1) The document describes activities for teaching middle school students about forensic science techniques, including fiber analysis, shoeprint casting, powder analysis, paper analysis, and hair analysis.
2) Students learn how to examine different types of evidence under microscopes and identify characteristics like fiber type, paper properties, and hair structure.
3) The activities aim to help students understand how forensic scientists analyze evidence to solve crimes and either prove guilt or innocence in court cases.
2109 20 primary science session 1 what is science me (003)MariaElsam
This document provides an overview of a session on teaching science in primary classrooms. It discusses introducing the primary science module and interrogating perceptions of science. It introduces the concept of scientific enquiry and focuses on observation skills. Groups create mind maps of what science means and the goals of science are discussed. Developing children's scientific thinking through activities like prediction and hypothesis is covered. The difference between predictions, hypotheses and theories is explained. The document provides a curriculum overview of science themes by year group and discusses developing observational skills through different activities.
1. The document provides guidance for conducting outdoor learning activities related to plants, including risk assessments and session outlines.
2. Sample activities include observing seed germination, using leaves and seeds to classify plants, and devising classification trees.
3. The value of outdoor learning is discussed, noting that it allows students to explore, make their own decisions, and gain confidence through hands-on experiences.
4. Effective outdoor science lessons engage students with the environment, covering topics like plant life cycles and habitats while developing procedural skills.
Grade 1 School Garden Lesson Plan - Leaf Lesson: Leaf Sorting ~ Massachusetts
|=> In this activity students will look closely at leaves to see the many variations in shape, size, margins, venation3
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Level 5 Subjects within the Curriculum Session 2 MariaElsam
This document provides guidance for investigating living organisms, particularly plants, in a primary classroom setting. It discusses the importance of making detailed observations and considering children's existing knowledge. A variety of scientific inquiry methods are presented, such as exploring phenomena over time, identifying and classifying, and identifying and controlling variables. Specific guidance is given on encouraging observations of plants and leaves, using classification keys, investigating seed dispersal and plant structures. The relationships between plants and animals and how they depend on each other are also addressed. National curriculum standards related to living things and their habitats are referenced.
BA PT Subjects Within the Curriculum Science Level 5- Session 1 - What is sc...MariaElsam
This document provides an overview of a primary education science session focused on observation. It includes objectives such as exploring perceptions of science, introducing scientific enquiry and working scientifically according to the National Curriculum, and reviewing observation skills for assessing practice. The session covers topics like defining science, conducting observational activities and investigations, discussing what is involved in the scientific process, and examining the role and challenges of observation in science. Risk assessments and guidelines for science sessions are also provided.
The document discusses a session on investigating living organisms, plants, and habitats scientifically. It includes intentions to observe plants using primary classroom approaches, make accurate observations and measurements, and consider the importance of scientific enquiry and questions. Examples of true/false statements about living things are provided. Characteristics of life like producing energy and reacting to the environment are outlined. Activities include observing seed growth, classifying plants, investigating trees and seeds, looking at plant structures and functions, and how plants and animals depend on each other. The importance of questions, predictions, and communication in scientific inquiry are emphasized.
Inherited traits are characteristics passed down from parents to offspring, such as eye color, number of limbs, or flower color. Learned behaviors are characteristics acquired through interactions with the environment, like the ability to ride a bicycle, and are not hereditary. The document discusses teaching students the difference between inherited traits and learned behaviors through activities that involve exploring family traits, inherited versus acquired traits, and examples of each. The objectives are for students to differentiate between inherited and learned traits, make inferences about their relationship, and compare inherited traits between cultures.
Inherited traits are characteristics passed down from parents to offspring, such as eye color, number of limbs, or flower color. Learned behaviors are characteristics acquired through interactions with the environment, like the ability to ride a bicycle, and are not hereditary. The document discusses teaching students the difference between inherited traits and learned behaviors through activities that involve exploring family traits, inherited versus acquired traits, and examples of each. The objectives are for students to differentiate between inherited and learned traits, make inferences about their relationship, and compare inherited traits between cultures.
2109 20 primary science session 1 what is science me (003)MariaElsam
This document provides an overview of a session on teaching science in primary classrooms. It discusses introducing the primary science module and interrogating perceptions of science. It introduces the concept of scientific enquiry and focuses on observation skills. Groups create mind maps of what science means and the goals of science are discussed. Developing children's scientific thinking through activities like prediction and hypothesis is covered. The difference between predictions, hypotheses and theories is explained. The document provides a curriculum overview of science themes by year group and discusses developing observational skills through different activities.
1. The document provides guidance for conducting outdoor learning activities related to plants, including risk assessments and session outlines.
2. Sample activities include observing seed germination, using leaves and seeds to classify plants, and devising classification trees.
3. The value of outdoor learning is discussed, noting that it allows students to explore, make their own decisions, and gain confidence through hands-on experiences.
4. Effective outdoor science lessons engage students with the environment, covering topics like plant life cycles and habitats while developing procedural skills.
Grade 1 School Garden Lesson Plan - Leaf Lesson: Leaf Sorting ~ Massachusetts
|=> In this activity students will look closely at leaves to see the many variations in shape, size, margins, venation3
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Level 5 Subjects within the Curriculum Session 2 MariaElsam
This document provides guidance for investigating living organisms, particularly plants, in a primary classroom setting. It discusses the importance of making detailed observations and considering children's existing knowledge. A variety of scientific inquiry methods are presented, such as exploring phenomena over time, identifying and classifying, and identifying and controlling variables. Specific guidance is given on encouraging observations of plants and leaves, using classification keys, investigating seed dispersal and plant structures. The relationships between plants and animals and how they depend on each other are also addressed. National curriculum standards related to living things and their habitats are referenced.
BA PT Subjects Within the Curriculum Science Level 5- Session 1 - What is sc...MariaElsam
This document provides an overview of a primary education science session focused on observation. It includes objectives such as exploring perceptions of science, introducing scientific enquiry and working scientifically according to the National Curriculum, and reviewing observation skills for assessing practice. The session covers topics like defining science, conducting observational activities and investigations, discussing what is involved in the scientific process, and examining the role and challenges of observation in science. Risk assessments and guidelines for science sessions are also provided.
The document discusses a session on investigating living organisms, plants, and habitats scientifically. It includes intentions to observe plants using primary classroom approaches, make accurate observations and measurements, and consider the importance of scientific enquiry and questions. Examples of true/false statements about living things are provided. Characteristics of life like producing energy and reacting to the environment are outlined. Activities include observing seed growth, classifying plants, investigating trees and seeds, looking at plant structures and functions, and how plants and animals depend on each other. The importance of questions, predictions, and communication in scientific inquiry are emphasized.
Inherited traits are characteristics passed down from parents to offspring, such as eye color, number of limbs, or flower color. Learned behaviors are characteristics acquired through interactions with the environment, like the ability to ride a bicycle, and are not hereditary. The document discusses teaching students the difference between inherited traits and learned behaviors through activities that involve exploring family traits, inherited versus acquired traits, and examples of each. The objectives are for students to differentiate between inherited and learned traits, make inferences about their relationship, and compare inherited traits between cultures.
Inherited traits are characteristics passed down from parents to offspring, such as eye color, number of limbs, or flower color. Learned behaviors are characteristics acquired through interactions with the environment, like the ability to ride a bicycle, and are not hereditary. The document discusses teaching students the difference between inherited traits and learned behaviors through activities that involve exploring family traits, inherited versus acquired traits, and examples of each. The objectives are for students to differentiate between inherited and learned traits, make inferences about their relationship, and compare inherited traits between cultures.
This document outlines a project-based learning activity for 3rd and 4th grade students about animal habitats. The activity will involve students researching different habitat types, creating a diorama of one habitat, and presenting their diorama. Students will learn about key habitat features and how plants and animals depend on each other. They will develop an understanding of different habitats and threats to animals. The project covers science, English, art, and social studies standards and includes activities like visiting the school garden and zoo, comparing habitats, and assessing student understanding through worksheets.
Open science and 21st century naturalist skillsjdanielian
This document outlines a curriculum for developing 21st century naturalist skills in students. The curriculum aims to awaken students' interest in the natural world by focusing on field work methodologies like observation, documentation, classification and inquiry-based problem solving of local natural issues. It provides guiding questions for student inquiries on topics like natural history, observations, species classification and connections in nature. It also outlines basic principles, general skills, methodological skills and habits of mind needed for naturalist work. Finally, it discusses using content standards and providing tools to support students' naturalist studies. The overall goal is to allow students to pursue interests in nature through hands-on field investigations.
Let's Talk About Plants! A fun interactive and engaging integrated unit lesson that has the life of Art, Science, and Language Arts all in one. Students will learn about wants vs needs. Where students will learn about the needs of plants. Students will also learn about how plants change during their Life Cycle.
This lesson plan focuses on teaching first grade students about how plants change during their life cycle. Over the course of a week, students will participate in sorting games and create performances to learn the stages of a plant's development from seed to adult. They will be assessed through exit tickets and group assessments. The lesson integrates science and visual art standards and provides opportunities for collaboration through exploration and imaginative play with materials. Accommodations are included for diverse learners.
The document describes an activity where students collect data on inherited human physical traits within their classroom to understand genetics. Students work in pairs to record each other's traits like eye color, earlobe attachment, handedness, and more. They then analyze the data as a class to see which traits are most common. The goal is for students to recognize that traits are passed down from parents and see similarities within their own population while understanding variations.
Biology – the living world seminar presentationMichael Botting
This document outlines a biology unit plan for year 7 students focusing on classification of living things. It includes 3 assessment tasks: 1) observing slaters to form and test a hypothesis, 2) classifying animals and creating a dichotomous key, and 3) researching a feral species' impact. The unit aims to engage diverse learners through hands-on activities while meeting science curriculum outcomes. Assessment tasks incorporate different learning styles and abilities.
This document provides information for a Primary Science session on materials. It discusses hazards and safety measures, aims of the session including introducing the module and interrogating perceptions of science. It covers scientific enquiry, working scientifically, and different types of material investigations that could be done with students. Examples of curriculum coverage for different year groups related to materials are given, along with potential lesson ideas. An elicitation activity in the form of a subject knowledge quiz on physical and chemical changes is also included. The document aims to prepare teachers for teaching about materials in primary science.
The document provides an introduction to research methodology. It discusses the importance of research and outlines the basic steps in the research process. The objectives are for students to understand key concepts at each step, including formulating research questions. The contents cover the nature of research, basic research steps, and formulating research questions. Sample research questions are analyzed as an example.
Standard Inquiry #1 Science Grade 4 Standardtlynneamber
This document provides a lesson plan about how organisms interact through food webs, pollination, and seed dispersal. It includes objectives, materials, and instructions for activities where students will form a food web using yarn and pictures, observe how the web is affected when parts are removed, learn about seed dispersal through a video and chart, and construct an ecosystem in a shoebox. The lesson aims to teach students how different organisms depend on one another and the consequences of disrupting ecosystems.
Standard Inquiry #1 Science Grade 4 Standardtlynneamber
This document provides a lesson plan about how organisms interact through food webs, pollination, and seed dispersal. It includes objectives, materials, and procedures for activities having students form a food web using yarn, discuss how the web is affected by removing organisms, study seed dispersal through a chart and video, and construct an ecosystem in a shoebox. The lesson aims to teach students about the relationships between different organisms and how they depend on one another.
This five day unit on Native Americans for 4th grade includes lessons and activities to teach students about Native American culture and history. In the first lesson, students listen to a story and complete Venn diagrams and charts comparing Native American and modern life. The second lesson has students learn about Native American drums and create their own. In the third lesson, students research Native artifacts online and use a computer program to draw them. The fourth lesson has students watch a video clip and write a script describing the scene. The final lesson involves students watching a YouTube video about Native American children and answering questions.
This document provides instructions for an activity where students predict and observe whether objects will sink or float. They are given various materials like paper clips, marbles, and erasers to test. Working in groups, students record their predictions and observations. They then compare their results within their group and with the whole class. Post-activity questions have students analyze what sank versus floated and whether their initial predictions were correct.
This lesson plan is a fun interactive lesson plan that allows students to describe needs vs wants. Students will learn about what seeds need to grow into a full plant.
5 e plan boxes (2) animal long term investigation project in elementary schoo...Veira Rodrìguez
This lesson plan focuses on teaching 3rd grade students about the biological cycles of living things and their environments. Students will learn about the different stages in a species' life cycle by observing beetle larvae in a classroom experiment over one month. They will make weekly observations and drawings of the larvae as they change and develop. Students will then research the beetles online to learn more about their habitat, food, relationships, lifespan and reproduction. Finally, students will draw and explain the complete life cycle of the beetles, showing their understanding of how environments influence each stage. The teacher will assess students' comprehension through discussion, drawings, and a story or report explaining the beetles' life cycle.
Narrative research for slideshare upload.pptxNeha Deo
In this presentation, the narrative method of the qualitative approach is explained. In the qualitative approach of educational research, narrative research is an important method. How to conduct narrative research, is explained herein. The narrative researcher tells the story of the participants.
The document provides instructions for students to complete various classroom activities related to evolution, including a Venn diagram comparing mitosis and meiosis, defining science, completing surveys on the nature of science and evolution, modeling natural selection through an activity, and taking notes on key concepts like natural selection, fitness, and evidence for evolution such as homologous structures.
This presentation provides an overview of an upcoming classroom unit called "Pond Water and Pollywogs" that will teach students about frog life cycles and habitats over 12-15 weeks through hands-on activities like observing frog eggs hatch and creating an artificial frog habitat; the teacher will guide student learning and ensure all students participate in groups while documenting observations, and the unit meets state science and technology standards.
Modeling-based Learning in Pre-School Science: Affordances of Different Types...European University-Cyprus
Despite its proven added value, Modeling-based Learning (MbL) in science is not commonly incorporated into early grades science education. Following a growing body of research on using MbL in early grades, this multi-case study seeks to provide detailed descriptions of the implementation of MbL with 3 groups of pre-K children engaged in the study of three different phenomena, taught by 3 different teachers participating in a professional development program of pre-school science education. Findings across the different cases suggest that these pre-school children successfully engaged in authentic MbL activities and developed several different types of models using knowledge and experiences, as well as a variety of features of both analogical and mechanistic reasoning, agreeing with prior research of MbL with pre-school children. I use this evidence to argue that (a) different modeling/representation tools may afford different learning opportunities; (b) preschool children have modeling resources that can use in order to utilize different modeling/representation tools using MbL in natural ways of young children learning (e.g., playing). I also discuss implications related to the notion that educators may find it productive to choose among these tools depending on the children’s prior modeling experiences and the mechanism(s) to be represented.
This document provides instructions for an art and social studies lesson on the eagle as the national symbol of the United States. Students will learn about why the eagle was chosen and the meaning behind it. They will then complete an eagle craft project, such as making a paper bag eagle puppet, eagle feather jewelry, or quill pens. The goal is for students to understand the symbolism of the eagle and create their own representation of it to connect with their country. Assessments include participation in discussions, appropriate use of work time, and completion of the project.
This document outlines a project-based learning activity for 3rd and 4th grade students about animal habitats. The activity will involve students researching different habitat types, creating a diorama of one habitat, and presenting their diorama. Students will learn about key habitat features and how plants and animals depend on each other. They will develop an understanding of different habitats and threats to animals. The project covers science, English, art, and social studies standards and includes activities like visiting the school garden and zoo, comparing habitats, and assessing student understanding through worksheets.
Open science and 21st century naturalist skillsjdanielian
This document outlines a curriculum for developing 21st century naturalist skills in students. The curriculum aims to awaken students' interest in the natural world by focusing on field work methodologies like observation, documentation, classification and inquiry-based problem solving of local natural issues. It provides guiding questions for student inquiries on topics like natural history, observations, species classification and connections in nature. It also outlines basic principles, general skills, methodological skills and habits of mind needed for naturalist work. Finally, it discusses using content standards and providing tools to support students' naturalist studies. The overall goal is to allow students to pursue interests in nature through hands-on field investigations.
Let's Talk About Plants! A fun interactive and engaging integrated unit lesson that has the life of Art, Science, and Language Arts all in one. Students will learn about wants vs needs. Where students will learn about the needs of plants. Students will also learn about how plants change during their Life Cycle.
This lesson plan focuses on teaching first grade students about how plants change during their life cycle. Over the course of a week, students will participate in sorting games and create performances to learn the stages of a plant's development from seed to adult. They will be assessed through exit tickets and group assessments. The lesson integrates science and visual art standards and provides opportunities for collaboration through exploration and imaginative play with materials. Accommodations are included for diverse learners.
The document describes an activity where students collect data on inherited human physical traits within their classroom to understand genetics. Students work in pairs to record each other's traits like eye color, earlobe attachment, handedness, and more. They then analyze the data as a class to see which traits are most common. The goal is for students to recognize that traits are passed down from parents and see similarities within their own population while understanding variations.
Biology – the living world seminar presentationMichael Botting
This document outlines a biology unit plan for year 7 students focusing on classification of living things. It includes 3 assessment tasks: 1) observing slaters to form and test a hypothesis, 2) classifying animals and creating a dichotomous key, and 3) researching a feral species' impact. The unit aims to engage diverse learners through hands-on activities while meeting science curriculum outcomes. Assessment tasks incorporate different learning styles and abilities.
This document provides information for a Primary Science session on materials. It discusses hazards and safety measures, aims of the session including introducing the module and interrogating perceptions of science. It covers scientific enquiry, working scientifically, and different types of material investigations that could be done with students. Examples of curriculum coverage for different year groups related to materials are given, along with potential lesson ideas. An elicitation activity in the form of a subject knowledge quiz on physical and chemical changes is also included. The document aims to prepare teachers for teaching about materials in primary science.
The document provides an introduction to research methodology. It discusses the importance of research and outlines the basic steps in the research process. The objectives are for students to understand key concepts at each step, including formulating research questions. The contents cover the nature of research, basic research steps, and formulating research questions. Sample research questions are analyzed as an example.
Standard Inquiry #1 Science Grade 4 Standardtlynneamber
This document provides a lesson plan about how organisms interact through food webs, pollination, and seed dispersal. It includes objectives, materials, and instructions for activities where students will form a food web using yarn and pictures, observe how the web is affected when parts are removed, learn about seed dispersal through a video and chart, and construct an ecosystem in a shoebox. The lesson aims to teach students how different organisms depend on one another and the consequences of disrupting ecosystems.
Standard Inquiry #1 Science Grade 4 Standardtlynneamber
This document provides a lesson plan about how organisms interact through food webs, pollination, and seed dispersal. It includes objectives, materials, and procedures for activities having students form a food web using yarn, discuss how the web is affected by removing organisms, study seed dispersal through a chart and video, and construct an ecosystem in a shoebox. The lesson aims to teach students about the relationships between different organisms and how they depend on one another.
This five day unit on Native Americans for 4th grade includes lessons and activities to teach students about Native American culture and history. In the first lesson, students listen to a story and complete Venn diagrams and charts comparing Native American and modern life. The second lesson has students learn about Native American drums and create their own. In the third lesson, students research Native artifacts online and use a computer program to draw them. The fourth lesson has students watch a video clip and write a script describing the scene. The final lesson involves students watching a YouTube video about Native American children and answering questions.
This document provides instructions for an activity where students predict and observe whether objects will sink or float. They are given various materials like paper clips, marbles, and erasers to test. Working in groups, students record their predictions and observations. They then compare their results within their group and with the whole class. Post-activity questions have students analyze what sank versus floated and whether their initial predictions were correct.
This lesson plan is a fun interactive lesson plan that allows students to describe needs vs wants. Students will learn about what seeds need to grow into a full plant.
5 e plan boxes (2) animal long term investigation project in elementary schoo...Veira Rodrìguez
This lesson plan focuses on teaching 3rd grade students about the biological cycles of living things and their environments. Students will learn about the different stages in a species' life cycle by observing beetle larvae in a classroom experiment over one month. They will make weekly observations and drawings of the larvae as they change and develop. Students will then research the beetles online to learn more about their habitat, food, relationships, lifespan and reproduction. Finally, students will draw and explain the complete life cycle of the beetles, showing their understanding of how environments influence each stage. The teacher will assess students' comprehension through discussion, drawings, and a story or report explaining the beetles' life cycle.
Narrative research for slideshare upload.pptxNeha Deo
In this presentation, the narrative method of the qualitative approach is explained. In the qualitative approach of educational research, narrative research is an important method. How to conduct narrative research, is explained herein. The narrative researcher tells the story of the participants.
The document provides instructions for students to complete various classroom activities related to evolution, including a Venn diagram comparing mitosis and meiosis, defining science, completing surveys on the nature of science and evolution, modeling natural selection through an activity, and taking notes on key concepts like natural selection, fitness, and evidence for evolution such as homologous structures.
This presentation provides an overview of an upcoming classroom unit called "Pond Water and Pollywogs" that will teach students about frog life cycles and habitats over 12-15 weeks through hands-on activities like observing frog eggs hatch and creating an artificial frog habitat; the teacher will guide student learning and ensure all students participate in groups while documenting observations, and the unit meets state science and technology standards.
Modeling-based Learning in Pre-School Science: Affordances of Different Types...European University-Cyprus
Despite its proven added value, Modeling-based Learning (MbL) in science is not commonly incorporated into early grades science education. Following a growing body of research on using MbL in early grades, this multi-case study seeks to provide detailed descriptions of the implementation of MbL with 3 groups of pre-K children engaged in the study of three different phenomena, taught by 3 different teachers participating in a professional development program of pre-school science education. Findings across the different cases suggest that these pre-school children successfully engaged in authentic MbL activities and developed several different types of models using knowledge and experiences, as well as a variety of features of both analogical and mechanistic reasoning, agreeing with prior research of MbL with pre-school children. I use this evidence to argue that (a) different modeling/representation tools may afford different learning opportunities; (b) preschool children have modeling resources that can use in order to utilize different modeling/representation tools using MbL in natural ways of young children learning (e.g., playing). I also discuss implications related to the notion that educators may find it productive to choose among these tools depending on the children’s prior modeling experiences and the mechanism(s) to be represented.
This document provides instructions for an art and social studies lesson on the eagle as the national symbol of the United States. Students will learn about why the eagle was chosen and the meaning behind it. They will then complete an eagle craft project, such as making a paper bag eagle puppet, eagle feather jewelry, or quill pens. The goal is for students to understand the symbolism of the eagle and create their own representation of it to connect with their country. Assessments include participation in discussions, appropriate use of work time, and completion of the project.
Similar to Day 8 - Biology and Medical Sciences.pptx (20)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
7. The Prompt
Four suspects have
been identified and
these individuals
have cooperated in
supplying samples by
which a match with
the crime scene
might be established! Shoes
print
Fingers
print
Fiber Handwritten
note
Mariam Ali Sara Fahad
9. Part 1:
Imagine that you
are a prosecuting
attorney and are
using forensic
evidence to convict
an individual.
10. Identify the type of
evidence and/or
forensic test you
would use and
explain why you
would do so.
11. Part 2:
Now, imagine that
you are a defense
attorney and are
using forensic
evidence to prove
your client's
innocence.
12. Identify the type
of evidence
and/or forensic
test you would
use and explain
why you would do
so.
13. Hits
For Teacher:
Here are some examples of how a
prosecutor works in court in a case
of a parrot theft from a school:
14. Hits For Teacher:
The prosecutor will
present the evidence
that was found at the
crime scene, such as footprints,
fingerprints, fabric threads, and a
handwritten note. The prosecutor will
explain how this evidence links the
defendants to the crime.
15. Hits For Teacher:
The prosecutor will ask
witnesses about their
observations of the
crime. Witnesses may include
school staff, students, and
community members who were
in the area at the time of the
crime.
16. Hits For Teacher:
The prosecutor will try to
prove that the defendants
had the motive and means
to commit the crime. This may
include proving that the defendants
knew about the parrot's existence at
the school and that they had access to
the crime scene.
17. Hits For Teacher:
In contrast, a student
representing the role
of the defense lawyer
can refute this evidence
in defense of his client
accused in this case by
doing the following:
18. Hits For Teacher:
In contrast, a student
representing the role
of the defense lawyer
can refute this evidence
in defense of his client
accused in this case by
doing the following:
19. Hits For Teacher:
The student defense
lawyer can question the
credibility of the
evidence presented by
the prosecutor.
20. Hits For Teacher:
They can do this by
asking questions of the
witnesses about their
observations of the crime
or by proving that the
evidence could have
been tampered with or
damaged.
21. Hits For Teacher:
The student defense lawyer can prove
that his client did not have the motive or
means to commit the crime.
22. Hits For Teacher:
They can do this
by proving that
his client did not
know about the
parrot's existence
at the school or
that he did not
have access to
23. Hits For Teacher:
The student defense
lawyer can prove that his
client was in a different
place at the time of the
crime.
They can do this by
presenting evidence from
witnesses or documents
24. Hits For Teacher:
In the end, the judge
or jury will decide who
they believe is guilty in
the case.
Their decision will be
based on the evidence
presented by both
sides.
28. Materials Needed
• Chalkboard and chalk or whiteboard and markers
• Shoeprint castings (students previously
prepared)
• Rulers (1 per student)
• Casting Impression Part 2 handouts (1 per
student)
• Box, large enough to store students' molds
• Packing peanuts or shredded paper
35. Materials Needed
• Students' notebooks (student provided)
• Pens or pencils (student provided)
• Word Wall
• Fiber Analysis handouts (l per student)
• Compound microscopes (1 per pair of students)
• Forceps (1 per student)
• Colored pencils, assorted colors (l set per student)
• Polyester fiber samples (1 per pair of students)
• Nylon fiber samples (1 per pair of students)
• Cotton fiber samples (1 per pair of students)
• Wool fiber samples (1 per pair of students)
• Rulers (1 per pair of students)
38. Remember
This evidence can be in
the form of synthetic or
natural fibers.
Clues gathered from fibers
might be helpful in
matching a crime scene
with a suspect.
2
41. Natural fibers (طبيعية )ألياف: fibers that come
from plant and animals including wool,
cotton, and hemp.
Synthetic fibers (صناعية )ألياف: fibers that
are made by humans including polyester
and nylon.
Luster ()اللمعان: a measure of how shiny a
substance is.
47. Materials Needed
• Students' notebooks (student provided)
• Pens or pencils (student provided)
• Word Wall
• Compound microscopes (1 per pair of students)
• Microscope slides, glass (6 per pair of students)
• Magnifying lenses (1 per pair of students)
• Forceps (1 per student)
• Scissors (1 per student)
• Paper samples (silk, newsprint, copy paper) (1 of each
• per pair of students)
• Paper Analysis handouts (l per student)
53. Finish ()التشطيب: the appearance and feel of paper;
expressed as high, medium, and low on the basis of
its surface and appearance
Brightness ()السطوع: the measure of how much light is
reflected; newsprint (62) and fully bleached paper
(95) are the extremes.
Fiber pattern (األلياف )منط: observable microscopic
pattern that is typically "macerated" (ground into a
uniform layer of plant material) or formed from
individual fibers (e.g., silk)
54. Remember
Forensic science examines
paper fibers for these traits:
• Finish ()التشطيب.
• Color ()اللون.
• Brightness ()السطوع.
• Fiber pattern (األلياف )منط.
5
55. Remember
Share that forensic scientists use
specialized tools for their
examinations, such as
Digital imaging instruments,
infrared and ultraviolet light
sources, and a machine
called the Video Spectral
Comparator 2000.
6
Video Spectral Comparator 2000
68. • Are the fibers rough or smooth?
• What pattern, if any, do they
observe?
• Did they see how the two pieces fit
together like a puzzle?
• Are the fibers relatively long or
short?
For each of the paper samples,
discuss your observations.
70. Materials Needed
• Powder Analysis handouts (1 per student)
• Safety goggles (1 per student, instructor, and instructional
assistant)
• Latex-free gloves (l pair per student, instructor, and
instructional assistant)
• Spoons (l per group)
• Eye droppers (l per group)
• Cups, 50 mL (12 per group)
• Water (100 mL per group)
71. Materials Needed
• Iodine (one dropper full per two students (3 mL))
• Vinegar (one dropper full per two students (3 mL))
• Labeled re-sealable plastic bags containing these known
powders (1 per group of each)
• baking soda (5 grams)
• sugar (5 grams)
• salt (5 grams)
• cornstarch (5 grams)
• Students' notebooks (student provided)
• Pens or pencils (student provided
84. Materials Needed
• Compound microscopes (1 per pair of students)
• Microscope slides, glass (4 per pair of students)
• Magnifying lenses (1 per pair of students)
• Variety of hair samples (4 per pair of students)
• Forceps (1 per pair of students)
• Clear adhesive tape (1 dispenser per pair of students)
• Hair Anal sis handouts (1 er student)
85. Remember 1 Forensic scientists
gather information
about crimes by
studying physical
evidence recovered
from crime scenes
and suspected
criminals.
87. Remember 3 Using chemical
preparation
techniques and
microscopy, scientists
can discover
information such as
whether the hair is
human or animal.
88. Remember 4 If human, they might
also learn race,
hair color, and
hair style, as well as
whether the hair has
been dyed or if there
is evidence of poison
or drugs.
90. Trichology (الشعر )علم: the scientific study of hair.
Cuticle ()اجلليدة: the outer covering that is transparent and
made from tough overlapping scales that
point toward the tip end.
Cortex (الشعر )قشرة: segment that contains pigment
granules, which give hair its color.
Medulla ()اللب: the hollow tube that runs the length of
the hair
Pigment granules (الصبغية )احلبيبات: the small, dark, and solid
bodies typically found near the cuticle.
91. Remember 5
Forensic scientists
are often asked to
compare hair found
at a crime scene with
hair from a particular
individual who might
be a suspect.
92. Remember 6
Different hairs on the
same person can
show variations in
length, width, color,
shape, and texture,
therefore, the larger
the sample the better.
94. Remember 8
Hairs are examined on the basis of:
• Color.
• Coarseness.
• How the pigment granules are spread
within the hair strand.
• Hair diameter.
• The presence.
• Absence of a medulla.
96. Remember 10
When compared with
human hairs, animals
typically have a thicker
medulla and cuticle
than human hair, which
provides more warmth
to the animal.
102. Homework
Respond to the prompts in the space below.
1) Reflect on today's activities, the skills you learned, and how
you used them to engage in forensic science. Based on today's
activities only, respond to the next two items.
2) Imagine that you are a prosecuting attorney and are using
forensic evidence to convict an
individual. Identify the type of evidence and/or forensic test you
would use and explain why you would do so.
3) Now, imagine that you are a defense attorney and are using
forensic evidence to prove your client's innocence. Identify the
type of evidence and/or forensic test you would use and explain
why you would do so.