This subject is designed to enhance the understanding of the principles and concepts in the study of biology, particularly heredity and variation, and the diversity of living organisms, their structure, function, and evolution
This subject is designed to enhance the understanding of the principles and concepts in the study of biology, particularly heredity and variation, and the diversity of living organisms, their structure, function, and evolution
This is a powerpoint presentation that is about one of the Senior High School Core Subject: Earth and Life Science. It is composed of the theories that explains the Earth and its Subsystems (The Four Spheres).
This is my presentation for my report. I shared it to you guys. hope it will be helpful :) This is all about chemical and nervous control in plants and animals
Lesson 4 Not Indivisible (The Structure of the Atom)Simple ABbieC
Learning Competencies
At the end of the lesson, you will have to:
1. point out the main ideas in the discovery of the structure of the atom and its subatomic particles
2. cite the contributions of J.J. Thomson, Ernest Rutherford, Henry Moseley, and Niels Bohr to the understanding of the structure of the atom
3. describe the nuclear model of the atom and the location of its major components (protons, neutrons, and electrons)
This is a powerpoint presentation that is about one of the Senior High School Core Subject: Earth and Life Science. It is composed of the theories that explains the Earth and its Subsystems (The Four Spheres).
This is my presentation for my report. I shared it to you guys. hope it will be helpful :) This is all about chemical and nervous control in plants and animals
Lesson 4 Not Indivisible (The Structure of the Atom)Simple ABbieC
Learning Competencies
At the end of the lesson, you will have to:
1. point out the main ideas in the discovery of the structure of the atom and its subatomic particles
2. cite the contributions of J.J. Thomson, Ernest Rutherford, Henry Moseley, and Niels Bohr to the understanding of the structure of the atom
3. describe the nuclear model of the atom and the location of its major components (protons, neutrons, and electrons)
PHYSICAL SCIENCE_MODULE 5 BIOLOGICAL MACROMOLECULES (MONOMERS OF MACROMOLECULES CARBOHYDRATE, PROTEIN, NUCLEIC ACID, FATTY ACIDS) SOURCES OF OF MACROMOLECULES AND FUNCTIONS TO BODY, ELEMENTS THAT COMPOSES CARBOHYDRATES SUCH AS CARBON, HYDROGEN, OXYGEN AND ITS ARRANGEMENT, PROTEIN THAT COMPOSE CARBON, HYDROGEN, OXYGEN AND PROTEIN AND ITS ARRANGEMENT, FATTY ACIDS (COMPOSED SAME ELEMENTS WITH CARBOHYDRATES BUT WITH DIFFERENT ARRANGEMENT, AND NUCLEIC ACID THAT IS COMPOSED OF CARBON, HYDROGEN, OXYGEN, PROTEIN AND PHOSPORUS.
Explains the basic overview of biomolecules. Biomolecules are the organic compounds helps the living organisms to grow and develop. It also includes types of biomolecules with their general properties and functions.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter 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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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.
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
2. Monomers = single unit
Polymer = many units bound together
All biological macromolecules follow the
same basic pattern:
monomer + monomer + monomer +
monomer + monomer + monomer
4. MACROMOLECULES important to life
1. Carbohydrates
2. Lipids
3. Proteins
4. Nucleic Acids
What about the carbon molecule makes
it an ideal molecule for life forms?
5. 1. CARBOHYDRATES
-monosaccharides - simple
ring sugars, glucose and
fructose
-disaccharides - two
monosaccharides combined,
sucrose and lactose
-polysaccharides - polymers
(repeating units) of
monosaccharides
7. Polysaccharides are also structural molecules
cellulose - makes up cell walls (plants)
chitin - makes up exoskeletons
8. What you need to know about carbohydrates
1. Distinguish between monosaccharides, disaccharides
and polysaccharides. (Give examples of each)
2. Understand how carbohydrates are used in plants and
animals as energy storage molecules.
3. Understand how carbohydrates are used in plants and
animals as structural molecules.
9. 2. Lipids
Hydrophobic (insoluble in water)
Used for insulation and long term energy storage (fat)*
Fats & Oils are made of subunits – glycerol and fatty acids
Waxes – mainly used for covering and protection
12. Cholesterol
- a lipid molecule
- essential component of cell membranes
- maintains membrane integrity and fluidity.
Cholesterol enables animal cells to
(a) not need a cell wall
(b) be able change shape
(c) move freely
13. Saturated fats contain no double bonds, solid at room temperature;
Unsaturated have double bonds that “kink” the molecule, liquid at room
temperature
14.
15. What you need to know about lipids
1. Compare saturated to unsaturated fats.
2. List the functions of lipids
3. Identify a steroid from a picture (4 rings)
4. Identify the main component of the cell membrane.
16. 3. Proteins
Polymers made of amino acids,
which are joined by peptide
bonds - proteins are also called
polypeptides
Amino acids form a wide variety of
structures, mainly building blocks for
living tissue
Examples: Lactase (enzyme),
Hemoglobin, Insulin, Keratin,
Myoglobin (muscles)
17. Also used for:
Support | Enzymes |
Transport | Defense |
Hormones | Motion
Functions of Proteins
Spike proteins on the surface
of the coronavirus
18. Proteins can be denatured, heat causes it to lose its shape,
and its functionality
There are 20 known amino acids
20. Nucleic Acids
Information storing molecules
Repeating nucleotides
DNA (deoxyribonucleic acid) & RNA (ribonucleic acid)
Each nucleotide consists of:
1. A sugar (deoxyribose or ribose)
2. A phosphate
3. A nitrogen base
- adenine
- thymine
- guanine
- cytosine
- uracil (in RNA)
21.
22. MATCHING
a. carbohydrate b. lipids
c. protein d. nucleic acids
1. a building block
2. fructose
3. chains of amino acids
4. long term energy storage
5. Saturated fats
6. chains of fatty acids and glycerol
7. Starch
Editor's Notes
Notes outline available at https://docs.google.com/document/d/1HIC37UMhPt0RKZhFurgOJO94Lhiq8l64nczPXjUHZFI/edit?usp=sharing