2016 all summer assignments

Freshmen English Summer Reading and Grammar Exercises

2016 All freshmen will read the novel Kindred, by Octavia E. Butler. Consider the following topics while reading the novel. They will be used for class discussion. ISBN-13: 978-0-8070-8305-5 ISBN-10: 0-8070-8305-4 All Freshmen will also complete the grammar exercises that follow the book topics.

Kindred Topics: 1. In the chapter entitled “The Storm,” Dana, the narrator, states that “slavery of any kind fosters strange relationships.” Consider the relationships depicted in antebellum Maryland. How would you describe the relationship between Dana and Rufus? Between Dana and Kevin (when he plays the role of her master)? Between Dana and Alice? 2. As a reader, what is your reaction to Rufus Weylin, the slavemaster’s son and Dana’s ancestor? What is the basis for that reaction? What are some examples of Butler’s showing both Rufus’s humanity and his brutality? 3. How does Octavia E. Butler structure the narrative of Kindred? In other words, is the story told in a traditional linear fashion, or is it more fractured? Do you find her structure effective? Why or why not?

High Honors freshman will also read The Boys in the Boat, by Daniel James Brown

Topics for The Boys in the Boat: Type your responses to these topics.

1. The Boys in the Boat is the actual story of “nine Americans and their epic quest for gold at the 1936 Berlin Olympics.” While you were reading the book, how did your awareness that the “characters” are real and the events actually took place affect your reaction to the story?

2. What has the author done to give the story much of the effect of a novel?

3. Briefly explain how you reacted to each of the following individuals from the book and why: Joe Rantz, George Pocock, Al Ulbrickson, and Ky Ebright. Choose an additional three individuals from the book and explain your reaction to them.

Sophomore English Summer Reading 2016

College Prep

College Prep, Honors, and High Honors students are responsible for reading The Power and the Glory, by Graham Green, Honors and High Honors students will also read The Stranger, by Albert Camus. The best way to approach this assignment is to look over the topics before reading each book and make appropriate notes while reading. These topics will be used for class discussion, as well as papers that your teacher may assign in September. Students may also be tested on the novels at the start of the school year. Such a test will likely include details from the novel and some thoughtful analysis of the plot, themes, and characterization.

Topics for The Power and the Glory

1. In Catholic teaching, the priest is seen as fulfilling the role of Christ when administering the sacrament. Does the “whiskey priest,” in performing his priestly duties, sacrifice himself in a way that is analogous to the sacrifice of Christ? Support your answer with specific details from the novel. 2. Compare and contrast the priest and the lieutenant in terms of values, motivations, and concern for the common man. In your response consider the dialogue between the priest and the lieutenant at the end of the novel. 3. Consider the following passage from near the end of Part Two, chapter one: But at the center of his own faith there always stood the convincing mystery – that we were made in God’s image. God was the parent, but He was also the policeman, the criminal, the priest, the maniac, and the judge. Something resembling God dangled from the gibbet or went into odd attitudes before the bullets in a prison yard or contorted itself like a camel in the attitude of sex. He would sit in the confessional and hear the complicated dirty ingenuities which God’s image had thought out, and God’s image shook now, up and down on the mule’s back, with the yellow teeth sticking out over the lower lip, and God’s image did its despairing act of rebellion with Maria in the hut among the rats. He said “Do you feel better now? Not so cold, eh? Or so hot?” and pressed his hand with a kind of driven tenderness upon the shoulders of God’s image. Do you agree with the ideas expressed in this passage? How might these ideas impact your own life? How can one see the image of God even in those who commit the most deplorable and heinous acts?

Topics for The Stranger

1. What is your reaction to Meursault’s approach to life? How is your own approach to life similar to and/or different from his? What advice would you offer to him? Do you personally know any Meursault types?

2. Why, in your opinion, does Meursault kill the Arab? Is this killing justifiable? Does it remind you of other killings that you have read or heard about? Can you conceive of any situation in which you might commit a violent act? Would your violence be justified?

Junior English Summer Reading 2016

All junior students—College Prep, Honors, and AP—are responsible for reading In Our Time, by Ernest Hemingway. Honors and AP students will also read Their Eyes Were Watching God, by Zora Neale Hurston. The summer assignment is meant to get you to think about the books and about the value and pleasure of reading, and to relate reading to your own life. Your assignment is as follows: Consider the topics listed below for each book. 1. Your typed responses will be the basis for class discussion and papers that your

teacher may assign in September. Teachers may check these written responses. You should also expect to be tested on this material at the start of the school year. The test will include details from the novel and some thoughtful analysis of the plot, themes, and characterization.

Topics for Their Eyes Were Watching God

1) Janie is depicted as the hero of an epic journey. Discuss what Janie's journey depicts about Southern Black Life. Further, what discoveries does she make regarding her own identity. 2) Discuss the ways which the novel depicts the burdens placed upon black women particularly by men. 3) Discuss the importance of setting in the novel. How are the characters affected by where they live and what they do?

Topics for In Our Time

. Choose two of the stories from In Our Time that deal directly or indirectly with war, and type a paragraph of at least twelve lines (for each story) explaining how each story suggests the emotional and psychological impact of war.

Consider the following statement by Ernest Hemingway concerning his “Iceberg Theory” of writing: If a writer of prose knows enough of what he is writing about he may omit things that he knows and the reader, if the writer is writing truly enough, will have a feeling of those things as strongly as though the writer had stated them. The dignity of movement of an ice-berg is due to only one-eighth of it being above water. A writer who omits things because he does not know them only makes hollow places in his writing. –Ernest Hemingway

What Hemingway means is that a story can suggest a great deal more than what it overtly states, and that a reader should be able to sense what the writer has left unsaid. Choose two of the short stories from In Our Time (not the same stories that you chose for topic #1) and two of the vignettes (the chapters that are italicized and placed between the stories). For each of the stories type a paragraph of at least twelve lines, and for each of the vignettes a paragraph of at least six lines, in which you try to identify what the writer has left unsaid and explain how those omissions help to illustrate Hemingway’s “Iceberg Theory.”

Senior English Summer Reading 2016

The summer reading assignment is meant to get you to think about the books and about the value and

pleasure of reading, and to relate reading to your own life.

Your assignment is as follows: Consider the topics listed for each book below, and the elements of

literature that you have learned in your English classes thus far here at SHP, as you read the book

assigned. Your responses will be the basis for class discussion and papers that your teacher may assign

in September, so be sure to take careful and sufficient notes. You should also expect to be tested on this

material at the start of the school year. The test will likely include details from the novels and some

thoughtful analysis of the plot, themes, and characterization.

Keep in mind that, regardless of whether or not your teacher collects these responses,

they should be done carefully, thoughtfully, and neatly in order to be used effectively

for class discussions.

College prep: Dubliners, by James Joyce

Topic for Dubliners

In a letter to his publisher Grant Richards, dated May 5, 1906, Joyce explains that his central objective in

Dubliners [published in 1914] is to explore “the moral history of my country and I chose Dublin for the

scene because that city seemed to be the centre of paralysis” (262). As you read Dubliners, identify the

characters’ moral dilemmas, and how they arise, that lead them to feel physically or emotionally

paralyzed, that is trapped, by their circumstances, which include their country, their nationality, their

language, and/or their religion. You should also pay careful attention to the ways that Joyce’s characters

cope, or fail to cope, with the effects of their choices regarding their moral dilemmas.

Honors and AP: All AP/Honors Students must purchase and read Gulliver’s Travels by Jonathan Swift,

and only AP students will purchase and read The Mayor of Casterbridge by Thomas Hardy.

Students should try to get the Signet Classic editions

of Gulliver’s Travels and The Mayor of Casterbridge.

If that edition is not available, they should try to get the

Penguin Classics edition.

Topics for Gulliver’s Travels: for

Honors and AP

1. For Swift, learning and science, in order to be effective, had to have a practical as well as a theoretical side and not be in direct conflict with nature. His “Voyage to Laputa” demonstrates his mastery of scientific/intellectual satire. How is this demonstrated in the lifestyle on Laputa and the experiments in Lagado? Are there scientific projects or intellectual trends today, which could be similarly satirized?

2. Swift once asserted that he hated mankind but that he loved individuals. Does this book reinforce this idea? Do you feel that the fourth voyage, “A Voyage to the Houyhnhnms,” is too harsh in its treatment of humans? Do you see Swift’s idea as being relevant in your own life, to current affairs, and/or to films and television works today?

3. The name “Gulliver” is a pun on “gull” or “gullible.” In what ways is Gulliver gullible? Cite examples from all four journeys to show how Swift uses this trait to make his points. Have you ever been gullible about something? What was the result?

4. In one of his conversations with the King of Brobdingnag, Gulliver quotes the monarch with the following observation: That whoever could make two ears of corn or two blades of grass to grow upon a spot of ground where only one grew before, would deserve better of mankind, and do more essential service to his country than the whole race of politicians together.

5. Based upon Gulliver’s experiences in Lilliput and on his defense of the political system of his own country, would you agree or disagree with the King of Brobdingnag’s assertion? Would it be valid in terms of America today? Explain.

Topics for The Mayor of Casterbridge: for AP only

1. What is the significance of setting in this novel? Consider especially the ancient Roman background of Casterbridge and its isolated rural position. Does Hardy ever suggest that the environment, especially its natural characteristics, can control, influence, or reflect human activity? Have you ever felt this about some place or environment in your own life, either in positive or negative terms?

2. The narrator of The Mayor of Casterbridge makes the following observation about the protagonist, Michael Henchard: “But most probably luck had nothing to do with it. Character is fate.” How do you define “fate” or “destiny”? How true is this statement as it relates to Henchard’s rise and fall? How much of his “tragedy” is caused by his own actions and how much is caused by luck or fate?

3. In Hardy’s work, evidence of irony is often used to underscore what he believes to be the unstable condition of human existence. This often happens when seemingly insignificant events turn out to have dreadful, but totally unexpected, consequences. Cite and explain several examples of this “unpredictability” from the novel. Has this concept ever affected your own life? Explain.

4. Henchard’s misfortunes reflect upon his selling of his wife at the start of the novel. This demonstrates the ideas that Hardy believed that, in life, there is always a price to pay for one’s actions. Do you agree with this idea? Did you ever decide to do something for which you had to pay a price at a later time?

Freshman Summer Grammar Assignment

All freshmen must study the definitions and complete the exercises on

parts of speech that follow. Students should print out the pages, follow the

directions for each exercise, and put the answers on the printed pages.

Students will take a diagnostic test on this material during the first week of

school; therefore, study and practice is imperative.

PARTS OF SPEECH

THE NOUN A noun is a word used to name a person, place, thing, or idea. A proper noun is the name of a particular person, place, or thing. Proper nouns are always capitalized. [New Jersey] A common noun does not name a particular person, place, or thing. Common nouns are not capitalized. [school] A concrete noun names an object that can be perceived by the senses. [book] An abstract noun names a quality, a characteristic, an idea. [popularity] A collective noun names a group. [herd, team, jury] A compound noun is two or more words joined together. They may be written as one word [doorstep], as two words [training school], or with hyphens [father- in-law]. THE PRONOUN A pronoun is a word used in place of a noun or of more than one noun. The noun that the pronoun replaces is called the antecedent of the pronoun. Personal pronouns are most commonly used. First Person: I, my, mine, me, we, our, ours, us Second Person: you, your, yours Third Person: he, his, him, she, her, hers, it, its, they, their, theirs, them A reflexive pronoun refers to the subject and directs the action of the verb back to the subject. An intensive pronoun emphasizes a noun or another pronoun. Reflexive and intensive pronouns are myself, yourself, himself, herself, itself, ourselves, yourselves, and themselves. A relative pronoun (who, whom, whose, which, that) introduces a subordinate clause. An interrogative pronoun (who, whom, whose, which, what) introduces a question. A demonstrative pronoun (this, that, these, those) points out a person, place, thing, or idea. An indefinite pronoun, such as all, each either, both, everyone, several, nobody, refers to a person, a place, or a thing that is not specifically named. THE ADJECTIVE An adjective is a word used to modify a noun or a pronoun. The most frequently used adjectives, a, an, the, are called articles. THE VERB A verb is a word that expresses an action or state of being. An action verb expresses activity, whether physical or mental. A linking verb connects a noun or pronoun with the words that identify or describe the noun or pronoun. Many linking verbs are verbs of being, formed from the verb be. [is, am, are, were, was, be, being, been] An auxiliary verb, or helping verb is sometimes needed to help the main verb to form a verb phrase.

THE ADVERB An adverb is a word that modifies a verb, an adjective, or another adverb. It may tell how, when, where, or to what extent (how often or how much) the action of the verb is done. THE PREPOSITION A preposition is a word that expresses a relationship between a noun or a pronoun and another word in a sentence. The noun or pronoun that follows the preposition is called the object of the preposition. The preposition, the object, and the modifiers of that object form a prepositional phrase. Some commonly used prepositions are about, above, at, between, by, for, in, of , like, into, to with. THE CONJUNCTION A conjunction is a word that joins words or groups of words. Coordinating conjunctions: and, but, or, nor, so, for, yet Correlative conjunctions: either...or not only...but also neither...nor whether...or both...and Subordinating conjunctions: (commonly used) after,, before, if, because, while, when, until, than, though, where, as THE INTERJECTION An interjection is a word or phrase used to express emotion and has no grammatical relation to other words in the sentence. [Help! Ouch! Ah! Well! Ugh!] *****************Use the link below for additional explanation/help***************** https://owl.english.purdue.edu/owl/section/1/5/

EXERCISES Complete each of the exercises. Refer to the parts of speech definitions as needed. NOUNS Circle the 25 nouns that appear in the following paragraph. As a young woman, Elizabeth Cady Stanton studied the classics and mathematics both at

home and at Troy Female Seminary, from which she graduated in 1832. Beginning at an early

age, she recognized the injustices suffered by women, especially in education and politics. In

1840, she married Henry Stanton, a prominent abolitionist. At an antislavery convention in

London, Mrs. Stanton was outraged at the treatment of the female delegates. She later helped to

organize the first meeting to address women’s rights. At that convention, she read her

Declaration of Sentiments, which addressed the inferior status of women and called for reforms.

Nouns continued

Circle the collective and compound nouns that appear in the following sentences.

1. The public seems to like movies about strange creatures.

2. Perhaps the majority likes to escape from reality by watching these movies.

3. I read about a club in California that is devoted to old monster movies.

4. Our neighborhood group gets together to watch Alfred Hitchcock movies.

5. Hitchcock can frighten an audience without monsters.

6. Harriet Tubman, an African American and probably the most famous conductor on the

Underground Railroad, led her own parents to safety and freedom in 1857.

7. I read in the newspaper that in 1955 Marian Anderson appeared with the Metropolitan Opera

in New York City, becoming the first African American soloist to perform with that company.

8. My stepfather and my sister-in-law saw her perform at the Met.

9. Creativity and imagination, as well as an interest in the education of the deaf, led Alexander

Graham Bell to invent the telephone.

10. Roberto Clemente, who played baseball for the Pittsburgh Pirates, was killed in a plane

crash while on a relief mission for victims of an earthquake in Nicaragua.

PRONOUNS

Circle the pronouns in each sentence. Draw an arrow from the pronoun to its antecedent if it

has one.

1. I do not consider myself one of those who seem thoroughly satisfied with the world as it is.

2. Nobody has bought more than one of the records on sale at the discount store.

3. Someone once said that humorists are those who laugh at one or more of the world’s foibles.

4. Some of the most famous contemporary humorists are women who write prose and poetry.

5. Phyllis McGinley has written humorously about suburban life as she has known it.

6. Dorothy Parker, who was one of the few to have a book of verse on the best-seller list,

frequently wrote about the subject of heartbreak, which she treated with ironic humor.

7. Shirley Jackson wrote serious stories like “The Lottery”; she also wrote humorous ones about

her family life.

8. Few of the people who have seen Jean Kerr’s comedies on Broadway have failed to find

amusement in them.

9. Nearly everybody is familiar with P. L Travers’ stories about Mary Poppins, a character ever-

popular with young people.

10. Erma Bombeck, whose books are about life in the suburbs, is one of the better-known

humorists.

ADJECTIVES

Circle the adjectives in the following paragraph. Do not include the articles a,an, the.

By the early 1980s, an extraordinary craze for bicycling had swept the United States. The

early versions of Bicycles made for an awkward ride. Ungainly, the cycles had a large wheel in

the from and a small wheel in the back. In 1885, however, a more sensible model was

introduced, one that resembled the modern cycle. Bicycling quickly became a national sport.

NOUNS, PRONOUNS, ADJECTIVES

On the lines provided, identify each italicized word in the following sentences as an adjective

(ADJ), a pronoun (PRO), or a noun (N).

1. As a young ________ girl, Susan B. Anthony was taught the beliefs of the Quakers _______,

which ________ stress the equality of all________ people.

2. Many ________ people are working to clean up polluted ________ rivers and

streams________ to make them more livable environments ________ for wildlife.

3. The cover________ of this________ book has seen better________ days.

4. Someone________ has filled the fruit________ bowl with oranges________.

5. Does that________ new bird feeder in the elm________ tree attract hummingbirds________.

VERBS

Circle the verbs and verb phrases in the following sentences. Label each action verb (A) and linking verb (L). 1. Over the centuries, English has borrowed many words from other languages.

2. Because a newly borrowed word sounds unfamiliar, people sometimes do not hear it correctly.

3. The will pronounce the word and will spell it as if it had come from other, more familiar,

English words.

4. The wrong spelling hides the true origin of the word and gives the false impression that its

source is contemporary English.

5. The word woodchuck, for example, might have come from two English words, wood and

chuck.

6. Actually, the origin of woodchuck is the Algonquian word otchek.

7. Another Algonquian word for a kind of animal is musquash.

8. When the English-speaking settlers adopted the word, it became muskrat.

9. In a similar way the Dutch word for cabbage salad, koolsla, became the English word

coldslaw, and the French word for a kind of cart, cariole, is now the English word carryall.

10. Linguists usually call this kind of word change “folk etymology.

ADVERBS

On the answer lines, list in order the adverbs in the following sentences. After each adverb write the word or words it modifies and state whether the adverb tells how, when, where, or to what extent. 1. Greek and Roman myths frequently have supplied themes for art. __________________________________________________________________________ 2. Numerous recognized works of poetry, prose, drama, sculpture, and painting have used these

almost universally known figures and tales. __________________________________________________________________________ 3. Such works of poetry as John Milton’s Paradise Lost and John Keat’s “Ode on a Grecian Urn”

clearly reflect the influence of mythology. __________________________________________________________________________ 4. During the Renaissance and the Neoclassical period, painters often chose subjects from

mythology and dramatically depicted commonly known scenes of Greek and Roman myth and legend.

__________________________________________________________________________ 5. Today, writers are equally indebted to classical mythology. __________________________________________________________________________

6. Historically, myths also have been an amazingly rich source of names for animals, plants, and heavenly bodies.

___________________________________________________________________________ 7. Certainly, few of us would know the identities of any constellations if we were not able to use

the mythological names that dramatically capture the shapes of these heavenly bodies. ___________________________________________________________________________ 8. Not unexpectedly, myths also have had rather important influences on our everyday language. ___________________________________________________________________________ PREPOSITIONS Circle the prepositions and underline the prepositional phrases in each of the sentences. 1. As of November 1963, there was a new island in the Atlantic Ocean near Iceland called

Surtsey.

2. The island, about one square mile, was formed from the lava of a volcanic eruption that broke

the surface of the ocean.

3. Two other islands, in addition to Surtsey, were formed at that time.

4. These islands, however, eventually sank beneath the sea.

5. Surtsey, however, survived, and plants grow on the small island.

6. In the Bering Strait, between Alaska and Siberia, there are two islands that are stepping stones

between two of Earth’s largest land masses.

7. One of the islands, named Big Diomede, is owned by the Soviet Union; the other, Little

Diomede, is owned by the United States.

8. According to many scientists, these two islands are all that remain of a land bridge that once

joined Asia and North America.

9. How, however, the continents are separated by the icy waters of the Bering Strait.

CONJUNCTIONS

Circle the conjunctions in the following sentences.

1. Amid the rivers and forests of tropical New Guinea, you can see not only the unusual riflebird

but also the beautiful bird of paradise.

2. We considered several different albums before we finally chose one to give to Jeff for his

birthday.

3. Although it seemed early in the season for swimming, we found that the water in the lake was

cool but refreshing.

4. The small citrus grove is in the middle of the desert, but it flourishes because an intricate

irrigation system supplies it with water.

5. So that we may eat by seven, we should quit skiing by six; moreover, we should leave time to

stow our gear and change our clothes.

6. Before the game begins, the National Anthem will be performed either by the marching band

or by a group of singers from the chorus.

INTERJECTIONS

Underline the interjections in the following sentences. Circle any letters that should be capitalized and add commas and exclamation points where necessary. 1. Of course you know that you will be required to take at least five major subjects. 2. Wow that was an absolutely fantastic film. 3. No the painting is not straight yet; lower the left side a little. 4. No don’t give that book to James; it’s mine.

History Department

Summer Reading Assignments Summer 2016

FRESHMAN YEAR

World History—College Prep : No required reading

World History—Honors: Steven Pressfield, The Afghan Campaign, (available in both paperback and eBook formats)

Human Geography—Advanced Placement:

1) Students should thoroughly read the course description at AP Central.[http://apcentral.collegeboard.com/home]

2) Harm de Blij, The Power of Place: Geography, Destiny, and Globalization’s Rough Landscape, Oxford University Press: ISBN-13:978-0-19-5367706) Students should prepare a list of five new terms from each chapter; due for the first day of class.

SOPHOMORE YEAR World History 2—College Prep: No Required Reading

World History 2— Honors:

Shusaku Endu, Silence, (Translated by William Johnson), Taplinger Publishing Company, 1980 (paperback)

World History—Advanced Placement (Mr. Hulsy):

J.R.McNeill & William H. McNeill, The Human Web, W.W. Norton & Company, paperback, 2003, Introduction and Chapters I through IV, pp. 3-115.

World History—Advanced Placement (Mr. McMahon):

1) Students should thoroughly read the course description at AP Central. [http://apcentral.collegeboard.com/home]

2) Tom Standage, An Edible History of Humanity, 2009, Walker Publishing Co., ISBN-13: 978-0-8027-1588-3 3) Garry Wills, What Paul Meant, 2006, (for Theology High Honors)

JUNIOR YEAR US 2—College Prep:

Lars Anderson, The All Americans

US—Honors: Russell Shorto, The Island at the Center of the World, Vintage Books, 2005, Vintage ISBN: 1-4000-7867-9

US—Advanced Placement: 1. Russell Shorto, The Island at the Center of the World, Vintage Books, 2005, Vintage ISBN: 1-4000-7867-9 2. Henretta, et al, America’s History, Chapters 1 & 2

Students should submit an outline of Chapters 1 & 2 online at turnitin.com before the first day of class. Students should register at turnitin.com for class 6491580, Password Pirate

SENIOR ELECTIVES Economics—College Prep: none Microeconomics—AP: none Modern European History—AP:

Students should thoroughly read the course description at AP Central. US Government and Politics-Honors and CP: No Required Reading

US Government and Politics-AP: Jack N. Rakove, Original Meanings, Random House, 1996.

Math Department Summer Assignment 2016

The Summer Assignment is to be done neatly on loose‐leaf paper and is to display all work, including details and diagrams as needed. Please see attached for examples and due dates related to your specific assignment. Any student who fails to submit the Summer Assignment will be removed from the AP Program.

AP Statistics: (no assignment for Statistics CP)

Handout distributed in school (and attached).

Value: 50 total points. See attached for breakdown of points.

AP Calculus AB/BC: Handout distributed in school (and attached).

Value: 100 total points. See attached for breakdown of points.

* AP Calculus AB and AP Calculus BC have the same assignment.

* There are no summer assignments for any other courses.

AP Statistics Summer Assignment – 50 point quiz grade - Due first day of class

You will need a textbook – get one from Mrs. Sgaramella in Room 208 before the last day of school.

If at any time you have questions, feel free to email [email protected].

General information

o Assignment is due on the first day of class. 10 points will be deducted from the assignment for every school day it is late, regardless of whether our class meets or not.

o You may handwrite (neatly) or type your answers. Graphs must be drawn by hand.

I. You will collect your own set of data that will be used throughout this assignment. You are to create a table with 25 food items, similar to the one below, using nutrition information for various foods from the pantry, refrigerator or freezer in your home (or a friend’s home). Nutrition information is readily available on the food labels.

Record the type of food for the item in the first column (for example bread, pasta, and green beans), the type of packaging (can, box, package, etc.) in the second column. In the third column put the primary color of the packaging (red, blue, clear, etc.). In the fourth through sixth columns, record the number of calories, total fat (in grams), and protein (also in grams) per serving for each item.

Be sure to use a variety of different types of food in the table (i.e., don’t use all cereal).

Read the Introduction Chapter – pages 2‐5 (stop at the Activity on hiring discrimination – we will do this

in class) and use the data in your table to answer the following question:

1. Food Data Table. (4 points) 2. What are the variables described in your table? Identify each variable as categorical or

quantitative. (6 points)

Part I Sample Table

Type of Food Package Type

Color

Calories per

serving

Fat (g)

Per serving

Protein (g)

Per serving

Pasta Box Red 130 5 5

Green Beans Can Green 10 0 0

Cereal Box Multi‐colored 125 6 3

Bread Plastic Bag Clear 125 10 6

Note: You may create whatever “type of food” and “package type” descriptions that you like – there are

no wrong answers here. Use a wide variety of foods in your table!!! Include your favorites.

II. Displaying Categorical Data: Read Section 1‐1, pages 8‐12 (stop at Two Way Tables and Marginal Distributions – we will cover this in September).

2. Complete Question 16a and 16b on page 23. (4 points) 3. Explain why the graph on the lower left hand portion of page 11 is misleading. (4 points) 4. Answer Question 18 on page 24. (4 points)

III. Displaying Quantitative Data with Graphs ‐ Dotplots: Read Section 1‐2, pages 27‐32

5. Create a dot‐plot using your Fat data ( instructions on page 27). Use whatever scale on the x‐axis that you feel is appropriate. (4 points)

6. Are there any potential outliers in your data? If so which foods are they? (4 points)

IV. Displaying Quantitative Data with Graphs – Stemplots: Read Section 1.2, pages 33‐35 (stop at Histograms)

7. Create a hand‐drawn stem‐plot using your protein data (instructions are in the example on page 33) (4 points)

Displaying Quantitative Data with Graphs – Histograms: Read pages 35‐42

8. Create a histogram by hand of your calorie (instructions are in the example on page 35.) (4 points)

9. Would you say that the data values are spread apart a little bit, a great deal, or just a fair amount? This is how we measure the “spread” in a dataset. (4 points)

Note: we will cover creating histograms on the graphing calculator in September – you are not required

or expected to be able to do it for the summer assignment.

V. Describing Quantitative Data with Numbers – mean and median. Read Section 1‐3 pages 50‐55 (stop at Interquartile Range).

10. Create a table similar to the one below showing the mean, median, and shape for each set of your data. You may calculate the mean and median by hand or using a calculator/computer. (6 points)

SHAPE: At this point, you have a dotplot of the fat grams, a stemplot of your protein,

and a histogram of your calorie data. When we have a skewed shape to a distribution,

we use the median as a measure of center. When the distribution is symmetric, or bell‐

shaped, we use the mean as a measure of center.

skewed to the right skewed to the left bell‐shaped

MEAN MEDIAN SHAPE

FAT

PROTEIN

CALORIES

AP Statistics – Examples of acceptable answers/formats

All written answers should be in paragraph form or in a neat bullet list, where appropriate.

Sample Answer for Exercise #4 page 7

(a) The individuals are roller coasters opened in 2009. (b) The categorical variables are Roller coaster (the name of the coaster), type (steel or wood) and the

design (sit down, flying). The quantitative variables are height (in feet), speed (in mph) and duration (in seconds). (c) The highlighted roller coaster is the Prowler, a wood, sit‐down type coaster. It’s height is 102.3 feet, its speed is 51.2 mph and the duration of the ride is 150 seconds.

Examples of correct graphs for Exercises in your textbook (note your graphs will be hand‐drawn):

Exercise 11 page 22‐23 Exercise 37 page 42 Exercise 55 page 46

AP Calculus AB/BC Summer Assignment

Part I: Memorize the attached special angle table for a quickly timed 50‐point quiz during the first week

of school.

Part II: Memorize the attached set of graphs for a quickly timed 50‐point quiz during the first week of

school.

Special Angles

Graphs

Theology

Freshman Honors/Seton Scholars (There is no assignment for Freshman CP)

Introductory Note Freshman Honors and Seton Scholars are required to read the first three chapters of Velvet Elvis, by Rob Bell.

Writing for a culture that is more familiar with mistaken views of Christian tradition and less aware of authentic interpretations of the bible, Rob Bell seeks to revive the spirit and energy of the time-honored Christian search for God and truth in the experiences deep within all of us and in the wisdom of Tradition. He calls upon the church tradition of communal practices of interpretation of the Scriptures as it is informed by today’s insights from historical research. Bell speaks the language of today’s youth culture. His references range from first-century rabbis to twenty first century rock bands. Discussion of his book will serve as an introduction to the problems and method of theology.

Please read the first three chapters. Then write a brief response to the reading (no more than two pages) in which you include the following:

1. Comment on Bell’s ideas about religious experience and the use of the bible. What problems does he see with the way that many people attempt to interpret Scripture? What does he see as a more beneficial and more correct approach?

2. Do you agree with his understanding of the problems of being Christian today? Identify and discuss several examples. Do you see any additional problems that he has not mentioned?

3. Evaluate the “answers” that Bell offers. Do you find them to offer good direction in addressing the problems that he identifies? Why or why not?

Departmental Note ‐ The first day of classes will be Wednesday, September 7. Your theology teacher

will give you his/her turnitin.com account information on that day. The paper must be submitted to

turnitin.com by 8:45 am on Friday, September 9. (Your teacher also has the right to ask for a hard copy

of the paper on Friday the 9th). The grade on the paper will be incorporated into your first trimester

average. Your grade on the paper will be lowered by one full grade for each day late (including the

weekend), up to three days. Failure to submit the paper on the 4th day (Tuesday, September 13) will

result in a 10 point deduction from your First Trimester average. Even at this point, the essay is a

course requirement. Failure to hand it in may jeopardize the student’s position in an honors class

section. The 10 point deduction for failure to do the paper will still be assessed if the student is

moved to a CP section.

Sophomore Honors

(There is no Assignment for Sophomore CP)

Sophomore Seton Scholars should consult the Social Studies Summer Assignments

The sophomore honors summer assignment is based on a reading of the biblical book known as Acts of

the Apostles. This book is similar in format to the gospels, but deals with the emergence and

development of the early Church (the book is often seen as a “sequel” to the Gospel of Luke). This

assignment is meant to “set the table” for the Church Studies course which begins in September. You

will not be reading the entire book, but a little more than half (Acts 1:1‐15:35)

We would like you to read from the translation known as New American Bible, Revised Edition.

(NABRE). If you do not have this version at home, it is available online on the website of the US

Conference of Catholic Bishops: http://www.usccb.org/bible/books‐of‐the‐bible/index.cfm#Acts.

In addition to the reading from Acts itself, the student needs to review the following web page:

http://catholic‐resources.org/Bible/Acts.htm. This page was designed by Fr. Felix Just, S.J., the President

and Executive Director of the Loyola Institute for Spirituality in Orange, CA. Fr. Just holds a Ph.D. in New

Testament Studies from Yale University, and has taught at Loyola Marymount University (Los Angeles),

the University of San Francisco, and Santa Clara University. His website provides excellent resources for

Biblical study, and the page for Acts of the Apostles is a fine example.

On Fr. Just’s webpage, there are 5 “Questions for Review and Discussion”. After you have read the

assigned Acts passage and reviewed Fr. Just’s webpage, compose answers to those 5 questions, as well

as the question listed below:

6. Which individuals in Acts are portrayed as responsible for preaching the gospel to new audiences

(other than Jews)? Cite examples.

The expectation is that the paper be at least 2‐3 pages, and be presented in the standard MLA format.











Junior Honors

(There is no Assignment for Junior CP)

Junior year begins with a study of the Old Testament, and the goal of the summer assignment is to prepare the students for this Old Testament study while simultaneously getting some sense of the approach to Scripture study presented at Seton Hall Prep. Junior Honors Students are to read The Jewish Approach to God, by Rabbi Neil Gillman, Jewish Lights Publishing. They are to submit answers to the following questions found below based on the reading. The paper should be presented in the standard MLA format.

Questions for Reflection Based on The Jewish Approach to God:

Intro

Do you think that God can be known?

Which of the two ways of talking about God are you most comfortable with? Why?

Explain why it is necessary to use metaphors/symbols/analogies to talk about God? Of these, which is your favorite?

Explain the idea the “Torah is how our ancestors understood God’s will, not God’s will per se.”

Chapter 1

How does Rabbi Gillman’s conception of God as one resonate with your own?

Why do you think the Shema is so important for Judaism? Should it be equally so for Christians?

Do you agree with Gillman that God is lonely? Explain.

Chapter 2

Evaluate Gillman’s claim that “once God created human beings free, God simply had to accept the inevitable implications of that freedom.”

Has it ever seemed to you, as in Psalm 44, that God may be sleeping?

Gillman argues, consistent with classic Christian theology, that God’s power is self-limiting. Evaluate this insight in light of your own life experience.

Chapter 3

Do you feel that it’s appropriate for people to argue with God as Abraham does? Do you?

How do you experience God’s pathos?

Gillman argues that for God to be God we must be in relationship - sometimes closer, sometimes farther. In this light, he uses images from scripture such as spouse, parent and lover. Do these ideas make sense to you? How do they reflect your experience?

Chapter 4

Read Psalm 91 and react to the images of God used by the psalmist in light of Gillman’s reflection.

Which of the covenantal metaphors for God discussed by Gillman make most sense to you right now?

Chapter 5

Do you think that God, in some way, “welcomes our challenge, even our impiety?” Why?

Evaluate Kaplan’s rejection of the omnipotence of God.

Do you sometimes experience God as good and sometimes as bad? Reflect on how.

Chapter 6

Briefly recount, in your own words, how the Jewish idea of punishment (and God) evolved in the Bible.

Gillman references the point that “God must forgive because God above all knows what it means to be a human being”. How can this be understood from a Jewish point of view? How can this idea form the basis for a dialogue between Christians and Jews?

Chapter 7

According to Gillman Genesis answers four questions, or poses four major truths about God’s creating. What are they? What sense do they make to you?

Chapter 8

How are the experiences of Torah for Jews and Jesus for Christians similar?

Reflect on the notion of chosen people. How might it be acceptable to think of one’s own people as a chosen people? What caution must one keep in mind?

Reflect upon the three quotes (on each from Heschel, Rosenzweig, and Eisenstein) that Gillman offers on revelation. What sense do you make of them?

Chapter 9

Gillman argues that the ways Jews remember Exodus are analogous to the Christian idea of Jesus’ resurrection. React to that.

Compare the three motifs of Jewish eschatology with your own understanding of what will happen in “the end.”

React to the ideas of Ein Sof and Shekinah as symbols to describe the unknowable and all powerful/unknown limited nature of God.

How can it be said that Christians work to unify the Yoh Heh with Vav Heh?











Senior Honors

(There is no assignment for senior CP)

The Senior Honors Theology Summer Assignment is centered on a reading of the novel Brave

New World by Aldous Huxley, available from any bookstore or on‐line for free at www.huxley.net/bnw/.

Some general observations about this assignment:

Brave New World (BNW) is of a genre called “dystopic literature”. This reflects a setting in time

and place that may appear to be, and even intend to be, an idealized world, a utopia. But there are

inevitably many things that prohibit such an Edenic place from actually existing. The primary,

problematic presumption is that the state of human society can be perfected or at least be “cleansed” of

its more distasteful aspects. To this end, readings in this genre may be quite attractive to some readers,

off‐putting to others, and often a combination of the two. Examples of this genre are We by Yevgeny

Zamayatin, a predecessor to BNW, and 1984 by George Orwell, a post‐BNW novel.

Why read BNW for a Theology class? Brave New World helps raise questions related to several

essential components of Senior Theology Honors at SHP, including: the meaning of the human person,

with a specific emphasis upon the on‐going process of self‐awareness; the role of the human person as a

relational being in both interpersonal relationships and the broader society; the characteristics of a just

society. BNW will challenge the student to evaluate what is most important to him and how to

incorporate this self‐understanding into a mature, relational perspective, similarly challenging the

student to a life that incorporates the themes of Catholic Social Teaching. BNW presents the student

with an alternative worldview antithetical to a life modeled on the Gospel message. Reading it in

Theology class challenges the student to know and embrace Christian life.

The summer assignment will be based on this book, and we will continue to work with it once

class begins in the fall.

The Assignment:

1. Read Brave New World.

2. Read the content of the following website:

http://www.pinkmonkey.com/booknotes/monkeynotes/pmBraveNew36.asp

3. Compose a 4‐5 page paper, typed, double spaced, MLA formatted, choosing one of the two following

themes:

A. “Savage versus Civilized”

This antithesis is one of the underlying and challenging tensions that we are exposed to in reading Brave

New World. What is savage? What is civilized? Through your use of plentiful references/quotes from the

full scope of the book, write a paper exploring whether the Brave New World is a savage or a civilized

place. Is it a place of dehumanization or of progress? Is it a place of acceptance or of isolation? Can a

religion or a God be relevant here? Why or why not? Use any characters (but especially John the Savage

& Bernard Marx) to illustrate the points you make.

Or

B. Brave New World and Catholic Social Teaching

If you choose option B, you may find the following web page and subpages from the U.S. Catholic

Bishops to be helpful: http://www.usccb.org/beliefs‐and‐teachings/what‐we‐believe/catholic‐social‐

teaching/seven‐themes‐of‐catholic‐social‐teaching.cfm

Based on your reading of Brave New World, answer the following question in a 5‐paragraph essay: “How

do the social realities depicted in Brave New World illustrate the validity of and/or stand in stark

contrast to the principles of Catholic Social Teaching? Please include at least three specific examples

from Brave New World and 3 CST principles in your analysis. There may be a combination approach you

could use involving both contrast and/or support of CST's principles. Requirements: 5 primary

quotations from the text of Brave New World; 5 secondary quotations from Church documents.











A major test on BNW will also be given at a date yet to be determined in the 1st trimester.

Additional notes and class discussions will certainly be a part of this test. BNW will serve as a

baseline reference throughout the rest of the course and may be included in the final exam the

following spring.

Becoming a Discerning and Happy Reader in Spanish

AP Spanish Literature Summer Assignment

La suerte es la sinergia entre la oportunidad y la preparación.

Prepárate y que tengas muchas oportunidades en la vida.

Este verano vas a leer cuentos cortos de Álbum. También vas a leer o Los funerales de la Mamá Grande

o …y no se lo tragó la tierra, y una o dos novelas que prefieras tú. Mientras más leas, mejor.

1. Álbum. Favor de leer los siguientes cuentos cortos que se estudian en la clase de AP:

“El hijo” p 96

“Mi caballo mago” p 139

“No oyes ladrar los perros” p 191

“Las medias rojas” p 200

“Dos palabras” 208

Luego, por correo electrónico con el deletreo comprobado (spellchequeado), por favor mándame

THINKs bien pensados en inglés y en español para las siguientes preguntas. No hay que tratar los

cuentos que no están en la lista de arriba y no necesitas escribir los ensayos.

Para el 16 de junio el tema general es Personajes: # 3, 5, 11, 15, 16, 22 en pp 221‐222

Para el 23 de junio el tema general es Temas: # 33, 39, 40, 42 en pp 222‐223

Para el 30 de junio el tema general es Estilo y simbolismo: # 61, 68, 74 en pp 224‐225 y # 80, 90 en pp

226‐227

Estos tres trabajos son para tres notas distintas de 20 puntos.

2. Escoge entre A o B.

A. Lee Los funerales de la Mamá Grande. Este autor, Gabriel García Márquez, es posiblemente el

inventor del cuento corto moderno. Favor de hacer dos fichas: una para el cuento “La siesta del

martes”, que es el favorito del autor (y que aparece en el examen AP) y una para el libro entero. Trata

cómo forman los cuentos un libro cohesivo. Para el 15 de julio.

B. Lee …y no se lo tragó la tierra, de Tomás Rivera, un librito de la vida de un niño chicano de familia de

trabajadores migrantes. Interesante ver cómo estas viñetas forman una obra completa. Esta obra no es

como parece. Favor de hacer dos fichas, para las dos viñetas de este libro que aparecen en el examen de

AP, la epónima “…y no se lo tragó la tierra” y “La noche buena”. Para el 15 de julio.

Estas cuatro fichas son para dos notas distintas de 20 puntos.

3. Lee una o dos novelas que prefieras tú. Mándame los títulos, por favor. La idea es que te pongas feliz

y cómodo con la lectura.

Cualquier pregunta o duda, llámame o escríbeme. No me molestarías. Que disfrutes del verano.

Sra. de Mainardi

[email protected]

Rivera, Tomas. …y no se lo tragó la tierra. Houston: Arte Público Press, 1996. Impresión.

García Márquez, Gabriel. Los funerales de la Mamá Grande. Mexico, D.F.: Editorial Diana, 1986. Impresión.

Renjilian‐Burgy, Joy, and Rebecca M. Valette. Album. Boston: Houghton Mifflin, 2005. Impresión.

Writing the Organized Essay

PLEASE THINK BEFORE YOU WRITE!

Here’s how:

Write out your THINK in English and check for a logical progression of ideas. Once you are satisfied that your THINK is persuasive...

Write your THINK in Spanish. Use your dictionary. Then you are prepared to...

WRITE your composition without stopping so you don’t lose your train of thought.

Never write your composition in English first because translating is difficult and anyway, your goal is to WRITE in Spanish! Finally...

REVISE your composition. If you are able to come back to it later, you will find it less perfect than you thought, because...

YOUR FIRST DRAFT IS YOUR WORST DRAFT! Don't let anyone else read it!

English (write sentences):

KILLER ENDING!

Checklist

Look for the following elements in your composition.

Circle the number next to each category. (5= yes,

estupendamente; could not be better!)

5 4 3 2 T = TITLE Does the title relate to the

composition? Does it interest you?

5 4 3 2 H = HOOK Does the introductory sentence

hook you into reading further?

5 4 3 2 I = IDEA Is there one and only one main idea

in the first paragraph? (What is it?)

5 4 3 2 N = NEXT IDEA Does the next paragraph

also have only one main idea? (What is it?)

5 4 3 2 K = KILLER ENDING Does the ending make

your main point forcefully?

Your composition must show purpose (50% of your

score) and language mastery (50% of your score).

Spanish (translate JUST those sentences):

T

H

I

N

K

Ficha para acordarse de una obra narrativa (prosa)

Título, Autor:

Año y época literaria en que se escribió:

Género: cuento corto

Estilo:

Códigos culturales, históricos, religiosos, literarios, biográficos:

Fondo (el mensaje)

Marco escénico:

Personajes:

El tema y algunos subtemas (oraciones completas),

con citas:

1.

2.

3.

4.

Forma (el medio)

Tipo de narrador:

Cita favorita:

Tono (adjetivo):

Recursos literarios,

con citas:

1.

2.

3.

5.

6.

4.

5.

6.

Comentario:

AP Chinese 2016 Summer Assignment AP 中文课程2016年暑假功课 The goal of the summer assignment is to familiarize you with the content of the AP exam and to give you practice in the various areas that will be covered. All students in AP Chinese are required to complete the summer assignment below. Complete the portions below by the corresponding deadlines. The summer assignment will count as your first test grade. Part 1: Chinese Article Reading and Reactions (3 Articles), DUE 7/31 20 points Part 2: Film Viewing and Reaction Essay, DUE 8/31 20 points Part 3: AP Practice Exam, DUE 9/9 (end of first week of classes). 20 points

TOTAL: 60 points AP Chinese Exam: Background Information According to the AP Chinese and Culture course website, the AP course is designed so that: Students learn about various aspects of contemporary Chinese society, including geography and population, ethnic and regional diversity, travel and transportation, climate and weather, holidays and food, sports and games, and current affairs. They also explore the realm of Chinese societal relationships, examining how individuals interact with family members, elders, and peers, and integrate this knowledge into their interpersonal communications. The course introduces students to significant persons, products, and themes in Chinese history. This introduction may touch on such topics as Chinese contributions to philosophical thought, government institutions, and artistic pursuits (e.g., calligraphy, painting, literature, and music, as well as folk arts and culture). The course also views Chinese culture in an international context. Students learn that Chinese culture has spread to many parts of the world, influencing and being influenced by the global community. For example, they develop an awareness of China’s role in issues of global importance, concerning areas such as energy and the environment, economics, and politics. The course helps students broaden their worldview by comparing Chinese cultural products, practices, and perspectives with those of their own society. With this background, students can ultimately move beyond a basic knowledge of the products and practices of Chinese culture to an understanding of how these products and practices reflect a Chinese way of viewing the world. The exam is divided into 2 sections, each worth 50% of the test's value. Please take a look below to see the breakdown of each section:

2016 SUMMER ASSIGNMENT (3 PARTS) Part I: Chinese Article Reactions Due: July 31, 2016 Submission Instructions: Complete all 3 summaries per the instructions below and combine into one document, then upload to turnitin.com. Make sure you include the titles and links of the articles you have chosen for reference. Visit the Chairman’s Bao website below and register for a free account if you haven’t done so already. Pick 3 articles you would like to read at the HSK 3 or 4 level. Then complete the following for each article:

写一段总结 (Write a 100 character summary of the article.) 选5个生词，写例句 (Pick at least 5 new words or phrases from each article and write a

sentence with them.) 用维恩图 Complete a Venn Diagram to compare your culture and Chinese culture in

terms of this article 写你的看法（你觉得发生的事儿好不好？为什么？）Explain your reaction towards

the article. Is what happened good or bad, and why?

中国文化美国文化

http://www.thechairmansbao.com/

Sample Writing Assignment: 中国打破世界纪录造世界上最大的伞 China Smashes Record for World’s Largest Umbrella Link: http://www.thechairmansbao.com/china-smashes-record-for-worlds-largest-umbrella/ Summary: 在江西九江星子县的一家公司做出了世界上最大的伞。这把伞很大：致敬22.9米，

高14.39米，重5.7吨，可以覆盖418平方米！印度也作出了一把大伞，可是比中国的伞更

小。再说，中国的伞不但大，而且很漂亮因为它有很多颜色。很多人站在伞下逼样呢。 Reaction: 这个文章很有意思。我觉得中国的很大伞很好因为伞很有意思、很漂亮。此外，因为这个

公司到了在吉尼斯世界纪录中的一席之地，所以最大的伞对这个公司有好处。生词: 伞 (sǎn) – umbrella

因为春天的时候下很多雨，你应该买一把伞。打破(dǎpò) - to break

中国打破世界纪录覆盖 (fùgài) – to cover (area)

这把大伞可以覆盖418平房米。印度 (Yìndù) – India

中国的大伞比印度的大伞更大。 PART 2: Film Viewing and Writing Assignment: 饮食男女 Yǐnshí nánnǚ Due: August 31, 2016 Watch the 1994 film 《饮食男女》 "Eat Drink Man Woman" by Ang Lee (李安). The describes the relationship between an aging widower and his three daughters. It is set in modern-day Taiwan. Your writing task, in an essay of approximately 250 characters, is to describe the movie and its cultural significance. You must select a specific focus for your essay, such as: the film's major events and how the characters dealt with them (births, weddings, funerals, etc.); the importance of community and interdependence in Chinese culture; the dichotomy between traditional Chinese culture and modern Chinese culture; etc. Submission Instructions: Type your essay using Chinese pinyin input and submit via turnitin.com

Complete a "THINK" for your essay -- a title, hook, introduction (w/thesis statement), next ideas/new topics, killer ending.

Use at least 10 of the transition words found at the end of this document (see appendix) Length must be at least 250 characters.

电影和字幕：Link to Movie and Subtitles

http://www.thechairmansbao.com/china-smashes-record-for-worlds-largest-umbrella/

http://www.thechairmansbao.com/china-smashes-record-for-worlds-largest-umbrella/

https://drive.google.com/folderview?id=0B8-8oam_4_Xab0xQUnB3dlpBVkU&usp=sharing

Main Characters 主要人物：朱厨师（朱爷爷）家珍（大姐）家倩（老二）家宁（老小）温厨师（温伯父）锦荣梁伯姆

讨论问题 Question Prompts that you could use to guide your essay

1. 这部电影的主题是什么？主要的人物是谁？ 2. 电影里的父亲扮演什么样的角色？ 3. 在这部电影里，有什么样的社会变化？ 4. 为什么饮食在中国文化中那么重要？

THINK before you write Here’s how:

Write out your THINK in English and check for a logical progression of ideas. Once you are satisfied that your THINK works...

Write your THINK in Chinese. Use your dictionary. Then you are prepared to... WRITE your composition without stopping so you don’t lose your train of thought. Never write your composition in English first. Translating is difficult and anyway your goal is to WRITE

in Chinese! Finally... REVISE your composition. If you are able to come back to it later, you will find it less perfect than you

thought, because... YOUR FIRST DRAFT IS YOUR WORST DRAFT! Don't let anyone else read it!

Title 题目

Hook 预言

Idea 主题（论点）

Next Idea 副题

(Next Idea)

Killer Ending 总结

THINK Checklist Look for the following elements in your composition. Circle the number next to each category. (5= yes,非常好; could not be better!) 5 4 3 2 T = TITLE Does the title relate to the composition? Does it interest you? 5 4 3 2 H = HOOK Does the introductory sentence hook you into reading further? 5 4 3 2 I = IDEA Is there one and only one main idea in the first paragraph? (What is it?) 5 4 3 2 N = NEXT IDEA Does the next paragraph also have only one main idea? (What is it?) 5 4 3 2 K = KILLER ENDING Does the ending make your main point forcefully? Your composition must show purpose (50% of your score) and language mastery (50% of your score).

PART 3: AP Model Exam Due: September 9, 2016 Complete the AP Chinese practice exam at the link below. Complete the test without looking up words or getting help. This practice will give you a good idea of the test format and the difficulty of the test. DON'T WORRY - the test may seem impossible, but you will be learning a lot over the next year to help prepare. After you finish the test, you can check your answers with the key and go back to figure out where you went wrong.

Link to Test File, Audio and Answers/Explanations SUBMISSION INSTRUCTIONS: Part I: Written Responses Submit a Word Document that contains all 3 of the following:

Your responses to all the multiple choice questions (just type the letters) The typed Story Narration Writing Task The typed Email Response Writing Task

Part II: Audio Responses Submission Instructions: Call the SHP Chinese Class Google Voice number (973-869-9936) and leave your audio tasks as separate voice mails. The voice mails will be used for the following:

Conversation. Play the audio file using earbuds on one ear; use the other ear to talk in phone for your response

Cultural Presentation. Give yourself 4 minutes to prepare, then record your 2 minute presentation over the phone.

https://drive.google.com/folderview?id=0B8-8oam_4_XaTXY3dDB6WlVhU2s&usp=sharing

Appendix: Useful Transition Words in Chinese 时间Time First 首先（第一） Afterwards, next …以后、…之前、然后 Before …以前、…之前 Then (in a series) 从而、然后( coll.) At the same time 同时 At that time 当时、那时候(coll.) Now 此时、现在(coll.) Once 有一次 Suddenly 突然 Additional idea(s) 更多想法 Besides 另外 Furthermore 其次、再说 Also 也、又 Lastly 最后 In other words 换言之 To illustrate or explain 表明 For example 比如说 Like(something) 像……一样; 跟……一样 Compare/Contrast比较和对比 Although 虽然（但是） But 但，可是，不过（coll.） Not ….rather… 不是……而是…… One on hand 在一方面 On the other hand 在另一方面 A is more … than B A比B 更 + adj. Otherwise 否则 To show a result 结果 Therefore 因此、所以(coll.) Hence 于是 Since 既然 In any case, no matter what 无论如何 Of course 当然 To emphasize an idea 重点 Especially 特别是 In fact 其实 Not only…but also… 不但…而且…… To summarize 总结 After all 最后 In sum 总之、总的来说

AP Biology Summer Assignment

The packet given to you consists of five chapters of Ecology in Life: The Science of

Biology (9th Edition) that will not be covered in class. For each chapter:

1. Read each Ecology chapter in its entirety, including tables and figures.

Chapters 54 through 58 (pages 1140-1240).

2. Define all of the bold terms in the “Chapter Summary” section at the end of

all five chapters.

Definitions must be handwritten on loose-leaf paper.

Definitions should follow this format:

“Hypothesis – A testable statement that is a possible explanation for

a set of observations.”

3. Answer all of the questions in the “Recap” sections (such as 54.1 Recap on

page 1142 and every one thereafter) within all five chapters.

Answers must be handwritten on loose-leaf paper.

Answers should be full sentences and/or paragraphs.

You must complete this assignment correctly and entirely on your own and you must hand it in

on the first day of classes. This is a major requirement for the course and failure to comply with

any of the requirements will result in your immediate withdrawal from the course. Late,

incomplete, incorrect, or improperly formatted assignments will not be accepted under any

circumstances.

This assignment is only for those students who have not already taken AP Environmental

Science or will not be co-enrolled in APES and AP Biology. Students who have taken or will be

co-enrolled in APES do not have any summer assignment for either course.

If you have any questions, e-mail Mr. Henrikson at [email protected] .

mailto:[email protected]

AP Physics C Summer Assignment

The following assignment is to be handed in on the first day of school. It is designed to give us a head start on

the curriculum and as a review of basic tools in physics. You must get your textbook from me before the end

of the school year from room 234; please have it covered.

You are free to consult any additional resources towards the completion of this assignment. Group work is

encouraged, however there is a difference between “working together” and copying someone else’s work.

Your work must be your own and you will be quizzed within the first week of school on this material.

Completion of this assignment is mandatory for remaining in this course.

If you have any questions please feel free to email me this summer at [email protected]

Directions:

Separate the work into three packets corresponding to each chapter:

Lined paper or graph paper is preferred.

Do all calculations and diagrams in pencil.

Your summer assignment grade will take into account neatness. I must be able to follow your work in a

logical manner and the AP scorers will expect the same thing. Work t at has cross-outs or is sloppy

and/or illegible will lose points.

When requested, diagrams should be drawn and labeled neatly.

Diagrams should be large enough so that all angles and vectors are clearly seen. It is better to make a

diagram larger than necessary rather than too small. Use a ruler.

Solutions to the problems should include the equation(s) used, the substitution step (where the

numbers are plugged in) and the answer.

Show all work with units not just answers. Box or circle final answers.

Assignment:

Textbook: Knight, Randall. Physics for Scientists and Engineers: A Strategic Approach. 3rd ed New York: Pearson, 2014.

Chapter 1 pg 31-32: 40-43, 50, 52 (5 problems)

Chapter 2 pg 64-68; 24, 26, 40, 44, 48, 49, 51, 54, 56, 69, 70, 82 (12 problems)

Chapter 3 pg 83-84; 19, 20, 21, 23, 25, 29, 37, 43 (8 problems)


Chemistry Honors Summer Assignment

Since this is a high-level, demanding course, it is imperative that you prepare in advance. You need to complete the following 22 pages using online resources and background you learned from Physics or Physical Science.

The minimum expectation is that you thoroughly, neatly, and carefully complete the set of 22 study guide sheets attached. You will submit this packet on the first day of class in September. Within about a week from that point, you will have a test on this

material.

This video will help you with the PROPER SETUP of the dimensional analysis (conversion factor) problems.

This video may help you recall some of the critical content regarding a few of the atomic theorists.

This well-designed simulation will help you recall atomic structure. Run it in html 5.

Study this helpful video for Scientific Notation and Significant Figures.

Use this video to help you understand the addition and subtraction that will be required with Scientific Notation.

Use this video to help you understand the multiplication and division that will be required with Scientific Notation.

https://www.youtube.com/watch?v=kZ-TuBkL1B4

https://www.youtube.com/watch?v=kZ-TuBkL1B4

https://www.youtube.com/watch?v=BN-9URGOYrM&feature=youtu.be

https://www.youtube.com/watch?v=BN-9URGOYrM&feature=youtu.be

http://phet.colorado.edu/en/simulation/build-an-atom

https://www.youtube.com/watch?v=IIQPHC5gZT8

https://www.youtube.com/watch?v=PYTp75sryWA

https://www.youtube.com/watch?v=PYTp75sryWA

https://www.youtube.com/watch?v=ciFOlirz4Js

https://www.youtube.com/watch?v=ciFOlirz4Js

This well-designed simulation will help you recall

AP COMPUTER SCIENCE SUMMER 2016 ASSIGNMENT Email w/questions and completed assignments to [email protected] Completed assignments must be sent my school account ([email protected]) and must have the assignment as an attachment and not within the body of the email. Each file(attachment) should be named using your last name and the part number ----- for example yourLastName_part1.doc. You must put your name and APCS in the reference of all emails sent to me. There are 4 parts. Please note the due dates for each assignment. Again assignments must have the assignment as an attachment and not within the body of the email. This material will be covered and reviewed during the first few weeks of class. Part 1 **Send me an email with an attachment stating that you are in this course (follow directions above). I will be making an email contact list . DO this today. Write your full name and address in the document. For the summer assignment you will be downloading a pdf containing Chapters 1,2 and 3 of text 1 of the text below. This will be available on the SHP website. Text : Exposure Java Author: Schram, Leon. Print these and keep in a binder. Assignment for Part 1 **Send me an email today with an attachment stating that you are in this course (follow directions) Readings: Chapter 1 and 2 Schram. Answer questions provided (Exercises 1.1,1.2,2.1) and follow directions. Type your answers in paragraph form and include the complete question above each answer. Your name and email address must be included on all assignments. Due date July 1,2016 Late assignments will warrant dismissal from the course. Part 2 Readings: Chapter 3 Schram. Answer questions provided. (Exercises 3.1 & 3.2) Write your answers in paragraph form. Due date July 29, 2016. Part 3 --- History Write short, but descriptive, complete paragraphs defining the terms, events and inventors listed below as their work relates to the computer. There should be a separate paragraph for each topic. Arrange these paragraphs in chronological order, creating a timeline of significant events, inventions and contributors which led to the creation of the Mark I, the precursor of the modern (electronic) computers and then to the generations of the Modern (electronic computers)..Due date for part 3 is the first day of class --- I would like a hard copy handed in and an electronic copy. You must use a minimum of 4 sources. Follow MLA format for all citations and use both on line and off line (print) sources:

ABACUS CHARLES BABBAGE CLIFFORD BERRY COMPUTER ENIAC INCLUDE THE DESIGNER(S) AND DATE OF FIRST OPERATION. EDSAC INCLUDE THE DESIGNER(S) AND DATE OF FIRST OPERATION. UNIVAC INCLUDE THE DESIGNER(S) AND DATE OF FIRST OPERATION. TRANSISTOR

GOTTFRIED WILHELM VON LEIBNIZ GRACE HOPPER GEORGE BOOLE HOWARD H AIKEN HERMAN HOLLERITH JOSEPH MARIE JACQUARD JOHN MAUCHLY INTEGRATED CIRCUIT J. PROSPER ECKERT JOHN ATANASOFF

JOHN VON NEUMANN JOHN NAPIER WILLIAM OUGHTRED BLAISE PASCAL CHARLES XAVIER THOMAS LADY ADA BYRON LARGE SCALE INTEGRATION ROBERT NOYCE MAURICE WILKES SILICON

We will be using JCreator at school. But you can download Dr. Java to get started with our first programs.

Downloading an IDE

1)for Dr. Java Go to : http://www.drjava.org/ and choose the appropriate download 2) for JCreator Go to this page to download both JCreator LE and the JSDK. (There is a 21 day trial and then the cost is approximately $35) http://jcreator.com/download.htm 3) You could alternatively use Eclipse or NetBeans


http://www.drjava.org/

http://jcreator.com/download.htm

AP Java Summer Exercises 1.1 01. Name the three main areas where computers are superior to people. 02. What are so called “computer errors” caused by? 03. Finish this sentence: Morse code is based on 04. In computer science, what means “on” and what means “off”? 05. What number system do we use? 06. What number system does the computer use? 07. What does “ASCII” stand for? 08. What does “BIT” stand for? 09. How many BITs are in a Byte? 10. What can one byte store? 11. What did early computer scientists need to do to create a set of computer instructions? 12. Early computers used vacuum tubes. What do today’s computers use? 13. In computers the main board with all the primary computer components is called the 14. Which 3 computer chips are we primarily concerned with? 15. What does “ROM” stand for? 16. What does “RAM” stand for? 17. Which memory is permanent, RAM or ROM? 18. About how many bytes are in a Tera Byte? 19. Exactly how many bytes are in a Kilo Byte? 20. What does “CPU” stand for? 21. Information is stored on a disk as “iron oxide”. What is the commonly used name for this

substance? 22. List the three main things that can cause the information on your disk to be erased. 23. What kind of “ROM” uses laser light to read information? 24. What kind of information allows you to make a precise copy of the original?

Exposure Java Exercises 1.2 01. What is a program? 02. Which computer language uses mnemonic names? 03. What is the relationship between base 2 numbers and base 16 numbers? 04. What are the 2 kinds of translator programs? 05. What is the difference between “high level” languages and “low level” languages? 06. What is the name of the first successful, wide-spread, programming language? 07. Who helped develop compilers and the business language COBOL? 08. What does “BASIC” stand for? 09. Who developed “Pascal”? 10. What does “OOP” stand for? 11. Who combined the popularity of C, with OOP? 12. What was this new language called?

AP Java Summer Exercises 2.1 01. What is bytecode? 02. How do you recognize bytecode files? 03. What type of translator creates bytecode files? 04. What type of translator executes bytecode files? 05. What is a Java Application? 06. What is a Java Applet? 07. What are the three basic tools required for developing Java programs? 08. What is an IDE? 09. Describe the javac.exe program. 10. Describe the java.exe program. 11. Describe the appletviewer.exe program. 12. What is the College Board view on Java input/output issues? 13. Explain the difference between the print and println keywords. 14. Explain Java case sensitivity. 15. List some Java keywords. 16. What is significant about the program file name? 17. Write the minimal Java program, which is a template for all programs.

AP Summer Exercises 3.1 Date:

Name: Period: 01. How do you declare an integer variable, called num? 02. How do you declare an integer variable, called num and assign value 100 03. What is an IDE? 04. What are Java integer data types? 05. What are the integer binary operations? 06. Do computers always compute arithmetic correctly? 07. What is memory overflow? 08. What are Java real number data types? 09. What are the real number binary operations? 10. Which real number data type is more accurate? Exercises 3.2 01. What are unary operators? 02. Are the prefix and postfix operators the same? 03. What is the meaning of num++? 04. Is num = num + 10; the same as num + 10 = num; ? 05. Why should unary operators only be used by themselves like num++; ? 06. What are the arithmetic assignment operators? 07. What does the statement num += 100; mean? 08. What is string concatenation? 09. How is string concatenation different from integer addition? 10. What is it called when the same operator + has multiple functions? 11. What is a literal constant? 12. What is a "variable" constant/ 13. How do you make an identifier, like number a constant integer? 14. What are self-documenting identifiers? 15. What comment style is available in Java? 16. Describe mathematical precedence in Java? 17. Are Java expression written the same as mathematical expression? 18. What is type casting? 19. Give an example of a statement that uses type casting. 20. When do you need to use type casting?

2016 all summer assignments

Documents