Ecosytem
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Environmental sustainability at glen katherine ps
The environmental sustainability program at Glen Katherine PS began in 1999 when a science teacher saw potential to plant an unused gully area. Over years, the gully was developed with indigenous plantings, a pond, propagation area, and science room. Community groups supported its growth. By Graeme's retirement in 2004, the flourishing gully landscape included vegetable beds and reeds. Current teachers continued developing gardens and applying for grants to enhance the area as an outdoor classroom for science and sustainability lessons. Recent projects included a stormwater catchment, chick coop, and fruit trees as the program seeks to provide ongoing education opportunities.
The Development of Our Gully and Environmental Sustainability at GK
The environmental sustainability program at Glen Katherine PS began in 1999 when a science teacher saw potential to plant an unused gully area. Over years, the gully was developed with indigenous plantings, a pond, propagation area, and science room. Community groups supported its growth. By Graeme's retirement in 2004, the flourishing gully landscape included vegetable beds and pond life. Subsequent teachers continued developing the area and registering the school in sustainability programs. Grants in 2012 funded a redesign of the gully and pond as a stormwater catchment and outdoor classroom. Ongoing student programs now maintain the developed garden and gully areas.
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An ecosystem is formed by the interaction between a biological community and its physical environment. It includes all the living organisms in a given area, as well as the abiotic components like air, water, soil and minerals. Within an ecosystem, organisms interact with each other and their environment in ways that facilitate the transfer of energy and nutrients. There are two main types of ecosystems - aquatic ecosystems which are found in bodies of water, and terrestrial ecosystems found on land, including forests, grasslands, deserts and mountains. Each ecosystem contains producers, consumers and decomposers that interact to form a food web.
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The document welcomes viewers to the website gyanbikash.com and states that the presentation is made for students in classes nine to ten. It then says "That's all for today" and thanks the viewers while saying goodbye.
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Environmental sustainability at glen katherine ps
The environmental sustainability program at Glen Katherine PS began in 1999 when a science teacher saw potential to plant an unused gully area. Over years, the gully was developed with indigenous plantings, a pond, propagation area, and science room. Community groups supported its growth. By Graeme's retirement in 2004, the flourishing gully landscape included vegetable beds and reeds. Current teachers continued developing gardens and applying for grants to enhance the area as an outdoor classroom for science and sustainability lessons. Recent projects included a stormwater catchment, chick coop, and fruit trees as the program seeks to provide ongoing education opportunities.
The Development of Our Gully and Environmental Sustainability at GK
The environmental sustainability program at Glen Katherine PS began in 1999 when a science teacher saw potential to plant an unused gully area. Over years, the gully was developed with indigenous plantings, a pond, propagation area, and science room. Community groups supported its growth. By Graeme's retirement in 2004, the flourishing gully landscape included vegetable beds and pond life. Subsequent teachers continued developing the area and registering the school in sustainability programs. Grants in 2012 funded a redesign of the gully and pond as a stormwater catchment and outdoor classroom. Ongoing student programs now maintain the developed garden and gully areas.
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An ecosystem is formed by the interaction between a biological community and its physical environment. It includes all the living organisms in a given area, as well as the abiotic components like air, water, soil and minerals. Within an ecosystem, organisms interact with each other and their environment in ways that facilitate the transfer of energy and nutrients. There are two main types of ecosystems - aquatic ecosystems which are found in bodies of water, and terrestrial ecosystems found on land, including forests, grasslands, deserts and mountains. Each ecosystem contains producers, consumers and decomposers that interact to form a food web.
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The document discusses the key components and dynamics of ecosystems. It describes how ecosystems have interacting abiotic and biotic factors that are connected by energy, nutrients, and minerals. Energy flows in one direction through ecosystems from the sun to producers to consumers, while nutrients and minerals circulate and recirculate between factors. The main dynamics of ecosystems include energy flow, primary and secondary production through food chains and webs, trophic levels, and biogeochemical cycles.
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This presentation introduces several scientific concepts for students including the states of matter of salt, water, and carbon dioxide as solid, liquid, and gas respectively. It demonstrates the physical changes of ice melting into water and water evaporating into vapor. Experiments are described such as a balloon test to observe molecules and the difference between diffusion and effusion. Other topics covered include candle burning and the cooling curve of water. The presentation concludes with thanking the students.
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This short presentation was created by the website www.gyanbikash.com to provide information for students in classes nine and ten. It welcomed the viewers to the site and thanked them at the end of the brief presentation. The presentation aimed to help students in classes nine and ten.
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This document provides an introduction to the French chemist Antoine Lavoisier who lived from 1743 to 1794. It mentions that he created a table of elements in 1789 when only 33 elements were known. The document concludes by thanking the viewer and saying goodbye.
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This 3 sentence summary provides the key information from the document:
The document welcomes viewers to the website gyanbikash.com and states that the presentation is made for students in classes nine to ten. It then says "That's all for today" and thanks the viewers while saying goodbye.
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This short presentation was created by the website www.gyanbikash.com to provide information for students in classes nine and ten. It welcomed the viewers to the site and thanked them at the end, signing off by saying goodbye.
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+
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27.82088
with a host spectroscopic redshift of
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±
0.007
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�
(
�
−
�
)
∼
0.9
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19
,
000
±
2
,
000
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�
Ca-rich population. Although such an object is too red for any low-
�
cosmological sample, we apply a fiducial standardization approach to SN 2023adsy and find that the SN 2023adsy luminosity distance measurement is in excellent agreement (
≲
1
�
) with
Λ
CDM. Therefore unlike low-
�
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SDSS1335+0728: The awakening of a ∼ 106M⊙ black hole⋆
Context. The early-type galaxy SDSS J133519.91+072807.4 (hereafter SDSS1335+0728), which had exhibited no prior optical variations during the preceding two decades, began showing significant nuclear variability in the Zwicky Transient Facility (ZTF) alert stream from December 2019 (as ZTF19acnskyy). This variability behaviour, coupled with the host-galaxy properties, suggests that SDSS1335+0728 hosts a ∼ 106M⊙ black hole (BH) that is currently in the process of ‘turning on’. Aims. We present a multi-wavelength photometric analysis and spectroscopic follow-up performed with the aim of better understanding the origin of the nuclear variations detected in SDSS1335+0728. Methods. We used archival photometry (from WISE, 2MASS, SDSS, GALEX, eROSITA) and spectroscopic data (from SDSS and LAMOST) to study the state of SDSS1335+0728 prior to December 2019, and new observations from Swift, SOAR/Goodman, VLT/X-shooter, and Keck/LRIS taken after its turn-on to characterise its current state. We analysed the variability of SDSS1335+0728 in the X-ray/UV/optical/mid-infrared range, modelled its spectral energy distribution prior to and after December 2019, and studied the evolution of its UV/optical spectra. Results. From our multi-wavelength photometric analysis, we find that: (a) since 2021, the UV flux (from Swift/UVOT observations) is four times brighter than the flux reported by GALEX in 2004; (b) since June 2022, the mid-infrared flux has risen more than two times, and the W1−W2 WISE colour has become redder; and (c) since February 2024, the source has begun showing X-ray emission. From our spectroscopic follow-up, we see that (i) the narrow emission line ratios are now consistent with a more energetic ionising continuum; (ii) broad emission lines are not detected; and (iii) the [OIII] line increased its flux ∼ 3.6 years after the first ZTF alert, which implies a relatively compact narrow-line-emitting region. Conclusions. We conclude that the variations observed in SDSS1335+0728 could be either explained by a ∼ 106M⊙ AGN that is just turning on or by an exotic tidal disruption event (TDE). If the former is true, SDSS1335+0728 is one of the strongest cases of an AGNobserved in the process of activating. If the latter were found to be the case, it would correspond to the longest and faintest TDE ever observed (or another class of still unknown nuclear transient). Future observations of SDSS1335+0728 are crucial to further understand its behaviour. Key words. galaxies: active– accretion, accretion discs– galaxies: individual: SDSS J133519.91+072807.4
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Context. The observation of several L-band emission sources in the S cluster has led to a rich discussion of their nature. However, a definitive answer to the classification of the dusty objects requires an explanation for the detection of compact Doppler-shifted Brγ emission. The ionized hydrogen in combination with the observation of mid-infrared L-band continuum emission suggests that most of these sources are embedded in a dusty envelope. These embedded sources are part of the S-cluster, and their relationship to the S-stars is still under debate. To date, the question of the origin of these two populations has been vague, although all explanations favor migration processes for the individual cluster members. Aims. This work revisits the S-cluster and its dusty members orbiting the supermassive black hole SgrA* on bound Keplerian orbits from a kinematic perspective. The aim is to explore the Keplerian parameters for patterns that might imply a nonrandom distribution of the sample. Additionally, various analytical aspects are considered to address the nature of the dusty sources. Methods. Based on the photometric analysis, we estimated the individual H−K and K−L colors for the source sample and compared the results to known cluster members. The classification revealed a noticeable contrast between the S-stars and the dusty sources. To fit the flux-density distribution, we utilized the radiative transfer code HYPERION and implemented a young stellar object Class I model. We obtained the position angle from the Keplerian fit results; additionally, we analyzed the distribution of the inclinations and the longitudes of the ascending node. Results. The colors of the dusty sources suggest a stellar nature consistent with the spectral energy distribution in the near and midinfrared domains. Furthermore, the evaporation timescales of dusty and gaseous clumps in the vicinity of SgrA* are much shorter ( 2yr) than the epochs covered by the observations (≈15yr). In addition to the strong evidence for the stellar classification of the D-sources, we also find a clear disk-like pattern following the arrangements of S-stars proposed in the literature. Furthermore, we find a global intrinsic inclination for all dusty sources of 60 ± 20◦, implying a common formation process. Conclusions. The pattern of the dusty sources manifested in the distribution of the position angles, inclinations, and longitudes of the ascending node strongly suggests two different scenarios: the main-sequence stars and the dusty stellar S-cluster sources share a common formation history or migrated with a similar formation channel in the vicinity of SgrA*. Alternatively, the gravitational influence of SgrA* in combination with a massive perturber, such as a putative intermediate mass black hole in the IRS 13 cluster, forces the dusty objects and S-stars to follow a particular orbital arrangement. Key words. stars: black holes– stars: formation– Galaxy: center– galaxies: star formation
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Ecosytem
- 1. WELCOME
- 2. This presentation is created by www.gyanbikash.com for the students of Science group of class Nine to Ten
- 10. Ecosystem of a pond
- 30. GOOD BYE