study guide for math regents

study guide for math regents

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Retain receipts for all vehicle emission services to protect your emission warranty. Service to be Kilometers in thousands 120 144 168. Disconnect the line at both ends, and blow it clean with compressed air. Inspect the drive belt Generator Tension pulley for evidence of cuts and cracks, and replace it if defective. Idler pulley (1) Measure the deflection with a force of 100 N (22 Ibs.) applied to belt mid-point between pulleys shown in the. Oil Filter Part No. MITSUBISHI Genuine Parts: MD136790 or equivalent. Any replacement oil filter should be installed in accordance with the oil filter manufacturer’s installation instructions. For AWD-vehicles, check that the transfer oil level is at the portion shown in the illustration. (3) Check to be sure that the transmission oil is not noticeably dirty, and that it has a suitable viscosity. If fluid level is low, add ATF until level reaches “HOT range. Low fluid level can cause a variety of conditions because it allows pump to take in air along with fluid. Air trapped in hydraulic circuit forms bubbles which make fluid spongy. Re- check fluid level after transaxle is at normal operating temperature. Fluid level should be between upper and lower marks of “HOT’ range. Insert dipstick fully to prevent dirt from entering transaxle. Inspect each components for evidence of leakage, and check the oil level by removing the filler plug. Replace complete set of pads if defective. Caution The pads for the right and left wheels should be replaced at the same time. Never “split” or intermix brake pad sets. All four pads must be replaced as a complete set. Thickness of lining: Limit 2.0 mm (.08 in.) 16. Manufacture date Certification label. Caution Do not use excessive force to raise the lock lever. Caution Do not hammer on the steering wheel. Doing so may damage the collapsible column mechanism. (7) Remove the steering column covers. 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Oil pressure switch and oil 33. Variable induction motor connector pressure gauge unit connector. Caution Do not hold the camshaft sprocket with a tool, or a dam- aged sprocket could result. Oil seal (1) Cut out a portion in the camshaft oil seal lip. MD970389 or equivalent.w-. 9 Nm. Caution Locking the camshaft sprocket with a tool damages the sprocket. (2) Remove the camshaft sprockets. Using the special tool, remove the cylinder head assembly. NOTE Use of commercially available cylinder head bolt wrench is recommended. Caution Locking the camshaft sprocket with a tool damages the sprocket. Rear bank Tighten the rocker cover bolts in the order shown in the illustra- tion. Caution Use only the specified special tools, or a damaged pulley damper could result. Remove the engine support bracket in the numbered se- quence shown in the illustration. Spraying lubricant, slowly remove the bolt (reamer bolt) indi- cated by the arrow. NOTE Shift the timing mark of the crankshaft sprocket one tooth in counterclockwise direction to facilitate belt installation. (2) Using bulldog clips, install the timing belt in the following order with care not to allow the belt to slack. Standard value (A): 3.8-4.5 mm (.149-.177 in.) If the protrusion is out of specification, repeat steps (1) to (4). Reproduce trouble symptom and verify the character- istics of the trouble and the conditions (engine condi- tion, driving conditions, etc.) under which it is pro- duced. If the wire is normal, replace the engine control module and check again. To check the voltage, use a digital voltmeter (or circuit tester) as a rule. In this case, send the diagnostic trouble code erase signal from the scan tool to the engine control module or disconnect the battery terminal (-) for 10 seconds or more, and the diagnostic memory will be erased. Output signal pattern Diagnostic item Check item (Remedy) Memory Enginecoolanttemperaturesensor Harness and connector Retained Engine coolant temperature sensor Crankshaft position sensor Harness and connector Retained (If harness and connector are normal, replace crankshaft position sensor assembly.) Camshaft position sensor Harness and connector. Output signal pattern Diagnostic item Check item (Remedy) Memory Ignition coil, ignition powertransis- Harness and connector Retained tor unit Ignition coil (No.Background Open or shorted oxygen The oxygen sensor converts the oxygen density in the exhaust. Controls as if the engine The engine coolant temperature sensor converts the engine Open or shorted the engine coolant temperature to a voltage and outputs it. The barometric pressure sensor outputs a voltage which Controls as if the baro- Open or shorted barometric corresponds to the barometric pressure.Injector failed. Range of Check Engine control module failed. 3 minutes have passed after engine was started. Engine coolant temperature is approx. 80 (176OF) or more.No limp-in Backaround EGR control vacuum istoo low. EGR temperature sensor converts the EGR gas temperature EGR solenoid failed.EGR temperature sensor Engine control module checks whether an output voltage of. Engine coolant temperature is approx. The induction control valve position sensor outputs a pulse signal The induction control Open or shorted induction valve is driven under according to a change of the valve opening. Trouble item Controls to be provided in the event of trouble Volume air flow Based on throttle position sensor (TPS) signal and engine speed signal (crank angle sensor sensor. Title Probable causes Volume Air Flow Circuit Malfunction Background Volume air flow sensor failed. While the engine is running, the volume air flow sensor outputs a pulse signal which Open or shorted volume air flow corresponds to the volume of air flow. Probable causes PO115 Engine Coolant Temperature Circuit Malfunction Engine coolant temperature sensor failed. Open or shorted the engine and outputs it.Title Probable causes PO1 25 Excessive Time to Enter Closed Loop Fuel Control Background Heated oxygen sensor failed. The MFI system reduces exhaust emissions by means of closed-loop fuel control. Injector failed. The engine control module checks the time taken until closed-loop fuel control commences. Engine control module failed. Title Probable causes Oxygen Sensor Heater Circuit Malfunction (Bank 1 Sensor 2) Background Open or shorted oxygen sensor The engine control module checks whether the heater current is within a specified range when heater circuit. Title Probable causes Fuel Trim Malfunction (Bank 1) Background Volume air flow sensor failed. If a malfunction occurs in the fuel system, the fuel compensation value bacomes too large Injector failed.Probable causes PO301 - Cylinder-l - Cylinder-6 Misfire Detected P O 3 0 6 Ignition system related part(s) Background failed. If a misfiring occurs while the engine is running, the engine speed suddenly changes. Engine control module failed. All rights reserved. Develop additional decision rules for positions impacted by the chain effects of internal promotions and transfers. All rights reserved. Does not cover part-time or seasonal workers. Imposes fines for not following notification procedure. All rights reserved. All rights reserved. All rights reserved. Primary Research Research method in which data are gathered first-hand for the specific project being conducted. All rights reserved. All rights reserved. Cost of capital is the benchmark for returns for all HR activities. All rights reserved. All rights reserved. To what uses will the information be put. 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He recorded one idea and then his eyes lit up as he thought of another. As these ideas were not necessarily related, he often recorded a thought and then drew a ring around it to separate it from his other recordings. Rafael was a strong visual learner. He often made diagrams to summarize the events in a story and his language often reflected his visual preference. Just that morning the teacher was listening to another student explain to Rafael why they should play soccer that afternoon instead of going on a bike ride. After Rafael heard the other student’s reasoning, he replied, “OK, I see what you mean.” Along with illustrating and labeling many geometric shapes and concepts, Rafael drew tools that he associated with geometry. Note his two representations that connect metric and English units along with the geoboard, compass rose, and protractor. Also note what concepts students did not provide evidence for, or for which the evidence is Share your findings with other teachers. Look at the similarities and differences across grade levels. Following are observations and plans that teachers made upon reviewing responses to the sample task. The third-grade teacher was surprised by how much more complex the students’ responses were in the upper grades. He noted that in his third grader Lisa’s response (see Response Such orientations are common; in fact, many students do not identify some of these figures when their sides are not congruent or when they are not placed in traditional positions. Next year, they wanted the students’ teachers to have these artifacts to help them determine readiness for future work in geometry. They were also interested in watching the evolution of students’ work over time. Perhaps they could repeat the assignment later in the year, and the next year they might use it as both a pre- and post-assessment. I recorded the boys’ ideas numerically. I drew three baskets on the board and asked Greg, “So you would divide the forty-eight things among these three baskets?” He nodded. I wrote the number 40 in the first basket and the number 4 in each of the other two. The students nodded again. I gave a stab at this other interpretation of division—dividing forty-eight into groups of three, rather than into three groups. I asked, “What about if there were forty-eight people and I asked them to organize themselves into groups of three. How many groups would there be?” Some hands shot up immediately. I waited until more students raised their hands, and then I asked everyone to say the answer together, quietly. I continued drawing until I had sixteen groups of three circles. The others nodded, but I’m not sure they all understood that there are two ways to think about division— sharing (or partitioning) and grouping. Danielle, the students’ teacher, said that she’d been having trouble getting them to think about division as grouping, that the contexts they offered generally related to sharing. More experience with grouping contexts would be useful for this. Turn and talk to your neighbor and see if you can think of any.” The room got noisy as the students conferred. After a moment, I called them to attention and had them report. They came up with a long list that included problems like the following: Then the list evolved into problems that always had an answer of 1 R1: The list they came up with included these: I shared this with the class. “What I notice about these,” I said, “is that the first numbers in the problems, the dividends, are all odd. I wonder if it’s possible to get a quotient of two remainder one if the dividend is even, say ten?” I wrote on the board: But after some students made a few unsuccessful tries, Alexis came up with the answer of dividing by 4 12. I wrote her idea on the board: I wrote on the board: They were on a school tour, getting ready for their own children to go to kindergarten. I explained the problem we were working on and invited them to try to solve the problem with us, which produced a few looks of panic in their eyes. I assured them that it would be a few years before their children brought home math work like this. Students try to guess a secret number from within a given range of possibilities. Guess My Number also presents an opportunity to reinforce mathematical symbols such as the “greater than” and “less than” signs.Since it’s early in the morning I’m going to make it pretty easy for you. I’ll tell you the number is somewhere between one and one hundred.” You can guess a number and I’ll tell you if my secret number is greater than or less than your guess.” I also marked 50 on the number line with an arrow, indicating all the numbers fifty and above were too large. I had deliberately picked an easy number to start with so we could focus on the mechanics and thinking involved with the game. Since you said the secret number is less than fifty, I know it’s in the bottom half of the numbers.” So if you guess a number right in the middle, you can figure out which half the secret number is in and then you can just throw away the other half and not have to worry about it.” Within a minute the number line looked like this: I wrote the two prompts on the board to help them stay focused. Also, I was giving them a preview of the discussion to come. If you raise your hand to guess a number, you also have to be willing to explain why you think that number is a helpful guess.” Well, I’ll tell you that the secret number is less than forty-five. Talk to a partner again about what you know about the number now and what guess you’d like to make next.