This document discusses density and provides examples of calculating density from mass and volume measurements. It defines density as an intensive property that does not depend on amount of matter. Density is the mass per unit volume and has consistent units of g/mL or g/cm3. Examples show calculating density of metals from given mass and volume, and calculating volume or mass when the other property and density are known. Percent error in density measurements is also explained.
This video for Mr.Wasley's Earth Science class. It explains how to calculate density, the concept of density, specific gravity and also tells the story of Archimedes and Eureka!
Here is a link to this lecture being explain in a video: https://www.youtube.com/watch?v=xorLSSZv6wo&list=UUr0a-nhOhbwycBV27IJ7VOw
Here is the link to the Mad Lighthouse Keepers!
http://diamondenv.wordpress.com/2010/06/24/mad-as-a-lighthouse-keeper/
Please Subscribe and Thanks!
- Mr.Waz
This video for Mr.Wasley's Earth Science class. It explains how to calculate density, the concept of density, specific gravity and also tells the story of Archimedes and Eureka!
Here is a link to this lecture being explain in a video: https://www.youtube.com/watch?v=xorLSSZv6wo&list=UUr0a-nhOhbwycBV27IJ7VOw
Here is the link to the Mad Lighthouse Keepers!
http://diamondenv.wordpress.com/2010/06/24/mad-as-a-lighthouse-keeper/
Please Subscribe and Thanks!
- Mr.Waz
The scientific method is a set of procedures used to develop explanations of natural phenomena and possibly to predict additional phenomena. For example,
The average temperature of seawater increases, the seawater will become less dense, its volume will increase, and sea level will rise even if no continental ice melts.
physical quantity and measurement (part 1)Anam Khan
this chapter include the physical quantites and their measurement
https://www.youtube.com/watch?v=nejarAzn76A
https://www.slideshare.net/SeemaTarannum/force-and-pressure-236146569
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. Warm-up:
Why is it easier for your body to float in the
ocean rather than in your swimming
pool?
3. DENSITY:
• Intensive property – it does not depend on
the amount of matter.
• Units are g/mL or g/cm3
• Density is constant for all sample sizes of a
given substance.
4. Osmium is a very dense metal. What is its
density in g/cm3 if 50.00 g of the metal occupies
a volume of 2.22cm3?
1) 2.25 g/cm3
2) 22.5 g/cm3
3) 111 g/cm3
Practice Problem #1
5. 2) Placing the mass and volume of the osmium metal
into the density setup, we obtain
D = mass = 50.00 g =
volume 2.22 cm3
= 22.522522 g/cm3 = 22.5 g/cm3
SOLUTION
6. Practice Problem #2:
1. Calculate the density of a piece of lead
metal that has a mass of 125.2 g and a
volume of 11.0 mL.
7. Problem A piece of copper has a mass of
57.54 g. It is 9.36 cm long, 7.23 cm wide, and
0.95 mm thick. Calculate density (g/cm3).
Density mass (g)
volume (cm3)
8. Strategy
1. Get dimensions in common units.
2. Calculate volume in cubic
centimeters.
3. Calculate the density.
9. SOLUTION
1. Get dimensions in common units.
2. Calculate volume in cubic centimeters.
3. Calculate the density.
0.95 mm •
1cm
10 mm
= 0.095 cm
57.54 g
6.4 cm3
= 9.0 g/ cm3
(9.36 cm)(7.23 cm)(0.095 cm) = 6.4 cm3
Note only 2 significant figures in the answer!
10. Percent Error
Measures how accurate the experimental data is.
(experimental value) − (true value)
% error = × 100
true value
11. Example:
• A metal block has a true value of 1.70 g/cm3.
A student measures the density of the block to
be 1.85 g/cm3. Calculate the percent error for
this measurement.
12. Example
• A student measured the density of water three
times and obtained the following results:
Trial 1: 0.996 g/mL
Trial 2: 1.03 g/mL
Trial 3: 0.964 g/mL
Water has a density of 1.00 g/mL.
A. Calculate the student’s percent error for each
trial.
B. Which trial had the greatest percent error?
13. PROBLEM: Mercury (Hg) has a density of
13.6 g/cm3. What is the mass of 95 mL of
Hg in grams? In pounds?
14. PROBLEM: Mercury (Hg) has a density of 13.6 g/cm3.
What is the mass of 95 mL of Hg?
Strategy
1. Use density to calc. mass (g) from volume.
2. Convert mass (g) to mass (lb)
Need to know conversion factor
= 454 g / 1 lb
First, note that 1 cm3 = 1 mL
15. PROBLEM: Mercury (Hg) has a density of 13.6 g/cm3.
What is the mass of 95 mL of Hg?
1. Convert volume to mass
95 cm3 •
13.6 g
cm3
= 1.3 x 103 g
1.3 x 103 g •
1 lb
454 g
= 2.8 lb
2. Convert mass (g) to mass (lb)
16. A solid displaces a matching volume of water
when the solid is placed in water.
33 mL
25 mL
Volume Displacement
17. What is the density (g/cm3) of 48 g of a metal if
the metal raises the level of water in a graduated
cylinder from 25 mL to 33 mL?
1) 0.2 g/ cm3 2) 6 g/m3 3) 252 g/cm3
33 mL
25 mL
Learning Check
18. Which diagram represents the liquid layers
in the cylinder?
(K) Karo syrup (1.4 g/mL), (V) vegetable oil
(0.91 g/mL,) (W) water (1.0 g/mL)
1) 2) 3)
KW
W
V
VK
W
V
K
Learning Check
19. If blood has a density of 1.05 g/mL, how many
liters of blood are donated if 575 g of blood are
given?
1) 0.548 L
2) 1.25 L
3) 1.83 L
Learning Check
20. The density of octane, a component
of gasoline, is 0.702 g/mL. What is
the mass, in kg, of 875 mL of octane?
1) 0.614 kg
2) 614 kg
3) 1.25 kg
Learning Check
21. If blood has a density of 1.05 g/mL, how many
liters of blood are donated if 575 g of blood are
given?
1) 0.548 L
2) 1.25 L
3) 1.83 L
Learning Check
22. A group of students collected 125 empty
aluminum cans to take to the recycling center. If
21 cans make 1.0 pound of aluminum, how
many liters of aluminum (D=2.70 g/cm3) are
obtained from the cans?
1) 1.0 L 2) 2.0 L 3) 4.0 L
Learning Check