Sponge activity to be used with the teaching powerpoint presentation "Water Cycle (teach)" found at
http://www.slideshare.net/MMoiraWhitehouse
answers to the sponge questions can be found as Sponge 1 (answers) Water cycle at the same address.
Answers to sponge activity questions that were to be used with the teaching powerpoint presentation "Water Cycle (teach)" found at
http://www.slideshare.net/MMoiraWhitehouse
Sponge activity to be used with the teaching powerpoint presentation "Water Cycle (teach)" found at
http://www.slideshare.net/MMoiraWhitehouse
answers to the sponge questions can be found as Sponge 1 (answers) Water cycle at the same address.
Answers to sponge activity questions that were to be used with the teaching powerpoint presentation "Water Cycle (teach)" found at
http://www.slideshare.net/MMoiraWhitehouse
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Chapter 3 - Islamic Banking Products and Services.pptx
3.3 Understanding Pressure And Atmospheric Pressure
1. Problem/challenge/misconception: Atmospheric pressure is caused by the
collision of air molecules on the surface
Hands-On Activity to conceptualise atmospheric pressure.
Topic: Understanding atmospheric pressure.
Approach: Active Learning
Method: Hands-On Activity
Implementing strategy:
a. Six activity stations are prepared around the laboratory.
b. Students are divided into six groups to conduct the activities in rotation.
c. Worksheet is provided at each station.
d. Teacher discusses the results of the Hands-On Activity with the students.
e. Teacher demonstrates an activity on the concept of atmospheric pressure
followed by discussion. (Optional)
Station 1: Spiderman
Station 2: Breaking of metre rule using newspaper
Station 3: Anti-gravity water
Station 4: Shelled boiled egg in conical flask
Station 5: Crumpled plastic mineral water
Station 6: Drinking of carbonated beverage
Demonstration: Crumpled tin can
2. Worksheet for Station 1
Apparatus: Suction pump (suction cap)
Instruction: Press the suction cap onto a smooth surface.
Questions: 1. What do you observe?
2. What happen to the air in the suction pump when you
press it?
3. Compare the pressure between the air in the suction pump
and the surrounding.
3. Worksheet for Station 2
Apparatus: Metre rule
Material: Newspaper
Instruction: 1. Spread a small sheet of newspaper on the table.
2. Place a half-metre rule underneath the newspaper with part of it
jutting out as shown in the figure below.
3. Try to lift the newspaper by chopping the ruler at point A with
your fist.
4. Repeat the activity with a bigger sheet of newspaper.
Metre rule
Newspaper
A
Questions:
1. Which sheet of newspaper is more difficult to lift?
2. Explain your answer.
4. Worksheet for Station 3
Apparatus: A drinking glass, a square shaped cardboard (5 cm x 5 cm)
Material: Tap water.
Instruction: 1. Fill in the glass to the brim with tap water.
2. Cover the glass with a cardboard.
3. Press the cardboard firmly and turn the glass upside down.
4. Release your hand from the cardboard when the glass is fully
inverted.
Question: 1. What happens to the water when the glass is fully inverted?
2. What causes the phenomenon that has been observed?
3. What happen if the same experiment is performed on the Moon?
5. Worksheet for Station 4
Apparatus: A conical flask
Material: A shelled hard-boiled egg, boiling water
Instruction: 1. Pour the boiling water into the conical flask to about half of its
volume.
2. Place the egg at the mouth of the conical flask with about a third
of the egg is inside the flask.
3. Shower the exterior of the conical flask with tap water.
Questions: 1. What happens to the egg after a few minutes?
(The egg slowly slides down into the conical flask)
2. Compare the air pressure inside the flask before and after the
egg slides down the mouth of the conical flask?
(The air pressure is higher before the egg slides down into the
flask)
3. Why does the egg slide down into the conical flask?
(Atmospheric pressure which is higher than the pressure
inside the flask causes the boiled egg to be pushed into the
flask)
Extension: Will you observe the same situation if this experiment is carried out
on the moon?
6. Worksheet for Station 5
Apparatus: 500 ml plastic water bottle
Material: Hot water
Instruction: 1. Pour about 200 ml of hot water into the plastic bottle and
cap it.
2. Observe the plastic bottle after 1 or 2 minutes.
3. Compare the air pressure inside the plastic bottle and the
surrounding.
Questions: 1. What happens to the plastic bottle?
2. What causes the plastic bottle to be in the state you have
observed?
Extension: Will you observe the same situation if this experiment is carried out
on the moon?
7. Worksheet for Station 6
Apparatus: Two drinking glasses, drinking straws
Materials: Carbonated beverage
Straw B
Straw A
Perforation
Carbonated
beverage
Glass A Glass B
Diagram 1
Instruction: 1. Set up the apparatus as shown in Diagram 1.
2. Using the drinking straws, try to drink the beverage in glass A
and glass B.
Question: 1. Which straw enables you to drink easily?
2. What will happen to the air column in drinking straw A when you
drink from glass A?
3. Compare the air pressure inside straw A with the surrounding air
pressure.
4. What will happen to the air column in drinking straw A when you
drink from glass B?
5. Compare the air pressure inside straw B with the surrounding
air pressure.
Discussion: 1. Explain the causes of the phenomena that have been observed.
8. Effect of altitude on the magnitude of atmospheric pressure
1. Have you ever traveled using airplane or mountain climbing or being at the
top of a tall building?
2. Do you experience any pain in your ear?
3. Teacher and students discuss the effect of altitude on the magnitude of
atmospheric pressure using the diagram below.
Atmospheric limit
H1
H2
H3 A
B
C
Sea level
4. Compare the air columns at position A, B and C (the sea level). Which air
column is the longest?
5. Which position experienced highest atmospheric pressure?
6. What can you say of the relationship between the altitude and the
magnitude of the atmospheric pressure ?
Discussion: With the aid of the diagram below, teacher explains that the higher
the altitude, the lower the air pressure.
10. Topic: Understanding Gas Pressure
Approach: Constructivism
Method: Effective Questioning Technique
Strategy: Teacher demonstrates Kit Model Theory Kinetic, followed by
effective questioning technique to build understanding on the origin
of gas pressure.
Imagine that the polystyrene balls represent the air molecules trapped in an
closed container as shown in the diagram below.
polystyrene balls
(a) What can you say about the number of polystyrene balls (air molecules) in
the closed container ?
(b) What can you say about the motion of the molecules?
(c) State the type of collision between the molecules and the wall of the
container.
11. +v -v
m m
Wall of container
(d) What is the momentum of the air molecule before the collision?
(e) What is the momentum of the air molecule after the collision?
(f) What is the change in momentum?
(g) If there are n molecules collide with the wall in t seconds.
What is the total change of momentum in t seconds ?
(i)
(ii) What is the change of momentum in one second ?
(ii) What is the rate of change of momentum ?
(iv) What is the total impulsive force acting on the wall of the
container ?