This eBook was written as the sequel to the eBook titled DC Circuits, which was written in 2016 by Chad Davis.
This eBook covers Alternating Current (AC) circuit theory as well us a brief introduction of electronics. It is
broken up into seven modules. Module 1 covers the basic theory of AC signals. Since only DC sources are used in
the first eBook, details of AC signals such as sinusoidal waveforms (or sine waves), square waves, and triangle
waves are provided. Module 2, titled AC Circuits Math Background, covers the mathematics background needed
for solving AC circuit problems. The background material in Modules 1 and 2 are combined in Module 3 to solve
circuits with AC sources that include resistors, inductors, and capacitors (RLC circuits).

We've talked about AC Circuits, but now it's time to delve into the world of AC Circuits (or alternating currents). We’ve talked about how they change voltage, which helps transmit electricity over long distances, but there’s so much more to the physics of AC circuitry.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: When Marcus started high school, his grandmother opened a college savings account. On the first day of each school year she deposited money into the ac...

The given solutions for this task involve the creation and solving of a system of two equations and two unknowns, with the caveat that the context of the problem implies that we are interested only in non-negative integer solutions. Indeed, in the first solution, we must also restrict our attention to the case that one of the variables is further even.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: It takes Clea 60 seconds to walk down an escalator when it is not operating, and only 24 seconds to walk down the escalator when it is operating. How m...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Sara's doctor tells her she needs between 400 and 800 milligrams of folate per day, with part coming from her diet and part coming from a multi-vitamin...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The product of two positive numbers is 9. The reciprocal of one of these numbers is 4 times the reciprocal of the other number. What is the sum of the ...

This task examines the ways in which the plane can be covered by regular polygons in a very strict arrangement called a regular tessellation. These tessellations are studied here using algebra, which enters the picture via the formula for the measure of the interior angles of a regular polygon (which should therefore be introduced or reviewed before beginning the task). The goal of the task is to use algebra in order to understand which tessellations of the plane with regular polygons are possible.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: In each of the equations below, rewrite the equation, solving for the indicated variable If $F$ denotes a temperature in degrees Fahrenheit and $C$ is ...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Below is a picture of a rectangle $ABCD$ with segment $\overline{MN}$ drawn where $M$ is the midpoint of $\overline{BC}$ and $N$ is the midpoint of $\o...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

ACES (Academic, Career & Employability Skills) The goal of ACES is to ensure that Adult Basic Education (ABE) programs are able to provide effective contextualized instruction integrating post-secondary education and training readiness, employability skills, and career readiness at all levels. The Transitions Integration Framework (TIF) is the cornerstone of ACES. It was designed to provide ABE programs and instructors with guidance on the effective integration of transitions skills into instruction at all levels of ABE. The TIF defines the academic, career, and employability skills essential for adult learners to successfully transition to post-secondary education, career training, the workplace, and community involvement. The ACES Resource Library contains tools to help ABE practitioners incorporate the TIF skills into lessons and instructional settings and provides materials that can be used directly with adult learners.

ACES (Academic, Career & Employability Skills)

The goal of ACES is to ensure that Adult Basic Education (ABE) programs are able to provide effective contextualized instruction integrating post-secondary education and training readiness, employability skills, and career readiness at all levels.

The Transitions Integration Framework (TIF) is the cornerstone of ACES. It was designed to provide ABE programs and instructors with guidance on the effective integration of transitions skills into instruction at all levels of ABE. The TIF defines the academic, career, and employability skills essential for adult learners to successfully transition to post-secondary education, career training, the workplace, and community involvement.

The ACES Resource Library contains tools to help ABE practitioners incorporate the TIF skills into lessons and instructional settings and provides materials that can be used directly with adult learners.

ACES (Academic, Career & Employability Skills)

The goal of ACES is to ensure that Adult Basic Education (ABE) programs are able to provide effective contextualized instruction integrating post-secondary education and training readiness, employability skills, and career readiness at all levels.

The Transitions Integration Framework (TIF) is the cornerstone of ACES. It was designed to provide ABE programs and instructors with guidance on the effective integration of transitions skills into instruction at all levels of ABE. The TIF defines the academic, career, and employability skills essential for adult learners to successfully transition to post-secondary education, career training, the workplace, and community involvement.

The ACES Resource Library contains tools to help ABE practitioners incorporate the TIF skills into lessons and instructional settings and provides materials that can be used directly with adult learners.

ACES (Academic, Career & Employability Skills) The goal of ACES is to ensure that Adult Basic Education (ABE) programs are able to provide effective contextualized instruction integrating post-secondary education and training readiness, employability skills, and career readiness at all levels. The Transitions Integration Framework (TIF) is the cornerstone of ACES. It was designed to provide ABE programs and instructors with guidance on the effective integration of transitions skills into instruction at all levels of ABE. The TIF defines the academic, career, and employability skills essential for adult learners to successfully transition to post-secondary education, career training, the workplace, and community involvement. The ACES Resource Library contains tools to help ABE practitioners incorporate the TIF skills into lessons and instructional settings and provides materials that can be used directly with adult learners.

ACES (Academic, Career & Employability Skills) The goal of ACES is to ensure that Adult Basic Education (ABE) programs are able to provide effective contextualized instruction integrating post-secondary education and training readiness, employability skills, and career readiness at all levels. The Transitions Integration Framework (TIF) is the cornerstone of ACES. It was designed to provide ABE programs and instructors with guidance on the effective integration of transitions skills into instruction at all levels of ABE. The TIF defines the academic, career, and employability skills essential for adult learners to successfully transition to post-secondary education, career training, the workplace, and community involvement. The ACES Resource Library contains tools to help ABE practitioners incorporate the TIF skills into lessons and instructional settings and provides materials that can be used directly with adult learners.

ACES (Academic, Career & Employability Skills) The goal of ACES is to ensure that Adult Basic Education (ABE) programs are able to provide effective contextualized instruction integrating post-secondary education and training readiness, employability skills, and career readiness at all levels. The Transitions Integration Framework (TIF) is the cornerstone of ACES. It was designed to provide ABE programs and instructors with guidance on the effective integration of transitions skills into instruction at all levels of ABE. The TIF defines the academic, career, and employability skills essential for adult learners to successfully transition to post-secondary education, career training, the workplace, and community involvement. The ACES Resource Library contains tools to help ABE practitioners incorporate the TIF skills into lessons and instructional settings and provides materials that can be used directly with adult learners.

In this professional development session, we will develop a shared understanding of how formative assessment works and different approaches that have been developed. The material for this resource come from a series of PD sessions on formative assessment developed by the ACESSE team: Philip Bell, Shelley Stromholt, Bill Penuel, Katie Van Horne, Tiffany Neill, and Sam Shaw.We will be updating this Facilitator's Guide for ACESSE Resource A with the most up-to-date information about this resource over time. If you encounter problems with this resource, you can contact us at: STEMteachingtools@uw.edu

The NRC Framework for K-12 Science Education and the resulting Next Generation Science Standards focus on an integrated three-dimensional view of science learning in which students develop understanding of core ideas of science and crosscutting concepts in the context of engaging in science and engineering practices.How is assessing three-dimensional science learning different than how we have thought of science learning in the past? How can we design assessment tasks that elicit student’s current understanding of specific aspects of the disciplinary core ideas, science and engineering practices, and crosscutting concepts in order to shape future instruction? In this workshop, participants will learn how to interpret and design cognitive formative assessment to fit a three-dimensional view of learning.This resource originates from a series of PD sessions on 3D formative assessment developed and provided by Katie Van Horne, Shelley Stromholt, Bill Penuel, and Philip Bell. It has been improved through a collaboration in the ACESSE project with science education experts from 13 states. Please cite this resource as follows:Stromholt, S., Van Horne, K., Bell, P., Penuel, W. R., Neill, T. & Shaw, S. (2017). How to Assess Three-Dimensional Learning in Your Classroom: Building Assessment Tasks that Work. [OER Professional Development Session from the ACESSE Project] Retrieved from http://stemteachingtools.org/pd/SessionB

How can science instruction be meaningfullyconnected to the out-of-school lives of students? In this professional development, we will consider how to design formative assessments that build on learners’ interest and knowledge, promoting equity and social justice in the process. The material for this resource comes from a series of PD sessions on formative assessment originally developed by Philip Bell and Shelley Stromholt.We will be updating this Facilitator's Guide for ACESSE Resource C with the most up to date information about this resource over time. If you encounter problesm with this resources, you can contact us at STEMteachingtools@uw.eduThis resource was refined through a 13-state collaboration to make the resource more broadly useful. If you choose to adapt these materials, please attribute the source and that it was work funded by the National Science Foundation (NSF).