You are on page 1of 115

qwertyuiopasdfghjklzxcvbnmqw

ertyuiopasdfghjklzxcvbnmqwert
yuiopasdfghjklzxcvbnmqwertyui
opasdfghjklzxcvbnmqwertyuiopa
Holiday Break Packet
sdfghjklzxcvbnmqwertyuiopasdf
(in no particular order)

KIPP NYC College Prep

ghjklzxcvbnmqwertyuiopasdfghj
klzxcvbnmqwertyuiopasdfghjklz
xcvbnmqwertyuiopasdfghjklzxcv
bnmqwertyuiopasdfghjklzxcvbn
mqwertyuiopasdfghjklzxcvbnmq
wertyuiopasdfghjklzxcvbnmqwe
rtyuiopasdfghjklzxcvbnmqwerty
uiopasdfghjklzxcvbnmqwertyuio
pasdfghjklzxcvbnmqwertyuiopas
dfghjklzxcvbnmqwertyuiopasdfg
hjklzxcvbnmqwertyuiopasdfghjk
Score:
____/10


Name:
_____________________________________________
 Period:
____
 Date:
_____________


Biology
Winter
Break
Assignment


WHAT
IS
GENE
THERAPY?

Directions: Genetics is a rapidly changing field; new scientific discoveries are made every day! Read the
following pages from the University of Utah, on an upcoming field of medicine: gene therapy. Highlight key-
terms and definitions while you read. After completing the reading, answer the opinion and review questions
on the last page of this packet. This assignment is due MONDAY, JANUARY 3RD 2011 when you return from
break, and will count for a quiz grade.

Imagine that you accidentally broke one of your neighbor's windows. What would you do? You could:

1. Stay silent: no one will ever find out that you are guilty, but the window doesn't get fixed.
2. Try to repair the cracked window with some tape: not the best long-term solution.
3. Put in a new window: not only do you solve the problem, but also you do the honorable thing.

What does this have to do with our genes?

You can think of a medical condition or illness as a "broken window." Many medical conditions result from
flaws, or mutations, in one or more of a person's genes. Mutations cause the protein encoded by that gene to
malfunction. When a protein malfunctions, cells that rely on that protein's function can't behave normally,
causing problems for whole tissues or organs. Medical conditions related to gene mutations are called genetic
disorders.

So, if a flawed gene caused our "broken window," can you "fix" it? What are your options?

1. Stay silent: ignore the genetic disorder and nothing gets fixed.
2. Try to treat the disorder with medicines or other approaches: depending on the disorder, using
medication may or may not be a good long-term solution.
3. Put in a normal, functioning copy of the gene: if you can do this, it may solve the problem!

If it is successful, gene therapy provides a way to fix a problem at its source. Adding a fixed copy of the gene
may help the diseased cells, tissues and organs work properly. Gene therapy is different from traditional drug-
based approaches, which may treat the disease, but which do not repair the genetic flaw causing the problem.

But gene therapy is not a simple solution - it's not a molecular bandage that will automatically fix a disorder.
Even though scientists have made progress in gene therapy research, they have much more work to do before
they can realize its full potential.

DELIVERING NEW GENES: THE KEY TO GENE THERAPY

Now all we have to do is deliver the gene into the proper cells and put it to work. This is not an easy job. Gene
delivery is one of the biggest challenges in the field of gene therapy.
Some of the characteristics of successful gene therapy include:

1. TARGETING the right cells. If you want to deliver a gene into cells of the liver, it shouldn't
wind up in the big toe. Scientists have to make sure that the gene gets into the correct cells.

2. ACTIVATING the gene. A gene's journey is not over when it enters the cell. It must go to the
cell's nucleus and be "turned on” in order to work.

3. ‘INTEGRATING’ the gene in the cells. You might want the gene to stay put and continue
working in the target cells. If so, you need to make sure that the gene integrates into, or becomes part
of the cell's genetic material, or that the gene finds another way to survive in the nucleus without
being trashed.

4. AVOIDING harmful side effects. Anytime you introduce an unfamiliar biological substance into
the body, there is a risk that it will be toxic or that the body will have an immune response against it.
If the body develops immunity against a specific gene delivery method, future rounds of the gene
therapy will be ineffective.

CHALLENGES IN GENE THERAPY


Gene therapy is not a new field; it has been worked on for decades. Despite the best efforts of researchers around
the world, however, gene therapy has seen only limited success. Why?

The answer is that gene therapy is one of the greatest technological challenges in modern medicine. It is very
hard to introduce new genes into cells of the body. Let's look at some of the main technical issues in gene
therapy.

Delivering genes and turning them on

Gene therapy will work only if we can deliver a normal gene to a large number of cells - say, several million - in
a tissue. And they have to be the correct cells, in the correct tissue. Delivering a gene to the wrong tissue would
be inefficient and could cause health problems for the patient. Once the gene reaches its destination, it must be
activated, or turned on. Gene delivery and activation are the biggest obstacles facing gene therapy researchers,
but scientists have recently made huge progress in using viruses to introduce genes into a cell.

Immune response

Our immune systems are very good at fighting off intruders such as bacteria, viruses and other biological
substances. Whatever is used to deliver working genes must be able to escape the body's natural surveillance
systems. Failure to do so can cause serious illness or even death.

The story of Jesse Gelsinger illustrates this challenge well. Gelsinger, who had a rare liver disorder, participated
in a 1999 gene therapy trial at the University of Pennsylvania. He died of complications from an immune
response shortly after receiving a dose of experimental virus carrying a copy of the gene responsible for causing
his disorder. His death stopped all gene therapy trials in the United States for a time, and caused scientists to
become more cautious about doing genetics experiments on humans.
Disrupting important genes in target cells

The best gene therapy is the one that lasts. Ideally, we would want a gene
that is introduced into a cell to remain there and continue working.

For this to happen, the newly introduced gene must become a permanent
part of each cell's genome, usually by integrating, or "stitching" itself, into
the cell's existing DNA. But what happens if the gene stitches itself into the
wrong location, disrupting another gene?

This happened recently in a gene therapy trial to treat several children with
Severe Combined Immune Deficiency (SCID). People with this disorder
have virtually no immune protection against bacteria and viruses. To escape
infections and illnesses, they must live in a completely germ-free
environment.

In the late 1990s, researchers tested a gene therapy treatment that would restore the function of a crucial gene,
named “gamma c”, to cells of the immune system. This treatment appeared very successful, restoring proper
immune system function to most of the children who received it.

But later, two of these children developed leukemia (cancer which affects the blood). Researchers found that the
leukemia occurred because the newly transferred “gamma c” gene had stitched itself into the wrong place,
messing up the function of a gene that normally helps regulate the rate at which cells divide. As a result, the cells
began to divide out of control, causing the blood cancer leukemia.

Although doctors have treated the children successfully with chemotherapy, the fact that they developed
leukemia during treatment raises another important safety-related issue that gene therapy researchers must be
careful of.

DESIGNER BABIES: GENE THERAPY AND SCIENCE FICTION


Scientists are looking to gene therapy as a way to treat medical conditions that have genetic origins. But what if
the same gene delivery techniques, once perfected, could be used to change
human traits for other reasons?

Some people say that gene therapy will open the door to genetic
enhancement and the creation of so-called "designer babies” – where
parents could choose which traits their children will have. In theory,
scientists could someday alter any physical trait that is controlled by genes,
including things like appearance (such as hair or eye color), height, physical
build, strength, and speed.
OPINION QUESTIONS
What are the possible implications of gene therapy research to society? All of us - scientists, law-makers and
the public - have a responsibility to explore the potential effects of gene therapy research on our lives so that we
can make smart decisions in the future.

Answer the questions below using the information you just read. The questions raised here have no clear right
or wrong answer. Your responses will depend on your values and personal opinions.

1. When should gene therapy be used? Should it be used to treat critically ill patients? Should it be used
to treat babies and children? Why? [1]
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Who should decide what are "good" or "bad" uses of gene therapy? How do you define "normal"
with regard to human beings? [1]
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What if we could alter human traits not associated with disease? Would it be okay to use gene
therapy to improve or enhance a person's traits? [1]
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Who will have access to gene therapy? Will gene therapy and genetic enhancements create an
advantage only for those who can afford it? [1]
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
REVIEW QUESTIONS
Use the information contained in the passage below to answer questions 5-7

As mentioned in the reading, scientists have recently made great progress in discovering new ways to introduce
genes into cells. Many scientists now believe using viruses to transport working copies of genes into cells is the
best way to ensure these genes enter a cell’s genome and are turned on.

5. Thinking back to our lesson on viruses, describe the life-cycle of a virus below, and explain why
scientists think they may be a useful way to introduce genes into our cells. [2]
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. How might the immune system accidentally fight back against the viruses used to transport genes?
[1]
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. How would the scientists ensure the viruses only target the cells they need them to? (HINT: think
about why pathogens attach to some cells, but not to others) [1]
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Color blindness, a condition in which individuals cannot see the difference between certain colors, is the result
of a non-functioning gene found on the X chromosome responsible for producing a protein used in our eyes to
detect the colors red and green. Humans are not the only organisms affected by this kind of colorblindness:
many types of monkeys are as well. Recently, a team of scientists designed an experiment to use gene therapy
to correct color-blindness in two squirrel monkeys. The scientists planned to use viruses which had been
modified to include a working copy of the gene to make the red/green detecting protein. These viruses would
then be injected into a group of 10 monkeys. The scientists also planned to include a second group of monkeys
would receive an injection of inactivated viruses of the same type used to deliver the fixed gene. Both groups
would be monitored for several weeks afterward to see if their colorblindness disappeared.

8. Identify the independent variable in this experiment [1]


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. Identify the dependent variable in this experiment [1]


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. Explain why the scientists decided to include the group of monkeys receiving an injection of
inactivated viruses [1]
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Chemistry - Winter Break Packet
Name_______________________ Period _____________

Due date: January 3rd 2011 (the first day back from break)

Part 1: Read the article about the origin of matches and respond to the questions

Part 2: Answer all short answers in the space provided.

Part 3: Answer all multiple choice questions on the answer sheet.

Part 1: Read the following story and answer some of the questions

1. What is the element that is used to create fire from just a pile of wood or gunpowder?

2. Where are they getting this element from?

3. What kind of bonds would hold this element together?

4. What are some of the issues of early matches?

5. How do they fix the early issues of matches?

6. What are the adaptations made over time to improve matches?


Part 2 multiple choice – answer on the answer sheet Please!
Please put all multiple choice answers here

1. __ 15. __
2. __ 16. __
3. __ 17. __
4. __ 18. __
5. __ 19. __
6. __ 20. __
7. __ 21. __
8. __ 22. __
9. __ 23. __
10. __ 24. __
11. __ 25. __
12. __ 26. __
13. __ 27. __
14. __

Part 3 short answer questions


Additional bonding questions
1. What is the difference between an ion, isotope and a [neutral] atom?

2. The atoms of the noble gas elements are stable and do not react. Explain.

3. What is a compound?

4. What is the difference between an ionic bond and a covalent bond?

5. How many of each type of atom is in the following compound: H2SO4

6. What is a polyatomic ion?


Name:

AP World History – Winter Break Packet


The bulk of your break work should be focused on our imperialism project – your policy paper and
debates/presentations are due on January 6th. However, there’s some text reading and thinking that
we should do as well in order to better prepare us for the AP exam. We should put together an
outline of a compare and contrast essay.

Compare and Contrast Prompt:

Directions: You are to answer the following question. You should spend some time organizing and outlining your essay.
Write an outline for an essay that:

 Has a fully written introduction that closes with a relevant thesis and supports that thesis with appropriate
historical evidence.

 Addresses all parts of the question.

 Makes direct, relevant comparisons.

 Analyzes relevant reasons for similarities and differences

Analyze and compare the approaches to and resistance to political, economic, and social reform in the 19th century
for the following:

China

India

The textbook has all the info that you need, on pages 608-609 (Ottoman) and 613-617 (China) but
we will supplement the textbook with primary sources in class during the week before winter
break. You should also use those to support your comparisons.

On the two following pages are guides for note-taking – as you read the textbook pages, record the
vocabulary and major ideas that fall into the categories provided (problems, reforms, and effects of
Westernization). Then, use the details you find to construct your essay outline, which should be
constructed according to the rubric provided in the “Routhier standard.” No need for complete
sentences, but there IS a need to fill in every category. If you’d like to write the full essay, that’s
fine.

As always – questions with the textbook? Curious about the assignment?


Call a friend or Mr. R – 203-962-7359 – SRouthier@kippnyc.org
India
Problems Reforms

Effect/Influences of Westernization
Vocabulary
Terms
Empire: The Chinese Qing Dynasty
Problems Reforms

Effect/Influences of Westernization
Vocabulary
Terms
AP World History Comparative Essay Rubric – Routhier Standard

Element Point (1)


Standard

The introduction clearly establishes the background and context of the subject (Who, When,
Introduction Where, and what greater theme it addresses – in this case, Westernization) _______
(May include a discussion of history’s plot, including inciting events, climactic events, etc.)

The introduction includes a thesis The thesis clearly answers the prompt
_______
The thesis includes 1-2 sentences, and there are
clear categories of comparison that are detailed _______
and descript

The 2 thesis sentences include one focused on


similarities and one focused on differences – but _______
DOES NOT use the word “similarity” or
“difference”

Begins with a topic sentence that is a Direct Comparison between the topics of the essay _______
Evidence
Paragraph Includes at least 2, and preferably 3, examples of concrete, relevant and specific details that
_______
illustrate the direct comparison.
(Similarities)
Thoroughly discusses the Reasons why the direct comparison history occurred
_______

Begins with a Direct Comparison between the topics of the essay _______
Evidence
Includes at least 2, and preferably 3 examples of concrete, relevant and specific details that
Paragraph _______
illustrate the direct comparison.
(differences)
Thoroughly discusses the Reasons why the direct comparison history occurred
_______

The author displays original thought, analysis, and perspective on the topic being written.
Originality Students should provide an accurate detailing of evidence, but ALSO include their own voice and _______
original analysis ideas.

An extra “elevation” point can be earned for several reasons: an especially thoughtful outline, an
Elevation Point outline demonstrating brilliant style or flair, an outline with extremely specific details and _______
examples, an outline that utilizes uniquely original details and examples, one making
impressively perceptive predictions or connections, etc.
_____/11
TOTAL
Name ________________________________________________________________________ Date__________________

ENGLISH I Period ___________

Holiday Break Packet - Twelve Angry Men Juror Profile (30 Points)
Directions:
 Create a Facebook profile for one juror (your assigned juror or one of your choice). Consider what we
have learned in the play so far about his life, his family, his dreams, his past, and more. (10 points)
o The elements of a Facebook profile that should be included are:
 Personal Information including status, location, occupation (job), interests and hobbies,
favorite music, groups they would join on FB and a favorite quote.
 Friends
 Create Wall Posts that your juror would receive and include comments and responses
to these posts.
 Then write a 2 paragraph character bio discussing the characterization details that you have included
in your Facebook profile that included all the criteria for success. Prove what you have learned about
this juror from the text. (20 points)
 Type this in Times New Roman or Arial Double spaced, 12 font.
 Include at least five vocabulary words with in your assignment and underline them.
Twelve Angry Men Juror Profile

Juror # _____
Status:
Image

Directions: Include an Personal Information:


image appropriate for
the time period to Location:
represent your juror.

Occupation
Friends:

Interests and
Hobbies:

Favorite Music:

Groups:

Favorite Quote:

WALL POST:
Name: ____________________________________________

Geometry KIPP NYC College Prep

Geometry Christmas Packet - Due: January 3rd, 2011

1. In , , , and . What is the value of x?

1) 29

2) 31

3) 59

4) 61

2. Based on the construction below, which statement must be true?

1)

2)

3)

4)

3. In , . An altitude is drawn from B to and intersects at D. Which conclusion is not always


true?

1)

2)

3)

4)

4. In the diagram below of , , , and .


What is the length of ?

1)

2)

3)

4)

5. What is the inverse of the statement “If two triangles are not similar, their corresponding angles are not
congruent”?

1) If two triangles are similar, their corresponding


angles are not congruent.

2) If corresponding angles of two triangles are not


congruent, the triangles are not similar.

3) If two triangles are similar, their corresponding


angles are congruent.

4) If corresponding angles of two triangles are


congruent, the triangles are similar.

6. In isosceles triangle ABC, . Which statement will always be true?

1)

2)

3)

4)

7. What is the converse of the statement "If Bob does his homework, then George gets candy"?
1) If George gets candy, then Bob does his
homework.

2) Bob does his homework if and only if George


gets candy.

3) If George does not get candy, then Bob does


not do his homework.

4) If Bob does not do his homework, then George


does not get candy.
8. Which diagram shows the construction of an equilateral triangle?
1) 3)

2) 4)

9. The diagram below shows the construction of a line through point P perpendicular to line m.

Which statement is demonstrated by this construction?

1) If a line is parallel to a line that is perpendicular to a third line, then the line is also perpendicular to the third
line.

2) The set of points equidistant from the endpoints of a line segment is the perpendicular bisector of the
segment.

3) Two lines are perpendicular if they are equidistant from a given point.

4) Two lines are perpendicular if they intersect to form a vertical line.

10. In the diagram of below, . The measure of is 40°.

What is the measure of ?


1) 40°

2) 50°

3) 70°

4) 100°

11. The diagram below shows the construction of the center of the circle circumscribed about .

This construction represents how to find the intersection of

1) the angle bisectors of

2) the medians to the sides of

3) the altitudes to the sides of

4) the perpendicular bisectors of the sides of

12. In the diagram below, .


Which two statements identify corresponding congruent
parts for these triangles?

1)

2)

3)

4)

13. In , and . Find .

14. Using a compass and straightedge, and below, construct an equilateral triangle with all sides congruent to .
[Leave all construction marks.]
15. Using a compass and straightedge, construct a line that passes through point P and is perpendicular to line m.
[Leave all construction marks.]

16. In the diagram below, , , and . Determine the value of x.

17. The degree measures of the angles of are represented by x, 3x, and . Find the value of x.
18. Given: Quadrilateral ABCD, diagonal , , , ,
Prove:
HEALTH HOLIDAY BREAK ASSIGNMENT!

First off, enjoy your holiday…

…and now the REALLY fun stuff.

TASK: TWO-PAGE PAPER

INSTRUCTIONS:

1. While you are home this week, interview someone you know who has given birth.
2. Write a two-page paper, typed, about how your interview compares and contrasts with how YOU felt about
birth after watching Nova’s Life’s Greatest Miracle in class.

HELPFUL HINTS:

 You can review the clip from class on the Nova website: http://www.pbs.org/wgbh/nova/miracle/program.html
 The interview:
o Before you interview, think of a few respectful and thoughtful questions you can ask.
o Ask ahead of time if discussing this topic is okay with the person you plan on interviewing
o During the interview, take some notes so you can remember important details from the conversation
later
 The paper:
o Talk how you felt about the clip from Life’s Greatest Miracle.
o Be honest and respectful.
o Talk about the interview and what you learned
o Talk about how the description of birth during the interview was different and how it was the same as
the clip from Life’s Greatest Miracle.
o Talk about how the clip or the interview changed your perspective on childbirth.
Name: _______________________________________________

Integrated Algebra KIPP NYC College Prep

Holiday Assignment – Due January 3, 2011

1. The expression 0.62  10 3 is equivalent to


(1) 0.062 (3) 6.2  10 4

(2) 62,000 (4) 6.2  10 2

2. Which property is illustrated by the equation 4 x(2 x  1)  8x 2  4 x ?


(1) associative (3) distributive

(2) commutative (4) identity

3. What is the sum of 2m2  3m  4 and m2  3m  2 ?


(1) m2  6 (3) 3m2  6m  6

(2) 3m2  6 (4) m2  6m  2

4. The sum of two negative numbers always has to be


(1) negative (3) zero

(2) positive (4) an integer

5. What is the value of m in the equation 2m  (m  1)  0 ?


1
(1) 1 (3)
3

(2) -1 (4) 0

5x 6 y 2
6. The expression is equivalent to
x8 y
(1) 5 x 2 y (3) 5 x14 y 3

5y 5y3
(2) (4)
x2 x 14
7. The expression ( 4a 3b) 2 is equivalent to
(1) 16a 6b2 (3) 16a 5b2

(2) 16a 6b2 (4) 8a 6b2

1 1
8. In the equation n  5  5 , n is equal to
4 2
1
(1) 8 (3)
2

1
(2) 2 (4)
8

9. Which equation is equivalent to 3x  4 y  15 ?


15  3x
(1) y  (3) y  15  3x
4

3x  15
(2) y  (4) y  3x  15
4

3 1
10. The expression ( ) 2  ( ) 2 is equivalent to
4 4
9
(1) (3) 3
16

9
(2) (4) 9
256

11. What is the product of 10 x 4 y 2 and 3xy 3 ?


(1) 30 x 4 y 5 (3) 30 x 5 y 5

(2) 30 x 4 y 6 (4) 30 x 5 y 6

12. What is the first step in simplifying the expression (2  3  4  5) 2 ?


(1) square 5 (3) subtract 3 from 2

(2) add 4 and 5 (4) multiply 3 by 4


1
13. If x = 4 and y = -2, the value of x y 2 is
2
(1) 32 (3) -4

(2) 8 (4) -8

14. The expression 2 x 2  x 2 is equivalent to


(1) x 0 (3) x 2

(2) 2 (4)  2x 4

15. What is the identity element for ♣ in the accompanying table?

(1) r (3) t

(2) s (4) u

16. Which numbers are arranged from smallest to largest?


22 22
(1) 3.14, ,  , 9.1 (3) 9.1, 3.14, ,
7 7

22 22
(2) 9.1,  , 3.14, (4) 9.1, 3.14,  ,
7 7

17. When 2 x 2  4 x  2 is subtracted from x 2  6 x  4 , the result is


(1) 3x2  2 x  6 (3) 2 x2  2 x  6

(2)  x2  10 x  2 (4) 3x 2  2 x  6

18. What is the sum of 6  10 3 and 3  10 2 ?


(1) 6.3  10 3 (3) 9  10 6

(2) 9  10 5 (4) 18 10 5


1
19. How many times larger than x is 5x?
4
5
(1) 20 (3)
4

4
(2) 9 (4)
5

20. If n represents an odd number, which computation results in an answer that is an even number?
(1) 2  n + 1 (3) 3  n – 2

(2) 2  n – 1 (4) 3  n + 1

21. Which expression is equivalent to x 1  y 2 ?


x
(1) xy 2 (3)
y2

y2
(2) (4) xy 2
x

22. What is the smallest integer greater than 1 that is both the square of an integer and the cube of an integer?
(1) 8 (3) 36

(2) 9 (4) 64

23. The operation for the set {p,r,s,v} is defined in the accompanying table. What is the inverse element of r under the
operation ?

(1) p (3) s

(2) r (4) v

24. Solve for x: 15x – 3(3x + 4) = 6


(1) 1 (3) 3

1 1
(2)  (4)
2 3
25. The expression 2 3  4 2 is equivalent to
(1) 27 (3) 85

(2) 212 (4) 86

26. If 3( x  2)  2( x  1)  8, the value of x is


(1) 1 (3) 5

1
(2) (4) 4
5

27. The reciprocal of 5 is


1
(1) 1 (3) 
5

1
(2) (4) -5
5

28. Which property is illustrated by the equation 6  (4  x)  6  ( x  4) ?


(1) associative property of addition

(2) associative property of multiplication

(3) distributive property

(4) commutative property of addition

29. What is the product of (c  8) and (c  5) ?


(1) c2  3c  40

(2) c2  3c  40

(3) c2  13c  40

(4) c2  40

30. Andy is 6 feet tall. If 1 inch equals 2.54 centimeters, how tall is Andy, to the nearest centimeter?
(1) 15 (3) 183

(2) 30 (4) 213


3 3
31. Which property is illustrated by the equation x 0  x?
2 2
(1) commutative property of addition

(2) distributive property

(3) additive inverse property

(4) additive identity property

1
32. If the product of x and is 1, m  0, then x is equivalent to
m
(1) m (3) 1 m

1
(2) m (4) 
m

1 2 1
33. What is the product of x y and xy 3 ?
3 6
1 2 3 1 2 3
(1) x y (3) x y
2 18

1 3 4 1 3 4
(2) x y (4) x y
9 18

(x 2 )3
34. If x  0, then  1000 is equivalent to
x5
(1) 1000x (3) 1000

(2) 1000  x (4) 0

35. If the temperature in Buffalo is 23° Fahrenheit, what is the temperature in degrees Celsius? [Use the formula
5
C= (F - 32) .]
9
(1) –5 (3) –45

(2) 5 (4) 45
36. At the beginning of her mathematics class, Mrs. Reno gives a warm-up problem. She says, “I am thinking of a number
such that 6 less than the product of 7 and this number is 85.” Which number is she thinking of?
(1) 11 (3) 84

(2) 13 (4) 637

37. Rashawn bought a CD that cost $18.99 and paid $20.51, including sales tax. What was the rate of the sales tax?
(1) 5% (3) 3%

(2) 2% (4) 8%

38. A car travels 110 miles in 2 hours. At the same rate of speed, how far will the car travel in h hours?
h
(1) 55h (3)
55

h
(2) 220h (4)
220

39. In the set of positive integers, what is the solution set of the inequality 2 x  3  5 ?
(1) {0,1,2,3} (3) {0,1,2,3,4}

(2) {1,2,3} (4) {1,2,3,4}

40. The expression ( x  6)2 is equivalent to


(1) x 2  36 (3) x 2  12 x  36

(2) x 2  36 (4) x2  12 x  36
Mr. Antao’s Break Packet
Chapter 12-17 Weekly Response Essay Comprehension Questions

1. At the end of chapter 12, the third chapter of Richard’s novel details how the British interfered with
Nigerian politics. Describe the various steps England took after WWII to indirectly control Nigeria

2. Chapter 13 is a chapter of extremes; while Olanna suffers from extreme depression in the form of
“Dark Swoops,” Odenigbo and his intellectual friends rejoice over the creation of the Republic of Biafra.
Look over the whole chapter and identify what mood Adichie wishes the reader to feel: somber
melancholy over the massacre of thousands of Igbo or hopeful optimism over the birth of a nation.

3. In Chapter 14, Richard is yearning not only to marry Kainene but also for a new nationality. Look over
all of Richard’s actions in the chapter and decide if he sincerely deserves to be Biafran or is naively
deluded that he can’t escape his Britishness.

4. A cynic is a person who believes that only selfishness motivates human actions and that selfless acts
like heroism or generosity always have secret motivations behind them. Look into chapter 16 and
explain how Kainene can be thought of as a cynical person from her opinion about the war and Biafran
patriotism.

Chapter 18-24 Weekly Response Essays Comprehension Questions

1. One of the main effects of war is that the civilian population is deprived of many luxuries and some
necessities in order to support their army. Look into chapter 18 and describe how Odenigbo, Olanna,
Ugwu, and company suffer many deprivations when they move to Umuahia and compare it to the life
they lead in Nsukka at the start of the novel.

2. Theft is a common theme in chapter 20: Olanna’s father steals his wife’s reputation, Mrs. Ozobia’s
servant steals from her, the kite (hawk) steals the baby chicken, Amala steals Olanna’s claim to
motherhood and Olanna steals her sister’s trust. Think back to chapter 11 and decide which crime was
more devastating upon Olanna, witnessing the political massacre of Igbo or being personally
surrounded by selfish betrayal.

3. Olanna and Kainene deal with their betrayals in very different ways. Olanna, after numerous
conversations, decides to adopt Baby and even plans to baptize her. While Kainene, coldly ends her
conversation with Olanna by reminding her of how “unforgivable” she is and, without expression, tells
Richard that she has burned his manuscript. Look over both instances at the end of chapter 23 and 24
and decide which action was the most just and healthiest way to deal with betrayal.
Ms. Wondwossen Name: ___________________
Speech and Comp 9 Period: _________

December Break Homework


Background: For the past two weeks, we have been generating writing ideas, developing arguments and writing drafts
of persuasive pieces. Over the break, you are going to take one of your drafts and turn it into a published piece.

Task (What you have to do): You should have two first draft essays by 12/20. Over the break, you are going to take the
feedback you have gotten from your peers, revise and type out your final draft. Your final draft should demonstrate the
revisions that you have made.

What you will turn in on Monday January 3rd:

 Graphic Organizer
 1st draft essay with peer feedback
 Final typed draft with revisions included

Your final draft should include (six paragraphs total):

 Introduction with your claim/argument (underlined)


 Three body paragraphs with evidence to support your claim (2 logos, 1 pathos)
 At least one counter argument body paragraph
 A conclusion

Remember that your body paragraphs should be in this format:

 Topic sentence
 Major support (From the middle boxes)
 Minor Support with example/fact/evidence (The last boxes)
 Commentary (your opinion/interpretation of the minor support)
 Minor #2 (example from last boxes)
 Commentary #2 (your opinion/interpretation of the minor support)
 Concluding sentence.

Model Body Paragraph with evidence to support argument:

Argument: Death penalty is a barbaric act that should not be practiced in the United States.

Death penalty is still legal in many parts of the country even though it does not make financial sense. It costs Americans
more money to put a prisoner to death than to keep them in jail for the rest of their lives (this comes from the middle
boxes). Prisoners on death row often get lawyers to appeal their death sentence, which costs states money for the
appeal process in the court (this comes from the 3 examples you picked to support the middle box). This whole process
of lawyers and appeals end up costing each state money which could be better used on something else. In general,
states spend 2-5 times more money to kill a prisoner than to keep them in jail for the rest of their lives(this comes from
the 3 examples you picked to support the middle box). This shows that the motivation to kill does not make financial
sense. Overall, the fact that it costs more money to put somebody to death is more reason to get rid of the death
penalty.
Model Counter Argument Paragraph:

(Topic Sentence)The death penalty continues to be a source of great debate in America. (Major)Many people around
the country defend the death penalty. (Minor)One reason they give is that the families of the victims will know it is
finally over and they can move on after the killer is put to death. (Commentary)However, the damage to the families is
already done and they will never be the same after the death of their loved one. Killing someone won’t change the fact
that the victim is dead, so the families will never get the closure that they want. (Minor)People who defend the death
penalty also say that justice will have been served for the victim when the killer is put to death. (Commentary)A lifetime
in jail is also a kind of justice, so we do not have to kill in order to give out consequences. (Concluding Sentence)Overall,
while we can understand why families would want revenge and justice for their loved ones, it is not a convincing enough
argument to keep the death penalty.

If you need me, please feel free to call and or email.

Cell: 917-687-5044

Email: rwondwossen@kippnyc.org

Happy Holidays!
Mr. Leon KIPP NYC CP Trigonometry

Holiday Assignment-Due January 3, 2011

1. Given: the function f defined by . Which statement is true?

1)

2)

3)

4)

2. If , then is equivalent to

1) 0

2) 2

3)

4) 4

3. If , then equals

1)

2)

3)

4)
4. If , then is equivalent to

1)

2)

3)

4)

5. If , then is equivalent to

1)

2)

3)

4)

6. If , and , then k equals

1) 1

2) 2

3) 3

4) 4

7. Which graph does not represent a function?

1)

2)
3)

4)

8. Which relation is not a function?

1)

2)

3)

4)

9. If the domain of is , which number is not in the range?

1)

2) 0

3) 3

4) 6

10. The accompanying graph shows the elevation of a certain region in New York State as a hiker travels along a trail.

What is the domain of this function?

1)

2)

3)

4)
11. Data collected during an experiment are shown in the accompanying graph.

What is the range of this set of data?

1)

2)

3)

4)

12. If and , what is the value of ?

1)

2) 3.5

3) 3

4) 6

13. If and , what is the value of ?

1)

2) 16

3) 80

4) 1,280

14. If and , find .

1) 0

2) 6

3) 24

4) 30
15. If and , which number satisfies ?

1)

2)

3) 5

4) 4

16. The accompanying tables define functions f and g.

What is ?

1) 6

2) 2

3) 8

4) 4

17. The accompanying graph is a sketch of the function over the interval .

What is the value of ?

1) 1

2) 2

3) 0

4)

18. If the point lies on the graph , the graph of must contain point

1) 3)

2) 4)

19. The image of function is found by mapping each point on the function to the point . This image is a reflection
of in

1) the x-axis 3) the line whose equation is

2) the y-axis 4) the line whose equation is


20. The inverse function of is

1) 3)

2) 4)

21. Given the relation

Which statement is true?

1) Both A and are functions. 3) Only A is a function.

2) Neither A nor is a function. 4) Only is a function.

22. Given:

If the inverse of the set is , which statement is true?

1) A and are functions. 3) A is a function and is not a function.

2) A nor are not function. 4) A is not a function and is a function.

23. If the graph of the equation is reflected in the line , the equation of the image is

1)

2)

3)

4)

24. Which equation is the inverse of ?

1)

2)

3)

4)
25. What is the inverse of ?

1)

2)

3)

4)

26. What is the inverse of the function ?

1)

2)

3)

4)

27. A function is defined by the equation . Which equation defines the inverse of this function?

1)

2)

3)

4)

28. The inverse of the function is

1)

2)

3)

4)
29. A function is defined by the equation . Which equation defines the inverse of this function?

1)

2)

3)

4)

30. Which equation defines a function whose inverse is not a function?

1)

2)

3)

4)

31. By what transformation can the set representing the inverse of a function be found?

1) reflection in the origin

2) reflection in the line

3) rotation of 90º about the origin

4) reflection in the y-axis

32. Which graph represents the inverse of ?

1)

2)
3)

4)

33. What is the sum of and ?

1) 1 3)

2) 4) 0

34. For all values of b for which the expressions are defined, is equivalent to

1) 3)

2) 4)

35. The expression is equivalent to

1) 3)

2) 4)

36. Which values of x are in the solution set of the following system of equations?

1) 3)

2) 4)
37. For which value of k will the roots of be real?

1) 1 3) 3

2) 2 4) 0

38. The roots of the equation are real and equal if k is equal to

1) 3)

2) 2 4) 4

39. If then x is equal to

1) 1 3) 5

2) 2 4) 4

40. If , what is the value of x?

1) 11 3) 45

2) 18 4) 53
Ms. Osbourne’s Winter Break Assignment
Answer the following questions in full paragraph form. Final answers should be typed and double-spaced. For
number one, complete the brainstorm on this sheet before you type as a way to ensure your success.

1. “…betrayal can only happen if you love.”

-John LeCarre

Create a critical lens-style introduction paragraph that interprets the quote above and uses “Master
Harold”…and the boys and HOAYS as the two texts discussed. Use the brainstorm organizer below to assist
you. Don’t forget that the thesis isn’t included in the brainstorm.

Rephrase:
__________________________________________________________________________________________

__________________________________________________________________

(Agree) (Disagree)

Indeed, ____________________________ However, ___________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________
Two Texts (and why they fit) Two Texts (and why they fit)

1. 1.

2. 2.

2. Using the literary element listed below and specific details from the novel, write a well-developed
paragraph that shows how Adichie uses that element to develop meaning in the text.

Element: Characterization of Susan in Ch. 21

3. Complete the Regents Practice questions on the next page. Annotate as you read, and type up your
answers to the multiple choice questions along with your short answers.
KIPP College Prep: Dance Elective
Ms. Rosenstein
November 18, 2010

Choreographer’s Project

Students will complete a written paper and presentation focusing on the personal life and dance
achievements of one choreographer.
 Select a choreographer from the list below.
 All references and media must be approved by Ms. Rosenstein prior to presentation
 This project is worth a 100 pts
 Any late assignments will be deducted 5 points per day

Part 1: Due November 29, 2010


Choreographer and Outline
(15 points)
Research all the choreographers below
Select 1 choreographer to further research
 On 1 sheet of paper, write the name of the choreographer to be researched
 Write a short summary (3-5 sentences) about this choreographer
o Specify why you chose this choreographer

Jerome Robbins
George Balanchine
Twyla Tharp
Mark Morris
Wade Robson
Alvin Ailey
Rennie Harris
Bob Fosse
Tabitha and Napoleon
Katherine Dunham
Paul Taylor
Martha Graham
Brian Freidman

Write an outline for your paper


The subtopics for your paper should include the following:
 Biography – where and how did they grow up?
 Style of Choreography - what kind of dances do they create?
 Where can you view the choreographer’s work?
 Summary of one major work/piece
 What are they currently doing or what legacy did they leave behind?
 Why is this choreographer influential to the arts or dance world
o What is this choreographer’s major impact?

Part 2: Due December 13, 2010


First Draft
(20 points)
Using your research and outline, write the first draft of your paper. Write at least 2 pages about
your choreographer
 Paper should be double-spaced and 12 pt. font
 Write your name, date, and choreographer’s name in heading of paper
 Use your outline to help guide your paper
Part 3: Due December 16, 2010
Media Resource
(5 points)
Find 1 media resource for this project. (Examples: video, website, newspaper, etc)
 On 1 sheet of paper, list your media reference for this project
 Write 2-4 sentences how this media reference will be used in your presentation
 If you have trouble accessing media, see Ms. Rosenstein

Part 4: Due December 23, 2010


Final Paper
(30 points)
Using your research, outline and media resource, write at least 2 pages about your choreographer
 Paper should be double-spaced and 12 pt. font
 Write your name, date, and Choreographer’s Name on paper
 Use your outline and first draft to help guide your paper
 Proofread your final paper
 If you would like Ms. Rosenstein to proofread your paper, email
lrosenstein@kippnyc.org, by December 19, 2010

Part 5: Due January 3, 2011


Presentation
(30 points)

Using your final paper and media resource, create a 3-5 min presentation about your
choreographer
Create a poster or power point to use during your presentation
Presentation should include
 Pictures
 Biographical Information
 Titles of major works
o Summary/Description of one major dance work
 Where to see the choreographer’s work
o Show/Share media resource
 One major impact or influence on the arts by this choreographer
o What is or was the choreographer’s legacy?

Grading Criteria
Students will be graded on the following skills and areas
 Knowledge of Content
 Use of Media Resource
 Presentation etiquette
o Clarity of voice
o Posture
o Pace/timing