Ecosystems
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This document defines key ecological terms: a population is a group of the same kind of living thing living in the same place, a habitat provides shelter, food and water for a living thing, and an ecosystem includes all the living and non-living things that interact within an environment as well as those that surround a living thing.
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Ecosystems
A population is a group of the same kind of living thing living in the same place. A habitat provides a population with shelter, food and water. An ecosystem includes all the living and non-living things that interact in an environment as well as the habitat that surrounds a living thing.
Biomes
This document defines and categorizes different types of biomes, which are large areas that have distinct plant and animal life adapted to specific environmental conditions. It identifies 7 main terrestrial biomes - desert, grassland, deciduous forest, tropical rainforest, taiga, tundra, and wetlands/estuaries. It also separates bodies of water into flowing water categories like streams and rivers versus still water categories like lakes and ponds.
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This document discusses the characteristics of living things. It explains that all living things (1) grow, (2) reproduce by making more of their kind such as through birth, laying eggs, or making seeds, and (3) respond to their environment by growing towards light, fleeing danger, etc. It also discusses the needs of living things like water, space, food, and gases and how plants and animals obtain these needs differently. The key stages of the human life cycle are outlined as well as examples of non-living things.
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Lab tools
This document lists various laboratory equipment and their uses, including goggles for eye protection, beakers for heating liquids, test tubes for holding hot or unneeded samples, graduated cylinders for accurate volume measurement, microscopes for viewing small objects, pipettes for precise liquid delivery, thermometers for temperature measurement, lenses for magnification, rulers for length measurement, compasses for determining direction, forceps for moving solids and powders, flasks for liquid storage and heating, funnels for pouring into narrow openings or holding filters, balances for mass measurement, flasks for storage and heating with stoppers, stopwatches for timing experiments, Bunsen burners for heating objects, and filters for separation of substances.
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Ecosystems
A population is a group of the same kind of living thing living in the same place. A habitat provides a population with shelter, food and water. An ecosystem includes all the living and non-living things that interact in an environment as well as the habitat that surrounds a living thing.
Biomes
This document defines and categorizes different types of biomes, which are large areas that have distinct plant and animal life adapted to specific environmental conditions. It identifies 7 main terrestrial biomes - desert, grassland, deciduous forest, tropical rainforest, taiga, tundra, and wetlands/estuaries. It also separates bodies of water into flowing water categories like streams and rivers versus still water categories like lakes and ponds.
Living things and their needs wiki
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Lab tools
This document lists various laboratory equipment and their uses, including goggles for eye protection, beakers for heating liquids, test tubes for holding hot or unneeded samples, graduated cylinders for accurate volume measurement, microscopes for viewing small objects, pipettes for precise liquid delivery, thermometers for temperature measurement, lenses for magnification, rulers for length measurement, compasses for determining direction, forceps for moving solids and powders, flasks for liquid storage and heating, funnels for pouring into narrow openings or holding filters, balances for mass measurement, flasks for storage and heating with stoppers, stopwatches for timing experiments, Bunsen burners for heating objects, and filters for separation of substances.
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This letter provides a strong recommendation for Jayur Mistry. It summarizes that Jayur has worked for 2 years in the MEAN Laboratory at Lamar University under the supervision of Dr. Evan Wujcik. Jayur is described as honest, reliable, hard-working, and courteous. He has successfully completed his Master's degree in Chemical Engineering and worked on extracurricular activities. Dr. Wujcik is confident that Jayur will be a great asset to any company.
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1) The story of a washer man whose donkey alerts him to a thief in the night while the dog does not bark. The washer man later realizes the donkey was protecting his property and rewards it.
2) A successful businessman chooses his successor by giving young executives each a seed and having them return a year later with what grew. Only one executive, Jim, returns empty handed but is chosen for his honesty.
3) Three contractors bid to fix a fence, with a Bangladeshi giving the lowest price, a Chinese slightly higher, and an Indian contractor whispering a much higher price but includes a bribe for the official.
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This document provides guidance on how to develop a culture of innovation within an organization. It likens growing innovation to growing tomatoes, noting that both require certain essential ingredients. These include discovering unmet needs through observational research, ensuring diversity of perspectives on teams to spark new ideas, providing resources and space to support prototyping and testing concepts, protecting new ideas from criticism as they develop, and being patient to allow ideas to incubate and evolve over time through prototyping and refinement. The document stresses that innovation, like agriculture, requires an environment and process that cultivates and nurtures new seeds of ideas into solutions that meet user needs.
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Égből pottyant paketek
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Thermal energy
Thermal energy is the energy of moving particles that causes heat. Heat is the transfer of thermal energy between objects when they are at different temperatures. The document discusses conductors and insulators - materials that easily allow heat to pass through them are conductors like metals and materials that do not are insulators like rubber, wood, and paper. Common examples of conductors and insulators are provided.
Air and water resistance
The document discusses different forces exerted by water and air. There are two main forces of water: upthrust force, which causes objects to float, and water resistance, which pushes against moving objects in water. Air also exerts forces, including air resistance, which slows down moving objects by pushing against them, with larger objects experiencing greater resistance. Air resistance can be useful, as seen with parachutes which use the force of air to slow a falling object.
Balanced unbalanced ,gravity ,friction
1) Forces cause objects to move or change their motion. Applying an unbalanced force makes an object start moving, while balanced or cancelled out forces will not cause motion.
2) Friction is a type of force that opposes motion when two surfaces are touching, causing moving objects to slow down and stop. The amount of friction depends on the surfaces and how rough or smooth they are.
3) Mass and gravity determine an object's weight, with heavier objects having greater weight. Weight can be measured using a force meter or spring scale.
Magnetic and non magnetic
The document discusses magnetic and non-magnetic materials. Magnetic materials include metals like iron, nickel, cobalt and steel that are attracted to magnets. Non-magnetic materials include aluminum, silver, gold, paper, glass, plastic, rubber and wood that are not attracted to magnets. It provides examples of different objects and whether they are magnetic or non-magnetic when tested with a magnet.
Magnet use
To safely handle magnets, wear protective eyewear and gloves to avoid injury from breaking or flying pieces. Handle magnets gently by slowly bringing them together and avoiding dropping or banging them, which can reduce their strength. Store magnets away from devices, tapes, cards, and screens where magnetic fields can cause damage or distortion. Also, keep magnets dry and do not heat them.
Magnet type + story
Magnets have been known since ancient times when a shepherd named Magnus discovered that an unusual black rock had the power to pull iron objects like his staff and sandal nails towards it. This became known as the first recorded discovery of a magnet. Different types of magnets exist, with some able to attract or repel other magnets depending on which poles (north or south) are placed close together. Magnets have been studied for centuries but still hold mysterious properties about the forces they exert.
Magnet 3
Magnets are made of iron, nickel, cobalt, or steel. To preserve a bar magnet long term, you should store it with another magnet to maintain its magnetic field. When a magnet breaks, its magnetic field also breaks into smaller fields in each broken piece. An electromagnet generates a magnetic field through a coil of wire when electric current passes through; placing an iron core inside the coil strengthens the magnetic field. Materials can be magnetic, like iron, cobalt, and nickel, or non-magnetic, like aluminum, copper, glass, plastic, and wood.
Magnet 2
The document discusses the properties of iron and magnets at the particle level. It asks questions about what iron particles look like, how iron is attracted to magnets, what magnets are made of, and how to preserve a bar magnet long-term. It prompts the reader to draw diagrams of magnetic fields with arrows and labels to illustrate the alignment of iron particles when brought near a magnet.
Series and parallel
The document discusses series and parallel circuits. It provides examples of series circuits with one path and defines that if one light bulb is removed, the circuit is open and other bulbs will not light. Parallel circuits are defined as having more than one path, and if one light bulb is removed, the current passes through another path and the other bulb will still light. The document draws examples of both series and parallel circuits.
Safety rules
This document provides safety tips for handling electricity, advising to not play with electric sockets or plugs, not to touch electricity with wet hands, and to avoid poking fingers or other objects into electric sockets, toasters, or other appliances.
Conductor and insulator
This document discusses series and parallel circuits and the properties of conductors and insulators. It explains that in a series circuit, if one bulb is removed the other bulb will not light, while in a parallel circuit the other bulbs will still light if one is removed. It provides examples of materials that are conductors, like silver, copper and aluminum, and insulators, like plastic, rubber and glass. It then has questions to determine if examples provided are conductors or insulators.
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Atom,static electricity
The document discusses the basics of static electricity and atoms. It explains that atoms are made up of positively and negatively charged particles that attract or repel depending on their charges. Static electricity occurs when objects come into contact and transfer electrons, resulting in an imbalance of charges. Examples given include rubbing a balloon or ruler to build up an excess of electrons, causing it to stick to other surfaces. Lightning is also described as a large-scale discharge of built up static charges between storm clouds and the ground.
Reversible and irreversible change
The document discusses reversible and irreversible changes. Reversible changes can go forward and backward, such as folding paper or melting butter. Irreversible changes cannot go backward, like burning wood or rusting iron. Examples are provided of changes that are reversible, like freezing orange juice or dissolving salt in water, and those that are irreversible, including burning a matchstick or toasting bread.
Reversible and Irreversible changes
This document discusses the differences between physical and chemical changes and provides examples of evidence of irreversible chemical changes. Specifically, it notes that physical changes are reversible while chemical changes are irreversible. It then lists four main types of evidence that can indicate an irreversible chemical change has occurred: 1) a change in color, 2) a change in scent, 3) the presence of bubbles or fizzing, and 4) heat being released or absorbed during the change. Examples like iron rusting and silver tarnishing are given as illustrations of changes in color, while toasting marshmallows represents a change in scent.
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CV updated oct five two thousand sixteen
Allison DeSantis has over 10 years of experience as an art therapist and licensed clinical professional counselor. She received her Masters in Art Therapy from Adler School of Professional Psychology and Bachelor's from Azusa Pacific University. DeSantis has worked in private practice, hospitals, and hospice settings providing individual, group, and family therapy using art and talk therapies. She has additional training and certifications in areas such as Alzheimer's care, motivational interviewing, and is fluent in Spanish.
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Este documento presenta el resumen curricular de una persona. Detalla su educación formal entre 1999-2016 donde obtuvo una licenciatura y posgrado en diseño y mercadotecnia. También presenta cursos de especialización en áreas como fotografía, diseño web, marketing digital y habilidades blandas. Su experiencia laboral desde 2005 incluye cargos relacionados al diseño, publicidad y mercadotecnia en empresas dedicadas a bienes raíces e inmuebles. Actualmente se desempeña como directora creativa manejando proyectos de identidad
Égből pottyant paketek
Vezeték nélküli hálózatok monitorozása és manipulálása otthoni eszközökkel
http://www.meetup.com/veszprem/
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More from Maha Hussain
Thermal energy
Thermal energy is the energy of moving particles that causes heat. Heat is the transfer of thermal energy between objects when they are at different temperatures. The document discusses conductors and insulators - materials that easily allow heat to pass through them are conductors like metals and materials that do not are insulators like rubber, wood, and paper. Common examples of conductors and insulators are provided.
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The document discusses different forces exerted by water and air. There are two main forces of water: upthrust force, which causes objects to float, and water resistance, which pushes against moving objects in water. Air also exerts forces, including air resistance, which slows down moving objects by pushing against them, with larger objects experiencing greater resistance. Air resistance can be useful, as seen with parachutes which use the force of air to slow a falling object.
Balanced unbalanced ,gravity ,friction
1) Forces cause objects to move or change their motion. Applying an unbalanced force makes an object start moving, while balanced or cancelled out forces will not cause motion.
2) Friction is a type of force that opposes motion when two surfaces are touching, causing moving objects to slow down and stop. The amount of friction depends on the surfaces and how rough or smooth they are.
3) Mass and gravity determine an object's weight, with heavier objects having greater weight. Weight can be measured using a force meter or spring scale.
Magnetic and non magnetic
The document discusses magnetic and non-magnetic materials. Magnetic materials include metals like iron, nickel, cobalt and steel that are attracted to magnets. Non-magnetic materials include aluminum, silver, gold, paper, glass, plastic, rubber and wood that are not attracted to magnets. It provides examples of different objects and whether they are magnetic or non-magnetic when tested with a magnet.
Magnet use
To safely handle magnets, wear protective eyewear and gloves to avoid injury from breaking or flying pieces. Handle magnets gently by slowly bringing them together and avoiding dropping or banging them, which can reduce their strength. Store magnets away from devices, tapes, cards, and screens where magnetic fields can cause damage or distortion. Also, keep magnets dry and do not heat them.
Magnet type + story
Magnets have been known since ancient times when a shepherd named Magnus discovered that an unusual black rock had the power to pull iron objects like his staff and sandal nails towards it. This became known as the first recorded discovery of a magnet. Different types of magnets exist, with some able to attract or repel other magnets depending on which poles (north or south) are placed close together. Magnets have been studied for centuries but still hold mysterious properties about the forces they exert.
Magnet 3
Magnets are made of iron, nickel, cobalt, or steel. To preserve a bar magnet long term, you should store it with another magnet to maintain its magnetic field. When a magnet breaks, its magnetic field also breaks into smaller fields in each broken piece. An electromagnet generates a magnetic field through a coil of wire when electric current passes through; placing an iron core inside the coil strengthens the magnetic field. Materials can be magnetic, like iron, cobalt, and nickel, or non-magnetic, like aluminum, copper, glass, plastic, and wood.
Magnet 2
The document discusses the properties of iron and magnets at the particle level. It asks questions about what iron particles look like, how iron is attracted to magnets, what magnets are made of, and how to preserve a bar magnet long-term. It prompts the reader to draw diagrams of magnetic fields with arrows and labels to illustrate the alignment of iron particles when brought near a magnet.
Series and parallel
The document discusses series and parallel circuits. It provides examples of series circuits with one path and defines that if one light bulb is removed, the circuit is open and other bulbs will not light. Parallel circuits are defined as having more than one path, and if one light bulb is removed, the current passes through another path and the other bulb will still light. The document draws examples of both series and parallel circuits.
Safety rules
This document provides safety tips for handling electricity, advising to not play with electric sockets or plugs, not to touch electricity with wet hands, and to avoid poking fingers or other objects into electric sockets, toasters, or other appliances.
Conductor and insulator
This document discusses series and parallel circuits and the properties of conductors and insulators. It explains that in a series circuit, if one bulb is removed the other bulb will not light, while in a parallel circuit the other bulbs will still light if one is removed. It provides examples of materials that are conductors, like silver, copper and aluminum, and insulators, like plastic, rubber and glass. It then has questions to determine if examples provided are conductors or insulators.
Circuit (symbols,dimmer and brighter)
This document discusses the basics of electricity and electrical circuits. It explains that electricity is the flow of electric charges through a wire, just as water flows through a river. An electrical circuit needs three main components - a power source like a battery, a load such as a light bulb, and wires or other connectors to complete the circuit. It also discusses concepts like open versus closed circuits, and how changing components like batteries or bulbs affects brightness. Symbols are introduced for common circuit elements. Worksheets are included to have the reader draw sample circuits.
Atom,static electricity
The document discusses the basics of static electricity and atoms. It explains that atoms are made up of positively and negatively charged particles that attract or repel depending on their charges. Static electricity occurs when objects come into contact and transfer electrons, resulting in an imbalance of charges. Examples given include rubbing a balloon or ruler to build up an excess of electrons, causing it to stick to other surfaces. Lightning is also described as a large-scale discharge of built up static charges between storm clouds and the ground.
Reversible and irreversible change
The document discusses reversible and irreversible changes. Reversible changes can go forward and backward, such as folding paper or melting butter. Irreversible changes cannot go backward, like burning wood or rusting iron. Examples are provided of changes that are reversible, like freezing orange juice or dissolving salt in water, and those that are irreversible, including burning a matchstick or toasting bread.
Reversible and Irreversible changes
This document discusses the differences between physical and chemical changes and provides examples of evidence of irreversible chemical changes. Specifically, it notes that physical changes are reversible while chemical changes are irreversible. It then lists four main types of evidence that can indicate an irreversible chemical change has occurred: 1) a change in color, 2) a change in scent, 3) the presence of bubbles or fizzing, and 4) heat being released or absorbed during the change. Examples like iron rusting and silver tarnishing are given as illustrations of changes in color, while toasting marshmallows represents a change in scent.
Food pyramid wiki
The food pyramid outlines the major food groups including carbohydrates, vitamins and minerals, protein, and oils. It recommends filling your plate with fruits, vegetables, dairy, and meat to create a balanced meal and get the necessary nutrients. A balanced meal incorporates foods from all the major food groups.
Teeth wiki
There are three main types of teeth: incisors, canines, and molars. Incisors are flat teeth located at the front of the mouth that cut food. Canines are sharp, pointed teeth on the sides of the mouth after the incisors that hold and tear food. Molars are flat, wide teeth located at the back of the mouth that grind and chew food. Humans have two sets of teeth, milk (baby) teeth and permanent teeth. Milk teeth number 20 total while permanent teeth number 32 total. Bacteria in the mouth feed on sugar from leftover food and produce acid that causes tooth decay if plaque is not removed by brushing.
Matter
Matter is anything that has mass and takes up space. There are three main states of matter: solids, liquids, and gases. The state that matter exists in depends on how closely or loosely packed the particles are and the strength of attraction between the particles. Solids have a definite shape and volume, liquids have a definite volume but take the shape of their container, and gases have indefinite shapes and volumes. Matter can change between states, such as ice melting into water when heat is applied, changing the phase from solid to liquid.
Teeth 2
This document describes the different types of teeth and their functions. It discusses the four types of teeth: incisors, which cut food; canines, which tear and hold food; premolars, which have a grinding function; and molars, which grind and chew food. It also notes that humans have two sets of teeth - milk (primary) teeth when young, which are later replaced by permanent adult teeth starting around age 6 or 7 years old.
Teeth 1
Teeth have the function of breaking down food into pieces small enough to swallow. There are different types of teeth suited to specific functions, such as incisors for biting, canines for tearing, and premolars and molars for grinding food. Teeth break down food through biting, tearing, and grinding motions.
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The cost of information acquisition by natural selection
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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
Signatures of wave erosion in Titan’s coasts
The shorelines of Titan’s hydrocarbon seas trace flooded erosional landforms such as river valleys; however, it isunclear whether coastal erosion has subsequently altered these shorelines. Spacecraft observations and theo-retical models suggest that wind may cause waves to form on Titan’s seas, potentially driving coastal erosion,but the observational evidence of waves is indirect, and the processes affecting shoreline evolution on Titanremain unknown. No widely accepted framework exists for using shoreline morphology to quantitatively dis-cern coastal erosion mechanisms, even on Earth, where the dominant mechanisms are known. We combinelandscape evolution models with measurements of shoreline shape on Earth to characterize how differentcoastal erosion mechanisms affect shoreline morphology. Applying this framework to Titan, we find that theshorelines of Titan’s seas are most consistent with flooded landscapes that subsequently have been eroded bywaves, rather than a uniform erosional process or no coastal erosion, particularly if wave growth saturates atfetch lengths of tens of kilometers.
Male reproduction physiology by Suyash Garg .pptx
Physiology of Male reproduction.
Video mentioned at page no. 23 as summary for better understanding
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
Direct Seeded Rice - Climate Smart Agriculture
Direct Seeded Rice - Climate Smart AgricultureInternational Food Policy Research Institute- South Asia Office
PPT on Direct Seeded Rice presented at the three-day 'Training and Validation Workshop on Modules of Climate Smart Agriculture (CSA) Technologies in South Asia' workshop on April 22, 2024.
TOPIC OF DISCUSSION: CENTRIFUGATION SLIDESHARE.pptx
Centrifugation is a powerful technique used in laboratories to separate components of a heterogeneous mixture based on their density. This process utilizes centrifugal force to rapidly spin samples, causing denser particles to migrate outward more quickly than lighter ones. As a result, distinct layers form within the sample tube, allowing for easy isolation and purification of target substances.
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Immersive Learning That Works: Research Grounding and Paths Forward
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Ecosystems
- 6. A group of the same kind, living in the same place.
- 9. A place where Annie can find shelter, food and water.
- 10. All the living and non-living things that interact in an environment
- 12. All the living and non-living things that surround a living thing
- 15. A population 1 2
- 17. A Habitat Has 1 2 3
- 18. Let’s watch this video
- 19. All the living and non-living things that interact in an environment
- 20. All the living and non-living things that surround a living thing