;Â&#x2030; Â&#x2030;Â&#x2030; QMFVWFOU
Â&#x2030;Â&#x2030; Â&#x2030;Â&#x2030; QMFVWBJU Â&#x2030;Â&#x2030; Â&#x2030;Â&#x2030; QMFVWBJFOU
Â&#x2030;Â&#x2030; Â&#x2030;Â&#x2030; QMFVWSB Â&#x2030;Â&#x2030; Â&#x2030;Â&#x2030; QMFVWSPOU
Â&#x2030;Â&#x2030; Â&#x2030;Â&#x2030; QMVU Â&#x2030;Â&#x2030; Â&#x2030;Â&#x2030; Â&#x2030;Â&#x2030;
Â&#x2030;Â&#x2030; Â&#x2030;Â&#x2030; QMFVWF Â&#x2030;Â&#x2030; Â&#x2030;Â&#x2030; QMFVWFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
QFVY QVJT QFVY QFVU QPVWPOT QPVWF[ QFVWFOU
QPVWBJT QPVWBJT QPVWBJU QPVWJPOT QPVWJF[ QPVWBJFOU
QPVSSBJ QPVSSBT QPVSSB QPVSSPOT QPVSSF[ QPVSSPOU
QVT QVT QVU QÃ&#x;NFT QÃ&#x;UFT QVSFOU
QVJTTF QVJTTFT QVJTTF QVJTTJPOT QVJTTJF[ QVJTTFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
QSFOET QSFOET QSFOE QSFOPOT QSFOF[ QSFOOFOU
QSFOBJT QSFOBJT QSFOBJU QSFOJPOT QSFOJF[ QSFOBJFOU
QSFOESBJ QSFOESBT QSFOESB QSFOESPOT QSFOESF[ QSFOESPOU
QSJT QSJT QSJU QSÃ&#x201D;NFT QSÃ&#x201D;UFT QSJSFOU
QSFOOF QSFOOFT QSFOOF QSFOJPOT QSFOJF[ QSFOOFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
SFÃ&#x17D;PJT SFÃ&#x17D;PJT SFÃ&#x17D;PJU SFDFWPOT SFDFWF[ SFÃ&#x17D;PJWFOU
SFDFWBJT SFDFWBJT SFDFWBJU SFDFWJPOT SFDFWJF[ SFDFWBJFOU
SFDFWSBJ SFDFWSBT SFDFWSB SFDFWSPOT SFDFWSF[ SFDFWSPOU
SFÃ&#x17D;VT SFÃ&#x17D;VT SFÃ&#x17D;VU SFÃ&#x17D;Ã&#x;NFT SFÃ&#x17D;Ã&#x;UFT SFÃ&#x17D;VSFOU
SFÃ&#x17D;PJWF SFÃ&#x17D;PJWFT SFÃ&#x17D;PJWF SFDFWJPOT SFDFWJF[ SFÃ&#x17D;PJWFOU
PVWSJS UP PQFO
PVWSBOU PVWFSU
QPVWPJS UP CF BCMF
QPVWBOU QV
QSFOESF UP UBLF
QSFOBOU QSJT
SFDFWPJS UP SFDFJWF
SFDFWBOU SFÃ&#x17D;V
XXX 48BEWBOUBHF DPN
*NQFSBUJWF PVWSF PVWSPOT PVWSF[
QBST QBSUPOT QBSUF[
Â&#x2030;Â&#x2030; Â&#x2030;Â&#x2030; Â&#x2030;Â&#x2030;
Â&#x2030;Â&#x2030; Â&#x2030;Â&#x2030; Â&#x2030;Â&#x2030;
QSFOET QSFOPOT QSFOF[
SFÃ&#x17D;PJT SFDFWPOT SFDFWF[
1013
'SFODI *SSFHVMBS 7FSCT $POKVHBUJPO PG *SSFHVMBS 7FSCT *OGJOJUJ F 1SFTFOU QBSUJDJQMF 1BTU QBSUJDJQMF
1FSTPO
1SFTFOU *OEJDBUJWF
*NQFSGFDU *OEJDBUJWF
'VUVSF *OEJDBUJWF
1BTU *OEJDBUJWF
1SFTFOU 4VCKVODUJWF
KF UV JM FMMF OPVT WPVT JMT FMMFT
SJT SJT SJU SJPOT SJF[ SJFOU
SJBJT SJBJT SJBJU SJJPOT SJJF[ SJBJFOU
SJSBJ SJSBT SJSB SJSPOT SJSF[ SJSPOU
SJT SJT SJU SÔNFT SÔUFT SJSFOU
SJF SJFT SJF SJJPOT SJJF[ SJFOU
TBWPJS UP LOPX UP LOPX IPX
TBDIBOU TV
KF UV JM FMMF OPVT WPVT JMT FMMFT
TBJT TBJT TBJU TBWPOT TBWF[ TBWFOU
TBWBJT TBWBJT TBWBJU TBWJPOT TBWJF[ TBWBJFOU
TBVSBJ TBVSBT TBVSB TBVSPOT TBVSF[ TBVSPOU
TVT TVT TVU TßNFT TßUFT TVSFOU
TBDIF TBDIFT TBDIF TBDIJPOT TBDIJF[ TBDIFOU
TFOUJS UP GFFM UP TNFMM
TFOUBOU TFOUJ
KF UV JM FMMF OPVT WPVT JMT FMMFT
TFOT TFOT TFOU TFOUPOT TFOUF[ TFOUFOU
TFOUBJT TFOUBJT TFOUBJU TFOUJPOT TFOUJF[ TFOUBJFOU
TFOUJSBJ TFOUJSBT TFOUJSB TFOUJSPOT TFOUJSF[ TFOUJSPOU
TFOUJT TFOUJT TFOUJU TFOUÔNFT TFOUÔUFT TFOUJSFOU
TFOUF TFOUFT TFOUF TFOUJPOT TFOUJF[ TFOUFOU
TPSUJS UP MFBWF
TPSUBOU TPSUJ
KF UV JM FMMF OPVT WPVT JMT FMMFT
TPST TPST TPSU TPSUPOT TPSUF[ TPSUFOU
TPSUBJT TPSUBJT TPSUBJU TPSUJPOT TPSUJF[ TPSUBJFOU
TPSUJSBJ TPSUJSBT TPSUJSB TPSUJSPOT TPSUJSF[ TPSUJSPOU
TPSUJT TPSUJT TPSUJU TPSUÔNFT TPSUÔUFT TPSUJSFOU
TPSUF TPSUFT TPSUF TPSUJPOT TPSUJF[ TPSUFOU
TPVGGSJ UP TVGGF UP CFBS
TPVGG BOU souffFSU
KF UV JM FMMF OPVT WPVT JMT FMMFT
TPVGG F TPVGG FT TPVGG F TPVGG POT TPVGG F[ TPVGG FOU
TPVGG BJT TPVGG BJT TPVGG BJU TPVGGSJPO TPVGGSJF TPVGG BJFOU
TPVGGSJ BJ TPVGGSJ BT TPVGGSJ B TPVGGSJ POT TPVGGSJ F[ TPVGGSJ POU
TPVGGSJ TPVGGSJ TPVGGSJ TPVGGSÔNF TPVGGSÔ FT TPVGGSJ FOU
TPVGG F TPVGG FT TPVGG F TPVGGSJPO TPVGGSJF TPVGG FOU
UFOJS UP IPME
UFOBOU UFOV
KF UV JM FMMF OPVT WPVT JMT FMMFT
UJFOT UJFOT UJFOU UFOPOT UFOF[ UJFOOFOU
UFOBJT UFOBJT UFOBJU UFOJPOT UFOJF[ UFOBJFOU
UJFOESBJ UJFOESBT UJFOESB UJFOESPOT UJFOESF[ UJFOESPOU
UJOT UJOT UJOU UÔONFT UÔOUFT UJOSFOU
UJFOOF UJFOOFT UJFOOF UFOJPOT UFOJF[ UJFOOFOU
SJSF UP MBVHI
SJBOU SJ
1014
*NQFSBUJWF SJT SJPOT SJF[
TBDIF TBDIPOT TBDIF[
TFOT TFOUPOT TFOUF[
TPST TPSUPOT TPSUF[
TPVGG F TPVGG POT TPVGG F[
UJFOT UFOPOT UFOF[
FOREIGN LANGUAGE
"5 " ( - " / $ &
$POKVHBUJPO PG *SSFHVMBS 7FSCT *OGJOJUJ F 1SFTFOU QBSUJDJQMF 1BTU QBSUJDJQMF
1FSTPO
1SFTFOU *OEJDBUJWF
*NQFSGFDU *OEJDBUJWF
'VUVSF *OEJDBUJWF
1BTU *OEJDBUJWF
1SFTFOU 4VCKVODUJWF
KF UV JM FMMF OPVT WPVT JMT FMMFT
WFOET WFOET WFOE WFOEPOT WFOEF[ WFOEFOU
WFOEBJT WFOEBJT WFOEBJU WFOEJPOT WFOEJF[ WFOEBJFOU
WFOESBJ WFOESBT WFOESB WFOESPOT WFOESF[ WFOESPOU
WFOEJT WFOEJT WFOEJU WFOEÔNFT WFOEÔUFT WFOEJSFOU
WFOEF WFOEFT WFOEF WFOEJPOT WFOEJF[ WFOEFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
WJFOT WJFOT WJFOU WFOPOT WFOF[ WJFOOFOU
WFOBJT WFOBJT WFOBJU WFOJPOT WFOJF[ WFOBJFOU
WJFOESBJ WJFOESBT WJFOESB WJFOESPOT WJFOESF[ WJFOESPOU
WJOT WJOT WJOU WÔONFT WÔOUFT WJOSFOU
WJFOOF WJFOOFT WJFOOF WFOJPOT WFOJF[ WJFOOFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
WÐUT WÐUT WÐU WÐUPOT WÐUF[ WÐUFOU
WÐUBJT WÐUBJT WÐUBJU WÐUJPOT WÐUJF[ WÐUBJFOU
WÐUJSBJ WÐUJSBT WÐUJSB WÐUJSPOT WÐUJSF[ WÐUJSPOU
WÐUJT WÐUJT WÐUJU WÐUÔNFT WÐUÔUFT WÐUJSFOU
WÐUF WÐUFT WÐUF WÐUJPOT WÐUJF[ WÐUFOU
WJWSF UP CF BMJWF UP MJWF
WJWBOU WÏDV
KF UV JM FMMF OPVT WPVT JMT FMMFT
WJT WJT WJU WJWPOT WJWF[ WJWFOU
WJWBJT WJWBJT WJWBJU WJWJPOT WJWJF[ WJWBJFOU
WJWSBJ WJWSBT WJWSB WJWSPOT WJWSF[ WJWSPOU
WÏDVT WÏDVT WÏDVU WÏDßNFT WÏDßUFT WÏDVSFOU
WJWF WJWFT WJWF WJWJPOT WJWJF[ WJWFOU
WPJS UP TFF
WPZBOU WV
KF UV JM FMMF OPVT WPVT JMT FMMFT
WPJT WPJT WPJU WPZPOT WPZF[ WPJFOU
WPZBJT WPZBJT WPZBJU WPZJPOT WPZJF[ WPZBJFOU
WFSSBJ WFSSBT WFSSB WFSSPOT WFSSF[ WFSSPOU
WJT WJT WJU WÔNFT WÔUFT WJSFOU
WPJF WPJFT WPJF WPZJPOT WPZJF[ WPJFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
WFVY WFVY WFVU WPVMPOT WPVMF[ WFVMFOU
WPVMBJT WPVMBJT WPVMBJU WPVMJPOT WPVMJF[ WPVMBJFOU
WPVESBJ WPVESBT WPVESB WPVESPOT WPVESF[ WPVESPOU
WPVMVT WPVMVT WPVMVU WPVMßNFT WPVMßUFT WPVMVSFOU
WFVJMMF WFVJMMFT WFVJMMF WPVMJPOT WPVMJF[ WFVJMMFOU
WFOESF UP TFMM
WFOEBOU WFOEV
WFOJS UP DPNF
WFOBOU WFOV
WÐUJS UP ESFTT
WÐUBOU WÐUV
WPVMPJS UP XBOU UP XJTI
WPVMBOU WPVMV
XXX 48BEWBOUBHF DPN
*NQFSBUJWF WFOET WFOEPOT WFOEF[
WJFOT WFOPOT WFOF[
WÐUT WÐUPOT WÐUF[
WJT WJWPOT WJWF[
WPJT WPZPOT WPZF[
WFVJMMF WFVJMMPOT WFVJMMF[
1015
4QBOJTI $POKVHBUJPO PG 4UFN $IBOHJOH 7FSCT &9".1-&4
'JSTU DMBTT Certain verbs of the first and second conjugations with stem vowels e or o change e to ie, o to ue when stressed. Note that jugar (UP QMBZ) is conjugated as if it were a first class stem- changing verb with stem vowel o.
QFOTBS UP UIJOL
WPMWFS UP SFUVSO
1SFTFOU QBSUJDJQMF QFOTBOEP
WPMWJFOEP
1SFTFOU JOEJDBUJWF
1SFTFOU TVCKVODUJWF
*NQFSBUJWF
QJFOTP QJFOTBT QJFOTB QFOTBNPT QFOTĂ&#x2C6;JT QJFOTBO
WVFMWP WVFMWFT WVFMWF WPMWFNPT WPMWĂ?JT WVFMWFO
QJFOTF QJFOTFT QJFOTF QFOTFNPT QFOTĂ?JT QJFOTFO
QJFOTB QJFOTF QFOTFNPT QFOTBE QJFOTFO
VF EPSNJS UP TMFFQ
1SFTFOU QBSUJDJQMF
WVFMWB WVFMWBT WVFMWB WPMWBNPT WPMWĂ&#x2C6;JT WVFMWBO
WVFMWF WVFMWB WPMWBNPT WPMWFE WVFMWBO
&9".1-&4
4FDPOE DMBTT Certain verbs of the third conjugation with stem vowels of e or o change e to ie, o to ue when stressed. Changes are the same as those listed above with the addition of e changing to i, and o to u, when the following syllable contains a stressed a, ie, or io.
JF TFOUJS UP GFFM
TJOUJFOEP
EVSNJFOEP
1SFTFOU JOEJDBUJWF
1SFTFOU TVCKVODUJWF
1SFUFSJUF
TJFOUP TJFOUFT TJFOUF TFOUJNPT TFOUĂ&#x201C;T TJFOUFO
TJFOUB TJFOUBT TJFOUB TJOUBNPT TJOUĂ&#x2C6;JT TJFOUBO
TFOUĂ&#x201C; TJFOUBT TJOUJĂ&#x2DC; TFOUJNPT TFOUJTUFJT TJOUJFSPO
EVFSNP EVFSNFT EVFSNF EPSNJNPT EPSNĂ&#x201C;T EVFSNFO
*NQFSGFDU TVCKVODUJWF
*NQFSBUJWF
TJOUJFSB TJOUJFSBT TJOUJFSB TJOUJĂ?SBNPT TJOUJFSBJT TJOUJFSBO
TJFOUF TJFOUB TJOUBNPT TFOUJE TJFOUBO
EVSNJFSB EVSNJFSBT EVSNJFSB EVSNJĂ?SBNPT EVSNJFSBJT EVSNJFSBO
EVFSNB EVFSNBT EVFSNB EVSNBNPT EVSNĂ&#x2C6;JT EVFSNBO
EVFSNF EVFSNB EVSNBNPT EPSNJE EVFSNBO
&9".1-&4
5IJSE DMBTT Certain verbs of the third conjugation with stem vowel e change e to i in all forms affected in the first and second classes of stem- changing verbs.
1024
1SFTFOU QBSUJDJQMF
J QFEJS UP BTL GPS
QJEJFOEP
1SFTFOU *OEJDBUJWF
1SFTFOU TVCKVODUJWF
1SFUFSJUF
*NQFSGFDU TVCKVODUJWF
*NQFSBUJWF
QJEP QJEFT QJEF QFEJNPT QFEĂ&#x201C;T QJEFO
QJEB QJEBT QJEB QJEBNPT QJEĂ&#x2C6;JT QJEBO
QFEĂ&#x201C; QFEJTUF QJEJĂ&#x2DC; QFEJNPT QFEJTUFJT QJEJFSPO
QJEJFSB QJEJFSBT QJEJFSB QJEJĂ?SBNPT QJEJFSBJT QJEJFSBO
QJEF QJEB QJEBNPT QFEJE QJEBO
EPSNĂ&#x201C; EPSNJTUF EVSNJĂ&#x2DC; EPSNJNPT EPSNJTUFJT EVSNJFSPO
FOREIGN LANGUAGE
"5 " ( - " / $ &
4QFMMJOH $IBOHF 7FSCT The chart below has examples of changes in the verbs buscar (to search), jugar (to play), averiguar (to find out), vencer (to conquer), conocer (to know), leer (to read), escoger (to choose), and seguir (to follow).
This class of verbs undergoes changes in spelling during conjugation, with the effect of preserving the sound of the consonant found in the infinitive. 7FSC FOEJOH
4QFMMJOH DIBOHF
&YBNQMFT
JO WFSCT FOEJOH JO DBS
D DIBOHFT UP RV CFGPSF BO F
CVTDBS â&#x17E;? CVTRVĂ?
JO WFSCT FOEJOH JO HBS
JOTFSU V CFGPSF BO F
KVHBS â&#x17E;? KVHVĂ?
JO WFSCT FOEJOH JO HVBS
QVU EJFSFTJT PWFS V CFGPSF BO F
BWFSJHVBS â&#x17E;? BWFSJHĂ Ă?
JO WFSCT FOEJOH JO DFS PS DJS QSFDFEFE CZ B DPOTPOBOU
SFQMBDF UIF D CZ [ CFGPSF BO B PS P
WFODFS â&#x17E;? WFO[P
JO WFSCT FOEJOH JO DFS PS DJS QSFDFEFE CZ B WPXFM
JOTFSU [ CFGPSF D XIFO GPMMPXFE CZ BO B PS P
DPOPDFS â&#x17E;? DPOP[DP
JO WFSCT FOEJOH JO FS PS JS
DIBOHF UIF J PG UIF FOEJOHT JF BOE JP UP Z
MFFS â&#x17E;? MFZĂ&#x2DC;
JO WFSCT FOEJOH JO HFS PS HJS
SFQMBDF UIF H XJUI K CFGPSF BO B PS P
FTDPHFS â&#x17E;? FTDPKP
JO WFSCT FOEJOH JO HVJS XIFO UIF V JT TJMFOU
ESPQ UIF V CFGPSF BO B PS P
TFHVJS â&#x17E;? TJHP
*SSFHVMBS 7FSCT Irregular verbs are the most difficult verbs to learn. Yet, perhaps unfortunately, they describe actions and states of being that are most frequently needed in speaking and writing Spanish. The verb forms given in the chart below and on the following pages take thirty-
eight irregular verbs through nine tenses. As you will see, the verb endings for certain tenses are the same as those you will encounter in conjugating regular verbs.
$POKVHBUJPO PG *SSFHVMBS 7FSCT *OGJOJUJ F *OEJDBUJWF
$POEJUJPOBM
4VCKVODUJWF
*NQFSBUJWF
1SFTFOU
*NQFSGFDU
1SFUFSJUF
'VUVSF
1SFTFOU
1SFTFOU
*NQFSGFDU TU GPSN
OE GPSN
BCSJS UP PQFO
BCSP BCSFT BCSFT BCSJNPT BCSĂ&#x201C;T BCSFO
BCSĂ&#x201C;B BCSĂ&#x201C;BT BCSĂ&#x201C;B BCSĂ&#x201C;BNPT BCSĂ&#x201C;BJT BCSĂ&#x201C;BO
BCSĂ&#x201C; BCSJTUF BCSJĂ&#x2DC; BCSJNPT BCSJTUFJT BCSJFSPO
BCSJSĂ? BCSJSĂ&#x2C6;T BCSJSĂ&#x2C6; BCSJSFNPT BCSJSĂ?JT BCSJSĂ&#x2C6;O
BCSJSĂ&#x201C;B BCSJSĂ&#x201C;BT BCSJSĂ&#x201C;B BCSJSĂ&#x201C;BNPT BCSJSĂ&#x201C;BJT BCSJSĂ&#x201C;BO
BCSB BCSBT BCSB BCSBNPT BCSĂ&#x2C6;JT BCSBO
BCSJFSB BCSJFSBT BCSJSB BCSJĂ?SBNPT BCSJFSBJT BCSJFSBO
BCSJFTF BCSJFTFT BCSJFTF BCSJĂ?TFNPT BCSJFTFJT BCSJFTFO
BCSF BCSF BCSBNPT BCSJE BCSBO
BOEBS UP HP UP XBML
BOEP BOEBT BOEB BOEBNPT BOEĂ&#x2C6;JT BOEBO
BOEBCB BOEBCBT BOEBCB BOEĂ&#x2C6;CBNPT BOEBCBJT BOEBCBO
BOEVWF BOEVWJTUF BOEVWP BOEVWJNPT BOEVWJTUFJT BOEVWJFSPO
BOEBSĂ? BOEBSĂ&#x2C6;T BOEBSĂ&#x2C6; BOEBSFNPT BOEBSĂ?JT BOEBSĂ&#x2C6;O
BOEBSĂ&#x201C;B BOEBSĂ&#x201C;BT BOEBSĂ&#x201C;B BOEBSĂ&#x201C;BNPT BOEBSĂ&#x201C;BJT BOEBSĂ&#x201C;BO
BOEF BOEFT BOEF BOEFNPT BOEĂ?JT BOEFO
BOEVWJFSB BOEVWJFSBT BOEVWJFSB BOEVWJĂ?SBNPT BOEVWJFSBJT BOEVWJFSBO
BOEVWJFTF BOEVWJFTFT BOEVWJFTF BOEVWJĂ?TFNPT BOEVWJFTFJT BOEVWJFTFO
BOEB BOEF BOEFNPT BOEBE BOEFO
XXX 48BEWBOUBHF DPN
1025
4QBOJTI *SSFHVMBS 7FSCT $POKVHBUJPO PG *SSFHVMBS 7FSCT *OGJOJUJ F *OEJDBUJWF 1SFTFOU
$POEJUJPOBM
4VCKVODUJWF
*NQFSBUJWF
*NQFSGFDU
1SFUFSJUF
'VUVSF
1SFTFOU
1SFTFOU
*NQFSGFDU TU GPSN
OE GPSN
CVTDB CVTDBNPT CVTDÈJT CVTDBO
CVTDBCB CVTDBCBT CVTDBCBT CVTDÈCBNPT CVTDBCBJT CVTDBCBO
CVTRVÏ CVTDBTUF CVTDØ CVTDBNPT CVTDBTUFJT CVTDBSPO
CVTDBSÏ CVTDBSÈT CVTDBSÈ CVTDBSFNPT CVTDBSÏJT CVTDBSÈO
CVTDBSÓB CVTDBSÓBT CVTDBSÓB CVTDBSÓBNPT CVTDBSÓBJT CVTDBSÓBO
CVTRVF CVTRVFT CVTRVF CVTRVFNPT CVTRVÏJT CVTRVFO
CVTDBSB CVTDBSBT CVTDBSB CVTDÈSBNPT CVTDBSBJT CVTDBSBO
CVTDBTF CVTDBTFT CVTDBTF CVTDÈTFNPT CVTDBTFJT CVTDBTFO
CVTDB CVTRVF CVTRVFNPT CVTDBE CVTRVFO
DBFS UP GBMM
DBJHP DBFT DBF DBFNPT DBÏJT DBFO
DBÓB DBÓBT DBÓB DBÓBNPT DBÓBJT DBÓBO
DBÓ DBÓTUF DBZØ DBÓNPT DBÓTUFJT DBZFSPO
DBFSÏ DBFSÈT DBFSÈ DBFSFNPT DBFSÏJT DBFSÈO
DBFSÓB DBFSÓBT DBFSÓB DBFSÓBNPT DBFSÓBJT DBFSÓBO
DBJHB DBJHBT DBJHB DBJHBNPT DBJHÈJT DBJHBO
DBZFSB DBZFSBT DBZFSB DBZÏSBNPT DBZFSBJT DBZFSBO
DBZFTF DBZFTFT DBZFTF DBZÏTFNPT DBZFTFJT DBZFTFO
DBF DBJHB DBJHBNPT DBFE DBJHBO
DFSSBS UP DMPTF
DJFSSP DJFSSBT DJFSSB DFSSBNPT DFSSÈJT DJFSSBO
DFSSBCB DFSSBCBT DFSSBCB DFSSÈCBNPT DFSSBCBJT DFSSBCBO
DFSSÏ DFSSBTUF DFSSØ DFSSBNPT DFSSBTUFJT DFSSBSPO
DFSSBSÏ DFSSBSÈT DFSSBSÈ DFSSBSFNPT DFSSBSÏJT DFSSBSÈO
DFSSBSÓB DFSSBSÓBT DFSSBSÓB DFSSBSÓBNPT DFSSBSÓBJT DFSSBSÓBO
DJFSSF DJFSSFT DJFSSF DFSSFNPT DFSSÏJT DJFSSFO
DFSSBSB DFSSBSBT DFSSBSBT DFSSÈSBNPT DFSSBSBJT DFSSBSBO
DFSSBTF DFSSBTFT DFSSBTF DFSSÈTFNPT DFSSBTFJT DFSSBTFO
DPOPDF DPOPDFNPT DPOPDÏJT DPOPDFO
DPOPDJB DPOPDÓBT DPOPDÓB DPOPDÓBNPT DPOPDÓBJT DPOPDÓBO
DPOPDÓ DPOPDJTUF DPOPDJØ DPOPDJNPT DPOPDJFTUFJT DPOPDJFSPO
DPOPDFSÏ DPOPDFSÈT DPOPDFSÈ DPOPDFSFNPT DPOPDFSÏJT DPOPDFSÈO
DPOPDFSÓB DPOPDFSÓBT DPOPDFSÓB DPOPDFSÓBNPT DPOPDFSÓBJT DPOPDFSÓBO
DPOP[DB DPOP[DBT DPOP[DB DPOP[DBNPT DPOP[DÈJT DPOP[DBO
DPOPDJFSB DPOPDJFSBT DPOPDJFSB DPOPDJÏSBNPT DPOPDJFSBJT DPOPDJFSBO
DPOPDJFTF DPOPDJFTFT DPOPDJFTF DPOPDJÏTFNPT DPOPDJFTFJT DPOPDJFTFO
DPOPDF DPOP[DB DPOP[DBNPT DPOPDFE DPOP[DBO
EBS UP HJWF
EPZ EBT EB EBNPT EBJT EBO
EBCB EBCBT EBCB EÈCBNPT EBCBJT EBCBO
EJ EJTUF EJP EJNPT EJTUFJT EJFSPO
EBSÏ EBSÈT EBSÈ EBSFNPT EBSÏJT EBSÈO
EBSÓB EBSÓBT EBSÓB EBSÓBNPT EBSÓBJT EBSÓBO
EÏ EFT EÏ EFNPT EFJT EFO
EJFSB EJFSBT EJFSB EJÏSBNPT EJFSBJT EJFSBO
EJFTF EJFTFT EJFTF EJÏTFNPT EJFTFJT EJFTFO
EB EÏ EFNPT EBE EFO
EFDJS UP TBZ UFMM
EJHP EJDFT EJDF EFDJNPT EFDÓT EJDFO
EFDÓB EFDÓBT EFDÓB EFDÓBNPT EFDÓBJT EFDÓBO
EJKF EJKJTUF EJKP EJKJNPT EJKJTUFJT EJKFSPO
EJSÏ EJSÈT EJSÈ EJSFNPT EJSÏJT EJSÈO
EJSÓB EJSÓBT EJSÓB EJSÓBNPT EJSÓBJT EJSÓBO
EJHB EJHBT EJHB EJHBNPT EJHÈJT EJHBO
EJKFSB EJKFSBT EJKFSB EJKÏSBNPT EJKFSBJT EJKFSBO
EJKFTF EJKFTFT EJKFTF EJKÏTFNPT EJKFTFJT EJKFTFO
EJ EJHB EJHBNPT EFDJE EJHBO
CVTDP CVTDBS UP TFBSDI CVTDBT
DPOPDFS DPOP[DP UP LOPX DPOPDFT
1026
DJFSSB DJFSSF DFSSFNPT DFSSBE DJFSSFO
FOREIGN LANGUAGE
"5 " ( - " / $ &
$POKVHBUJPO PG *SSFHVMBS 7FSCT *OGJOJUJ F *OEJDBUJWF 1SFTFOU
$POEJUJPOBM
4VCKVODUJWF
*NQFSBUJWF
*NQFSGFDU
1SFUFSJUF
'VUVSF
1SFTFOU
1SFTFOU
*NQFSGFDU TU GPSN
OE GPSN
FNQF[BCB FNQF[BCBT FNQF[BCB FNQF[ÈCBNPT FNQF[BCBJT FNQF[BCBO
FNQFDÏ FNQF[BTUF FNQF[Ø FNQF[BNPT FNQF[BTUFJT FNQF[BSPO
FNQF[BSÏ FNQF[BSÈT FNQF[BSÈ FNQF[BSFNPT FNQF[BSÏJT FNQF[BSÈO
FNQF[BSÓB FNQF[BSÓBT FNQF[BSÓB FNQF[BSÓBNPT FNQF[BSÓBJT FNQF[BSÓBO
FNQJFDF FNQJFDFT FNQJFDF FNQFDFNPT FNQFDÏJT FNQJFDFO
FNQF[BSB FNQF[BSBT FNQF[BSB FNQF[ÈSBNPT FNQF[BSBJT FNQF[BSBO
FNQF[BTF FNQF[BTFT FNQF[BTF FNQF[ÈTFNPT FNQF[BTFJT FNQF[BTFO
FNQJF[B FNQJFDF FNQFDFNPT FNQF[BE FNQJFDFO
FODPOUSÏ FODPOUSBTUF FODPOUSØ FODPOUSBNPT FODPOUSBTUFJT FODPOUSBSPO
FODPOUSBSÏ FODPOUSBSÈT FODPOUSBSÈ FODPOUSBSFNPT FODPOUSBSÏJT FODPOUSBSÈO
FODPOUSBSÓB FODPOUSBSÓBT FODPOUSBSÓB FODPOUSBSÓBNPT FODPOUSBSÓBJT FODPOUSBSÓBO
FODVFOUSF FODVFOUSFT FODVFOUSF FODPOUSFNPT FODPOUSÏJT FODVFOUSFO
FODPOUSBSB FODPOUSBSBT FODPOUSBSB FODPOUSÈSBNPT FODPOUSBSBJT FODPOUSBSBO
FODPOUSBTF FODPOUSBTFT FODPOUSBTF FODPOUSÈTFNPT FODPOUSBTFJT FODPOUSBTFO
FODVFOUSB FODVFOUSF FODPOUSFNPT FODPOUSBE FODVFOUSFO
FTDPHF FTDPHFNPT FTDPHÏJT FTDPHFO
FTDPHJB FTDPHÓBT FTDPHÓB FTDPHÓBNPT FTDPHÓBJT FTDPHÓBO
FTDPHÓ FTDPHJTUF FTDPHJØ FTDPHJNPT FTDPHJTUFJT FTDPHJFSPO
FTDPHFSÏ FTDPHFSÈT FTDPHFSÈ FTDPHFSFNPT FTDPHFSÏJT FTDPHFSÈO
FTDPHFSÓB FTDPHFSÓBT FTDPHFSÓB FTDPHFSÓBNPT FTDPHFSÓBJT FTDPHFSÓBO
FTDPKB FTDPKBT FTDPKB FTDPKBNPT FTDPKÈJT FTDPKBO
FTDPHJFSB FTDPHJFSBT FTDPHJFSB FTDPHJÏSBNPT FTDPHJFSBJT FTDPHJFSBO
FTDPHJFTF FTDPHJFTFT FTDPHJFTF FTDPHJÏTFNPT FTDPHJFTFJT FTDPHJFTFO
FTDPHF FTDPKB FTDPKBNPT FTDPHFE FTDPKBO
FTUBS UP CF
FTUPZ FTUÈT FTUÈ FTUBNPT FTUÈJT FTUÈO
FTUBCB FTUBCBT FTUBCB FTUÈCBNPT FTUBCBJT FTUBCBO
FTUVWF FTUVWJTUF FTUVWP FTUVWJNPT FTUVWJTUFJT FTUVWJFSPO
FTUBSÏ FTUBSÈT FTUBSÈ FTUBSFNPT FTUBSÏJT FTUBSÈO
FTUBSÓB FTUBSÓBT FTUBSÓB FTUBSÓBNPT FTUBSÓBJT FTUBSÓBO
FTUÏ FTUÏT FTUÏ FTUFNPT FTUÏJT FTUÏO
FTUVWJFSB FTUVWJFSBT FTUVWJFSB FTUVWJÏSBNPT FTUVWJFSBJT FTUVWJFSBO
FTUVWJFTF FTUVWJFTFT FTUVWJFTF FTUVWJÏTFNPT FTUVWJFTFJT FTUVWJFTFO
FTUÈ FTUÏ FTUFNPT FTUBE FTUÏO
IBCFS UP IBWF
IF IBT IB IFNPT IBCÏJT IBO
IBCÓB IBCÓBT IBCÓB IBCÓBNPT IBCÓBJT IBCÓBO
IVCF IVCJTUF IVCP IVCJNPT IVCJTUFJT IVCJFSPO
IBCSÏ IBCSÈT IBCSÈ IBCSFNPT IBCSÏJT IBCSÈO
IBCSÓB IBCSÓBT IBCSÓB IBCSÓBNPT IBCSÓBJT IBCSÓBO
IBZB IBZBT IBZB IBZBNPT IBZÈJT IBZBO
IVCJFSB IVCJFSBT IVCJFSB IVCJÏSBNPT IVCJFSBJT IVCJFSBO
IVCJFTF IVCJFTFT IVCJFTF IVCJÏTFNPT IVCJFTFJT IVCJFTFO
IF IBZB IBZBNPT IBCFE IBZBO
IBDÓB IBDÓBT IBDÓB IBDÓBNPT IBDÓBJT IBDÓBO
IJDF IJDJTUF IJ[P IJDJNPT IJDJTUFJT IJDJFSPO
IBSÏ IBSÈT IBSÈ IBSFNPT IBSÏJT IBSÈO
IBSÓB IBSÓBT IBSÓB IBSÓBNPT IBSÓBJT IBSÓBO
IBHB IBHBT IBHB IBHBNPT IBHÈJT IBHBO
IJDJFSB IJDJFSBT IJDJFSB IJDJÏSBNPT IJDJFSBJT IJDJFSBO
IJDJFTF IJDJFTFT IJDJFTF IJDJÏTFNPT IJDJFTFJT IJDJFTFO
IB[ IBHB IBHBNPT IBDFE IBHBO
FNQF[BS FNQJF[P UP TUBSU FNQJF[BT FNQJF[B FNQF[BNPT FNQF[ÈJT FNQJF[BO
FODPOUSBS FODVFOUSP FODVFOUSBT UP GJO
FODPOUSBCB FODPOUSBCBT FODVFOUSB FODPOUSBCB FODPOUSBNPT FODPOUSÈCBNPT FODPOUSÈJT FODPOUSBCBJT FODVFOUSBO FODPOUSBCBO
FTDPHFS FTDPKP UP DIPPTF FTDPHFT
IBHP IBDFS UP NBLF IBDFT IBDF UP EP
IBDFNPT IBDÏJT IBDFO
XXX 48BEWBOUBHF DPN
1027
4QBOJTI *SSFHVMBS 7FSCT $POKVHBUJPO PG *SSFHVMBS 7FSCT *OGJOJUJ F *OEJDBUJWF
$POEJUJPOBM
4VCKVODUJWF
*NQFSBUJWF
1SFTFOU
*NQFSGFDU
1SFUFSJUF
'VUVSF
1SFTFOU
1SFTFOU
*NQFSGFDU TU GPSN
OE GPSN
JS UP HP
WPZ WBT WB WBNPT WBJT WBO
JCB JCBT JCB ÓCBNPT JCBJT JCBO
GVJ GVJTUF GVF GVJNPT GVJTUFJT GVFSPO
JSÏ JSÈT JSÈ JSFNPT JSÏJT JSÈO
JSÓB JSÓBT JSÓB JSÓBNPT JSÓBJT JSÓBO
WBZB WBZBT WBZB WBZBNPT WBZÈJT WBZBO
GVFSB GVFSBT GVFSB GVÏSBNPT GVFSBJT GVFSBO
GVFTF GVFTFT GVFTF GVÏTFNPT GVFTFJT GVFTFO
WF WBZB WBNPT JE WBZBO
KVHBS UP QMBZ
KVFHP KVFHBT KVFHB KVHBNPT KVHÈJT KVFHBO
KVHBCB KVHBCBT KVHBCB KVHÈCBNPT KVHBCBJT KVHBCBO
KVHVÏ KVHBTUF KVHØ KVHBNPT KVHBTUFJT KVHBSPO
KVHBSÏ KVHBSÈT KVHBSÈ KVHBSFNPT KVHBSÏJT KVHBSÈ
KVHBSÓB KVHBSÓBT KVHBSÓB KVHBSÓBNPT KVHBSÓBJT KVHBSÓBO
KVFHVF KVFHVFT KVFHVF KVHVFNPT KVHVÏJT KVHVFO
KVHBSB KVHBSBT KVHBSB KVHÈSBNPT KVHBSBJT KVHBSBO
KVHBTF KVHBTFT KVHBTF KVHÈTFNPT KVHBTFJT KVHBTFO
KVFHB KVFHVF KVHVFNPT KVHBE KVFHVFO
MBWBS UP XBTI
MBWP MBWBT MBWB MBWBNPT MBWÈJT MBWBO
MBWBCB MBWBCBT MBWBCB MBWÈCBNPT MBWBCBJT MBWBCBO
MBWÏ MBWBTUF MBWØ MBWBNPT MBWBTUFJT MBWBSPO
MBWBSÏ MBWBSÈT MBWBSÈ MBWBSFNPT MBWBSÏJT MBWBSÈO
MBWBSÓB MBWBSÓBT MBWBSÓB MBWBSÓBNPT MBWBSÓBJT MBWBSÓBO
MBWF MBWFT MBWF MBWFNPT MBWÏJT MBWFO
MBWBSB MBWBSBT MBWBSB MBWÈSBNPT MBWBSBJT MBWBSBO
MBWBTF MBWBTFT MBWBTF MBWÈTFNPT MBWBTFJT MBWBTFO
MBWB MBWF MBWFNPT MBWBE MBWFO
MFFS UP SFBE
MFP MFFT MFF MFFNPT MFÏJT MFFO
MFÓB MFÓBT MFÓB MFÓBNPT MFÓBJT MFÓBO
MFÓ MFÓTUF MFZØ MFÓNPT MFÓTUFJT MFZFSPO
MFFSÏ MFFSÈT MFFSÈ MFFSFNPT MFFSÏJT MFFSÈO
MFFSÓB MFFSÓBT MFFSÓB MFFSÓBNPT MFFSÓBJT MFFSÓBO
MFB MFBT MFB MFBNPT MFÈJT MFBO
MFZFSB MFZFSBT MFZFSB MFZÏSBNPT MFZFSBJT MFZFSBO
MFZFTF MFZFTFT MFZFTF MFZÏTFNPT MFZFTFJT MFZFTFO
MFF MFB MFBNPT MFFE MFBO
MMFHB MMFHBNPT MMFHÈJT MMFHBO
MMFHBCB MMFHBCBT MMFHBCB MMFHÈCBNPT MMFHBCBJT MMFHBCBO
MMFHVÏ MMFHBTUF MMFHØ MMFHBNPT MMFHBTUFJT MMFHBSPO
MMFHBSÏ MMFHBSÈT MMFHBSÈ MMFHBSFNPT MMFHBSÏJT MMFHFSÈ
MMFHBSÓB MMFHBSÓBT MMFHBSÓB MMFHBSÓBNPT MMFHBSÓBJT MMFHBSÓBO
MMFHVF MMFHVFT MMFHVF MMFHVFNPT MMFHVÏJT MMFHVFO
MMFHBSB MMFHBSBT MMFHBSB MMFHÈSBNPT MMFHBSBJT MMFHBSBO
MMFHBTF MMFHBTFT MMFHBTF MMFHÈTFNPT MMFHBTFJT MMFHBTFO
MMFHB MMFHVF MMFHVFNPT MMFHBE MMFHVFO
NJSP NJSBT NJSB NJSBNPT NJSÈJT NJSBO
NJSBCB NJSBCBT NJSBCB NJSÈCBNPT NJSBCBJT NJSBCBO
NJSÏ NJSBTUF NJSØ NJSBNPT NJSBTUFJT NJSBSPO
NJSBSÏ NJSBSÈT NJSBSÈ NJSBSFNPT NJSBSÏJT NJSBSÈO
NJSBSÓB NJSBSÓBT NJSBSÓB NJSBSÓBNPT NJSBSÓBJT NJSBSÓBO
NJSF NJSFT NJSF NJSFNPT NJSÏJT NJSFO
NJSBSB NJSBSBT NJSBSB NJSÈSBNPT NJSBSBJT NJSBSBO
NJSBTF NJSBTFT NJSBTF NJSÈTFNPT NJSBTFJT NJSBTFO
NJSB NJSF NJSFNPT NJSBE NJSFO
MMFHP MMFHBS UP BSSJWF MMFHBT
NJSBS UP MPPL BU
1028
FOREIGN LANGUAGE
"5 " ( - " / $ &
$POKVHBUJPO PG *SSFHVMBS 7FSCT *OGJOJUJ F *OEJDBUJWF
$POEJUJPOBM
4VCKVODUJWF
*NQFSBUJWF
1SFTFOU
*NQFSGFDU
1SFUFSJUF
'VUVSF
1SFTFOU
1SFTFOU
*NQFSGFDU TU GPSN
OE GPSN
PJHP PZFT PZF PÓNPT PÓT PZFO
PÓB PÓBT PÓB PÓBNPT PJBJT PJBO
PÓ PÓTUF PZØ PÓNPT PÓTUFJT PZFSPO
PJSÏ PJSÈT PJSÈ PJSFNPT PJSÏJT PJSÈO
PJSÓB PJSÓBT PJSÓB PJSÓBNPT PJSÓBJT PJSÓBO
PJHB PJHBT PJHB PJHBNPT PJHÈJT PJHBO
PZFSB PZFSBT PZFSB PZÏSBNPT PZFSBJT PZFSBO
PZFTF PZFTFT PZFTF PZÏTFNPT PZFTFJT PZFTFO
PZF PJHB PJHBNPT PÓE PJHBO
PMWJEB PMWJEBNPT PMWJEÈJT PMWJEBO
PMWJEBCB PMWJEBCBT PMWJEBCB PMWJEÈCBNPT PMWJEBCBJT PMWJEBCBO
PMWJEÏ PMWJEBTUF PMWJEØ PMWJEBNPT PMWJEBTUFJT PMWJEBSPO
PMWJEBSÏ PMWJEBSÈT PMWJEBSÈ PMWJEBSFNPT PMWJEBSÏJT PMWJEBSÈ
PMWJEBSÓB PMWJEBSÓBT PMWJEBSÓB PMWJEBSÓBNPT PMWJEBSÓBJT PMWJEBSÓBO
PMWJEF PMWJEFT PMWJEF PMWJEFNPT PMWJEÏJT PMWJEFO
PMWJEBSB PMWJEBSBT PMWJEBSB PMWJEÈSBNPT PMWJEBSBJT PMWJEBSBO
PMWJEBTF PMWJEBTFT PMWJEBTF PMWJEÈTFNPT PMWJEBTFJT PMWJEBTFO
PMWJEB PMWJEF PMWJEFNPT PMWJEBE PMWJEFO
QBHBS UP QBZ
QBHP QBHBT QBHB QBHBNPT QBHÈJT QBHBO
QBHBCB QBHBCBT QBHBCB QBHÈCBNPT QBHBCBJT QBHBCBO
QBHVÏ QBHBTUF QBHØ QBHBNPT QBHBTUFJT QBHBSPO
QBHBSÏ QBHBSÈT QBHBSÈ QBHBSFNPT QBHBSÏJT QBHBSÈO
QBHBSÓB QBHBSÓBT QBHBSÓB QBHBSÓBNPT QBHBSÓBJT QBHBSÓBO
QBHVF QBHVFT QBHVF QBHVFNPT QBHVÏJT QBHVFO
QBHBSB QBHBSBT QBHBSB QBHÈSBNPT QBHBSBJT QBHBSBO
QBHBTF QBHBTFT QBHBTF QBHÈTFNPT QBHBTFJT QBHBTFO
QBHB QBHVF QBHVFNPT QBHBE QBHVFO
QFSEFS UP MPTF
QJFSEP QJFSEFT QJFSEF QFSEFNPT QFSEÏJT QJFSEFO
QFSEÓB QFSEÓBT QFSEÓB QFSEÓBNPT QFSEÓBJT QFSEÓBO
QFSEÓ QFSEJTUF QFSEJØ QFSEJNPT QFSEJTUFJT QFSEJFSPO
QFSEFSÏ QFSEFSÈT QFSEFSÈ QFSEFSFNPT QFSEFSÏJT QFSEFSÈO
QFSEFSÓB QFSEFSÓBT QFSEFSÓB QFSEFSÓBNPT QFSEFSÓBJT QFSEFSÓBO
QJFSEB QJFSEBT QJFSEB QFSEBNPT QFSEÈJT QJFSEBO
QFSEJFSB QFSEJFSBT QFSEJFSB QFSEJÏSBNPT QFSEJFSBJT QFSEJFSBO
QFSEJFTF QFSEJFTFT QFSEJFTF QFSEJÏTFNPT QFSEJFTFJT QFSEJFTFO
QJFSEF QJFSEB QFSEBNPT QFSEFE QJFSEBO
QPEFS UP CF BCMF
QVFEP QVFEFT QVFEF QPEFNPT QPEÏJT QVFEFO
QPEÓB QPEÓBT QPEÓB QPEÓBNPT QPEÓBJT QPEÓBO
QVEF QVEJTUF QVEP QVEJNPT QVEJTUFJT QPEJFSPO
QPESÏ QPESÈT QPESÈ QPESFNPT QPESÏJT QPESÈO
QPESÓB QPESÓBT QPESÓB QPESÓBNPT QPESÓBJT QPESÓBO
QVFEB QVFEBT QVFEB QPEBNPT QPEÈJT QVFEBO
QVEJFSB QVEJFSBT QVEJFSB QVEJÏSBNPT QVEJFSBJT QVEJFSBO
QVEJFTF QVEJFTFT QVEJFTF QVEJÏTFNPT QVEJFTFJT QVEJFTFO
QVFEF QVFEB QPEBNPT QPEFE QVFEBO
QPOFS UP QVU
QPOHP QPOFT QPOF QPOFNPT QPOÏJT QPOFO
QPOÓB QPOÓBT QPOÓB QPOÓBNPT QPOÓBJT QPOÓBO
QVTF QVTJTUF QVTP QVTJNPT QVTJTUFJT QVTJFSPO
QPOESÏ QPOESÈT QPOESÈ QPOESFNPT QPOESÏJT QPOESÈO
QPOESÓB QPOESÓBT QPOESÓB QPOESÓBNPT QPOESÓBJT QPOESÓBO
QPOHB QPOHBT QPOHB QPOHBNPT QPOHÈJT QPOHBO
QVTJFSB QVTJFSBT QVTJFSB QVTJÏSBNPT QVTJFSBJT QVTJFSBO
QVTJFTF QVTJFTFT QVTJFTF QVTJÏTFNPT QVTJFTFJT QVTJFTFO
QPO QPOHB QPOHBNPT QPOFE QPOHBO
PJS UP IFBS
PMWJEP PMWJEBS UP GPSHFU PMWJEBT
XXX 48BEWBOUBHF DPN
1029
4QBOJTI *SSFHVMBS 7FSCT $POKVHBUJPO PG *SSFHVMBS 7FSCT *OGJOJUJ F *OEJDBUJWF
$POEJUJPOBM
4VCKVODUJWF
*NQFSBUJWF
1SFTFOU
*NQFSGFDU
1SFUFSJUF
'VUVSF
1SFTFOU
1SFTFOU
*NQFSGFDU TU GPSN
OE GPSN
RVFEBS UP TUBZ
RVFEP RVFEBT RVFEB RVFEBNPT RVFEÈJT RVFEBO
RVFEBCB RVFEBCBT RVFEBCB RVFEÈCBNPT RVFEBCBJT RVFEBCBO
RVFEÏ RVFEBTUF RVFEØ RVFEBNPT RVFEBTUFJT RVFEBSPO
RVFEBSÏ RVFEBSÈT RVFEBSÈ RVFEBSFNPT RVFEBSÏJT RVFEBSÈO
RVFEBSÓB RVFEBSÓBT RVFEBSÓB RVFEBSÓBNPT RVFEBSÓBJT RVFEBSÓBO
RVFEF RVFEFT RVFEF RVFEFNPT RVFEÏJT RVFEFO
RVFEBSB RVFEBSBT RVFEBSB RVFEÈSBNPT RVFEBSBJT RVFEBSBO
RVFEBTF RVFEBTFT RVFEBTF RVFEÈTFNPT RVFEBTFJT RVFEBTFO
RVFEB RVFEF RVFEFNPT RVFEBE RVFEFO
RVFSFS UP XBOU MPWF
RVJFSP RVJFSFT RVJFSF RVFSFNPT RVFSÏJT RVJFSFO
RVFSÓB RVFSÓBT RVFSÓB RVFSÓBNPT RVJFSÓBJT RVFSÓBO
RVJTF RVJTJTUF RVJTP RVJTJNPT RVJTJTUFJT RVJTJFSPO
RVFSSÏ RVFSSÈT RVFSSÈ RVFSSFNPT RVFSSÏJT RVFSSÈO
RVFSSÓB RVFSSÓBT RVJSSÓB RVFSSÓBNPT RVFSSÓBJT RVFSSÓBO
RVJFSB RVJFSBT RVJFSB RVFSBNPT RVFSÈJT RVJFSBO
RVJTJFSB RVJTJFSBT RVJTJFSB RVJTJÏSBNPT RVJTJFSBJT RVJTJFSBO
RVJTJFTF RVJTJFTFT RVJTJFTF RVJTJÏTFNPT RVJTJFTFJT RVJTJFTFO
RVJFSF RVJFSB RVJFSBNPT RVJFSFE RVJFSBO
TBCF TBCFNPT TBCÏJT TBCFO
TBCÓB TBCÓBT TBCÓB TBCÓBNPT TBCÓBJT TBCÓBO
TVQF TVQJTUF TVQP TVQJNPT TVQJTUFJT TVQJFSPO
TBCSÏ TBCSÈT TBCSÈ TBCSFNPT TBCSÏJT TBCSÈO
TBCSÓB TBCSÓBT TBCSÓB TBCSÓBNPT TBCSÓBJT TBCSÓBO
TFQB TFQBT TFQB TFQBNPT TFQÈJT TFQBO
TVQJFSB TVQJFSBT TVQJFSB TVQJÏSBNPT TVQJFSBJT TVQJFSBO
TVQJFTF TVQJFTFT TVQJFTF TVQJÏTFNPT TVQJFTFJT TVQJFTFO
TBCF TFQB TFQBNPT TBCFE TFQBO
TBDP TBDBT TBDB TBDBNPT TBDÈJT TBDBO
TBDBCB TBDBCBT TBDBCB TBDÈCBNPT TBDBCBJT TBDBCBO
TBRVÏ TBDBTUF TBDØ TBDBNPT TBDBTUFJT TBDBSPO
TBDBSÏ TBDBSÈT TBDBSÈ TBDBSFNPT TBDBSÏJT TBDBSÈO
TBDBSÓB TBDBSÓBT TBDBSÓB TBDBSÓBNPT TBDBSÓBJT TBDBSÓBO
TBRVF TBRVFT TBRVF TBRVFNPT TBRVÏJT TBRVFO
TBDBSB TBDBSBT TBDBSB TBDÈSBNPT TBDBSBJT TBDBSBO
TBDBTF TBDBTFT TBDBTF TBDÈTFNPT TBDBTFJT TBDBTFO
TBDB TBRVF TBRVFNPT TBDBE TBRVFO
TJHVF TFHVJNPT TFHVÓT TJHVFO
TFHVÓB TFHVÓBT TFHVÓB TFHVÓBNPT TFHVÓBJT TFHVÓBO
TFHVÓ TFHVJTUF TJHVJØ TFHVJNPT TFHVJTUFJT TJHVJFSPO
TFHVJSÏ TFHVJSÈT TFHVJSÈ TFHVJSFNPT TFHVJSÏJT TFHVJSÈO
TFHVJSÓB TFHVJSÓBT TFHVJSÓB TFHVJSÓBNPT TFHVJSÓBJT TFHVJSÓBO
TJHB TJHBT TJHB TJHBNPT TJHÈJT TJHBO
TJHVJFSB TJHVJFSBT TJHVJFSB TJHVJÏSBNPT TJHVJFSBJT TJHVJFSBO
TJHVJFTF TJHVJFTFT TJHVJFTF TJHVJÏTFNPT TJHVJFTFJT TJHVJFTFO
TBMHP TBMFT TBMF TBMJNPT TBMÓT TBMFO
TBMÓB TBMÓBT TBMÓB TBMÓBNPT TBMÓBJT TBMÓBO
TBMÓ TBMJTUF TBMJØ TBMJNPT TBMJTUFJT TBMJFSPO
TBMESÏ TBMESÈT TBMESÈ TBMESFNPT TBMESÏJT TBMESÈO
TBMESÓB TBMESÓBT TBMESÓB TBMESÓBNPT TBMESÓBJT TBMESÓBO
TBMHB TBMHBT TBMHB TBMHBNPT TBMHÈJT TBMHBO
TBMJFSB TBMJFSBT TBMJFSB TBMJÏSBNPT TBMJFSBJT TBMJFSBO
TBMJFTF TBMJFTFT TBMJFTF TBMJÏTFNPT TBMJFTFJT TBMJFTFO
TBM TBMHB TBMHBNPT TBMJE TBMHBO
TÏ TBCFS UP LOPX TBCFT
TBDBS UP UBLF PVU
TJHP TFHVJS UP GPMMPX TJHVFT
TBMJS UP HP PVU
1030
FOREIGN LANGUAGE
"5 " ( - " / $ &
$POKVHBUJPO PG *SSFHVMBS 7FSCT *OGJOJUJ F *OEJDBUJWF
$POEJUJPOBM
4VCKVODUJWF
*NQFSBUJWF
1SFTFOU
*NQFSGFDU
1SFUFSJUF
'VUVSF
1SFTFOU
1SFTFOU
*NQFSGFDU TU GPSN
OE GPSN
TFS UP CF
TPZ FSFT FT TPNPT TPJT TPO
FSB FSBT FSB ÏSBNPT FSBJT FSBO
GVJ GVJTUF GVF GVJNPT GVJTUFJT GVFSPO
TFSÏ TFSÈT TFSÈ TFSFNPT TFSÏJT TFSÈO
TFSÓB TFSÓBT TFSÓB TFSÓBNPT TFSÓBJT TFSÓBO
TFB TFBT TFB TFBNPT TFÈJT TFBO
GVFSB GVFSBT GVFSB GVÏSBNPT GVFSBJT GVFSBO
GVFTF GVFTFT GVFTF GVÏTFNPT GVFTFJT GVFTFO
TÏ TFB TFBNPT TFE TFBO
UFOFS UP IBWF
UFOHP UJFOFT UJFOF UFOFNPT UFOÏJT UJFOFO
UFOÓB UFOÓBT UFOÓB UFOÓBNPT UFOÓBJT UFOÓBO
UVWF UVWJTUF UVWP UVWJNPT UVWJTUFJT UVWJFSPO
UFOESÏ UFOESÈT UFOESÈ UFOESFNPT UFOESÏJT UFOESÈO
UFOESÓB UFOESÓBT UFOESÓB UFOESÓBNPT UFOESÓBJT UFOESÓBO
UFOHB UFOHBT UFOHB UFOHBNPT UFOHÈJT UFOHBO
UVWJFSB UVWJFSBT UVWJFSB UVWJÏSBNPT UVWJFSBJT UVWJFSBO
UVWJFTF UVWJFTFT UVWJFTF UVWJÏTFNPT UVWJFTFJT UVWJFTFO
UFO UFOHB UFOHBNPT UFOFE UFOHBO
USBFS UP CSJOH
USBJHP USBFT USBF USBFNPT USBÏJT USBFO
USBÓB USBÓBT USBÓB USBÓBNPT USBÓBJT USBÓBO
USBKF USBKJTUF USBKP USBKJNPT USBKJTUFJT USBKFSPO
USBFSÏ USBFSÈT USBFSÈ USBFSFNPT USBFSÏJT USBFSÈO
USBFSÓB USBFSÓBT USBFSÓB USBFSÓBNPT USBFSÓBJT USBFSÓBO
USBJHB USBJHBT USBJHB USBJHBNPT USBJHÈJT USBJHBO
USBKFSB USBKFSBT USBKFSB USBKÏSBNPT USBKFSBJT USBKFSBO
USBKFTF USBKFTFT USBKFTF USBKÏTFNPT USBKFTFJT USBKFTFO
USBF USBJHB USBJHBNPT USBFE USBJHBO
WBMFS UP CF XPSUI
WBMHP WBMFT WBMF WBMFNPT WBMÏJT WBMFO
WBMÓB WBMÓBT WBMÓB WBMÓBNPT WBMÓBJT WBMÓBO
WBMÓ WBMJTUF WBMJØ WBMJNPT WBMJTUFJT WBMJFSPO
WBMESÏ WBMESÈT WBMESÈ WBMESFNPT WBMESÏJT WBMESÈO
WBMESÓB WBMESÓBT WBMESÓB WBMESÓBNPT WBMESÓBJT WBMESÓBO
WBMHB WBMHBT WBMHB WBMHBNPT WBMHÈJT WBMHBO
WBMJFSB WBMJFSBT WBMJFSB WBMJÏSBNPT WBMJFSBJT WBMJFSBO
WBMJFTF WBMJFTFT WBMJFTF WBMJÏTFNPT WBMJFTFJT WBMJFTFO
WBM WBMHB WBMHBNPT WBMFE WBMHBO
WJFOF WFOJNPT WFOÓT WJFOFO
WFOÓB WFOÓBT WFOÓB WFOÓBNPT WFOÓBJT WFOÓBO
WJOF WJOJTUF WJOP WJOJNPT WJOJTUFJT WJOJFSPO
WFOESÏ WFOESÈT WFOESÈ WFOESFNPT WFOESÏJT WFOESÈO
WFOESÓB WFOESÓBT WFOESÓB WFOESÓBNPT WFOESÓBJT WFOESÓBO
WFOHB WFOHBT WFOHB WFOHBNPT WFOHÈJT WFOHBO
WJOJFSB WJOJFSBT WJOJFSB WFOJÏSBNPT WJOJFSBJT WJOJFSBO
WJOJFTF WJOJFTFT WJOJFTF WJOJÏTFNPT WJOJFTFJT WJOJFTFO
WFO WFOHB WFOHBNPT WFOJE WFOHBO
WFP WFT WF WFNPT WFJT WFO
WFÓB WFÓBT WFÓB WFÓBNPT WFÓBJT WFÓBO
WJ WJTUF WJP WJNPT WJTUFJT WJFSPO
WFSÏ WFSÈT WFSÈ WFSFNPT WFSÏJT WFSÈO
WFSÓB WFSÓBT WFSÓB WFSÓBNPT WFSÓBJT WFSÓBO
WFB WFBT WFB WFBNPT WFÈJT WFBO
WJFSB WJFSBT WJFSB WJÏSBNPT WJFSBJT WJFSBO
WJFTF WJFTFT WJFTF WJÏTFNPT WJFTFJT WJFTFO
WF WFB WFBNPT WFE WFBO
WFOHP WFOJS UP DPNF WJFOFT
WFS UP TFF
XXX 48BEWBOUBHF DPN
1031
*OEFY " "CCBTJE EZOBTUZ (Islamic empire), 475, 476 "CCPUU Sir John Joseph Caldwell, 308 BCCSFWJBUJPOT MLA works cited lists, 819 U.S. states and Canadian provinces, 703 BCPMJUJPOJTN 114â&#x20AC;&#x201C;115 "CPSJHJOFT "VTUSBMJBO 526, 527 BCPSUJPO 214 "CSBIBN 452, 456, 458 BCTUSBDU OPVOT 654, 838, 839 "DBEJB 32, 249, 255 BDDVMUVSBUJPO 624 BDDVSBDZ PG JOGPSNBUJPO 719, 803 "DIBFNFOJE &NQJSF 414â&#x20AC;&#x201C;415 BDUJPO WFSCT 660 BDUJWF WPJDF 725 BDUJWJUJFT TFDUJPO PG B SFTVNĂ? 780, 781 "DU PG 6OJPO (1841), 268â&#x20AC;&#x201C;269 BDUPST 4IBLFTQFBSF T 978, 982 "EBNT John, 89 Alien and Sedition Acts, 89, 326 American Revolution, 60 Declaration of Independence, 55, 327 Federalist Party, 326 list of presidents, 234 Massachusetts Constitution, 65 philosophy, 53, 326 presidency, 89 presidential elections, 230 Second Continental Congress, 51 son John Quincy, 237 Treaty of Paris, 59 vice-presidency, 88 "EBNT John Quincy, 98, 230, 231, 234, 237 "EBNT Samuel, 51, 66 "EBNT 0OJT 5SFBUZ (1819), 95 Adarand Constructors, Inc. v. Pena (1995), 341 BEESFTTJOH BO FOWFMPQF 778
1038
BE IPNJOFN BSHVNFOU 807 BEKFDUJWF DMBVTFT 680 BEKFDUJWF QISBTFT 678 BEKFDUJWFT 664â&#x20AC;&#x201C;665 adjective clauses, 680 capitalizing proper, 702 comparison, 665 distinguishing from adverbs, 668â&#x20AC;&#x201C;669 hyphens in compound, 698 job, 653 participial phrases, 679 placement, 665 predicate adjectives, 660 prepositional phrases, 670 suffixes indicate, 834 types, 664 with adverbs, 667 words that can be used as adverbs or, 669 BEWFSC DMBVTFT 680, 683 BEWFSC QISBTFT 678 BEWFSCT 666â&#x20AC;&#x201C;667 adverb clauses, 680, 683 comparison, 667 distinguishing from adjectives, 668â&#x20AC;&#x201C;669 job, 653 placement, 667 preposition or, 671 suffixes indicate, 834 types, 666 unnecessary, 666 with adjectives, 667 words that can be used as adjectives or, 669 Aeneid (Vergil), 440, 923 "FTDIZMVT 429, 420, 921 "FTPQ 920 BffirNBUJWF BDUJPO 341 "GHIBOJTUBO al-Qaeda, 593 Soviet invasion, 569, 576, 593 Taliban, 227, 592, 593 United States intervention, 227 "GSJDB 638â&#x20AC;&#x201C;639 Bantu migration, 479, 528, 618
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Christopher Columbus Leonardo da Vinci William Shakespeare Benjamin Franklin George Washington Thomas Jefferson Abraham Lincoln Harriet Tubman Thomas Alva Edison Albert Einstein Adolf Hitler Rosa Louise Parks John Fitzgerald Kennedy Martin Luther King, Jr.
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denotes Hot Topics
Christopher
Columbus Christopher Columbus was an outstanding navigator and organizer of expeditions. He achieved fame by sailing west across the Atlantic Ocean from Europe in search of a western sea route to Asia.
Dead Reckoning Exploration and Disease Young Columbus Life at Sea
Sailing West/Dead Reckoning.
Columbus had few navigational instruments. He knew enough about celestial navigation to measure latitude by using the North Star. However, he had no instruments for determining the shipâ&#x20AC;&#x2122;s position from the stars except a crude quadrant that was not accurate when the ship rolled. He used a compass to plot his course, estimated distances on a chart, relied on a half-hour glass to measure time, and guessed his speed. Together, these activities make up a method of navigation known as dead reckoning.
First map made by Columbus
3 Christopher Columbus
hot topics hot topics hot topics
Trouble, Exploration, and Disease. A tragic consequence of the first transatlantic voyages was that Europeans unintentionally brought many deadly diseases to America. The previous separation of the Native American peoples from those of Europe and Asia meant that the Native Americans had no natural immunity to these diseases. As a result, measles, smallpox, typhus, and other infectious diseases swept through the newly exposed populations, killing vast numbers of people. In turn, some Europeans became infected by a form of syphilis unknown in Europe.
Young Columbus. While a young man, Columbus worked as an agent for the Spinolas, Di Negros, and Centurionesâ&#x20AC;&#x201D;powerful Genoese commercial families. In the mid-1470s, in his first docuMap used by Columbus mented voyage, Columbus took part in a trading expedition to the island of Chios, a Genoese possession in the Aegean Sea. A few years later he settled in a Genoese colony in Lisbon, Portugal. According to legend, he reached Portugal by swimming ashore clinging to an oar after being attacked by pirates. He next voyaged to the Canary Islands and the Azores, island groups in the Atlantic Ocean west of Africa. Some historians believe he also sailed to England and Ireland, even to Iceland, where he may have learned of early Norse explorations.
Ships and Crews/Life at Sea.
About 90 crew members sailed aboard Columbusâ&#x20AC;&#x2122;s three ships. In addition to the officers and sailors, the expedition included a translator, three physicians, servants for each captain, a secretary, and an accountant. Aboard ship, there was endless work to be done handling the sails and ropes and pumping out water that seeped or washed aboard. Cleaning and repair work filled the remaining hours. The crews In formulating the plan for his cooked on portable wood-burning stoves. Their main meal consisted historic voyage, Columbus underof a stew of salted meat or fish, hard biscuits, and watered wine. The estimated the circumference of sailors had no sleeping quarters, so they huddled on deck in good the world by about 5 percent. weather or found a spot below deck during storms. Only a few officers had bunks.
TRUE or FALSE?
4 Christopher Columbus
THE BASICS
Christopher Columbus (1451–1506) was an outstanding navigator and organizer of
expeditions. He achieved fame by sailing west across the Atlantic Ocean from Europe in search of a western sea route to Asia. However, he never accomplished this goal. Instead, in 1492, he encountered islands in the Caribbean Sea. Until that time, Europeans and Native Americans had not been aware of each other’s existence. During his four voyages westward—between 1492 and 1504—Columbus explored the Caribbean region and parts of Central and South America. Columbus was not the first European to reach the Western Hemisphere. The Norse (also called the Vikings) had settled for a time on the coast of North America about A.D. 1000. But that contact did not last, and most Europeans of the 1400s did not know it had taken place. Columbus’s voyages led to enduring links between the Eastern and Western hemispheres.
The World of Columbus
The Europe into which Columbus was born in 1451 was struggling against the growing power of the Ottoman Empire, which had conquered much of southeastern Europe. In 1453, the Ottomans took control of Constantinople (now Istanbul, Turkey), a major center of trade between Europe and Asia. They made Constantinople the capital of their empire, cutting off easy European access to highly valued Asian goods. The only alternative to a difficult, dangerous, and expensive land journey was a sea route—either around Africa or westward across the Atlantic. This desire to establish a sea route to Asia launched a remarkable wave of European exploration.
Early Years
Christopher Columbus
Boyhood. The exact date of Columbus’s birth is not known. He was born sometime between August 25 and October 31, 1451, in Genoa, then capital of a self-governing area on the northwest coast of Italy. Genoa was an important seaport with a long seafaring tradition, and its ships traded throughout the Mediterranean region. Christopher’s given and family name was Cristoforo Colombo. In English, he is known as Christopher Columbus, the Latinized form of the name. He called himself Cristóbal Colón after he settled in Spain. His father, Domenico Colombo, was a wool weaver. To increase his modest income, Domenico also worked as a gatekeeper and wine merchant. Christopher’s mother, Susanna Fontanarossa, was the daughter of a wool weaver. Christopher was the oldest of five children. His brothers, Bartholomew and Diego, worked closely with him on many of his enterprises. Christopher and his brothers may have been tutored or sent to a monastery school to learn basic Latin and mathematics, though Christopher’s formal education apparently ended at about age 14. Young adulthood. Christopher’s ambitious father pushed the boy into a business career, and Christopher began to sail on trading trips. He worked as an agent for the Spinolas, Di Negros, and Centuriones—powerful Genoese commercial fam-
5 Christopher Columbus
The Ptolemy map ilies. In the mid-1470s, in his first documented voyage, Columbus took part in a trading expedition to the island of Chios, a Genoese possession in the Aegean Sea. In 1476, he settled in a Genoese colony in Lisbon, Portugal. There is a legend that he reached Portugal by swimming ashore clinging to an oar after being attacked by pirates. In Lisbon, Columbus joined with his brother Bartholomew to draw and sell maps. Columbus often attended Mass at a chapel at the Convento dos Santos, a school for aristocratic young women. There, he met Felipa Perestrello Moniz, whom he married in 1479. Felipa’s father was the first governor of Porto Santo, a Portuguese island in the Madeira group off northern Africa’s Atlantic coast. The couple moved to Porto Santo, then to the nearby island of Madeira. Their only child, Diego, was born in 1480. Felipa died in 1484 or 1485. Between 1480 and 1482, Columbus made several voyages to the Canary Islands and the Azores, island groups in the Atlantic Ocean west of Africa. Columbus also visited Portugal’s fortified trading posts in western Africa, where he observed the trade in gold and slaves. Some historians believe Columbus also went to England and
Ireland, and even to Iceland, where he may have learned of early Norse explorations. On the voyages, Columbus gained experience of Atlantic wind systems.
The Plan to Sail Westward
The basis of the plan. By the 1480s, the Portuguese had invented the caravel, a fast sturdy ship that was better at sailing against the wind than traditional vessels were. They were trying to reach the Indies—what are now India, China, the East Indies, and Japan—by sailing around Africa. By doing this, they hoped to gain direct access to gold, silk, gems, and spices. The cloves, nutmeg, and mace of the Spice Islands (now the Moluccas of Indonesia) served as medicines as well as seasonings. These valuable items had been transported to Europe by means of dangerous and costly overland caravans that were often hindered by Ottoman officials. While Portuguese sailors were trying to reach Asia by sailing around Africa, Columbus proposed what he believed to be an easier route—sailing due west. A map of the world made by Ptolemy, an astronomer and geographer in Alexandria, Egypt, in the A.D. 100s, might have been the basis for
6 Christopher Columbus
Ferdinand and Isabella see Columbus off. Columbus’s notions of geogaphy. Ptolemy’s map showed most of the world as covered by land. However, Columbus found confirmation for his idea of sailing west to Asia in the letters and charts of Paolo Toscanelli, an influential scholar from Florence, Italy. Toscanelli believed that Japan lay only 3,000 nautical miles (5,560 kilometers) west of the Canary Islands. Columbus planned to sail 2,400 nautical miles (4,500 kilometers) west along the latitude (distance from the equator) of the Canaries until he reached islands that supposedly lay east of Japan. There, he hoped to establish a trading town and base for further exploration. Columbus’s plan was based in part on two major miscalculations. First, he underestimated the circumference of the world by about 25 percent. Columbus also mistakenly believed that most of the world consisted of land rather than water. This mistake led him to conclude that Asia extended much farther east than it actually did.
Presentation of the plan to Portugal.
About 1483, Columbus gained audiences with King John II of Portugal. The king placed Columbus’s proposal before his council, which rejected it. Columbus did not have to prove to the council that the world was round because educated people at that time knew it was. The council turned down his plan on the correct belief that he had greatly underestimated the length of the journey. The king’s advisers concluded that Portugal’s resources should be invested in finding a route around Africa to Asia.
Years of waiting. In 1485, Columbus and his son went to Spain, a bitter rival of Portugal. At that time, Spain consisted of the united kingdoms of Castile and Aragon. Columbus arrived during Spain’s war to drive the Muslims out of Granada, the only remaining Islamic kingdom on Spanish soil. Two wealthy Spanish aristocrats offered to give Columbus some ships. But to do so, they needed the permission of Spain’s King Ferdinand and Queen Isabella. In 1486, Columbus gained an interview with the monarchs, but they were in no position to finance an expedition at that time. They were also cautious about reopening conflict with Portugal. Spain and Portugal had recently settled their disputes over various islands off Africa. The Treaty of Alcaçovas, signed in 1479, had conceded the Canary Islands to Spain and the Madeira and Cape Verde islands and the Azores to Portugal. Although they were cautious, the Spanish monarchs were nevertheless willing to consider a plan that could give them an advantage over Portugal in the race for Asia. Columbus also appealed to the intensely religious monarchs by vowing to use the proceeds from his expedition in the recapture of Jerusalem from the Muslims. There, he said, he would rebuild the Jews’ holy Temple and bring on a new “Age of the Holy Spirit.” Queen Isabella was about the same age as Columbus, and she admired men of conviction. At her insistence, Columbus’s plan was put before a commission of experts. They met in the Spanish cities of Salamanca and Córdoba during 1486 and 1487 under the leadership of Isabella’s spiritual adviser, Hernando de Talavera. Although the committee’s first report rejected Columbus’s plan, Isabella granted him a small salary to keep him at the royal court. During this period, Columbus lived with a woman named Beatriz Enriquez de Harana. She gave birth to his second son, Ferdinand, in 1488. For the next several years, Columbus followed the Spanish court as it traveled through the country. In 1490, the experts issued a final report. They scoffed at his plan—not because they thought that the world was flat or sea monsters would devour the ships, but because they still believed his estimates were wrong. The committee favored the belief that the world was large and covered mostly by water rather than small and composed mostly of land. In addition, Columbus’s
7 Christopher Columbus
demands had increased. He wanted to become a titled aristocrat, to rule the lands he discovered, and to be able to pass these privileges on to his sons. Columbus also wanted to be given a percentage of the wealth he brought back to Spain. Success in Spain. Columbus refused to give up. He sent his brother Bartholomew to seek support from the English and French courts, but the attempts were unsuccessful. Columbus’s chance finally came when Spain conquered Granada in January 1492. In the aftermath of this victory, Luis de Santangel, a royal treasurer, played a decisive role in convincing Isabella that she was missing a great opportunity. Thus, in April 1492, Columbus’s plan suddenly received royal approval. There is no truth to the story that Isabella offered to pawn her jewels to pay for the voyage. Santangel advanced the funds for the relatively low costs of the expedition.
First Voyage Westward
Ships and crews. Palos, a small port in southwestern Spain, was home to the Pinzón and Nino families. In payment of a fine they owed the monarchy, they provided two of the ships and selected the crews for Columbus’s first voyage. Martín Alonso Pinzón, an experienced seafarer, captained the Pinta, a caravel with square-rigged sails that could carry about 53 long tons. (A long ton is equal to 2,240 pounds or 1.016 metric tons.) His brother Vicente Yañez Pinzón captained the slightly smaller Nina. Columbus captained the third vessel, the Santa Maria. It was chartered from Juan de la Cosa, who came along as sailing master. It was slightly bigger than the other two ships but provided few comforts. A total of about 90 crew members sailed aboard the three ships. In addition to the officers and sailors, the expedition included a translator, three physicians, servants for each captain, a secretary, and an accountant. Aboard ship, there was endless work to be done handling the sails and ropes and pumping out water that seeped or washed aboard. Cleaning and repair work filled the remaining hours. The crews cooked on portable wood-burning stoves. Their main meal consisted of a stew of salted meat or fish, hard biscuits, and watered wine. The sailors had no sleeping quarters, so they huddled on deck in good weather or found a spot below deck during storms. Only a few officers had bunks.
Sailing west. The fleet set out from Palos on August 3, 1492, and sailed to the Canary Islands, a Spanish possession off Africa’s coast. Repairs were made on the island of Gran Canaria, and the crews loaded provisions on the island of Gomera. The ships left Gomera on September 6. Columbus journeyed south before sailing west in order to take advantage of the trade winds. At that latitude, these winds always blow from the northeast. Columbus had few navigational instruments. He knew enough about celestial navigation to measure latitude by using the North Star. However, he had no instruments for determining the ship’s position from the stars except a crude quadrant that was not accurate when the ship rolled. He used a compass to plot his course, estimated distances on a chart, relied on a half-hour glass to measure time, and guessed his speed. Together, these activities make up a method of navigation known as dead reckoning. After a month of smooth sailing, the crews became anxious that they had not yet reached the islands Columbus had led them to expect. They had not sighted land for longer than any other crew of that time. Only the authority of the Pinzón brothers enabled Columbus to quiet the crews’ loudly expressed doubts. Then, signs of approaching land began to appear, such as coastal
The fleet sets sail.
8 Christopher Columbus
seaweed on the surface of the water and land-based birds flying overhead. Between the evening of October 11 and the morning of October 12, a sailor on the Pinta named Juan Rodriguez Bermejo called out, “Land, land!” Isabella had offered a reward to the first person to sight land. However, Columbus said that he had seen a flickering light hours earlier, and he claimed the reward. The first landing. Before noon on October 12, the ships landed on an island in the Caribbean Sea. Columbus named the island San Salvador (Spanish for Holy Savior). He later learned that inhabitants of the area called the island Guanahani. However, historians are not sure which island this is. In 1926, Watling Island in the Bahamas was officially renamed San Salvador Island because Columbus scholars considered it the most likely landing site. Other islands where he might have landed include Samana Cay and Conception in the Bahamas, and Grand Turk in the Turks Islands. Columbus believed he had arrived at an island of the East Indies, near Japan or China. Because of this belief, he called the islanders Indians. People realized within a few years that Columbus had not reached the Indies, but the name Indian continued to be used. The islanders were probably the Taíno, a subgroup of the Arawak people. They were skilled
Ferdinand and Isabella welcome Columbus home.
farmers who made cotton cloth, grouped their dwellings into villages, and had well-developed social and governmental systems. Columbus described them as gentle, “primitive” natives living in an island paradise. However, his attitude toward them held contradictions. The islanders’ apparent innocence and simplicity made them seem like ideal candidates for conversion to Christianity. But these qualities also made them targets for mistreatment, and Columbus did not hesitate in kidnapping several islanders to present to his patrons in Spain. Columbus’s conflicting feelings about the Native Americans would be echoed throughout the development of Spain’s American empire. On October 28, the fleet entered the Bay of Bariay off Cuba. Thinking they were near the Asian mainland, the captains explored harbor after harbor. They then sailed along the northern coast of the island of Hispaniola, now divided between the Dominican Republic and Haiti. Columbus called it La Isla Espanola (the Spanish Island). The night of December 24, an exhausted Columbus gave the wheel of the Santa Maria to a sailor, who passed it to a cabin boy. The ship crashed and split apart on a reef near Cap-Haïtien, in present-day Haiti. Aided by a local chief, the crew built a makeshift fort. Columbus left about 40 men there to hunt for gold. He then started home on the Nina, sailing from Samana Bay on the northeast coast of Hispaniola on January 16, 1493. He brought several captured Taíno with him. Martín Pinzón captained the Pinta. Return to Spain. The homeward voyage was rough and difficult. Some of the Taíno died. After about a month of travel, the Nina and the Pinta became separated during a storm. The Nina came ashore on the Portuguese island of Santa Maria in the Azores. Columbus and his crew were almost arrested by the governor, who assumed they had been trading illegally in Africa. Columbus was permitted to set out again, but storms forced him to seek shelter in Lisbon. The Nina finally reached Palos on March 15, 1493. Columbus had been concerned that Martín Pinzón, with whom he had quarreled at times, would reach Spain first and claim the glory. Indeed, Pinzón had reached a small village in Spain a few days earlier and had notified the monarchs of his arrival. However, they refused to see him until they had heard from Columbus, and
9 Christopher Columbus
Pinzón died before he could tell his story. The Pinta arrived at Palos a few hours after the Nina. Columbus reported to Ferdinand and Isabella at Barcelona, Spain, where they gave him a grand reception. Columbus had little to show except some gold trinkets, parrots, and the few Taíno, but the monarchs determined to exploit his find. They quickly asked Pope Alexander VI to recognize their control over Columbus’s current and future discoveries. The pope granted Ferdinand and Isabella the right to preach the Christian faith in the islands, and they used this right as the basis for sweeping claims over the lands. To avoid conflicts, the pope also established a Line of Demarcation. He gave Spain the right to explore and to claim new lands west of the line and gave Portugal the same rights east of the line. However, Portugal complained that these terms violated an earlier treaty and that the line was too close to its discoveries. In 1494, negotiations opened in the town of Tordesillas in Spain. Spain and Portugal eventually agreed to move the imaginary line farther west. At the time, they thought their new line was about midway between Portugal’s claims on the Cape Verde Islands and Columbus’s new discoveries. This treaty set the foundation for Spanish land claims in the Americas and later enabled Portugal to claim Brazil and the Newfoundland Banks.
exactly what had happened, but apparently the crew had fought among themselves possibly over local women. The survivors probably had been killed by the Taíno, whom they had mistreated. Columbus moved eastward along the north coast of Hispaniola and established Isabela and other fortified posts. There, the Spanish colonists quickly saw that the riches promised by Columbus would not materialize. They resented being given orders by a Genoan rather than a Spaniard, and some fell ill from tropical fevers. Shortly after their arrival, 12 of the 17 ships returned to Spain with orders to bring more supplies to Isabela. The ships also carried discontented colonists back to Spain. To prevent rebellion, and also to make the voyage produce a quick profit to impress his backers, Columbus sent some men into Hispaniola’s interior to search for gold. Leaving his brother Diego in charge, Columbus left Isabela during the spring of 1494 to explore the southern coast of Cuba (which he called Juana). After traveling down its long coastline, Columbus declared that it was the Asian main-
Second Voyage Westward
Return to the islands. Columbus’s first expedition caused such excitement that he was put in charge of 17 ships for a second voyage. The crew of about 1,200 to 1,500 men included colonists and private investors who intended to settle in the islands. Most dreamed of quick wealth and a rapid return home. Friars went along to try to convert the Indians to Christianity. The fleet sailed from Cadiz, Spain, on September 25, 1493. It took on supplies in the Canaries and completed the ocean crossing in a speedy 21 days. In another three weeks, the ships reached Hispaniola. They passed many islands. Columbus named one of them—present-day Marie-Galante in the eastern Caribbean—after his flagship. Columbus also landed briefly at Puerto Rico. Trouble, settlement, and exploration.
In Hispaniola, Columbus searched in vain for the sailors he had left at the fort. No one discovered
Columbus at Hispaniola
10 Christopher Columbus
land. Although this was not so, he forced the crews to sign an affidavit saying they agreed with him. Columbus did this because it was crucial to his contract with the Spanish monarchs to have discovered Asia. Otherwise, they could deny him the desired titles for which he had negotiated. Columbus also landed at Jamaica. When Columbus returned to Hispaniola, he found his brothers Bartholomew and Diego waiting for him. Columbus immediately appointed Bartholomew provincial governor of Hispaniola. This appointment angered many of the Spanish settlers. In addition, they complained about having only cassava (tapioca), corn, fish, and yams to eat. The brothers sought to punish the Taíno, who were no longer peaceful after the Europeans had treated them harshly. In addition, the Taíno had begun to suffer and die from infectious diseases brought over unintentionally by the Europeans, and food had become scarce. Such was his need for profits that Columbus tried to force all the male Taíno over age 14 to pan rivers for gold. Those who failed to collect an assigned quota of gold were punished, sometimes by having their hands cut off. But the quotas could not be met. When the Taíno threatened to rebel, Columbus used their rebellion to justify enslaving them.
In Spain, the friars and Spanish colonists who had left Hispaniola in early 1494 complained to Ferdinand and Isabella about conditions in Hispaniola. The friars criticized the maltreatment of the Taíno, and the colonists charged Columbus with misgovernment in the colony. Columbus decided to return to Spain to defend himself, arriving in June 1496. Again, Columbus’s powerful oratory and impressive presence succeeded. The king and queen reconfirmed his titles and privileges, and they granted his request for additional men, supplies, and ships. But few men wanted to sail with him this time because the islands had failed to yield the expected profit. To assemble crews, Ferdinand and Isabella had to pardon prisoners. So low had Columbus’s reputation sunk that his sons, who served as pages at court, were mocked by other boys. They jeered, “There go the sons of the Admiral of the Mosquitoes.”
Third Voyage Westward
Third journey to the west. On May 30, 1498, Columbus departed from Sanlúcar, Spain, with six ships. He charted a southerly course. Ferdinand and Isabella wanted Columbus to investigate the possibility that the Asian mainland lay south or southwest of the lands he had already
Columbus in chains
11 Christopher Columbus
explored. The possibility that such a mainland existed had been accepted by the king of Portugal, and Spain wanted to stake its claim. The fleet ran into a windless region of the ocean and was becalmed in intense heat for eight days. It reached an island Columbus called Trinidad (meaning Trinity) on July 31 and then crossed the Gulf of Paria to the coast of Venezuela. Columbus observed an enormous outflow of freshwater— later found to come from the Orinoco River—that made him realize this land could not be an island. He wrote in his journal: “I believe that this is a very great continent which until today has been unknown.” Columbus imagined that the great rush of freshwater must be a river flowing from the Garden of Eden. Some scholars believe that while in Spain, Columbus had heard of an English-sponsored landing in 1497 along North America’s northeastern coast by Italian explorer John Cabot. The news may have made Columbus doubt whether he himself really had reached Asia. Columbus did not mention his doubts, preferring to first explore and claim the area where he had landed for Spain. Columbus’s failure to acknowledge that he had landed on a new continent had the effect that instead of being named for Columbus, America came to be named after Amerigo Vespucci, a later Italian navigator. A few years later, a document backdated to 1497 erroneously claimed that Vespucci had been the first to explore the mainland of a “New World.” Problems in Hispaniola. Columbus found the Hispaniola colony seething with discontent. He tried to quiet the settlers by giving them land and letting them enslave the Taíno to work it, but that failed to satisfy many. A rebellion had been led by the chief justice, Francisco Roldán. For a time, Roldán and the Taíno—with whom he had established an alliance—held part of the island. Columbus managed to subdue the rebellion through negotiation and a show of force. Columbus in disgrace. By 1500, many complaints about Columbus had reached the Spanish court. Ferdinand and Isabella sent a commissioner named Francisco de Bobadilla to investigate. Upon arrival in Santo Domingo—the capital of Hispaniola—in August 1500, Bobadilla was shocked by the sight of several Spanish rebels swinging from gallows. He freed the remaining prisoners, arrested Columbus and his brothers, put them in
chains, and sent them to Spain for trial. Once at sea, the captain of Columbus’s ship offered to unchain him. But Columbus refused, saying he would only allow the chains to be removed by royal command. In Spain, Columbus and his brothers were released by order of the king and queen. The rulers forgave Columbus, but with conditions. Columbus was allowed to keep his titles, but he would no longer be permitted to govern Hispaniola. The king and queen sent Nicolás de Ovando, with about 30 ships carrying 2,500 colonists, to govern the island.
Fourth Voyage Westward
The final voyage. Columbus planned still another journey, which he called the “High Voyage.” He saw it as his last chance to fulfill the promise of his earlier expeditions. His goal was to find a passage to the mainland of Asia. Columbus still believed that China lay close by. Ferdinand and Isabella granted his request for ships because they, too, believed he had come close to his goal, and they did not want to lose his services to another country. But they instructed him not to stop at Hispaniola unless absolutely necessary to get supplies, and then only in preparation for his return to Spain. On May 9, 1502, Columbus set sail from Cadiz, Spain, with four ships. Columbus’s son Ferdinand, about 14 years old, sailed with his father. Ferdinand’s account of the trip, though written many years later, remains the best record of the voyage. The fleet stopped briefly at the Canary Islands, then sailed to Martinique in the eastern Caribbean in just 21 days. It then headed toward Hispaniola. A dangerous hurricane. Governor Ovando was sending 21 ships to Spain when he received a message from Columbus warning of an impending storm and asking permission to land. Feeling contempt for Columbus, and reminding him that he was forbidden to land at Hispaniola, Ovando ignored the warning and sent his ships to sea. Columbus’s fleet weathered the storm. However, all but one of Ovando’s ships sank in a hurricane. Columbus’s enemies Bobadilla and Roldán drowned. The ship that reached Spain was the one carrying Columbus’s share of the gold collected in Hispaniola, and the personal possessions he had left there. Further explorations. At the end of July, Columbus and his fleet reached the coast of Honduras. For the rest of the year, they sailed east and
12 Christopher Columbus
south along the coasts of what are now Honduras, Nicaragua, Costa Rica, and Panama. The ships were battered by rough winds and driving rains, and the voyage demonstrated Columbus’s considerable navigational skill. At the narrowest part of the Isthmus of Panama, Columbus heard tales that a large body of water lay a few days’ march across the mountains. But he did not follow up on this information, so he missed a chance to become the first European to see the Pacific Ocean. He also narrowly missed establishing contact with the rich, advanced Maya culture. Columbus abandoned his search for a passage to Asia on April 16, 1503. He was exhausted and probably suffering from malaria, which made him delirious. The hard journey home. Columbus’s fleet had to move slowly, because his ships were leaking badly from holes eaten in the planking by shellfish. On June 25, the two remaining ships had to be beached at St. Ann’s Bay, which Columbus had called Santa Gloria, on the northern coast of Jamaica. Columbus realized that the chances were slim that another expedition would arrive to rescue him and his crew. Captain Diego Mendez paddled to Hispaniola in a dugout canoe for help. Mendez reached Hispaniola, but Governor Ovando refused to provide a ship until more vessels arrived from Spain. The crews had no tools to repair the ships or to build new ones, and they made no effort to feed themselves. Instead, they relied on the islanders to provide food. The Jamaicans started avoiding them. Columbus later claimed that he used information from an almanac to predict a total eclipse
Columbus’s funerary urn
of the moon, which so impressed the islanders that they resumed providing food. At last, at the end of June in 1504—after being marooned for a year—Columbus and the 100 surviving crew members sailed from Jamaica on a ship chartered by Mendez. They reached Sanlúcar, Spain, on November 7, 1504.
Final Days
Queen Isabella died just a few weeks after Columbus returned to Spain. King Ferdinand granted Columbus an audience and listened to his requests. Ferdinand tried to persuade Columbus to trade in the rewards and privileges due him in exchange for an estate in north-central Spain. Columbus, in turn, tried to persuade Ferdinand to restore his authority and increase his income, but these requests were not granted. Columbus spent his last days in a modest house in Valladolid, Spain, suffering from a disease that may have been Reiter’s syndrome, a form of joint inflammation. On May 20, 1506, Columbus died. Many people believed Columbus was poor at the time of his death, but he actually died wealthy. Columbus’s remains were transported to Seville, Spain, and later to Santo Domingo, in what is now the Dominican Republic. Some people believe that his bones were moved to Havana, Cuba, in 1795, and, finally, back to Seville in 1899. Others believe that the bones of one of Columbus’s brothers or of his son Diego were removed from Santo Domingo instead. In 2006, Spanish researchers found DNA evidence that at least some of Columbus’s remains are in Seville.
Columbus’s Impact on History
Christopher Columbus had a strong will and stuck with his beliefs. His single-minded search for a westward route to Asia unintentionally changed Europeans’ commonly accepted views of the world and led to the establishment of contact between Europe and the Americas. Many exchanges took place between the Eastern and Western hemispheres as a result of Columbus’s voyages. The Europeans grew important cash crops—cotton, rubber, and sugarcane— in the Americas. They established vast plantations worked by Native Americans and by imported African slaves. They also obtained such precious metals as gold and silver in vast quantities. These
valuable resources created fortunes for the Dutch, English, French, Portuguese, Russians, and Spanish. The wealth and human resources of the Western Hemisphere gave these countries a huge advantage over the rest of the world in later centuries. The Americas also provided many foods that became popular throughout the world, including maize (corn), cassava, cayenne, chocolate, hot peppers, peanuts, potatoes, and tomatoes. Europe and Asia, in exchange, supplied the Americas with cattle, goats, honey bees, horses, pigs, rice, sheep, and wheat, as well as many trees and various other plants. This agriculatural exchange revolutionized the economies and styles of cooking of both hemispheres. Europeans unintentionally brought many deadly diseases to America. The previous separation of the Native American peoples from those of Europe and Asia meant that the Native Americans had no natural immunity to these diseases. As a result, measles, smallpox, typhus, and other infectious diseases swept through the newly exposed populations, killing vast numbers of people. In turn, some Europeans became infected by a form of syphilis unknown in Europe. Research in the late 1900s and early 2000s into the life and times of Christopher Columbus has somewhat diminished his heroic image as an isolated visionary by placing him in the context of a broad wave of exploration. Historians continue to praise his persistence, courage, and maritime ability. Critics point to his cruelty to the Native Americans, his poor administration of Hispaniola, and his role in beginning the heedless exploitation of the natural resources of the Americas. Nevertheless, Columbus’s explorations ended centuries of mutual ignorance about what lay on either side of the Atlantic Ocean. To him belong both the glory of the encounter and a share of the blame for what followed. Columbus Day honors Christopher Columbus’s first voyage to America in 1492. Columbus Day became a legal federal holiday in the United States in 1971. It is celebrated on the second Monday in October. Before 1971, a number of states celebrated Columbus Day on October 12. Cities and organizations sponsor parades and banquets on Columbus Day. The first Columbus Day celebration was held in 1792, when New York City celebrated the 300th
Statue of Columbus, Lisbon, Portugal anniversary of the landing. In 1892, President Benjamin Harrison called upon the people of the United States to celebrate Columbus Day on the 400th anniversary of the event. Columbus Day has been celebrated annually since 1920. Although the land Columbus reached was not named after him, many monuments honor him. The Republic of Colombia in South America and the District of Columbia in the United States bear his name. So do towns, rivers, streets, and public buildings. The name Columbia has also been used as a poetic personification of the United States. The Columbus Memorial Library in Washington, D.C., contains about 350,000 volumes on the American republics. Many Latin-American countries celebrate October 12 as the Dia de la Raza (Day of the Race). It honors the Spanish heritage of the peoples of Latin America. Celebration ceremonies feature speeches, parades, and colorful fiestas. Columbia is a name sometimes used in referring to the United States. Long before the Revolutionary War in America (1775–1783), many people felt that America should have been named Columbia after the explorer Christopher Columbus. During the war, colonial poets used the name to describe the new nation that was to become the United States. Phillis Wheatley, for
14 Christopher Columbus
A modern replica of the Pinta example, a black slave poet in Massachusetts, used the term in a poem honoring George Washington. Philip Freneau, a poet and journalist, popularized the term in several poems during and after the Revolutionary War. In 1784, King’s College in New York City became Columbia College. Towns, counties, and institutions throughout the United States have since adopted the name. Many artists have symbolically pictured Columbia as a tall, stately woman dressed in flowing garments and holding an American flag. A blue drape with white stars is usually part of her costume. The earliest image of Columbia showed her as a Native American woman. In the 1800s,
she appeared on the prows of ships, in patriotic paintings, and in pageants representing the Revolutionary War. The Statue of Freedom, on top of the U.S. Capitol in Washington, D.C., is often incorrectly identified as a statue of Columbia.
MLA Citation “Christopher Columbus.” The Southwestern Advantage Topic Source. Nashville: Southwestern. 2019.
ADDITIONAL RESOURCES Books to Read Level I Landau, Elaine. Columbus Day. Enslow, 2001. Osborne, Mary P. The Story of Christopher Columbus. 1987. Reprint. Gareth Stevens, 1997. Roop, Peter and Connie. Christopher Columbus. Scholastic, 2000. Twist, Clint. Christopher Columbus. Raintree Steck-Vaughn, 1994.
Level II Davidson, Miles H. Columbus Then and Now. University of Oklahoma Press, 1997. Phillips, William D., Jr., and Carla R. The Worlds of Christopher Columbus. Cambridge, 1992. Schnaubelt, Joseph C., and Van Fleteren, Frederick, eds. Columbus and the New World. Peter Lang, 1998. Zamora, Margarita. Reading Columbus. University of California Press, 1993.
Web Sites Christopher Columbus http://www.rmg.co.uk/explore/sea-and-ships/facts/explorers-and-leaders/christopher-columbus A fact sheet from the UK’s National Maritime Museum in Greenwich, London.
15 Christopher Columbus
Christopher Columbus–Man and Myth http://lcweb.loc.gov/exhibits/1492/columbus.html Information about the first voyage of Columbus to the New World.
Columbus Letter to the King and Queen of Spain http://www.law.ou.edu/hist/columlet.html Contains a letter Columbus wrote to the king and queen of Spain regarding the colonization of the lands he discovered for Spain.
Introduction to 1492: An Ongoing Voyage http://lcweb.loc.gov/exhibits/1492/intro.html The story of how America was discovered by Europeans.
Ships of Discovery http://www.shipsofdiscovery.org/columbus.htm Information about the ships Columbus lost during his explorations in the Caribbean Sea.
The Columbus Letter http://www.usm.maine.edu/~maps/columbus/ Digital version of the 1494 Basel edition of Columbus’s letter announcing the success of his voyage to the “islands of the India sea.” Maintained by the University of Southern Maine.
Hurricanes and Tornadoes A hurricane is a powerful, swirling storm that begins over a warm sea. When a hurricane hits land, it can cause great damage through fierce winds, torrential rain, flooding, and huge waves crashing ashore. A tornado is a spiral-shaped windstorm that usually forms over land and also can cause great damage from strong winds and flying debris.
Hurricane Katrina Tornado Chasers Anatomy of a Hurricane The Path of a Hurricane The Enhanced Fujita Scale and the Saffir-Simpson Hurricane Scale
Hurricane Katrina.
Hurricane Katrina was one of the most destructive storms ever to strike the United States. The storm killed about 1,800 people, caused tens of billions of dollars in damage, and left hundreds of thousands of people homeless. The governmentâ&#x20AC;&#x2122;s handling of evacuations and relief efforts was heavily criticized. A panel set up by the U.S. House of Representatives placed much of the blame on a lack of leadership by federal officials.
Typhoon Fitow approaching Japan
1309 Hurricanes and Tornadoes
hot topics hot topics hot topics
Tornado Chasers. Tornadoes are difficult for scientists to study because they do not know ahead of time where they will occur and because they form in a small area, then vanish quickly. During the height of the tornado season, meteorologists and researchers form teams of “storm chasers” who drive in specially equipped vehicles to locate tornadoes and gather measurements and temperatures or film wind patterns.
Anatomy of a Hurricane. The winds of a hurricane swirl around a calm central zone called the eye. The eye usually measures 10 to 40 miles (16 to 64 kilometers) in diameter and is usually free of rain and large clouds. A band of tall clouds called the eyewall surrounds the eye. The strongest winds occur in and under the eyewall. Damaging winds may extend 250 miles (400 kilometers) from the eye. Heavy rains fall from the eyewall and from the bands of dense clouds.
The Path of a Hurricane.
A long-lived hurricane may wander up to 4,000 miles (6,400 kilometers). Hurricanes in the Northern Hemisphere usually begin by traveling from east to west. As the storms approach the coast of North America or Asia, however, they shift to a more northerly direction. The path of an individual storm is difficult to predict, but most hurricanes turn gradually northwest, north, and finally northeast. In the Southern Hemisphere, the storms may travel westward, then southwest, south, and finally southeast. A mile-wide tornado
The Enhanced Fujita Scale and the Saffir-Simpson Hurricane Scale. Tornadoes
are rated on a scale based on the amount of damage that results. The categories range from EF0 (light damage, tree branches broken) to EF5 (incredible damage, houses lifted off foundation, car-sized objects thrown more than 300 feet). Hurricanes are rated on a scale based on wind speed and the height of the resulting storm surge—that is, how much the sea level rises above normal high tide. The categories range from 1 (weak, winds 74–95 mph) to 5 (devastating, winds 156+ mph).
TRUE or FALSE? Hurricanes that occur in the Northwest Pacific Ocean are known as typhoons.
1310 Hurricanes and Tornadoes
THE BASICS
A hurricane is a powerful, swirling storm that begins over a warm sea. Hurricanes then move
westward and often toward the poles. The winds of a hurricane swirl around a calm central zone called the eye surrounded by a band of tall, dark clouds called the eyewall. The eye is usually 10 to 40 miles (16 to 64 kilometers) in diameter and is free of rain and large clouds. In the eyewall, large changes in pressure create the hurricane’s strongest winds. These winds can reach nearly 200 miles (320 kilometers) per hour. Damaging winds may extend 250 miles (400 kilometers) from the eye. Storms known as tropical cyclones are referred to by different labels, depending on where they occur. They are called hurricanes when they happen over the North Atlantic Ocean, the Caribbean Sea, the Gulf of Mexico, or the Northeast Pacific Ocean. Such storms are known as typhoons if they occur in the Northwest Pacific Ocean, west of an imaginary line called the International Date Line. In the Southwest Pacific and Southeast Indian oceans, they are referred to as severe tropical cyclones. In the North Indian Ocean, they are known as severe cyclonic storms. In the Southwest Indian Ocean, such storms are referred to simply as tropical cyclones. Hurricanes are most common during the summer and early fall. In the Atlantic and the Northeast Pacific, for example, August and September are the peak hurricane months. Typhoons occur throughout the year in the Northwest Pacific but are most frequent in summer. In the North Indian Ocean, tropical cyclones strike in May and November. In the South Indian Ocean, the South Pacific Ocean, and off the coast of Australia, the hurricane season runs from December to March. Approximately 90 hurricanes, typhoons, and tropical cyclones occur in a year throughout the world. In the rest of this article, the term hurricane refers to all such storms.
DEFINITIONS hurricane noun. a. Meteorology. A wind having a velocity of 74 or more miles per hour (on the Beaufort scale, force 12). b. A tropical cyclone originating usually in the West Indies, often accompanied by violent thunderstorms. A storm with a violent wind and, usually, very heavy rain. Figurative. a sudden, violent outburst: a hurricane of cheers. typhoon noun. A violent cyclone or hurricane occurring in the western Pacific, chiefly during the period from July to October. A violent storm or tempest occurring in Asia, especially in or near India. any violent storm. cyclone noun. A storm or winds moving around and spiraling in toward a calm center of low pressure, which also moves. The winds of a cyclone move counterclockwise in the Northern Hemisphere and clockwise in the Southern Hemisphere. Many errors in forecasting are caused by over attention to comparatively local conditions, without proper regard to the grand movement upon which the cyclones—the parents of rain and sunshine— are borne (London Times). SYNONYM(S): typhoon, hurricane. Any very violent windstorm, such as a tornado. SYNONYM(S): whirlwind. tornado noun, plural -does or -dos . a. An extremely violent and destructive whirlwind. A tornado extends down from a mass of dark clouds as a whirling funnel and moves over the land in a narrow path. b. Any extremely violent windstorm. A violent, whirling squall occurring during the summer on the west coast of Africa. Figurative. Any violent outburst: a tornado of anger. In the fifteenth century a last tornado of nomadism arose in Western Turkestan (H. G. Wells). Obsolete. A violent thunderstorm of the tropical Atlantic, with torrential rain.
1311 Hurricanes and Tornadoes
How a Hurricane Forms
Hurricanes require a special set of conditions, including the ample heat and moisture that exists primarily over warm tropical oceans. For a hurricane to form, there must be a warm layer of water at the top of the sea. This warm seawater evaporates into the air. The moisture then condenses (changes into liquid), forming clouds. As the moisture condenses, it releases heat that warms the air, causing it to rise. The warm, rising air creates a region of relatively low atmospheric pressure. Atmospheric pressure is the weight of the air pressing down on a given area. Air tends to move from areas of high atmospheric pressure to areas of low pressure, creating wind. In the Northern Hemisphere, the earthâ&#x20AC;&#x2122;s rotation causes the wind to swirl into a low-pressure area in a counterclockwise direction. In the Southern Hemisphere, the winds rotate clockwise around a low. This effect of the rotating earth on wind flow is called the Coriolis effect. The Coriolis effect increases in intensity farther from the equator. To produce a hurricane, a low-pressure area must be more than 5 degrees of latitude north or south of the equator. Hurricanes seldom occur closer to the equator. As the swirling winds increase in speed, more ocean water evaporates and then condenses. The moisture releases more heat, further warming the stormâ&#x20AC;&#x2122;s core. The warm air rises faster, increasing surface wind speeds, and so on. This cycle, called a positive feedback loop, continues to strengthen the hurricane. When friction between the air and the water surface becomes great enough, the hurricane stops intensifying. For a hurricane to develop, there must be little wind shearâ&#x20AC;&#x201D;that is, little difference in speed and direction between winds at upper and lower elevations. Uniform winds enable the warm inner core of the storm to stay intact. The storm would break up if the winds at higher elevations increased markedly in speed, changed direction, or both. The wind shear would disrupt the budding hurricane by tipping it over or by bringing dry air into the center of the storm.
The Life of a Hurricane
Meteorologists (scientists who study weather) divide the life of a hurricane into four stages: (1) tropical disturbance, (2) tropical depression, (3) tropical storm, and (4) hurricane. A tropical disturbance is an area where rain clouds are building. The clouds form when moist air rises and becomes cooler. Cool air cannot hold as much water vapor as warm air can, and
the excess water changes into tiny droplets of water that form clouds. The clouds in a tropical disturbance may rise to great heights, forming the towering thunderclouds that meteorologists call cumulonimbus clouds. Cumulonimbus clouds usually produce heavy rains that end after an hour or two, and the weather clears rapidly. If conditions are right for a hurricane, however, there is so much heat energy and moisture in the atmosphere that new cumulonimbus clouds continually form from rising moist air. A tropical depression is a low-pressure area surrounded by winds that have begun to blow in a circular pattern. A meteorologist considers a depression to exist when there is low pressure over a large enough area to be plotted on a weather map. On a map of surface pressure, such a depression appears as one or two circular isobars (lines of equal pressure) over a tropical ocean. The low pressure near the ocean surface draws in warm, moist air, which feeds more thunderclouds. The winds swirl slowly around the low-pressure area at first. As the pressure becomes even lower, the winds blow faster, and more ocean water evaporates. Tropical storm. When the winds exceed 38 miles (61 kilometers) per hour, a tropical storm has developed. Viewed from above, the storm clouds now have a well-defined circular shape. The seas have become so rough that ships must steer clear of the area. The strong winds near the surface of the ocean draw more and more heat and water vapor from the sea. The increased warmth and moisture in the air feed the storm. A tropical storm has a column of warm air near its center. The warmer this column becomes, the more the pressure at the surface falls. The falling pressure, in turn, creates more wind, which evaporates more ocean water and leads to even warmer air in the column. Hurricance Felix, as seen from space
1312 Hurricanes and Tornadoes
Each tropical storm receives a name. The names help meteorologists and disaster planners avoid confusion and quickly convey information about the behavior of a storm. The World Meteorological Organization (WMO), an agency of the United Nations, issues four alphabetical lists of names, one for the North Atlantic Ocean and the Caribbean Sea, and one each for the Eastern, Central, and Northwestern Pacific. The lists include both men’s and women’s names that are popular in countries affected by the storms. Storms in the South Pacific and much of the Indian Ocean are named by the regional weather center located closest to the forming storm. These centers are found in Australia, India, Indonesia, New Zealand, and Papua New Guinea. The centers use a naming method similar to that of the WMO. Storms in the Southwestern Indian Ocean are named by the many African countries affected by such storms along with France. Each of the participating counties contributes at least one name to a given year’s list. Except in the Northwestern and Central Pacific, the first storm of the year gets a name beginning with A—such as Tropical Storm Alberto. If the storm intensifies into a hurricane, it becomes Hurricane Alberto. The second storm gets a name beginning with B, and so on through the alphabet. The lists do not use all the letters of the alphabet, however, since there are few names beginning with such letters as Q or U. For example, no Atlantic or Caribbean storms receive names beginning with Q, U, X, Y, or Z. Because storms in the Northwestern Pacific occur throughout the year, the names run through the entire alphabet instead of starting over each year. The first typhoon of the year might be Typhoon Nona, for example. The Central Pacific usually has fewer than five named storms each year. The system of naming storms has changed since 1950. Before that year, there was no formal system. A palm tree is lashed by the strong winds of a hurricane.
Storms commonly received women’s names and names of saints of both genders. From 1950 to 1952, storms were given names from the United States military alphabet—Able, Baker, Charlie, and so on. The WMO began to use only the names of women in 1953. In 1979, the WMO began to use men’s names as well. Hurricane. A storm achieves hurricane status when its winds exceed 74 miles (119 kilometers) per hour. By the time a storm reaches hurricane intensity, it usually has a well-developed eye at its center. Surface pressure drops to its lowest in the eye. In the eyewall, warm air spirals upward, creating the hurricane’s strongest winds. Heavy rains fall from the eyewall and bands of dense clouds that swirl around the eyewall. These bands, called rainbands, can produce more than 2 inches (5 centimeters) of rain per hour. The hurricane draws large amounts of heat and moisture from the sea.
The Path of a Hurricane
Hurricanes last an average of 3 to 14 days. A long-lived storm may wander 3,000 to 4,000 miles (4,800 to 6,400 kilometers), typically moving over the sea at speeds of 10 to 20 miles (16 to 32 kilometers) per hour. Hurricanes in the Northern Hemisphere usually begin by traveling from east to west. As the storms approach the coast of North America or Asia, however, they shift to a more northerly direction. Most hurricanes turn gradually northwest, north, and finally northeast. In the Southern Hemisphere, the storms may travel westward at first and then turn southwest, south, and finally southeast. The path of an individual hurricane is irregular and often difficult to predict. All hurricanes eventually move toward higher latitudes where there is colder air, less moisture, and greater wind shears. These conditions cause the storm to weaken and die out. The end comes quickly if a hurricane moves over land, because it no longer receives heat energy and moisture from warm tropical water. Heavy rains may continue, however, even after the winds have diminished.
Hurricane Damage
Hurricane damage results from wind and water. Hurricane winds can uproot trees and tear the roofs off houses. The fierce winds also create danger from flying debris. Heavy rains may cause flooding and mudslides.
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Keep your radio tuned to a news station after a hurricane warning. If local authorities recommend evacuation, move quickly to a safe area or a designated hurricane shelter.
A typhoon
Hurricane-damaged beach house The most dangerous effect of a hurricane, however, is a rapid rise in sea level called a storm surge. A storm surge is produced when winds drive ocean waters ashore. Storm surges are dangerous because many coastal areas are densely populated and lie only a few feet or meters above sea level. A 1970 cyclone in East Pakistan (now Bangladesh) produced a surge that killed about 266,000 people. A hurricane in Galveston, Texas, in 1900 produced a surge that killed about 6,000 people, the worst natural disaster in United States history. Hurricane watchers rate the intensity of storms on a scale called the Saffir-Simpson scale, developed by American engineer Herbert S. Saffir and meteorologist Robert H. Simpson. The scale designates five levels of hurricanes, ranging from Category 1, described as weak, to Category 5, which can be devastating. Category 5 hurricanes have included Hurricane Camille, which hit the United States in 1969; Hurricane Gilbert, which raked the Caribbean Islands and Mexico in 1988; Hurricane Andrew, which struck the Bahamas, Florida, and Louisiana in 1992; and Hurricane Katrina, which caused widespread destruction in parts of Louisiana, Mississippi, and Alabama in 2005. In 2012, Hurricane Sandy, a Category 1, caused unprecedented damage and flooding from South Carolina to Maine.
Forecasting Hurricanes
Meteorologists use weather balloons, satellites, and radar to watch for areas of rapidly falling pressure that may become hurricanes. Specially equipped airplanes called hurricane hunters investigate budding storms. If conditions are right for a hurricane, the National Weather Service issues a hurricane watch. A hurricane watch advises an area that there is a good possibility of a hurricane within 36 hours. If a hurricane watch is issued for your location, check the radio or television often for official bulletins. A hurricane warning means that an area is in danger of being struck by a hurricane in 24 hours or less.
is a violent cyclone that occurs in the northwest Pacific Ocean. Typhoons feature heavy rains and winds that maintain speeds equal to or greater than 74 miles (119 kilometers) per hour. Similar storms that occur in other parts of the world are called tropical cyclones or hurricanes. The word typhoon comes from the Chinese term tai-fung, meaning great wind. Typhoons occur most frequently in the late summer. They form over warm seas between about 5 and 20 degrees of latitude from the equator. They tend to move west, northwest, and eventually northeast at speeds of 10 to 20 miles (16 to 32 kilometers) per hour. Inside a typhoon, strong winds blow in a counterclockwise direction around an area of low pressure at the stormâ&#x20AC;&#x2122;s center, which is called the eye. The eye usually measures about 10 to 40 miles (16 to 64 kilometers) in diameter. The strongest winds blow inside the eyewall, a ring of clouds that surrounds the eye. These winds often reach speeds of more than 110 miles (180 kilometers) per hour. The heavy rains and strong winds of a typhoon can cause great loss of life and billions of dollars in property damage. As a typhoon approaches lands, its winds produce a rush of seawater called a storm surge that can devastate coastal areas.
Cyclone
is often used to mean a violent, swirling windstorm. To scientists, however, the term cyclone more commonly refers to the weather system in which this type of storm occurs. In this sense, a cyclone is any weather system except a torHurricane Andrew
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nado in which the air pressure at the earth’s surface is relatively low. A cyclone—in the sense of a low-pressure system—acts as a “weather maker” in the middle latitudes. These are zones that extend from the Tropic of Cancer to the Arctic Circle and from the Tropic of Capricorn to the Antarctic Circle. A cyclone may be accompanied by strong winds and widespread areas of cloudiness and precipitation. A single cyclone can affect the weather over a third of a continent or more. Viewed from above, the surface winds of a cyclone in the Northern Hemisphere blow counterclockwise and inward. In the Southern Hemisphere, the winds blow clockwise and inward. The winds bring together contrasting masses of air in the middle latitudes and in the high latitudes north of the Arctic Circle and south of the Antarctic Circle. Air masses may differ in temperature, humidity, or both. Where contrasting air masses meet, warm and cold fronts develop and spiral outward from the cyclone center. Warm air rises along the fronts, often producing cloudiness and rain or snow. Prevailing westerlies (winds from the west) steer a middle-latitude cyclone to the east and northeast. A different kind of cyclone develops in or near the tropics, the regions between the equator and the Tropics of Cancer and Capricorn. A tropical cyclone has about one-third the diameter of a middle-latitude cyclone; it forms in warm, humid air over very warm ocean water; and it has no fronts. Prevailing winds steer it to the west. The most intense tropical cyclone is a storm with extremely low air pressure at its center, surface winds blowing at speeds greater than 74 miles (119 kilometers) per hour, and heavy rains. Such a storm is called a hurricane when it occurs over the North Atlantic Ocean, the Caribbean Sea, the
A tornado at sunset
Gulf of Mexico, or the Northeast Pacific Ocean. It is known as a typhoon in the Northwest Pacific Ocean. Near Australia and in the Indian Ocean, it is referred to as a tropical cyclone.
A tornado
is the most violent of all storms. A powerful tornado can lift cars, cattle, and even mobile homes into the air. It can destroy almost everything in its path. A tornado is a rapidly rotating column of air known as a vortex that has reached the ground. It is often associated with a funnel cloud, a funnelshaped cloud that may appear near the ground in a thunderstorm. Tornado winds swirl at speeds that may exceed 300 miles (480 kilometers) per hour on rare occasions. Tornadoes are also sometimes called twisters. Scientists use the word cyclone to refer to all spiral-shaped windstorms. Cyclones circulate in a counterclockwise direction in the Northern Hemisphere and in a clockwise direction in the Southern Hemisphere. Such storms come in many sizes. Among the largest and most intense are hurricanes and typhoons, which may reach 250 miles (400 kilometers) across. Most tornadoes are small, intense cyclones. On rare occasions, tornado winds whirl in the direction opposite that of a cyclone—for example, clockwise in the Northern Hemisphere. A destructive tornado may reach 1 mile (1.6 kilometers) in diameter. It may travel at 60 miles (100 kilometers) per hour and blow for more than an hour. Fortunately, most tornadoes are smaller and weaker. Most move at less than 35 miles (55 kilometers) per hour and last only a few minutes. Tornado damage is often localized. A tornado may demolish one house and leave a nearby house untouched. Most tornadoes create a path of devastation less than 1,600 feet (500 meters) wide. The United States has more tornadoes than any other country. Most of these storms occur in a belt known as Tornado Alley. It stretches across the Midwestern, Plains, and Southern states, especially Texas, Oklahoma, Kansas, Nebraska, and Iowa. However, tornadoes also strike other parts of the world. Areas where tornadoes occur include much of Europe, Japan, parts of China, South Africa, and parts of Argentina and Brazil. Australia ranks second to the United States in number of twisters. Many tornadoes also strike Bangladesh and eastern India.
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How a Tornado Forms
The most damaging tornadoes form in storms called supercells. A supercell is a large, powerful thunderstorm. It contains a rapidly rotating air mass called a mesocyclone. For a supercell to form, and perhaps spawn a tornado, several basic conditions must exist. There must be an adequate supply of moisture to feed the storm. There must be a layer of warm, moist air near the ground and a layer of cool air above. Finally, the winds at higher elevations must differ from those at lower levels in speed, direction, or both. Moisture. The first requirement for most tornadoes is moisture. In Tornado Alley, air from the Gulf of Mexico provides the moisture to fuel a twister. The warm water of the Gulf evaporates into the air. Tornadoes and other severe storms often form along a dryline. In North America, the dryline is a boundary separating warm, moist air from the Gulf of Mexico and hot, dry air from the west. If the humidity is high and rain-cooled air enters the main updraft (upward flow of air), a wall cloud
forms. A wall cloud is a low-hanging, dark cloud. Most funnel clouds develop from a wall cloud. If the humidity is low beneath the wall cloud, a tornado may form only a column of dust with no visible funnel cloud. Air temperature. If there is warm, moist air at a lower altitude and cold, dry air at a higher altitude, the warmer air may become buoyant and rise rapidly. The air cools as it rises. The faster the warm air rises, the larger and more violent the storm and the more likely it will spawn a tornado. Storms may develop when warm air rides up over a shallow layer of cooler air. Storms may also form when moist air lifts over mountains, hills, or other high spots. Often, a front powers an updraft of warm, moist air. A front is the boundary between two air masses of different densities resulting from a difference in temperature, humidity, or both. As the warm, less dense air rises, it begins to cool. The moisture it holds condenses into water droplets, forming a cloud. When the air rises high enough and becomes cold enough, its moisture turns into ice crystals. High in the atmosphere, often far above 35,000 feet (10,700 meters), the cloud stops rising. Upon reaching its maximum height, its top spreads out in the shape of an anvil. Anvil-shaped storm clouds often produce thunder, heavy rain, lightning, and hail. In the right conditions, a deadly tornado may form under the base of the cloud. Winds. Another requirement for a supercell is that winds at higher elevations greatly differ from those at lower levels in speed, direction, or both. A difference in wind speed or direction is called wind shear. Wind shear makes the column of rising air begin to rotate. At first, the swirling air forms a broad, horizontal tube. As the storm develops, the tube tilts upright. It becomes the rotating column of air called a mesocyclone. Most tornadoes occur in supercells. But some appear in a large group of storms called a mesoscale convective system (MCS). Mesoscale means mediumsized. Convective refers to convection, the turbulent upward and downward motions of air among the storms. An MCS is a cluster of thunderstorms that act as a system and often produce severe weather.
The Life of a Tornado
Doppler radar installation, Virginia
Tornadoes occur most often during the spring and early summer. Most happen in the late after-
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noon and early evening. The majority of tornadoes develop from severe thunderstorms. A hurricane, when it makes landfall, can also generate tornadoes. The first sign of an approaching tornado may be light rain. Heavier rain follows and then rain mixed with hail. The hailstones may grow to the size of golf balls or even oranges. After the hail ends, a tornado may strike. In most tornadoes, a funnelshaped cloud forms and descends from the wall cloud until it touches the ground. However, there might be a tornado even if the air is too dry for a visible funnel cloud to form. Sometimes, the first sign of a tornado is dust swirling just above the ground. Some tornadoes contain smaller, short-lived, rotating columns of air called suction spots or suction vortices. The suction spots revolve around the center of the tornado and can inflict great damage to small areas. When these smaller vortices form, the overall vortex or rotating tornado cloud tends to be wide. Tornadoes form over water as well as over land. Tornadoes over water, called waterspouts, carry large amounts of mist and spray. Waterspouts occur frequently in summer over the Florida Keys. Waterspouts also form elsewhere in the Gulf, along the Atlantic and Pacific coasts, over the Great Lakes, and even over the Great Salt Lake in Utah. A few small tornadoes begin near the ground and build upward, instead of descending from the clouds. These storms are often called landspouts because they look like waterspouts over land.
Damage by Tornadoes
Most tornado damage results from the wind. Each time the wind speed doubles, the force of the wind increases four times. For example, the force of the wind at 220 miles (350 kilometers) per hour is four times as great as the force at 110 miles (175 kilometers) per hour. This tremendous strength may knock over buildings and trees. Other damage occurs when gusts of wind pick up objects and hurl them through the air. The Fujita scale. Scientists estimate the wind speed of a tornado by the damage it inflicts. For years, they used a system called the Fujita scale. The Japanese-born weather scientist T. Theodore Fujita developed the scale in 1971. In the early 2000s, scientists developed a revised system called the Enhanced Fujita scale. On the Enhanced Fujita scale, EF0 is the weakest rating and EF5 is the
strongest. An EF5 tornado can remove a house from its foundation. Air pressure. Air rising from the ground in the vortex of a tornado creates an area of low air pressure near the ground. For this reason, some people open their windows if a tornado threatens. This precaution is meant to help equalize the indoor pressure with the air outside. The people fear that the air pressure outside the building might drop so suddenly that the structure would explode outward. Safety experts know, however, that air moves in and out of most buildings quickly. The air pressure remains nearly equal inside and out, even during a tornado. Open windows do not reduce the damage. Instead, they may increase the destruction if the wind hurls loose objects through the openings.
Forecasting Tornadoes
Meteorologists (scientists who study weather) hope to learn more about tornadoes to better forecast these destructive storms. They can predict with some accuracy 12 to 48 hours in advance if severe weather, and possibly a tornado, threatens an area. Forecasts are made using data from weather balloons, radar, and satellites. In the United States, the National Weather Service issues a tornado watch when weather conditions are right for the formation of tornadoes. If a tornado watch is issued in your area, you should keep alert for threatening weather. Listen to the radio or television or check the Internet for more information. If radar detects a mesocyclone or a pattern characteristic of a tornado, the National Weather Service issues a tornado warning. The characteristic radar pattern is called a tornado vortex signature. It indicates a region of strong rotation in a thunderstorm. The Weather Service also issues a tornado warning if someone actually sees a funnel cloud or tornado. If a tornado warning is issued for your location, take cover immediately. The safest place is a basement or other underground shelter. If no underground shelter is available, an interior bathroom or closet is best.
Studying Tornadoes
Tornadoes are difficult to study. They form fast, vanish quickly, and occupy a small area. Another problem is that scientists do not know exactly what causes tornadoes. As a result, they find it dif-
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ficult to reach the right place at the right time to gather data. Meteorologists investigate tornadoes using a combination of field studies, computer modeling, and studies with devices called vortex chambers. From this research, scientists hope to learn how, when, and why tornadoes form. This knowledge will enable them to increase warning times. It will also help to reduce the number of false alarms and provide more accurate warnings. Field studies take place outdoors. Scientists go into the field to study tornadoes up close. Many meteorologists form mobile teams of “storm chasers” to study tornadoes. The storm chasers travel in specially equipped automobiles, trucks, vans, and aircraft. They try to get as close as is safe to a tornado to study it. Radar. Meteorologists use a special type of radar called Doppler radar to look for mesocyclones. Doppler radar enables storm chasers to map the wind’s speed and direction, rather than merely track areas of precipitation. Doppler radar works because radar waves change frequency depending on whether the objects they bounce off, such as raindrops or dust particles, are advancing or receding. This change in frequency is called the Doppler effect. It can reveal the rotating pattern of a mesocyclone. As a result, Doppler radar can detect the development of a tornado before it descends from its parent thunderstorm and touches down. With Doppler radar, meteorologists can also study the changes that take place in a thunderstorm before a tornado forms. Pairs of similar radars at different locations can allow meteorologists to estimate both the horizontal and vertical movements of the wind. Some radar systems can scan a section of the sky rapidly. Rapid-scanning radar enables scientists to record and study even the fastest-forming twisters. A few radar systems enable scientists to distinguish among airborne debris, drops of drizzle, hailstones, insects, and raindrops. These radars scan by transmitting polarized beams of radiation both vertically and horizontally. Most Doppler radars typically use only horizontally polarized beams. Beginning in 2011, the National Weather Service is updating its network of Doppler radars to include this capability. Clean air contains few particles large enough for regular radar to detect. To map winds that carry little moisture or dust, meteorologists use a
A man loads a weather probe into his tornado-chasing van. Doppler lidar system. A lidar is a system similar to radar but uses a signal with a much shorter wavelength. Even clean air has extremely small particles called aerosols floating in it. Lidar’s shorter wavelength signal can detect these tiny particles. But lidar cannot penetrate far into clouds, rain, or hail. Researchers may record a tornado and the flying debris around it on film or video to help analyze wind patterns. They then compare the film with the radar images of the storm. Scientists may also survey the damage done by a tornado and compare it with the radar data. The VORTEX projects. Beginning in 1994, scientists carried out two major research projects to study tornadoes. The projects were called the Verification of the Origins of Rotation in Tornadoes Experiment (VORTEX). The first project, VORTEX1, took place in 1994 and 1995. Scientists traveled in both ground-based vehicles and aircraft equipped with customized weather instruments. The project produced insight into tornado formation. It also promoted advancements in Doppler radar. VORTEX2 followed in 2009 and 2010. More than 100 scientists traveling in dozens of vehicles participated. Unlike many earlier experiments, VORTEX2 did not have a home base. Instead, the storm chasers roamed from place to place. They used weather forecasts and their own instruments to position themselves in areas where tornadoes would likely form. The VORTEX2 team used a vast array of scientific equipment. Radar, lidar, video, and film recorded any storms. Mobile radars scanned supercells likely to produce tornadoes. Instruments called disdrometers measured the size of raindrops or hail in storms. Weather balloons launched in various locations recorded environmental conditions. VORTEX2 also used remotely controlled aircraft called unmanned aerial vehicles (UAVs) to fly near storms and gather meteorological data. The VORTEX2 team also released nearly 40 instrument packages, called Sticknets and Tor-
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nado Pods, where the team hoped a tornado would pass. The instruments provided information about conditions inside the funnel cloud, such as air pressure and humidity. Computer modeling. Meteorologists make extensive use of computer models to study tornadoes. A computer model is a set of mathematical equations processed by computers. Scientists can easily vary the conditions in the models to test their theories. This use of computer modeling is known as simulation. For example, scientists can simulate supercells, storms, and smaller-scale vortexes. Most models are so complex that they require fast computers and a large amount of data. Analysis of the models helps scientists to understand the processes by which tornadoes form and change. Computer modeling can also help predict the weather events that might occur under certain conditions and the likelihood that an event will actually occur. Thus, forecasters can determine the probability of a tornado occurring in a certain area during a certain period. Vortex chambers. Meteorologists simulate some aspects of tornadoes in the lab using special chambers of rotating air currents. These devices are called vortex chambers. By varying the strength of an exhaust fan above the chamber and
the angle at which air enters at the bottom, a scientist can re-create different types of tornado structures. In one common structure, air sinks outside the tornado and rises at the center. In another common structure, air sinks at the center of the tornado and rises outside the center. A mathematical technique called a large-eddy simulation (LES) modeling can show what happens when a rotating column of air comes into contact with the ground. Such models also explain aspects of tornado structure, such as how wind speeds vary with altitude. Based on LES models, scientists have developed new theories about tornado formation. For example, one theory proposes that tornadoes may develop when air near the ground is blocked from entering the vortex. Another factor may be the roughness of the surface, such as the amount and heights of buildings, grass, or trees in an area.
MLA Citation “Hurricanes and Tornadoes.” The Southwestern Advantage Topic Source. Nashville: Southwestern. 2019.
ADDITIONAL RESOURCES Books to Read
Emanuel, Kerry A. Divine Wind: The History and Science of Hurricanes. Oxford, 2005. Fradin, Judith B. and Dennis B. Hurricanes. National Geographic Society, 2007. Longshore, David. Encyclopedia of Hurricanes, Typhoons, and Cyclones. Rev. ed. Checkmark, 2008. Treaster, Joseph B. Hurricane Force: In the Path of America’s Deadliest Storms. Kingfisher Books, 2007.
Web Sites Atlantic Oceanographic & Meteorological Laboratory http://www.aoml.noaa.gov/hrd/tcfaq/tcfaqHED.html Site on hurricanes, typhoons, and tropical cyclones.
Hurricane Hunters http://www.hurricanehunters.com/ Site of the Air Force Reserve Hurricane Hunters—the only Department of Defense organization still flying into tropical storms and hurricanes.
National Hurricane Center http://www.nhc.noaa.gov/ A government site that predicts and reports on hurricanes.
Tropical Storms Worldwide http://www.solar.ifa.hawaii.edu/Tropical/tropical.html A University of Hawaii Web site reporting on current tropical storms worldwide.
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DATA The Saffir-Simpson Hurricane Scale Wind speed (Mph)
Wind speed (Kph)
Storm surge (Feet)
Storm surge (Meters)
74–95
119–153
4–5
1.2–1.5
96–110
154–177
6–8
1.8–2.4
Category 3 (strong)
111–130
178–209
9–12
2.7–3.7
Category 4 (very strong)
131–155
210–250
13–18
4.0–5.5
251+
19+
5.8+
Hurricane category Category 1 (weak) Category 2 (moderate)
Category 5 156+ (devastating)
Effects Minimal damage to trees, shrubbery, and mobile homes. Considerable damage to trees, mobile homes, and piers; some damage to roofs. Trees blown down or stripped of leaves; mobile homes destroyed; some damage to other buildings. Extensive damage to windows, doors, and roofs, especially near shore; possible flooding. Small buildings overturned or blown away; severe structural damage to other buildings.
The Enhanced Fujita Scale
Scale EF0 EF1 EF2 EF3 EF4 EF5
Damage Light: Tree branches broken, damage to chimneys and large signs. Moderate: Trees snapped, surface of roofs peeled off, windows broken. Considerable: Large trees uprooted, roofs torn off frame houses, mobile homes demolished. Severe: Roof and some walls torn off well-constructed houses, cars overturned. Devastating: Well-constructed houses leveled, cars and large objects thrown. Incredible: Strong frame houses lifted off foundation and destroyed, car-sized objects thrown more than 300 feet (90 meters).
Wind speed (Mph)
Wind speed (Kph)
65–85
105–137
86–110
138–177
111–135
178–217
136–165
218–266
166–200
267–322
Over 200
Over 322
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DATA Some Famous Hurricanes, Typhoons, and Cyclones 1900 1928 1938 1944 1963 1969 1970 1972 1974 1975 1979 1980 1988 1992 1997 1998 1998 1999 2004 2005 2008 2012
A hurricane and storm surge killed about 6,000 people in the Galveston, Texas, area. About 1,800 people died in a hurricane and floods in the Lake Okeechobee area of Florida. The storm also killed 300 people in Puerto Rico. A hurricane tore through Long Island and New England, killing about 600 and causing $400 million in damage. A typhoon in the Philippine Sea sank three destroyers and wrecked more than 100 aircraft of the U.S. Pacific fleet; 778 lives were lost. Hurricane Flora killed about 5,000 people in Haiti, more than 1,700 in Cuba, and more than 400 in the Dominican Republic. Hurricane Camille killed more than 250 people in seven states from Louisiana to Virginia. It caused about $1 billion in damage. The storm surge from a tropical cyclone drowned about 266,000 people in East Pakistan (now Bangladesh). Floods of Hurricane Agnes killed 122 people and caused $3 billion in damage from Florida to New York. Hurricane Fifi struck Honduras, killing about 8,000 people and causing $1 billion in damage. Floods well inland caused by Hurricane Agnes killed 117 people from Florida to New York. Hurricane David battered the Dominican Republic, killing 1,200 and causing $1 billion in damage. Hurricane Frederic struck Alabama and Mississippi, killing 8 and causing $1 billion in damage. Tropical Cyclone Hyacinthe looped around Reunion Island in the Indian Ocean, delivering 252 inches of rain in just 15 days. Hurricane Gilbert, the most powerful hurricane ever recorded in the Western Hemisphere, struck the West Indies and Mexico, causing about 300 deaths. Hurricane Andrew struck the Bahamas, Florida, and Louisiana, killing 65 and causing about $26 billion in damage. Typhoon Linda battered Vietnamâ&#x20AC;&#x2122;s southern coast, killing more than 600 people. A cyclone devastated the western India province of Gujarat, killing more than 2,000 people. Storms and flooding from Hurricane Mitch caused billions of dollars worth of damage and killed more than 11,000 in Central America. About 9,600 people died in a cyclone and floods in the eastern India province of Orissa. Hurricanes Charley, Frances, Ivan, and Jeanne hit the U.S. Southeast in 2 months, causing over $42 billion in damage and killing more than 150 people. Jeanne killed more than 3,000 Haitians. Hurricane Katrina struck New Orleans and other parts of the U.S. Gulf Coast, killing more than 1,800 people and causing an estimated $100 billion of damage. Weeks later, Hurricane Rita caused an estimated $10 billion of damage in Texas and Louisiana. Cyclone Nargis struck the coast of Myanmar near Yangon, killing about 140,000. Hurricane Sandy produced widespread wind damage and unprecedented flooding from South Carolina to Maine. The storm moved inland, causing blizzard conditions in the higher elevations of the Applachian region.
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BACKGROUND INFORMATION The following articles were written during the year in which the events took place and reflect the style and thinking of that time.
Weather (1992)
The year 1992 began with the warmest winter on record in the contiguous United States, surpassing by nearly 1°F (0.5°C) the previous record set in the winter of 1953–1954. Above-normal temperatures prevailed in every major region of the nation, and five Midwestern states recorded their warmest winter since observations began. Only in northern Maine did winter temperatures average below normal. Farther east, below-normal temperatures were the rule. Gander, Canada, experienced its coldest February on record. One of the worst winter storms in decades occurred in Canada’s Atlantic Provinces from January 31 to February 3, 1992. Pressure in the offshore storm center dropped to 962 millibars (28.41 inches) of mercury. Wind gusts reached 96 miles per hour (mph) (155 kilometers per hour [kph]), and snowfall at Moncton, Canada, totaled 63 inches (160 centimeters). In some areas of the northwestern United States, the winter was one of the driest on record, but northern Mexico and the southern fringe of the United States experienced heavy rainfall. Texas and New Mexico had their wettest recorded winter. On January 17 and 18, a vigorous storm along the northern Gulf of Mexico brought one of the 10 heaviest snowfalls of the 1900s—up to 8 inches (20 centimeters) to northern Texas and eastward to northern Georgia. Heavy precipitation continued into much of the spring. In mid-May, a series of storms caused extensive flooding of the San Antonio and Guadalupe rivers. By the end of May, the city of San Antonio had accumulated more than 33 inches (84 centimeters) of rain, exceeding the city’s normal yearly total. Cool, wet summer. In contrast to the warm winter, the three midsummer months were the coolest since 1915 in the contiguous United States as a whole, and the third-coldest summer since recordkeeping began. The lowest temperatures were concentrated mainly in the east, however, with above-average temperatures prevailing in Nevada and the West Coast states. In the north-central states, the temperature for the season averaged up to 7°F (4°C) below normal. For the contiguous United States as a whole, it was also the wettest summer since 1941. Precipitation was more than 50 percent greater than normal in the Southwest, Central Plains, and the Southeast. Hurricane Andrew. The 1992 Atlantic hurricane season was slow to start. But on August 23, the year’s first tropical storm, Andrew, suddenly intensified as it moved over the island of Eleuthera in the Bahamas with a 23-foot-high (7-meter-high) storm surge. Early the next morning, Andrew, now a hurricane, moved inland through a densely populated area south of downtown Miami. During the hurricane’s four-hour trek across southern Florida, steady winds of an estimated 140 mph (225 kph) prevailed, with some gusts measured at 164 mph (264 kph). An estimated 72,000 homes, including mobile homes, were damaged or destroyed, and 200,000 people were left homeless. The estimated damage total of up to $20 billion made Andrew the costliest disaster in U.S. history. After leaving Florida, the storm moved northwest across the Gulf of Mexico and made a second landfall in southwestern Louisiana during the late evening of August 25. Moving more slowly, the storm weakened quickly as it continued northward. After sending heavy rain and several tornadoes along its path, it finally died out in Pennsylvania. Florida’s well-executed evacuation plan helped keep the official death toll relatively low. Thirteen people were killed in Florida, and one person was killed in Louisiana. Perhaps as many as 39 people died either as a direct or indirect result of the storm. Altogether, the Atlantic hurricane season produced only five storms. One of these, Danielle, lashed coastal areas with gales from Cape Hatteras, North Carolina, to eastern Pennsylvania on September 25 and 26. Hurricane Iniki. Hawaiians on the island of Kauai had to cope with Hurricane Iniki, which roared across the Pacific on September 11 with 130-mph (209-kph) sustained winds. The storm left an estimated 8,000 of the island’s 52,000 inhabitants homeless.
1322 Hurricanes and Tornadoes
Typhoons. In 1992, the western third of the tropical Pacific Ocean had a record number of typhoons. Guam weathered six in three months. The first one, named Omar, struck on August 28, with winds up to 150 mph (240 kph), causing major damage to more than 75 percent of the island’s buildings. From October 9 to November 23, five more Collection of golf ball-size hailstones typhoons struck the island, but damage was less severe. Hailstorms and tornadoes. On March 6, 1992, portions of Seminole County in central Florida were buried more than ankle deep in golf ball-size hailstones. Buildings and crops suffered $25 million in damage. On March 25, hail caused $60 million in damages to the nursery industry in the Orlando, Florida, area. By December, there had been more confirmed tornado occurrences across the United States than in any previous year. In June, 399 tornadoes were sighted, a record for that month. From June 15 through 18, large hailstones, strong winds, and more than 200 tornadoes hit the area from the central and northern Plains eastward into the Appalachian Mountains. November, usually a quiet month for tornado activity, brought 173 reports. Most of these occurred from November 20 to 24 in 12 states, including Mississippi, Georgia, North and South Carolina, Kentucky, and Tennessee. At least 25 people were killed. Drought and floods. As 1992 began, California was experiencing its sixth winter in a row with below-normal rainfall. The snowpack in the Sierra Nevada, which feeds California’s reservoirs as it melts throughout the year, was only 45 percent of its normal size. Then, from February 5 to 21, a series of heavy rains caused flooding and mud slides in several communities northwest of Los Angeles. Above-normal levels of precipitation continued through most of March. Nevertheless, for the 1991–1992 water season—which began on October 1, 1991, and ended on September 30, 1992—the total precipitation was only 90 percent of normal, not enough to end the water shortage that had persisted since 1986. In Oregon, Washington, Idaho, and Nevada, where much smaller amounts of precipitation fell,
the drought became extreme. Hawaii experienced drought conditions as well. Every country in southern Africa was affected by the worst growing-season drought of the 1900s. Crop production was estimated to be only 60 percent of the amount in 1991. In Zimbabwe, the hardest-hit area, rainfall was less than 20 percent of normal. Thousands of cattle deaths were reported. In mid-September 1992, heavy flooding reportedly killed 2,000 people in northern Pakistan and 500 people in India. About 1,800 villages in the Indian state of Punjab were reportedly washed away by tidal surges that rushed down rivers. Every river bridge and half the crops in the state of Jammu and Kashmir were reported to have been destroyed.
Record-breaking December storm.
The worst east-coast winter storm in decades, and probably the worst ever in December, developed and stalled over northeastern Virginia on December 11. High winds and heavy snow caused 640,000 power outages in Pennsylvania. The snow accumulated to more than 36 inches (91 centimeters) in western Pennsylvania and the mountains of southern New England. Coastal areas in New Jersey and the New York metropolitan area were extensively flooded. Trying to explain the weather. The warm winter of 1991–1992 in the United States fueled the ongoing debate about global warming, the theory that increasing levels of carbon dioxide in the atmosphere are causing Earth’s average surface temperature to rise. As cold weather became entrenched in the eastern half of the United States, however, meteorologists focused their interest on the June 1991 eruption of Mount Pinatubo in the Philippines. The eruption had sent dust and gases high into the atmosphere, forming a cloud that circled the globe. Scientists believed that the cloud may have caused a temporary lowering of Earth’s average temperature of about 1.8°F (1°C). This would not account for the low summer temperatures of 1992 in the United States and Canada, however. The most likely cause of 1992’s unusual weather patterns was the reappearance of El Nino, a vast area of warm water in the tropical Pacific Ocean that appears at irregular intervals of 2 to 12 years. Meteorologists believed that the droughts in Hawaii and southern Africa and the heavy precipitation along the southern fringe of the United States were by-products of an El Nino that appeared in November 1991.
1323 Hurricanes and Tornadoes
Weather (2005)
The 2005 hurricane season in the Atlantic produced more storms than had occurred in any other year since record keeping began in 1851. Twentyseven named storms formed—including a record 14 hurricanes—and one storm, Katrina, produced one of the greatest natural disasters in the history of the United States. Tornadoes. For the first time since record keeping began in 1950, no tornado-related deaths occurred during the height of the season (from April to June) despite more than 500 twisters. However, five separate tornado outbreaks led to 27 deaths in November 2005, including 23 deaths near Evansville, Indiana, on the 12th. The Atlantic hurricane season of 2005 was unprecedented in how early it began, the high intensity of the storms in the Gulf of Mexico, and the damage that they caused in the United States. The first named tropical storm, Arlene, formed in the western Caribbean on June 9. Arlene crossed western Cuba before making landfall near Pensacola on June 11 with winds of 60 miles (97 kilometers) per hour. The season’s first hurricane, Dennis, formed in the eastern Caribbean on July 6. The storm swept ashore near Cienfuegos, Cuba, as the strongest Atlantic hurricane recorded so early in the year, a Category 4. (A Category 4 hurricane, according to the Saffir-Simpson hurricane classification system, generates winds of 131 to 155 miles [210 to 249 kilometers] per hour.) Dennis had weakened to a Category 3 storm, with winds of 111 to 130 miles (179 to 209 kilometers) per hour when it made landfall near Pensacola on July 10. Nevertheless, Dennis caused less damage than Category 3 Hurricane Ivan, which struck the same area in 2004. As Dennis dissipated, Tropical Storm Emily formed in the eastern Atlantic in the second week of July. Emily became a Category 4 hurricane as it moved through the Caribbean, striking Jamaica. The storm made a second landfall in Mexico about 75 miles (121 kilometers) south of Brownsville, Texas, as a Category 3 hurricane on July 20. By the end of July, seven Atlantic storms had been named, a record for so early in the season. Katrina, a storm destined to become one of the most destructive acts of nature on record in the United States, made landfall in Florida near North Miami Beach on August 25 as a Category 1 hurricane, with winds of 74 to 95 miles (119 to 153 kilo-
meters) per hour. The storm moved southwest across Florida, where it was blamed for 11 deaths. Over the eastern Gulf, Katrina intensified into the fourth strongest hurricane on record. The eye of the hurricane slammed into the southeastern Louisiana coast on August 29, 2005, with winds Homes were destroyed by the of 127 miles (204 kilomebattering of hurricanes Ivan and Katrina, ters) per hour. The storm Dauphin Island, Alabama. center passed just east of New Orleans before moving into Mississippi. The storm surge (a sudden rise of ocean water that accompanies a hurricane at landfall) reached 20 to 30 feet (6 to 9 meters) along parts of the Mississippi coast, destroying all structures close to the beach. In New Orleans, the combination of heavy rain and roiling waters in Lake Pontchartrain caused the levee system to fail at several points. Water inundated about 80 percent of the city, and thousands of stranded people had to be rescued by boat and helicopter in the days following the storm. Hurricane Katrina caused at least 1,200 deaths in Mississippi and Louisiana, as well as economic losses estimated at $100 billion to $200 billion. Hurricane Rita, which formed in the eastern Atlantic, intensified as it swept by the Florida Keys on September 20 and 21. In the central Gulf of Mexico, the storm grew to be the third strongest hurricane on record. Rita made landfall near the Texas-Louisiana border on September 24 as a Category 3 storm, with peak winds of 120 miles (193 kilometers) per hour. The storm surge flooded much of the southwestern Louisiana coast. In October, Hurricane Wilma became the most powerful storm ever recorded in the Atlantic, with winds of 175 miles (282 kilometers) per hour. At least 12 people were killed in Mexico and Cuba before Wilma weakened and struck the southwest coast of Florida near Naples as a Category 3 storm on October 24. The hurricane crossed Florida, causing more than 30 deaths and extensive damage. In all, 27 named storms formed in the Atlantic in 2005, breaking the previous record of 21 storms set in 1933. After the U.S. National Hurricane Center exhausted its list of 21 names, meteorologists began using letters of the Greek alphabet—from Alpha to Zeta—to name the storms.
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MATH Math’s New Methods
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Foundations of Math Numbers and Operations Arithmetic, Fractions, Decimals, Ratio & Percent
Measurement Geometry Trigonometry Formulas & Equations Statistics and Probability Algebra Advanced Algebra Calculus SOCIAL STUDIES & LANGUAGE US History Canadian History Government Economics World History Geography Grammar Writing and Research Vocabulary Reading Speaking Literature Foreign Languages
SCIENCE Scientific Methods Biology Chemistry Earth Science Ecology Physics Space Science TOPIC SOURCE (including DVD) People Places Wars Animals History Science Writing Research Papers HONORS (including AP Tests DVD) English Language US History English Literature Calculus AB US Gov’t & Politics Biology, Chemistry, Calculus AB, Calculus BC, English Language, Psychology, English Literature, Statistics, US Government & Politics, US History, Writing the AP Essay
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Welcome to 3OUTHWESTERN !DVANTAGE (ONORS #OLLEGE AND 5NIVERSITY 0REP With the help of this outstanding resource, you will be well prepared to score high on the Advanced Placement tests. In addition to providing an in-depth review of the college-prep subjects considered to be the most essential at colleges and universities across the country, the 3OUTHWESTERN !DVANTAGE (ONORS book and companion DVD also provide an invaluable 3TEP 0LAN FOR !DVANCED 0LACEMENT 3UCCESS:
-/ *Ã&#x160;£ Design a study plan tailored to your unique needs and learning style with three customized STUDY SCHEDULES.
-/ *Ã&#x160;Ã&#x201C; Assess your subject knowledge strengths and weaknesses with an AP-style DIAGNOSTIC EXAM at the beginning of each subject.
-/ *Ã&#x160;Ã&#x17D; Develop the STRATEGIES that will give you the edge on test day.
-/ *Ã&#x160;{ Review the TERMS AND CONCEPTS you need to score high.
-/ *Ã&#x160;x Build your confidence by taking full-length PRACTICE EXAMS on the companion DVD. Together the 3OUTHWESTERN !DVANTAGE (ONORS book and companion DVD provide clear explanations of test criteria, challenging practice questions, and a comprehensive overview on how to score a 5 on the Advanced Placement exams. An additional 14 practice tests for six other priority AP subject areas are included on the DVD, as well. With this straightforward, easy-to-follow resourceâ&#x20AC;&#x201D;updated for all the latest exam changesâ&#x20AC;&#x201D;you are well on your way to Advanced Placement success!
5 Steps to a 5: AP English Language and Composition by Barbara Murphy and Estelle Rankin Copyright © 2014 by The McGraw-Hill Companies, Inc. All rights reserved. Reprinted by permission of The McGraw-Hill Companies, Inc. 5 Steps to a 5: AP US History by Stephen Armstrong Copyright © 2015 by The McGraw-Hill Companies, Inc. All rights reserved. Reprinted by permission of The McGraw-Hill Companies, Inc. 5 Steps to a 5: AP English Literature and Composition by Barbara Murphy and Estelle Rankin Copyright © 2013 by The McGraw-Hill Companies, Inc. All rights reserved. Reprinted by permission of The McGraw-Hill Companies, Inc. 5 Steps to a 5: AP Calculus AB by William Ma Copyright © 2013 by The McGraw-Hill Companies, Inc. All rights reserved. Reprinted by permission of The McGraw-Hill Companies, Inc. 5 Steps to a 5: AP US Government by Pamela K. Lamb Copyright © 2014 by The McGraw-Hill Companies, Inc. All rights reserved. Reprinted by permission of The McGraw-Hill Companies, Inc. AP, Advanced Placement Program, and College Board are registered trademarks of the College Entrance Examination Board, which was not involved in the production of and does not endorse this product.
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>Â?VĂ&#x2022;Â?Ă&#x2022;Ă&#x192; 7ILLIAM -A earned his M.A. from Columbia University. He has taught high school calculus for many years in New York and is an adjunct instructor at Baruch College, Fordham University, and Columbia University. William is the author of several SAT and ACT preparation books and an online review course for New York Stateâ&#x20AC;&#x2122;s Math A Regents Exam.
Â&#x2DC;}Â?Â&#x2C6;Ă&#x192;Â&#x2026;Ă&#x160; >Â&#x2DC;}Ă&#x2022;>}iĂ&#x160;>Â&#x2DC;`Ă&#x160; Â&#x153;Â&#x201C;ÂŤÂ&#x153;Ă&#x192;Â&#x2C6;Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;EĂ&#x160;Ă&#x160; Â&#x2DC;}Â?Â&#x2C6;Ă&#x192;Â&#x2026;Ă&#x160; Â&#x2C6;Ă&#x152;iĂ&#x20AC;>Ă&#x152;Ă&#x2022;Ă&#x20AC;iĂ&#x160;>Â&#x2DC;`Ă&#x160; Â&#x153;Â&#x201C;ÂŤÂ&#x153;Ă&#x192;Â&#x2C6;Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC; "ARBARA -URPHY taught AP Language for over 20 years. She has been a reader of the AP Language and Composition exam since 1993, and is a consultant for the College Boardâ&#x20AC;&#x2122;s AP Language and composition division. She is currently on the faculty of Syracuse Universityâ&#x20AC;&#x2122;s Project Advance in English. %STELLE 2ANKIN taught AP Language for over 25 years in New York, where she was honored by the College Board with the AP Teacher of the Year award. She is a consultant for the College Boardâ&#x20AC;&#x2122;s Building Success division and is also a Literature presenter for the Advanced Placement Specialty conferences.
1°-°Ă&#x160; Â&#x153;Ă&#x203A;iĂ&#x20AC;Â&#x2DC;Â&#x201C;iÂ&#x2DC;Ă&#x152; 0AMELA + ,AMB teaches AP U.S. Government and Politics in Texas. She is a College Board consultant as well as a longtime reader and question leader of AP texts in U.S. Government and Politics.
1°-°Ă&#x160; Â&#x2C6;Ă&#x192;Ă&#x152;Â&#x153;Ă&#x20AC;Ă&#x17E; 3TEPHEN !RMSTRONG is a social studies supervisor for the West Hartford, Connecticut, public schools. He is also an adjunct professor of history at Central Connecticut State University, and has been a longtime member of the Board of Directors of the National Council for the Social Studies.
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The Graphics Used in This Book To emphasize particular skills and strategies, we use several icons throughout this book. An icon in the margin will alert you that you should pay particular attention to the accompanying text. We use four icons:
Key Idea
This icon points out a very important concept or fact that you should not pass over.
Strategy
This icon calls your attention to a problem-solving strategy that you may want to try.
Tip
This icon indicates a tip that you might find useful.
This icon indicates helpful practice problems.
31
ENGLISH LANGUAGE
221
U.S. HISTORY
583
ENGLISH LITERATURE
755
CALCULUS AB
1113
U.S. GOVERNMENT
1325
INDEX
AND
COMPOSITION
AND
COMPOSITION
AND
POLITICS
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Three Approaches to Prepare for the AP English Language and Composition Exam No one knows your study habits, likes, and dislikes better than you. You are the only one who can decide which approach you want and /or need to adopt to prepare for the AP English Language and Composition exam. Look at the brief profiles below. These may help you to place yourself in a particular prep mode. 9OU ARE A FULL YEAR PREP STUDENT (Approach A) if: You like to plan for a vacation or the prom a year in advance. You never think of missing a practice session, whether itâ&#x20AC;&#x2122;s for your favorite sport, musical instrument, or activity. You like detailed planning and everything in its place. You feel you must be thoroughly prepared. You hate surprises. You are always early for appointments.
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9OU ARE A ONE SEMESTER PREP STUDENT (Approach B) if: You begin to plan for your vacation or the prom 4 to 5 months before the event. You are willing to plan ahead to feel comfortable in stressful situations, but are okay with skipping some details. You feel more comfortable when you know what to expect, but a surprise or two does not floor you. You are always on time for appointments. 9OU ARE A TO WEEK PREP STUDENT (Approach C) if: You accept or find a date for the prom a week before the big day. You work best under pressure and close deadlines. You feel very confident with the skills and background youâ&#x20AC;&#x2122;ve learned in your AP English Language and Composition class. You decided late in the year to take the exam. You like surprises. You feel okay if you arrive 10 to 15 minutes late for an appointment.
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CALENDARS FOR EACH PLAN
>Â?iÂ&#x2DC;`>Ă&#x20AC;Ă&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160; ÂŤÂŤĂ&#x20AC;Â&#x153;>VÂ&#x2026;Ă&#x160; \Ă&#x160;Ă&#x160; 9i>Ă&#x20AC;Â?Â&#x153;Â&#x2DC;}Ă&#x160;*Ă&#x20AC;iÂŤ>Ă&#x20AC;>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; *Ă&#x160; Â&#x2DC;}Â?Â&#x2C6;Ă&#x192;Â&#x2026;Ă&#x160; >Â&#x2DC;}Ă&#x2022;>}iĂ&#x160;>Â&#x2DC;`Ă&#x160; Â&#x153;Â&#x201C;ÂŤÂ&#x153;Ă&#x192;Â&#x2C6;Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160; Ă?>Â&#x201C; Strategy
Although its primary purpose is to prepare you for the AP English Language and Composition exam you will take in May, this book can enrich your study of language and composition, your analytical skills, and your writing skills. 3%04%-"%2n/#4/"%2 (Check off the activities as you complete them.)
Determine into which student mode you would place yourself. Carefully read the Introduction and Chapter 1. Pay very close attention to the â&#x20AC;&#x153;Walk Throughâ&#x20AC;? the Diagnostic exam. Get on the Web and take a look at the AP website(s). Skim the Comprehensive Review section. (These areas will be part of your yearlong preparation.) Buy a highlighter. Flip through the entire book. Break the book in. Write in it. Highlight it. Get a clear picture of what your own schoolâ&#x20AC;&#x2122;s AP English Language curriculum is. Review the Bibliography and establish a pattern of outside reading. Begin to use this book as a resource. ./6%-"%2 (The first 10 weeks have elapsed.) Write the argumentative essay in the Diagnostic exam. Compare your essay with the sample student essays. Refer to Chapters 6 and 9 on the argumentative essay. Take five of our prompts and write solid opening paragraphs.
$%#%-"%2 Maintain notes on literary works studied in and out of class. Refine analytical skills (see Chapters 5 and 8). Write one of the two analytical essays in the Diagnostic exam. (This will depend on the organization of your own curriculum.) Compare your essay with the sample student essays. *!.5!29 (20 weeks have now elapsed.) Write the synthesis essay in the Diagnostic exam. (This will depend on your previous choice.) Compare your essay with the sample student essays. Refer to Chapters 7 and 10 on the synthesis essay. &%"25!29 Take the multiple-choice section of the Diagnostic exam. Carefully go over the explanations of the answers to the questions. Score yourself honestly. Make a note of terms and concepts and types of questions that give you trouble. Review troublesome terms by checking the Glossary.
)PX UP 1MBO :PVS 5JNF -!2#( (30 weeks have now elapsed.) Form a study group. Choose a selection you have studied in class and create an essay question to go with it, or you can use one of our suggested prompts. Choose a passage from a current editorial and create an essay question to go with it, or you can choose one of our suggested prompts. Write one of the analytical essays. Write one of the synthesis essays. Compare essays and rate them with your study group. (Use our rubrics.) !02), Take Practice Exam 1 in the first week of April. Evaluate your strengths and weaknesses. Study appropriate chapters to correct weaknesses.
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Practice creating multiple-choice questions of different types with your study group. Develop and review worksheets for and with your study group. -!9â&#x20AC;&#x201D;First two weeks (THIS IS IT!) Highlight only those things in the Glossary about which you are still unsure. Ask your teacher for clarification. Study! Write at least three times a week under timed conditions. Take Practice Exam 2. Score yourself. Give yourself a pat on the back for how much you have learned and improved over the past nine months. Go to the movies. Call a friend. Get a good nightâ&#x20AC;&#x2122;s sleep. Fall asleep knowing you are well prepared.
GOOD LUCK ON THE TEST!
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>Â?iÂ&#x2DC;`>Ă&#x20AC;Ă&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160; ÂŤÂŤĂ&#x20AC;Â&#x153;>VÂ&#x2026;Ă&#x160; \Ă&#x160;Ă&#x160; -iÂ&#x201C;iĂ&#x192;Ă&#x152;iĂ&#x20AC;Â&#x2021; Â&#x153;Â&#x2DC;}Ă&#x160;*Ă&#x20AC;iÂŤ>Ă&#x20AC;>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; *Ă&#x160; Â&#x2DC;}Â?Â&#x2C6;Ă&#x192;Â&#x2026;Ă&#x160; >Â&#x2DC;}Ă&#x2022;>}iĂ&#x160;>Â&#x2DC;`Ă&#x160; Â&#x153;Â&#x201C;ÂŤÂ&#x153;Ă&#x192;Â&#x2C6;Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160; Ă?>Â&#x201C; Strategy
The following calendar assumes that you have completed one semester of language and composition and will use those skills you have been practicing to prepare you for the May exam. You still have plenty of time to supplement your course work by taking our study recommendations, maintaining literary notations, doing outside readings, and so forth. We divide the next 16 weeks into a workable program of preparation for you.
*!.5!29n&%"25!29 (Check off the activities as you complete them.) Carefully read the Introduction and Chapter 1. Write the three essays on the Diagnostic exam. Compare your essays with the sample student essays. Complete the multiple-choice section of the Diagnostic exam. Carefully go over the answers and explanations of the answers. Take a close look at the Bibliography for suggestions regarding possible outside readings. -!2#( (10 weeks to go) Form a study group. Choose a favorite essay or excerpt from a book and create an essay question to go with it, or you can use one of our suggested prompts. Choose a prose passage or essay and create an essay question to go with it, or you can choose one of our suggested prompts. Write one of the analytical essays. Write one of the synthesis essays. Compare essays and rate them with your study group. (Use our rubrics.)
!02), Take Practice Exam 1 in the first week of April. Evaluate your strengths and weaknesses. Study appropriate chapters to correct weaknesses. Practice creating multiple-choice questions of different types with your study group. Develop and review worksheets for and with your study group. -!9Â&#x2C6;First two weeks (THIS IS IT!) Highlight only those things in the Glossary about which you are still unsure. Ask your teacher for clarification. Study! Write at least three times a week under timed conditions. Take Practice Exam 2. Score yourself. Give yourself a pat on the back for how much you have learned and improved over the past nine months. Go to the movies. Call a friend. Get a good nightâ&#x20AC;&#x2122;s sleep. Fall asleep knowing you are well prepared.
GOOD LUCK ON THE TEST!
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>Â?iÂ&#x2DC;`>Ă&#x20AC;Ă&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160; ÂŤÂŤĂ&#x20AC;Â&#x153;>VÂ&#x2026;Ă&#x160; \Ă&#x160; {Â&#x2021;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Ă&#x2C6;Â&#x2021;7iiÂ&#x17D;Ă&#x160;*Ă&#x20AC;iÂŤ>Ă&#x20AC;>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; *Ă&#x160; Â&#x2DC;}Â?Â&#x2C6;Ă&#x192;Â&#x2026;Ă&#x160; >Â&#x2DC;}Ă&#x2022;>}iĂ&#x160;>Â&#x2DC;`Ă&#x160; Â&#x153;Â&#x201C;ÂŤÂ&#x153;Ă&#x192;Â&#x2C6;Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160; Ă?>Â&#x201C; Strategy
At this point, we assume that you have been developing your argumentative, analytical, and writing skills in your English class for more than six months. You will, therefore, use this book primarily as a specific guide to the AP English Language and Composition exam. Remember, there is a solid review section in this book, to which you should refer. Given the time constraints, now is not the time to try to expand your AP curriculum. Rather, it is the time to limit and refine what you already do know. !02),
Skim the Introduction and Chapter 1. Carefully go over the â&#x20AC;&#x153;Rapid Reviewâ&#x20AC;? sections of Chapters 5 through 10. Strengthen, clarify, and correct your weak areas after taking the Diagnostic exam. Write a minimum of three sample opening paragraphs for each of the three types of essays. Write a minimum of two timed essays for each type of essay on the exam. Complete Practice Exam 1. Score yourself and analyze your errors. Refer to the appropriate chapters to correct weaknesses. Refer to the Bibliography.
If you feel unfamiliar with specific forms of discourse, refer to the list of suggested appropriate works. Develop a weekly study group to hear each otherâ&#x20AC;&#x2122;s essays and discuss writing. Skim and highlight the Glossary.
-!9Â&#x2C6;First two weeks (THIS IS IT!) Complete Practice Exam 2. Score yourself and analyze your errors. Refer to the appropriate chapters to correct weaknesses. Go to the movies. Call a friend. Get a good nightâ&#x20AC;&#x2122;s sleep. Fall asleep knowing you are well prepared.
GOOD LUCK ON THE TEST! â&#x20AC;&#x153;One of the first steps to success on the AP exam is knowing your own study habits.â&#x20AC;? â&#x20AC;&#x201D;Margaret R., AP Language teacher
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Section I of the Exam: How to Approach the Multiple-Choice Questions IN THIS CHAPTER -Ă&#x2022;Â&#x201C;Â&#x201C;>Ă&#x20AC;Ă&#x17E;\Ă&#x160; iVÂ&#x153;Â&#x201C;iĂ&#x160;VÂ&#x153;Â&#x201C;vÂ&#x153;Ă&#x20AC;Ă&#x152;>LÂ?iĂ&#x160;Ă&#x153;Â&#x2C6;Ă&#x152;Â&#x2026;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Â&#x201C;Ă&#x2022;Â?Ă&#x152;Â&#x2C6;ÂŤÂ?iÂ&#x2021;VÂ&#x2026;Â&#x153;Â&#x2C6;ViĂ&#x160;Ă&#x192;iVĂ&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;Â&#x153;vĂ&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; iĂ?>Â&#x201C;°Ă&#x160; vĂ&#x160;Ă&#x17E;Â&#x153;Ă&#x2022;Ă&#x160;Â&#x17D;Â&#x2DC;Â&#x153;Ă&#x153;Ă&#x160;Ă&#x153;Â&#x2026;>Ă&#x152;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;iĂ?ÂŤiVĂ&#x152;]Ă&#x160;Ă&#x17E;Â&#x153;Ă&#x2022;Ă&#x160;V>Â&#x2DC;Ă&#x160;ÂŤĂ&#x20AC;iÂŤ>Ă&#x20AC;i°
Key Idea
iĂ&#x17E;Ă&#x160; `i>Ă&#x192;
-Ă&#x160;*Ă&#x20AC;iÂŤ>Ă&#x20AC;iĂ&#x160;Ă&#x17E;Â&#x153;Ă&#x2022;Ă&#x20AC;Ă&#x192;iÂ?vĂ&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Â&#x201C;Ă&#x2022;Â?Ă&#x152;Â&#x2C6;ÂŤÂ?iÂ&#x2021;VÂ&#x2026;Â&#x153;Â&#x2C6;ViĂ&#x160;Ă&#x192;iVĂ&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;Â&#x153;vĂ&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;iĂ?>Â&#x201C;° -Ă&#x160;,iĂ&#x203A;Â&#x2C6;iĂ&#x153;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Ă&#x152;Ă&#x17E;ÂŤiĂ&#x192;Ă&#x160;Â&#x153;vĂ&#x160;Â&#x201C;Ă&#x2022;Â?Ă&#x152;Â&#x2C6;ÂŤÂ?iÂ&#x2021;VÂ&#x2026;Â&#x153;Â&#x2C6;ViĂ&#x160;ÂľĂ&#x2022;iĂ&#x192;Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x192;Ă&#x160;>Ă&#x192;Â&#x17D;i`Ă&#x160;Â&#x153;Â&#x2DC;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;iĂ?>Â&#x201C;° -Ă&#x160; i>Ă&#x20AC;Â&#x2DC;Ă&#x160;Ă&#x192;Ă&#x152;Ă&#x20AC;>Ă&#x152;i}Â&#x2C6;iĂ&#x192;Ă&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160;>ÂŤÂŤĂ&#x20AC;Â&#x153;>VÂ&#x2026;Â&#x2C6;Â&#x2DC;}Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Â&#x201C;Ă&#x2022;Â?Ă&#x152;Â&#x2C6;ÂŤÂ?iÂ&#x2021;VÂ&#x2026;Â&#x153;Â&#x2C6;ViĂ&#x160;ÂľĂ&#x2022;iĂ&#x192;Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x192;° -Ă&#x160;-VÂ&#x153;Ă&#x20AC;iĂ&#x160;Ă&#x17E;Â&#x153;Ă&#x2022;Ă&#x20AC;Ă&#x192;iÂ?vĂ&#x160;LĂ&#x17E;Ă&#x160;VÂ&#x2026;iVÂ&#x17D;Â&#x2C6;Â&#x2DC;}Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;>Â&#x2DC;Ă&#x192;Ă&#x153;iĂ&#x20AC;Ă&#x160;Â&#x17D;iĂ&#x17E;Ă&#x160;>Â&#x2DC;`Ă&#x160;iĂ?ÂŤÂ?>Â&#x2DC;>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x192;Ă&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; Â&#x201C;Ă&#x2022;Â?Ă&#x152;Â&#x2C6;ÂŤÂ?iÂ&#x2021;VÂ&#x2026;Â&#x153;Â&#x2C6;ViĂ&#x160;Ă&#x192;iVĂ&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;Â&#x153;vĂ&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; Â&#x2C6;>}Â&#x2DC;Â&#x153;Ă&#x192;Ă&#x152;Â&#x2C6;VĂ&#x160;iĂ?>Â&#x201C;°
Introduction to the Multiple-Choice Section of the Exam It has been our experience that the day after the exam finds students discussing the difficulties and uncertainties of Section I of the AP English Language and Composition exam. We hope that by following along with us in this chapter, you will begin to feel a bit more familiar with the world of multiple-choice questions and, thereby, become a little more comfortable with the multiple-choice section of the exam.
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7Â&#x2026;>Ă&#x152;Ă&#x160; Ă&#x192;Ă&#x160; Ă&#x152;Ă&#x160; LÂ&#x153;Ă&#x2022;Ă&#x152;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; Ă&#x2022;Â?Ă&#x152;Â&#x2C6;ÂŤÂ?iÂ&#x2021; Â&#x2026;Â&#x153;Â&#x2C6;ViĂ&#x160;+Ă&#x2022;iĂ&#x192;Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x192;Ă&#x160;Ă&#x160; /Â&#x2026;>Ă&#x152;Ă&#x160; >Ă&#x2022;Ă&#x192;iĂ&#x192;Ă&#x160;-Ă&#x2022;VÂ&#x2026;Ă&#x160; Â&#x2DC;Ă?Â&#x2C6;iĂ&#x152;Ă&#x17E;Âś
â&#x20AC;&#x153;You know, when my teacher required us to make up multiplechoice questions that came from the AP prompts we wrote essays on, I really became more confident about how to answer these types of questions on the exam.â&#x20AC;? â&#x20AC;&#x201D; Samantha T., AP student
Basically, a multiple-choice literature question is a flawed method of gauging understanding. Why? Because, by its very nature, a multiple-choice question forces you to play a catand-mouse game with the test maker, who demands that you concentrate on items that are incorrect before you can choose what is correct. We know, however, that complex literary works have a richness that allows for ambiguity. In the exam mode, you are expected to match someone elseâ&#x20AC;&#x2122;s reading of a work with your choice of answers. This is what often causes the student to feel that the multiple-choice section is unfair. And, perhaps, to a degree, it is. But, get with the program! Itâ&#x20AC;&#x2122;s a necessary evil. So, our advice to you is to accept the difficulties and limitations of Section I and to move on. This said, itâ&#x20AC;&#x2122;s wise to develop a strategy for success. Once again, practice is the key to this success. Youâ&#x20AC;&#x2122;ve answered all types of multiple-choice questions during your career as a student. The test-taking skills you have learned in your social studies, math, and science classes may also apply to this specific situation. A word in defense of the test makers is in order here. The test is designed to allow you to shine, NOT to be humiliated. To that end, the people who design the multiple-choice questions take their job seriously and take pride in their product. You will not find â&#x20AC;&#x153;cutesyâ&#x20AC;? questions, and they will not play games with you. What they will do is present several valid options in response to a challenging and appropriate question. These questions are designed to separate the knowledgeable, perceptive, and thoughtful reader from the superficial and impulsive one.
7Â&#x2026;>Ă&#x152;Ă&#x160;-Â&#x2026;Â&#x153;Ă&#x2022;Â?`Ă&#x160; Ă&#x160; Ă?ÂŤiVĂ&#x152;Ă&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160;-iVĂ&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160; Âś For this first section of the AP English Language and Composition exam, you are allotted 1 hour to answer between 45 and 60 objective questions on four to five prose passages. The selections may come from works of fiction or nonfiction and be from different time periods, of different styles, and of different purposes. In other words, you will not find two essays by Thoreau in the multiple-choice section of the same test. At least one of the readings will contain some type of citation, attribution, footnote, and so on. You will be expected to be able to determine how this citation, etc., is employed by the author to further his purpose. You will not be asked about specific formats such as MLA or APA. These are not easy readings. They are representative of the college-level work you have been doing throughout the year. You will be expected to:
Key Idea
s follow sophisticated SYNTAX; s respond to DICTION; s be comfortable with upper-level vocabulary; s be familiar with rhetorical terminology; s make INFERENCES; s be sensitive to IRONY and TONE; s recognize components of organization and STYLE; s be familiar with modes of DISCOURSE and rhetorical strategies; and s recognize how information contained in citations contributes to the authorâ&#x20AC;&#x2122;s purpose. The good news is . . . the selection is self-contained. If it is about the Irish Potato Famine, you will not be at a disadvantage if you know nothing about Irish history. Frequently, there will be biblical references in a selection. This is especially true of works from
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an earlier time period. You are expected to be aware of basic ALLUSIONS to biblical and mythological works often found in literary texts, but the passage will never require you to have any particular religious background. Do not let the subject matter of a passage throw you. Strong analytical skills will work on any passage.
Â&#x153;Ă&#x153;Ă&#x160;-Â&#x2026;Â&#x153;Ă&#x2022;Â?`Ă&#x160; Ă&#x160; i}Â&#x2C6;Â&#x2DC;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;7Â&#x153;Ă&#x20AC;Â&#x17D;Ă&#x160;Ă&#x153;Â&#x2C6;Ă&#x152;Â&#x2026;Ă&#x160;-iVĂ&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160; Âś Take no more than a minute and thumb through the exam, looking for the following:
s The length of the selections s The time periods or writing styles, if you can recognize them s The number of questions asked s A quick idea of the type of questions This brief skimming of the test will put your mind into gear, because you will be aware of what is expected of you. â&#x20AC;&#x153;Even though itâ&#x20AC;&#x2122;s time-consuming, I find it invaluable to take class time to accurately simulate exam conditions.â&#x20AC;? â&#x20AC;&#x201D; Cynthia N., AP teacher
Â&#x153;Ă&#x153;Ă&#x160;-Â&#x2026;Â&#x153;Ă&#x2022;Â?`Ă&#x160; Ă&#x160;*Ă&#x20AC;Â&#x153;Vii`Ă&#x160;/Â&#x2026;Ă&#x20AC;Â&#x153;Ă&#x2022;}Â&#x2026;Ă&#x160;/Â&#x2026;Â&#x2C6;Ă&#x192;Ă&#x160;-iVĂ&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;Â&#x153;vĂ&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; Ă?>Â&#x201C;Âś Timing is important. Always maintain an awareness of the time. Wear a watch. (Some students like to put it directly in front of them on the desk.) Remember, this is not your first encounter with the multiple-choice section of the test. Youâ&#x20AC;&#x2122;ve probably been practicing timed exams in class; in addition, this book provides you with three timed experiences. Weâ&#x20AC;&#x2122;re sure you will notice improvements as you progress through the timed practice activities. Although the test naturally breaks into 15-minute sections, you may take less or more time on a particular passage, but know when to move on. The test DOES NOT become more difficult as it progresses; therefore, you will want to give yourself the opportunity to answer each set of questions. Work at a pace of about one question per minute. Every question is worth the same number of points, so donâ&#x20AC;&#x2122;t get bogged down on those that involve multiple tasks. Donâ&#x20AC;&#x2122;t panic if a question is beyond you. Remember, it will probably be beyond a great number of the other students taking the exam. There has to be a bar that determines the 5â&#x20AC;&#x2122;s and 4â&#x20AC;&#x2122;s for this exam. Just do your best. Reading the text carefully is a must. Begin at the beginning and work your way through. Most people read just with their eyes. We want you to slow down and to read with your senses of sight, sound, and touch.
Strategy
s Underline, circle, and annotate the text. s Read closely, paying attention to punctuation, syntax, diction, PACING, and organization. s Read as if you were reading the passage aloud to an audience, emphasizing meaning and intent.
s As corny as it may seem, hear those words in your head. s This technique may seem childish, but it works. Using your finger as a pointer, underscore the line as you are reading it aloud in your head. This forces you to slow down and to really notice the text. This will be helpful when you have to refer to the passage. s Use all of the information given to you about the passage, such as title, author, date of publication, and footnotes. s Be aware of organizational and rhetorical devices and techniques. 48BEWBOUBHF DPN
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â&#x20AC;˘ Be aware of thematic lines and be sensitive to details that will obviously be material for multiple-choice questions.
â&#x20AC;˘ Quickly skim the questions, ignoring the choices. This will give you an idea as to what is expected of you as a reader of the given text.
Tip
You can practice these techniques anytime. Take any work and read it aloud. Time yourself. A good rate is about 1½ minutes per page.
Types of Multiple-Choice Questions Ă&#x192;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;-Ă&#x152;Ă&#x20AC;Ă&#x2022;VĂ&#x152;Ă&#x2022;Ă&#x20AC;iĂ&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;->Â&#x201C;iĂ&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160; Â?Â?Ă&#x160;Â&#x153;vĂ&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; Ă&#x2022;Â?Ă&#x152;Â&#x2C6;ÂŤÂ?iÂ&#x2021; Â&#x2026;Â&#x153;Â&#x2C6;ViĂ&#x160;+Ă&#x2022;iĂ&#x192;Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x192;Âś No. There are several basic patterns that the AP test makers employ. These include: 4HE STRAIGHTFORWARD QUESTION â&#x20AC;˘ The passage is an example of ______________. C. a contrast/comparison essay â&#x20AC;˘ The pronoun â&#x20AC;&#x153;itâ&#x20AC;? refers to ______________. B. his gait $RAW A CONCLUSION OR INTERPRET QUESTION This question refers you to speciďŹ c lines. â&#x20AC;˘ Lines 52â&#x20AC;&#x201C;57 serve to ______________. A. reinforce the authorâ&#x20AC;&#x2122;s thesis !LL EXCEPT QUESTION This question requires more time because it demands that you consider every possibility. â&#x20AC;˘ The AP English Language and Composition exam is all of the following except: A. It is given in May of each year. B. It is open to high school seniors. C. It is published in the New York Times. D. It is used as a qualiďŹ er for college credit. E. It is a 3-hour test. -AKE AN INFERENCE OR ABSTRACT A CONCEPT QUESTION This question is not directly stated in the passage question. â&#x20AC;˘ In â&#x20AC;&#x153;Letter from a Birmingham Jail,â&#x20AC;? the reader can infer that the speaker is ______________. E. religious 4HE 2OMAN NUMERAL TYPE QUESTION This question is problematic and time consuming. You can be certain that each exam will have a couple of these questions within it. Skip it if it causes you problems and/or you are short on time. â&#x20AC;˘ In the passage, â&#x20AC;&#x153;nightâ&#x20AC;? refers to ______________. I. the death of the young woman II. a pun on Sir Williamâ&#x20AC;&#x2122;s title III. the end of the affair A. I only B. I and II C. I and III D. II and III E. I, II, and III This is the type of question to skip if it causes you problems and/or you are short on time.
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4HE FOOTNOTE QUESTION This is the question that requires you to abstract, interpret, or apply information contained in footnotes attached to passages. s The purpose of the footnote is to ______________. A. cite a primary source B. verify the writerâ&#x20AC;&#x2122;s assertions C. direct the reader to other sources D. cite a secondary source E. provide the writerâ&#x20AC;&#x2122;s additional commentary
7Â&#x2026;>Ă&#x152;Ă&#x160; Â&#x2C6;Â&#x2DC;`Ă&#x192;Ă&#x160;Â&#x153;vĂ&#x160;+Ă&#x2022;iĂ&#x192;Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x192;Ă&#x160;-Â&#x2026;Â&#x153;Ă&#x2022;Â?`Ă&#x160; Ă&#x160; Ă?ÂŤiVĂ&#x152;Ă&#x160;Â&#x153;Â&#x2DC;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; Ă?>Â&#x201C;Âś
Key Idea
The multiple-choice questions center on FORM and content. Naturally, the test makers are assessing your understanding of the meaning of the selection as well as your ability to draw inferences and perceive implications based on the given work. They also want to know if you understand how an author develops his or her ideas. The questions, therefore, will be factual, technical, analytical, and inferential. The brief chart below illustrates the types of key words/phrases in these four categories you can expect to encounter. Note: Do not memorize these tables. Likewise, do not panic if a word or phrase is not familiar to you. You may or may not encounter any or all of these words or phrases on any given exam. You can, however, count on meeting up with many of these in our practice exams in this book.
v /1
/
9/
v , /
Words refer to Allusions !NTECEDENTS Pronoun referents
Sentence structure Style Grammatical purpose Dominant technique Imagery 0OINT OF VIEW Organization of passage
Rhetorical strategy Shift in development Rhetorical stance Style -ETAPHOR Contrast Comparison Cause/effect !RGUMENT Description Narration Specificâ&#x20AC;&#x201C;general Generalâ&#x20AC;&#x201C;specific How something is characterized Imagery Passage is primarily concerned with Function of . . .
Effect of diction Tone Inferences Effect of description Effect of last paragraph Effect on reader Narratorâ&#x20AC;&#x2122;s attitude Image suggests Effect of detail Author implies Author most concerned with 3YMBOL
Narrative progress of passage Conflict )RONY Function of . . .
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Tip
A word about jargon: Jargon refers to words unique to a specific subject. A common language is important for communication, and there must be agreement on the basic meanings of terms. Although it is important to know the universal language of a subject, it is also important that you not limit the scope of your thinking to a brief definition. All of the terms used in the above chart are categorized only for easy reference. They also work in many other contexts.
Scoring the Multiple-Choice Section Â&#x153;Ă&#x153;Ă&#x160; Â&#x153;iĂ&#x192;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;-VÂ&#x153;Ă&#x20AC;Â&#x2C6;Â&#x2DC;}Ă&#x160;Â&#x153;vĂ&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; Ă&#x2022;Â?Ă&#x152;Â&#x2C6;ÂŤÂ?iÂ&#x2021; Â&#x2026;Â&#x153;Â&#x2C6;ViĂ&#x160;-iVĂ&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;7Â&#x153;Ă&#x20AC;Â&#x17D;Âś The College Board has implemented a new scoring process for the multiple-choice section of the AP English Language and Composition exam. No longer are points deducted for incorrect responses, so there is no longer a penalty for guessing incorrectly. -ULTIPLE CHOICE SCORES ARE BASED SOLELY ON THE NUMBER OF QUESTIONS ANSWERED CORRECTLY Therefore, it is to your advantage to answer all of the multiple-choice questions. Your chances of guessing the correct answer improve if you skillfully apply the process of elimination to narrow the choices.
Strategies for Answering the Multiple-Choice Questions As observed earlier, youâ&#x20AC;&#x2122;ve been answering multiple-choice questions most of your academic life, and youâ&#x20AC;&#x2122;ve probably figured out ways to deal with them. There may, however, be some points you have not considered that will be helpful for this particular exam.
iÂ&#x2DC;iĂ&#x20AC;>Â?Ă&#x160; Ă&#x2022;Â&#x2C6;`iÂ?Â&#x2C6;Â&#x2DC;iĂ&#x192;
s 7ORK IN ORDER We like this approach for several reasons:
â&#x20AC;&#x153;One of my biggest challenges in preparing for the exam was to learn not to jump to conclusions when I was doing the multiple-choice questions.â&#x20AC;? â&#x20AC;&#x201D; Samantha S., AP student
â&#x20AC;&#x201D; Itâ&#x20AC;&#x2122;s clear. â&#x20AC;&#x201D; You will not lose your place on the scan sheet. â&#x20AC;&#x201D; There may be a LOGIC to working sequentially which will help you to answer previous questions. but, this is your call. If you are more comfortable moving around the exam, do so. s 7RITE ON THE EXAM BOOKLET Mark it up. Make it yours. Interact with the test. s -ONITOR YOUR TIME Do not spend too much time on any one question. s $O NOT BE MISLED BY THE LENGTH OR APPEARANCE OF A SELECTION. There is no correlation between this and the difficulty of the questions. s 7ORK WITHIN THE GIVEN CONTEXT You may know other information about the subject of the text or a question. Itâ&#x20AC;&#x2122;s irrelevant. s #ONSIDER ALL THE CHOICES in a given question. This will guard against your jumping to a false conclusion. It helps you to slow down and to look closely at each possibility. You may find that your first choice was not the best or most appropriate one. s -AINTAIN AN OPEN MIND as you answer subsequent questions in a series. Sometimes a later question will contradict an answer to a previous one. Reconsider both. Likewise, even the phrasing of a question may point to an answer in a previous question. s 2EMEMBER THAT ALL PARTS OF AN ANSWER MUST BE CORRECT s 7HEN IN DOUBT GO BACK TO THE TEXT
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s 0ROCESS OF %LIMINATION
This is the primary technique when you do not have direct knowledge of the answer. Read the five choices. If no choice immediately strikes you as correct, you can: â&#x20AC;&#x201D; eliminate any choices that obviously wrong; â&#x20AC;&#x201D; eliminate those choices that are too narrow or too broad; â&#x20AC;&#x201D; eliminate illogical choices; â&#x20AC;&#x201D; eliminate choices that are synonymous; â&#x20AC;&#x201D; eliminate choices that cancel each other out. If two answers are close, â&#x20AC;&#x201D; find the one general enough to contain all aspects of the question OR â&#x20AC;&#x201D; find the one limited enough to be the detail the question is seeking.
s 3UBSTITUTION &ILL )N THE "LANK
Rephrase the question, leaving a blank where the answer should go. Use each of the choices to fill in the blank until you find the one that is the best fit.
s 5SING #ONTEXT
Use this technique when the question directs you to specific lines, words, or phrases. Locate the given word, phrase, or sentence and read the sentence before and after the section of the text to which the question refers. Often this provides the information or clues you need to make your choice.
s !NTICIPATION
As you read the passage for the first time, mark any details and ideas that you would ask a question about. You may second-guess the test makers this way.
s )NTUITION 4HE %DUCATED 'UESS
You have a wealth of skills and knowledge in your language and composition subconscious. A question or a choice may trigger a â&#x20AC;&#x153;remembrance of things past.â&#x20AC;? This can be the basis for your educated guess. Have the confidence to use an educated guess as a valid technique. Trust your own resources.
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Strategy
Ă&#x160;-Ă&#x2022;Ă&#x20AC;Ă&#x203A;Â&#x2C6;Ă&#x203A;>Â?Ă&#x160;*Â?>Â&#x2DC; If time is running out and you havenâ&#x20AC;&#x2122;t finished the last selection, Scan the remaining questions and look for: â&#x20AC;&#x201D; the shortest questions; and/or â&#x20AC;&#x201D; the questions that point you to a line. These two types of questions are relatively easy to work with and to verify. Look for specific detail/definition questions. Look for self-contained questions. â&#x20AC;&#x153;The jail sentence was a bitter winter for his planâ&#x20AC;? is an example of C. an analogy. You do not have to go to the passage to answer this question.
-Â&#x153;Â&#x201C;iĂ&#x160;/Â&#x2026;Â&#x153;Ă&#x2022;}Â&#x2026;Ă&#x152;Ă&#x192;Ă&#x160; LÂ&#x153;Ă&#x2022;Ă&#x152;Ă&#x160; Ă&#x2022;iĂ&#x192;Ă&#x192;Â&#x2C6;Â&#x2DC;} Tip
You canâ&#x20AC;&#x2122;t be hurt by making educated guesses based on a careful reading of the selection. However, understand that you need to come to this exam well prepared. You must have a foundation of knowledge and skills. You cannot guess through the entire exam and expect to do well.
Ă&#x192;Ă&#x160;/Â&#x2026;iĂ&#x20AC;iĂ&#x160; Â&#x2DC;Ă&#x17E;Ă&#x152;Â&#x2026;Â&#x2C6;Â&#x2DC;}Ă&#x160;-ÂŤiVÂ&#x2C6;>Â?Ă&#x160; Ă&#x160;-Â&#x2026;Â&#x153;Ă&#x2022;Â?`Ă&#x160; Â&#x2DC;Â&#x153;Ă&#x153;Ă&#x160; LÂ&#x153;Ă&#x2022;Ă&#x152;Ă&#x160;Ă&#x160; *Ă&#x20AC;iÂŤ>Ă&#x20AC;Â&#x2C6;Â&#x2DC;}Ă&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; Ă&#x2022;Â?Ă&#x152;Â&#x2C6;ÂŤÂ?iÂ&#x2021; Â&#x2026;Â&#x153;Â&#x2C6;ViĂ&#x160;+Ă&#x2022;iĂ&#x192;Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x192;Âś After you have finished with the Diagnostic exam, you will be familiar with the format and types of questions asked on the AP English Language and Composition exam. However, just practicing answering multiple-choice questions on specific works will not give you a complete understanding of this questioning process. We suggest the following to hone your multiple-choice skills with prose multiple-choice questions.
Strategy
s Choose a challenging passage from a full-length prose work or a self-contained essay, plus choose another that contains documentation/citations. (Take a close look at your science and social studies texts for examples.) s Read the selection a couple of times and create several multiple-choice questions about specific sections of the selection. â&#x20AC;&#x201D; Make certain the section is self-contained and complex. â&#x20AC;&#x201D; Choose a speech, a philosophical passage, an essay, an editorial, a letter, a preface or epilogue, a significant passage from a chapter, or a news article. s Refer to the chart given earlier in this chapter for suggested language and type. s Administer your miniquiz to a classmate, study group, or class. s Evaluate your results. s Repeat this process through several different works during your preparation for the exam. The selections can certainly come from those you are studying in class. s Create a variety of question types.
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(ERE S 7HAT 3HOULD (APPEN AS A 2ESULT OF 9OUR 5SING 4HIS 0ROCESS
s Your expectation level for the selections in the actual test will be more realistic. s You will become familiar with the language of multiple-choice questions. s Your understanding of the process of choosing answers will be heightened. s If you write unsatisfactory questions, your analytical skills will help you figure out â&#x20AC;&#x153;what went wrong.â&#x20AC;?
s Your understanding of terminology will become more accurate. s Bonus: If you continue to do this work throughout your preparation for the AP
exam, you will have created a mental storehouse of literary and analytical information. So, when you are presented with an analytical or argumentative essay in Section II, you will have an extra resource at your disposal.
Tip
You might want to utilize this process throughout the year with selections studied in and out of class and keep track of your progress. See the Bibliography at the back of this book.
The Time Is at Hand It is now your turn to try the Diagnostic exam, Section I.
s Do this section in ONE sitting. Time yourself!
â&#x20AC;&#x201D; Note: If the 1 hour passes before you have a chance to finish all of the questions, stop where you are and score what you have done up to this point. Afterward, complete the remaining parts of the section, but do not count it as part of your score. s When you have completed all of the multiple-choice questions in this diagnostic exam, carefully look at the explanations of the answers. Spend time here and assess which types of questions are giving you trouble. Use this book to learn from your mistakes.
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ANSWER SHEET FOR DIAGNOSTIC MULTIPLE-CHOICE QUESTIONS 1. â&#x20AC;&#x201D;
15. â&#x20AC;&#x201D;
29. â&#x20AC;&#x201D;
43. â&#x20AC;&#x201D;
2. â&#x20AC;&#x201D;
16. â&#x20AC;&#x201D;
30. â&#x20AC;&#x201D;
44. â&#x20AC;&#x201D;
3. â&#x20AC;&#x201D;
17. â&#x20AC;&#x201D;
31. â&#x20AC;&#x201D;
45. â&#x20AC;&#x201D;
4. â&#x20AC;&#x201D;
18. â&#x20AC;&#x201D;
32. â&#x20AC;&#x201D;
46. â&#x20AC;&#x201D;
5. â&#x20AC;&#x201D;
19. â&#x20AC;&#x201D;
33. â&#x20AC;&#x201D;
47. â&#x20AC;&#x201D;
6. â&#x20AC;&#x201D;
20. â&#x20AC;&#x201D;
34. â&#x20AC;&#x201D;
48. â&#x20AC;&#x201D;
7. â&#x20AC;&#x201D;
21. â&#x20AC;&#x201D;
35. â&#x20AC;&#x201D;
49. â&#x20AC;&#x201D;
8. â&#x20AC;&#x201D;
22. â&#x20AC;&#x201D;
36. â&#x20AC;&#x201D;
50. â&#x20AC;&#x201D;
9. â&#x20AC;&#x201D;
23. â&#x20AC;&#x201D;
37. â&#x20AC;&#x201D;
51. â&#x20AC;&#x201D;
10. â&#x20AC;&#x201D;
24. â&#x20AC;&#x201D;
38. â&#x20AC;&#x201D;
52. â&#x20AC;&#x201D;
11. â&#x20AC;&#x201D;
25. â&#x20AC;&#x201D;
39. â&#x20AC;&#x201D;
53. â&#x20AC;&#x201D;
12. â&#x20AC;&#x201D;
26. â&#x20AC;&#x201D;
40. â&#x20AC;&#x201D;
54. â&#x20AC;&#x201D;
13. â&#x20AC;&#x201D;
27. â&#x20AC;&#x201D;
41. â&#x20AC;&#x201D;
55. â&#x20AC;&#x201D;
14. â&#x20AC;&#x201D;
28. â&#x20AC;&#x201D;
42. â&#x20AC;&#x201D;
56. â&#x20AC;&#x201D;
Ă&#x17E;Ă&#x160; Â&#x2C6;>}Â&#x2DC;Â&#x153;Ă&#x192;Ă&#x152;Â&#x2C6;VĂ&#x160; Ă?>Â&#x201C;Ă&#x160;-Ă&#x2022;Â&#x201C;Â&#x201C;>Ă&#x20AC;Ă&#x17E; ______ I finished all the questions in the allotted 1-hour. ______ I did not finish all the questions in the allotted 1-hour. ______ (Qty.) answers were correct. ______ (Qty.) answers were incorrect. ______ (Qty.) answers were blank. I have carefully reviewed the answer explanations, and I think I need to work on the following types of questions:
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DIAGNOSTIC EXAM ADVANCED PLACEMENT ENGLISH LANGUAGE AND COMPOSITION -iVĂ&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160; Total Timeâ&#x20AC;&#x201D;1 hour Carefully read the following passages and answer the accompanying questions. Questions 1â&#x20AC;&#x201C;12 are based on the following passage from â&#x20AC;&#x153;Samuel Johnson on Pope,â&#x20AC;? which appeared in The Lives of the English Poets (1779â&#x20AC;&#x201C;1781). The person of Pope is well known not to have been formed by the nicest model. He has compared himself to a spider and, by another, is described as protuberant behind and before. He is said to have been beautiful in his infancy, but he was of a constitution feeble and weak. As bodies of a tender frame are easily distorted, his deformity was probably in part the effect of his application. But his face was not displeasing, and his eyes were animated and vivid. By natural deformity, or accidental distortion, his vital functions were so much disordered, that his life was a â&#x20AC;&#x153;long disease.â&#x20AC;? He sometimes condescended to be jocular with servants or inferiors; but by no merriment, either of others or his own, was he ever seen excited to laughter. Of his domestic character frugality was a part eminently remarkable. Having determined not to be dependent, he determined not to be in want, and, therefore, wisely and magnanimously rejected all temptations to expense unsuitable to his fortune. The great topic of his ridicule is poverty; the crimes with which he reproaches his antagonists are their debts and their want of a dinner. He seems to be of an opinion not very uncommon in the world, that to want money is to want everything. He professed to have learned his poetry from Dryden, whom he praised through his whole life with unvaried liberality; and perhaps his character may receive some illustration, if he be compared with his master. Integrity of understanding and nicety of discernment were not allotted in a less proportion to Dryden than to Pope. But Dryden never desired to apply all the judgment that he had. He wrote merely for the people. When he pleased others, he contented himself. He never attempted to mend what he must have known to be faulty. He wrote with little consideration and, once it had passed the press, ejected it from his mind. Pope was not content to satisfy; he desired to excel, and, therefore, always endeavored to do his best. Pope did not court the candor, but dared the judgment of his reader, and, expecting no indulgence from others, he showed none to himself. He examined lines and words with minute and punctilious observation, and he retouched every part with diligence, until he had nothing left to be forgiven. Poetry was not the sole praise of either; for both excelled likewise in prose. The style of Dryden is capricious and varied; that of Pope is cautious and uniform. Dryden observes the motions of his own mind; Pope constrains his mind to his own rules of composition. Drydenâ&#x20AC;&#x2122;s page is a natural field, diversified by the exuberance of abundant vegetation. Popeâ&#x20AC;&#x2122;s is a velvet lawn, shaven by the scythe, and leveled by the roller. If the flights of Dryden are higher, Pope continues longer on the wing. If of Drydenâ&#x20AC;&#x2122;s fire the blaze is brighter, of Popeâ&#x20AC;&#x2122;s the heat is more regular and constant. Dryden is read with frequent astonishment, and Pope with perpetual delight. 48BEWBOUBHF DPN
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The passage is primarily a(n) ______________. A. character sketch of Pope B. discussion of poetic style C. criticism of Dryden D. model for future poets E. opportunity for the writer to show off his own skills
Lines 20â&#x20AC;&#x201C;24 indicate that Dryden was what type of writer? A. one who labored over his thoughts B. one who wrote only for himself C. one who wrote only for the critics D. one who wrote to please Pope E. one who did not revise
The passage discusses a contrast among all of the following except: A. prose and poetry B. Pope and Dryden C. body and mind D. poverty and wealth E. body and soul
Using the context of lines 27â&#x20AC;&#x201C;29, â&#x20AC;&#x153;punctiliousâ&#x20AC;? means ______________. A. precise B. timely C. cursory D. scholarly E. philosophical
â&#x20AC;&#x153;If the flightsâ&#x20AC;? (35) means ______________. A. Popeâ&#x20AC;&#x2122;s writing will outlast Drydenâ&#x20AC;&#x2122;s B. both Pope and Dryden are equal C. Pope is not idealistic D. Pope is more wordy E. Pope is not as bright as Dryden
In the context of the passage, â&#x20AC;&#x153;until he had nothing left to be forgivenâ&#x20AC;? (29) means ______________. A. Pope outraged his readers B. Pope suffered from writerâ&#x20AC;&#x2122;s block C. Pope exhausted his subject matter D. Popeâ&#x20AC;&#x2122;s prose was revised to perfection E. Pope cared about the opinions of his readers
The character of Pope is developed by all of the following except: A. examples B. comparison C. contrast D. satire E. description According to the passage, Pope and Dryden are ______________. A. rivals B. equally intelligent C. outdated D. equally physically attractive E. in debt From the passage, the reader may infer that Pope ______________. A. was extravagant B. was a man of the people C. was jealous of Dryden D. had a desire to be popular E. had a bitter, satirical nature The tone of the passage is ______________. A. informal and affectionate B. formal and objective C. condescending and paternalistic D. laudatory and reverent E. critical and negative
â&#x20AC;&#x153;Shavenâ&#x20AC;? and â&#x20AC;&#x153;leveledâ&#x20AC;? in line 34 indicate that Popeâ&#x20AC;&#x2122;s style of writing was ______________. A. natural B. richly ornamented C. highly controlled D. mechanical E. analytical Based on a close reading of the final paragraph of the passage, the reader could infer that the author ______________. A. looks on both writers equally B. prefers the work of Pope C. sees the two writers as inferior to his own writing style D. indicates no preference E. prefers the work of Dryden
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Questions 13â&#x20AC;&#x201C;23 are based on the following excerpt from Charlotte Perkins Gilmanâ&#x20AC;&#x2122;s â&#x20AC;&#x153;Politics and Warfare,â&#x20AC;? which appears in The Man-Made World: Our Androcentric Culture (1911). There are many today who hold that politics need not be at all connected with warfare; and others who hold that politics is warfare from start to finish. The inextricable confusion of politics and warfare is part of the stumbling block in the minds of men. As they see it, a nation is primarily a fighting organization; and its principal business is offensive and defensive warfare; therefore the ultimatum with which they oppose the demand for political equalityâ&#x20AC;&#x201D;â&#x20AC;&#x153;women cannot fight, therefore they cannot vote.â&#x20AC;? Fighting, when all is said, is to them the real business of life; not to be able to fight is to be quite out of the running; and ability to solve our growing mass of public problems; questions of health, of education, of morals, of economics; weighs naught against the ability to kill. This naĂŻve assumption of supreme value in a process never of the first importance; and increasingly injurious as society progresses, would be laughable if it were not for its evil effects. It acts and reacts upon us to our hurt. Positively, we see the ill effects already touched on; the evils not only of active war, but of the spirit and methods of war; idealized, inculcated, and practiced in other social processes. It tends to make each man-managed nation an actual or potential fighting organization, and to give us, instead of civilized peace, that â&#x20AC;&#x153;balance of powerâ&#x20AC;? which is like the counted time in the prize ringâ&#x20AC;&#x201D;only a rest between combats. It leaves the weaker nations to be â&#x20AC;&#x153;conqueredâ&#x20AC;? and â&#x20AC;&#x153;annexedâ&#x20AC;? just as they used to be; with â&#x20AC;&#x153;preferential tariffsâ&#x20AC;? instead of tribute. It forces upon each the burden of armament; upon many the dreaded conscription; and continually lowers the worldâ&#x20AC;&#x2122;s resources in money and in life. Similarly in politics, it adds to the legitimate expenses of governing the illegitimate expenses of fighting; and must needs have a â&#x20AC;&#x153;spoils systemâ&#x20AC;? by which to pay its mercenaries. In carrying out the public policies the wheels of state are continually clogged by the â&#x20AC;&#x153;oppositionâ&#x20AC;?; always an opposition on one side or the other; and this slow wiggling uneven progress, through shorn victories and haggling concessions, is held to be the proper and only political method. â&#x20AC;&#x153;Women do not understand politics,â&#x20AC;? we are told; â&#x20AC;&#x153;Women do not care for politicsâ&#x20AC;?; â&#x20AC;&#x153;Women are unfitted for politics.â&#x20AC;? It is frankly inconceivable, from the androcentric viewpoint, that nations can live in peace together, and be friendly and serviceable as persons are. It is inconceivable also, that, in the management of a nation, honesty, efficiency, wisdom, experience and love could work out good results without any element of combat. The â&#x20AC;&#x153;ultimate resortâ&#x20AC;? is still to arms. â&#x20AC;&#x153;The will of the majorityâ&#x20AC;? is only respected on account of the guns of the majority. We have but a partial civilization, heavily modified to sexâ&#x20AC;&#x201D;the male sex. The authorâ&#x20AC;&#x2122;s main purpose in the passage is to ______________. A. argue for women being drafted B. criticize colonialism 48BEWBOUBHF DPN
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C. present a pacifist philosophy D. criticize the male-dominated society E. protest tariffs
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In paragraph 2, the author maintains that men support their position on equality for women based upon which of the following approaches? A. begging the question B. a syllogism using a faulty premise C. an appeal to emotion D. circular reasoning E. an ad hoc argument
The argument shifts from a discussion of warfare to a discussion of politics in the first sentence of which of the following paragraphs? A. paragraph 4 B. paragraph 5 C. paragraph 6 D. paragraph 7 E. paragraph 9
Using textual clues, one can conclude that â&#x20AC;&#x153;androcentricâ&#x20AC;? most probably means ______________. A. robot-centered B. world-centered C. female-centered D. self-centered E. male-centered
The tone of the passage is best described as ______________. A. ambivalent B. reverent C. condescending D. accusatory E. indifferent
In addition to indicating a direct quotation, the author uses quotation marks to indicate ______________. A. the jargon of politics and warfare B. the coining of a phrase C. a definition D. the authorâ&#x20AC;&#x2122;s scholarship E. that the author does not take responsibility for her words In paragraph 4, â&#x20AC;&#x153;increasingly injurious as society progressesâ&#x20AC;? is reinforced by all of the following except: A. â&#x20AC;&#x153;ill effects already touched onâ&#x20AC;? [paragraph 4] B. â&#x20AC;&#x153;active warâ&#x20AC;? [paragraph 4] C. â&#x20AC;&#x153;weaker nations to be â&#x20AC;&#x2DC;conqueredâ&#x20AC;&#x2122; and â&#x20AC;&#x2DC;annexedâ&#x20AC;&#x2122;â&#x20AC;? [paragraph 5] D. â&#x20AC;&#x153;illegitimate expenses of fightingâ&#x20AC;? [paragraph 6] E. â&#x20AC;&#x153;Women do not understand politicsâ&#x20AC;? [paragraph 8] According to the author, men view the primary purpose of government to be ______________. A. educating the people B. solving the â&#x20AC;&#x153;mass of public problemsâ&#x20AC;? C. obtaining as much power as possible D. economics E. health
The style of the passage can best be described as ______________. A. poetic and emotional B. editorial and analytical C. mocking and self-serving D. preaching and moralistic E. authoritative and pretentious To present her argument, Gilman primarily uses which of the following rhetorical strategies? A. process B. definition C. cause and effect D. narration E. description â&#x20AC;&#x153;It,â&#x20AC;? as used in paragraphs 4, 5, and 6, only refers to ______________. A. â&#x20AC;&#x153;Fighting is to them the real business of lifeâ&#x20AC;? [paragraph 3] B. â&#x20AC;&#x153;evil effectsâ&#x20AC;? [paragraph 4] C. â&#x20AC;&#x153;man-managed nationâ&#x20AC;? [paragraph 4] D. â&#x20AC;&#x153;preferential tariffsâ&#x20AC;? [paragraph 5] E. â&#x20AC;&#x153;spoils systemâ&#x20AC;? [paragraph 6]
4FDUJPO * PG UIF &YBN )PX UP "QQSPBDI UIF .VMUJQMF $IPJDF 2VFTUJPOT Questions 24â&#x20AC;&#x201C;33 are based on the following speech, â&#x20AC;&#x153;On the Death of Martin Luther King, Jr.â&#x20AC;? by Robert F. Kennedy. I have bad news for you, for all of our fellow citizens, and people who love peace all over the world, and that is that Martin Luther King was shot and killed tonight. Martin Luther King dedicated his life to love and to justice for his fellow human beings, and he died because of that effort. In this difficult day, in this difficult time for the United States, it is perhaps well to ask what kind of a nation we are and what direction we want to move in, for those of you who are blackâ&#x20AC;&#x201D;considering the evidence there evidently is that there were white people who were responsibleâ&#x20AC;&#x201D;you can be filled with bitterness, with hatred, and a desire for revenge. We can move in that direction as a country, in great polarizationâ&#x20AC;&#x201D; black people amongst black, white people amongst white, filled with hatred toward one another. Or we can make an effort, as Martin Luther King did, to understand and to comprehend, and to replace that violence, that stain of bloodshed that has spread across our land, with an effort to understand with compassion and love. For those of you who are black and are tempted to be filled with hatred and distrust at the injustice of such an act, against all white people, I can only say that I feel in my own heart the same kind of feeling. I had a member of my family killed, [and] he was killed by a white man. But we have to make an effort in the United States, we have to make an effort to understand, to go beyond these rather difficult times. My favorite poet was Aeschylus. He wrote: â&#x20AC;&#x153;In our sleep, pain which cannot forget falls drop by drop upon the heart until, in our own despair, against our will, comes wisdom through the awful grace of God.â&#x20AC;? What we need in the United States is not division; what we need in the United States is not hatred; what we need in the United States is not violence or lawlessness but love and wisdom, and compassion toward one another and a feeling of justice toward those who still suffer within our country, whether they be white or black. So I shall ask you tonight to return home, to say a prayer for the family of Martin Luther King, thatâ&#x20AC;&#x2122;s true, but more importantly to say a prayer for our own country, which all of us loveâ&#x20AC;&#x201D;a prayer for understanding and that compassion of which I spoke. We can do well in this country. We will have difficult times. Weâ&#x20AC;&#x2122;ve had difficult times in the past. We will have difficult times in the future. It is not the end of violence; it is not the end of lawlessness; it is not the end of disorder. But the vast majority of white people and the vast majority of black people in this country want to live together, want to improve the quality of our life, and want justice for all human beings who abide in our land. Let us dedicate ourselves to what the Greeks wrote so many years ago: to tame the savageness of man and to make gentle the life of this world. Let us dedicate ourselves to that, and say a prayer for our country and for our people. The primary purpose of RFKâ&#x20AC;&#x2122;s speech is most probably to ______________. A. inform the people of the event B. praise the accomplishments of Martin Luther King, Jr.
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C. offer condolences to Kingâ&#x20AC;&#x2122;s family D. call for calm and unity between blacks and whites E. offer condolences to the black community at large
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Which of the following paragraphs does not contain examples of parallel structure? A. paragraph 3 beginning with â&#x20AC;&#x153;In this difficult . . .â&#x20AC;? B. paragraph 6 beginning with â&#x20AC;&#x153;My favorite poet . . .â&#x20AC;? C. paragraph 7 beginning with â&#x20AC;&#x153;What we need . . .â&#x20AC;? D. paragraph 9 beginning with â&#x20AC;&#x153;We can do well . . .â&#x20AC;? E. paragraph 10 beginning with â&#x20AC;&#x153;But the vast majority . . .â&#x20AC;? Paragraph 5 contains an example of ______________. A. understatement B. figurative language C. sarcasm D. logical fallacy E. analogous example The tone of the speech can best be described as ______________. A. elevated and conciliatory B. angry and inflammatory C. formal and detached D. informal and emotional E. accusatory and bitter To keep his speech from leading to violence, RFK makes use of which of the following? I. constantly repeating Kingâ&#x20AC;&#x2122;s name and his desire for unity between races II. an ethical appeal based on the power of religion III. emphasizing a common bond to show the connection between himself and his audience A. I B. II C. III D. I and III E. I, II, and III All of the following paragraphs give support to the inference that RFK expected violence to follow the assassination except: A. paragraph 3 beginning with â&#x20AC;&#x153;In the beginning . . .â&#x20AC;? B. paragraph 4 beginning with â&#x20AC;&#x153;Or we can . . .â&#x20AC;?
C. paragraph 6 beginning with â&#x20AC;&#x153;My favorite . . .â&#x20AC;? D. paragraph 7 beginning with â&#x20AC;&#x153;What we need . . .â&#x20AC;? E. paragraph 9 beginning with â&#x20AC;&#x153;We can do well . . .â&#x20AC;? RFK most probably chose to refer to the Greeks in paragraph 11 for all of the following reasons except: A. to impress the audience with his scholarship B. to concisely restate the theme of the speech C. to provide a healing thought for the people to remember D. to elevate the level of discourse E. to reinforce the ideals of democracy with which the Greeks are associated Paragraphs 7 and 8 are constructed around which of the following rhetorical strategies? A. analysis B. definition C. narration D. process E. cause and effect The quotation given in paragraph 6 can best be restated as ______________. A. the process of healing is inevitable B. time heals all wounds C. sleep numbs those in pain D. God is the source of humankindâ&#x20AC;&#x2122;s grief E. sleep is the only escape from pain All of the following are effects of the repetition in paragraphs 11 and 12 except that it ______________. A. links the speaker with the audience B. refers to paragraph 2 and Kingâ&#x20AC;&#x2122;s dedication C. emphasizes dedication so that the audience will remember it D. reinforces the tribute to Martin Luther King, Jr. E. elevates the occasion to one which is worthy of honor
4FDUJPO * PG UIF &YBN )PX UP "QQSPBDI UIF .VMUJQMF $IPJDF 2VFTUJPOT Questions 34â&#x20AC;&#x201C;44 are based on the following letter.
Albert Einstein Old Grove Road Nassau Point Peconic, New York August 2, 1939 F. D. Roosevelt, President of the United States, White House Washington, D.C. Sir: Some recent work by E. Fermi and L. Szilard, which has been communicated to me in manuscript, leads me to expect that the element uranium may be turned into a new and important source of energy in the immediate future. Certain aspects of the situation which has [sic] arisen seem to call for watchfulness and, if necessary, quick action on the part of the Administration. I believe therefore that it is my duty to bring to your attention the following facts and recommendations: In the course of the last four months it has been made probableâ&#x20AC;&#x201D;through the work of Joliot in France as well as Fermi and Szilard in Americaâ&#x20AC;&#x201D;that it may become possible to set up a new nuclear chain reaction in a large mass of uranium, by which vast amounts of power and large quantities of new radium-like elements would be generated. Now it appears almost certain that this could be achieved in the immediate future. This new phenomenon would also lead to the construction of bombs, and it is conceivableâ&#x20AC;&#x201D;though much less certainâ&#x20AC;&#x201D;that extremely powerful bombs of a new type may thus be constructed. A single bomb of this type, carried by boat and exploded in a port, might very well destroy the whole port together with some of the surrounding territory. However, such bombs might very well prove to be too heavy for transportation by air. The United States has only very poor ores of uranium in moderate quantities. There is some good ore in Canada and the former Czechoslovakia, while the most important source of uranium is Belgian Congo. In view of this situation you may think it desirable to have some permanent contact maintained between the Administration and the group of physicists working on chain reactions in America. One possible way of achieving this might be for you to entrust with this task a person who has your conďŹ dence and who could perhaps serve in an ofďŹ cial capacity. His task might comprise the following: a) to approach Government Departments, keep them informed of the further development and put forward recommendations for Government action; b) giving particular attention to the problem of securing a supply of uranium ore for the United States; c) to speed up the experimental work, which is at present being carried on within the limits of the budgets of University laboratories, by providing funds, if such funds be required, through his contacts with private persons who are willing to 48BEWBOUBHF DPN
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4UFQ %FWFMPQ 4USBUFHJFT GPS 4VDDFTT make contributions for this cause, and perhaps also by obtaining the co-operation of industrial laboratories which have the necessary equipment. I understand that Germany has actually stopped the sale of uranium from the Czechoslovakian mines which she has taken over. That she should have taken such early action might perhaps be understood on the ground that the son of the German UnderSecretary of State, von Weizacker, is attached to the Kaiser-Wilhelm-Institut in Berlin where some of the American work on uranium is now being repeated. Yours very truly, Albert Einstein
In both paragraphs 2 and 3, Einstein makes use of the dash ______________. A. to emphasize the words set off B. as an exception to the point immediately before it C. to sound more scholarly and formal D. as an informal aside to what was said previously E. to summarize The omission of a cordial opening and identification of the credentials of the writer imply all of the following except: A. Einstein expects his name alone will identify him B. Einstein assumes that the information he presents is compelling enough to command a response C. Einstein believes himself too busy and important to waste time on pleasantries D. As a scientist, Einstein was accustomed to having the facts speak for themselves E. Theyâ&#x20AC;&#x2122;ve had previous contact The purpose of the listing in paragraph 5 is to ______________. A. secure Einsteinâ&#x20AC;&#x2122;s role as Rooseveltâ&#x20AC;&#x2122;s â&#x20AC;&#x153;permanent contactâ&#x20AC;? B. suggest a plan of necessary action to ensure American security C. increase research funding for further nuclear experimentation D. end scientific research leading to the construction of nuclear bombs E. send a letter of warning to Germany Einsteinâ&#x20AC;&#x2122;s attitude can best be described as ______________. A. confrontational B. deferential C. cautionary D. complacent E. antagonistic
Einsteinâ&#x20AC;&#x2122;s first paragraph suggests all of the following except: A. FDR is not staying abreast of important scientific developments B. Einstein is concerned about how the administration is handling the new developments in uranium research C. Einstein is concerned that the administration may be unaware of important developments in the scientific community D. Einstein is an authority in the use of uranium E. FDR is familiar with the work of Fermi and Szilard Which of the following best identifies Einsteinâ&#x20AC;&#x2122;s primary mode of discourse in his letter to FDR? A. narration B. process C. analysis D. persuasion E. exposition To illustrate the gravity of the situation, Einstein uses all of the following except: A. â&#x20AC;&#x153;call for watchfulnessâ&#x20AC;? [paragraph 1] B. â&#x20AC;&#x153;it is my dutyâ&#x20AC;? [paragraph 1] C. â&#x20AC;&#x153;appears almost certainâ&#x20AC;? [paragraph 2] D. â&#x20AC;&#x153;in the immediate futureâ&#x20AC;? [paragraph 2] E. â&#x20AC;&#x153;obtaining the co-operationâ&#x20AC;? [paragraph 5] Einstein understates the urgency of developing â&#x20AC;&#x153;chain reactionsâ&#x20AC;? in America ______________. A. with the repetition of the words might and may B. by excluding a fatalistic prediction C. by mentioning â&#x20AC;&#x153;other countries repeating Americaâ&#x20AC;&#x2122;s workâ&#x20AC;? D. with the phrase â&#x20AC;&#x153;though much less certainâ&#x20AC;? E. all of the above
4FDUJPO * PG UIF &YBN )PX UP "QQSPBDI UIF .VMUJQMF $IPJDF 2VFTUJPOT To persuade Roosevelt to consider his recommendations, Einstein uses all of the following approaches except: A. discussions with other members of the scientific community B. appeals to fear C. presentation of evidence D. making predictions E. offering a plan In his letter, Einsteinâ&#x20AC;&#x2122;s own assumptions are all of the following except: A. his interpretation of the manuscript is accessible B. his reputation as a scientist lends weight to his opinion C. his plan can be implemented quietly
D. his urgency concerning the situation is apparent E. Germany recognizes the urgency of the situation After a careful reading of the letter, which of the following inferences is not valid? A. Einstein understood the urgency of addressing the nuclear problem. B. Einstein assumed FDR would react to the letter. C. Einstein viewed the private sector as a means of circumventing a possible governmental impasse. D. The Germans could have possibly misunderstood the significance of this scientific discovery. E. Einstein is suspicious of German espionage.
Questions 45â&#x20AC;&#x201C;56 are based on the following passage entitled â&#x20AC;&#x153;Reading an Archive,â&#x20AC;? by Allan Sekula, which appeared in Blasted Allegories, a collection of contemporary essays and short stories, published by MIT Press in 1987. . . . The widespread use of photographs as historical illustrations suggests that significant events are those which can be pictured, and thus history takes on the character of spectacle.7 But this pictorial spectacle is a kind of rerun, since it depends on prior spectacles for its supposedly â&#x20AC;&#x153;rawâ&#x20AC;? material.8 Since the 1920â&#x20AC;&#x2122;s, the picture press, along with the apparatuses of a corporate public relations, publicity, advertising, and government propaganda, have contributed to a regularized flow of images: of disasters, wars, revolutions, new products, celebrities, political leaders, official ceremonies, public appearances, and so on. For a historian to use such pictures without remarking on these initial uses is naĂŻve at best, and cynical at worst. What would it mean to construct a pictorial history of postwar coal mining in Cape Breton by using pictures from a company public relations archive without calling attention to the bias inherent in that source? What present interests might be served by such an oversight? The viewer of standard historical histories loses any ground in the present from which to make critical evaluations. In retrieving a loose succession of fragmentary glimpses of the past, the spectator is flung into a condition of imaginary temporal and geographical mobility. In this dislocated and disoriented state, the only coherence offered is that provided by the constantly shifting position of the camera, which provides the spectator with a kind of powerless omniscience. Thus, the spectator comes to identify with the technical apparatus, with the authoritative institution of photography. In the face of this authority, all other forms of telling and remembering begin to fade. But the machine establishes the truth, not by logical argument, but by providing an experience. This experience characteristically veers between nostalgia, horror, and an overriding sense of the exoticism of the past, its irretrievable otherness for the viewer in the present. Ultimately, then, when photographs are uncritically presented as historical documents, they are transformed into aesthetic objects. Accordingly, the 48BEWBOUBHF DPN
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4UFQ %FWFMPQ 4USBUFHJFT GPS 4VDDFTT pretense to historical understanding remains, although that understanding has been replaced by aesthetic experience.9 But what of our second option? Suppose we abandoned all pretense to historical explanation, and treated these photographs as artworks of one sort or another? This book would then be an inventory of aesthetic achievement and/or an offering for disinterested aesthetic perusal. The reader may well have been prepared for these likelihoods by the simple fact that this book has been published by a press with a history of exclusive concern with the contemporary vanguard art of the United States and Western Europe (and, to a lesser extent, Canada). Further, as Iâ&#x20AC;&#x2122;ve already suggested, in a more fundamental way, the very removal of these photographs from their initial contexts invites aestheticism. I can imagine two ways of converting these photographs into â&#x20AC;&#x153;works of art,â&#x20AC;? both a bit absurd, but neither without ample precedent in the current fever to assimilate photography into the discourse and market of the fine arts. The first path follows the traditional logic of romanticism, in its incessant search for aesthetic origins in a coherent and controlling authorial â&#x20AC;&#x153;voice.â&#x20AC;? The second path might be labeled â&#x20AC;&#x153;postromanticâ&#x20AC;? and privileges the subjectivity of the collector, connoisseur, and viewer over that of any specific author. This latter mode of reception treats photographs as â&#x20AC;&#x153;found objects.â&#x20AC;? Both strategies can be found in current photographic discourse; often they are intertwined in a single book, exhibition, or magazine or journal article. The former tends to predominate, largely because of the continuing need to validate photography as a fine art, which requires an incessant appeal to the myth of authorship in order to wrest photography away from its reputation as a servile and mechanical medium. Photography needs to be won and rewon repeatedly for the ideology of romanticism to take hold.10
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See Guy DeBord, La sociĂŠtĂŠ du spectacle (Paris: Editions Buchat-Chastel, 1967): unauthorized translation, Society of the Spectacle (Detroit: Black and Red, 1970: rev. ed. 1977). 8 We might think here of the reliance, by the executive branch of the United States government, on â&#x20AC;&#x153;photo opportunities.â&#x20AC;? For a discussion of an unrelated example, see Susan Sontagâ&#x20AC;&#x2122;s dissection of Leni Reifenstahlâ&#x20AC;&#x2122;s alibi that Triumph of the Will was merely an innocent documentary of the orchestrated-for-cinema 1934 Nuremberg Rally of the National Socialists. Sontag quotes Reifenstahl: â&#x20AC;&#x153;Everything is genuine. . . . It is historyâ&#x20AC;&#x201D;pure history.â&#x20AC;? Susan Sontag, â&#x20AC;&#x153;Fascinating Fascism,â&#x20AC;? New York Review of Books 22, no. 1 (February 1975); reprinted in Under the Sign of Saturn (New York: Farrar, Straus, & Giroux, 1980), p. 82. 9 Two recent books counter this prevailing tendency in â&#x20AC;&#x153;visual historyâ&#x20AC;? by directing attention to the power relationships behind the making of pictures: Craig Heron, Shea Hoffmitz, Wayne Roberts, and Robert Storey, All that Our Hands Have Done: A Pictorial History of the Hamilton Workers (Oakville, Ontario: Mosaic Press, 1981), and Sarah GrahamBrown, Palestinians and Their Society, 1880â&#x20AC;&#x201C;1946 (London: Quartet Books, 1980). 10 In the first category are books that discover unsung commercial photographers: e.g., Mike Disfarmer, Disfarmer: The Heber Springs Portraits, text by Julia Scully (Danbury, N.H.: Addison House, 1976). In the second category are books that testify to the aesthetic sense of the collector: e.g., Sam Wagstaff, A Book of Photographs from the Collection of Sam Wagstaff (New York: Gray Press, 1978).
The first sentence (lines 1â&#x20AC;&#x201C;3) does all of the following, except: A. to indicate that material appears in this essay prior to this section B. to indicate scholarly research C. to indicate a cause/effect relationship D. to state the thesis of the piece E. to establish that the essay is based on the opinion of the author
The word oversight in line 12 refers to ______________. A. â&#x20AC;&#x153;pictures from a company public relations archiveâ&#x20AC;? (10â&#x20AC;&#x201C;11) B. â&#x20AC;&#x153;without calling attention to the biasâ&#x20AC;? (11) C. â&#x20AC;&#x153;construct a pictorial historyâ&#x20AC;? (9â&#x20AC;&#x201C;10) D. â&#x20AC;&#x153;coal mining in Cape Bretonâ&#x20AC;? (10) E. â&#x20AC;&#x153;present interestsâ&#x20AC;? (12)
4FDUJPO * PG UIF &YBN )PX UP "QQSPBDI UIF .VMUJQMF $IPJDF 2VFTUJPOT An accurate reading of footnote 7 informs the reader that the author based his material on ______________. A. Society of the Spectacle, rev. ed. 1977 B. Society of the Spectacle, 1970 C. La sociĂŠtĂŠ du spectacle, 1967 D. The Black and Red, 1970 E. Buchat-Chastel, 1967 The author directly involves the reader using which of the following linguistic devices? A. direct address B. exhortation C. metaphor D. direct quotation E. rhetorical question â&#x20AC;&#x153;initial contextsâ&#x20AC;? in line 35â&#x20AC;&#x201C;36 refers to ______________. A. â&#x20AC;&#x153;our second optionâ&#x20AC;? (28) B. â&#x20AC;&#x153;historical explanationâ&#x20AC;? (28â&#x20AC;&#x201C;29) C. â&#x20AC;&#x153;inventory of aesthetic achievementâ&#x20AC;? (30) D. â&#x20AC;&#x153;contemporary vanguard artâ&#x20AC;? (33) E. â&#x20AC;&#x153;disinterested aesthetic perusalâ&#x20AC;? (31) The main concern of the passage is contained in which of the following lines? A. â&#x20AC;&#x153;Since the 1920â&#x20AC;&#x2122;s . . . and so on.â&#x20AC;? (4â&#x20AC;&#x201C;8) B. â&#x20AC;&#x153;The viewer . . . critical evaluations.â&#x20AC;? (13â&#x20AC;&#x201C;14) C. â&#x20AC;&#x153;In retrieving . . . geographical mobility.â&#x20AC;? (14â&#x20AC;&#x201C;16) D. â&#x20AC;&#x153;I can imagine . . . of the fine arts.â&#x20AC;? (37â&#x20AC;&#x201C;39) E. â&#x20AC;&#x153;The former . . . mechanical medium.â&#x20AC;? (46â&#x20AC;&#x201C;49) The most probable implication of this passage is that ______________. A. historians are cynical B. historians are naĂŻve C. readers/viewers must be aware of the bias inherent in source material D. viewers/readers are ill equipped to make critical evaluations E. dealing with photographs demands a combination of the mechanical and the aesthetic
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The purpose of footnote 9 is to ______________. A. enhance the reputation of the writer B. cite a primary source C. direct the reader to opposing positions D. compare differing cultures E. provide a historical context The tone of the passage can best be described as ______________. A. argumentative and scholarly B. romantic and artistic C. philosophical and didactic D. informative and sarcastic E. informal and playful According to the author, the power of photography as historical illustration is found in the ______________. A. historian B. spectator C. picture press D. image itself E. camera The last paragraph is primarily developed using which of the following rhetorical strategies? A. cause and effect B. comparison and contrast C. definition D. description E. narration The reader may infer from the footnotes that the author is a(n) ______________. A. photographer himself B. journalist reporting on photography C. fan of Leni Reifenstahl D. established authority in this field E. art critic
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Answers and Explanations Ă?ÂŤÂ?>Â&#x2DC;>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x192;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Ă&#x160; ->Â&#x201C;Ă&#x2022;iÂ?Ă&#x160; Â&#x153;Â&#x2026;Â&#x2DC;Ă&#x192;Â&#x153;Â&#x2DC;Ă&#x160; Ă&#x192;Ă&#x192;>Ă&#x17E; ! Although references to poetic style and to Dryden are contained in the passage, they are included to illuminate the character of Pope. % No references to body versus soul are in the passage. We do find references to both the prose and the poetry of Pope and Dryden. We are told of Popeâ&#x20AC;&#x2122;s monetary concerns, and we can infer the contrast between Popeâ&#x20AC;&#x2122;s broken body and healthy mind. ! This is a fairly straightforward interpretation of a figurative line. The idea of â&#x20AC;&#x153;long on the wingâ&#x20AC;? naturally leads the reader to think of endurance. $ A careful reading of this passage allows you to locate each of the devices, except satire. " Lines 20â&#x20AC;&#x201C;21 clearly state that the two men were equally gifted. % Lines 9 and 10 tell the reader that Popeâ&#x20AC;&#x2122;s humor was condescending. Lines 14â&#x20AC;&#x201C;15 allude to his use of ridicule, and the reader may infer that these characteristics were carried over into Popeâ&#x20AC;&#x2122;s writing. " The author never interjects his own feelings, and the diction and syntax remain on a scholarly, elevated level. % Carefully read lines 23 and 24 and you will see a direct correlation between those lines and choice E. ! This is strictly a vocabulary question. You should be able to use the context clues of â&#x20AC;&#x153;minuteâ&#x20AC;? and â&#x20AC;&#x153;diligentâ&#x20AC;? to lead you to choose A. $ If you go to lines 25â&#x20AC;&#x201C;29, you will see that Pope demanded perfection of himself and his writing. This characteristic is further extended with the clause in line 29. # Both words indicate a practiced, continuous, and extreme control of the work at hand. Even the â&#x20AC;&#x153;velvet of the lawnâ&#x20AC;? indicates a tightness, a smoothness, and a richness of form and content. " If it were a contest, Pope would be declared the winner by Johnson. A close
reading of both the structure and the content of the paragraph leads the reader to Pope. When discussing Dryden and Pope, Pope has the last work. This allows Pope to linger in the readerâ&#x20AC;&#x2122;s mind. â&#x20AC;&#x153;Frequentâ&#x20AC;? with Dryden and â&#x20AC;&#x153;perpetualâ&#x20AC;? with Pope is another indication of Samuel Johnsonâ&#x20AC;&#x2122;s preference.
Ă?ÂŤÂ?>Â&#x2DC;>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x192;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; Â&#x2C6;Â?Â&#x201C;>Â&#x2DC;Ă&#x160; Ă&#x192;Ă&#x192;>Ă&#x17E; $ Although Gilman touches upon each of the choices in the passage, A, B, C, and E are details used to support her argument that a man-managed nation is an imperfect culture. " The question requires the student to be familiar with methods of logical reasoning and logical fallacies. Gilman presents the syllogism men use to deny women the right to vote: 4 HOSE WHO fiGHT MAY VOTE 7OMEN DO NOT fiGHT 4HEREFORE WOMEN MAY NOT VOTE â&#x20AC;&#x153;Thoseâ&#x20AC;? is understood to be men. The first premise is incorrect, as is the second premise. This being the case, the conclusion is invalid. % This question depends upon both vocabulary and careful reading. Paragraph 8 points to a philosophy that desires to exclude women from politics. Therefore, any political involvement must be male-centered. ! Most readers expect quotations to be used to indicate a direct quotation or specific titles of works. However, there are other uses for these bits of punctuation. One is to set off specific words or phrases used by others in a given context. Here, Gilman is making direct reference to the words employed by societyâ&#x20AC;&#x2122;s male leadership. % Because the argument of the passage is to criticize the aggressive nature of politics in a male-managed society and to point out the results of combining politics and warfare, the question demands details that support the idea of aggression being detrimental to society. The only choice that does not reflect this idea is E.
4FDUJPO * PG UIF &YBN )PX UP "QQSPBDI UIF .VMUJQMF $IPJDF 2VFTUJPOT # Look carefully at the second paragraph to see the ranking Gilman sets up as the malecentered priorities. The only one ranked over the others is fighting and the ability to kill. Therefore, the only appropriate choice is C. # Syntactically, the phrase, â&#x20AC;&#x153;Similarly in politicsâ&#x20AC;? is an indicator that a comparison is being drawn between what came before and what comes after. No other phrase does this. $ Because this is an argumentative selection, the author is expected to take a position on an issue. Because of this, the choices of â&#x20AC;&#x153;ambivalentâ&#x20AC;? and â&#x20AC;&#x153;indifferentâ&#x20AC;? are immediately eliminated. Keeping in mind the diction of the piece, you can see that â&#x20AC;&#x153;reverentâ&#x20AC;? and â&#x20AC;&#x153;condescendingâ&#x20AC;? are also inappropriate. " Remember, all parts of your answer must be correct. The only choice that presents two correct descriptions of the style is B. # If you read the passage carefully, you cannot avoid the cause-and-effect sequencing throughout the excerpt. Look at paragraphs 2, 3, 4, 6, and the last. Remember that an author can use many different techniques in the same work, but only one will be predominant, and that strategy is what reinforces the authorâ&#x20AC;&#x2122;s purpose. ! It is interesting to look at the singular use of this pronoun. In every instance, â&#x20AC;&#x153;itâ&#x20AC;? refers to â&#x20AC;&#x153;fighting,â&#x20AC;? while reinforcing the authorâ&#x20AC;&#x2122;s relentless focus on the essential problem.
Ă?ÂŤÂ?>Â&#x2DC;>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;Â&#x153;vĂ&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; Â&#x2DC;Ă&#x192;Ă&#x153;iĂ&#x20AC;Ă&#x192;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Ă&#x160; Ă&#x152;Â&#x2026;iĂ&#x160;,v Ă&#x160;-ÂŤiiVÂ&#x2026; $ Although RFK tells the audience of the death of Martin Luther King, Jr., and although he briefly asks the audience to pray for Kingâ&#x20AC;&#x2122;s family, condolences are not the focus of the speech. No real listing or praise of Kingâ&#x20AC;&#x2122;s accomplishments is given. Throughout his speech, Kennedy continually stresses the need for unity, wisdom, and compassion. " Every AP Comp student must be familiar with parallel structure and must be able to recognize it in writing. A close examination of paragraph 6 will reveal that no repetition of structure and/or diction is present. 48BEWBOUBHF DPN
% RFKâ&#x20AC;&#x2122;s comparison of his similar situation with regard to the assassination of his brother, John F. Kennedy, is the framework for this paragraph. No other choice is present. ! Keeping in mind that both parts of the answer must be supported in the text, A is the only appropriate choice. All other choices are either unsupported or contradictory to the purpose of the speech. % This is a question that is helped by your close attention to the previous questions. In them you will see that all of the choices were referred to. # The paragraph is only concerned with the words of Aeschylus that are centered on the results of loss. The other paragraphs realistically acknowledge the violent history of this nation. ! It is obvious that RFK does not want to separate himself from his audience. The hope is to take the emotions of his audience and to lift them out of the realm of emotional, violent responses and to provide an avenue for peaceful and positive outlets for their grief. % If you are familiar with rhetorical strategies, this question would be an easy one for you. The word â&#x20AC;&#x153;soâ&#x20AC;? in the first line of paragraph 8 is your obvious indicator of cause and effect. ! At first glance, this quotation seems quite obvious. However, careful consideration of its meaning is rather more difficult. Although each of the other choices contains words or an idea that is a single part of the quotation, none other than A takes into consideration sleep, time, pain, wisdom, and God. $ There is nothing in the last two paragraphs that indicates that the purpose is to pay tribute to Martin Luther King, Jr. Therefore, D is the appropriate choice.
Ă?ÂŤÂ?>Â&#x2DC;>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x192;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;+Ă&#x2022;iĂ&#x192;Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x192;Ă&#x160;Ă&#x160; ,iÂ?>Ă&#x152;i`Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; Â&#x2C6;Â&#x2DC;Ă&#x192;Ă&#x152;iÂ&#x2C6;Â&#x2DC;Ă&#x160; iĂ&#x152;Ă&#x152;iĂ&#x20AC; $ This question requires your knowing the uses of the dash and your ability to recognize how it is actually used in a given text. Here, you should see that Einstein is making a statement that could have also been set off
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with commas or parentheses. It is a more informal device. # This is a rather obvious answer to a question that many would be tempted to â&#x20AC;&#x153;over-read.â&#x20AC;? Donâ&#x20AC;&#x2122;t try to make things more complicated. You should also be aware of the conventions of the letter form. " This is a process of elimination question. Checking for evidence to support each of the choices eliminates A, C, D, and E. Those who would point to C must look again at both paragraphs 6 and 7. Here, it becomes obvious that paragraph 6 does not contain any reference to funding. Remember, all parts of the answer must be supported by the text. # This is a diction and tone question. If you look carefully at Einsteinâ&#x20AC;&#x2122;s choice of words and phrases in paragraphs 3 and 6 and his selection of supporting details, you can only conclude correctly that he is being cautionary. ! The very fact that Einstein does not include any introductory information about Fermi or Szilard indicates that FDR is cognizant of current scientific endeavors. Moreover, there is no evidence of neglect on the part of the President. Therefore, A is your correct choice. $ An AP Comp student needs to be familiar with the modes of discourse and must be able to recognize them. This question asks the reader to note the persuasive nature of Einsteinâ&#x20AC;&#x2122;s letter. There is no storytelling, no directions, and no exposition or analysis. % If you know the meaning of gravity as used in this selection, you are led to look for words that are indicative of a seriousness of purpose. This is also a question that can be answered without necessarily returning to the text. A, B, C, and D contain a common urgency and a seriousness lacking in choice E. % Understatement, which Einstein uses because of his unwillingness to become an alarmist, is shown by his use of qualifying words and phrases rather than direct statements. Each of the choices provides room for Presidential ambivalence. ! Einstein appeals to fear (paragraph 3), presents evidence (paragraph 4, line 1), makes predictions (paragraph 2), and offers a plan
[paragraph 5, (a), (b), and (c)]. However, he does NOT discuss anything with members of the scientific community in this letter. $ Assumptions are tricky questions to work with because they demand your own thoughts and conclusions from the piece. Read each choice carefully, making certain that nothing in a choice is contradictory or invalid. In this question, choice D is the only assumption NOT supported by the text. (Note: Information contained in previous questions could have been helpful in selecting your answer.) $ Inferences are not the same as assumptions. To infer is to reach a conclusion based on facts or observations. To assume is to take something for granted, although it is not proved. In other words, if I see you carrying an opened, wet umbrella and wearing a wet raincoat, I can infer that it is rainy outside. I could assume that you are a person who listens to the weather forecasts. For this question involving an inference, the reader cannot find proof in the letter to support the conclusion that the Germans may have misunderstood the significance of the scientific discovery.
Ă?ÂŤÂ?>Â&#x2DC;>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x192;Ă&#x160;Â&#x153;vĂ&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Ă&#x160; *Â&#x2026;Â&#x153;Ă&#x152;Â&#x153;}Ă&#x20AC;>ÂŤÂ&#x2026;Ă&#x17E;Ă&#x160;*>Ă&#x192;Ă&#x192;>}i $ This selection is not totally focused on the subject of history being spectacle. The ellipsis indicates that material preceded this given piece. The use of footnote 7 is indicative of previous research. The word this establishes the relationship between cause and effect. The word suggests and the phrase â&#x20AC;&#x153;takes on the characteristics of spectacleâ&#x20AC;? are indications of opinion. " This is a close-reading question in which the student must be able to recognize antecedents. ! A close reading of the footnote will reveal that the last edition was 1977. The date would not be listed if the earlier version had been used. % Each of the rhetorical questions (lines 1â&#x20AC;&#x201C;12 and 28â&#x20AC;&#x201C;29) asks for the readerâ&#x20AC;&#x2122;s input.
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Introduction to Chapters 5, 6, and 7 The essay part of the AP Language and Composition exam emphasizes three major skills:
s Analysis s Argument s Synthesis The analysis prompt asks the student to analyze the authorâ&#x20AC;&#x2122;s purpose and how he achieves it. The argument prompt requires the student to take a position on an issue and develop it with appropriate evidence. The synthesis prompt directs the student to carefully read several sources related to a specific topic and to cite at least three of these sources to support his argument or analysis. Because you must carefully read the subject prompt for the synthesis essay, Section II requires an additional 15 minutes. You will be able to read all three of the essay questions during this 15-minute period. But, you will NOT be permitted to open and write in the actual test booklet. Once the CLOSE READING time has elapsed, you will be directed to open the test booklet and begin to write your three essays. The heading of Section II looks something like this:
-iVĂ&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160; Number of questionsâ&#x20AC;&#x201D;3 Percent of total gradeâ&#x20AC;&#x201D;55 Each question counts one-third of the total section score. You will have a total of 2 hours to write, which you may divide any way you choose. Because each essay carries the same weight, do NOT spend an inappropriate amount of time on any one question. Chapters 5, 6, and 7 of this book introduce you to each of the three essay types.
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Getting Started You have made the decision to take AP U.S. History. Enjoy! You will be exposed to all of the fascinating stories that make up U.S. history. To be successful in this course, you will have to work much harder than you would in a â&#x20AC;&#x153;regularâ&#x20AC;? high school U.S. history course. You will be required to read more, including reading and analyzing a wide variety of primary source documents throughout the year. In addition, you will be required to utilize historical thinking, to analyze history in a thematic way, and to be knowledgeable of specific concepts that help guide the study of American history. It cannot be stressed enough that the examination for this course that you will take in May is not a test that will simply measure what you â&#x20AC;&#x153;knowâ&#x20AC;? about U.S. history; instead, it is an examination that tests your ability to analyze major events, concepts, and themes in American history utilizing specific historical analytical skills.
Preparing for the AP U.S. History Exam
Being able to utilize historical analytical skills, study history thematically, and develop conceptual thinking are not skills that develop overnight. In fact, it is difficult to develop these skills in the context of one specific course. If you are reading this before you are actually enrolled in an AP U.S. History course, you may want to take the most challenging history courses you can before you take AP U.S. History. Try to think conceptually in any history course that you take; a real study of history of any type is much more than just memorizing facts.
Ă&#x20AC;i>Ă&#x152;Â&#x2C6;Â&#x2DC;}Ă&#x160;>Ă&#x160;-Ă&#x152;Ă&#x2022;`Ă&#x17E;Ă&#x160;*Â?>Â&#x2DC; As has already been noted several times, preparing for this exam involves much more than just memorizing important dates, names, and events that are important in U.S. history. Developing historical analytical skills, evaluating themes in U.S. history, and studying important concepts take far more time and effort than by simply memorizing facts. Therefore, it is strongly suggested that you take a year-long approach to studying and preparing for the test. However, for some students this is not possible. Therefore, some suggestions for students who have only one semester to prepare for the exam and students who have only six weeks to prepare for the exam are included. In the end, it is better to do some systematic preparation for the exam than to do none at all.
-Ă&#x152;Ă&#x2022;`Ă&#x17E;Ă&#x160; Ă&#x20AC;Â&#x153;Ă&#x2022;ÂŤĂ&#x192; Many students who have gotten a 5 on the U.S. History exam reported that working in a study group was an important part of the successful preparation that they did for the test. In an ideal setting, three to five students get together, probably once a week, to review material that was covered in class the preceding week and to practice historical, thematic, and conceptual thinking. If at all possible, do this! A good suggestion is to have study groups set a specific time to meet every week and stick to that time. Without a regular meeting time, study groups usually meet fewer times during the year, often cancel meetings, and so on.
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48BEWBOUBHF DPN
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CHAPTER 48BEWBOUBHF DPN
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IN THIS CHAPTER -Õ >ÀÞ\Ê/ iÊ Û Ê7>ÀÊÜ>ÃÊÌ iÊVÕ >Ì Ê vÊ i>À ÞÊ{äÊÞi>ÀÃÊ vÊÌi à ÃÊ LiÌÜii ÊÌ iÊ ÀÌ Ê> `ÊÌ iÊ- ÕÌ °Ê ÀÌ iÀ Ê L Ì ÃÌÃÊ i`Êv ÀÜ>À`Ê Ì ÊÌ iÊÜ>ÀÊÜ Ì Ê}Ài>ÌÊ> Ì V «>Ì \ÊÛ VÌ ÀÞÊ ÛiÀÊÌ iÊ- ÕÌ ÊÜ Õ `Êfi > ÞÊ> ÜÊ Ì iÊ`Ài>`i`Ê ÃÌ ÌÕÌ Ê vÊà >ÛiÀÞÊÌ ÊLiÊi >Ìi`°Ê ÀÌ iÀ Ê `ÕÃÌÀ > ÃÌÃÊ Ã>ÜÊÌ iÊÜ>ÀÊ>ÃÊ> Ê «« ÀÌÕ ÌÞ]Ê>ÌÊ }Ê >ÃÌ]ÊÌ ÊiÝ«> `ÊÌ i ÀÊV ÌÀ Ê vÊ iÀ V> Ê `ÕÃÌÀÞ°Ê/ iÊ > À ÌÞÊ vÊ- ÕÌ iÀ iÀÃÊÀi Vi`Ê>ÌÊÌ iÊ ÃiÌÊ vÊÜ>ÀÆÊÌ iÞÊ «iÀVi Ûi`ÊÌ >ÌÊÛ VÌ ÀÞÊÜ Õ `Ê> ÜÊÌ iʺ- ÕÌ iÀ ÊÜ>ÞÊ vÊ vi»ÊÌ ÊV Ì ÕiÊ Ü Ì ÕÌÊV ÃÌ> ÌÊVÀ Ì V à ÊvÀ ÊÌ iÊ ÀÌ °Ê ÃÊ Ê > ÞÊÜ>ÀÃ]Ê« Ì V > ÃÊ> `Ê }i iÀ> ÃÊ ÊL Ì Êà `iÃÊ«Ài` VÌi`Ê>ÊµÕ V ÊÛ VÌ ÀÞ°Ê iÜë>«iÀÃÊ ÊL Ì ÊÌ iÊ ÀÌ Ê> `ÊÌ iÊ- ÕÌ Ê`iV >Ài`ÊÌ >ÌÊÌ iÊÜ>ÀÊÜ Õ `ÊLiÊ ÛiÀÊLÞÊ À ÃÌ >ÃÊÊ vÊ£nÈ£° / ÊÃÌ>ÌiÊÌ >ÌÊÌ iÊ Û Ê7>ÀÊÜ>ÃÊ ÕÃÌÊ>L ÕÌÊà >ÛiÀÞÊ ÃÊ> Ê ÛiÀà « v >Ì °Ê
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Advantages of the North and South in the War Many Southerners were very excited when the Civil War finally began, yet there were some harsh realities facing them as the war commenced. Most of the nationâ&#x20AC;&#x2122;s wealth was situated in the North; the industrialization of the North would give Northerners an advantage in producing guns, bullets, and other materials needed for warfare. The Northern railway system was far superior to the existing railways in the South. Most influential banks and financial markets were located in the North. More people (by a nearly 3-to-1 margin) lived in the North. The South could at least say that they were larger than the North; conquering the South would be a formidable task. At the outset of the war, Southerners also felt that their officer corps, led by men such as Robert E. Lee, was superior to the officer corps of the Union, led by Winfield Scott.
vĂ&#x152;iĂ&#x20AC;Â&#x201C;>Ă&#x152;Â&#x2026;Ă&#x160;Â&#x153;vĂ&#x160;-iViĂ&#x192;Ă&#x192;Â&#x2C6;Â&#x153;Â&#x2DC; As mentioned in the previous chapter, South Carolina, Mississippi, Florida, Louisiana, Texas, Georgia, and Alabama all voted to secede from the Union in late 1860 or early 1861. In February 1861, the C ONFEDERATE 3TATES OF A MERICA was officially created. States in the Upper South (such as Virginia and Kentucky) were not eager to join the secessionist movement (there were fewer slaves in these states). Leaders of Kentucky and Maryland proposed that Congress in Washington enact legislation that would protect slavery in any territory or state where it already existed; the desire of these leaders was the preservation of the Union. President James Buchanan did little to aid the situation. Buchanan stated in December
Union Divided: The Civil War (1861â&#x20AC;&#x201C;1865)
1860 that secession from the Union was illegal, but that nowhere in the Constitution was it stated that any state could be forced to remain in the Union. Politicians in South Carolina and elsewhere in the South interpreted Buchananâ&#x20AC;&#x2122;s statement as, in essence, stating that he would do nothing to bring back the seceded states and that they were now independent. Leaders in South Carolina demanded the surrender of &ORT 3UMTER, a federal fort located in Charleston harbor. To test the will of the leaders of South Carolina, Buchanan sent an unarmed merchant ship to bring supplies to the fort in January 1861. When the ship was fired on, Buchanan did not send the navy in (which many in South Carolina was sure he would do); â&#x20AC;&#x153;patriotsâ&#x20AC;? in South Carolina and elsewhere in the South now felt certain that independence was theirs. As the crisis continued at Fort Sumter, Senator John Crittenden of Kentucky emerged with a compromise plan. The C RITTENDEN 0LAN proposed that the federal government guarantee the existence of slavery in any state where it existed, and that the line of the Missouri Compromise be extended all the way to the Pacific, with territories to the north of the line being free from slavery and those south of the line having slavery. Republicans in Congress rejected this plan, since it went away from the concept of â&#x20AC;&#x153;free soilâ&#x20AC;? that president-elect Lincoln had just been elected on.
Attack on Fort Sumter and the Beginning of the War Abraham Lincoln had to walk a political tightrope upon his inauguration in March 1861. It was necessary to maintain the authority of the federal government, but at the same time to do nothing that would provoke war with the South. Many of Lincolnâ&#x20AC;&#x2122;s advisors thought that negotiations could bring at least some of the states that had seceded back into the Union. In his inauguration speech, however, Lincoln stated that force would be used if necessary to preserve the Union. The skill of Lincoln as president was immediately called upon. In April 1861, Lincoln sent another ship to supply Fort Sumter. The government of South Carolina was informed that the ship would be arriving and that no troops would land unless the delivery of these supplies was interfered with. Jefferson Davis and the Confederate government saw this as an opportunity to strike against the Union. Confederate guns bombed Fort Sumter for two days, and on April 14 the fort surrendered. Davis was hopeful that early victory would force states in the Upper South to turn to the Confederate cause; Confederates also hoped to obtain British and French assistance. Any thought of compromise between North and South ended with the attack on Fort Sumter. Three days after the surrender of the fort, Virginia passed a resolution favoring secession. On the same day, Robert E. Lee rejected an offer to command the Union army, resigned from the Union army, and took control of the Confederate army. In the end, Lincoln was able to keep four of the states of the Upper South in the Union (Kentucky, Missouri, Maryland, and Delaware).
War Aims and Strategies From the beginning of the war, the Southern defense of the slave system was unrelenting. This position greatly undermined the possibility of the Confederacy receiving aid from the French and the English. Economically, European support of the Confederacy would have made sense; European nations were dependent on cotton cultivated in the American 48BEWBOUBHF DPN
4UFQ 3FWJFX UIF ,OPXMFEHF :PV /FFE UP 4DPSF )JHI South. However, both France and England firmly opposed slavery and had outlawed it in their countries decades earlier. The South also overestimated the British need for Southern cotton; Britain soon proved that it could get cotton elsewhere. Both sides began recruiting armies in the spring and early summer of 1861. Lincoln was able to summon support in the Northern states not from speeches on slavery but from the simple claim that the actions of the South was an attack on the very principles of the republican form of government. Both sides predicted early victory. The capital of the Confederacy was moved to Richmond, Virginia, after Virginia joined the Confederacy; cries of â&#x20AC;&#x153;On to Richmond!â&#x20AC;? filled the Northern newspapers. For political reasons, Lincoln pushed for an early attack against the South (Winfield Scott presented an alternative proposal, stating that the best policy for the North would be to blockade all Southern ports and starve the South into submission). A Union army advanced on Richmond. On July 21, 1861, at the &IRST B ATTLE OF BULL R UN, Union forces retreated in chaos back toward Washington. After this battle, Northern political leaders and generals conceded that victory in this war would not be as easy as they initially thought it might be.
vviVĂ&#x152;Ă&#x192;Ă&#x160;Â&#x153;vĂ&#x160; Ă&#x2022;Â?Â?Ă&#x160;,Ă&#x2022;Â&#x2DC; The Battle of Bull Run showed both sides that new tactics would be necessary for victory. The plan proposed by Winfield Scott, now referred to as the A NACONDA 0LAN, was reviewed more carefully by Abraham Lincoln. Lincoln had the United States Navy blockade Southern ports; as the war wore on, this became increasingly important. Industrial goods that the South had imported from the industrial North in earlier years now could not be obtained from Europe either. Later in the war, Confederate states could not export cotton to Europe for very badly needed currency. Another part of the Anaconda Plan called for Northern naval forces to control the Mississippi River. The Union made major headway with this part of the plan in April 1862 when a Union naval force captured New Orleans. The Confederacy also made a major foreign trading mistake in early 1862. Cottonproducing states were convinced not to export cotton to England and France. Confederate leaders thought that textile factory owners in those countries would be so affected by this that they would pressure their governments to help the Confederacy and get their cotton back. Instead, Europeans turned elsewhere for cotton (especially India). As stated previously, when the South wanted to export cotton later in the war, they couldnâ&#x20AC;&#x2122;t because of the naval blockade. It also became obvious that the organization of the South into a confederacy during a period of war was a disadvantage; individual state governments had the constitutional right to block critical tax programs and requisitions. The decision of the Confederacy to print paper money with no secure backing also would prove to be detrimental.
1Â&#x2DC;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;/Ă&#x20AC;Â&#x2C6;Ă&#x2022;Â&#x201C;ÂŤÂ&#x2026;>Â&#x2DC;Ă&#x152;Ă&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;7iĂ&#x192;Ă&#x152; The Confederacy won several more battles in 1862, including the 3ECOND B ATTLE OF B ULL R UN. General George McClellan was named commander of the Union army and began formulating a plan to attack the Confederacy from the west. In February 1862, forces commanded by General Ulysses S. Grant captured Fort Henry and Fort Donelson, in Tennessee. Forces on both sides realized the importance of these victories. Grant continued to conquer Southern territory from this position. On April 6, 1862, the incredibly bloody but inconclusive B ATTLE OF 3HILOH was fought. Up until this point, it was the bloodiest battle ever fought in America. McClellan began to develop the reputation as a commander who was afraid to enter his troops into battle, even though the situation warranted it.
Union Divided: The Civil War (1861â&#x20AC;&#x201C;1865)
The Confederacy attempted to use technology to defeat the Northern naval blockade. In March 1862, they presented their very first IRONCLAD SHIP, the -ERRIMACK. Shortly after, the Union displayed the first Union ironclad, the -ONITOR. The two ironclads met once in battle, with neither ship able to do much damage to the other.
Developments in the South and in the North Being a nation founded on the principle of STATES RIGHTS was often a disadvantage for the Confederacy. Many Confederate soldiers who enlisted for one year in 1861 appeared ready to return home in 1862. General Robert E. Lee insisted that a system of CONSCRIPTION be introduced to ensure a steady supply of soldiers. In April 1862, the Confederate legislature passed laws requiring three years in the army for all white men from ages 18 to 35 (after the horrible losses of Antietam, this was extended to 45). Many advocates of statesâ&#x20AC;&#x2122; rights violently objected to these regulations. Three Southern governors tried to block the conscription law in their states, saying that only the individual states had the right to make such laws. In some sections of the South, nearly 60 percent of available manpower never served in the army. The Confederacy also adopted a plan to pay plantation owners who released their slaves to serve in the army; this was largely resisted because it was economically harmful to slave owners. By late 1862, severe shortages of food and other materials began to spread throughout the South. Prices skyrocketed. Many soldiers deserted the army to return home to help their families through these difficult times. Large numbers of deserters and those who had resisted the draft became a problem in some sections of the South. The Confederacy instituted an income tax in order to get needed income for the government. Under existing circumstances, the actual collection of this money was sometimes difficult. Many similar tensions existed in the North. In 1863, a system of conscription was introduced, requiring service of all men from ages 20 through 45. As in the South, draft dodgers could be found in the North. A provision of the Northern draft law that was very unpopular with many allowed a drafted person to avoid service by hiring a substitute or by paying the government $300; many of the â&#x20AC;&#x153;replacementâ&#x20AC;? soldiers were Irish immigrants. Draft riots took place in New York City in July 1863, with nearly 200 people dying in these protests. Many taking part in the riots were Irish Americans, and many of those killed were black. Draft offices and other buildings were destroyed; Irish Americans did not want to take part in a war that would free the slaves, whom they perceived would be their competitors for jobs. The North also had trouble financing the war. In 1861, a federal income tax was instituted. Still short of money, the government began issuing â&#x20AC;&#x153;GREENBACKSâ&#x20AC;? in 1862; this money, not backed by gold, was considered official legal tender until the end of the war. In every wartime setting in American history, the power of the chief executive was expanded. This was certainly true in the Civil War. President Lincoln assumed powers that no previous president had even considered. By executive order, parts of Kentucky were placed under MARTIAL LAW for much of the war. Some Democrats in the North, nicknamed C OPPERHEADS, vigorously opposed the war, stating that it would lead to masses of freed slaves coming North and taking jobs. Copperheads were sometimes arrested, and three of them were actually deported from the North. Over 14,000 who opposed the war were imprisoned without trial. In several cases, Lincoln ordered the WRIT OF HABEAS CORPUS suspended. 48BEWBOUBHF DPN
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Emancipation Proclamation When he was elected president, Abraham Lincoln had no thought whatsoever of freeing the slaves; he repeatedly stated that he had no constitutional right to do that. However, on a practical level Lincoln realized that the continued existence of slavery in the South would make Northern victory harder; the existence of slavery allowed Southern landowners to leave their fields and fight in the Confederate army. The E MANCIPATION 0ROCLAMATION was issued on January 1, 1863. The timing of this was a brilliant political move. Support for the war in the North had been waning; the Emancipation Proclamation gave Northerners a moral justification to continue fighting. This measure was received by different groups in predictable ways. Northern blacks were heartened by it, Southerners condemned it, and in Southern territories controlled by the Union army, slaves were actually freed. Many in England agreed with the proclamation; any last hopes that England might enter the war to aid the Confederacy were dashed at this point. Some whites in the North feared that ex-slaves would end up taking their jobs, and as a result, in the 1862 congressional elections, Democrats picked up seats. Blacks were not accepted into the Union army at the beginning of the war. After the Emancipation Proclamation, many ex-slaves from Southern territories and free blacks from the North joined the Union army. By 1865, blacks made up almost 10 percent of the entire Union army. Black soldiers traditionally served in all-black units with white officers. (The heroism of the 54th Massachusetts Infantry can be seen in the movie Glory.)
1863: The War Tips to the North The darkest days of the war for the Union occurred in late 1862 and early 1863. The Union army suffered major defeats at the B ATTLE OF &REDERICKSBURG (December 13, 1862) and at the B ATTLE OF C HANCELLORSVILLE (May 1 to 3, 1863). Competent leadership of the Union army remained a major problem. Yet, time was an enemy of the Confederate army. As commander, General Robert E. Lee found it increasingly difficult to get men and resources (the Northern naval blockade definitely was affecting Southern military efforts by this point). In June 1863, Lee decided to move the Confederate army out of Virginia into Pennsylvania. At the B ATTLE OF G ETTYSBURG (July 1 to 3, 1863), Lee was defeated by the Union army, commanded by General George Meade. This was the bloodiest overall battle of the war, with 24,000 casualties suffered by the North and 28,000 by the South. Leeâ&#x20AC;&#x2122;s army was forced to retreat to Virginia and would never again be able to mount an attack into Northern territory. Some military historians claim that the fate of the Confederate army was sealed by their defeat at Gettysburg. The tide of the war continued to swing to the North as a result of several victories by armies commanded by Ulysses S. Grant. On July 4, 1863, Grant completed his victory at the B ATTLE OF 6ICKSBURG, ending a siege of the city that lasted six weeks. Victory at Vicksburg gave the Union virtual control of the Mississippi River. In November, Grant was victorious at the Battle of Chattanooga (November 23 to 25, 1863). Abraham Lincolnâ&#x20AC;&#x2122;s G ETTYSBURG A DDRESS had been given four days earlier. In January 1864, Grant was made commander of the Union army. At the same time, some in the Confederate government began speaking of the need for peace negotiations with the North.
Union Divided: The Civil War (1861â&#x20AC;&#x201C;1865)
Grant and the army of the Potomac began to advance toward Richmond in the spring of 1864, while an army commanded by William T. Sherman began to advance toward Atlanta.
War Weariness in the North and the South In both the North and the South, the pressures of a long war were obvious by 1864. To many in the South, it was clear that the Confederacy would be defeated. Severe food and material shortages continued. In the North, the presidential campaign of 1864 produced little excitement. Lincolnâ&#x20AC;&#x2122;s Democratic opponent was General George McClellan. In early September 1864, Lincoln confided to friends that he thought he would lose the presidency. However, word arrived that General Sherman had taken the key Confederate city of Atlanta. That, along with a lack of any real enthusiasm for (and by) McClellan, allowed Lincoln to easily win reelection.
End of the Confederacy Sherman employed a scorched earth policy as he marched from Atlanta to Savannah, Georgia, in November and December 1864. In early April 1865, General Lee took the Confederate army from Richmond and tried to escape to the South. The Union army caught up to him, and he finally surrendered on April 9, 1865, at the courthouse in A PPOMATTOX, Virginia. By the first week of June, all other Confederate forces also surrendered and began to return to oftentimes devastated homelands. Lincoln only had time to begin to plan for what a postâ&#x20AC;&#x201C;Civil War America would look like. On April 14, 1865, he was assassinated by John Wilkes Booth at Fordâ&#x20AC;&#x2122;s Theater. Booth was a pro-Southerner. He and a group of co-conspirators also planned to kill Vice President Andrew Johnson and other members of the Lincoln cabinet. Booth was hunted down several days later and was killed by gunfire; several others conspiring with him were found and, after trials by military tribunals, hanged. The incredibly difficult task of reconstruction would have to be handled by the new president, Andrew Johnson, a Tennessee Democrat whom Lincoln had chosen to be his vice president.
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s By 1861, various social, political, economic, and cultural factors made conflict between the North and the South inevitable.
s The North had numerous industrial, transportation, and financial advantages that they utilized throughout the Civil War.
s The Confederate States of America was created in February 1861; the fact that s 48BEWBOUBHF DPN
these states were organized as a confederacy had several disadvantages that would become obvious as the war progressed. Success for the Confederacy depended on European aid; Southerners overestimated the dependence of Europe on Southern crops.
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s Confederate generals proved much more competent than their Union counterparts in several key battles in the first years of the war.
s By late 1862, the war had produced severe effects on the home fronts; food shortages
s s s
were occurring in the South, and President Lincoln imposed martial law in several locations and suspended the writ of habeas corpus in the cases of some of his political opponents. The Emancipation Proclamation provided a moral justification for Northerners to continue the war. The war shifted decisively in favor of the North in 1863, with the battles at Gettysburg and Vicksburg proving to be critical victories for the North. The surrender of the Confederacy in April 1865 was caused by a severe lack of morale, manpower, and economic stability in the South.
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Three Approaches to Preparing for the AP Literature Exam No one knows your study habits, likes, and dislikes better than you do. So you are the only one who can decide which approach you want and/or need to adopt to prepare for the Advanced Placement Literature exam. Look at the brief profiles below. These may help you to place yourself in a particular prep mode. 9OU RE A FULL YEAR PREP STUDENT (Approach A) IF Youâ&#x20AC;&#x2122;re the kind of person who likes to plan for a vacation or the prom a year in advance. Youâ&#x20AC;&#x2122;d never think of missing a practice session, whether itâ&#x20AC;&#x2122;s your favorite sport, musical instrument, or activity. You like detailed planning and everything in its place. You feel you must be thoroughly prepared. You hate surprises. Youâ&#x20AC;&#x2122;re always early for appointments.
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4UFQ 4FU 6Q :PVS 4UVEZ 1SPHSBN 12 i STEP 1. Set Up Your Study Program -!2#( (30 weeks have elapsed.) Form a study group. Outline or create a chart for full-length works that would be appropriate for the free-response essay. Choose a favorite poem and create an essay question to go with it, or use one of our suggested prompts. Choose a prose passage or essay and create an essay question to go with it, or choose one of our suggested prompts. Write the poetry essay. Write the prose essay. Compare essays and rate them with your study group. (Use our rubrics.) !02), Take Practice Test 1 in the first week of April. Evaluate your strengths and weaknesses. Study appropriate chapters to correct your weaknesses.
Practice creating multiple-choice questions of different types with your study group. Develop and review worksheets for and with your study group. -!9â&#x20AC;&#x201D;First 2 Weeks (THIS IS IT!) Highlight only those things in the Glossary you are still unsure of. Ask your teacher for clarification. Study! Thoroughly prepare three to five complete, full-length works; include several quotations that you can work into various responses. Write at least three times a week under timed conditions. Take Practice Test 2. Score yourself. Give yourself a pat on the back for how much you have learned and improved over the past nine months. Go to the movies. Call a friend. Get a good nightâ&#x20AC;&#x2122;s sleep. Fall asleep knowing you are well prepared.
GOOD LUCK ON THE TEST.
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Section II of the Exam: How to Approach the Prose Passage Essay IN THIS CHAPTER
Key Idea
-Ă&#x2022;Â&#x201C;Â&#x201C;>Ă&#x20AC;Ă&#x17E;\ Complete explanation of the prose passage essay and its pur-
pose as it is presented on the AP English Literature exam iĂ&#x17E;Ă&#x160; `i>Ă&#x192;
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Introduction to the Prose Passage Essay This section of the exam gives you an opportunity to read and analyze a prose piece of litera-ture. This is your chance to become personally involved in the text and to demonstrate your literary skills.
7Â&#x2026;>Ă&#x152;Ă&#x160; Ă&#x192;Ă&#x160;>Â&#x2DC;Ă&#x160; ÂŤĂ&#x160; Â&#x2C6;Ă&#x152;iĂ&#x20AC;>Ă&#x152;Ă&#x2022;Ă&#x20AC;iĂ&#x160;*Ă&#x20AC;Â&#x153;Ă&#x192;iĂ&#x160;*>Ă&#x192;Ă&#x192;>}iÂś Generally, it is a one-page excerpt from a work of fiction. More often than not, the selection will be from a novel or short story. The nonfiction selection may include essays, biographies, autobiographies, and articles from periodicals. Be aware that the exam may also present an excerpt from a drama.
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7Â&#x2026;>Ă&#x152;Ă&#x160; Ă&#x192;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;*Ă&#x2022;Ă&#x20AC;ÂŤÂ&#x153;Ă&#x192;iĂ&#x160;Â&#x2C6;Â&#x2DC;Ă&#x160;7Ă&#x20AC;Â&#x2C6;Ă&#x152;Â&#x2C6;Â&#x2DC;}Ă&#x160;>Â&#x2DC;Ă&#x160; Ă&#x192;Ă&#x192;>Ă&#x17E;Ă&#x160; LÂ&#x153;Ă&#x2022;Ă&#x152;Ă&#x160;>Ă&#x160;*Ă&#x20AC;Â&#x153;Ă&#x192;iĂ&#x160;*Â&#x2C6;iViÂś First, the people at the College Board want to determine your facility in reading and interpreting a sustained piece of literature. It requires you to understand the text and to analyze those techniques and devices the author uses to achieve his or her purpose. Second, the AP exam is designed to allow you to demonstrate your ease and fluency with terminology, interpretation, and criticism. Also, the level of your writing should be a direct reflection of your critical thinking. Third, the AP exam determines your ability to make connections between analysis and interpretation. For example, when you find a metaphor, you should identify and connect it to the authorâ&#x20AC;&#x2122;s intended purpose or meaning. You should not just list items as you locate them. You must connect them to your interpretation.
Tip
Before beginning to work with an actual prose passage, read the review of processes and terms in the Comprehensive Review section of this book. You should also have completed some of the activities in that section.
Types of Prose Passage Essay Prompts Letâ&#x20AC;&#x2122;s look at a few prose passage questions that have been asked on the AP Literature exam in the past:
Key Idea
â&#x20AC;˘ Analyze narrative and literary techniques and other resources of language used for characterization.
â&#x20AC;˘ How does a narrator reveal character? (i.e., tone, diction, syntax, point of view) â&#x20AC;˘ How does the author reveal a characterâ&#x20AC;&#x2122;s predicament? (i.e., diction, imagery, point of view)
â&#x20AC;˘ Explain the effect of the passage on the reader. â&#x20AC;˘ Compare/contrast two passages concerning diction and details for the effect on the reader.
â&#x20AC;˘ How does the passage provide characterization and evaluation of one character over another? (i.e., diction, syntax, imagery, tone)
â&#x20AC;˘ What is the attitude of the speaker toward a particular subject? â&#x20AC;˘ Analyze the effect of revision when given both the original and the revised version of a text.
â&#x20AC;˘ Analyze style and tone and how they are used to explore the authorâ&#x20AC;&#x2122;s attitudes toward his or her subject.
â&#x20AC;˘ How is the reader prepared for the conclusion of the piece? You should be prepared to write an essay based on any of these prompts. Practice. Practice. Practice anticipating questions. Keep a running list of the kinds of questions your teacher asks.
Tip
Donâ&#x20AC;&#x2122;t be thrown by the complexity of a passage. Remember, YOU choose the references you wish to incorporate into your essay. So, even if you havenâ&#x20AC;&#x2122;t understood everything, you are still able to write an intelligent essayâ&#x20AC;&#x201D;AS LONG AS YOU ADDRESS THE PROMPT and refer to the parts of the passage you do understand. Watch out for overconfidence when you see what you believe to be an easy question with an easy passage. You are going to have to work extra hard to find the nuances in the text that will allow you to write a mature essay.
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Rating the Prose Passage Essay You will be relieved to know that the rating of your essay is not based on whether or not the reader likes you or agrees with your point of view.
Â&#x153;Ă&#x153;Ă&#x160; Â&#x153;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; *Ă&#x160;,i>`iĂ&#x20AC;Ă&#x192;Ă&#x160;,>Ă&#x152;iĂ&#x160; Ă&#x17E;Ă&#x160; Ă&#x192;Ă&#x192;>Ă&#x17E;Âś Itâ&#x20AC;&#x2122;s important to understand just what it is that goes into rating your essay. This is called a â&#x20AC;&#x153;rubric,â&#x20AC;? but donâ&#x20AC;&#x2122;t let that word frighten you. A rubric is a word that simply refers to the rating standards that are set and used by the people who read the essays. These standards are fairly consistent, no matter what the prompt might be. The primary change is in the citing of the specifics in a particular prompt. Let us assure you that, as experienced readers of the AP English exams, we know that the readers are trained to reward those things you do well in addressing the question. They are not looking to punish you. They are aware of the time constraints, and they read your essay just as your own instructor would read the first draft of an essay you wrote on a 40-minute exam. These readers look forward to an interesting, insightful, and well constructed essay. So, letâ&#x20AC;&#x2122;s take a look at the following rubric:
Key Idea
s A â&#x20AC;&#x153; essayâ&#x20AC;? has all the qualities of an 8 essay, and the writing style is especially s
s s
s
s
s s
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impressive, as is the analysis and/or discussion of the specifics related to the prompt and the text. An â&#x20AC;&#x153; essayâ&#x20AC;? will effectively and cohesively address the prompt. It will analyze and/ or discuss the stylistic elements called for in the question. And it will do so using appropriate evidence from the given text. The essay will also show the writerâ&#x20AC;&#x2122;s ability to control language well. A â&#x20AC;&#x153; essayâ&#x20AC;? has all the properties of a 6, only with a more complete and welldeveloped analysis /discussion or a more mature writing style. A â&#x20AC;&#x153; essayâ&#x20AC;? adequately addresses the prompt. The analysis and/or discussion is on target and makes use of appropriate specifics from the text. However, these elements are less fully developed than scores in the 7, 8, and 9 range. The essay writerâ&#x20AC;&#x2122;s ideas are expressed with clarity, but the writing may have a few errors in syntax and /or diction. A â&#x20AC;&#x153; essayâ&#x20AC;? demonstrates that the writer understands the prompt. The analysis / discussion is generally understandable, but the analysis /discussion is limited or uneven. The writerâ&#x20AC;&#x2122;s ideas are expressed clearly with a few errors in syntax or diction. A â&#x20AC;&#x153; essayâ&#x20AC;? is not an adequate response to the prompt. The writerâ&#x20AC;&#x2122;s analysis / discussion of the text indicates a misunderstanding, an oversimplification, or a misrepresentation of the given passage. The writer may use evidence that is not appropriate or not sufficient to support the analysis /discussion. A â&#x20AC;&#x153; essayâ&#x20AC;? is a lower 4 because it is even less effective in addressing the prompt. It is also less mature in its syntax and organization. A â&#x20AC;&#x153; essayâ&#x20AC;? indicates little success in speaking to the prompt. The writer may misread the question, only summarize the passage, never develop the required analysis/ discussion, or simply ignore the prompt and write about another topic altogether. The writing may also lack organization and control of language and syntax. (Note: No matter how good a summary may be, it will never rate more than a 2.) A â&#x20AC;&#x153; essayâ&#x20AC;? is a lower 2 because it is even more simplistic, disorganized, and lacking in control of language.
i STEP 3. Develop 4UFQ %FWFMPQ 4USBUFHJFT GPS 4VDDFTT 62 Strategies for Success
Tip TIP
Remember, really aa first first draft. draft.The Thetest testreaders readersknow knowthis thisand andapproach approacheach each Remember, the the essay essay is is really essay with this in mind. essay with this in mind.
Timing the the Essay Prose Essay Timing Strategy
STRATEGY
Using a highlighter is not allowed during the exam. However, it is a strong tool for practice in critical reading.
Tip TIP
Timing is crucial. With that in mind, hereâ&#x20AC;&#x2122;s a workable strategy: Timing is crucial. With that in mind, hereâ&#x20AC;&#x2122;s a workable strategy: s 1â&#x20AC;&#x201C;3 minutes reading and â&#x20AC;&#x153;working the prompt.â&#x20AC;? Z X EAFML=K J=9<AF? 9F< UOGJCAF? L@= HJGEHL [ s 5 minutes reading and making marginal notes about the passage. Try to isolate 2 Z EAFML=K J=9<AF? 9F< E9CAF? E9J?AF9D FGL=K 9:GML L@= H9KK9?= /JQ LG AKGD9L= IMGL9 quotations that strike you. This may give you your opening and closing. tions strike you. This may give you your opening and of closing. s that 10 minutes preparing to write. (Choose one or two the following methods that Z EAFML=K HJ=H9JAF? LG OJAL= @GGK= GF= GJ LOG G> L@= >GDDGOAF? E=L@G<K L@9L QGM you feel comfortable with.) feel comfortable with.) bracketing, circling â&#x20AC;&#x201D;Underlining, Z 0F<=JDAFAF? :J9;C=LAF? ;AJ;DAF? â&#x20AC;&#x201D;Marginal notations Z (9J?AF9D FGL9LAGFK â&#x20AC;&#x201D;Charts or key word/one word/line number outlining Z s @9JLK GJ C=Q OGJ< GF= OGJ< DAF= FME:=J GMLDAFAF? 20 minutes to write your essay, based on your preparation. Z EAFML=K LG OJAL= QGMJ =KK9Q :9K=< GF QGMJ HJ=H9J9LAGF
s 3 minutes for proofreading. Z EAFML=K >GJ HJGG>J=9<AF?
Note: Throughout this book, the term â&#x20AC;&#x153;highlightâ&#x20AC;? will also refer to underlining, Note:or Throughout circling, bracketing.this book, the term HIGHLIGHT will also refer to underlining, circling, or bracketing. In the margin, note what time you should be finished with each essay. For example, the test starts at 1 P.M. You write 1:40 in the margin. Time to move on. In the margin, note what time you should be finished with each essay. For example, the L=KL KL9JLK 9L P.( 3GM OJAL= AF L@= E9J?AF /AE= LG EGN= GF
Working the Prompt YouPrompt canâ&#x20AC;&#x2122;t write clearly unless you know 7HY you are writing and 7HAT S %XPECTED of you. Working the
Key Idea KEY IDEA
When you â&#x20AC;&#x153;Work the Prompt,â&#x20AC;? you are maximizing both of these areas. You canâ&#x20AC;&#x2122;t write clearly unless you know Why you are writing and Whatâ&#x20AC;&#x2122;s Expected of you. Â&#x153;Ă&#x153;Ă&#x160;-Â&#x2026;Â&#x153;Ă&#x2022;Â?`Ă&#x160; Ă&#x160; Â&#x153;Ă&#x160; LÂ&#x153;Ă&#x2022;Ă&#x152;Ă&#x160;,i>`Â&#x2C6;Â&#x2DC;}Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;*Ă&#x20AC;Â&#x153;Ă&#x192;iĂ&#x160;*Ă&#x20AC;Â&#x153;Â&#x201C;ÂŤĂ&#x152;Âś 2@=F QGM U2GJC L@= +JGEHL [ QGM 9J= E9PAEARAF? :GL@ G> L@=K= 9J=9K
To bring the answer home to you, we will deconstruct a prompt for you now. (This is the Â&#x153;Ă&#x153;Ă&#x160;Ă&#x192;Â&#x2026;Â&#x153;Ă&#x2022;Â?`Ă&#x160; Ă&#x160;}Â&#x153;Ă&#x160;>LÂ&#x153;Ă&#x2022;Ă&#x152;Ă&#x160;Ă&#x20AC;i>`Â&#x2C6;Â&#x2DC;}Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;ÂŤĂ&#x20AC;Â&#x153;Ă&#x192;iĂ&#x160;ÂŤĂ&#x20AC;Â&#x153;Â&#x201C;ÂŤĂ&#x152;Âś same question that is in the Diagnostic exam.) Plan to spend 1â&#x20AC;&#x201C;3 minutes carefully reading /G :JAF? L@= 9FKO=J @GE= LG QGM O= OADD <=;GFKLJM;L 9 HJGEHL >GJ QGM FGO /@AK AK the question. This will give you time to really digest what the question is asking you to do. L@= K9E= IM=KLAGF L@9L AK AF L@= A9?FGKLA; (9KL=J =P9E +D9F LG KH=F< X EAFML=K Hereâ&#x20AC;&#x2122;s the prompt: ;9J=>MDDQ J=9<AF? L@= IM=KLAGF /@AK OADD ?AN= QGM LAE= LG J=9DDQ <A?=KL O@9L L@= IM=KLAGF In theyou following is asking to do. passage from the short story â&#x20AC;&#x153;The Dead,â&#x20AC;? James Joyce presents an insight into the character of Gabriel. Write a well-organized essay in which you Hereâ&#x20AC;&#x2122;s the prompt: discuss various aspects of Gabrielâ&#x20AC;&#x2122;s character that Joyce reveals to the reader and )N THE FOLLOWING PASSAGE THE techniques SHORT STORY $EAD v *AMES *OYCE to Gabriel himself. ReferFROM to such andh4HE devices as imagery, point of PRESENTS view, AN INSIGHT INTO THE CHARACTER OF 'ABRIEL 7RITE A WELL ORGANIZED ESSAY IN WHICH YOU motif, diction, and syntax. DISCUSS VARIOUS ASPECTS OF 'ABRIEL S CHARACTER THAT *OYCE REVEALS TO THE READER AND Here are three reasons why you should do a 1â&#x20AC;&#x201C;3-minute careful analysis of the prompt. TO 'ABRIEL HIMSELF 2EFER TO SUCH TECHNIQUES AND DEVICES AS IMAGERY POINT OF VIEW MOTIF DICTION AND SYNTAX 1. Once you know what is expected, you will read in a more directed manner. 2. Once you internalize the question, you will be sensitive to those details that will #=J= 9J= L@J== J=9KGFK O@Q QGM K@GMD< <G 9 X EAFML= ;9J=>MD 9F9DQKAK G> L@= HJGEHL
apply. Once you know what all is expected, in addressed, a more directed manner. 3. Once you know the facets you that will needread to be you will be able to write a *F;= complete QGM AFL=JF9DAR= L@= IM=KLAGF QGM OADD to:= essay demonstrating adherence theK=FKALAN= topic. LG L@GK= <=L9ADK L@9L OADD apply. Once you know all the facets that need to be addressed, you will be able to write a complete essay demonstrating adherence to the topic.
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Tip
Topic adherence, which means sticking to the question, is key to achieving a high score. ,ET S BEGIN Underline, circle, or bracket the essential terms and elements in the prompt. Time yourself. How long did it take you? Donâ&#x20AC;&#x2122;t worry if it took you longer than 1â&#x20AC;&#x201C;3 minutes in this first attempt. You will be practicing this technique throughout this review, and it will become almost second nature to you. Compare our working of the prompt with yours. In the following passage from the short story â&#x20AC;&#x153;The Dead,â&#x20AC;? James Joyce presents an insight into the character of Gabriel. Write a well-organized essay in which you discuss various aspects of Gabrielâ&#x20AC;&#x2122;s character that Joyce reveals to the reader and to Gabriel himself. Refer to such techniques and devices as imagery, point of view, motif, diction, and syntax.
Tip
When the question uses the expression â&#x20AC;&#x153;such as,â&#x20AC;? you are NOT required to use only those ideas presented; you are free to use your own selection of techniques and devices. Notice that the prompt requires more than one technique. One will not be enough. You MUST use more than one. If you fail to use more than one technique, no matter how well you present your answer, your essay will be incomplete.
Reading and Notating the Prose Passage Depending on your style and comfort level, choose one of these approaches to your reading: 1. Read quickly to get the gist of the passage. Reread, using the visual and marginal notes approach. 2. Read slowly, using highlighting and making marginal notes. Reread to confirm that you understand the full impact of the passage.
Strategy
Note: In both approaches, you MUST highlight and make marginal notes. There is no way to avoid this. Ignore what you donâ&#x20AC;&#x2122;t immediately understand. It may become clear to you after you finish reading the passage. Practice. Practice. Concentrate on those parts of the passage that apply to what you highlighted in the prompt. There are many ways to read and interpret any given passage. You have to choose which one to use and which specifics to include for support. Donâ&#x20AC;&#x2122;t be rattled if there is leftover material. Weâ&#x20AC;&#x2122;ve reproduced the passage for you below so that you can practice both the reading and the process of deconstructing the text. Use highlighting, arrows, circles, underlining, notes, numbers, and whatever you need to make the connections clear to you. ,ET S BEGIN Spend 8â&#x20AC;&#x201C;10 minutes working the material. $O NOT SKIP THIS STEP It is time well spent and is a key to the high-score essay.
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4UFQ %FWFMPQ 4USBUFHJFT GPS 4VDDFTT 64 i STEP 3. Develop Strategies for Success
4HE $EAD She was fast asleep. Gabriel, leaning on his elbow, looked for a few moments unresentfully on her tangled hair and half-open mouth, listening to her deep-drawn breath. So she had had that romance in her life: a man had died for her sake. It hardly pained him now to think how poor a part he, her husband, had played in her life. He watched her while she slept as though he and she had never lived together as man and wife. His curious eyes rested long upon her face and on her hair and, as he thought of what she must have been then, in that time of her first girlish beauty, a strange friendly pity for her entered his soul. He did not like to say even to himself that her face was no longer beautiful but he knew that it was no longer the face for which Michael Furey had braved death. Perhaps she had not told him all the story. His eyes moved to the chair over which she had thrown some of her clothes. A petticoat string dangled to the floor. One boot stood upright, its limp upper fallen down: the fellow of it lay upon its side. He wondered at his riot of emotions of an hour before. From what had it proceeded? From his auntâ&#x20AC;&#x2122;s supper, from his own foolish speech, from the wine and dancing, the merry-making when saying good-night in the hall, the pleasure of the walk along the river in the snow. Poor Aunt Julia! She, too, would soon be a shade with the shade of Patrick Morkan and his horse. He had caught that haggard look upon her face for a moment when she was singing Arrayed for the Bridal. Soon, perhaps, he would be sitting in the same drawing-room dressed in black, his silk hat on his knees. The blinds would be drawn down and Aunt Kate would be sitting beside him, crying and blowing her nose and telling him how Julia had died. He would cast about in his mind for some words that might console her, and would find only lame and useless ones. Yes, yes: that would happen very soon.
10
15
20
25
Now, compare your reading notes with what weâ&#x20AC;&#x2122;ve done below. Yours may vary from ours, but the results of your note-taking should be similar in scope.
Key Idea 9Ă&#x160;
who?
4HE $EAD alike? She was fast asleep.
short sentence Gabriel, leaning on his elbow, looked for a few moments
Bible? angel? death? last?
5
time
detached? death time
time
he hears unresentfully on her tangled hair and half-open mouth, listening to her not him deep-drawn breath. So she had had that romance in her life: a man had died for her sake. It hardly pained him now to think how poor a part he, her husband, had played in her life. He watched her while she slept as though he and she had never lived together as man and wife. His curious eyes rested long upon her face and on her hair and, as he thought of what she must have been then, in that time of her first girlish beauty,
he thinks he sees death-like? timeâ&#x20AC;&#x201D;again
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The Prose Passage Essay h 65 The Prose Passage Essay h 65
heâ&#x20AC;&#x2122;s kind? heâ&#x20AC;&#x2122;s kind?
back to death a strange friendly pity for her entered his soul. He did not like to say back to death a strange friendly pity for her entered his soul. He did not like to say time even to himself that her face was no longer beautiful but he knew that ittime weak even to himself that her face was no longer beautiful but he knew that it fury? weak coward? was no longer the face for which Michael Furey had braved death. fury? not a coward? was no longer the face for which Michael Furey had braved death. self-image time a Perhaps she had not told him all the story. His eyes moved to the not coward self-image time Perhaps she had not told him all the story. His eyes moved to the coward chair over which she had thrown some of her clothes. A petticoat string weak? chair over which she had thrown some of her clothes. A petticoat string dangled to the floor. One boot stood upright, its limp upper fallen down: weak? lack of dangled to the floor. One boot stood upright, its limp upper fallen down: lack of control? the fellow of it lay upon its side. He wondered at his riot of emotions of time control? the fellow of it lay upon its side. He wondered at his riot of emotions of afraid to time an hour before. From what had it proceeded? From his auntâ&#x20AC;&#x2122;s supper, afraid to let go? an hour before. From what had it proceeded? From his auntâ&#x20AC;&#x2122;s supper, self-image self-image from his own foolish speech, from the wine and dancing, the merry-making let go? death? from his own foolish speech, from the wine and dancing, the merry-making death? when saying good-night in the hall, the pleasure of the walk along the river when saying good-night in the hall, the pleasure of the walk along the river cold death? time cold death? in the snow. Poor Aunt Julia! She, too, would soon be a shade with the time ghost? in the snow. Poor Aunt Julia! She, too, would soon be a shade with the cold ghost? shade of Patrick Morkan and his horse. He had caught that haggard look cold cold shade of Patrick Morkan and his horse. He had caught that haggard look cold time upon her face for a moment when she was singing Arrayed for the Bridal. time time upon her face for a moment when she was singing Arrayed for the Bridal. Soon, perhaps, he would be sitting in the same drawing-room dressed in mourning time Soon, perhaps, he would be sitting in the same drawing-room dressed in mourning closed off death black, his silk hat on his knees. The blinds would be drawn down and closed off death black, his silk hat on his knees. The blinds would be drawn down and mourning Aunt Kate would be sitting beside him, crying and blowing her nose and mourning Aunt Kate would be sitting beside him, crying and blowing her nose and self-image death death telling him how Julia had died. He would cast about in his mind for some self-image weak? detached telling him how Julia had died. He would cast about in his mind for some detached weak? words that might console her, and would find only lame and useless ones. uncertain? words that might console her, and would find only lame and useless ones. uncertain? weakness Yes, yes: that would happen very soon. time weakness Yes, yes: that would happen very soon. time After you have marked the passage, review the prompt. You are asked to look for ways Afterreveals you have markedcharacter. the passage, review prompt. Younotes, are asked to look for ways 9Ă&#x160; Joyce Gabrielâ&#x20AC;&#x2122;s When youthe consult your certain categories will 9Ă&#x160; Joyce reveals Gabrielâ&#x20AC;&#x2122;s character. When you consult your notes, certain categories Strategy begin to pop out at you. These can be the basis for the development of the body ofwill your begin popexample, out at you. These can and be the basisthat for the development of the essay.toFor we saw details images support the concepts of:body of your essay. For example, we saw details and images that support the concepts of: Z =9L@ Z /AE= Z $FK=;MJALQ Z Z =9L@ Z Z /AE= Z $FK=;MJALQ +9KKANALQ =L9;@E=FL Z +9KKANALQ Z =L9;@E=FL $F 9<<ALAGF KLQDAKLA;9DDQ O= FGLA;=< L@= MK= G> K@GJL K=FL=F;=K
$F 9<<ALAGF KLQDAKLA;9DDQ O= FGLA;=< L@= MK= G> K@GJL K=FL=F;=K
Hereâ&#x20AC;&#x2122;s how one category developed using the notations made on the passage. Notice Hereâ&#x20AC;&#x2122;s howignored one category developed made on the passage. Notice that we have notes that did notusing applythe to notations the prompt. that we have ignored notes that did not apply to the prompt.
Concept:Time Time Concept: Words/Phrasesfrom fromthe theText: Text: Words/Phrases â&#x20AC;&#x153;a few momentsâ&#x20AC;? â&#x20AC;&#x153;aâ&#x20AC;&#x153;had few momentsâ&#x20AC;? had that romanceâ&#x20AC;? â&#x20AC;&#x153;had that of romanceâ&#x20AC;? â&#x20AC;&#x153;he had thought what she must â&#x20AC;&#x153;he thought of thenâ&#x20AC;? what she must have been have been thenâ&#x20AC;? â&#x20AC;&#x153;girlish beautyâ&#x20AC;? â&#x20AC;&#x153;girlish beautyâ&#x20AC;? â&#x20AC;&#x153;no longer beautifulâ&#x20AC;? â&#x20AC;&#x153;no longer beautifulâ&#x20AC;?
â&#x20AC;&#x153;no longer the faceâ&#x20AC;? â&#x20AC;&#x153;no faceâ&#x20AC;? â&#x20AC;&#x153;anlonger hour the beforeâ&#x20AC;? â&#x20AC;&#x153;an hour beforeâ&#x20AC;? â&#x20AC;&#x153;soon be a shadeâ&#x20AC;? â&#x20AC;&#x153;soon a shadeâ&#x20AC;? â&#x20AC;&#x153;for be a momentâ&#x20AC;? â&#x20AC;&#x153;for a momentâ&#x20AC;? â&#x20AC;&#x153;soonâ&#x20AC;? â&#x20AC;&#x153;soonâ&#x20AC;? â&#x20AC;&#x153;that would happen very soonâ&#x20AC;? â&#x20AC;&#x153;that would happen very soonâ&#x20AC;?
Conclusion:Gabriel Gabriel moves from the distant past to the near future. He becomes aware of the Conclusion: the relationship distant past with to thehis near He becomes aware of the changemoves in thefrom marital wifefuture. and with his own passage. 48BEWBOUBHF DPN
change in the marital relationship with his wife and with his own passage.
i STEP 3. Develop 4UFQ %FWFMPQ 4USBUFHJFT GPS 4VDDFTT 66 Strategies for Success
9Â&#x153;Ă&#x2022;Ă&#x20AC;Ă&#x160;/Ă&#x2022;Ă&#x20AC;Â&#x2DC; Now you choose a concept you are able to explore and defend that reveals Gabrielâ&#x20AC;&#x2122;s character.
Concept: Words/Phrases from the Text:
Conclusion:
In response to the prompt, we have decided that the techniques/devices we will analyze are: Z $E9?=JQ Z A;LAGF
Z .LQD= Z (GLA>
Hereâ&#x20AC;&#x2122;s one technique/device and how it is developed in the passage. Again, notice that we use our margin notes to trace this development.
Technique/Device: Imagery Words/Phrases from the Text: L@= LALD= U/@= =9<[ U=FL=J=< @AK KGMD[ U>9DD=F <GOF[ UAF L@= KFGO[ U<J=KK=< AF :D9;C[ U;JQAF? 9F< :DGOAF? @=J FGK=[
Gabrielâ&#x20AC;&#x2122;s very name U:J9N=< <=9L@[ U?GG< FA?@L[ UOGMD< KGGF := 9 K@9<=[ UL@= :DAF<K OGMD< := <J9OF[
Conclusion: These images foreshadow and emphasize that there is a coldness and a loss in relationships and self-image.
9Â&#x153;Ă&#x2022;Ă&#x20AC;Ă&#x160;/Ă&#x2022;Ă&#x20AC;Â&#x2DC; Now you choose the technique/device you are able to explore and defend that reveals Gabrielâ&#x20AC;&#x2122;s character.
Technique/Device:
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Words/Phrases from the Text: Technique/Device:
The Prose Passage Essay
h 67
Words/Phrases from the Text: Conclusion: Conclusion: 9Ă&#x160;
If you expand the above techniques/devices and categories into interpretive statements and support those statements with appropriate details that youâ&#x20AC;&#x2122;ve already isolated, you will be writing a detailed essay.
Key 9Ă&#x160; Idea
IfIfyou youexpand expandthe theabove abovetechniques/devices techniques/devicesand andcategories categoriesinto intointerpretive interpretivestatements statements and andsupport supportthose thosestatements statementswith withappropriate appropriatedetails detailsthat thatyouâ&#x20AC;&#x2122;ve youâ&#x20AC;&#x2122;vealready alreadyisolated, isolated,you youwill will thebebewriting Opening essay. writingaadetailed detailedParagraph essay.
Writing
Your opening statement is the one that sets the tone of your essay and possibly raises the expectations of the reader. Spend time on your first paragraph to maximize your score. Make certain that your topic is very clear. This reinforces the idea that you fully underWriting Opening Paragraph Writing the thestand Opening Paragraph what is expected of you and what you will communicate to the reader. Generally, Your opening is the thatinsets tone of your essay and possibly raises the identify bothstatement the text and its one author thisthe first paragraph. Your opening statement is the one that sets the tone of your essay and possibly raises the expectations of the APPROACH reader. Spend time on your first paragraph toFROM maximize your score. ! SUGGESTED IS TO RELATE A DIRECT QUOTATION THE PASSAGE TO THE expectations of the reader. Spend time on your first paragraph to maximize your score. Make certain that your topic is very clear. This reinforces the idea that you fully underTOPIC Make certain that your topic is very clear. This reinforces the idea that you fully understand what is expected of you and what you will communicate to the reader. Generally, stand what is expected of you and what you will communicate to the reader. Generally, identify both text and itsofauthor in thisa first paragraph. Consider thethe â&#x20AC;&#x153;philosophy crucial strategy to spend focused time on the / * identify both the text and itsfirsts.â&#x20AC;? authorItinisthis first paragraph. ! SUGGESTED APPROACH IS TO RELATE A DIRECT QUOTATION FROM THE PASSAGE TO THE TOPIC first! part of the question andIS on first A paragraph of the essay because: SUGGESTED APPROACH TO the RELATE DIRECT QUOTATION FROM THE PASSAGE TO THE
Tip / *
TOPIC Consider â&#x20AC;&#x153;philosophy of firsts.â&#x20AC;?and It is tone a crucial strategy Itthe establishes the direction of your essay.to spend focused time on the first part of the question and on the first paragraph of the essay because: It gives you the guidelines for Itwhat develop in your essay. focused time on the Consider the â&#x20AC;&#x153;philosophy of firsts.â&#x20AC;? is a to crucial strategy to spend 1. It establishes the direction and tone of your essay. first partconnects of the question andreader. on the first paragraph of the essay because: the 2. It It gives you you the to guidelines for what to develop in your essay. thetodirection and tone of your essay. 3. It establishes connects you the reader. Remember our philosophy: )N THE "EGINNING if you focus on the beginning, the rest will gives you the guidelines what toafter develop in your essay. Remember our philosophy: )N THE "EGINNING if you focus on the beginning, theand rest notewill fall intoIt place. A wonderful thingforhappens much practice, highlighting, fall into place. A wonderful thing happens after much practice, highlighting, and note-taktaking. mindyou starts automatically. Trust us on this. It is the winning edge ItYour connects to to thefocus reader. ing. mindanstarts to focus us on this. It is the winning edge thatYour can take average essayautomatically. and raise it toTrust a higher level. that can take an average essay and raise it to a higher level. Do this our now.philosophy: Take 5 minutes to write your opening paragraph for â&#x20AC;&#x153;The Deadâ&#x20AC;? prompt. Remember )N THE "EGINNING if you paragraph focus on the theprompt. rest will Letâ&#x20AC;&#x2122;squickly, begin. Take 5 minutes tonotes. write your opening forbeginning, â&#x20AC;&#x153;The Deadâ&#x20AC;? Write referring to your fall into place. A wonderful thing happens after much practice, highlighting, and noteWriteLetâ&#x20AC;&#x2122;s quickly, referring to your notes. check whatstarts youâ&#x20AC;&#x2122;ve written: taking. Your mind to focus automatically. Trust us on this. It is the winning edge Letâ&#x20AC;&#x2122;s check what youâ&#x20AC;&#x2122;ve written: that can take an average essay and raise it to a higher level. Z #9N= QGM AF;DM<=< 9ML@GJ 9F< LALD= Yes Yes paragraph NoNo for â&#x20AC;&#x153;The Deadâ&#x20AC;? prompt. s Do Have you Take included authortoand title? _____ _____ this now. 5 minutes write your opening Write referring to your notes. of Gabriel? _____ Z #9N= QGM 9<<J=KK=< L@= ;@9J9;L=J G> "9:JA=D Yes Yes _____ NoNo s quickly, Have you addressed the character Letâ&#x20AC;&#x2122;s check what youâ&#x20AC;&#x2122;ve written:
Highlight these points to see if youâ&#x20AC;&#x2122;ve done them. You may be surprised at what is actually there. Highlight these Z #9N= QGM AF;DM<=< 9ML@GJ 9F< LALD= Yes points to see if youâ&#x20AC;&#x2122;ve Z #9N= QGM 9<<J=KK=< L@= ;@9J9;L=J G> "9:JA=D done them. You may be surprised at what 48BEWBOUBHF DPN is actually there. L [[%B %BZKROHERRN LQGG
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4UFQ %FWFMPQ 4USBUFHJFT GPS 4VDDFTT s (AVE YOU SPECIlCALLY MENTIONED THE TECHNIQUES YOU WILL REFER TO IN YOUR ESSAY _____ Yes _____ No Here are four sample opening paragraphs that address all of the criteria: ! In â&#x20AC;&#x153;The Deadâ&#x20AC;? by James Joyce, the character Gabriel is revealed through diction, point of view, and imagery as he watches his wife sleep. " Poor Gabriel! Who would have thought he knew so little about himself and his life. And yet, in â&#x20AC;&#x153;The Dead,â&#x20AC;? James Joyce, through diction, point of view, and imagery, makes it clear to the reader and to Gabriel that there is much to reveal about his character. # â&#x20AC;&#x153;Yes, yes: that would happen very soon.â&#x20AC;? And, yes, very soon the reader of the excerpt from Joyceâ&#x20AC;&#x2122;s â&#x20AC;&#x153;The Deadâ&#x20AC;? gets to know the character of Gabriel. Through diction, point of view, and imagery, we are introduced to Gabriel and what he thinks of himself. $ â&#x20AC;&#x153;The Dead.â&#x20AC;? How apt a title. James Joyce turns his reader into a fly on the wall as Gabriel is about to realize the many losses in his life. Death pervades the passage, from his sleeping wife to his dying aunt.
Key Idea
Each of these opening paragraphs is an acceptable beginning to an AP Literature exam essay. Note what each of these paragraphs accomplishes:
s Each has identified the title and author. s Each has stated which techniques/devices will be used. s Each has stated the purpose of analyzing these techniques /devices. Now, note what is different about each opening paragraph:
s Sample ! restates the question without anything extra. It is to the point, so much
s s s
so that it does nothing more than repeat the question. Itâ&#x20AC;&#x2122;s correct, but it does not really pique the readerâ&#x20AC;&#x2122;s interest. (Use this type of opening if you feel unsure of or uncomfortable with the prompt.) Sample " reveals the writerâ&#x20AC;&#x2122;s attitude toward the subject. The writer has already determined that Gabriel is flawed and indicates an understanding of how Gabrielâ&#x20AC;&#x2122;s character is revealed in the passage. Sample #, with its direct quotation, places the reader immediately into the passage. The reader quickly begins to hear the writerâ&#x20AC;&#x2122;s voice through his or her choice of words (diction). Sample $, at first glance, reveals a mature, confident writer who is not afraid to imply the promptâ&#x20AC;&#x2122;s criteria.
Note: There are many other types of opening paragraphs that could do the job as well. The paragraphs above are just a few samples. Into which of the above samples would you classify your opening paragraph?
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Writing the Body of the Essay When you write the body of your essay, take only 15â&#x20AC;&#x201C;20 minutes. Time yourself and try your best to finish within that time frame. Since this is practice, donâ&#x20AC;&#x2122;t panic if you canâ&#x20AC;&#x2122;t complete the essay within the allotted time. You will become more and more comfortable with the tasks presented to you as you gain experience with this type of question.
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s This is where you present your interpretation and the points you wish to make that
Strategy
are related to the prompt.
s Use specific references and details from the passage. â&#x20AC;&#x201D; Donâ&#x20AC;&#x2122;t always paraphrase the original; refer directly to it. â&#x20AC;&#x201D; Place quotation marks around those words and phrases that you extract from the passage.
s Use â&#x20AC;&#x153;connective tissueâ&#x20AC;? in your essay to establish adherence to the question. â&#x20AC;&#x201D; Use the repetition of key ideas from your opening paragraph. â&#x20AC;&#x201D; Try using â&#x20AC;&#x153;echo wordsâ&#x20AC;? (i.e., synonyms, such as death/loss/passing or character/ persona/personality).
â&#x20AC;&#x201D; Create transitions from one paragraph to the next. To understand the process, carefully read the following sample paragraphs. Each develops one of the categories and techniques/devices asked for in the prompt. Notice the specific references and the â&#x20AC;&#x153;connective tissue.â&#x20AC;? Also, notice that details that do not apply to the prompt have been ignored. ! This paragraph develops IMAGERY. Joyce creates imagery to lead his reader to sense the cloud of death that pervades Gabrielâ&#x20AC;&#x2122;s world. From its very title â&#x20AC;&#x153;The Dead,â&#x20AC;? the reader is prepared for loss. Just what has Gabriel lost: his wife, his confidence, his job, a friend, a relative, what? As his â&#x20AC;&#x153;wife slept,â&#x20AC;? Gabriel sees her â&#x20AC;&#x153;half-open mouthâ&#x20AC;? and â&#x20AC;&#x153;listensâ&#x20AC;? to her â&#x20AC;&#x153;deep-drawn breath.â&#x20AC;? The reader almost senses this to be a death watch. The images about the room reinforce this sense of doom. One boot is â&#x20AC;&#x153;limpâ&#x20AC;? and the other is â&#x20AC;&#x153;upon its side.â&#x20AC;? Picturing the future, Gabriel sees a â&#x20AC;&#x153;drawing-room dressed in blackâ&#x20AC;? with blinds â&#x20AC;&#x153;drawn downâ&#x20AC;? and his Aunt Kate â&#x20AC;&#x153;cryingâ&#x20AC;? and â&#x20AC;&#x153;telling him how Julia had died.â&#x20AC;? And to underscore his own feelings of internal lifelessness, he can only find â&#x20AC;&#x153;lame and uselessâ&#x20AC;? words of comfort. " This paragraph develops the MOTIF OF TIME. Time is a constant from the beginning to the end of the passage. In the first paragraph, Gabriel is in the present while thinking of the past. He is an observer, watching his wife as he, himself, is observed by the narrator, and as we, as readers, observe the entire scene. Time moves the reader and Gabriel through the experience. Immediately, we spend a â&#x20AC;&#x153;few momentsâ&#x20AC;? with Gabriel as he goes back and forth in time assessing his relationship with his wife. He recognizes she â&#x20AC;&#x153;had had romance in her life.â&#x20AC;? But, â&#x20AC;&#x153;it hardly pains him now.â&#x20AC;? He thinks of what she had been â&#x20AC;&#x153;thenâ&#x20AC;? in her â&#x20AC;&#x153;girlishâ&#x20AC;? beauty, which may indicate his own aging. His â&#x20AC;&#x153;strange friendly pity,â&#x20AC;? because she is â&#x20AC;&#x153;no longer beauti48BEWBOUBHF DPN
i STEP 3. Develop 4UFQ %FWFMPQ 4USBUFHJFT GPS 4VDDFTT 70 Strategies for Success ful,â&#x20AC;? may be self-pity, as well. In the next paragraph, we are with Gabriel as he reflects on his emotional â&#x20AC;&#x153;riotâ&#x20AC;? only an hour before. However, he jumps to the future because he canâ&#x20AC;&#x2122;t sustain self-examination. He chooses to allow himself to jump to this future and a new subjectâ&#x20AC;&#x201D;Aunt Juliaâ&#x20AC;&#x2122;s death. In this future, he continues to see only his inability and incompetence. For Gabriel, all this will happen â&#x20AC;&#x153;very soon.â&#x20AC;? # # This paragraph develops DICTION. This passage develops DICTION. Gabriel appears to be a man who is on the outside of his life. Joyceâ&#x20AC;&#x2122;s diction reveals his passive nature. Gabriel â&#x20AC;&#x153;looked onâ&#x20AC;? and â&#x20AC;&#x153;watchedâ&#x20AC;? his wife sleeping. He spent time â&#x20AC;&#x153;listening to her breathâ&#x20AC;? and was â&#x20AC;&#x153;hardly pained by his role in her life.â&#x20AC;? His eyes â&#x20AC;&#x153;restâ&#x20AC;? on her, and he â&#x20AC;&#x153;thinks of the past.â&#x20AC;? All of Gabrielâ&#x20AC;&#x2122;s actions are as weak as a â&#x20AC;&#x153;limpâ&#x20AC;? and â&#x20AC;&#x153;fallen downâ&#x20AC;? boot, â&#x20AC;&#x153;inert in the face of life.â&#x20AC;? He is in direct contrast to Michael Furey, who has â&#x20AC;&#x153;braved death.â&#x20AC;? And he knows this about himself. The narratorâ&#x20AC;&#x2122;s diction reveals that Gabriel â&#x20AC;&#x153;did not like to say even to himself,â&#x20AC;? implying that he is too weak to face the truth. Later in the text, Gabrielâ&#x20AC;&#x2122;s word choice further indicates his insecurity. He is troubled by his â&#x20AC;&#x153;riot of emotions,â&#x20AC;? his â&#x20AC;&#x153;foolish speech.â&#x20AC;? It is obvious that Gabriel will not take such risks again. $ $ ThisThis passage develops STYLE. passage develops STYLE. Joyceâ&#x20AC;&#x2122;s very straightforward writing style supports the conclusions he wishes the reader to draw about the character of Gabriel. Most sentences are in the subject/verb, simple sentence form, reflecting the plain, uncomplicated character of Gabriel. Joyce employs a third person narrator to further reinforce Gabrielâ&#x20AC;&#x2122;s detachment from his own circumstances. We watch him observing his own life with little or no connection on his part. He wonders at his â&#x20AC;&#x153;riot of emotions.â&#x20AC;? All this is presented without Joyce using obvious poetic devices. This punctuates the lack of â&#x20AC;&#x153;romanceâ&#x20AC;? in Gabrielâ&#x20AC;&#x2122;s life when compared with that of Michael Furey.
Tip/ *
Start team.After Afteryouâ&#x20AC;&#x2122;ve youâ&#x20AC;&#x2122;vedeconstructed deconstructedthe theprompt, prompt, Startaastudy studygroup. group. Approach Approach an essay as aa team. have write a paragraph on aon separate area of theofquestion. Then come haveeach eachperson person write a paragraph a separate area the question. Thentogether come and discuss what was what written. be Youâ&#x20AC;&#x2122;ll amazed how much fun this fun is because the work together and discuss wasYouâ&#x20AC;&#x2122;ll written. beatamazed at how much this is because will is a chance ideas. the carry work you will away. carry This you away. This istoa explore chance exciting to explore exciting ideas. Again, class or or study group willwill allow you Again,sharing sharingyour yourwriting writingwith withmembers membersofofyour your class study group allow toyou gain experience and find a comfort zone with requirements and possibilities. to gain experience and find a comfort zone with requirements and possibilities. We urge you to spend more time developing the body paragraphs than worrying about a concluding paragraph, especially one that begins with â&#x20AC;&#x153;In conclusion,â&#x20AC;? or â&#x20AC;&#x153;In summary.â&#x20AC;? In such a brief essay, the reader will have no problem remembering what you have already stated. It is not necessary to repeat yourself in a summary-type final paragraph. If you want to make a final statement, try to link your ideas to a particularly effective line or image from the passage. Note: Look at the last line of Sample " on motif. For Gabriel, all this will happen â&#x20AC;&#x153;very soon.â&#x20AC;? This final sentence would be fine as the conclusion to the essay. A conclusion does not have to be a paragraph. It can be the writerâ&#x20AC;&#x2122;s final remark or observation presented in a sentence or two.
The Prose Passage Essay h 71 5IF 1SPTF 1BTTBHF &TTBZ Do this now. Write the body of your essay. Time yourself. Allow 15â&#x20AC;&#x201C;20 minutes to complete this task. Letâ&#x20AC;&#x2122;s begin. Write the body of your essay. Time yourself. Allow 15â&#x20AC;&#x201C;20 minutes to
complete this task.
Sample Student Essays Sample Student Essays
Following are two actual student essays followed by a rubric and comments on each. Read both of the in sequence clarify the differences between â&#x20AC;&#x153;highâ&#x20AC;? and Following aresamples two actual student to essays followed by a rubric and comments on â&#x20AC;&#x153;mid-rangeâ&#x20AC;? each. Read essays. both of the samples in sequence to clarify the differences between â&#x20AC;&#x153;highâ&#x20AC;? and â&#x20AC;&#x153;mid-rangeâ&#x20AC;? essays.
-Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x160; Ă&#x192;Ă&#x192;>Ă&#x17E;Ă&#x160; -Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x160; Ă&#x192;Ă&#x192;>Ă&#x17E;Ă&#x160; A picture is worth a thousand words, but James Joyce manages to paint a pretty vivid one in only two short paragraphs. Joyce offers tremendous insight into the character of Gabriel in the short story â&#x20AC;&#x153;The Dead.â&#x20AC;? He captures the essence of a scene laden with death and laced with tones of despair and hopelessness. By employing third person narration alternating with a stream of consciousness, Joyce demonstrates his abilities to delve deep into Gabrielâ&#x20AC;&#x2122;s mind, illustrating this somewhat detached disposition and low self-image. The passage takes us through Gabrielâ&#x20AC;&#x2122;s reflections upon past, present, and future events while his inner character unfolds. Joyceâ&#x20AC;&#x2122;s careful use of diction suggests that Gabriel has emotionally closed himself off to the world as he tries to cope with some aforementioned incident. He was â&#x20AC;&#x153;hardly painedâ&#x20AC;? to think about a situation which caused a â&#x20AC;&#x153;riot of emotionsâ&#x20AC;? just a little earlier on that evening. Here, Joyce is emphasizing Gabrielâ&#x20AC;&#x2122;s way of coping with an unfavorable event by blocking it out. He continues to â&#x20AC;&#x153;unresentfullyâ&#x20AC;? reflect upon what had occurred, closing himself off from any pain he obviously experienced a short while ago. With the powerful omniscience of a third-person narrator, Joyce is able to describe the workings of Gabrielâ&#x20AC;&#x2122;s inner consciousness without writing from the firstperson point of view. Gabriel further detaches himself as he thinks about his wife. He watches her from the point of view of an outsider, as if they were never married. The mere fact that Gabriel is able to do this suggests that he and his wife do not have a truly loving relationship. This assertion is underscored by the â&#x20AC;&#x153;friendlyâ&#x20AC;? pity Gabriel feels for his wife, emphasizing the lack of true love in their relationship. Gabriel later questions his wifeâ&#x20AC;&#x2122;s honesty, further emphasizing a troubled relationship. The reader may be inclined to infer that Gabriel is completely devoid of compassion; however, this idea is refuted. Gabriel proceeds to express an element of sorrow when he thinks back to his wifeâ&#x20AC;&#x2122;s youth and beauty. The eveningâ&#x20AC;&#x2122;s events had evidently triggered some type of emotional outburst which Gabriel cannot stop thinking about. His mental state is paralleled by the chaotic state of disorder in the room he is in. With a masterful control of language and syntax, Joyce describes in short, choppy sentences the array of clothing strewn around the room. This is followed by one of the longest sentences in the passage. Joyce reveals this series of events all at once, paralleling Gabrielâ&#x20AC;&#x2122;s release of a multitude of emotions at once. Joyce weaves a motif of darkness and death into the story. His auntâ&#x20AC;&#x2122;s â&#x20AC;&#x153;haggardâ&#x20AC;? appearance ironically catches Gabrielâ&#x20AC;&#x2122;s attention during the recitation of Arrayed for the Bridal, a seemingly happy song. This image of happiness and
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4UFQ %FWFMPQ 4USBUFHJFT GPS 4VDDFTT 72 i STEP 3. Develop Strategies for Success marriage is further contrasted with images of the womanâ&#x20AC;&#x2122;s funeral and a detailed description of how Gabriel will mourn for her. Joyce also takes time to underscore Gabrielâ&#x20AC;&#x2122;s low self-esteem, in that he will only think of â&#x20AC;&#x153;lame and uselessâ&#x20AC;? words at a time when comforting tones are necessary. He is essentially describing himself, since it has been established that he failed as a husband and that he is emotionally distraught even though he blocks out the pain he feels. â&#x20AC;&#x153;The blinds would be drawn down,â&#x20AC;? Gabriel says, as he describes both the room at his auntâ&#x20AC;&#x2122;s funeral and his mental state of affairs. The true originator of â&#x20AC;&#x153;stream-of-consciousnessâ&#x20AC;? techniques, Joyce delves deep into Gabrielâ&#x20AC;&#x2122;s mind, describing his wide range of emotions and state of mind. His powerful diction reveals a great deal about Gabrielâ&#x20AC;&#x2122;s character while his implied insights penetrate into the readerâ&#x20AC;&#x2122;s mind, reinforcing the abstract meanings behind the actions and events that transpire throughout the course of his story.
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-Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x160; Ă&#x192;Ă&#x192;>Ă&#x17E;Ă&#x160; -Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x160; Ă&#x192;Ă&#x192;>Ă&#x17E;Ă&#x160; In the excerpt from the short story â&#x20AC;&#x153;The Deadâ&#x20AC;? from Dubliners by James Joyce, the author describes some personality traits of the character Gabriel as he sits watching a sleeping woman. The point of view from which this excerpt is expressed helps the reader to get to know Gabriel because the narrator is omniscient and knows how Gabriel perceives things and what he is thinking. With the use of many literary devices such as imagery, diction, and syntax, the reader is able to see that Gabriel is an observant and a reflective person, but he is also detached. Gabriel comes across as observant, because throughout the entire passage he is observing a woman, his wife, sleeping. He scans the room looking over everything and taking note of everything. An example of this is looking at â&#x20AC;&#x153;her tangled hair and half-open mouth, listening to her deep-drawn breath.â&#x20AC;? The author uses the technique of syntax (â&#x20AC;&#x153;deep-drawn breathâ&#x20AC;? and â&#x20AC;&#x153;half-open mouthâ&#x20AC;?) in the above quotation to show us exactly what Gabriel is seeing. Gabriel notices many details, and they are described so that the reader can clearly formulate a picture of what he is gazing at. This imagery can be seen in lines such as the one where the womanâ&#x20AC;&#x2122;s boots are being described. â&#x20AC;&#x153;One boot stood upright, its limp upper fallen down: the fellow of it lay upon the side.â&#x20AC;? The diction used such as â&#x20AC;&#x153;limpâ&#x20AC;? and â&#x20AC;&#x153;upright,â&#x20AC;? are concrete words that create clear pictures. Another reason that Gabriel comes across as observant is because he catches and notices little things. For example, he â&#x20AC;&#x153;caughtâ&#x20AC;? the â&#x20AC;&#x153;haggard lookâ&#x20AC;? on his Aunt Juliaâ&#x20AC;&#x2122;s face. Resulting from the fact that Gabriel is observant, he is also reflective. He thinks over past events that had happened and wonders what caused them and why he did what he did. In the first paragraph he reflects on his wifeâ&#x20AC;&#x2122;s â&#x20AC;&#x153;fading beauty,â&#x20AC;? what she used to look like, and the story of the death of Michael Furey. He realizes that it is a possibility that she had not told him the entire story concerning the boyâ&#x20AC;&#x2122;s death. He further reflects when he is thinking about his emotional outburst. He asks himself many questions including â&#x20AC;&#x153;From what had it proceeded?â&#x20AC;? A feeling of detachment is also present. The way he looks at his wife â&#x20AC;&#x153;as though he and she had never lived together as man and wifeâ&#x20AC;? shows that he is viewing his own life from an objective standpoint. He is able to look at his own life as though it wasnâ&#x20AC;&#x2122;t his. The sentence that reads â&#x20AC;&#x153;it hardly pained him now to think how poor a part he, her husband, had played in her life,â&#x20AC;? further exemplifies this feeling of detachment. Feelings that he used to feel no longer even touched him. He was able to recognize them, yet remain separate. In the second paragraph Gabriel continues
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The Prose Passage Essay
to come across as remote. He is able to picture and describe in great detail the death and funeral of his Aunt Julia. He narrates the future drastic event in a matter-of-fact way. Gabriel goes so far as to describe what he will be thinking at the time of his Aunt Juliaâ&#x20AC;&#x2122;s death which is â&#x20AC;&#x153;he would cast about in his mind for some words that might console her (his Aunt Kate), and would find only lame and useless ones.â&#x20AC;? This statement finalizes the idea that Gabriel is a person who is, at least to some degree, detached from his own life. Even though the passage is fairly short, the author is able to impart a fair amount of information concerning the character Gabriel. It becomes apparent that he possesses the qualities of observance, reflection, and detachment. These qualities are all interconnected because of the fact that he is observant leading to his ability to reflect on his actions and actions of others. This in turn leads to his detachment, because when he reflects on his life he does it from the standpoint of a third-person narrator. The authorâ&#x20AC;&#x2122;s use of literary techniques helps to convey these personality traits of Gabriel to a reader.
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Letâ&#x20AC;&#x2122;s take a look at a set of rubrics for this prose passage essay. (If you want to see Letâ&#x20AC;&#x2122;s take a look at a set of rubrics for this prose passage essay. (If you want to see actual actual AP rubrics as used in a recent AP Lit exam, log on to the College Board website: AP rubrics as used in a recent AP Lit exam, log on to the College Board website: <www <www.collegeboard.org/ap>.) As you probably know, essays are rated on a 9â&#x20AC;&#x201C;1 scale, with .collegeboard.org/ap>.) As you probably know, essays are rated on a 9â&#x20AC;&#x201C;1 scale, with 9 the 9 the highest and 1 the lowest. Since we are not with you to personally rate your essay and highest and 1 the lowest. Since we are not with you to personally rate your essay and to to respond to your style and approach, we will, instead, list the criteria for high-, middle-, respond to your style and approach, we will, instead, list the criteria for high-, middle-, and and low-range papers. These criteria are based on our experience with rubrics and reading low-range papers. These criteria are based on our experience with rubrics and reading AP AP Literature exam essays. Literature exam essays. A â&#x20AC;&#x153;high-rangeâ&#x20AC;? essay can be a 9 or an 8. â&#x20AC;&#x153;Middleâ&#x20AC;? refers to essays in the 7, 6, 5 range. A high-range essay can be a 9 or an 8. Middle refers to essays in the 7, 6, 5 range. And And the â&#x20AC;&#x153;low-scoringâ&#x20AC;? essays are rated 4, 3, 2, 1. the low-scoring essays are rated 4, 3, 2, 1. After reading the following rubrics, evaluate the two essays that you have just read. After reading the following rubrics, evaluate the two essays that you have just read. Note: We all can recognize a 9 essay. It sings, and we wish we had written it. Itâ&#x20AC;&#x2122;s wonderfulNote: that Letâ&#x20AC;&#x2122;s the essays donâ&#x20AC;&#x2122;t with all have sing the song with thea same words and rhythm. be honest eachtoother. Wesame all can recognize 9 essay. It sings, and we Conversely, we can, unfortunately, recognize the 1 or 2 paper, which is off key, are wish we had written it. Itâ&#x20AC;&#x2122;s wonderful that the essays donâ&#x20AC;&#x2122;t all have to sing the and samewesong relieved notsame to have written one like Conversely, it. with the words and rhythm. we can, unfortunately, recognize the 1 or 2 paper, which is off key, and we are relieved not to have written one like it.
Rating the Student Essays Rating the Student Essays
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KeyKEY Idea IDEA
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s Indicates complete understanding of the prompt. Z $F<A;9L=K ;GEHD=L= MF<=JKL9F<AF? G> L@= HJGEHL
s Distinguishes between what Gabriel acknowledges about himself and what the Z AKLAF?MAK@=K :=LO==F O@9L "9:JA=D reader comes to know about him.9;CFGOD=<?=K 9:GML @AEK=D> 9F< O@9L L@= J=9<=J comes to know about him. s Explores the complexity of Gabrielâ&#x20AC;&#x2122;s character. Z s PHDGJ=K L@= ;GEHD=PALQ G> "9:JA=D K ;@9J9;L=J
Identifies and analyzes Joyceâ&#x20AC;&#x2122;s literary techniques, such as imagery, diction, point Z $<=FLAV andmotif, analyzes Joyceâ&#x20AC;&#x2122;s of es view, and style. literary techniques, such as imagery, diction, point of view, motif, and style. s Cites specific references to the passage. Z AL=K KH=;AV c references to thethepassage. s Illustrates and supports points being made. Z $DDMKLJ9L=K 9F< KMHHGJLK L@= HGAFLK :=AF? E9<=
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s Reflects the ability to manipulate language at an advanced level. Z -=W the ability manipulate language an advanced level. s ects Contains only to minor errors or flaws, ifatany. Z GFL9AFK GFDQ EAFGJ =JJGJK GJ W 9OK A> 9FQ
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Refers accurately to the prompt. Refers accurately to the literary devices used by Joyce. Provides a less thorough analysis of Gabrielâ&#x20AC;&#x2122;s character than the higher-rated paper. Is less adept at linking techniques to the purpose of the passage. Demonstrates writing that is adequate to convey the writerâ&#x20AC;&#x2122;s intent. May not be sensitive to the implications about Gabrielâ&#x20AC;&#x2122;s character.
Note: The 7 paper demonstrates a more consistent command of college-level writing than does the 5 or 6 paper. A 5 paper does the minimum required. It relies on generalizations and sketchy analysis. It is often sidetracked by PLOT, and the references may be limited or simplistic.
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Does not respond adequately to the prompt. Demonstrates insufficient and/or inaccurate understanding of the passage. Does not link literary devices to Gabrielâ&#x20AC;&#x2122;s character. Underdevelops and/or inaccurately analyzes literary techniques. Fails to demonstrate an understanding of Gabrielâ&#x20AC;&#x2122;s character. Demonstrates weak control of the elements of diction, syntax, and organization.
Note: A 4 or 3 essay may do no more than paraphrase sections of the passage rather than analyze Gabrielâ&#x20AC;&#x2122;s character. A 2 essay may merely summarize the passage. .O MATTER HOW WELL WRITTEN A SUM MARY CAN NEVER EARN MORE THAN A A 1â&#x20AC;&#x201C;2 essay indicates a major lack of understanding and control. It fails to comprehend the prompt and/or the passage. It may also indicate severe writing problems. How would you rate these essays? Now, compare your evaluation of the two student essays with ours.
-Ă&#x152;Ă&#x2022;`iÂ&#x2DC;Ă&#x152;Ă&#x160; Ă&#x192;Ă&#x192;>Ă&#x17E;Ă&#x160; This is a high-range paper for the following reasons:
Key Idea
s s s s s s s s s s s
Is on task. Shows complete understanding of the prompt and the passage. Indicates perceptive, subtle analysis (line 8). Maintains excellent topic adherence (lines 9, 17, 28, 39). Uses good â&#x20AC;&#x153;connective tissueâ&#x20AC;? (repetition of key words). Chooses good specific references (lines 11, 12, 21, 35). Knows how to distinguish between the author and the narrator. Understands POINT OF VIEW well. Makes suggestions and inferences (lines 7, 20). Demonstrates good critical thinking. Is perceptive about syntax and the style of the author (lines 27â&#x20AC;&#x201C;33).
The Prose Passage Essay
5IF 1SPTF 1BTTBHF &TTBZ â&#x20AC;˘ Links techniques with character (line 34). â&#x20AC;˘ Demonstrates mature language manipulation (line 34). â&#x20AC;˘ Understands function of diction and motif (lines 40â&#x20AC;&#x201C;44). â&#x20AC;˘ Links techniques with character (line 34). â&#x20AC;˘ Demonstrates mature language manipulation (line 34). Understands functionjudgmental of diction and motif (lines Itâ&#x20AC;&#x2122;sâ&#x20AC;˘ best to omit extraneous words from your40â&#x20AC;&#x201C;44). essay (line 45).
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Itâ&#x20AC;&#x2122;s best to omit extraneous judgmental words from your essay (line 45). This is obviously a mature, critical reader and writer. Using subtle inferences and This is obviously mature, criticalanreader and writer.ofUsing subtle inferences and impliimplications, the writera demonstrates understanding the character of Gabriel both as cations, the writer demonstrates an understanding of the character of Gabriel both as Joyce Joyce presents him and as Gabriel views himself. There is nothing extraneous or repetitious him Each and aspoint Gabriel views himself. is nothingtoextraneous repetitious in this inpresents this essay. leads directly andThere compellingly the next or aspect of Gabrielâ&#x20AC;&#x2122;s essay. Each point leads directly and compellingly to the next aspect of Gabrielâ&#x20AC;&#x2122;s character. character. Thisisisdefinitely definitelyaastrong, strong,high-range high-rangeessay. essay. This
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Key Idea
Thisisisaamiddle-range middle-rangeessay essayfor forthe thefollowing followingreasons: reasons: This â&#x20AC;˘ Sets which indicates thethetechniques developed, but but â&#x20AC;˘ up Setsan up introduction an introduction which indicates techniquesthat thatwill will be be developed, neglects to clearly set up the required discussion of how Gabriel views himself. neglects to clearly set up the required discussion of how Gabriel views himself. â&#x20AC;˘ Immediately establishes that that the essay will will address Gabrielâ&#x20AC;&#x2122;s character as drawn by by the â&#x20AC;˘ Immediately establishes the essay address Gabrielâ&#x20AC;&#x2122;s character as drawn narrator and seen by the reader. the narrator and seen by the reader. â&#x20AC;˘ Addresses threethree aspects of Gabrielâ&#x20AC;&#x2122;s character without fully developing thethe analysis â&#x20AC;˘ Addresses aspects of Gabrielâ&#x20AC;&#x2122;s character without fully developing analysisof literary techniques. of literary techniques. â&#x20AC;˘ Adheres to thetoessayâ&#x20AC;&#x2122;s topic.topic. â&#x20AC;˘ Adheres the essayâ&#x20AC;&#x2122;s â&#x20AC;˘ Uses â&#x20AC;&#x153;connective tissueâ&#x20AC;? (lines(lines 21, 28). â&#x20AC;˘ Uses â&#x20AC;&#x153;connective tissueâ&#x20AC;? 21, 28). â&#x20AC;˘ Uses â&#x20AC;&#x153;echo wordsâ&#x20AC;? (lines 8, 9, 10). â&#x20AC;˘ Uses â&#x20AC;&#x153;echo wordsâ&#x20AC;? (lines 8, 9, 10). â&#x20AC;˘ Uses citations from from the passages. â&#x20AC;˘ Uses citations the passages. â&#x20AC;˘ Isolates some details to illustrate Gabrielâ&#x20AC;&#x2122;s character (lines(lines 31â&#x20AC;&#x201C;32, 39). 39). â&#x20AC;˘ Isolates some details to illustrate Gabrielâ&#x20AC;&#x2122;s character 31â&#x20AC;&#x201C;32, â&#x20AC;˘ Confuses syntax with diction (lines 12â&#x20AC;&#x201C;13). â&#x20AC;˘ Confuses syntax with diction (lines 12â&#x20AC;&#x201C;13). â&#x20AC;˘ Lacks development of literary technique in paragraph 4. 4. â&#x20AC;˘ Lacks development of literary technique in paragraph â&#x20AC;˘ Displays faulty diction and syntax. â&#x20AC;˘ Displays faulty diction and syntax. â&#x20AC;˘ Does not develop an important part of theofpromptâ&#x20AC;&#x201D;how Gabriel viewsviews himself. â&#x20AC;˘ Does not develop an important part the promptâ&#x20AC;&#x201D;how Gabriel himself. â&#x20AC;˘ Incorporates faulty logic at times (lines 44â&#x20AC;&#x201C;49). â&#x20AC;˘ Incorporates faulty logic at times (lines 44â&#x20AC;&#x201C;49). Thisessay essayisisaasolid, solid,middle-range middle-rangepaper. paper.The Thewriter writerhas hasaafacility facilitywith withliterary literaryanalysis. analysis. This Even though there are fl ashes of real insight, they are not sustained throughout the essay. Even though there are flashes of real insight, they are not sustained throughout the essay. There is a strong opening paragraph which makes it clear to the reader what the topic of the There is a strong opening paragraph which makes it clear to the reader what the topic of the paper is. The writer obviously grasps Gabrielâ&#x20AC;&#x2122;s character and the needed details to support the paper is. The writer obviously grasps Gabrielâ&#x20AC;&#x2122;s character and the needed details to support character analysis. But the weakness in this paper is the writerâ&#x20AC;&#x2122;s incomplete development the character analysis. But the weakness in this paper is the writerâ&#x20AC;&#x2122;s incomplete develop-of the relationship of literaryoftechniques to character analysis. analysis. ment of the relationship literary techniques to character Note:Both Bothessays essayshave haveconcluding concludingparagraphs paragraphsthat thatare arerepetitive repetitiveand andlargely largelyunnecesunnecesNote: sary. It is best to avoid this type of ending. sary. It is best to avoid this type of ending.
How about sharing these samples with members of your class or study group and discussing possible responses?
9Â&#x153;Ă&#x2022;Ă&#x20AC;Ă&#x160;/Ă&#x2022;Ă&#x20AC;Â&#x2DC; 9Â&#x153;Ă&#x2022;Ă&#x20AC;Ă&#x160;/Ă&#x2022;Ă&#x20AC;Â&#x2DC; Try a little reverse psychology. Now that you are thoroughly familiar with this passage,
Try a littletwo reverse psychology. Now that you are athoroughly with this This passage, construct or three alternative prompts. (Walk little in thefamiliar examinerâ&#x20AC;&#x2122;s shoes.) will construct two or three alternative prompts. (Walk a little in the examinerâ&#x20AC;&#x2122;s shoes.) This will help you gain insight into the process of test-making. Create two questions of your own. help into the process of test-making. Create two questions of your own. (See you the gain Typesinsight of Prose Passage Essay Questions section of this chapter for ideas.) (See the Types of Prose Passage Essay Questions section of this chapter for ideas.)
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Rapid Review After youâ&#x20AC;&#x2122;ve youâ&#x20AC;&#x2122;ve absorbed absorbed the the ideas ideas in in this this chapter, chapter, the the following following points points will will provide provide you you with with After aa quick quick refresher refresher when when needed: needed: s Familiarize yourself with the types of prose questions (prompts). Z !9EADA9JAR= QGMJK=D> OAL@ L@= LQH=K G> HJGK= IM=KLAGFK HJGEHLK
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(OW TO 0LAN 9OUR 4IME IN THIS CHAPTER -Ă&#x2022;Â&#x201C;Â&#x201C;>Ă&#x20AC;Ă&#x17E;\ /Â&#x2026;i Ă&#x20AC;Â&#x2C6;}Â&#x2026;Ă&#x152; ÂŤĂ&#x20AC;iÂŤ>Ă&#x20AC;>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC; ÂŤÂ?>Â&#x2DC; vÂ&#x153;Ă&#x20AC; Ă&#x17E;Â&#x153;Ă&#x2022; `iÂŤiÂ&#x2DC;`Ă&#x192; Â&#x153;Â&#x2DC; Ă&#x17E;Â&#x153;Ă&#x2022;Ă&#x20AC; Ă&#x192;Ă&#x152;Ă&#x2022;`Ă&#x17E; Â&#x2026;>LÂ&#x2C6;Ă&#x152;Ă&#x192; >Â&#x2DC;` Ă&#x152;Â&#x2026;i >Â&#x201C;Â&#x153;Ă&#x2022;Â&#x2DC;Ă&#x152; Â&#x153;v Ă&#x152;Â&#x2C6;Â&#x201C;i Ă&#x17E;Â&#x153;Ă&#x2022; Â&#x2026;>Ă&#x203A;i LivÂ&#x153;Ă&#x20AC;i Ă&#x152;Â&#x2026;i Ă&#x152;iĂ&#x192;Ă&#x152;° iĂ&#x17E; `i>
Key Idea
â&#x153;Ş Â&#x2026;Â&#x153;Â&#x153;Ă&#x192;i Ă&#x152;Â&#x2026;i Ă&#x192;Ă&#x152;Ă&#x2022;`Ă&#x17E; ÂŤÂ?>Â&#x2DC; Ă&#x152;Â&#x2026;>Ă&#x152; Â&#x2C6;Ă&#x192; Ă&#x20AC;Â&#x2C6;}Â&#x2026;Ă&#x152; vÂ&#x153;Ă&#x20AC; Ă&#x17E;Â&#x153;Ă&#x2022;°
2.1 Three Approaches to Preparing for the AP Calculus AB Exam "Ă&#x203A;iĂ&#x20AC;Ă&#x203A;Â&#x2C6;iĂ&#x153; Â&#x153;v Ă&#x152;Â&#x2026;i /Â&#x2026;Ă&#x20AC;ii *Â?>Â&#x2DC;Ă&#x192; No one knows your study habits, likes, and dislikes better than you. So you are the only one who can decide which approach you want and/or need to adopt to prepare for the Advanced Placement Calculus exam. Look at the brief profiles below. These may help you to place yourself in a particular prep mode. 9OU ARE A FULL YEAR PREP STUDENT (Approach A) if: 1. You are the kind of person who likes to plan for everything far in advance . . . and I mean far . . . ; 2. You arrive at the airport 2 hours before your flight because, â&#x20AC;&#x153;you never know when these planes might leave early . . . â&#x20AC;?; 3. You like detailed planning and everything in its place; 4. You feel you must be thoroughly prepared; 5. You hate surprises.
8
)PX UP 1MBO :PVS 5JNF
How to Plan Your Time 9
9OU ARE A ONE SEMESTER PREP STUDENT (Approach B) if: 1. You get to the airport 1 hour before your flight is scheduled to leave; 2. You are willing to plan ahead to feel comfortable in stressful situations, but are okay with skipping some details; 3. You feel more comfortable when you know what to expect, but a surprise or two is cool; 4. Youâ&#x20AC;&#x2122;re always on time for appointments. 9OU ARE A WEEK PREP STUDENT (Approach C) if: 1. You get to the airport just as your plane is announcing its final boarding; 2. You work best under pressure and tight deadlines; 3. You feel very confident with the skills and background youâ&#x20AC;&#x2122;ve learned in your AP Calculus class; 4. You decided late in the year to take the exam; 5. You like surprises; 6. You feel okay if you arrive 10â&#x20AC;&#x201C;15 minutes late for an appointment.
48BEWBOUBHF DPN
STEP 1. Set 4UFQ 4FU 6Q :PVS 4UVEZ 1SPHSBN 10 Up Your Study Plan
2.2 Calendar for Each Plan A Calendar for Approach A: A Year-Long Preparation for the AP Calculus AB Exam Although Althoughitsitsprimary primarypurpose purposeisistotoprepare prepareyou youfor forthe theAP APCalculus CalculusAB ABExam Examyou youwill willtake takeininMay, May,this this bookcan canenrich enrichyour yourstudy studyofofcalculus, calculus,your youranalytical analyticalskills, skills,and andyour yourproblem-solving problem-solvingtechniques. techniques. book - */ ,q" /" , (Check off the activities as
1 ,9 (20 weeks have now elapsed.)
you complete them.) Determine into which student mode you would place yourself. Carefully read Steps 1 and 2. Get on the Web and take a look at the AP website(s). Skim the Cvn vm bujwf Review section. (These areas will be part of your year-long preparation.) Buy a few highlighters. Flip through the entire book. Break the book in. Write in it. Toss it around a little bit . . . Highlight it. Get a clear picture of what your own schoolâ&#x20AC;&#x2122;s AP Calculus curriculum is. Begin to use the book as a resource to supplement the classroom learning. Read and study Chapter 5â&#x20AC;&#x201D;Review of Precalculus. Read and study Chapter 6â&#x20AC;&#x201D;Limits and Continuity. Read and study Chapter 7â&#x20AC;&#x201D;Differentiation. "6 , (The first 10 weeks have elapsed.)
Read and study Chapter 8â&#x20AC;&#x201D;Graphs of Functions and Derivatives. Read and study Chapter 9â&#x20AC;&#x201D; Applications of Derivatives.
,
Read and study Chapter 10â&#x20AC;&#x201D;More Applications of Derivatives. Read and study Chapter 11â&#x20AC;&#x201D;Integration. Review Chapters 6â&#x20AC;&#x201C;8.
Read and study Chapter 12â&#x20AC;&#x201D;Definite Integrals. Review Chapters 9â&#x20AC;&#x201C;11. ,1 ,9
Read and study Chapter 13â&#x20AC;&#x201D;Areas and Volumes. Take the Diagnostic Test. Evaluate your strengths and weaknesses. Study appropriate chapters to correct weaknesses. , (30 weeks have now elapsed.)
Read and study Chapter 14â&#x20AC;&#x201D;More Applications of Definite Integrals. Review Chapters 12â&#x20AC;&#x201C;14. *,
Take Practice Exam 1 in first week of April. Evaluate your strengths and weaknesses. Study appropriate chapters to correct weaknesses. Review Chapters 6â&#x20AC;&#x201C;14. 9 First Two Weeks (THIS IS IT!)
Take Practice Exams 2 and 3. Score yourself. Study appropriate chapters to correct weaknesses. Get a good nightâ&#x20AC;&#x2122;s sleep the night before the exam. Fall asleep knowing you are well prepared.
GOOD LUCK ON THE TEST!
)PX UP 1MBO :PVS 5JNF
How to Plan Your Time
11
A Calendar for Approach B: A Semester-Long Preparation for the AP Calculus AB Exam the assumption youâ&#x20AC;&#x2122;ve completed oneof semester of calculus Working Working under theunder assumption that youâ&#x20AC;&#x2122;vethat completed one semester calculus studies, the following studies, will the following will been use those skills youâ&#x20AC;&#x2122;ve been practicing prepare calendar use those calendar skills youâ&#x20AC;&#x2122;ve practicing to prepare you for thetoMay exam. you for the May exam. Read and study Chapter 13â&#x20AC;&#x201D;Areas and Volumes. Read and study Chapter 14â&#x20AC;&#x201D;More Applications of Definite Integrals. Review Chapters 10â&#x20AC;&#x201C;12.
1 ,9
Carefully read Steps 1 and 2. Read and study Chapter 6â&#x20AC;&#x201D;Limits and Continuity. Read and study Chapter 7â&#x20AC;&#x201D;Differentiation. Read and study Chapter 8â&#x20AC;&#x201D;Graphs of Functions and Derivatives. Read and Study Chapter 9â&#x20AC;&#x201D;Applications of Derivatives. ,1 ,9
Read and study Chapter 5â&#x20AC;&#x201D;Review of Precalculus. Read and study Chapter 10â&#x20AC;&#x201D;More Applications of Derivatives. Read and study Chapter 11â&#x20AC;&#x201D;Integration. Take the Diagnostic Test. Evaluate your strengths and weaknesses. Study appropriate chapters to correct weaknesses. Review Chapters 6â&#x20AC;&#x201C;9.
*,
Take Practice Exam 1 in first week of April. Evaluate your strengths and weaknesses. Study appropriate chapters to correct weaknesses. Review Chapters 6â&#x20AC;&#x201C;14. 9 First Two Weeks (THIS IS IT!)
Take Practice Exams 2 and 3. Score yourself. Study appropriate chapters to correct weaknesses. Get a good nightâ&#x20AC;&#x2122;s sleep the night before the exam. Fall asleep knowing you are well prepared.
, (10 weeks to go.)
Read and study Chapter 12â&#x20AC;&#x201D;Definite Integrals.
GOOD LUCK ON THE TEST!
48BEWBOUBHF DPN
STEP 1. Set 4UFQ 4FU 6Q :PVS 4UVEZ 1SPHSBN 12 Up Your Study Plan
A Calendar for Approach C: A Six-Week Preparation for the AP Calculus AB Exam are going to assume thatbuilding you have building your calculus At this point,Atwethis are point, going toweassume that you have been yourbeen calculus knowledge base for more knowledge for more six months. Youaswill, therefore, book primarily than six months. You will,base therefore, usethan this book primarily a specific guideuse to this the AP Calculus AB Exam. as a specific guide to the AP Calculus AB Exam. Given the time constraints, now it is not the time to try to expand your AP Calculus curriculum. Rather, it is Given the time constraints, now it is not the time to try to expand your AP Calculus the time to limit and refine what you already do know. curriculum. Rather, it is the time to limit and refine what you already do know. *, 1stâ&#x20AC;&#x201C;15th
Skim Steps 1 and 2. Skim Chapters 6â&#x20AC;&#x201C;10. Carefully go over the â&#x20AC;&#x153;Rapid Reviewâ&#x20AC;? sections of Chapters 6â&#x20AC;&#x201C;10. Take the Diagnostic Test. Evaluate your strengths and weaknesses. Study appropriate chapters to correct weaknesses. *, 16thâ&#x20AC;&#x201C;May 1st
Skim Chapters 11â&#x20AC;&#x201C;14. Carefully go over the â&#x20AC;&#x153;Rapid Reviewâ&#x20AC;? sections of Chapters 11â&#x20AC;&#x201C;14.
Complete Practice Exam 1. Score yourself and analyze your errors. Study appropriate chapters to correct weaknesses. 9 First Two Weeks (THIS IS IT!)
Complete Practice Exams 2 and 3. Score yourself and analyze your errors. Study appropriate chapters to correct weaknesses. Get a good nightâ&#x20AC;&#x2122;s sleep. Fall asleep knowing you are well prepared.
GOOD LUCK ON THE TEST!
)PX UP 1MBO :PVS 5JNF
How to Plan Your Time
13
-Ă&#x2022;Â&#x201C;Â&#x201C;>Ă&#x20AC;Ă&#x17E; Â&#x153;v Ă&#x152;Â&#x2026;i /Â&#x2026;Ă&#x20AC;ii -Ă&#x152;Ă&#x2022;`Ă&#x17E; *Â?>Â&#x2DC;Ă&#x192; " /
**," \ - */ , *
Septemberâ&#x20AC;&#x201C; October
Chapters 5â&#x20AC;&#x201C;7
November
Chapters 8 and 9
December
Chapters 10 and 11 Review Chapters 6â&#x20AC;&#x201C;8
January
Chapter 12 Review Chapters 9â&#x20AC;&#x201C;11
**," \ 1 ,9 *
**," \ Ă&#x2C6;Â&#x2021;7 *
Chapters 6â&#x20AC;&#x201C;9
February
Chapter 13 Diagnostic Test
Chapters 5, 10â&#x20AC;&#x201C;11 Diagnostic Test Review Chapters 6â&#x20AC;&#x201C;9
March
Chapter 14 Review Chapters 12â&#x20AC;&#x201C;14
Chapters 12â&#x20AC;&#x201C;14 Review Chapters 10â&#x20AC;&#x201C;12
April
Practice Exam 1 Review Chapters 5â&#x20AC;&#x201C;14
Practice Exam 1 Review Chapters 5â&#x20AC;&#x201C;14
Diagnostic Test Review Chapters 5â&#x20AC;&#x201C;10 Practice Exam 1 Review Chapters 11â&#x20AC;&#x201C;14
May
Practice Exams 2 and 3
Practice Exams 2 and 3
Practice Exams 2 and 3
48BEWBOUBHF DPN
$IBQUFS CHAPTER 48BEWBOUBHF DPN
Â&#x2122;9
!PPLICATIONS OF $ERIVATIVES IN THIS CHAPTER -Ă&#x2022;Â&#x201C;Â&#x201C;>Ă&#x20AC;Ă&#x17E;\ /Ă&#x153;Â&#x153; Â&#x153;v Ă&#x152;Â&#x2026;i Â&#x201C;Â&#x153;Ă&#x192;Ă&#x152; VÂ&#x153;Â&#x201C;Â&#x201C;Â&#x153;Â&#x2DC; >ÂŤÂŤÂ?Â&#x2C6;V>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x192; Â&#x153;v `iĂ&#x20AC;Â&#x2C6;Ă&#x203A;>Ă&#x152;Â&#x2C6;Ă&#x203A;iĂ&#x192; Â&#x2C6;Â&#x2DC;Ă&#x203A;Â&#x153;Â?Ă&#x203A;i Ă&#x192;Â&#x153;Â?Ă&#x203A;Â&#x2C6;Â&#x2DC;} Ă&#x20AC;iÂ?>Ă&#x152;i` Ă&#x20AC;>Ă&#x152;i ÂŤĂ&#x20AC;Â&#x153;LÂ?iÂ&#x201C;Ă&#x192; >Â&#x2DC;` >ÂŤÂŤÂ?Â&#x2C6;i` Â&#x201C;>Ă?Â&#x2C6;Â&#x201C;Ă&#x2022;Â&#x201C; >Â&#x2DC;` Â&#x201C;Â&#x2C6;Â&#x2DC;Â&#x2C6;Â&#x201C;Ă&#x2022;Â&#x201C; ÂŤĂ&#x20AC;Â&#x153;LÂ?iÂ&#x201C;Ă&#x192;° Â&#x2DC; Ă&#x152;Â&#x2026;Â&#x2C6;Ă&#x192; VÂ&#x2026;>ÂŤĂ&#x152;iĂ&#x20AC;] Ă&#x17E;Â&#x153;Ă&#x2022; Ă&#x153;Â&#x2C6;Â?Â? Â?i>Ă&#x20AC;Â&#x2DC; Ă&#x152;Â&#x2026;i }iÂ&#x2DC;iĂ&#x20AC;>Â? ÂŤĂ&#x20AC;Â&#x153;Vi`Ă&#x2022;Ă&#x20AC;iĂ&#x192; vÂ&#x153;Ă&#x20AC; Ă&#x192;Â&#x153;Â?Ă&#x203A;Â&#x2C6;Â&#x2DC;} Ă&#x152;Â&#x2026;iĂ&#x192;i Ă&#x152;Ă&#x153;Â&#x153; Ă&#x152;Ă&#x17E;ÂŤiĂ&#x192; Â&#x153;v ÂŤĂ&#x20AC;Â&#x153;LÂ?iÂ&#x201C;Ă&#x192; >Â&#x2DC;` Ă&#x152;Â&#x153; >ÂŤÂŤÂ?Ă&#x17E; Ă&#x152;Â&#x2026;iĂ&#x192;i ÂŤĂ&#x20AC;Â&#x153;Vi`Ă&#x2022;Ă&#x20AC;iĂ&#x192; Ă&#x152;Â&#x153; iĂ?>Â&#x201C;ÂŤÂ?iĂ&#x192;° Â&#x153;Ă&#x152;Â&#x2026; Ă&#x20AC;iÂ?>Ă&#x152;i` Ă&#x20AC;>Ă&#x152;i >Â&#x2DC;` >ÂŤÂŤÂ?Â&#x2C6;i` Â&#x201C;>Ă?Â&#x2C6;Â&#x201C;Ă&#x2022;Â&#x201C; >Â&#x2DC;` Â&#x201C;Â&#x2C6;Â&#x2DC;Â&#x2C6;Â&#x201C;Ă&#x2022;Â&#x201C; ÂŤĂ&#x20AC;Â&#x153;LÂ?iÂ&#x201C;Ă&#x192; >ÂŤÂŤi>Ă&#x20AC; Â&#x153;vĂ&#x152;iÂ&#x2DC; Â&#x153;Â&#x2DC; Ă&#x152;Â&#x2026;i * >Â?VĂ&#x2022;Â?Ă&#x2022;Ă&#x192; iĂ?>Â&#x201C;° iĂ&#x17E; `i>Ă&#x192;
Key Idea
â&#x153;Ş â&#x153;Ş â&#x153;Ş â&#x153;Ş â&#x153;Ş
iÂ&#x2DC;iĂ&#x20AC;>Â? *Ă&#x20AC;Â&#x153;Vi`Ă&#x2022;Ă&#x20AC;i vÂ&#x153;Ă&#x20AC; -Â&#x153;Â?Ă&#x203A;Â&#x2C6;Â&#x2DC;} ,iÂ?>Ă&#x152;i` ,>Ă&#x152;i *Ă&#x20AC;Â&#x153;LÂ?iÂ&#x201C;Ă&#x192;
Â&#x153;Â&#x201C;Â&#x201C;Â&#x153;Â&#x2DC; ,iÂ?>Ă&#x152;i` ,>Ă&#x152;i *Ă&#x20AC;Â&#x153;LÂ?iÂ&#x201C;Ă&#x192; Â&#x2DC;Ă&#x203A;iĂ&#x20AC;Ă&#x152;i` Â&#x153;Â&#x2DC;i] -Â&#x2026;>`Â&#x153;Ă&#x153;] >Â&#x2DC;` Â&#x2DC;}Â?i Â&#x153;v Â?iĂ&#x203A;>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC; *Ă&#x20AC;Â&#x153;LÂ?iÂ&#x201C;Ă&#x192; iÂ&#x2DC;iĂ&#x20AC;>Â? *Ă&#x20AC;Â&#x153;Vi`Ă&#x2022;Ă&#x20AC;i vÂ&#x153;Ă&#x20AC; -Â&#x153;Â?Ă&#x203A;Â&#x2C6;Â&#x2DC;} ÂŤÂŤÂ?Â&#x2C6;i` >Ă?Â&#x2C6;Â&#x201C;Ă&#x2022;Â&#x201C; >Â&#x2DC;` Â&#x2C6;Â&#x2DC;Â&#x2C6;Â&#x201C;Ă&#x2022;Â&#x201C; *Ă&#x20AC;Â&#x153;LÂ?iÂ&#x201C;Ă&#x192;
Â&#x2C6;Ă&#x192;Ă&#x152;>Â&#x2DC;Vi] Ă&#x20AC;i>] 6Â&#x153;Â?Ă&#x2022;Â&#x201C;i] >Â&#x2DC;` Ă&#x2022;Ă&#x192;Â&#x2C6;Â&#x2DC;iĂ&#x192;Ă&#x192; *Ă&#x20AC;Â&#x153;LÂ?iÂ&#x201C;Ă&#x192;
9.1 Related Rate -AIN #ONCEPTS General Procedure for Solving Related Rate Problems, Common Related Rate Problems, Inverted Cone (Water Tank) Problem, Shadow Problem, Angle of Elevation Problem
iÂ&#x2DC;iĂ&#x20AC;>Â? *Ă&#x20AC;Â&#x153;Vi`Ă&#x2022;Ă&#x20AC;i vÂ&#x153;Ă&#x20AC; -Â&#x153;Â?Ă&#x203A;Â&#x2C6;Â&#x2DC;} ,iÂ?>Ă&#x152;i` ,>Ă&#x152;i *Ă&#x20AC;Â&#x153;LÂ?iÂ&#x201C;Ă&#x192; Strategy
1. Read the problem and, if appropriate, draw a diagram. 2. Represent the given information and the unknowns by mathematical symbols. 3. Write an equation involving the rate of change to be determined. (If the equation contains more than one variable, it may be necessary to reduce the equation to one variable.)
177
178
STEP 4. Review the Knowledge You Need to Score High 4UFQ 3FWJFX UIF ,OPXMFEHF :PV /FFE UP 4DPSF )JHI
4. 5. 6. 7.
Differentiate each term of the equation with respect to time. Substitute all known values and known rates of change into the resulting equation. Solve the resulting equation for the desired rate of change. Write the answer and indicate the units of measure.
Â&#x153;Â&#x201C;Â&#x201C;Â&#x153;Â&#x2DC; ,iÂ?>Ă&#x152;i` ,>Ă&#x152;i *Ă&#x20AC;Â&#x153;LÂ?iÂ&#x201C;Ă&#x192; Ă?>Â&#x201C;ÂŤÂ?i ÂŁ When the area of a square is increasing twice as fast as its diagonals, what is the length of a side of the square? Let z represent the diagonal of the square. The area of a square is A = dz dA = 2z dt dt Since
z2 . 2
1 dz =z 2 dt
dz dz dz dA =2 , 2 =z â&#x2021;&#x2019; z = 2. dt dt dt dt
Let s be a side of the square. Since the diagonal z = 2, then s 2 + s 2 = z 2 â&#x2C6;&#x161; 2 2 2 â&#x2021;&#x2019; 2s = 4 â&#x2021;&#x2019; s = 4 â&#x2021;&#x2019; s = 2 or s = 2.
Ă?>Â&#x201C;ÂŤÂ?i Ă&#x201C; Find the surface area of a sphere at the instant when the rate of increase of the volume of the sphere is nine times the rate of increase of the radius. 4 Volume of a sphere: V = Ď&#x20AC;r 3 ; Surface area of a sphere: S = 4Ď&#x20AC;r 2 . 3 dV dr 4 = 4r 2 . V = Ď&#x20AC;r 3 ; 3 dt dt dr dr dr dV = 9 , you have 9 = 4Ď&#x20AC;r 2 or 9 = 4Ď&#x20AC;r 2 . dt dt dt dt Since S = 4Ď&#x20AC;r 2 , the surface area is S = 9 square units. Since
Note: At 9 = 4Ď&#x20AC;r 2 , you could solve for r and obtain r 2 =
9 3 1 or r = â&#x2C6;&#x161; . You could then 4Ď&#x20AC; 2 Ď&#x20AC;
3 1 substitute r = â&#x2C6;&#x161; into the formula for surface area S = 4Ď&#x20AC;r 2 and obtain 9. These steps 2 Ď&#x20AC; are of course correct but not necessary.
Ă?>Â&#x201C;ÂŤÂ?i Ă&#x17D; The height of a right circular cone is always three times the radius. Find the volume of the cone at the instant when the rate of increase of the volume is twelve times the rate of increase of the radius.
Applications of Derivatives
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179
Let r, h be the radius and height of the cone respectively. 1 1 Since h = 3r , the volume of the cone V = Ď&#x20AC;r 2 h = Ď&#x20AC;r 2 (3r ) = Ď&#x20AC;r 3 . 3 3 dr d V V = Ď&#x20AC;r 3 ; = 3Ď&#x20AC;r 2 . dt dt dV dr dr dr 2 When = 12 , 12 = 3Ď&#x20AC;r 2 â&#x2021;&#x2019; 4 = Ď&#x20AC;r 2 â&#x2021;&#x2019; r = â&#x2C6;&#x161; . dt dt dt dt Ď&#x20AC; 3 2 8 8 â&#x2C6;&#x161; =Ď&#x20AC; =â&#x2C6;&#x161; . Thus, V = Ď&#x20AC;r 3 = Ď&#x20AC; â&#x2C6;&#x161; Ď&#x20AC; Ď&#x20AC; Ď&#x20AC; Ď&#x20AC;
Tip
â&#x20AC;˘
Go with your first instinct if you are unsure. Usually that is the correct one.
Â&#x2DC;Ă&#x203A;iĂ&#x20AC;Ă&#x152;i` Â&#x153;Â&#x2DC;i Â7>Ă&#x152;iĂ&#x20AC; />Â&#x2DC;Â&#x17D;ÂŽ *Ă&#x20AC;Â&#x153;LÂ?iÂ&#x201C; A water tank is in the shape of an inverted cone. The height of the cone is 10 meters and the diameter of the base is 8 meters as shown in Figure 9.1-1. Water is being pumped into the tank at the rate of 2 m3 /min. How fast is the water level rising when the water is 5 meters deep? (See Figure 9.1-1.) 8m
5m
10 m
&IGURE Solution: Step 1: Define the variables. Let V be the volume of water in the tank; h be the height of the water level at t minutes; r be the radius of surface of the water at t minutes; and t be the time in minutes. dV = 2 m3 /min. Height = 10 m, diameter = 8 m. Step 2: Given: dt dh Find: at h = 5. dt 1 Step 3: Set up an equation: V = Ď&#x20AC;r 2 h. 3 2h 4 r = â&#x2021;&#x2019; 4h = 10r ; or r = . (See Using similar triangles, you have 10 h 5 Figure 9.1-2.)
48BEWBOUBHF DPN
180
STEP 4. Review the Knowledge You Need to Score High 4UFQ 3FWJFX UIF ,OPXMFEHF :PV /FFE UP 4DPSF )JHI 4
r 10 h
&IGURE Thus, you can reduce the equation to one variable: 2 1 4 2h V= Ď&#x20AC; h = Ď&#x20AC; h 3. 3 5 75
Step 4: Differentiate both sides of the equation with respect to t. dh 4 dh dV 4 = Ď&#x20AC; (3)h 2 = Ď&#x20AC; h2 d t 75 d t 25 dt Step 5: Substitute known values. 4 dh dh 2 = Ď&#x20AC; h2 ; = 25 dt dt
25 2
1 m/min Ď&#x20AC; h2 25 1 dh d h Evaluating at h = 5; = m/min dt dt h =5 2 Ď&#x20AC; (5)2
1 m/min. 2Ď&#x20AC; 1 Step 6: Thus, the water level is rising at m/min when the water is 5 m high. 2Ď&#x20AC; =
-Â&#x2026;>`Â&#x153;Ă&#x153; *Ă&#x20AC;Â&#x153;LÂ?iÂ&#x201C; A light on the ground 100 feet from a building is shining at a 6-foot-tall man walking away from the light and toward the building at the rate of 4 ft/sec. How fast is his shadow on the building becoming shorter when he is 40 feet from the building? (See Figure 9.1-3.) Building
Light
6 ft 100 ft
&IGURE
Applications of Derivatives
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181
Solution: Step 1: Let s be the height of the manâ&#x20AC;&#x2122;s shadow; x be the distance between the man and the light; and t be the time in seconds. dx Step 2: Given: = 4 ft/sec; man is 6 ft tall; distance between light and building = 100 ft. dt ds Find at x = 60. dt Step 3: (See Figure 9.1-4.) Write an equation using similar triangles, you have:
s 6 x 100
&IGURE
6 x 600 = ;s= = 600x â&#x2C6;&#x2019; 1 s 100 x Step 4: Differentiate both sides of the equation with respect to t. d x â&#x2C6;&#x2019; 600 d x â&#x2C6;&#x2019; 600 â&#x2C6;&#x2019; 2400 ds = (â&#x2C6;&#x2019; 1)(600)x â&#x2C6;&#x2019; 2 = 2 = 2 (4) = ft/sec dt dt x dt x x2 ds at x = 60. dt Note: when the man is 40 ft from the building, x (distance from the light) is 60 ft.
Step 5: Evaluate
d s â&#x2C6;&#x2019; 2400 2 = ft/sec = â&#x2C6;&#x2019; ft/sec 2 d t x = 60 (60) 3
Step 6: The height of the manâ&#x20AC;&#x2122;s shadow on the building is changing at â&#x2C6;&#x2019;
Tip
â&#x20AC;˘
2 ft/sec. 3
Indicate units of measure, e.g., the velocity is 5 m/sec or the volume is 25 in3 .
Â&#x2DC;}Â?i Â&#x153;v Â?iĂ&#x203A;>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC; *Ă&#x20AC;Â&#x153;LÂ?iÂ&#x201C; A camera on the ground 200 meters away from a hot air balloon records the balloon rising into the sky at a constant rate of 10 m/sec. How fast is the cameraâ&#x20AC;&#x2122;s angle of elevation changing when the balloon is 150 m in the air? (See Figure 9.1-5.)
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STEP 4. Review the Knowledge You Need to Score High 4UFQ 3FWJFX UIF ,OPXMFEHF :PV /FFE UP 4DPSF )JHI Balloon
y x Camera θ 200 m
&IGURE
Step 1: Let x be the distance between the balloon and the ground; θ be the cameraâ&#x20AC;&#x2122;s angle of elevation; and t be the time in seconds. dx = 10 m/sec; distance between camera and the point on the ground Step 2: Given: dt x where the balloon took off is 200 m, tan θ = . 200 dθ at x = 150 m. Step 3: Find dt Step 4: Differentiate both sides with respect to t. 1 dx dθ 1 dθ 1 1 sec2 θ = ; = . (10) = 2 d t 200 d t d t 200 sec θ 20 sec2 θ Step 5: sec θ =
y and at x = 150. 200
Using the Pythagorean Theorem: y 2 = x 2 + (200)2 y 2 = (150)2 + (200)2 y = ¹ 250. Since y > 0, then y = 250. Thus, sec θ =
1 d θ = = Evaluating d t x = 150 20 sec2 θ =
250 5 = . 200 4
1 2 radian/sec 5 20 4
4 1 1 1 radian/sec 2 = = 125 = 25 125 5 20 20 4 16 4 or .032 radian/sec
= 1.833 deg/sec. Step 6: The cameraâ&#x20AC;&#x2122;s angle of elevation changes at approximately 1.833 deg/sec when the balloon is 150 m in the air.
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9.2 Applied Maximum and Minimum Problems -AIN #ONCEPTS General Procedure for Solving Applied Maximum and Minimum Problems, Distance Problem, Area and Volume Problems, Business Problems
Strategy
iÂ&#x2DC;iĂ&#x20AC;>Â? *Ă&#x20AC;Â&#x153;Vi`Ă&#x2022;Ă&#x20AC;i vÂ&#x153;Ă&#x20AC; -Â&#x153;Â?Ă&#x203A;Â&#x2C6;Â&#x2DC;} ÂŤÂŤÂ?Â&#x2C6;i` >Ă?Â&#x2C6;Â&#x201C;Ă&#x2022;Â&#x201C; >Â&#x2DC;` Â&#x2C6;Â&#x2DC;Â&#x2C6;Â&#x201C;Ă&#x2022;Â&#x201C; *Ă&#x20AC;Â&#x153;LÂ?iÂ&#x201C;Ă&#x192; Steps: 1. Read the problem carefully and if appropriate, draw a diagram. 2. Determine what is given and what is to be found, and represent these quantities by mathematical symbols. 3. Write an equation that is a function of the variable representing the quantity to be maximized or minimized. 4. If the equation involves other variables, reduce the equation to a single variable that represents the quantity to be maximized or minimized. 5. Determine the appropriate interval for the equation (i.e., the appropriate domain for the function) based on the information given in the problem. 6. Differentiate to obtain the first derivative and to find critical numbers. 7. Apply the First Derivative Test or the Second Derivative Test by finding the second derivative. 8. Check the function values at the end points of the interval. 9. Write the answer(s) to the problem and, if given, indicate the units of measure.
Â&#x2C6;Ă&#x192;Ă&#x152;>Â&#x2DC;Vi *Ă&#x20AC;Â&#x153;LÂ?iÂ&#x201C; Find the shortest distance between the point A (19, 0) and the parabola y = x 2 â&#x2C6;&#x2019; 2x + 1. Solution: Step 1: Draw a diagram. (See Figure 9.2-1.)
&IGURE
Step 2: Let P (x , y ) be the point on the parabola and let Z represent the distance between points P (x , y ) and A(19, 0).
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STEP 4. Review the Knowledge You Need to Score High 4UFQ 3FWJFX UIF ,OPXMFEHF :PV /FFE UP 4DPSF )JHI
Step 3: Using the distance formula, Z = (x â&#x2C6;&#x2019; 19)2 + (y â&#x2C6;&#x2019; 0)2 = (x â&#x2C6;&#x2019; 19)2 + (x 2 â&#x2C6;&#x2019; 2x + 1 â&#x2C6;&#x2019; 0)2 2 2 2 = (x â&#x2C6;&#x2019; 19) + (x â&#x2C6;&#x2019; 1) = (x â&#x2C6;&#x2019; 19)2 + (x â&#x2C6;&#x2019; 1)4 .
(Special case: In distance problems, the distance and the square of the distance have the same maximum and minimum points.) Thus, to simplify computations, let L = Z 2 = (x â&#x2C6;&#x2019; 19)2 + (x â&#x2C6;&#x2019; 1)4 . The domain of L is (â&#x2C6;&#x2019; â&#x2C6;&#x17E;, â&#x2C6;&#x17E;).
Step 4: Differentiate:
dL = 2(x â&#x2C6;&#x2019; 19)(1) + 4(x â&#x2C6;&#x2019; 1)3 (1) dx = 2x â&#x2C6;&#x2019; 38 + 4x 3 â&#x2C6;&#x2019; 12x 2 + 12x â&#x2C6;&#x2019; 4 = 4x 3 â&#x2C6;&#x2019; 12x 2 + 14x â&#x2C6;&#x2019; 42 = 2(2x 3 â&#x2C6;&#x2019; 6x 2 + 7x â&#x2C6;&#x2019; 21).
dL is defined for all real numbers. dx dL Set = 0; 2x 3 â&#x2C6;&#x2019; 6x 2 + 7x â&#x2C6;&#x2019; 21 = 0. The factors of 21 are Âą1, Âą3, Âą7, dx and Âą 21. Using Synthetic Division, 2x 3 â&#x2C6;&#x2019; 6x 2 + 7x â&#x2C6;&#x2019; 21 = (x â&#x2C6;&#x2019; 3)(2x 2 + 7) = 0 â&#x2021;&#x2019; x = 3. Thus the only critical number is x = 3. (Note: Step 4 could have been done using a graphing calculator.) Step 5: Apply the First Derivative Test. â&#x20AC;&#x201C;
Lâ&#x20AC;˛ [ 0 L
0
+
3 decr.
incr. rel. min.
Step 6: Since x = 3 is the only relative minimum point in the interval, it is the absolute minimum. Step 7: At x = 3, Z = (3 â&#x2C6;&#x2019; 19)2 + (32 â&#x2C6;&#x2019; 2(3) + 1)2 = (â&#x2C6;&#x2019; 16)2 + (4)2 â&#x2C6;&#x161; â&#x2C6;&#x161; â&#x2C6;&#x161; â&#x2C6;&#x161; â&#x2C6;&#x161; = 272 = 16 17 = 4 17. Thus, the shortest distance is 4 17.
Tip
â&#x20AC;˘
Simplify numeric or algebraic expressions only if the question asks you to do so.
Ă&#x20AC;i> >Â&#x2DC;` 6Â&#x153;Â?Ă&#x2022;Â&#x201C;i *Ă&#x20AC;Â&#x153;LÂ?iÂ&#x201C;Ă&#x192; Ă?>Â&#x201C;ÂŤÂ?i Ă&#x20AC;i> *Ă&#x20AC;Â&#x153;LÂ?iÂ&#x201C;
1 The graph of y = â&#x2C6;&#x2019; x + 2 encloses a region with the x -axis and y -axis in the first quadrant. 2 A rectangle in the enclosed region has a vertex at the origin and the opposite vertex on the 1 graph of y = â&#x2C6;&#x2019; x + 2. Find the dimensions of the rectangle so that its area is a maximum. 2
Applications of Derivatives
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Solution: Step 1: Draw a diagram. (See Figure 9.2-2.) y
y=â&#x20AC;&#x201C;
1 x+2 2
P(x, y) y
x
0
x
&IGURE 1 Step 2: Let P (x , y ) be the vertex of the rectangle on the graph of y = â&#x2C6;&#x2019; x + 2. 2 Step 3: Thus, the area of the rectangle is:
1 1 A = x y or A = x â&#x2C6;&#x2019; x + 2 = â&#x2C6;&#x2019; x 2 + 2x . 2 2 The domain of A is [0, 4]. Step 4: Differentiate: dA = â&#x2C6;&#x2019; x + 2. dx Step 5:
dA is defined for all real numbers. dx dA Set = 0 â&#x2021;&#x2019; â&#x2C6;&#x2019; x + 2 = 0; x = 2. dx A(x ) has one critical number x = 2.
Step 6: Apply the Second Derivative Test: d 2A = â&#x2C6;&#x2019; 1 â&#x2021;&#x2019; A(x ) has a relative maximum point at x = 2; A(2) = 2. dx2 Since x = 2 is the only relative maximum, it is the absolute maximum. (Note that at the endpoints: A(0) = 0 and A(4) = 0.) 1 Step 7: At x = 2, y = â&#x2C6;&#x2019; (2) + 2 = 1. 2 Therefore, the length of the rectangle is 2, and its width is 1.
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STEP 4. Review the Knowledge You Need to Score High 4UFQ 3FWJFX UIF ,OPXMFEHF :PV /FFE UP 4DPSF )JHI
Ă?>Â&#x201C;ÂŤÂ?i 6Â&#x153;Â?Ă&#x2022;Â&#x201C;i *Ă&#x20AC;Â&#x153;LÂ?iÂ&#x201C; ÂĂ&#x153;Â&#x2C6;Ă&#x152;Â&#x2026; V>Â?VĂ&#x2022;Â?>Ă&#x152;Â&#x153;Ă&#x20AC;ÂŽ If an open box is to be made using a square sheet of tin, 20 inches by 20 inches, by cutting a square from each corner and folding the sides up, find the length of a side of the square being cut so that the box will have a maximum volume. Solution: Step 1: Draw a diagram. (See Figure 9.2-3.)
20 â&#x20AC;&#x201C; 2x x
x
x
x
20 â&#x20AC;&#x201C; 2x
20
x
x x
x
x
â&#x20AC;&#x201C;2
x
20
20
186
20 â&#x20AC;&#x201C; 2x
&IGURE
Step 2: Let x be the length of a side of the square to be cut from each corner. Step 3: The volume of the box is V (x ) = x (20 â&#x2C6;&#x2019; 2x )(20 â&#x2C6;&#x2019; 2x ). The domain of V is [0, 10]. Step 4: Differentiate V (x ). Enter d (x â&#x2C6;&#x2014; (20 â&#x2C6;&#x2019; 2x ) â&#x2C6;&#x2014; (20 â&#x2C6;&#x2019; 2x ), x ) and we have 4(x â&#x2C6;&#x2019; 10)(3x â&#x2C6;&#x2019; 10). Step 5: V (x ) is defined for all real numbers: Set V (x ) = 0 by entering: [Solve] (4(x â&#x2C6;&#x2019; 10)(3x â&#x2C6;&#x2019; 10) = 0, x ), and obtain x = 10 10 10 or x = . The critical numbers of V (x ) are x = 10 and x = . V (10) = 0 and 3 3 10 10 = 592.59. Since V (10) = 0, you need to test only x = . V 3 3
Applications of Derivatives
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10 Step 6: Using the Second Derivative Test, enter d (x â&#x2C6;&#x2014; (20 â&#x2C6;&#x2019; 2x ) â&#x2C6;&#x2014; (20 â&#x2C6;&#x2019; 2x ), x , 2)|x = 3 10 and obtain â&#x2C6;&#x2019; 80. Thus, V is a relative maximum. Since it is the only relative 3 maximum on the interval, it is the absolute maximum. (Note at the other endpoint x = 0, V (0) = 0.) 10 Step 7: Therefore, the length of a side of the square to be cut is x = . 3
Tip
â&#x20AC;˘
The formula for the average value of a function f from x = a to x = b is b 1 f (x )d x . b â&#x2C6;&#x2019;a a
Ă&#x2022;Ă&#x192;Â&#x2C6;Â&#x2DC;iĂ&#x192;Ă&#x192; *Ă&#x20AC;Â&#x153;LÂ?iÂ&#x201C;Ă&#x192; -Ă&#x2022;Â&#x201C;Â&#x201C;>Ă&#x20AC;Ă&#x17E; Â&#x153;v Â&#x153;Ă&#x20AC;Â&#x201C;Ă&#x2022;Â?>Ă&#x192; 1. P = R â&#x2C6;&#x2019; C : Profit = Revenue â&#x2C6;&#x2019; Cost 2. R = x p: Revenue = (Units Sold)(Price Per Unit) Total Cost C 3. C = : Average Cost = x Units produced/Sold dR : Marginal Revenue â&#x2030;&#x2C6; Revenue from selling one more unit dx dP : Marginal Profit â&#x2030;&#x2C6; Profit from selling one more unit 5. dx dC : Marginal Cost â&#x2030;&#x2C6; Cost of producing one more unit 6. dx 4.
Ă?>Â&#x201C;ÂŤÂ?i ÂŁ Given the cost function C (x ) = 100 + 8x + 0.1x 2 , (a) find the marginal cost when x = 50; and (b) find the marginal profit at x = 50, if the price per unit is $20. Solution: (a) Marginal cost is C (x ). Enter d (100 + 8x + 0.1x 2 , x )|x = 50 and obtain $18. (b) Marginal profit is P (x ) P = R â&#x2C6;&#x2019;C P = 20x â&#x2C6;&#x2019; (100 + 8x + 0.1x 2 ). obtain 2.
Tip
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â&#x20AC;˘
Enter
d (20x â&#x2C6;&#x2019; (100 + 8x + 0.1x â&#x2C6;§ 2, x )|x = 50
and
Carry all decimal places and round only at the final answer. Round to 3 decimal places unless the question indicates otherwise.
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STEP 4. Review the Knowledge You Need to Score High 4UFQ 3FWJFX UIF ,OPXMFEHF :PV /FFE UP 4DPSF )JHI
Ă?>Â&#x201C;ÂŤÂ?i Ă&#x201C; Given the cost function C (x ) = 500 + 3x + 0.01x 2 and the demand function (the price function) p(x ) = 10, find the number of units produced in order to have maximum profit. Solution: Step 1: Write an equation. Profit = Revenue â&#x2C6;&#x2019; Cost P = R â&#x2C6;&#x2019;C Revenue = (Units Sold)(Price Per Unit) R = x p(x ) = x (10) = 10x P = 10x â&#x2C6;&#x2019; (500 + 3x + 0.01x 2 ) Step 2: Differentiate. Enter d (10x â&#x2C6;&#x2019; (500 + 3x + 0.01x â&#x2C6;§ 2, x )) and obtain 7 â&#x2C6;&#x2019; 0.02x . Step 3: Find critical numbers. Set 7 â&#x2C6;&#x2019; 0.02x = 0 â&#x2021;&#x2019; x = 350. Critical number is x = 350. Step 4: Apply Second Derivative Test. Enter d (10x â&#x2C6;&#x2019; (500 + 3x + 0.01x â&#x2C6;§ 2), x , 2)|x = 350 and obtain â&#x2C6;&#x2019; 0.02. Since x = 350 is the only relative maximum, it is the absolute maximum. Step 5: Write a solution. Thus, producing 350 units will lead to maximum profit.
9.3 Rapid Review â&#x2C6;&#x161; 1. Find the instantaneous rate of change at x = 5 of the function f (x ) = 2x â&#x2C6;&#x2019; 1. â&#x2C6;&#x161; Answer: f (x ) = 2x â&#x2C6;&#x2019; 1 = (2x â&#x2C6;&#x2019; 1)1/2 1 f (x ) = (2x â&#x2C6;&#x2019; 1)â&#x2C6;&#x2019; 1/2 (2) = (2x â&#x2C6;&#x2019; 1)â&#x2C6;&#x2019; 1/2 2 1 f (5) = 3 2. If h is the diameter of a circle and h is increasing at a constant rate of 0.1 cm/sec, find the rate of change of the area of the circle when the diameter is 4 cm. 2 1 h Answer: A = Ď&#x20AC;r 2 = Ď&#x20AC; = Ď&#x20AC; h2 2 4 dA 1 d h 1 = Ď&#x20AC;h = Ď&#x20AC; (4)(0.1) = 0.2Ď&#x20AC; cm2 /sec. dt 2 dt 2 3. The radius of a sphere is increasing at a constant rate of 2 inches per minute. In terms of the surface area, what is the rate of change of the volume of the sphere? 4 dr dV dV Answer: V = Ď&#x20AC;r 3 ; = 4Ď&#x20AC;r 2 since S = Ď&#x20AC;r 2 , = 28 in.3 /min. 3 dt dt dt
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4. Using your calculator, find the shortest distance between the point (4, 0) and the line y = x . (See Figure 9.3-1.)
[â&#x20AC;&#x201C;6.3, 10] by [â&#x20AC;&#x201C;2, 6]
&IGURE Answer: â&#x2C6;&#x161; â&#x2C6;&#x161; S = (x â&#x2C6;&#x2019; 4)2 + (y â&#x2C6;&#x2019; 0)2 = (x â&#x2C6;&#x2019; 4)2 + x 2 Enter y 1 = ((x â&#x2C6;&#x2019; 4)â&#x2C6;§ 2 + x â&#x2C6;§ 2)â&#x2C6;§ (.5) and y 2 = d (y 1(x ), x ). Use the [Zero] function for y 2 and obtain x = 2. Use the [Value] function for y 1 at x = 2 and obtain y 1 = 2.82843. Thus, the shortest distance is approximately 2.828.
9.4 Practice Problems 0ART ! 4HE USE OF A CALCULATOR IS NOT ALLOWED
3. Air is being pumped into a spherical balloon at the rate of 100 cm3 /sec. How fast is the diameter increasing when the radius is 5 cm?
1. A spherical balloon is being inflated. Find the volume of the balloon at the instant when the rate of increase of the surface area is eight times the rate of increase of the radius of the sphere.
4. A woman 5 feet tall is walking away from a streetlight hung 20 feet from the ground at the rate of 6 ft/sec. How fast is her shadow lengthening?
2. A 13-foot ladder is leaning against a wall. If the top of the ladder is sliding down the wall at 2 ft/sec, how fast is the bottom of the ladder moving away from the wall when the top of the ladder is 5 feet from the ground? (See Figure 9.4-1.)
6. Two cars leave an intersection at the same time. The first car is going due east at the rate of 40 mph and the second is going due south at the rate of 30 mph. How fast is the distance between the two cars increasing when the first car is 120 miles from the intersection?
Wall
13 ft
Ground
&IGURE
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5. A water tank in the shape of an inverted cone has a height of 18 feet and a base radius of 12 feet. If the tank is full and the water is drained at the rate of 4 ft3 /min, how fast is the water level dropping when the water level is 6 feet high?
7. If the perimeter of an isosceles triangle is 18 cm, find the maximum area of the triangle.
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STEP 4. Review the Knowledge You Need to Score High 4UFQ 3FWJFX UIF ,OPXMFEHF :PV /FFE UP 4DPSF )JHI
8. Find a number in the interval (0, 2) such that the sum of the number and its reciprocal is the absolute minimum. 9. An open box is to be made using a piece of cardboard 8 cm by 15 cm by cutting a square from each corner and folding the sides up. Find the length of a side of the square being cut so that the box will have a maximum volume. 10. What is the shortest distance between the 1 point 2, â&#x2C6;&#x2019; and the parabola y = â&#x2C6;&#x2019; x 2 ? 2
14. A rocket is sent vertically up in the air with the position function s = 100t 2 where s is measured in meters and t in seconds. A camera 3000 m away is recording the rocket. Find the rate of change of the angle of elevation of the camera 5 sec after the rocket went up. 15. A plane lifts off from a runway at an angle of 20â&#x2014;Ś . If the speed of the plane is 300 mph, how fast is the plane gaining altitude? 16. Two water containers are being used. (See Figure 9.4-3.)
11. If the cost function is C (x ) = 3x 2 + 5x + 12, find the value of x such that the average cost is a minimum. 4 ft
12. A man with 200 meters of fence plans to enclose a rectangular piece of land using a river on one side and a fence on the other three sides. Find the maximum area that the man can obtain.
10 ft
0ART " #ALCULATORS ARE ALLOWED 13. A trough is 10 meters long and 4 meters wide. (See Figure 9.4-2.) The two sides of the trough are equilateral triangles. Water is pumped into the trough at 1 m3 /min. How fast is the water level rising when the water is 2 meters high? 8 ft
6 ft
m 10
&IGURE
4m
&IGURE
One container is in the form of an inverted right circular cone with a height of 10 feet and a radius at the base of 4 feet. The other container is a right circular cylinder with a radius of 6 feet and a height of 8 feet. If water is being drained from the conical
container into the cylindrical container at the rate of 15 ft3 /min, how fast is the water level falling in the conical tank when the water level in the conical tank is 5 feet high? How fast is the water level rising in the cylindrical container?
191
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that the length of the hypotenuse is the shortest possible length.
Wall
17. The wall of a building has a parallel fence that is 6 feet high and 8 feet from the wall. What is the length of the shortest ladder that passes over the fence and leans on the wall? (See Figure 9.4-4.)
Fence
6 ft
18. Given the cost function C(x ) = 2500 + 0.02x + 0.004x 2 , find the product level such that the average cost per unit is a minimum. 19. Find the maximum area of a rectangle inscribed in an ellipse whose equation is 4x 2 + 25y 2 = 100. 20. A right triangle is in the first quadrant with a vertex at the origin and the other two vertices on the x - and y -axes. If the hypotenuse passes through the point (0.5, 4), find the vertices of the triangle so
Ladder 8 ft
&IGURE
9.5 Cumulative Review Problems #ALCULATOR INDICATES THAT CALCULATORS ARE PERMITTED 21. If y = sin2 (cos(6x â&#x2C6;&#x2019; 1)), find 22. Evaluate lim
x â&#x2020;&#x2019;â&#x2C6;&#x17E;
y
dy . dx
fâ&#x20AC;˛
100/x . â&#x2C6;&#x2019; 4 + x + x2
23. The graph of f is shown in Figure 9.5-1. Find where the function f : (a) has its relative extrema or absolute extrema; (b) is increasing or decreasing; (c) has its point(s) of inflection; (d) is concave upward or downward; and (e) if f (3) = â&#x2C6;&#x2019; 2, draw a possible sketch of f . (See Figure 9.5-1.)
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0
&IGURE
3
x
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STEP 4. Review the Knowledge You Need to Score High 4UFQ 3FWJFX UIF ,OPXMFEHF :PV /FFE UP 4DPSF )JHI
24. (Calculator) At what value(s) of x does the tangent to the curve x 2 + y 2 = 36 have a slope of â&#x2C6;&#x2019;1.
25. (Calculator) Find the shortest distance between the point (1, 0) and the curve y = x 3.
9.6 Solutions to Practice Problems 0ART ! 4HE USE OF A CALCULATOR IS NOT ALLOWED. 4 1. Volume: V = Ï&#x20AC;r 3 ; 3
dr dS Surface Area: S = 4Ï&#x20AC;r2 = 8Ï&#x20AC;r . dt dt dS dr Since =8 , dt dt dr dr â&#x2021;&#x2019; 8 = 8Ï&#x20AC;r 8 = 8Ï&#x20AC;r dt dt 1 or r = . Ï&#x20AC; 3 1 4 4 1 = 2 cubic At r = , V = Ï&#x20AC; Ï&#x20AC; 3 Ï&#x20AC; 3Ï&#x20AC; units.
2. Pythagorean Theorem yields x 2 + y 2 = (13)2 . dx dy dy Differentiate: 2x + 2y =0 â&#x2021;&#x2019; dt dt dt â&#x2C6;&#x2019; x dx = . y dt At x = 5, (5)2 + y 2 = 132 â&#x2021;&#x2019; y = ± 12, since y > 0, y = 12. Therefore, 5 5 dy = â&#x2C6;&#x2019; (â&#x2C6;&#x2019; 2) ft/sec = ft/sec. The dt 12 6 ladder is moving away from the wall at 5 ft/sec when the top of the ladder is 6 5 feet from the ground. 4 3. Volume of a sphere is V = Ï&#x20AC;r 3 . 3 dV 4 Differentiate: (3)Ï&#x20AC;r 2 = dt 3 dr dr = 4Ï&#x20AC;r 2 . dt dt Substitute: 100 = 4Ï&#x20AC;(5)2 dr 1 dr â&#x2021;&#x2019; = cm/sec. dt dt Ï&#x20AC; Let x be the diameter. Since dx dr x = 2r, =2 . dt dt
d x 1 Thus, =2 cm/sec dt r =5 Ï&#x20AC; 2 = cm/sec. The diameter is increasing at Ï&#x20AC; 2 cm/sec when the radius is 5 cm. Ï&#x20AC; 4. (See Figure 9.6-1.) Using similar triangles, with y the length of the shadow you have: y 5 = â&#x2021;&#x2019; 20y = 5y + 5x â&#x2021;&#x2019; 20 y + x x 15y = 5x or y = . 3 Differentiate: dy 1 dy 1 dx = â&#x2021;&#x2019; = (6) dt 3 dt dt 3 = 2 ft/sec. Light
20 ft
5 ft y
x
&IGURE 5. (See Figure 9.6-2.) Volume of a cone 1 V = Ï&#x20AC;r 2 h. 3 Using similar triangles, you have 12 r 2 = â&#x2021;&#x2019; 2h = 3r or r = h, thus 18 h 3 reducing the equation to 2 2 4Ï&#x20AC; 3 1 h (h) = h . V= Ï&#x20AC; 3 3 27
Applications of Derivatives
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Step 2: Differentiate: dy dz dx + 2y = 2z . 2x dt dt dt At x = 120, both cars have traveled 3 hours and thus, y = 3(30) = 90. By the Pythagorean Theorem, (120)2 + (90)2 = z 2 â&#x2021;&#x2019; z = 150.
12
r
18
5m h
Step 3: Substitute all known values into the equation:
dz 2(120)(40) + 2(90)(30) = 2(150) . dt dz Thus = 50 mph. dt Step 4: The distance between the two cars is increasing at 50 mph at x = 120.
&IGURE dV 4 2 dh = Ï&#x20AC;h . dt 9 dt Substituting known values: 4Ï&#x20AC; 2 d h dh â&#x2C6;&#x2019;4= (6) â&#x2021;&#x2019; â&#x2C6;&#x2019; 4 = 16Ï&#x20AC; or 9 dt dt dh 1 =â&#x2C6;&#x2019; ft/min. The water level is dt 4Ï&#x20AC; 1 dropping at ft/min when h = 6 ft. 4Ï&#x20AC;
Differentiate:
7. (See Figure 9.6-4.)
x
x
y
6. (See Figure 9.6-3.) Step 1: Using the Pythagorean Theorem, you have x 2 + y 2 = z 2 . You also dx dy have = 40 and = 30. dt dt
9â&#x20AC;&#x201C;x
&IGURE
N
x
W
E
y z
S
&IGURE
48BEWBOUBHF DPN
9â&#x20AC;&#x201C;x
Step 1: Applying the Pythagorean Theorem, you have x 2 = y 2 + (9 â&#x2C6;&#x2019; x )2 â&#x2021;&#x2019; y 2 = x 2 â&#x2C6;&#x2019; (9 â&#x2C6;&#x2019; x )2 = x 2 â&#x2C6;&#x2019; 81 â&#x2C6;&#x2019; 18x + x 2 = 18x â&#x2C6;&#x2019; 81 â&#x2C6;&#x161; = 9(2x â&#x2C6;&#x2019; 9), or y =â&#x2C6;&#x161; ± 9(2x â&#x2C6;&#x2019; 9) = ± 3 â&#x2C6;&#x161;(2x â&#x2C6;&#x2019; 9) since y > 0, y = 3 (2x â&#x2C6;&#x2019; 9). The area of the triangle 1 â&#x2C6;&#x161; A = 3 2x â&#x2C6;&#x2019; 9 (18 â&#x2C6;&#x2019; 2x ) = â&#x2C6;&#x161;2 3 2x â&#x2C6;&#x2019; 9 (9 â&#x2C6;&#x2019; x ) = 3(2x â&#x2C6;&#x2019; 9)1/2 (9 â&#x2C6;&#x2019; x ).
193
194
STEP 4. Review the Knowledge You Need to Score High 4UFQ 3FWJFX UIF ,OPXMFEHF :PV /FFE UP 4DPSF )JHI
dA 3 = (2x â&#x2C6;&#x2019; 9)â&#x2C6;&#x2019; 1/2 (2)(9 â&#x2C6;&#x2019; x ) dx 2 + (â&#x2C6;&#x2019; 1)(3)(2x â&#x2C6;&#x2019; 9)1/2 . 3(9 â&#x2C6;&#x2019; x ) â&#x2C6;&#x2019; 3(2x â&#x2C6;&#x2019; 9) â&#x2C6;&#x161; = 2x â&#x2C6;&#x2019; 9 54 â&#x2C6;&#x2019; 9x =â&#x2C6;&#x161; 2x â&#x2C6;&#x2019; 9 dA = 0 â&#x2021;&#x2019; 54 â&#x2C6;&#x2019; 9x = 0; x = 6. Step 3: Set dx 9 dA is undefined at x = . The dx 2 9 critical numbers are and 6. 2 Step 4: First Derivative Test:
ds is defined for all x in (0, 2). dx Critical number is x = 1.
Step 2:
Aâ&#x20AC;² A
undef.
undef. 9/2
+
incr.
0 6
decr.
Step 5: Check endpoints. The domain of A is [9/2, 9]. A(9/2) = 0; and A(9) = 0. Therefore, the maximum area of an isosceles triangle with â&#x2C6;&#x161; the perimeter of 18 cm is 9 3 cm2 . (Note that at x = 6, the triangle is an equilateral triangle.)
reciprocal.
1 be its x
1 with 0 < x < 2. x ds 1 Step 3: = 1 + (â&#x2C6;&#x2019; 1)x â&#x2C6;&#x2019; 2 = 1 â&#x2C6;&#x2019; 2 dx x 1 ds =0 â&#x2021;&#x2019; 1â&#x2C6;&#x2019; 2 =0 Step 4: Set dx x â&#x2021;&#x2019; x = ± 1, since the domain is (0, 2), thus x = 1.
Step 2: s = x +
9. (See Figure 9.6-5.) 15 â&#x20AC;&#x201C; 2x
x
x
x
x
â&#x20AC;&#x201C;
Thus at x = 6, the area A is a relative maximum. â&#x2C6;&#x161; 1 (3)( 2(6) â&#x2C6;&#x2019; 9)(9 â&#x2C6;&#x2019; 6) A(6) = 2 â&#x2C6;&#x161; =9 3
8. Step 1: Let x be the number and
Step 5: Second Derivative Test: d 2s 2 d 2 s = and = 2. dx 2 x3 d x 2 x = 1 Thus at x = 1, s is a relative minimum. Since it is the only relative extremum, at x = 1, it is the absolute minimum.
x
x
x
x
x
8 â&#x20AC;&#x201C; 2x
x
x
x x
x x
&IGURE Step 1: Volume: V = x (8 â&#x2C6;&#x2019; 2x )(15 â&#x2C6;&#x2019; 2x ) with 0 â&#x2030;¤ x â&#x2030;¤ 4.
Step 2: Differentiate: Rewrite as V = 4x 3 â&#x2C6;&#x2019; 46x 2 + 120x dV = 12x 2 â&#x2C6;&#x2019; 92x + 120. dx Step 3: Set V = 0 â&#x2021;&#x2019; 12x 2 â&#x2C6;&#x2019; 92x + 120 = 0 â&#x2021;&#x2019; 3x 2 â&#x2C6;&#x2019; 23x + 30 = 0. Using the quadratic formula, you have x = 6 5 dV or x = and is defined for all 3 dx real numbers.
Step 4: Second Derivative Test: d 2 V d 2V = 24x â&#x2C6;&#x2019; 92; dx2 d x 2 x = 6 d 2 V = 52 and = â&#x2C6;&#x2019; 52. d x 2 x = 5 3
Applications of Derivatives
"QQMJDBUJPOT PG %FSJWBUJWFT Thus at x = maximum.
5 is a relative 3
195
and since it is the only relative extremum, it is the absolute minimum.
Step 5: Check endpoints. At x = 0, V = 0 and at x = 4, 5 V = 0. Therefore, at x = , V is 3 the absolute maximum.
Step 5: At x = 1, Z=
(1)4 â&#x2C6;&#x2019; 4(1) +
17 4
5 . 4 Therefore, the shortest distance is 5 . 4 =
10. (See Figure 9.6-6.)
11. Step 1: Average Cost: C (x ) 3x 2 + 5x + 12 = x x 12 = 3x + 5 + . x
C= &IGURE Step 1: Distance Formula: (x â&#x2C6;&#x2019; 2) +
Z=
2
=
=
=
(x â&#x2C6;&#x2019; 2)2 +
Step 2: yâ&#x2C6;&#x2019;
1 â&#x2C6;&#x2019; 2
â&#x2C6;&#x2019; x2 +
1 2
2
x 2 â&#x2C6;&#x2019; 4x + 4 + x 4 â&#x2C6;&#x2019; x 2 + x 4 â&#x2C6;&#x2019; 4x +
2
1 4
17 4
12 dC =0 â&#x2021;&#x2019; 3â&#x2C6;&#x2019; 2 =0 â&#x2021;&#x2019; dx x 12 3 = 2 â&#x2021;&#x2019; x = Âą 2. Since x > 0, x = 2 x dC and C (2) = 17. is undefined at dx x = 0 which is not in the domain.
Step 3: Set
Step 4: Second Derivative Test: d 2 C d 2 C 24 = and =3 dx2 x3 dx2 x =2
Step 2: Let S = Z 2 , since S and Z have the same maximums and minimums. 17 d S S = x 4 â&#x2C6;&#x2019; 4x + ; = 4x 3 â&#x2C6;&#x2019; 4 4 dx dS dS Step 3: Set = 0; x = 1 and is dx dx defined for all real numbers. Step 4: Second Derivative Test: d 2 S d 2S 2 = 12x and dx2 dx2
= 12.
x =1
Thus at x = 1, Z has a minimum,
48BEWBOUBHF DPN
12 dC = 3 â&#x2C6;&#x2019; 12x â&#x2C6;&#x2019; 2 = 3 â&#x2C6;&#x2019; 2 dx x
Thus at x = 2, the average cost is a minimum.
196
STEP 4. Review the Knowledge You Need to Score High 4UFQ 3FWJFX UIF ,OPXMFEHF :PV /FFE UP 4DPSF )JHI
12. (See Figure 9.6-7.)
The â&#x2C6;&#x161; water level is rising 3 m/min when the water level 40 is 2 m high.
River
14. (See Figure 9.6-8.) x
x (200 â&#x20AC;&#x201C; 2x)
&IGURE Step 1: Area: A = x (200 â&#x2C6;&#x2019; 2x ) = 200x â&#x2C6;&#x2019; 2x 2 with 0 â&#x2030;¤ x â&#x2030;¤ 100. Step 2: A (x ) = 200 â&#x2C6;&#x2019; 4x
Step 3: Set A (x ) = 0 â&#x2021;&#x2019; 200 â&#x2C6;&#x2019; 4x = 0; x = 50. Step 4: Second Derivative Test: A (x ) = â&#x2C6;&#x2019; 4; thus at x = 50, the area is a relative maximum. A(50) = 5000 m2 . Step 5: Check endpoints. A(0) = 0 and A(100) = 0; therefore at x = 50, the area is the absolute maximum and 5000 m2 is the maximum area. 0ART " #ALCULATORS ARE ALLOWED 13. Step 1: Let h be the height of the trough and 4 be a side of one of the two equilateral triangles. Thus,â&#x2C6;&#x161; in a 30â&#x20AC;&#x201C;60 right triangle, h = 2 3. Step 2: Volume: V = (area of the triangle) · 10 1 2 10 (h) â&#x2C6;&#x161; h 10 = â&#x2C6;&#x161; h 2 . = 2 3 3
Step 3: Differentiate with respect to t. dV 10 dh = â&#x2C6;&#x161; (2)h dt dt 3 Step 4: Substitute known values: 20 dh 1 = â&#x2C6;&#x161; (2) ; 3 dt â&#x2C6;&#x161; dh 3 = m/min. d t 40
Z S Camera θ 3000 m
&IGURE Step 1: tan θ = S/3000 Step 2: Differentiate with respect to t. sec2 θ
1 dS dθ = ; d t 3000 d t 1 1 dS dθ = d t 3000 sec2 θ d t 1 1 (200t) = 3000 sec2 θ
Step 3: At t = 5; S = 100(5)2 = 2500; Thus, Z 2 = (3000)2 + (2500)2 = 15,250,000. â&#x2C6;&#x161;Therefore, Z = ± 500 â&#x2C6;&#x161; 61, since Z > 0, Z = 500 61. Substitute known values into the equation:  2
 1  1 dθ  â&#x2C6;&#x161;  = (1000), ï£ d t 3000 500 61 
3000 Z since sec θ = . 3000
dθ = 0.197 radian/sec. The angle dt of elevation is changing at 0.197 radian/sec, 5 seconds after liftoff. 15. (See Figure 9.6-9.)
h
197
Applications of Derivatives
"QQMJDBUJPOT PG %FSJWBUJWFT
The water level in the cylinder is rising at 5 ft/min = 0.133 ft/min. 12Ï&#x20AC; 17. Step 1: Let x be the distance of the foot of the ladder from the higher wall. Let y be the height of the point where the ladder touches the higher wall. The slope of the y â&#x2C6;&#x2019;6 6â&#x2C6;&#x2019;0 ladder is m = or m = . 0â&#x2C6;&#x2019;8 8â&#x2C6;&#x2019;x Thus, 6 y â&#x2C6;&#x2019;6 = â&#x2021;&#x2019; (y â&#x2C6;&#x2019; 6)(8 â&#x2C6;&#x2019; x ) â&#x2C6;&#x2019;8 8â&#x2C6;&#x2019;x
20°
&IGURE h Sin 20â&#x2014;¦ = 300t h = (sin 20â&#x2014;¦ )300t; dh = (sin 20â&#x2014;¦ )(300) â&#x2030;&#x2C6; 102.606 mph. The dt plane is gaining altitude at 102.606 mph. 1 16. Vcone = Ï&#x20AC;r 2 h 3 Similar triangles:
4 r = â&#x2021;&#x2019; 5r = 2h or 10 h
2h r= . 5 2 1 4Ï&#x20AC; 3 2h h ; h= Vcone = Ï&#x20AC; 3 5 75 dh d V 4Ï&#x20AC; = (3)h 2 . d t 75 dt Substitute known values: 4Ï&#x20AC; 2 d h â&#x2C6;&#x2019; 15 = (5) ; 25 dt d h d h â&#x2C6;&#x2019; 15 â&#x2C6;&#x2019; 15 = 4Ï&#x20AC; ; = â&#x2030;&#x2C6; â&#x2C6;&#x2019; 1.19 ft/min. dt dt 4Ï&#x20AC; The water level in the cone is falling at â&#x2C6;&#x2019; 15 ft/min â&#x2030;&#x2C6; â&#x2C6;&#x2019; 1.19 ft/ min when the 4Ï&#x20AC; water level is 5 feet high. Vcylinder = Ï&#x20AC; R 2H = Ï&#x20AC;(6)2H = 36Ï&#x20AC;H. dH dH 1 dV dH dV = 36Ï&#x20AC; ; = ; dt d t d t 36Ï&#x20AC; d t d t 1 5 = (15) = ft/min 36Ï&#x20AC; 12Ï&#x20AC; â&#x2030;&#x2C6; 0.1326 ft/min or 1.592 in/min.
48BEWBOUBHF DPN
= â&#x2C6;&#x2019; 48 â&#x2021;&#x2019; 8y â&#x2C6;&#x2019; x y â&#x2C6;&#x2019; 48 + 6x = â&#x2C6;&#x2019; 48 â&#x2021;&#x2019; y (8 â&#x2C6;&#x2019; x ) = â&#x2C6;&#x2019; 6x â&#x2021;&#x2019; y =
â&#x2C6;&#x2019; 6x . 8â&#x2C6;&#x2019;x
Step 2: Pythagorean Theorem: 2 â&#x2C6;&#x2019; 6x l2 = x2 + y2 = x2 + 8â&#x2C6;&#x2019;x Since l > 0, l =
x2 +
â&#x2C6;&#x2019; 6x 8â&#x2C6;&#x2019;x
2
,
x > 8. Step 3: Enter x â&#x2C6;§ 2 + [(â&#x2C6;&#x2019; 6 â&#x2C6;&#x2014; x )/(8 â&#x2C6;&#x2019; x )]â&#x2C6;§ 2 . y1= The graph of y 1 is continuous on the interval x > 8. Use the [Minimum] function of the calculator and obtain x = 14.604; y = 19.731. Thus the minimum value of l is 19.731 or the shortest ladder is approximately 19.731 feet. C ; thus, C (x ) x 2500 + 0.02x + 0.004x 2 = x
18. Step 1: Average Cost C =
=
2500 + 0.02 + 0.004x . x
198
STEP 4. Review the Knowledge You Need to Score High 4UFQ 3FWJFX UIF ,OPXMFEHF :PV /FFE UP 4DPSF )JHI
Step 2: Enter: y 1 =
2500 + .02 + .004 â&#x2C6;&#x2014; x x
Step 1: Area A = (2x )(2y ); 0 â&#x2030;¤ x â&#x2030;¤ 5 and 0 â&#x2030;¤ y â&#x2030;¤ 2.
Step 3: Use the [Minimum] function in the calculator and obtain x = 790.6.
Step 2: 4x 2 + 25y 2 = 100; 25y 2 = 100 â&#x2C6;&#x2019; 4x 2 .
Step 4: Verify the result with the First Derivative Test. Enter y 2 = d (2500/x + .02 + .004x , x ); Use the [Zero] function and obtain x = 790.6. Thus
100 â&#x2C6;&#x2019; 4x 2 â&#x2021;&#x2019;y= ± y = 25 2
â&#x20AC;&#x201C;
0
0 f
y=
+
100 â&#x2C6;&#x2019; 4x 2 = 25
Step 3: A = (2x )
790.6 decr.
100 â&#x2C6;&#x2019; 4x 2 25
Since y â&#x2030;¥ 0
dC = 0; dx
at x = 790.6. Apply the First Derivative Test: fâ&#x20AC;²
incr . rel. min.
Thus the minimum average cost per unit occurs at x = 790.6. (The graph of the average cost function is shown in Figure 9.6-10.)
â&#x2C6;&#x161; 2 5
â&#x2C6;&#x161;
100 â&#x2C6;&#x2019; 4x 2 . 5
100 â&#x2C6;&#x2019; 4x 2
4x â&#x2C6;&#x161; 100 â&#x2C6;&#x2019; 4x 2 5 4x â&#x2C6;&#x161; Step 4: Enter y 1 = 100 â&#x2C6;&#x2019; 4x 2 5 Use the [Maximum] function and obtain x = 3.536 and y 1 = 20. =
Step 5: Verify the result with the First Derivative Test. Enter 4x â&#x2C6;&#x161; 2 y2=d 100 â&#x2C6;&#x2019; 4x , x . Use 5 the [Zero] function and obtain x = 3.536. Note that:
&IGURE 19. (See Figure 9.6-11.)
+
fâ&#x20AC;²
y
0 f
(x, y)
2
0
â&#x20AC;&#x201C;
3.536 incr.
decr. rel. max.
y x
â&#x20AC;&#x201C;5 â&#x20AC;&#x201C;2
&IGURE
5
x
The function f has only one relative extremum. Thus, it is the absolute extremum. Therefore, at x = 3.536, the area is 20 and the area is the absolute maxima.
20. (See Figure 9.6-12.)
(0.5, 4)
l y
x
0
Since l > 0, l =
y
(0, y)
(x, 0)
x
&IGURE Step 1: Distance formula: l 2 = x 2 + y 2 ; x > 0.5 and y > 4. Step 2: The slope of the hypotenuse: y â&#x2C6;&#x2019;4 â&#x2C6;&#x2019;4 m= = 0 â&#x2C6;&#x2019; 0.5 x â&#x2C6;&#x2019; 0.5 â&#x2021;&#x2019; (y â&#x2C6;&#x2019; 4)(x â&#x2C6;&#x2019; 0.5) = 2
199
Applications of Derivatives
"QQMJDBUJPOT PG %FSJWBUJWFT
x + 2
4x x â&#x2C6;&#x2019; 0.5
2
2 4x Step 4: Enter y 1 = x + x â&#x2C6;&#x2019; 0.5 and use the [Minimum] function of the calculator and obtain x = 2.5. 2
Step 5: Apply the First Derivative Test. Enter y 2 = d (y 1(x ), x ) and use the [Zero] function and obtain x = 2.5. Note that: fâ&#x20AC;²
â&#x20AC;&#x201C;
f
decr.
0
+
3 incr. rel. min.
â&#x2021;&#x2019; x y â&#x2C6;&#x2019; 0.5y â&#x2C6;&#x2019; 4x + 2 = 2
y (x â&#x2C6;&#x2019; 0.5) = 4x
4x . x â&#x2C6;&#x2019; 0.5 2 4x 2 2 Step 3: l = x + ; x â&#x2C6;&#x2019; 0.5 2 4x 2 l= ± x + x â&#x2C6;&#x2019; 0.5 y=
Since f has only one relative extremum, it is the absolute extremum. Step 6: Thus, at x = 2.5, the length of the hypotenuse is the shortest. At 4(2.5) x = 2.5, y = = 5. The 2.5 â&#x2C6;&#x2019; 0.5 vertices of the triangle are (0, 0), (2.5, 0), and (0, 5).
9.7 Solutions to Cumulative Review Problems 21. Rewrite: y = [sin(cos(6x â&#x2C6;&#x2019; 1))]2 dy = 2 [sin (cos (6x â&#x2C6;&#x2019; 1))] Thus, dx Ã&#x2014; [cos(cos(6x â&#x2C6;&#x2019; 1))]
Ã&#x2014; [â&#x2C6;&#x2019; sin(6x â&#x2C6;&#x2019; 1)] (6)
= â&#x2C6;&#x2019; 12 sin(6x â&#x2C6;&#x2019; 1)
Ã&#x2014; [sin(cos(6x â&#x2C6;&#x2019; 1))]
Ã&#x2014; [cos(cos(6x â&#x2C6;&#x2019; 1))] .
48BEWBOUBHF DPN
100 x approaches 0 and the denominator increases without bound (i.e., â&#x2C6;&#x17E;). 100/x Thus, the lim = 0. x â&#x2020;&#x2019;â&#x2C6;&#x17E; â&#x2C6;&#x2019; 4 + x + x 2
22. As x â&#x2020;&#x2019; â&#x2C6;&#x17E;, the numerator
.
200
STEP 4. Review the Knowledge You Need to Score High 4UFQ 3FWJFX UIF ,OPXMFEHF :PV /FFE UP 4DPSF )JHI
23. (a) Summarize the information of f on a number line. â&#x20AC;&#x201C;
lâ&#x20AC;²
0
.5
24. (Calculator) (See Figure 9.7-2.)
+
2.5
l
decr.
incr. rel. min.
Since f has only one relative extremum, it is the absolute extremum. Thus, at x = 3, it is an absolute minimum.
&IGURE
(b) The function f is decreasing on the interval (â&#x2C6;&#x2019; â&#x2C6;&#x17E;, 3) and increasing on (3, â&#x2C6;&#x17E;).
Step 1: Differentiate: dy x dy =0 â&#x2021;&#x2019; =â&#x2C6;&#x2019; . 2x + 2y dx dx y
(c) fâ&#x20AC;²
incr.
0
fâ&#x20AC;³
+
3
f
concave upward
â&#x2C6;&#x2019;x dy =â&#x2C6;&#x2019;1 â&#x2021;&#x2019; =â&#x2C6;&#x2019;1 â&#x2021;&#x2019; Step 2: Set dx y y = x.
incr.
+
Step 3: Solve for y : x 2 + y 2 = 36 â&#x2021;&#x2019; â&#x2C6;&#x2019; x 2; y 2 = 36â&#x2C6;&#x161; y = ± 36 â&#x2C6;&#x2019; x 2 . â&#x2C6;&#x161; Step 4: Thus, y = x â&#x2021;&#x2019; ± 36 â&#x2C6;&#x2019; x 2 = x â&#x2021;&#x2019; 36 â&#x2C6;&#x2019; x 2 = x 2 â&#x2021;&#x2019;â&#x2C6;&#x161; 36 = 2x 2 or x = ± 3 2.
concave upward
No change of concavity â&#x2021;&#x2019; No point of inflection. (d) The function f is concave upward for the entire domain (â&#x2C6;&#x2019; â&#x2C6;&#x17E;, â&#x2C6;&#x17E;).
25. (Calculator) (See Figure 9.7-3.)
(e) Possible sketch of the graph for f (x ). (See Figure 9.7-1.)
Step 1: Distance â&#x2C6;&#x161; formula: zâ&#x2C6;&#x161;= (x â&#x2C6;&#x2019; 1)2 + (x 3 )2 = (x â&#x2C6;&#x2019; 1)2 + x 6 .
y f
0
x 3 (3, â&#x20AC;&#x201C;2)
&IGURE
&IGURE
48BEWBOUBHF DPN
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48BEWBOUBHF DPN
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Three Approaches to Preparing for the AP U.S. Government and Politics Exam What kind of preparation program for the AP exam should you follow? Should you carefully follow every step, or are there perhaps some steps you can bypass? That depends not only on how much time you have, but also on what kind of student you are. No one knows your study habits, likes, and dislikes better than you do, so you are the only one who can decide which approach you want or need to adapt. This chapter presents three possible study plans, labeled A, B, and C. Look at the brief profiles below. These may help you determine which of these three plans is right for you. 9OU RE A FULL YEAR PREP STUDENT if: â&#x20AC;&#x153;Study groups helped me focus.â&#x20AC;? â&#x20AC;&#x201D;DA, AP student
You are the kind of person who likes to plan for everything very far in advance. You buy your best friend a gift two months before his or her birthday because you know exactly what to choose, where you will buy it, and how much you will pay for it. You like detailed planning and everything in its place. You feel that you must be thoroughly prepared. You hate surprises. 9
10 Step 1. Set 4UFQ 4FU 6Q :PVS 4UVEZ 1SPHSBN Up Your Study Program If you fit this profile, consider 0LAN !. 9OU RE A ONE SEMESTER PREP STUDENT if: â&#x20AC;&#x153;My teacher held review sessions right before the examâ&#x20AC;&#x201D;they really help!â&#x20AC;? â&#x20AC;&#x201D;TG, AP student
You buy your best friend a gift one week before his or her birthday because it sort of snuck up on you, yet you have a clear idea of exactly what you will be purchasing. You are willing to plan ahead to feel comfortable in stressful situations, but are okay with skipping some details. You feel more comfortable when you know what to expect, but a surprise or two is cool. Youâ&#x20AC;&#x2122;re always on time for appointments. If you fit this profile, consider 0LAN ". 9OU RE A SIX WEEK PREP STUDENT if:
â&#x20AC;&#x153;Relax! Knowing the makeup of the test and how to take the test really helps.â&#x20AC;? â&#x20AC;&#x201D;JB, AP student
You buy your best friend a gift for his or her birthday, but you need to include a belated card because you missed it by a couple of days. You work best under pressure and tight deadlines. You feel very confident with the skills and background you have learned in your AP U.S. Government and Politics class. You decided late in the year to take the exam. You like surprises. You feel okay if you arrive 10 to 15 minutes late for an appointment. If you fit this profile, consider 0LAN #.
How to Plan Your Time 11
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Calendar for Each Plan *Â?>Â&#x2DC;Ă&#x160; \Ă&#x160; 9Â&#x153;Ă&#x2022;Ă&#x160; >Ă&#x203A;iĂ&#x160;>Ă&#x160; Ă&#x2022;Â?Â?Ă&#x160;-VÂ&#x2026;Â&#x153;Â&#x153;Â?Ă&#x160;9i>Ă&#x20AC;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;*Ă&#x20AC;iÂŤ>Ă&#x20AC;i Although its primary purpose is to prepare you for the AP U.S. Government and Politics exam you will take in May, this book can enrich your study of government and politics, your analytical skills, and your essay writing skills.
- */ ,q" /" , (Check off the activities as
you complete them.) â&#x20AC;&#x201D; Determine the student mode (A, B, or C) that applies to you. â&#x20AC;&#x201D; Carefully read the Introduction and Chapter 1 of this book. â&#x20AC;&#x201D; Take the Diagnostic Exam in Chapter 3. â&#x20AC;&#x201D; Get on the Web and take a look at the AP Web site(s). â&#x20AC;&#x201D; Skim the Comprehensive Review section. (Reviewing the topics covered in this section will be part of your year-long preparation.) â&#x20AC;&#x201D; Buy a few color highlighters. â&#x20AC;&#x201D; Flip through the entire book. Break the book in. Write in it. Highlight it. â&#x20AC;&#x201D; Get a clear picture of your own schoolâ&#x20AC;&#x2122;s AP Government and Politics curriculum. â&#x20AC;&#x201D; Begin to use the book as a resource to supplement the classroom learning. â&#x20AC;&#x201D; Read and study Chapters 4 and 5. "6 , (The first 10 weeks have elapsed.)
â&#x20AC;&#x201D; â&#x20AC;&#x201D;
Read and study Chapter 6, Architecture and Development of United States Government. Read and study Chapter 7, Federalism.
,
â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D;
Read and study Chapter 8, Political Culture. Read and study Chapter 9, Political Parties. Review Chapters 6 and 7.
1 ,9 (20 weeks have elapsed.)
â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D;
Read and study Chapter 10, Voting and Elections. Read and study Chapter 11, Interest Groups and the Mass Media. Review Chapters 6 to 9.
48BEWBOUBHF DPN
,1 ,9
â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D;
Read and study Chapter 12, The Legislative Branch. Read and study Chapter 13, The Executive Branch and the Bureaucracy. Read and study Chapter 14, The National Judiciary. Review Chapters 6 to 11.
, (30 weeks have now elapsed.)
â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D;
Take Practice Exam 1 in the first week of March. Read and study Chapter 15, Civil Liberties and Civil Rights. Read and study Chapter 16, Politics and Public Policymaking. Review Chapters 6 to 14.
*,
â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D;
Take Practice Exam 2 in the first week of April. Evaluate your strengths and weaknesses. Study appropriate chapters to correct your weaknesses. Review Chapters 6 to 16.
9 (First 2 weeks) (THIS IS IT!)
â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D;
Review the Introduction and Chapters 1 to 16â&#x20AC;&#x201D;all the material. Take Practice Exam 3. Score yourself. Get a good nightâ&#x20AC;&#x2122;s sleep before the exam. Fall asleep knowing that you are well prepared. GOOD LUCK ON THE TEST!
12 Step 1. Set 4UFQ 4FU 6Q :PVS 4UVEZ 1SPHSBN Up Your Study Program
Plan B: You Have One Semester to Prepare Working under the assumption that youâ&#x20AC;&#x2122;ve completed or are taking one semester of government and politics studies, the following calendar will use the skills youâ&#x20AC;&#x2122;ve been practicing to prepare you for the May exam. JANUARYâ&#x20AC;&#x201C;FEBRUARY
â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D;
Carefully read the Introduction and Chapters 1 to 5 of this book. Take the Diagnostic Exam. Read Chapters 4 and 5. Read and study Chapter 6, Architecture and Development of U.S. Government. Read and study Chapter 7, Federalism. Read and study Chapter 8, Political Culture. Read and study Chapter 9, Political Parties. Read and study Chapter 10, Voting and Elections. Read and study Chapter 11, Interest Groups and the Mass Media. Review Chapters 6 to 11.
MARCH (10 weeks to go)
â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D;
Read and study Chapter 12, The Legislative Branch. Review Chapters 6 and 7. Read and study Chapter 13, The Executive Branch and the Bureaucracy. Review Chapters 8 and 9.
â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D;
Read and study Chapter 14, The National Judiciary. Review Chapters 10 to 11. Read and study Chapter 15, Civil Liberties and Civil Rights. Read and study Chapter 16, Politics and Public Policymaking.
APRIL
â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D;
Take Practice Exam 1 in the first week of April. Evaluate your strengths and weaknesses. Study appropriate chapters to correct your weaknesses. Take Practice Exam 2 in the third week of April. Review Chapters 6 to 11. Review Chapters 12 to 16.
MAY (First 2 weeks) (THIS IS IT!)
â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D; â&#x20AC;&#x201D;
Review the Introduction and Chapters 1 to 16â&#x20AC;&#x201D;all the material. Take Practice Exam 3. Score yourself. Get a good nightâ&#x20AC;&#x2122;s sleep before the exam. Fall asleep knowing that you are well prepared. GOOD LUCK ON THE TEST!
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iVÌ VÕÌÊ Ài>Ì®Ê «À Ãi]ÊÀi>V i`Ê>ÌÊÌ iÊ ÃÌ ÌÕÌ > Ê Ûi Ì ° / iÊ Õ ` }Ê >Ì iÀÃÊL>Ãi`ÊÌ i ÀÊV «À ÃiÊ Ê«>ÀÌÊ ÊÌ iÊLi ivÊÌ >ÌÊi>V ÕÃiÊÜ Õ `ÊÃiÀÛiÊ>ÃÊ>ÊV iV Ê ÊÌ iÊ« ÜiÀÊ vÊÌ iÊ Ì iÀÊ ÕÃi°Ê/ iÊ ÕÃiÊ v ,i«ÀiÃi Ì>Ì ÛiÃÊÜ>ÃÊÌ ÊLiÊL>Ãi`Ê ÊÌ iÊ« «Õ >Ì Ê ÊÌ iÊÃÌ>ÌiÃ] Ài«ÀiÃi Ì>Ì ÛiÊ vÊÌ iÊ«i « i]ÊÜ Ì Ê ÌÃÊ i LiÀÃÊV Ãi ÊLÞÊ« «Õ >ÀÊÛ Ìi°Ê/ i -i >ÌiÊÜ>ÃÊÌ ÊÀi«ÀiÃi ÌÊÌ iÊÃÌ>ÌiÃ]ÊÜ Ì Êi>V ÊÃÌ>ÌiÊ >Û }ÊÌ iÊÃ> iÊ Õ LiÀ vÊÃi >Ì ÀÃ]ÊV Ãi ÊLÞÊÌ iÊÃÌ>ÌiÊ i} à >ÌÕÀið iÞÊ/iÀ Ã
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139
140 the Knowledge You Need to Score High Step 4. Review 4UFQ 3FWJFX UIF ,OPXMFEHF :PV /FFE UP 4DPSF )JHI
Structure of Congress Figure 12-1 shows the structure of the two arms of Congress. 3TRUCTURE OF #ONGRESS ! #OMPARISON OF THE (OUSE AND 3ENATE Î?ΰΜδΌ ΰΧ Î&#x2122;ΌιγΌδΌίξ΢ξΪΡΌδ
Î&#x161;Όί΢ξΌ
Î&#x201D;ΌΎΣΌγδΊΪι
435 members (apportioned by population)
100 members (two from each state)
Î&#x203A;ΌγΎ ΰΧ ΰΧΧΪΤΌ
2 years; entire House elected every 2 years
6 years; staggered terms with one-third of the Senate elected every 2 years
Î&#x2DC;Μ΢ÎΪΧΪΤ΢ξΪΰίδ
at least 25 years of age; citizen for 7 years; must live in state where district is located
at least 30 years of age citizen for 9 years must live in state
Î&#x160;ΰίδξΪξΜΌίΤΪΌδ
Smaller, by districts
Larger, entire state
Î&#x2014;γΌδξΪΨΌ
Less prestige
More prestige
&IGURE
Organization of Congress
Two houses meet for terms of two years beginning on January 3 of odd-numbered years; each term is divided into two one-year sessions The president may call special sessions in cases of national emergency Each house of Congress chooses its own leadership and determines its own rules
Election to Congress iĂ&#x152;Ă&#x152;Â&#x2C6;Â&#x2DC;}Ă&#x160; Â?iVĂ&#x152;i`Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; Â&#x153;Ă&#x2022;Ă&#x192;iĂ&#x160;Â&#x153;vĂ&#x160;,iÂŤĂ&#x20AC;iĂ&#x192;iÂ&#x2DC;Ă&#x152;>Ă&#x152;Â&#x2C6;Ă&#x203A;iĂ&#x192; The Constitution guarantees each state at least one representative. Members are chosen from districts within each state. Some practices related to determining congressional representation are:
Key Idea
APPORTIONMENTâ&#x20AC;&#x201D;distribution among the states based on the population of each of the states REAPPORTIONMENTâ&#x20AC;&#x201D;the redistribution of Congressional seats after the census determines changes in population distribution among the states CONGRESSIONAL DISTRICTINGâ&#x20AC;&#x201D;the drawing by state legislatures of congressional districts for those states with more than one representative GERRYMANDERINGâ&#x20AC;&#x201D;drawing congressional districts to favor one political party or group over another
iĂ&#x152;Ă&#x152;Â&#x2C6;Â&#x2DC;}Ă&#x160; Â?iVĂ&#x152;i`Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;-iÂ&#x2DC;>Ă&#x152;i The Constitution guarantees that â&#x20AC;&#x153;no state, without its consent, shall be deprived of its equal suffrage in the Senateâ&#x20AC;? (Article V).
Members were originally chosen by the state legislatures in each state. Since 1913, the Seventeenth Amendment allows for the direct election of senators by the people of the state.
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The Legislative Branch 141
Incumbency Effect Key Idea
The INCUMBENCY EFFECT is the tendency of those already holding office to win reelection. The effect tends to be stronger for members of the House of Representatives and weaker for the Senate. Advantages may include:
name recognitionâ&#x20AC;&#x201D;Voters are more likely to recognize the office holder than the challenger. credit claimingâ&#x20AC;&#x201D;The office holder may have brought government projects and money into the state or district. casework for constituentsâ&#x20AC;&#x201D;Office holders may have helped constituents solve problems involving government and the bureaucracy. more visible to constituentsâ&#x20AC;&#x201D;Members can use the â&#x20AC;&#x153;perksâ&#x20AC;? of the office to communicate with constituents. Franking, the privilege of sending official mail using the incumbentâ&#x20AC;&#x2122;s signature as postage, provides communication with constituents. media exposureâ&#x20AC;&#x201D;Incumbents are more likely to gain â&#x20AC;&#x153;freeâ&#x20AC;? publicity during a campaign through the media. fund-raising abilitiesâ&#x20AC;&#x201D;It is generally greater for incumbents. experience in campaigningâ&#x20AC;&#x201D;Incumbents have already experienced the campaign process. voting recordâ&#x20AC;&#x201D;Voters can evaluate their performance based on their record.
Term Limits Although several states have passed legislation establishing term limits for members of Congress, the Supreme Court has ruled that neither the states nor Congress may impose term limits without a constitutional amendment. Therefore, today, there are no limitations on the number of terms a member of Congress may serve.
Leadership of Congress The majority political party in each house controls the leadership positions of Congress.
House of Representatives
Key Idea
The Speaker of the House is the presiding officer and most powerful member of the House. Major duties include assigning bills to committee, controlling floor debate, and appointing party members to committees. The Speaker is elected by members of his or her political party within the House. Majority and minority leaders â&#x20AC;&#x201D; The majority leader serves as the major assistant to the speaker, helps plan the partyâ&#x20AC;&#x2122;s legislative program, and directs floor debate. â&#x20AC;&#x201D; The minority floor leader is the major spokesperson for the minority party and organizes opposition to the majority party. Whips help floor leaders by directing party members in voting, informing members of impending voting, keeping track of vote counts, and pressuring members to vote with the party.
Senate
48BEWBOUBHF DPN
The U.S. vice president, although not a Senate member, is the presiding officer of the Senate, according to the Constitution. The vice president may not debate and only votes to break a tie.
142 the Knowledge You Need to Score High Step 4. Review 4UFQ 3FWJFX UIF ,OPXMFEHF :PV /FFE UP 4DPSF )JHI
The PRESIDENT PRO TEMPORE is a senior member of the majority party chosen to preside in the absence of the Senate president. This is a mostly ceremonial position lacking real power. Majority and minority FLOOR LEADERS â&#x20AC;&#x201D; The majority floor leader is the most influential member of the Senate and often the majority party spokesperson. â&#x20AC;&#x201D; The minority floor leader performs the same role as the House minority leader. Whips serve the same role as whips in the House of Representatives.
The Committee System Most of the work of Congress is accomplished through committees. Committees permit Congress to divide the work among members, thus allowing for the study of legislation by specialists and helping speed up the passage of legislation.
i>`iĂ&#x20AC;Ă&#x192;Â&#x2026;Â&#x2C6;ÂŤĂ&#x160;Â&#x153;vĂ&#x160; Â&#x153;Â&#x201C;Â&#x201C;Â&#x2C6;Ă&#x152;Ă&#x152;iiĂ&#x192; Committee chairpersons are members of the majority party in each house chosen by party caucus. They set agendas, assign members to subcommittees, and decide whether the committee will hold public hearings and which witnesses to call. They manage floor debate of the bill when it is presented to the full House or Senate. Traditionally chairpersons were chosen based on the SENIORITY SYSTEM, with the majority party member having the longest length of committee service chosen as chairperson. Today, reforms allow for the selection of chairpersons who are not the most senior majority-party member on the committee. However, most are long-standing members of the committee.
iÂ&#x201C;LiĂ&#x20AC;Ă&#x192;Â&#x2026;Â&#x2C6;ÂŤĂ&#x160;Â&#x153;Â&#x2DC;Ă&#x160; Â&#x153;Â&#x201C;Â&#x201C;Â&#x2C6;Ă&#x152;Ă&#x152;iiĂ&#x192; The percentage of each committeeâ&#x20AC;&#x2122;s membership reflects the overall percentage of Democrats and Republicans in each house. Members try to serve on committees where they can influence public policy relating to their district or state (for example, a Kansas senator on the agriculture committee) or influence important national public policy.
/Ă&#x17E;ÂŤiĂ&#x192;Ă&#x160;Â&#x153;vĂ&#x160; Â&#x153;Â&#x201C;Â&#x201C;Â&#x2C6;Ă&#x152;Ă&#x152;iiĂ&#x192;
A STANDING COMMITTEE is a permanent committee that deals with specific policy matters (agriculture, energy and natural resources, veteransâ&#x20AC;&#x2122; affairs). A SELECT COMMITTEE is a temporary committee appointed for a specific purpose. Most are formed to investigate a particular issue, such as the Senate Watergate Committee. A JOINT COMMITTEE is made up of members of both houses of Congress. It may be a select committee (Iran-Contra Committee) or perform routine duties (Joint Committee on the Library of Congress). A CONFERENCE COMMITTEE is a temporary committee of members from both houses of Congress, created to resolve the differences in House and Senate versions of a bill. It is a compromise committee.
>Ă&#x2022;VĂ&#x2022;Ă&#x192;iĂ&#x192; #AUCUSES are informal groups formed by members of Congress who share a common purpose or set of goals (Congressional Black Caucus, Womenâ&#x20AC;&#x2122;s Caucus, Democratic or Republican Caucus).
5IF -FHJTMBUJWF #SBODI
The Legislative Branch 143
Congressional Staff and Support
Personal staff work directly for members of Congress in Washington, D.C., and their district offices in their home states. Committee staff work for committees and subcommittees in Congress, researching problems and analyzing information. Support agencies provide services to members of Congress (Library of Congress, Government Printing Office).
Roles of Members of Congress Members of Congress have several roles.
policymakerâ&#x20AC;&#x201D;make public policy through the passage of legislation representativeâ&#x20AC;&#x201D;represent constituents â&#x20AC;&#x201D; delegateâ&#x20AC;&#x201D;members vote based on the wishes of constituents, regardless of their own opinions â&#x20AC;&#x201D; trusteeâ&#x20AC;&#x201D;after listening to constituents, members vote based on their own opinions constituent servantâ&#x20AC;&#x201D;help constituents with problems committee memberâ&#x20AC;&#x201D;serve on committees politician/party memberâ&#x20AC;&#x201D;work to support their political party platform and get reelected
Privileges of Members of Congress Members of Congress enjoy several privileges, including:
allowances for offices in their district or home state travel allowances the franking privilege allows members of Congress to send mailings to constituents postage free immunity from arrest while conducting congressional business immunity from libel or slander suits for their speech or debate in Congress
Powers of Congress Congress has legislative and nonlegislative powers. 1. Legislative powersâ&#x20AC;&#x201D;power to make laws
Key Idea
U
expressed powersâ&#x20AC;&#x201D;powers specifically granted to Congress, mostly found in Article I, Section 8 of the Constitution implied powersâ&#x20AC;&#x201D;powers that may be reasonably suggested to carry out the expressed powers; found in Article I, Section 8, Clause 18; â&#x20AC;&#x153;necessary and properâ&#x20AC;? or elastic clause; allows for the expansion of Congressâ&#x20AC;&#x2122;s powers (expressed power to raise armies and navy implies the power to draft men into the military) limitations on powersâ&#x20AC;&#x201D;powers denied Congress by Article I, Section 9 and the Tenth Amendment
2. Nonlegislative powersâ&#x20AC;&#x201D;duties other than lawmaking
48BEWBOUBHF DPN
electoral powersâ&#x20AC;&#x201D;selection of the president by the House of Representatives and/or vice president by the Senate upon the failure of the electoral college to achieve a majority vote
144 the Knowledge You Need to Score High Step 4. Review 4UFQ 3FWJFX UIF ,OPXMFEHF :PV /FFE UP 4DPSF )JHI
amendment powersâ&#x20AC;&#x201D;Congress may propose amendments by a two-thirds vote of each house or by calling a national convention to propose amendments if requested by two-thirds of the state legislatures impeachmentâ&#x20AC;&#x201D;the House may bring charges, or impeach, the president, vice president, or any civil officer; case is tried in the Senate with the Senate acting as the jury (Andrew Johnson and Bill Clinton were both impeached by the House but not convicted by the Senate) executive powers of Senateâ&#x20AC;&#x201D;the Senate shares the appointment and treaty-making powers with the executive branch; the Senate must approve appointments by majority vote and treaties by two-thirds vote investigative/OVERSIGHT powersâ&#x20AC;&#x201D;investigate matters falling within the range of its legislative authority; often involves the review of policies and programs of the executive branch
The Lawmaking Process Figure 12-2 shows the steps involved for a bill to become a law.
Key Idea
(OW A "ILL "ECOMES A ,AW Bills, or proposed laws, may begin in either house, except revenue bills, which must begin in the House of Representatives. HOUSE OF REPRESENTATIVES
SENATE
A bill is introduced, numbered, and assigned to a committee.
A bill is introduced, numbered, and assigned to a committee.
The bill may be assigned to a subcommittee for further study.
The bill may be assigned to a subcommittee for further study.
The bill is returned to committee, where it is approved or rejected.
The bill is returned to committee, where it is approved or rejected.
The rules committee sets terms of debate for the bill.
No rules committee!
The bill is debated by the House.
The bill is debated by the Senate.
A vote is taken, where the bill is passed or defeated. Bills that pass the House are sent to the Senate.
A vote is taken, where the bill is passed or defeated. Bills that pass the Senate are sent to the House.
â&#x2020;&#x201C;
â&#x2020;&#x201C;
â&#x2020;&#x201C;
â&#x2020;&#x201C;
Conference committee resolves differences between House and Senate versions of a bill. Compromise versions may not contain any new material.
The Legislative Branch 145
5IF -FHJTMBUJWF #SBODI Bill is returned to the House for a vote on the compromise version.
Bill is returned to the Senate for a vote on the compromise version.
↓
↓
Presidentialaction: action:President Presidentmay maysign signthe thebill, bill,veto vetothe thebill, bill,allow allow become Presidential thethebillbill totobecome law without signing, or pocket veto the bill. Vetoed bills are returned to Congress, law without signing, or POCKET VETO the bill. Vetoed bills are returned to Congress, wherethey theymay maybebeoverridden overriddenbybya two-thirds a two-thirds vote each house. where vote in in each house.
&IGURE
Legislative Tactics Tactics Legislative tactics are the strategies and devices devices used used by by Congress Congress and and others others in in an an attempt attempt to block legislation or to get legislation passed.
Key Idea
• caucuses—may caucuses—May form form voting voting blocs. blocs. • the die ifif comcomthecommittee committee system—Plays system—Plays a major role in the passage of legislation; bills may die mittees fail to act upon them or reject them. them.
• filibuster andCLOTURE—Filibuster cloture—Filibusteris unlimited is unlimited debate an attempt toaction stall action on FILIBUSTER and debate in aninattempt to stall on a bill.
• • • • • • •
aItbill. It occurs in the only, Senate and is because possiblethe because therules Senate’s rules are for almost debate occurs in the Senate andonly, is possible Senate’s for debate are almost unrestricted. Cloture is the by Senate which the Senate limits aItfilibuster. unrestricted. Cloture is the method bymethod which the limits a filibuster. involves It a involves to end and vote60 of senators. at least 60 senators. petition atopetition end debate anddebate requires therequires vote ofthe at least pork barrel legislation—an attempt member’s home home PORK BARREL LEGISLATION—An attempt to to provide provide funds and projects for a member’s district or state. logrolling—an return for for LOGROLLING—Anattempt attemptby by members members to to gain gain the support of other members in return their support on the member’s legislation; “I’ll support your your bill, bill, ifif you you will will support support mine.” mine.” riders—additions legislationwhich whichgenerally generally have connection to legislation; the legislation; RIDERS—Additions to legislation have no no connection to the gengenerally legislation that would noton pass own when merit;a when bill of hasriders lots itofbecomes riders it erally legislation that would not pass its on ownitsmerit; bill hasa lots becomes a “Christmas a “Christmas tree bill.” tree bill.” amendments—additions deal specifically specificallywith withthe thelegislation. legislation AMENDMENTS—Additions or or changes changes to legislation that deal lobbying—Trying to influence influence members membersofofCongress Congresstotosupport supportororreject rejectlegislation. legislation. LOBBYING—Trying to conference final intent intent of of the the conference committees—May committees—May affect the wording and therefore the final legislation. legislative veto—Therejection rejectionofofaapresidential presidentialor orexecutive executivebranch branchaction actionby byaavote voteof ofone oneor or LEGISLATIVE VETO—The both 1980 but but declared declared unconstitutional unconstitutional both houses of Congress, used mostly between 1932 and 1980 by the Supreme Supreme Court Courtinin1983 1983(Immigration (Immigration Naturalization Service v. Chadha) stating andand Naturalization Service v. Chadha) stating that that Congress cannot take any actions having the force of law unless the president agrees. Congress cannot take any actions having the force of law unless the president agrees.
Influences on Congress Various individuals and groups influence Congress members.
constituents—Members, especially those who hope to win reelection, often take into consideration the opinions of their constituents and voters back home in their district or state. other lawmakers and staff—More senior members often influence newer members; committee members who worked on legislation often influence other members; and staff often research issues and advise members.
146 the Knowledge You Need to Score High Step 4. Review 4UFQ 3FWJFX UIF ,OPXMFEHF :PV /FFE UP 4DPSF )JHI
party influencesâ&#x20AC;&#x201D;Each partyâ&#x20AC;&#x2122;s platform takes a stand on major issues, and loyal members often adhere to the â&#x20AC;&#x153;party line.â&#x20AC;? Members in the House are more likely to support the party position than are Senators. presidentâ&#x20AC;&#x201D;Presidents often lobby members to support legislation through phone calls, invitations to the White House, or even appeals to the public to gain support from voters to bring pressure on members. lobbyists and interest groupsâ&#x20AC;&#x201D;often provide members with information on topics relating to their groupâ&#x20AC;&#x2122;s interest or possible financial support in future campaigns.
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The Legislative Branch 147
Review Questions 1. After a national census has been taken, changes in population distribution cause the changing of congressional seats among the states. This effect is commonly called (A) congressional districting (B) apportionment (C) gerrymandering (D) reapportionment (E) census apportionment 2. Which of the following is NOT true of the Congress? (A) Each house determines its own leadership and rules. (B) Terms of Congress last for two years. (C) Congress is unicameral in nature. (D) Only the president may call special sessions of Congress. (E) A session of Congress begins on January 3 of odd-numbered years. 3. Which of the following is true about the officers of the House of Representatives? (A) It is the responsibility of the party whip to keep track of vote counts and pressure members to vote with the party. (B) The presiding officer is the majority leader. (C) Minority leaders direct floor debates. (D) The major duty of the majority leader is to assign bills to committee. (E) The whip serves as the major assistant to the speaker in determining the partyâ&#x20AC;&#x2122;s legislative program. 4. Temporary committees appointed for the specific purpose of investigating a particular issue are called (A) joint committees (B) select committees (C) standing committees (D) investigating committees (E) compromise committees
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5. Which of the following is NOT true of members of Congress? (A) Members of Congress act as policymakers and make public policy through the passage of legislation. (B) Members of Congress are constituent servants. (C) Members of Congress work to support their political party platform. (D) After listening to constituents, members vote based on the opinions of those constituents, that is, they become the trustee of the constituent. (E) Members of Congress serve on committees. 6. Which of the following best describes a nonlegislative power of Congress? (A) power to declare war (B) power to tax (C) impeachment power (D) power to regulate commerce (E) power to make all laws which are necessary and proper 7. Which of the following would not be a step that a proposed bill would encounter on its journey through Congress? (A) The bill is debated. (B) The bill is voted on, at which time it may pass or be defeated. (C) The bill may be assigned to a subcommittee. (D) The bill is numbered. (E) The bill is introduced by a member of the Congress or by a member of the executive department.
148 the Knowledge You Need to Score High Step 4. Review 4UFQ 3FWJFX UIF ,OPXMFEHF :PV /FFE UP 4DPSF )JHI 8. After receiving a bill the president may I. sign the bill II. veto the bill III. return the bill to Congress for clarification on some point within the bill IV. allow the Congress to pocket veto the bill, thereby allowing the bill to become law without his signature (A) I only (B) II only (C) I and II only (D) I, II, III only (E) I, II, III, and IV 9. Which legislative tactic is most effectively used only in the Senate? (A) filibustering (B) logrolling (C) caucuses (D) riders (E) pork barrel legislation
10. Which of the following is not considered to be a contributing factor to the incumbency effect? (A) name recognition (B) voting record (C) educational background (D) experience in campaigning (E) visibility to constituents
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The Legislative Branch 149
Answers and Explanations $ Reapportionment is the change in the number of congressional seats per state based on state population changes. Gerrymandering (C) is the drawing of congressional electoral districts in order to give an advantage to a group or party. # Congress is a bicameral legislature composed of the House of Representatives and the Senate. The other responses are correct descriptions of Congress. ! The minority and majority whips are responsible for keeping track of vote counts and pressuring members to support the party vote. The presiding officer is the speaker of the House (B). The speaker directs floor debates (C) and largely controls the assignment of bills to committee (D). The majority leader serves as the major assistant to the speaker (E). " Select committees are temporary committees responsible for investigating specific issues. Some select committees investigate issues (D). Joint committees (A) are those made up of members of both houses of Congress. Standing committees (C) are permanent committees that deal with specific policy matters. A compromise committee (E) is a description of a conference committee. $ Members of Congress who vote according to constituent wishes are delegates of the constituents. The remaining answer choices accurately reflect the duties of members of Congress.
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# The impeachment power of Congress is a nonlegislative power, having nothing to do with the passage of legislation. The powers to declare war (A), to tax (B), to regulate commerce (D), and to make all laws that are necessary and proper (E) deal with the passage of legislation. They are, therefore, among the legislative powers of Congress. % Although bills may be suggested by members of the executive branch, they may be introduced only by members of Congress. The remaining answer choices are correct and occur in the following order: D, C, A, B. # The president may not return bills to Congress for clarification. Only the president has the power of the pocket veto. ! Filibustering is a stalling tactic used only in the Senate. Logrolling (B), caucuses (C), riders (D), and pork barrel legislation (E) are used in both houses of Congress. # The incumbency effect is the tendency of those already holding office to win reelection because of advantages of holding that office. A candidateâ&#x20AC;&#x2122;s educational background does not contribute to the incumbency effect. Name recognition (A), voting record (B), campaign experience (D), and visibility to constituents (E) are factors that contribute to the incumbency effect.
150 the Knowledge You Need to Score High â?Ż Step 4. Review 4UFQ 3FWJFX UIF ,OPXMFEHF :PV /FFE UP 4DPSF )JHI
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Congress is bicameral in nature. Members of the House of Representatives are chosen from districts within a state. The number of representatives per state is based on state population. Members of the Senate are elected from the state. States are equally represented, with two senators from each state. Reelection to Congress is often a consequence of the incumbency effect. Several factors may contribute to the incumbency effect. There are no term limits in Congress. Leaders of the House of Representatives include the speaker of the House, the floor leaders, and the whips. Leaders of the Senate include the president of the Senate (vice president), the president pro tempore, the floor leaders, and the whips. Most of the legislative work of Congress is accomplished through committees. Membership on committees is based on party strength. Types of committees include standing, joint, select, and conference committees. Personal staff, committee staff, and support agencies aid members of Congress and the committees. Congressmen serve in many roles. Congress has both legislative and nonlegislative powers. Legislative powers include delegated, implied, and denied powers. Nonlegislative powers include electoral powers, amendment powers, impeachment powers, executive powers of the Senate, and oversight powers. Congress has a specific process for how a bill becomes a law. Legislative tactics are used in the process of passing, stopping, or slowing legislation. Constituents, other lawmakers, party influences, the president, lobbyists, and interest groups influence members of Congress.
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