I. The document discusses states of matter and phase changes. It includes review questions, diagrams, and discussions of physical properties for solids, liquids, and gases.
II. Think-write-group-share activities are used to review key concepts like the arrangement of atoms/molecules in different phases and the energy involved in phase changes.
III. Physical changes like melting, freezing, boiling, evaporation, condensation, and sublimation are defined as changing between phases without a chemical reaction. Energy must be added or removed for phase changes to occur.
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.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
9. How are atoms and molecules arranged in a gas?
Movement of Molecules
solids
e
n
e
r
g
y
e
n
e
r
g
y
liquids
e
n
e
r
g
y
gases
Vibrate
Move
Freely
Move Fast
Hit Things
13. Arrangement of Molecules
Atoms & molecules are arranged
differently in solids, liquids, & gases.
liquids
solids gases
energy energy
Close
Together
Space
Between
Very Far
Apart
14. Energy of Molecules
Atoms & molecules in gases have
MORE energy than atoms &
molecules in solids and liquids.
solids
e
n
e
r
g
y
e
n
e
r
g
y
liquids
e
n
e
r
g
y
gases
17. Think-Group-Share
1. THINK: Read the question and THINK
about the answer.
2. GROUP: Discuss the answer with your
teammates and agree on the correct
answer.
3. SHARE your answers by writing them on
the magnetic slate and holding them up.
29. What are the properties of gases?
VI. Gases do not have their own
shapes and sizes.
Gases do not
have their
own shapes
and sizes.
Gas
30. States of Matter Graphic Organizer
States of Matter Graphic Organizer
Properties Solids Liquids Gases
Shape Has shape No shape No Shape
Volume
(Size)
Size/Volume
stays the same
Volume stays
the same.
Volume expands to
fill the container.
39. What are the properties of gases?
A. Gases completely fill their
containers.
Gases completely fill their
containers and take their shapes.
Gas
40. States of Matter Graphic Organizer
States of Matter Graphic Organizer
Properties Solids Liquids Gases
Shape Has shape No shape No Shape
Volume
(Size)
Size/Volume
stays the same
Volume stays
the same.
Volume expands to
fill the container.
43. How are atoms and molecules arranged in a solid?
B. Solids do NOT take the
shapes of their containers.
Solids do NOT
take the shapes
of their
containers.
49. What are the properties of gases?
B. Gases take the shapes of their
containers.
Gases completely fill their
containers and take their shapes.
Gas
50. States of Matter Graphic Organizer
States of Matter Graphic Organizer
Properties Solids Liquids Gases
What
happens
when
placed in
a
container
Do not take
the shape of
the container.
Take the shape
of the
container.
Take the shape of
the container and fill
the container.
53. How are atoms and molecules arranged in a solid?
III. Atoms and molecules are
close together in solids.
solids
Atoms or molecules
are close together in
a solid.
58. What are examples of physical changes?
liquid
solid
energy
Changing between solids, liquids and
gases are physical changes.
energy
gas
59. Think-Write-Group-Share
In a physical change (2 answers)
A. new substances are created
B. NO new substances are created.
C. Substances are made with different
properties.
D. Made substances do not have different
properties.
60. Think-Write-Group-Share
In a physical change
new substances are created
B. NO new substances are created.
Substances are made with different
properties.
D. Made substances do not have different
properties.
61. What are examples of physical changes?
liquid
solid
energy
When matter changes between solids,
liquids, and gases nothing new is
created.
energy
gas
62. What are examples of physical changes?
Water
liquid
H2O
Ice
solid
H2O
energy
Ice, liquid water and steam are
all water, H2O.
energy
Steam
H2O
gas
63. Think-Write-Group-Share
When matter changes between
solid, liquid and gas (2 answers)
A. heat energy must be added
B. heat energy must be subtracted.
C. energy is destroyed.
D. the amount of energy does not change.
64. Think-Write-Group-Share
When matter changes between
solid, liquid and gas
A. heat energy must be added
B. heat energy must be subtracted.
C. energy is destroyed.
D. the amount of energy does not change.
65. How do substances change states (phases)?
Substances change from solids to
liquids to gases when energy is
added or subtracted.
liquid
solid gas
energy energy
heat heat
77. What physical processes cause phase changes?
B. A liquid becoming a solid is
called the process of freezing.
liquid solid
- energy
taken away
Freezing
80. What physical processes cause phase changes?
liquid
C. A liquid becoming a gas is
called evaporation and boiling.
Add energy
Evaporation and Boiling
gas
92. What physical processes cause phase changes?
2. A solid becoming a gas is called
the process of sublimation.
solid
Add energy
Sublimation
gas
93. What physical processes cause phase changes?
energy
1. Solids like dry ice become gases
when heat energy is added.
Carbon Dioxide Gas
Dry Ice (frozen CO2 )