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Fifth Grade

We know that fifth graders have a positive approach to life. They like forming their own opinions, experience rapid growth spurts, focus on the social (increasingly self-aware, responsive to peer feedback, love to explain things and process ideas orally), and need to feel a sense of personal agency.

We help our fifth graders learn and practice: taking on different leadership roles throughout the school and with each other; appreciating different forms of leadership; articulating their strengths and areas of growth; and engaging in self-reflection, self-assessment, self-advocacy, and self-direction.

Our goals for fifth graders

WRITING:

Use the writing process to create organized pieces for a variety of audiences and purposes using specific evidence and creative language.

SOCIAL STUDIES:

Explore U.S. history through the lenses of freedom and leadership, using research and critical thinking skills to evaluate and synthesize social science content.

Investigate patterns to understand relationships between numbers and concepts, develop problem solving skills with algebraic thinking and logical reasoning, explore increasingly abstract concepts, maintain strong computational skills, and gain an appreciation for the beauty and wonder of mathematics.

READING:

Through a wide variety of text, build deeper comprehension and critical reading skills to evaluate content and create detailed, evidence-based responses to literature.

SCIENCE:

As a stepping stone to middle school lab-based science, engage in scientific discussions, clarify experiences, think critically, and demonstrate an understanding of the Scientific Method and the Engineering Design Process.

Engage through a cultural exploration of French and Spanish speaking countries, produce authentically scripted skits, converse on familiar topics, and grow a command of verb conjugations and syntax when writing and speaking.

Develop critical thinking skills through literature with emphasis on purpose and diverse perspectives and learn the importance of the process of research.

Demonstrate coordination, flexibility, and fitness through active participation in each class and take a leadership role to model teamwork, cooperation, sportsmanship, and fair play.

Play recorders, autoharp, Orff instruments and rhythm instruments, sing accurately while reading from music, carry a harmony part while doing a dance routine, identify symphonic instruments, and perform independently and as a group.

Continue stretching themselves as artists and think beyond the guidelines of a project, throughthree to fourlong-term initiatives such as 3-D architectural letters or ceramic faces.

Use code to create a cohesive, multi-page digital portfolio web site, and use maker materials and the design process to bring ideas to life, connecting to other areas of study and interest.

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In the interior the vertical stresses are discretized:

τ 13 = A v 1 Δ r c δ k u τ 23 = A v 1 Δ r c δ k v τ 33 = A v 1 Δ r f δ k w

It should be noted that in the non-hydrostatic form, the stress tensor is even less consistent than for the hydrostatic (see Wajsowicz (1993) [Waj93] ). It is well known how to do this properly (see Griffies and Hallberg (2000) Sole Society Structured Faux Leather Dome Satchel Black bvoZp
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τ 13 : fVrUp , Giancarlo Paoli Sgn Pumps Black SIbigFgp1
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τ 23 : fVrUp , fVrDw ( local to MOM_FLUXFORM.F )

As for the lateral viscous terms, the free-slip condition is equivalent to simply setting the stress to zero on boundaries. The no-slip condition is implemented as an additional term acting on top of the interior and free-slip stresses. Bottom drag represents additional friction, in addition to that imposed by the no-slip condition at the bottom. The drag is cast as a stress expressed as a linear or quadratic function of the mean flow in the layer above the topography:

(2.118) τ b o t t o m d r a g 13 = ( 2 A v 1 Δ r c + r b + C d ¯ 2 K E i ) u
(2.119) τ b o t t o m d r a g 23 = ( 2 A v 1 Δ r c + r b + C d ¯ 2 K E j ) v

where these terms are only evaluated immediately above topography. r b ( Nike Air Max 95 Premium Sneaker Grey 0UoQbiqd
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Comments: 8 pages, 3 figures. Will be submitted to Phys. Rev. Lett

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We report evidence for the simultaneous production of $J/\psi$ and $\Upsilon$ mesons in 8.1 fb$^{-1}$ of data collected at $\sqrt{s}=$1.96 TeV by the D0 experiment at the Fermilab $p \bar p$ Tevatron Collider. Events with these characteristics are expected to be produced predominantly by gluon-gluon interactions. In this analysis, we extract the effective cross section characterizing the initial parton spatial distribution, $\sigma_{eff}=2.2\pm 0.7\mbox{(stat)} \pm 0.9 \mbox{(syst)} ~\mbox{mb}$.

0 votes @Harvard ITC (0 votes over all institutions)

Comments: 8 pages, 3 figures

Journal: PRL 116, 082002 (2016)

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We report evidence for the simultaneous production of $J/\psi$ and $\Upsilon$ mesons in 8.1 fb$^{-1}$ of data collected at $\sqrt{s}=$1.96 TeV by the D0 experiment at the Fermilab $p \bar p$ Tevatron Collider. Events with these characteristics are expected to be produced predominantly by gluon-gluon interactions. In this analysis, we extract the effective cross section characterizing the initial parton spatial distribution, $\sigma_{eff}=2.2\pm 0.7\mbox{(stat)} \pm 0.9 \mbox{(syst)} ~\mbox{mb}$.

0 votes @Harvard ITC (0 votes over all institutions)

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Comments: Presented at the Meeting of the American Physical Society, Division of Particles and Fields, Ann Arbor, Michigan, August 4-8, 2015

Originally posted 09/22/2015

HEP-EX

The Forward-Backward Asymmetries in the production of $p\overline{p}\rightarrow B^\pm, \Lambda_b^0,$ and $\Lambda_s^0$ particles for rapidities |y| < 2 are measred by D0 for $p\overline{p}$ collisions at $\sqrt{s}$ = 1.96 TeV at the Fermilab Tevatron. $A_{FB}(B\pm)$ and $A_{FB}(\Lambda_b^0)$ are consistent with zero, while $A_{FB}(\Lambda_s^0)$ exhibits a statistically significant rise with increasing |y|.

0 votes @Harvard ITC (0 votes over all institutions)

Comments: Presented at the Meeting of the American Physical Society, Division of Particles and Fields, Ann Arbor, Michigan, August 4-8, 2015 Replaced 21sept2015 version with 25sept2015 version: corrected 1 misspelling, repositioned figures closer to corresponding text, improved pointers in the text to the figures

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