This document outlines 31 activities from a science unit on the human body. The activities cover various body systems including the circulatory, respiratory, digestive, skeletal and muscular systems. Students read passages, conduct experiments, analyze data and answer questions to learn about how the body works and stays healthy. The goal is for students to understand the structures and functions of key body systems and make better lifestyle choices to support heart health.
This document provides an overview of 16 classroom activities related to the human body systems and scientific problem solving. The activities cover topics like the effects of alcohol on the body, the major organ systems and their functions, digestion, gas exchange, circulation, and heart rate. Students will read passages, conduct experiments, dissect chicken wings, play a circulation game, and measure their pulse at rest and after exercise. The goal is for students to learn about how the body works and apply the scientific process to solve problems.
The document summarizes the process of gas exchange in the human respiratory system. It describes the major organs involved, including the lungs, diaphragm, ribs, larynx, trachea, bronchi, bronchioles, and alveoli. It explains how breathing in and out works via the contraction and relaxation of the intercostal muscles and diaphragm. The roles of ciliated cells and mucus in protecting the lungs are also outlined. Finally, it provides details on the composition differences between inspired and expired air.
This document outlines several activities from a science unit on the human body. The activities explore various body systems like the circulatory, respiratory, and digestive systems. Students will learn about organs and organ systems through readings, experiments, and models. They will examine functions like circulation, gas exchange, and digestion. The goal is for students to understand how human body structures work together as integrated systems.
This document provides an overview of various activities from a life science unit on the human body. It outlines lessons on the digestive system, liver, bones and muscles, gas exchange, circulation, the heart, and heart problems. Activities include reading passages, experiments, models, and discussions. The goal is for students to learn about key body systems and organs, their structures and functions, through hands-on activities and analyzing results.
This document contains summaries and activities for a life science unit on the human body. It includes 16 activities covering topics like the effects of alcohol, the functions of organs and organ systems, digestion, the liver, bones and muscles. Each activity includes an introduction, challenge, keywords, procedure, results, analysis and sometimes reflection. Students are asked to read passages, answer questions, do experiments and make models to learn about various body systems and functions.
The document outlines activities for a science unit on studying people scientifically. It provides instructions for 7 hands-on activities for students including experiments on problem solving, clinical drug trials, touch sensitivity, and qualitative vs quantitative data analysis. Students are asked to complete procedures, record results, analyze findings, and reflect on how scientists solve problems similarly to how students address challenges in their own lives.
This document outlines activities for a unit on studying people scientifically. It includes 7 activities exploring topics like solving problems, clinical drug trials, testing human sensitivity, and collecting qualitative and quantitative data. Students are guided through readings, challenges, procedures, analysis and reflection questions for each activity to help them understand different scientific methods for studying people.
This document outlines an instructional unit on cell biology and disease for middle school students. It provides overviews and objectives for 50 hands-on learning activities involving topics like microscopic observation of cells, modeling cell structures, studying infectious diseases and the immune system, learning about vaccination and antibiotic discovery, and more. The activities utilize readings, discussions, experiments and analysis questions to engage students in exploring these scientific concepts.
This document provides an overview of 16 classroom activities related to the human body systems and scientific problem solving. The activities cover topics like the effects of alcohol on the body, the major organ systems and their functions, digestion, gas exchange, circulation, and heart rate. Students will read passages, conduct experiments, dissect chicken wings, play a circulation game, and measure their pulse at rest and after exercise. The goal is for students to learn about how the body works and apply the scientific process to solve problems.
The document summarizes the process of gas exchange in the human respiratory system. It describes the major organs involved, including the lungs, diaphragm, ribs, larynx, trachea, bronchi, bronchioles, and alveoli. It explains how breathing in and out works via the contraction and relaxation of the intercostal muscles and diaphragm. The roles of ciliated cells and mucus in protecting the lungs are also outlined. Finally, it provides details on the composition differences between inspired and expired air.
This document outlines several activities from a science unit on the human body. The activities explore various body systems like the circulatory, respiratory, and digestive systems. Students will learn about organs and organ systems through readings, experiments, and models. They will examine functions like circulation, gas exchange, and digestion. The goal is for students to understand how human body structures work together as integrated systems.
This document provides an overview of various activities from a life science unit on the human body. It outlines lessons on the digestive system, liver, bones and muscles, gas exchange, circulation, the heart, and heart problems. Activities include reading passages, experiments, models, and discussions. The goal is for students to learn about key body systems and organs, their structures and functions, through hands-on activities and analyzing results.
This document contains summaries and activities for a life science unit on the human body. It includes 16 activities covering topics like the effects of alcohol, the functions of organs and organ systems, digestion, the liver, bones and muscles. Each activity includes an introduction, challenge, keywords, procedure, results, analysis and sometimes reflection. Students are asked to read passages, answer questions, do experiments and make models to learn about various body systems and functions.
The document outlines activities for a science unit on studying people scientifically. It provides instructions for 7 hands-on activities for students including experiments on problem solving, clinical drug trials, touch sensitivity, and qualitative vs quantitative data analysis. Students are asked to complete procedures, record results, analyze findings, and reflect on how scientists solve problems similarly to how students address challenges in their own lives.
This document outlines activities for a unit on studying people scientifically. It includes 7 activities exploring topics like solving problems, clinical drug trials, testing human sensitivity, and collecting qualitative and quantitative data. Students are guided through readings, challenges, procedures, analysis and reflection questions for each activity to help them understand different scientific methods for studying people.
This document outlines an instructional unit on cell biology and disease for middle school students. It provides overviews and objectives for 50 hands-on learning activities involving topics like microscopic observation of cells, modeling cell structures, studying infectious diseases and the immune system, learning about vaccination and antibiotic discovery, and more. The activities utilize readings, discussions, experiments and analysis questions to engage students in exploring these scientific concepts.
This document outlines various activities from a life science unit on cell biology and disease. It provides introductions, challenges, procedures, and analysis questions for multiple lessons involving topics like microscopy, cell structure, microbes, infectious disease transmission, the immune system, antibiotics, and developing antibiotic resistance. Students will complete worksheets, observations, discussions, and videos across over 50 activities exploring these concepts at the cellular and microbial level.
This document contains instructions and guidance for multiple science activities related to studying people scientifically. It includes directions for experiments on problem solving, testing medicines through clinical trials, qualitative and quantitative data collection, and peer review of scientific studies. Students are guided through reading background information, formulating hypotheses, conducting procedures, analyzing results, and reflecting on how scientific problem solving compares to problem solving in everyday life.
This document outlines activities from a life science class. It includes introductions, challenges, procedures, results, analyses, and reflections for each activity. Activity topics include studying people scientifically, the scientific method, organs and organ systems, senses, digestion, the liver, bones and muscles, and gas exchange. Key terms are defined for each activity. Students are guided through experiments, readings, and questions to learn about various human body systems and scientific problem solving.
This document outlines a series of science activities and experiments focused on cell biology and disease. Students will learn about different types of diseases, how diseases spread, microscopic examination of cells, and cell structures and functions through reading assignments, laboratory procedures, analysis questions, and research projects. The goal is for students to gain a foundational understanding of cells and diseases through hands-on learning experiences involving microscopes, modeling, and experiments observing microbes, plant and animal cells.
This document contains summaries of multiple classroom science activities related to studying human biology and the scientific process. It includes introductions, challenges, procedures, results, and reflections for activities exploring topics like the scientific method, the human digestive and respiratory systems, and designing experiments. Key terms are defined for each activity, such as variables, hypothesis, and chemical vs. mechanical digestion. The document provides guidance for students on tasks to complete for homework and in-class work.
This document provides instructions on how to measure heart rate by checking one's pulse and counting beats over 10 seconds. It includes a table to record heart rate data from sitting, walking in place, jumping jacks, and chair steps. Students are asked to graph their results and answer questions analyzing their data and comparisons to others in their group. They are to draw conclusions about how heart rate increases with exercise and varies between individuals.
Scientists follow the scientific method to systematically study phenomena through hypothesis formation, observation, data collection, analysis and experimentation. This document describes activities where students learn about how scientists work and study diseases and the human body through various experiments and exercises. They explore how scientists investigated the cause of the disease pellagra and learn about the structure and functions of human organ systems through hands-on activities testing touch sensitivity and the location of nerves in the body. Key scientific concepts covered include the scientific method, variables, hypotheses, ethics and components of the nervous system.
1) The document outlines activities and lessons from a unit on studying people scientifically. It includes procedures, challenges, and analysis questions for multiple classroom activities on topics like clinical trials, qualitative and quantitative data, and experimental design.
2) Students will form teams, read about scientific concepts, complete worksheets, analyze case studies, and discuss how scientists solve problems.
3) One activity involves students proposing experimental designs for funding and evaluating sample study proposals. They will practice scientific skills like experimental design, data analysis, and peer review.
This document outlines activities from a science class focusing on studying people scientifically. It includes procedures for various classroom experiments and assignments, such as reviewing science lab safety rules, solving hypothetical problems through the scientific method, learning about clinical drug trials through a classroom simulation, and studying qualitative and quantitative data. Students are asked to complete data sheets, answer analysis questions, and write up a formal lab report. The goal is for students to learn how scientists study people and solve problems through hands-on activities and applying the scientific process.
1) The document outlines activities and lessons from a science class focusing on studying people scientifically.
2) Procedures involve reading about and discussing scientific experiments and case studies, then answering analysis questions.
3) Activities explore topics like testing medicines through clinical trials, qualitative and quantitative research methods, and experimental design.
Machine molding has several advantages over bench, floor, and pit molding such as performing molding operations faster, more efficiently, and precisely, producing identical and consistent castings at lower costs. Molding machines are preferred for mass production, while hand molding is used for limited production. Machine molding is not fully automated but many operations like sand ramming and withdrawing the pattern can be performed by machines.
Editor of Colloid and Surfaces B. What do I, as an editor, look for in order to reach a favourable decision on a manuscript?
Prof. dr. ir. Henk Busscher
Head of Department of Biomedical Engineering, UMCG
We Should Provide Food For The Poor Arg. Online assignment writing service.Holly Fisher
The building of the Panama Canal was a major engineering feat that changed global trade. The 50 mile wide Isthmus of Panama contained thick jungle, deep swamps, and volcanic mountains, making construction extremely difficult. In 1876, the French were granted rights by Colombia to build a sea-level canal, like the Suez Canal. Construction started in 1880 but faced many problems due to underestimating the challenging geology and tropical diseases, leading the project to ultimately fail under the French.
Term Paper Writing Expert. Online assignment writing service.Kara Webber
HelpWriting.net provides writing assistance services such as term paper writing. The process involves 5 steps: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions until fully satisfied, with plagiarized work resulting in a full refund.
This document summarizes a science lab activity about gas exchange. The activity involves using an indicator called BTB to test for the presence of carbon dioxide in exhaled breath. In part A, students test samples of air, sodium hydroxide solution, and their own exhaled breath to see how the BTB indicator changes color in response to carbon dioxide. In part B, students measure the number of drops of BTB needed to detect carbon dioxide levels in the exhaled breath of their classmates. The document includes the procedure, data tables to record results, analysis questions, and a reflection question about how respiratory diseases may impact breathing ability.
This document contains summaries of activities from a life science class. It outlines several experiments and assignments, including forming teams to illustrate a science safety rule, solving a hypothetical problem to save "Fred" using the scientific method, learning about the discovery of the cause of pellagra through a video, identifying human organ systems, testing sensitivity to touch in different parts of the body, and designing a paper ball shooting experiment to understand variables. Key terms are defined for each activity, such as hypothesis, scientific method, organs, and the types of variables.
This document contains summaries of several classroom activities related to studying science. It outlines procedures for experiments on science safety rules, solving problems using the scientific method, learning about how scientists solved the mystery of pellagra, identifying human organ systems, testing sensitivity to touch, and exploring the nervous system. Key terms are defined for each activity, such as hypothesis, scientific method, organs, and neurons. Students are assigned analysis questions and a reflection on topics like careers that use problem-solving.
This document outlines the daily agenda and assignments for an economics class. It includes instructions for completing news podcasts, group projects on economic concepts like incentives and externalities, and a closing discussion on proposed legislation. Students are asked to analyze bills using economic lenses, predict their impacts, and discuss what changes should be made. They also provide feedback to partners and self-assess their understanding of recent lessons. Homework includes studying the notes and completing assigned podcasts.
This document outlines an agenda for a class discussing political ideology and partisanship. The class will include a discussion of different political ideologies like conservative, liberal, and moderate views. It will also cover political parties in the US like Republican and Democratic parties. Students will take part in debates on different topics and rate their own and their partner's views on party platforms. The document provides formatting and instructions for the debates.
This document discusses how digital media can be used positively in schools for engagement, collaboration, and breaking down walls. It provides examples of social media and web tools that teachers can use, such as blogs, Twitter, Pinterest, Prezi, and assessment tools like Kahoot and Plickers. The document emphasizes that technology should not be seen as the enemy, but as a way to practice appropriate and inspiring use, and that building caring relationships with students is most important.
This document advertises the Reimagining Leadership conference for educators that will take place from July 17-19, 2017 at the Disney Beach Resort in Orlando, FL. The conference, presented by the GE Foundation, will focus on the future of work, cultivating educator leadership skills, and STEM/college and career readiness. It will feature prominent speakers in education and over 500 education leaders from major cities. The document promotes sponsorship opportunities for the conference, including platinum, gold, silver, and bronze levels, as well as a materials sponsorship. Sponsorship registration is open until February 1, 2017.
This document outlines various activities from a life science unit on cell biology and disease. It provides introductions, challenges, procedures, and analysis questions for multiple lessons involving topics like microscopy, cell structure, microbes, infectious disease transmission, the immune system, antibiotics, and developing antibiotic resistance. Students will complete worksheets, observations, discussions, and videos across over 50 activities exploring these concepts at the cellular and microbial level.
This document contains instructions and guidance for multiple science activities related to studying people scientifically. It includes directions for experiments on problem solving, testing medicines through clinical trials, qualitative and quantitative data collection, and peer review of scientific studies. Students are guided through reading background information, formulating hypotheses, conducting procedures, analyzing results, and reflecting on how scientific problem solving compares to problem solving in everyday life.
This document outlines activities from a life science class. It includes introductions, challenges, procedures, results, analyses, and reflections for each activity. Activity topics include studying people scientifically, the scientific method, organs and organ systems, senses, digestion, the liver, bones and muscles, and gas exchange. Key terms are defined for each activity. Students are guided through experiments, readings, and questions to learn about various human body systems and scientific problem solving.
This document outlines a series of science activities and experiments focused on cell biology and disease. Students will learn about different types of diseases, how diseases spread, microscopic examination of cells, and cell structures and functions through reading assignments, laboratory procedures, analysis questions, and research projects. The goal is for students to gain a foundational understanding of cells and diseases through hands-on learning experiences involving microscopes, modeling, and experiments observing microbes, plant and animal cells.
This document contains summaries of multiple classroom science activities related to studying human biology and the scientific process. It includes introductions, challenges, procedures, results, and reflections for activities exploring topics like the scientific method, the human digestive and respiratory systems, and designing experiments. Key terms are defined for each activity, such as variables, hypothesis, and chemical vs. mechanical digestion. The document provides guidance for students on tasks to complete for homework and in-class work.
This document provides instructions on how to measure heart rate by checking one's pulse and counting beats over 10 seconds. It includes a table to record heart rate data from sitting, walking in place, jumping jacks, and chair steps. Students are asked to graph their results and answer questions analyzing their data and comparisons to others in their group. They are to draw conclusions about how heart rate increases with exercise and varies between individuals.
Scientists follow the scientific method to systematically study phenomena through hypothesis formation, observation, data collection, analysis and experimentation. This document describes activities where students learn about how scientists work and study diseases and the human body through various experiments and exercises. They explore how scientists investigated the cause of the disease pellagra and learn about the structure and functions of human organ systems through hands-on activities testing touch sensitivity and the location of nerves in the body. Key scientific concepts covered include the scientific method, variables, hypotheses, ethics and components of the nervous system.
1) The document outlines activities and lessons from a unit on studying people scientifically. It includes procedures, challenges, and analysis questions for multiple classroom activities on topics like clinical trials, qualitative and quantitative data, and experimental design.
2) Students will form teams, read about scientific concepts, complete worksheets, analyze case studies, and discuss how scientists solve problems.
3) One activity involves students proposing experimental designs for funding and evaluating sample study proposals. They will practice scientific skills like experimental design, data analysis, and peer review.
This document outlines activities from a science class focusing on studying people scientifically. It includes procedures for various classroom experiments and assignments, such as reviewing science lab safety rules, solving hypothetical problems through the scientific method, learning about clinical drug trials through a classroom simulation, and studying qualitative and quantitative data. Students are asked to complete data sheets, answer analysis questions, and write up a formal lab report. The goal is for students to learn how scientists study people and solve problems through hands-on activities and applying the scientific process.
1) The document outlines activities and lessons from a science class focusing on studying people scientifically.
2) Procedures involve reading about and discussing scientific experiments and case studies, then answering analysis questions.
3) Activities explore topics like testing medicines through clinical trials, qualitative and quantitative research methods, and experimental design.
Machine molding has several advantages over bench, floor, and pit molding such as performing molding operations faster, more efficiently, and precisely, producing identical and consistent castings at lower costs. Molding machines are preferred for mass production, while hand molding is used for limited production. Machine molding is not fully automated but many operations like sand ramming and withdrawing the pattern can be performed by machines.
Editor of Colloid and Surfaces B. What do I, as an editor, look for in order to reach a favourable decision on a manuscript?
Prof. dr. ir. Henk Busscher
Head of Department of Biomedical Engineering, UMCG
We Should Provide Food For The Poor Arg. Online assignment writing service.Holly Fisher
The building of the Panama Canal was a major engineering feat that changed global trade. The 50 mile wide Isthmus of Panama contained thick jungle, deep swamps, and volcanic mountains, making construction extremely difficult. In 1876, the French were granted rights by Colombia to build a sea-level canal, like the Suez Canal. Construction started in 1880 but faced many problems due to underestimating the challenging geology and tropical diseases, leading the project to ultimately fail under the French.
Term Paper Writing Expert. Online assignment writing service.Kara Webber
HelpWriting.net provides writing assistance services such as term paper writing. The process involves 5 steps: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions until fully satisfied, with plagiarized work resulting in a full refund.
This document summarizes a science lab activity about gas exchange. The activity involves using an indicator called BTB to test for the presence of carbon dioxide in exhaled breath. In part A, students test samples of air, sodium hydroxide solution, and their own exhaled breath to see how the BTB indicator changes color in response to carbon dioxide. In part B, students measure the number of drops of BTB needed to detect carbon dioxide levels in the exhaled breath of their classmates. The document includes the procedure, data tables to record results, analysis questions, and a reflection question about how respiratory diseases may impact breathing ability.
This document contains summaries of activities from a life science class. It outlines several experiments and assignments, including forming teams to illustrate a science safety rule, solving a hypothetical problem to save "Fred" using the scientific method, learning about the discovery of the cause of pellagra through a video, identifying human organ systems, testing sensitivity to touch in different parts of the body, and designing a paper ball shooting experiment to understand variables. Key terms are defined for each activity, such as hypothesis, scientific method, organs, and the types of variables.
This document contains summaries of several classroom activities related to studying science. It outlines procedures for experiments on science safety rules, solving problems using the scientific method, learning about how scientists solved the mystery of pellagra, identifying human organ systems, testing sensitivity to touch, and exploring the nervous system. Key terms are defined for each activity, such as hypothesis, scientific method, organs, and neurons. Students are assigned analysis questions and a reflection on topics like careers that use problem-solving.
This document outlines the daily agenda and assignments for an economics class. It includes instructions for completing news podcasts, group projects on economic concepts like incentives and externalities, and a closing discussion on proposed legislation. Students are asked to analyze bills using economic lenses, predict their impacts, and discuss what changes should be made. They also provide feedback to partners and self-assess their understanding of recent lessons. Homework includes studying the notes and completing assigned podcasts.
This document outlines an agenda for a class discussing political ideology and partisanship. The class will include a discussion of different political ideologies like conservative, liberal, and moderate views. It will also cover political parties in the US like Republican and Democratic parties. Students will take part in debates on different topics and rate their own and their partner's views on party platforms. The document provides formatting and instructions for the debates.
This document discusses how digital media can be used positively in schools for engagement, collaboration, and breaking down walls. It provides examples of social media and web tools that teachers can use, such as blogs, Twitter, Pinterest, Prezi, and assessment tools like Kahoot and Plickers. The document emphasizes that technology should not be seen as the enemy, but as a way to practice appropriate and inspiring use, and that building caring relationships with students is most important.
This document advertises the Reimagining Leadership conference for educators that will take place from July 17-19, 2017 at the Disney Beach Resort in Orlando, FL. The conference, presented by the GE Foundation, will focus on the future of work, cultivating educator leadership skills, and STEM/college and career readiness. It will feature prominent speakers in education and over 500 education leaders from major cities. The document promotes sponsorship opportunities for the conference, including platinum, gold, silver, and bronze levels, as well as a materials sponsorship. Sponsorship registration is open until February 1, 2017.
Scofield Magnet Middle School is a public school that uses an interdisciplinary approach to learning with an emphasis on math, science, and technology. It has a diverse student body and groups students heterogeneously, except for some advanced math and Spanish classes. The school utilizes block scheduling and teams of teachers who loop with students for three years. It offers various exploratory classes as well as extracurricular activities. Scofield has received several accolades for its effective practices and high student performance.
This document discusses turning Stamford, Connecticut into "STEMford" through expanding STEM education opportunities. It defines STEM as science, technology, engineering, and math. The document outlines STEM programs already occurring in the Stamford Public School district, including family nights, challenges, and after school programs. It also describes plans for the first annual Stamford STEMfest event to promote STEM careers and engage students through hands-on activities from local organizations. Survey results showed the STEMfest was well received and should continue next year. People are encouraged to participate in and help organize future STEM events.
This document contains summaries of 15 classroom activities related to genetics and cell biology. The activities explore topics such as human traits, plant inheritance, genetic diseases, chromosomes, reproduction, Mendelian genetics through coin toss simulations, use of pedigrees to study human traits, genetically modified organisms, and the structure and functions of cells. Students are prompted to make predictions, analyze results, and discuss challenges. The activities incorporate key terms, procedures, and questions to help students learn about genetics and life science.
This document provides instructions for students to calculate their resting pulse rate and monitor their pulse during recovery from exercise. Students are directed to take their pulse for 15 seconds in three trials and calculate the pulse per minute to determine their average resting heart rate. They then monitor their pulse every 30 seconds for 5 minutes after exercise to observe their heart rate returning to the resting level.
This document discusses opportunities for using digital media in education. It provides examples of how digital tools can be used to engage students, facilitate collaboration, and make learning more interactive. Specific tools that are mentioned include Edmodo for project-based learning, Remind101 for communication, Twitter for following educators, Pinterest and Delicious for bookmarking content, Prezi and SlideShare for presentations, Google Docs for collaboration, and Socrative and Kahoot! for formative assessments. The document emphasizes that technology should be used positively to enhance learning while practicing appropriate use. It concludes by advising educators to show students that they care in order to motivate their learning.
Gr 7 honors science final review 2015 filled inJim Forde
The document provides a review of key concepts covered in a 7th grade honors science final. It includes sections on scientific studies, the human body systems (respiratory, circulatory, digestive), cells, genetics, erosion and soil science, plate tectonics, and more. For each topic, it lists key terms and concepts and provides examples to illustrate experimental designs, organelle functions, genetic inheritance, plate boundary types, and the differences between continental drift and plate tectonic theory.
This document contains a study guide about plate tectonics with 24 multiple choice and short answer questions. It addresses key ideas such as continental drift proposed by Alfred Wegener, the theory of plate tectonics which states the Earth's crust is broken into plates that move, the four layers of the Earth and their properties, convection currents in the mantle, the three types of plate boundaries and associated geological phenomena, subduction, and the work of paleontologists.
This document contains a study guide with 25 questions about plate tectonics. The questions cover topics like continental drift, evidence for the theory of plate tectonics, layers of the Earth, convection currents, plate boundaries, earthquakes, volcanoes, mountain formation, and more. The study guide is meant to help the student learn and review important concepts in plate tectonics.
This document provides an overview of STEM education initiatives at Cloonan Middle School. It defines STEM as science, technology, engineering, and math and notes that almost all fast-growing jobs will require some STEM background. It describes how STEM is different by integrating the disciplines and using real-world problem solving. The document then outlines various STEM challenges, clubs, and projects taking place at Cloonan MS to engage students, including a STEM family night, challenges involving towers, boats, and fashion, and partnerships with outside organizations. It closes by noting the importance of support, partnerships, and grants to making these STEM learning opportunities possible.
This document contains a worksheet with 25 questions about genetics and reproduction. It covers topics like sexual vs. asexual reproduction, meiosis vs. mitosis, Punnett squares, genotypes, alleles, genetic traits. For each question, the student is asked to provide short answers about key genetics concepts and terms. Examples are provided of sexual and asexual reproduction in different organisms. Punnett squares demonstrate inheritance of traits from parent organisms.
This document contains questions and answers about genetics and reproduction. It defines sexual and asexual reproduction, listing humans and dogs as examples of sexual reproduction. Genetic information is contained in the cell nucleus. Scientists study organisms like pea plants and fruit flies because they reproduce quickly and are inexpensive. Meiosis produces gametes like sperm and eggs with half the number of chromosomes, while mitosis produces body cells. A Punnett square is used to determine trait probabilities in offspring. Environmental factors and multiple genes also influence traits.
The document discusses Punnett squares and basic genetics concepts. It defines key terms like heterozygous, homozygous, genotype and phenotype. It provides examples of Punnett squares and asks the reader to determine genotypes and phenotypes based on whether a trait is dominant or recessive. It also includes an example involving the inheritance of face color and hair color in Oompa Loompas.
This document provides information on multiple topics related to biology and the scientific process. It discusses key elements of experiments like placebos, informed consent, and sample size. It also defines important scientific terms like dependent variable, independent variable, and constant variable. Additionally, it outlines the structure and functions of major body systems like the skeletal system, circulatory system, respiratory system, and digestive system. It explains cellular structures and compares bacterial and animal cells. The document covers a wide range of biological concepts in a descriptive manner.
The document provides a framework for answering a question about food preservation methods. It outlines that the response should restate the question, answer it while citing two pieces of evidence with explanations, provide a counter argument that others may have, and rebut that counter argument with evidence from the source text.
This document discusses food preservation methods and argues that canning is the best option. It cites two reasons from experts that canning destroys bacteria and seals out air to prevent spoiling. While freezing is an alternative, canning allows food to maintain its texture and flavor longer when stored.
Canning uses heat to kill microbes allowing food to be stored for long periods, though it requires significant energy and some vitamins are lost, with food poisoning a risk if not done correctly. Chemical preservation extends shelf life through anti-microbial agents but some people are sensitive and can have allergic reactions, while irradiation destroys microbes without residue or altered taste at low temperatures and little nutrient loss, though it is expensive. Pasteurization prevents microbial growth while retaining some vitamins but results in significant vitamin loss, impacted flavor, and greater expense.
This document defines key cellular structures and their functions, including the cell membrane, cell wall, nucleus, cytoplasm, mitochondria, chloroplasts, and vacuoles. It also briefly discusses cellular respiration, microbes, protists, bacteria, and blood types.
This document provides a review of key cell biology concepts including:
1. It defines important cell structures like the cell membrane, nucleus, mitochondria, chloroplasts, and vacuoles.
2. It explains cellular respiration takes place in the mitochondria, with oxygen and sugar as inputs and carbon dioxide, water, and ATP as outputs.
3. It notes that a cell's shape is related to its function, giving the example that form follows function.
"NATO Hackathon Winner: AI-Powered Drug Search", Taras KlobaFwdays
This is a session that details how PostgreSQL's features and Azure AI Services can be effectively used to significantly enhance the search functionality in any application.
In this session, we'll share insights on how we used PostgreSQL to facilitate precise searches across multiple fields in our mobile application. The techniques include using LIKE and ILIKE operators and integrating a trigram-based search to handle potential misspellings, thereby increasing the search accuracy.
We'll also discuss how the azure_ai extension on PostgreSQL databases in Azure and Azure AI Services were utilized to create vectors from user input, a feature beneficial when users wish to find specific items based on text prompts. While our application's case study involves a drug search, the techniques and principles shared in this session can be adapted to improve search functionality in a wide range of applications. Join us to learn how PostgreSQL and Azure AI can be harnessed to enhance your application's search capability.
The Department of Veteran Affairs (VA) invited Taylor Paschal, Knowledge & Information Management Consultant at Enterprise Knowledge, to speak at a Knowledge Management Lunch and Learn hosted on June 12, 2024. All Office of Administration staff were invited to attend and received professional development credit for participating in the voluntary event.
The objectives of the Lunch and Learn presentation were to:
- Review what KM ‘is’ and ‘isn’t’
- Understand the value of KM and the benefits of engaging
- Define and reflect on your “what’s in it for me?”
- Share actionable ways you can participate in Knowledge - - Capture & Transfer
QA or the Highway - Component Testing: Bridging the gap between frontend appl...zjhamm304
These are the slides for the presentation, "Component Testing: Bridging the gap between frontend applications" that was presented at QA or the Highway 2024 in Columbus, OH by Zachary Hamm.
Connector Corner: Seamlessly power UiPath Apps, GenAI with prebuilt connectorsDianaGray10
Join us to learn how UiPath Apps can directly and easily interact with prebuilt connectors via Integration Service--including Salesforce, ServiceNow, Open GenAI, and more.
The best part is you can achieve this without building a custom workflow! Say goodbye to the hassle of using separate automations to call APIs. By seamlessly integrating within App Studio, you can now easily streamline your workflow, while gaining direct access to our Connector Catalog of popular applications.
We’ll discuss and demo the benefits of UiPath Apps and connectors including:
Creating a compelling user experience for any software, without the limitations of APIs.
Accelerating the app creation process, saving time and effort
Enjoying high-performance CRUD (create, read, update, delete) operations, for
seamless data management.
Speakers:
Russell Alfeche, Technology Leader, RPA at qBotic and UiPath MVP
Charlie Greenberg, host
GlobalLogic Java Community Webinar #18 “How to Improve Web Application Perfor...GlobalLogic Ukraine
Під час доповіді відповімо на питання, навіщо потрібно підвищувати продуктивність аплікації і які є найефективніші способи для цього. А також поговоримо про те, що таке кеш, які його види бувають та, основне — як знайти performance bottleneck?
Відео та деталі заходу: https://bit.ly/45tILxj
"What does it really mean for your system to be available, or how to define w...Fwdays
We will talk about system monitoring from a few different angles. We will start by covering the basics, then discuss SLOs, how to define them, and why understanding the business well is crucial for success in this exercise.
inQuba Webinar Mastering Customer Journey Management with Dr Graham HillLizaNolte
HERE IS YOUR WEBINAR CONTENT! 'Mastering Customer Journey Management with Dr. Graham Hill'. We hope you find the webinar recording both insightful and enjoyable.
In this webinar, we explored essential aspects of Customer Journey Management and personalization. Here’s a summary of the key insights and topics discussed:
Key Takeaways:
Understanding the Customer Journey: Dr. Hill emphasized the importance of mapping and understanding the complete customer journey to identify touchpoints and opportunities for improvement.
Personalization Strategies: We discussed how to leverage data and insights to create personalized experiences that resonate with customers.
Technology Integration: Insights were shared on how inQuba’s advanced technology can streamline customer interactions and drive operational efficiency.
This talk will cover ScyllaDB Architecture from the cluster-level view and zoom in on data distribution and internal node architecture. In the process, we will learn the secret sauce used to get ScyllaDB's high availability and superior performance. We will also touch on the upcoming changes to ScyllaDB architecture, moving to strongly consistent metadata and tablets.
Conversational agents, or chatbots, are increasingly used to access all sorts of services using natural language. While open-domain chatbots - like ChatGPT - can converse on any topic, task-oriented chatbots - the focus of this paper - are designed for specific tasks, like booking a flight, obtaining customer support, or setting an appointment. Like any other software, task-oriented chatbots need to be properly tested, usually by defining and executing test scenarios (i.e., sequences of user-chatbot interactions). However, there is currently a lack of methods to quantify the completeness and strength of such test scenarios, which can lead to low-quality tests, and hence to buggy chatbots.
To fill this gap, we propose adapting mutation testing (MuT) for task-oriented chatbots. To this end, we introduce a set of mutation operators that emulate faults in chatbot designs, an architecture that enables MuT on chatbots built using heterogeneous technologies, and a practical realisation as an Eclipse plugin. Moreover, we evaluate the applicability, effectiveness and efficiency of our approach on open-source chatbots, with promising results.
How information systems are built or acquired puts information, which is what they should be about, in a secondary place. Our language adapted accordingly, and we no longer talk about information systems but applications. Applications evolved in a way to break data into diverse fragments, tightly coupled with applications and expensive to integrate. The result is technical debt, which is re-paid by taking even bigger "loans", resulting in an ever-increasing technical debt. Software engineering and procurement practices work in sync with market forces to maintain this trend. This talk demonstrates how natural this situation is. The question is: can something be done to reverse the trend?
ScyllaDB is making a major architecture shift. We’re moving from vNode replication to tablets – fragments of tables that are distributed independently, enabling dynamic data distribution and extreme elasticity. In this keynote, ScyllaDB co-founder and CTO Avi Kivity explains the reason for this shift, provides a look at the implementation and roadmap, and shares how this shift benefits ScyllaDB users.
What is an RPA CoE? Session 2 – CoE RolesDianaGray10
In this session, we will review the players involved in the CoE and how each role impacts opportunities.
Topics covered:
• What roles are essential?
• What place in the automation journey does each role play?
Speaker:
Chris Bolin, Senior Intelligent Automation Architect Anika Systems
Getting the Most Out of ScyllaDB Monitoring: ShareChat's TipsScyllaDB
ScyllaDB monitoring provides a lot of useful information. But sometimes it’s not easy to find the root of the problem if something is wrong or even estimate the remaining capacity by the load on the cluster. This talk shares our team's practical tips on: 1) How to find the root of the problem by metrics if ScyllaDB is slow 2) How to interpret the load and plan capacity for the future 3) Compaction strategies and how to choose the right one 4) Important metrics which aren’t available in the default monitoring setup.
Astute Business Solutions | Oracle Cloud Partner |
Bodyworks nb1115
1. Issues and Life
Science
Unit B: Body Works
Mr. Forde
Scofield Magnet MS
QuickTime™ and a
decompressor
are needed to see this picture.
2. Activity 11: Traffic Stop
September 30, 2010
Getting Started: How does alcohol effect the human body?
Introduction: Read and summarize pg. A-4 in one sentence.
Challenge: What human body systems are effected by alcohol?
Key Words: Impaired (write into the vocab section of your binder)
Procedure: Read the play “Traffic Stop” with your team.
4. Activity 12: What’s Happening Inside?
October 1 4-5, 2010
Getting Started: List as many human organs as you can.
Introduction: Read and summarize pg. B-10 in 2 sentences.
5. Challenge: What do you know about organs and organsystems of the human body?
Key Words: cardiovascular system, cell, digestive system, excretory system, function,
muscular system, nervous system, organ, reproductive system, respiratory system, skeletal
system, structure, system (body system)
Procedure: Have you read and do you understand the procedure for part A pg. B11-B12
together? Write two sentences that describes what you will be doing.
Results: Part A: Copy questions from part A “laying it out”
Part B: Write your grouped organs in your notebook
Complete student sheet 12.1 sheet
Part C: Clay model
Part D: student sheet 12.2a and 12.2b
Analysis: Answer Analysis Questions 1,2, 5 and 6.
Reflection: What new things have you learned about the human body in this activity?
6.
7.
8.
9.
10.
11.
12. Activity 13: Living With Your Liver
October 6, 2010
Getting Started: What do you know about your liver?
Introduction: Read and summarize pg. B-15 in 2 sentences.
Challenge: How does your liver help to keep your body in balance?
Keywords: regulation/regulate, toxin
Procedure: Let’s read “Living with your Liver b16 - b18 together!
Analysis: Answer Analysis Questions 1 - 3.
13. Activity 14: Breakdown
October 8 and 13, 2010
Introduction: Read p B-19 and describe the difference between mechanical and
chemical digestion.
Challenge: What are the common elements of all scientific problem-solving
methods?
Key Words: chemical breakdown, mechanical breakdown, surface area
14. Challenge: Why is it important to chew your food?
Procedure:
Design an experiment on digestion and have the following in your notebook:
•Title
•Purpose
•Variable being tested (Indep. Variable)
•Procedure
•Hypothesis
•Variables we are keeping the same
Results: •Data on data chart (in notebook) from your original experiment.
Analysis: Answer Analysis
Questions 1 - 3
15. Activity 15: Digestion: An Absorbing Tale
October 14, 2010
Getting Started: Do question 1 on student sheet
15.1 (Burrito) on back 1/2 of page.
Introduction: Read and summarize pg. A-8 in 2
sentences.
Challenge: How does your digestion system work?
Key Words: absorb (absorption), nutrients
Procedure:
Results: Answer “Stopping to Think” Questions 1a
and b, 2 a and b, 3 - 4 from reading .
Analysis: Answer Analysis Questions 2 an3 for HW
(discuss 4 and 6 in class)
Reflection: Question 2 and 3 student sheet 15.1
16.
17. Activity 16: Support System: Bones, Joints and Muscles
October 15, 18, and 19 2010
Getting Started: Answer before questions on anticipation guide
16.1
Introduction: Read intro on pg. B28 and write two sentences
describing what we we will do in the next 2 days of science class.
Challenge: How do the structures in a chicken wing or a human
arm enable it to perform its function?
Key Words: bone, cartilage, ligament, joint, tendon, marrow,
musculoskeletal system, tendon
Procedure: Part A: Complete the reading
Part B: the dissection of the chicken wing
Results: Part A: complete analysis questions 1 - 5 pg B-37
Part B: Do steps 13 and 14 on pg B-30
Analysis: Answer Analysis Questions 1 and 2 pg. b-31
18.
19.
20.
21. Activity 17: Gas Exchange
October 20 - 21, 2010
(oct 22 guest speaker)
Getting Started: Complete the
anticipation guide 17.1 “before”
Introduction: Read the intro on the
top of page b38 and tell me why
your respiratory system is so
important?
Challenge: How much carbon
dioxide is in your exhaled breath?
Key Words: Indicator, Respiratory
System
Procedure: Have you read and do
you understand the procedure for
part A on pg. B39-B40? Write two
sentences that describe what you
will be doing.
22. Results: Part A results- create this chart.
Part B- ______ - number of drop it took to match the BTB control color.
Analysis: Part A- Answer Analysis Questions 1 and 2 pg. B43
Part B- Answer Analysis Questions 3 - 7 pg. B43
Reflection: If you had pneumonia, which limits your ability to take exchange oxygen, how
do you think you would feel?
CUP Initial BTB
color
Final BTB
color
After Adding
Sodium hydroxide
A (control) X
B (air) X
C (sodium
hydroxide)
X
D (exhaled
breath 1)
E (exhaled
breath 2)
23.
24.
25. Activity 18: The Circulation Game
October 25 - 26, 2010
Getting Started: Fill out first two columns of KWL
chart sheet 18.1
Introduction: Read pg. B-45 and discuss with
class.
Challenge: What does the blood do as it travels
around the body?
26. Key Words: Cardiovascular System
Procedure: Do part A on pg B46 - B47 and discuss with your team.
Do part B on pg B48 and play or observe the game.
Results:
Analysis: Answer Analysis Questions 1 - 6.
27.
28. Activity 19: Heartily Fit
October 27, 2010
Getting Started: How many times do you think your heart beats in one minute while you are
resting? (What do you think Mr. Forde’s heart rate is at rest?)
Introduction: Read intro on pg B-50 and summarize in two - three sentences.
29. Challenge: How can you quantitatively measure your level of fitness?
Key Words: Pulse
Procedure: Follow along on pages B51 - B52
Results:
•What do you predict your resting heart rate will be per minute? _________beats/min
•After moderate exercise what will your heart rate be per minute? _________beats/min
Use data sheet 19.1 “Pulse Data” for all additional data.
Analysis: Answer Analysis Questions 1 - 3 pg. b52 - b53. (HW q 4 pg b-53
30.
31. Feel the Beat! (Embedded Task)
October 28 and 29, 2010 (Nov. 1 field trip)
Getting Started: Think of two different activities that might impact your heart rate? (Be
creative… it doesn’t have ot be exercise.)
Introduction: We will be using inquiry think sheets to design our own original “Feel the beat”
experiments!
32.
33. Activity 20
November 3- 4, 2010 (Nov. 1 field trip)
Getting Started: Let’s finish our “Gas Exchange” 17.1 anticipation guides!
Also, hnd in your lab reports for Feel the Beat!
Introduction: Read the intro on page B54. How would you spend a limited amount of money
to help public health?
34. Challenge: What are the trade-offs
involved when choosing between
research, education and treatment as
approaches to promote public health?
Procedure:
Results: Fill in student sheet 20.1 with
your team and decide how to spend the
$1 million!
Analysis: Answer Analysis Questions 3
and 4.
Reflection: What effect do TV ads have
on your behavior? Explain.
HW: work on VOCAB section!
35. Activity 21: Inside a pump?
November 5 , 2010
Getting Started: When we played the circulation game did blood travel in more
than one direction?
Introduction: Read intro on pg. B59
36. Challenge: What type of pump is better for pumping water? What does this tell you about
the structure of your heart?
Procedure: Experiment with both types of bulbs and try and make them work like your
heart might.
Analysis: Answer Analysis Questions 1,2, and 3.
Reflection: What new things have you learned about the heart in this activity?
37. Activity 23: HEART PARTS
November 8 , 2010
Getting Started: How is the heart
designed to force blood to flow in one
direction?
Introduction: Read intro on page B-65
Challenge: How does your heart work as a
double pump?
Key Words: arteries, atrium (pl. atria),
blood vessels, capillaries, valves, veins,
ventricle
38. Results: Answer Stopping to Think questions in notebook.
Analysis: Answer Analysis Questions 1, 2 and 4.
39. Activity 25: Healing the Heart
November 10 , 2010 (…with sub, due to
Inventors Day at LSC)
Getting Started: Do you know someone who
has had a heart problem? What is it?
Challenge: What are some risks in developing
new treatments for heart problems?
Procedure: Do the reading pg. B-73 - B-76
Results: Complete three level reading guide
and timeline sheet.
Analysis: Answer Analysis Questions 1 - 5.
40.
41. Activity 26: Heart Sounds
November 12 , 2010
Getting Started: What do you think doctors are listening for when they use their
stethescopes?
Challenge: How do heart sounds tell you what is happening with the circulatory
system?
42. Procedure: Read and answer stopping to think questions below. Listen carefully to heart
sounds.
Results: Part A: Answer Stopping to think questions.
Part B: Create a chart with three columns:
Heart Sound - What I hear - Possible problem
Analysis: Answer Analysis Questions 1 - 6.
43. Activity 27: The Pressure’s On
November 16 , 2010
Getting Started: hat kind of heart problems
have you heard of? How do they effect the
heart?
Challenge: What are the effects of high blood
pressure on the heart?
Key Words: blood pressure
Procedure: Have you read and do you
understand the procedure on pg. B83 -B84?
Write two sentences that describe what you
will be doing.
Results: Complete the blood pressure data
sheet.
Analysis: p. B-84 analysis question 3 in your
notebook
44.
45. Activity 28: Heart Problems
November 17 , 2010
Getting Started:
Introduction: Read and summarize pg. B-10
in 2 sentences.
Challenge: What causes a heart attack or
stroke?
Key Words: Coronary Arteries, Risk Factors
Procedure: Read the passage together and
use the “problems of the heart” sheet.
Results: Answer the “stopping to think”
questions below.
Analysis: p. B-89 analysis questions 1 and 2
in your notebook
Reflection: What can you do to improve or
maintain the health of your heart?
46.
47. Activity 29: Helping Hearts
November 18 - 19 , 2010
Getting Started: Take the heart risk quiz.
Introduction: Are there healthy choices you can
make to help your heart?
Challenge: What is your relative risk of heart
disease? How can you convince people to make
choices hat reduce their level of risk?
Key Words: voluntary
Procedure: Have your team take the heart risk quiz
and decide which items are voluntary.
Results: Part A: Take the healthy choices quiz and
determine which are voluntary.
Part B: Write your “Make Healthy
Decisions” Brochure!
STUDY FOR UNIT ASSESSMENT!!!!
48.
49. Activity 21: Inside a pump?
November 5 , 2010
Getting Started: When we played the circulation game did blood travel in more
than one direction?
Introduction: Read and summarize pg. B-10 in 2 sentences.
50. Challenge: What do you know about organs and organsystems of the human body?
Key Words: cardiovascular system, cell, digestive system, excretory system, function,
muscular system, nervous system, organ, reproductive system, respiratory system, skeletal
system, structure, system (body system)
Procedure: Have you read and do you understand the procedure for part A pg. B11-B12
together? Write two sentences that describes what you will be doing.
Results: Part A: Copy questions from part A “laying it out”
Part B: Write your grouped organs in your notebook
Complete student sheet 12.1 sheet
Part C: Clay model
Part D: student sheet 12.2a and 12.2b
Analysis: Answer Analysis Questions 1,2, 5 and 6.
Reflection: What new things have you learned about the human body in this activity?