Transcript: VERTEX Jahmani Mcclain vertex is a point where two or more curves, lines, or edges meet. As a consequence of this definition, the point where two lines meet to form an angle and the corners of polygons and polyhedra are verticels. information
Transcript: Geometric perspective makes subjects in a drawing look like they recede into distant space, appearing smaller the farther they are away from you. Skew Lines Parallel Planes Right Prism is a prism that has two bases, one directly above the other, and that has its lateral faces as rectangles. Volume is the amount of 3-dimensional space an object occupies. Capacity. To find the volume of a ellipsoid is: (4/3) pi r1 r2 r3 Prism A solid object that has two identical ends and all flat sides. It can be also a polyhedron. Diagonal In geometry, a polyhedron is a solid in three dimensions with flat faces and straight edges. The area of a cylinder base is: A= Octant Surface Area Lateral Edge skew lines are two lines that do not intersect and are not parallel Lateral Face Oblique Prism A straight line inside a shape that goes from one corner to another (but not an edge). Base The area enclosed by two radius at a 45° angle and the intersected arc. Polyhedron The edge is the lines that form the polygons or a solid In geometry, a dihedral or torsion angle is the angle between two planes that doesn’t form a 90 degrees angle The lateral faces meet to form the lateral edges Dihedral Angle Edge The distance formula is used to determine the distance, d, between two points. The formula to find the distance is: The surface area of a solid object is the total area of the object's faces and curved surfaces. Area of a torus is: A= Perspective Drawing In solid geometric, a face is a flat surface that forms part of the boundary of a solid object Face A oblique prism is a prism with bases that are not aligned one directly above the other The vertex is a venue of the lines to form a polygon like the triangle in the bike Distance Formula Right Prism The faces that join the bases of a solid are called Lateral Faces Any side of a triangle can serve as a base. So any triangle has three bases Volume Parallel planes are the planes that do not intersect. Base Area Vertex
Transcript: Moving Forward This interactive SOP was created to easily train new employees and interns in the solvation process. The solvation SOP is easily accessible to Compound Management as a reference and consistent protocol. As steps change to become more efficient it can be updated with ease. Not only does this make a standard method for processes, it also eliminates the need to ask questions about progression through watching videos and viewing images. The process of solvation is only one procedure out of many that needs to be done consistently by employees to ensure Quality Check. Revising older SOPs can shed light on new techniques that are currently performed to make the process more effective. Standardizing SOPs in all of Vertex can eliminate the simple operating difficulties that occur frequently. This extra time can be used to focus on significant milestones that help us reach our goal of drug discovery. Results Introduction Amir Ali Lipika Agrawal Ana de Guzman Solid compounds are then solvated before getting shipped out to the various locations Discussion The chemists develop the compound A special thanks to: Ben Self Stanley Chan Joe Cohen Alexis Pammit Todd Young 15,000 solid compounds are in the process of being solvated and added to the already existing liquids collection. An updated, interactive SOP for solvation was developed. The compound is then stored in the compound management library The Science of Possibility The Compound Cycle Solvation SOP Scientists can then send orders through the Global Compound Archive(GCA) Compound Management at Vertex There are hundreds of thousands of compounds purchased and synthesized at Vertex that need to be formatted and tracked for assays. Compound Management stores these compounds in environmentally controlled conditions in containers that are registered and tracked in the CMS database. Establishing unified procedures The Compound Management process aims to fulfill requests quickly. Unfortunately, this process consists of numerous protocols that can be handled in many ways, which can cause inconsistent results. The goal of this online instructional presentation serves as a platform to ensure reliable outcomes and train new users. Solvation One of the many protocols done by Compound Management is solvation. This process requires taking a solid compound and dissolving it in dimethyl sulfoxide (DMSO).
Transcript: Now that we have the vertex, we can use a step pattern to find the next points on the parabola. Every step pattern is originally, (1,3,5,7 etc.) but you need to multiply each step by the value of a if there is one. To use a step pattern, you always move one unit horizontally and then vertically by the value of the step in each direction. Since the a value of this equation is -3, our step pattern is (-3,-9,-15,-21). Vertex form presentation quadratic equations To show how to graph a quadratic equation, I'll use the equation, y=-3(x+7)²-12 as an example. There are two types of quadratic equations; standard form and vertex form. Standard form is ax²+bx+c, but this form isn't easy to get data or graph it. This is why vertex form is useful; in the form a(x - h)²+k, you can easily determine the location of the vertex and find out if the parabola opens up or down or even if it is modified to be more stretched or compressed. To find the vertex, all you need to know is the x-value of the vertex is the same value as h, and the y-value is k. The variable a shows that the parabola was stretched if it's value is >0, or compressed if the value is <0. To see if the parabola opens up or down, simply look to the x²; if it's negative, the parabola opens down and if it's positive it opens up. Now that the parabola is formed, we need to double check to make sure it fits the equation. To do this we can take a point from the parabola, and plug it into the equation to see if it's still correct. I used (-5,-24) and plugged it in: -24=-3(-5+7)²-12 -24=-3(4)-12 -24=-12-12 -24=-24 Since the point fits the equation, we know that it is a point on the parabola. The first step is to find the vertex of the parabola; to do this, you need to identify the x and y values from the equation. Since we know the variable -h= the x-value of the vertex, and -h=7 we can determine that the x of the vertex is -7. The k is equal to the vertex's y-value, so we also know the y value is -12, meaning the vertex= (-7,-12). To graph a parabola Company Logo
Transcript: 2a Step 4 Step 5 Step 1 2a Find A,B,&C of f(x)=x +3x-2 Step 2 Step 3 2 Write down the x and y values as an ordered pair & make your graph. __ f(x)=x +3x-2 A____ B____ C____ Split up into groups, no less then 3 people per group & no more than 5. Make a poster about what you learned today. *Give two examples of how to find the vertex Each member must add something. 2 2 Plug into each X to solve. __ f(x)=x +3x-2 Plug -b it in to x f(x)=x +3x-2 Quiz Time! Vertex 2 Group Work Plug in A & B into X= -b
Transcript: OUR MISSION INSPIRE POTENTIAL Our mission is to create and support one-to-one mentoring relationships that ignite the power and promise of youth, while working collaboratively to strengthen the quality of the mentoring field and close the mentoring gap. THE MENTORING GAP Research shows that one out of three youth will reach the age of 18 without the benefit of a positive mentor. In Eastern PA alone almost 400,000 children will grow up without the supportive guidance of a "non- parent" adult THE MENTORING GAP ABOUT SCHOOL BASED MENTORING SCHOOL BASED PROGRAMS We match volunteers from Vertex to a Little who visits bi-weekly at the workplace or virtually We have seen proven results in academic performance and school attendance Students sign up to be matched with Bigs who provide: • Extra encouragement and support • One on one positive attention • Someone to talk to about school, friends, or home Our matches are professionally supported with our trained Program Coordinators WHO IS A BIG? WHO IS A BIG? ONE- TO-ONE MENTOR WHO IS A BIG? We match local professionals and community members with students from a nearby school in one-to-one mentoring relationships. “Big Brothers” and “Big Sisters” - Adult volunteer mentors “Little Brothers” and “Little Sisters” - are students seeking an adult friend FRIEND WHO IS A BIG? An extra friend A board game player or sports fan Someone who can listen and share A role model UNIQUE MENTORING EMPOWER POTENTIAL • Big Brothers Big Sisters Independence (BBBSI) has made quality matches for over 100 years. •BBBSI is classified as a “Blueprint” program, making us a top intervention and prevention model for children. • BBBSI supports other youth mentoring organizations through our MENTOR Independence Region by sharing evidence-based best practices and helping them apply them to their own mentoring work. RELATIONSHIPS IMPACTFUL • Program Coordinators check in with students, parents, and Bigs once a month • Professional staff are on site during visits and provide fun activities for Big's and Littles • Program Coordinators provide guidance and advice as the relationship develops with ongoing, continual support LITTLE IMPACT Students matched to Bigs in the Beyond School Walls Program*: o 92% of Littles stayed on track or improved their grades. o 87% of Littles kept or created plans for high school graduation and beyond. o 94% of Littles bullied infrequently or decreased their bullying behavior. o 96% of Littles stayed on track or improved their behavior in school. o 93% of Littles consider their Big to be a special adult in their life. BIG IMPACT ON LITTLES * Based on surveys conducted by BBBS Program Coordinators BIG IMPACT Employees Value Their Beyond School Walls Experience*: o 94% of Bigs said that being a Big makes their work experience richer o 97% of Bigs think that supporting Big Brothers Big Sisters Independence is a great way for their company to invest its resources in the community o 95% of Bigs think that being a Big makes them feel more connected to their community. o 83% of Bigs communicated with their Little at least once a month throughout the Covid-19 Pandemic. BIG IMPACT ON BIGS * Based on surveys conducted by BBBS Program Coordinators WHO IS A LITTLE? PARTNERSHIP Littles are in grade 6 - 8 and are referred to our program by school personnel or a parent or guardian All Littles choose to be in the program All Littles are interviewed so that we can get to know their personality and interests to match them with their best Big. EISENHOWER SCHOOL Public 5-8 School in North Philadelphia Serves 737 students SCIENCE AND TECHNOLOGY LEADERSHIP ACADEMY EISENHOWER ACADEMY LOCATION BIG @ VERTEX @ VERTEX Zoom Programming During Covid-19, Bigs and Littles log in to a scheduled Zoom call 2 times per month for one hour The call typically starts off with a facilitated group activity and then matches are put into break out rooms to meet 1:1 We provide activity ideas but some matches prefer to use the time to just talk In Person Littles visit the Vertex office in King of Prussia, twice a month for one hour during the school year only. Program begins in October. Lunch is provided at all visits. Together Bigs and Littles can eat lunch, play games, color and more! MAKING A MATCH THE PROCESS OF BECOMING A BIG IGNITE POTENTIAL APPLICATION APPLY: Start your application through email. The first step is just providing us a brief amount of contact information. APPLY MAKING A MATCH INTERVIEW: Schedule a virtual interview (45 minutes) Littles are also interviewed (separately) for the best possible match! INTERVIEW BACKGROUND CHECK BACK- GROUND FBI Fingerprinting PA Child Abuse Clearance National Sex Offender Registry State Police Check Online search 3 references (One family, two personal, and any Youth Service Organizations you've worked with). BE PATIENT: Background checks can take up to 6-8 weeks. MANDATED REPORTING CHILD SAFETY In Pennsylvania all volunteers who work with children are mandated reported
Transcript: points Y= A(X-H)^2+K 3,0 standard form 3,0 y=ax^2+bx+c a=-.o7 b=.16 c=-2 .38 -2=A(-3-3)^2+0 -2,-3 with the new " formula" the shape changes and shifts to the left. in the first parabola the vertex is one. The second one its more like 2 and weird. 6,- 5 Vertex, domain, range, opening, and axis of symmetry General form x and y intercept 3,0 Y=A(X-3)^2+0 A=-13 -2=A(36) vertex - 2, -5 Y= (-.07)x^2+(.1 6)x+(-2.3) -.78, vertex -7 < x < 7 domain -1<y<10 range axis of symmetry, 0 opening, -2 Equation Nooran Ismail Project 6,-3
Transcript: reflection Cylinder A solid object with: * two identical flat ends that are circular or elliptical * and one curved side. It has the same cross-section from one end to the other. These hands are congruent An eight sided polygon In physics and mathematics, the dimension of a space or object is informally defined as the minimum number of coordinates needed to specify any point within it. a symmetrical transformation in which a figure is reversed along an axis so that the new figure produced is a mirror image of the original one octagon 2 dimeneional Vertex A point where two or more straight lines meet. A corner. Example: a corner of a polygon (2D) or of a polyhedron (3D). The plural of vertex is "vertices". Congruent: If one shape can become another using Turns, Flips and/or Slides, then the two shapes are called Congruent: Pair two of something
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