Exercise 1: Measurements and the Microscopes
Break-out Group Number:
Section:
Student Names (First and Last)
Student Panther ID #s
Johana Rodriguez
6173932
Jason Charles
6123334
jiuyi huang
6126684
iffat mahmood
3994473
_____________________________________________________________________________
OBJECTIVES:
1. Understand measurements and conversions of the metric system.
2. Learn how to properly use both compound and dissecting microscopes.
_____________________________________________________________________________
INTRODUCTION:
Numbers and measurements impact every part of our lives, and are tools that scientists, engineers, astronauts, chefs and doctors use to analyze data, build bridges, fly orbiters into space, adjust recipes, and prescribe medication. Collecting and analyzing data allows us to understand patterns in the natural world that are not easily observed with the naked eye, and the natural variation that is inherent to all organisms is the major reason we need measurements. In today’s lab you will learn about basic measurements and common instruments used by scientists on a daily basis. Your ability to learn and use these concepts will be tested and reinforced throughout the semester.
____________________________________________________________________________
Task 1 - MEASUREMENTS IN SCIENCE: Familiarize yourself with the metric system.
Recall from last week that a key component of the scientific method is experimentation. This step is necessary for the collection of data that will either lend support to, or lead to the rejection of, the hypothesis being tested. In general, data can be qualitative or quantitative. Qualitative data describe variables based on quality (e.g. smell, appearance, texture, etc) and are usually gathered through interviews, pictures, field notes and/or surveys. Quantitative data define the quantity of a variable through measurements (e.g. length, area, cost, height, age, etc.). The main disadvantage of qualitative data is that they are often too subjective (what smells good to one individual might not smell equally well to another). Therefore, quantitative data, which can be statistically manipulated and analyzed, are the preferred choice of most scientists because they provide objective, less biased measures. However, we will examine both types of data in greater detail throughout the semester.
The metric system is used as the international standard to make measurements worldwide. It is based on units of ten (see Table 1 and 2). In contrast, the Imperial Units of Measurement is based on historical precedent, e.g., a foot was first measured as the length of a man’s foot. Because the metric system is widely employed throughout the scientific arena, it will be covered in this lab.
Table 1:
Prefix
Abbreviation
Division or Multiple of Metric Unit
Pico
p
0.000000000001
Nano
n
0.000000001
Micro
µ
0.000001
Milli
m
0.001
Centi
c
0.01
Deci
d
0.1
Base unit
-----
1
Deka
da
10
Hector
h
100
Kilo
k ...
Learning ObjectivesDefine the International System of.docxwashingtonrosy
Learning Objectives
Define the International System of Units (measurement system).
Define a unit of measurement and demonstrate the ability to convert measurements.
Define length, temperature, time, volume, mass, density, and concentration.
Define significant figures and describe measurement techniques.
Introduction
Just like you and your friend communicate using the same language, scientists all over the world need to use the same language when reporting the measurements they make. This language is called the metric system. In this lesson we will cover the metric units for length, mass, density, volume and temperature, and also discuss how to convert among them.
Metric Measurement
What do all of these words have in common: thermometer, barometer, diameter, odometer and parameter? All of these words end in
-meter
. You have probably heard this word before, but what does it mean? Meter at the end of a word means
measure
. You use all kinds of measurements each day. How much sugar is needed in the cookies you are baking? Will it be warm enough to leave your jacket at home? How fast are you driving? How much will a bag of apples cost? How much time will it take you to get home from work?
The units of measure in the English and metric systems
Most Americans are taught the English or standard system of measurement, but never get a good dose of the metric system. Lucky for you, it is a much easier system to learn than the English system because all the measurements are
base 10
- meaning that when you are converting from one to another, you will always be multiplying or dividing by a multiple of
10
. This is much easier than trying to do calculations between ounces and pounds, and feet and miles.
Because you may not be used to thinking metrically, it may take a little practice using and working with the metric system before you gain a better understanding of it and become more fluent in the measurement language of scientists (and most non-Americans). I challenge you to sprinkle a little more metric in your life. Maybe read the milliliter measurement on your soda can or glance at the kilometer reading on your speedometer. Being able to picture metric quantities will really help with the rest of this course.
Length
We are going to start with the units of length so we can get back to this word meter that we started out with. The meter is the basic unit of length in the metric system. A meter is a tiny bit longer than a yard. For distances much longer than a meter, you would add the prefix kilo- to make the measurement kilometer. A kilometer is the metric version of our mile, even though it is a bit shorter than our mile. A kilometer is equivalent to exactly 1,000 meters. Any unit that has the word kilo- in front of it is equivalent to 1,000 units. You can attach the prefix kilo- to just about anything. If something takes 1,000 seconds, it takes a kilosecond. If a forest has 1,000 trees, it has a kilotree. .
Determination of DensityRequired materials provided in tmackulaytoni
Determination of Density
Required materials provided in the Home Science Tools chemistry kit:
100mL graduated cylinder, balance (scale)
Required materials
not
provided in the Home Science Tools chemistry kit:
cell phone (with camera), metric ruler, 25-30 pennies, graph paper
Objectives:
to find the density of regular-shaped and irregular-shaped substances including graphing techniques
Introduction:
Density
is the intensive property of matter defined as the ratio of an object’s mass to its volume. In simpler words, density is the mass of an object divided by the volume which the object occupies. The term
intensive property
means that it is
independent
of the amount of the substance. The density of any substance remains the same, no matter the shape and size of the sample. The density of water at 4°C is 1.000 g/mL regardless if the sample size is 1 cup or 1 swimming pool. Thus, density is one of the characteristic properties which allows us to identify substances; it is fixed and has a unit of g/mL. As such, it is a useful tool to identify an unknown metal. One can calculate the density of an unknown metal and can match the value against a standard density table for its identification.
The density of a substance does change with a change in temperature. This change in density is
inversely proportional
to the change in temperature. This is to say, if the temperature rises, then the density decreases, and if the temperature falls, then the density increases. Cooling a substance causes its molecules to occupy a smaller volume, resulting in an increase in density. Hot water is less dense and will float on room-temperature water. Cold water is denser and will sink in room-temperature water.
Densities of various substances can be identified differently. For
regular
(shaped)
solids
, calculating the density is straightforward: simply weigh the solid and measure its dimensions, using a simple formula to calculate the volume. The density is calculated by dividing the mass by the volume. Each regular solid has its own formula for calculating its volume depending on the shape of the solid. The volume of a
rectangular
solid equals length times width times height. Note: 1 mL = 1 cm3. For
irregular
(shaped)
solids
, those that do
not
have a standard formula for calculating their volume, the volume can be determined by measuring the volume of liquid that the solid displaces. To do this, the solid is submerged in a liquid and the volume displaced is measured. This is done by taking an initial reading and a final reading and calculating the difference in volume. The mass of the object is then divided by this volume, and the density is determined.
Measuring the density of a liquid is very similar. Although the volume cannot be measured with a ruler, it can be determined using volumetric glassware, for instance, a graduated cylinder. The liquid’s mass is determined when this measured volume is weighed. Knowing the ...
Learning ObjectivesDefine the International System of.docxwashingtonrosy
Learning Objectives
Define the International System of Units (measurement system).
Define a unit of measurement and demonstrate the ability to convert measurements.
Define length, temperature, time, volume, mass, density, and concentration.
Define significant figures and describe measurement techniques.
Introduction
Just like you and your friend communicate using the same language, scientists all over the world need to use the same language when reporting the measurements they make. This language is called the metric system. In this lesson we will cover the metric units for length, mass, density, volume and temperature, and also discuss how to convert among them.
Metric Measurement
What do all of these words have in common: thermometer, barometer, diameter, odometer and parameter? All of these words end in
-meter
. You have probably heard this word before, but what does it mean? Meter at the end of a word means
measure
. You use all kinds of measurements each day. How much sugar is needed in the cookies you are baking? Will it be warm enough to leave your jacket at home? How fast are you driving? How much will a bag of apples cost? How much time will it take you to get home from work?
The units of measure in the English and metric systems
Most Americans are taught the English or standard system of measurement, but never get a good dose of the metric system. Lucky for you, it is a much easier system to learn than the English system because all the measurements are
base 10
- meaning that when you are converting from one to another, you will always be multiplying or dividing by a multiple of
10
. This is much easier than trying to do calculations between ounces and pounds, and feet and miles.
Because you may not be used to thinking metrically, it may take a little practice using and working with the metric system before you gain a better understanding of it and become more fluent in the measurement language of scientists (and most non-Americans). I challenge you to sprinkle a little more metric in your life. Maybe read the milliliter measurement on your soda can or glance at the kilometer reading on your speedometer. Being able to picture metric quantities will really help with the rest of this course.
Length
We are going to start with the units of length so we can get back to this word meter that we started out with. The meter is the basic unit of length in the metric system. A meter is a tiny bit longer than a yard. For distances much longer than a meter, you would add the prefix kilo- to make the measurement kilometer. A kilometer is the metric version of our mile, even though it is a bit shorter than our mile. A kilometer is equivalent to exactly 1,000 meters. Any unit that has the word kilo- in front of it is equivalent to 1,000 units. You can attach the prefix kilo- to just about anything. If something takes 1,000 seconds, it takes a kilosecond. If a forest has 1,000 trees, it has a kilotree. .
Determination of DensityRequired materials provided in tmackulaytoni
Determination of Density
Required materials provided in the Home Science Tools chemistry kit:
100mL graduated cylinder, balance (scale)
Required materials
not
provided in the Home Science Tools chemistry kit:
cell phone (with camera), metric ruler, 25-30 pennies, graph paper
Objectives:
to find the density of regular-shaped and irregular-shaped substances including graphing techniques
Introduction:
Density
is the intensive property of matter defined as the ratio of an object’s mass to its volume. In simpler words, density is the mass of an object divided by the volume which the object occupies. The term
intensive property
means that it is
independent
of the amount of the substance. The density of any substance remains the same, no matter the shape and size of the sample. The density of water at 4°C is 1.000 g/mL regardless if the sample size is 1 cup or 1 swimming pool. Thus, density is one of the characteristic properties which allows us to identify substances; it is fixed and has a unit of g/mL. As such, it is a useful tool to identify an unknown metal. One can calculate the density of an unknown metal and can match the value against a standard density table for its identification.
The density of a substance does change with a change in temperature. This change in density is
inversely proportional
to the change in temperature. This is to say, if the temperature rises, then the density decreases, and if the temperature falls, then the density increases. Cooling a substance causes its molecules to occupy a smaller volume, resulting in an increase in density. Hot water is less dense and will float on room-temperature water. Cold water is denser and will sink in room-temperature water.
Densities of various substances can be identified differently. For
regular
(shaped)
solids
, calculating the density is straightforward: simply weigh the solid and measure its dimensions, using a simple formula to calculate the volume. The density is calculated by dividing the mass by the volume. Each regular solid has its own formula for calculating its volume depending on the shape of the solid. The volume of a
rectangular
solid equals length times width times height. Note: 1 mL = 1 cm3. For
irregular
(shaped)
solids
, those that do
not
have a standard formula for calculating their volume, the volume can be determined by measuring the volume of liquid that the solid displaces. To do this, the solid is submerged in a liquid and the volume displaced is measured. This is done by taking an initial reading and a final reading and calculating the difference in volume. The mass of the object is then divided by this volume, and the density is determined.
Measuring the density of a liquid is very similar. Although the volume cannot be measured with a ruler, it can be determined using volumetric glassware, for instance, a graduated cylinder. The liquid’s mass is determined when this measured volume is weighed. Knowing the ...
Measurement and Instrumentation LabLearning Objectives· Define.docxendawalling
Measurement and Instrumentation Lab
Learning Objectives
· Define the International System of Units (measurement system).
· Define a unit of measurement and demonstrate the ability to convert measurements.
· Define length, temperature, time, volume, mass, density, and concentration.
· Define significant figures and describe measurement techniques.
Introduction
Just like you and your friend communicate using the same language, scientists all over the world need to use the same language when reporting the measurements they make. This language is called the metric system. In this lesson we will cover the metric units for length, mass, density, volume and temperature, and also discuss how to convert among them.Metric Measurement
What do all of these words have in common: thermometer, barometer, diameter, odometer and parameter? All of these words end in -meter. You have probably heard this word before, but what does it mean? Meter at the end of a word means measure. You use all kinds of measurements each day. How much sugar is needed in the cookies you are baking? Will it be warm enough to leave your jacket at home? How fast are you driving? How much will a bag of apples cost? How much time will it take you to get home from work?
The units of measure in the English and metric systems
Most Americans are taught the English or standard system of measurement, but never get a good dose of the metric system. Lucky for you, it is a much easier system to learn than the English system because all the measurements are base 10 - meaning that when you are converting from one to another, you will always be multiplying or dividing by a multiple of 10. This is much easier than trying to do calculations between ounces and pounds, and feet and miles.
Because you may not be used to thinking metrically, it may take a little practice using and working with the metric system before you gain a better understanding of it and become more fluent in the measurement language of scientists (and most non-Americans). I challenge you to sprinkle a little more metric in your life. Maybe read the milliliter measurement on your soda can or glance at the kilometer reading on your speedometer. Being able to picture metric quantities will really help with the rest of this course.Length
We are going to start with the units of length so we can get back to this word meter that we started out with. The meter is the basic unit of length in the metric system. A meter is a tiny bit longer than a yard. For distances much longer than a meter, you would add the prefix kilo- to make the measurement kilometer. A kilometer is the metric version of our mile, even though it is a bit shorter than our mile. A kilometer is equivalent to exactly 1,000 meters. Any unit that has the word kilo- in front of it is equivalent to 1,000 units. You can attach the prefix kilo- to just about anything. If something takes 1,000 seconds, it takes a kilosecond. If a forest has 1,000 trees, it has a kilotree. You ge.
Measurement and Instrumentation LabLearning Objectives· Define.docxhoundsomeminda
Measurement and Instrumentation Lab
Learning Objectives
· Define the International System of Units (measurement system).
· Define a unit of measurement and demonstrate the ability to convert measurements.
· Define length, temperature, time, volume, mass, density, and concentration.
· Define significant figures and describe measurement techniques.
Introduction
Just like you and your friend communicate using the same language, scientists all over the world need to use the same language when reporting the measurements they make. This language is called the metric system. In this lesson we will cover the metric units for length, mass, density, volume and temperature, and also discuss how to convert among them.Metric Measurement
What do all of these words have in common: thermometer, barometer, diameter, odometer and parameter? All of these words end in -meter. You have probably heard this word before, but what does it mean? Meter at the end of a word means measure. You use all kinds of measurements each day. How much sugar is needed in the cookies you are baking? Will it be warm enough to leave your jacket at home? How fast are you driving? How much will a bag of apples cost? How much time will it take you to get home from work?
The units of measure in the English and metric systems
Most Americans are taught the English or standard system of measurement, but never get a good dose of the metric system. Lucky for you, it is a much easier system to learn than the English system because all the measurements are base 10 - meaning that when you are converting from one to another, you will always be multiplying or dividing by a multiple of 10. This is much easier than trying to do calculations between ounces and pounds, and feet and miles.
Because you may not be used to thinking metrically, it may take a little practice using and working with the metric system before you gain a better understanding of it and become more fluent in the measurement language of scientists (and most non-Americans). I challenge you to sprinkle a little more metric in your life. Maybe read the milliliter measurement on your soda can or glance at the kilometer reading on your speedometer. Being able to picture metric quantities will really help with the rest of this course.Length
We are going to start with the units of length so we can get back to this word meter that we started out with. The meter is the basic unit of length in the metric system. A meter is a tiny bit longer than a yard. For distances much longer than a meter, you would add the prefix kilo- to make the measurement kilometer. A kilometer is the metric version of our mile, even though it is a bit shorter than our mile. A kilometer is equivalent to exactly 1,000 meters. Any unit that has the word kilo- in front of it is equivalent to 1,000 units. You can attach the prefix kilo- to just about anything. If something takes 1,000 seconds, it takes a kilosecond. If a forest has 1,000 trees, it has a kilotree. You ge ...
CONVERSION OF UNITS OF MEASUREMENTS.pptxLiezlBontilao
CONVERSION OF UNITS OF MEASUREMENTS
Conversion of unit of Measurements for Length
1) Identify the unit you are starting with.
2) Identify the unit you want to end with.
3) Find the conversion factor/s that will convert the starting unit to ending unit. Using the fractional form the unit you want to end will be the numerator the unit to be cancelled will be the denominator.
4) Set up the Mathematical expression so that all units except the unit you want to end with, will not be cancelled.
Convert 36 inches to feet.
Solution:
Step 1: inches
Step 2 : feet
Step 3 : (1 𝑓𝑜𝑜𝑡)/(12 𝑖𝑛𝑐ℎ𝑒𝑠)
Step 4: 36 inches x (1 𝑓𝑜𝑜𝑡)/(12 𝑖𝑛𝑐ℎ𝑒𝑠) = 3 feet
Step 5: Therefore, 36 in = 3 feet
MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition .docxBetseyCalderon89
MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition
"AUTHORS BRICKLEY ZIMMERMAN & SMITH"
QUESTION 1
1.The text makes it clear that the management innovations of the 1980s and 1990s:
were almost all instant successes.
waxed and waned in use and popularity.
were instantly mostly failures.
were creations of the press and were never implemented in business.
QUESTION 2
2. If transactions costs can be reduced in a market place, then total producer and consumer surplus will:
increase.
stay the same.
decrease.
None of the above.
QUESTION 3
3. If a manager complies with all laws and regulations, then he can be confident that:
he is completely ethical.
he is fairly unethical.
he has begun to deal with ethical issues.
he will never run into ethical problems at work.
QUESTION 4
4. As a firm's market power in pricing decreases, the price elasticity of its demand:
stays the same.
decreases.
is equal to one.
increases.
QUESTION 5
5. If a management innovation is going to be successful, it needs to address:
decisioin making assignment should rest with the CEO.
incentive and reward systems.
shareholders' concerns.
the rights of the Board of Directors
QUESTION 6
6. Ethics is about making good decisions. Sometimes it is hard to see what economics has to do with ethics until you remember that economics is often defined as the:
science of choice.
key branch of theology.
disciple with high moral standards.
area that understand nothing about ethics.
QUESTION 7
7. Martha Steward seems to have made a bad decisison concerning the use of insider information in selling ImClone stock. The resulting negative publicity on the issue caused value of her corporation, Martha Steward Living, to fall by almost half. This example is suposed to show.
insider trading can pay off in certtain circunstances.
ethics and wealth creation are not linked in any way.
Stock markets are fickle stewards of wealth.
Ethics and wealth creation are closaely linked.
QUESTION 8
8. Strategy refers to the general policies that managers adopt to:
costs.
the number of customers at the same price.
the rate of technological change.
the generation of profits.
QUESTION 9
9. Competitive markets ususally promote the efficient use of resources. This is because:
resource owners bear the wealth effects of their decision.
managers always have proper incentives to make decisisons.
consumers usually provide the lists of corporate mistakes.
markets usually make equitable choices first.
QUESTION 10
10. Finding a way to create and capture value is part of:
business strategy
cost control systems.
management control, but not general management.
allowing the market to run a company's future plans.
QUESTION 11
11. One of the problems with making all the decisions at the top of a business orgnization is costliness of:
specific information.
gener.
Manage Resourcesfor Practicum Change ProjectYou are now half-w.docxBetseyCalderon89
Manage Resources
for Practicum Change Project
You are now half-way through the course. Thanks for all of your hard work on your project thus far!
Now, let's begin work on week 4 of the Practicum Change Project!
This week your instructor has assigned you to evaluate resources and develop a budget to fund the Practicum Change Project. Determine if the resources are available for the project (i.e., salaries, supplies, equipment, technology, and education)and develop and present the budget in the practicum discussion area.
Support your response with references from the professional nursing literature.
.
More Related Content
Similar to Exercise 1 Measurements and the MicroscopesBreak-out Group Nu
Measurement and Instrumentation LabLearning Objectives· Define.docxendawalling
Measurement and Instrumentation Lab
Learning Objectives
· Define the International System of Units (measurement system).
· Define a unit of measurement and demonstrate the ability to convert measurements.
· Define length, temperature, time, volume, mass, density, and concentration.
· Define significant figures and describe measurement techniques.
Introduction
Just like you and your friend communicate using the same language, scientists all over the world need to use the same language when reporting the measurements they make. This language is called the metric system. In this lesson we will cover the metric units for length, mass, density, volume and temperature, and also discuss how to convert among them.Metric Measurement
What do all of these words have in common: thermometer, barometer, diameter, odometer and parameter? All of these words end in -meter. You have probably heard this word before, but what does it mean? Meter at the end of a word means measure. You use all kinds of measurements each day. How much sugar is needed in the cookies you are baking? Will it be warm enough to leave your jacket at home? How fast are you driving? How much will a bag of apples cost? How much time will it take you to get home from work?
The units of measure in the English and metric systems
Most Americans are taught the English or standard system of measurement, but never get a good dose of the metric system. Lucky for you, it is a much easier system to learn than the English system because all the measurements are base 10 - meaning that when you are converting from one to another, you will always be multiplying or dividing by a multiple of 10. This is much easier than trying to do calculations between ounces and pounds, and feet and miles.
Because you may not be used to thinking metrically, it may take a little practice using and working with the metric system before you gain a better understanding of it and become more fluent in the measurement language of scientists (and most non-Americans). I challenge you to sprinkle a little more metric in your life. Maybe read the milliliter measurement on your soda can or glance at the kilometer reading on your speedometer. Being able to picture metric quantities will really help with the rest of this course.Length
We are going to start with the units of length so we can get back to this word meter that we started out with. The meter is the basic unit of length in the metric system. A meter is a tiny bit longer than a yard. For distances much longer than a meter, you would add the prefix kilo- to make the measurement kilometer. A kilometer is the metric version of our mile, even though it is a bit shorter than our mile. A kilometer is equivalent to exactly 1,000 meters. Any unit that has the word kilo- in front of it is equivalent to 1,000 units. You can attach the prefix kilo- to just about anything. If something takes 1,000 seconds, it takes a kilosecond. If a forest has 1,000 trees, it has a kilotree. You ge.
Measurement and Instrumentation LabLearning Objectives· Define.docxhoundsomeminda
Measurement and Instrumentation Lab
Learning Objectives
· Define the International System of Units (measurement system).
· Define a unit of measurement and demonstrate the ability to convert measurements.
· Define length, temperature, time, volume, mass, density, and concentration.
· Define significant figures and describe measurement techniques.
Introduction
Just like you and your friend communicate using the same language, scientists all over the world need to use the same language when reporting the measurements they make. This language is called the metric system. In this lesson we will cover the metric units for length, mass, density, volume and temperature, and also discuss how to convert among them.Metric Measurement
What do all of these words have in common: thermometer, barometer, diameter, odometer and parameter? All of these words end in -meter. You have probably heard this word before, but what does it mean? Meter at the end of a word means measure. You use all kinds of measurements each day. How much sugar is needed in the cookies you are baking? Will it be warm enough to leave your jacket at home? How fast are you driving? How much will a bag of apples cost? How much time will it take you to get home from work?
The units of measure in the English and metric systems
Most Americans are taught the English or standard system of measurement, but never get a good dose of the metric system. Lucky for you, it is a much easier system to learn than the English system because all the measurements are base 10 - meaning that when you are converting from one to another, you will always be multiplying or dividing by a multiple of 10. This is much easier than trying to do calculations between ounces and pounds, and feet and miles.
Because you may not be used to thinking metrically, it may take a little practice using and working with the metric system before you gain a better understanding of it and become more fluent in the measurement language of scientists (and most non-Americans). I challenge you to sprinkle a little more metric in your life. Maybe read the milliliter measurement on your soda can or glance at the kilometer reading on your speedometer. Being able to picture metric quantities will really help with the rest of this course.Length
We are going to start with the units of length so we can get back to this word meter that we started out with. The meter is the basic unit of length in the metric system. A meter is a tiny bit longer than a yard. For distances much longer than a meter, you would add the prefix kilo- to make the measurement kilometer. A kilometer is the metric version of our mile, even though it is a bit shorter than our mile. A kilometer is equivalent to exactly 1,000 meters. Any unit that has the word kilo- in front of it is equivalent to 1,000 units. You can attach the prefix kilo- to just about anything. If something takes 1,000 seconds, it takes a kilosecond. If a forest has 1,000 trees, it has a kilotree. You ge ...
CONVERSION OF UNITS OF MEASUREMENTS.pptxLiezlBontilao
CONVERSION OF UNITS OF MEASUREMENTS
Conversion of unit of Measurements for Length
1) Identify the unit you are starting with.
2) Identify the unit you want to end with.
3) Find the conversion factor/s that will convert the starting unit to ending unit. Using the fractional form the unit you want to end will be the numerator the unit to be cancelled will be the denominator.
4) Set up the Mathematical expression so that all units except the unit you want to end with, will not be cancelled.
Convert 36 inches to feet.
Solution:
Step 1: inches
Step 2 : feet
Step 3 : (1 𝑓𝑜𝑜𝑡)/(12 𝑖𝑛𝑐ℎ𝑒𝑠)
Step 4: 36 inches x (1 𝑓𝑜𝑜𝑡)/(12 𝑖𝑛𝑐ℎ𝑒𝑠) = 3 feet
Step 5: Therefore, 36 in = 3 feet
MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition .docxBetseyCalderon89
MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition
"AUTHORS BRICKLEY ZIMMERMAN & SMITH"
QUESTION 1
1.The text makes it clear that the management innovations of the 1980s and 1990s:
were almost all instant successes.
waxed and waned in use and popularity.
were instantly mostly failures.
were creations of the press and were never implemented in business.
QUESTION 2
2. If transactions costs can be reduced in a market place, then total producer and consumer surplus will:
increase.
stay the same.
decrease.
None of the above.
QUESTION 3
3. If a manager complies with all laws and regulations, then he can be confident that:
he is completely ethical.
he is fairly unethical.
he has begun to deal with ethical issues.
he will never run into ethical problems at work.
QUESTION 4
4. As a firm's market power in pricing decreases, the price elasticity of its demand:
stays the same.
decreases.
is equal to one.
increases.
QUESTION 5
5. If a management innovation is going to be successful, it needs to address:
decisioin making assignment should rest with the CEO.
incentive and reward systems.
shareholders' concerns.
the rights of the Board of Directors
QUESTION 6
6. Ethics is about making good decisions. Sometimes it is hard to see what economics has to do with ethics until you remember that economics is often defined as the:
science of choice.
key branch of theology.
disciple with high moral standards.
area that understand nothing about ethics.
QUESTION 7
7. Martha Steward seems to have made a bad decisison concerning the use of insider information in selling ImClone stock. The resulting negative publicity on the issue caused value of her corporation, Martha Steward Living, to fall by almost half. This example is suposed to show.
insider trading can pay off in certtain circunstances.
ethics and wealth creation are not linked in any way.
Stock markets are fickle stewards of wealth.
Ethics and wealth creation are closaely linked.
QUESTION 8
8. Strategy refers to the general policies that managers adopt to:
costs.
the number of customers at the same price.
the rate of technological change.
the generation of profits.
QUESTION 9
9. Competitive markets ususally promote the efficient use of resources. This is because:
resource owners bear the wealth effects of their decision.
managers always have proper incentives to make decisisons.
consumers usually provide the lists of corporate mistakes.
markets usually make equitable choices first.
QUESTION 10
10. Finding a way to create and capture value is part of:
business strategy
cost control systems.
management control, but not general management.
allowing the market to run a company's future plans.
QUESTION 11
11. One of the problems with making all the decisions at the top of a business orgnization is costliness of:
specific information.
gener.
Manage Resourcesfor Practicum Change ProjectYou are now half-w.docxBetseyCalderon89
Manage Resources
for Practicum Change Project
You are now half-way through the course. Thanks for all of your hard work on your project thus far!
Now, let's begin work on week 4 of the Practicum Change Project!
This week your instructor has assigned you to evaluate resources and develop a budget to fund the Practicum Change Project. Determine if the resources are available for the project (i.e., salaries, supplies, equipment, technology, and education)and develop and present the budget in the practicum discussion area.
Support your response with references from the professional nursing literature.
.
Make sure you put it in your own words and references for each pleas.docxBetseyCalderon89
Make sure you put it in your own words and references for each please.
Benefit of Photosynthesis
1).
§
Describe two (2) ways that YOU benefit from the process of photosynthesis.
§
What happens when plants receive too much sun? Why?
§
How does the mapping of photosynthesis by NASA in space relate to climate change?
Respond in sentence/paragraph format with a MINIMUM of 5 sentences. Provide a reference!
Fermentation
2).
·
Fermentation and cellular respiration are BOTH used for energy-production in cells. As cellular beings, humans have the ability to perform both processes. Since energy production is markedly lower during fermentation, do you think it is a good idea for human cells to perform both processes? Why/why? EXPLAIN your response.
Respond in sentence/paragraph format with a MINIMUM of 5 sentences. Provide a reference!
3).
o
AUTOTROPHS & HETEROTROPHS
Autotrophs make their own food using energy they get directly from the environment, and carbon from inorganic sources such as CO
2
. By metabolic pathways of photosynthesis, plants and other autotrophs capture the energy of light and use it to build sugars from water and carbon dioxide. Heterotrophs get energy and carbon molecules from molecules that other organisms have already assembled.
Earth's early atmosphere held very little free oxygen, and chemoautotrophs were common. When the noncyclic pathway of photosynthesis evolved, oxygen released by photoautotrophs permanently changed the atmosphere, and it was a selective force that favored evolution of aerobic respiration. Photoautotrophs remove CO
2
from the atmosphere; the metabolic activity of most organisms puts it back. Human activities disrupt this cycle by adding extra CO
2
to the atmosphere. The resulting imbalance is contributing to global warming.
Can you do some additional research and find at least one specific heterotroph?
o
4).
THE EVOLUTION OF PHOTOSYNTHESIS
Life theoretically originated on Earth 3.4 to 4 billion years ago. The atmosphere was thin: composed of methane, carbon dioxide, and water vapor. Any gaseous oxygen had been used up in the combustion (or oxidation) of materials when the Earth was very hot.
The cooling water collected in pools, assimilating nutrients from the rocks. As water evaporated, the nutrients concentrated, forming a rich soup. The first organisms would have lived well off this food source, breaking down the complex molecules into water and carbon dioxide through respiration. Eventually, as life grew, the need arose to somehow re-synthesize complex compounds, both to eat and to use for structure and function. Some organisms learned how to use the Sun's energy to synthesize large molecules from small molecules. Other organisms learned to use other sources of reductive power. These organisms that have learned how to build the building blocks of life are called autotrophs, or self-feeders. Autotrophs are found in the bacterial and plant
Can you do some ad.
Make sure you take your time and provide complete answers. Two or th.docxBetseyCalderon89
Make sure you take your time and provide complete answers. Two or three sentence answers to any of these questions will not be adequate! Your logic, thought processes and quality of your responses are what will determine your grade.
1)
ABC’s capital-asset procurement policy requires the Board of CAEs (BOD) approve any single acquisition over $150,000. If the board approves a project, then the treasurer will transfer the funds to the respective plant. Within one year, the internal auditing function is charged with reviewing each acquisition to check the propriety of the purchase and disbursal of funds.
ABC’s Plant Controller prepared the first proposal for a DEK cutting machine. Other plants were told to wait until internal auditing could inspect the documentation associated with the acquisition, and evaluate the project’s operating effectiveness and efficiency. The plant’s proposal was the second largest proposal ever submitted in the company’s history and it totaled $1.3 million dollars. The cost of the new machine by itself was listed in the proposal at $1.1 million. Labor and other costs necessary to remove the old machine and install the new machine totaled $200,000.
The internal auditor assigned to the investigation was Phil Ramone. Phil had been with ABC four years performing mostly production operational audits (on existing processes) and internal control payroll audits. Phil’s considerable experience in these areas led him to believe that the procedures associated with this capital-asset audit would be as simple and routine. This was not Phil’s first visit to the plant. In fact Phil had performed an audit on the plant’s payroll system only a year ago. Phil’s recollection of the experience was not a pleasant one. He had several confrontations with the plant controller, mostly as a result of personality clashes. While all the payroll issues were easily resolved, Phil felt there was still an adversarial relationship between him and the controller and was on guard for any preemptive strikes this time around by the controller.
It was a long drive to the plant so when Phil arrived a little late the day of his audit he was greeted by the controller with a perceived air of indifference and promptly led to a secluded office. The controller calmly explained that he was extremely busy and would answer any questions at the end of the day. Phil merely nodded his head and sat down in front of several tall piles of invoices, which the controller stated was the documentation supporting the purchase, set up, and testing of the new machine. Phil was somewhat surprised, fully expecting to see only a handful of invoices, but did not ask for any explanations. As Phil began looking through the myriad of statements and canceled checks he soon found one particular invoice near the top of the first pile that indicated the actual price paid for the machine itself was only $850,000.
Phil’s first reaction was to call the CAE of auditing. When he found .
make sure is 100 original not copythis first questionDiscuss .docxBetseyCalderon89
make sure is 100% original not copy
this first question
Discuss the configuration and activation of auditing for files, users or other system objects to help technical personnel recognize, diagnose, deter and/or work to prevent attempts to compromise or break into a computer network.
this second question
Complete the main portion of this assignment as outlined below.
Briefly describe how the following tools are used:
Event viewer
Authority delegation
Update services
Describe 1 scenario in which each tool would be used.
.
make two paragraphs on diffences and similiarties religous belifs .docxBetseyCalderon89
make two paragraphs on diffences and similiarties : religous belifs on egypt and the mayans
Paragraph(s) should include a topic sentence, explanation of similarities, explanations of any differences, and a concluding sentence. • Give specific points to support any generalizations that you make. For example, a statement such as, “Both civilizations relied on oral tradition,” needs elaboration with supporting details. To strengthen your paragraph, give specific examples and elaborations for each culture. If you were discussing the culture of ancient Greece, you might elaborate on how Homer’s Iliad and Odyssey represents the oral traditions of ancient Greece.
100% original work
.
Make a list of your own personality traits and then address the foll.docxBetseyCalderon89
Make a list of your own personality traits and then address the following questions:
How much, if at all, has your personality changed from the time you were in elementary school?
What specific people and/or events most shaped your personality over the last fifteen years of your life?
In terms of personality, which parent are you most like—your mother or your father—and in what ways?
After you consider these questions, discuss how, if at all, your answers may help to shed light on the “nature” versus “nurture”
Please also respond to my classmate's responses for 3-4 sentences. Here are my classmate's responses:
1. Since my elementary school career, I have drastically changed as a result of being exposed to more anxiety-provoking tasks. My personality has thereby been affected in a number of ways due to the aforementioned prospect. I have since become more organized and artistic due to my increasing creativity--since I have efficacy in visual arts. I have also become more mature, since I am always paying attention to my surroundings and what other people are thinking of me. However many benefits have come around, there are as many negative factors that have affected my personality. As described above, I am always affected by my social anxiety as well as always wanting to be in isolation as a result.
The people who have shaped my personality the most over the span of fifteen years are my parents. I have never acquainted myself with others during my schooling career, in which I would always join friend groups since I would be able to blend within the mix. My mother has allowed me to become more diligent over the span of a few years thereby allowing me to become more vulnerable as well as being independent. My mother also got me in the habit of practicing mindfulness and meditation--since she is a Zen psychologist. This in effect has also improved my mental health. As for my father, he would always follow up with my mother on such activities since he had also experienced loneliness in his working environment. While both myself and my father were going through such rigorous training, we were able to improve upon ourselves as well as monitoring each other during the process.
While I have many similarities to that of my father, my personality type closely resembles that of my mother. This is so since we both have similar mindsets and ideologies, her art also closely resembles that of my own. All the more, she developed in a similar form and fashion to that of my upbringing in which she also had anxiety in abundance while eventually being able to overcome such factors--a process that I have endured myself.
I believe that my anxiety is deeply rooted in the essence of who I am as a human being which has been given to me by both my mother and father. Both experienced separate levels of trepidation, one had social anxiety while the other was agoraphobic for a time. Another factor rela.
Make a list of your own personality traits and then address the .docxBetseyCalderon89
Make a list of your own personality traits and then address the following questions:
How much, if at all, has your personality changed from the time you were in elementary school?
What specific people and/or events most shaped your personality over the last fifteen years of your life?
In terms of personality, which parent are you most like—your mother or your father—and in what ways?
After you consider these questions, discuss how, if at all, your answers may help to shed light on the “nature” versus “nurture”
repond. no1
Since my elementary school career, I have drastically changed as a result of being exposed to more anxiety-provoking tasks. My personality has thereby been affected in a number of ways due to the aforementioned prospect. I have since become more organized and artistic due to my increasing creativity--since I have efficacy in visual arts. I have also become more mature, since I am always paying attention to my surroundings and what other people are thinking of me. However many benefits have come around, there are as many negative factors that have affected my personality. As described above, I am always affected by my social anxiety as well as always wanting to be in isolation as a result.
The people who have shaped my personality the most over the span of fifteen years are my parents. I have never acquainted myself with others during my schooling career, in which I would always join friend groups since I would be able to blend within the mix. My mother has allowed me to become more diligent over the span of a few years thereby allowing me to become more vulnerable as well as being independent. My mother also got me in the habit of practicing mindfulness and meditation--since she is a Zen psychologist. This in effect has also improved my mental health. As for my father, he would always follow up with my mother on such activities since he had also experienced loneliness in his working environment. While both myself and my father were going through such rigorous training, we were able to improve upon ourselves as well as monitoring each other during the process.
While I have many similarities to that of my father, my personality type closely resembles that of my mother. This is so since we both have similar mindsets and ideologies, her art also closely resembles that of my own. All the more, she developed in a similar form and fashion to that of my upbringing in which she also had anxiety in abundance while eventually being able to overcome such factors--a process that I have endured myself.
I believe that my anxiety is deeply rooted in the essence of who I am as a human being which has been given to me by both my mother and father. Both experienced separate levels of trepidation, one had social anxiety while the other was agoraphobic for a time. Another factor relates to my emotional intelligence, which was inherently given to me by my mo.
Make a list of people you consider to be your close friend. For each.docxBetseyCalderon89
Make a list of people you consider to be your close friend. For each, identify ways that they are culturally similar to and different from you. Then form groups of four to six students and answer the following questions. Select a recorder for your discussion so you can share your answers with the rest of the class.
- Do people generally have more friends who are culturally similar or different from themselves?
- What are some of the benefits of forming intercultural friendship?
- In what ways are intercultural friendships different or similar to friendship with people from the same cultures?
- What are some reasons people might have for not forming intercultural friendship?
.
Make sure questions and references are included! Determine how s.docxBetseyCalderon89
Make sure questions and references are included!
Determine how scareware has become a serious threat and why you believe end users often fall victim to this form of hoax.
From the e-Activity, discuss the different famous malware threats, the specifics of each threat, how they worked, why they were or weren’t successful, and how they were eventually defeated. Compare and contrast the two selected malware threats and explain which you believe was the stronger threat and why.
Consider the need for education in protecting against all types of malware. Determine whether or not you believe security departments are properly educating employees on common threats.
Determine whether or not you believe bit torrent sharing networks are a breeding ground for Trojan proliferation and if so, suggest what can be done to mitigate the risks. Justify your response.
Describe the technical and security considerations that should be taken in account when migrating a Web-based e-Commerce application from development to the production environment. Explain the significance and type of testing that would be performed in this scenario.
From the e-Activity, select one of the retail payment systems laws and describe their application into Web-based security. Determine the challenges this presents to U.S. companies in an international context.
.
Major Paper #2--The Personal Narrative EssayA narrative is simpl.docxBetseyCalderon89
Major Paper #2--The Personal Narrative Essay
A narrative is simply a story. A personal narrative is a true story, focusing largely on the writer’s own life.
For Essay #2, the Personal Narrative, you will be writing a short essay (at least 3-4 pages in length) about a significant event in your own life. This event need not --and probably should not--be inherently, overly dramatic. Sometimes the most influential moments in our lives are smaller moments, events that we may not recognize as influential until years after the experience. In the personal narrative essay, you will want to tell the story as accurately as you can—search your deep memory—and tell the story from your own perspective. You will also want to exercise your selectivity as a writer, choosing to summarize background information/exposition, and really dramatize important scenes for the reader.
During the course of this unit, you will want to read the examples of the Personal Narrative in Chapter 2. You will want to start brainstorming ideas for your own personal narrative, and--by the end of Unit 5--you will want to have selected a significant event that you wish to focus on in this essay.
INSTRUCTIONS:
Elements of Story: Plot, Character, Setting, Dialogue The following four terms (plot, character, setting, and dialogue) are the four major elements of story. In other words, these are all essentials for your personal narrative.
1.) PLOT: A plot is a pattern of events or actions that lead to a change in a character or situation. In the case of this assignment, the plot of your essay should be limited to a key event or series of events that actually occurred in your real life, and resulted in some sort of change in your character, your relationships with others, your worldview, or your situation. Plot also always includes some kind of tension or conflict. This conflict may be external, between two people (for instance, a fist-fight with your brother, or a disagreement with your mother). In contrast, the conflict may be purely internal (for instance, a conflict between what you desire and your sense of morality). By the end of your essay, we should have some sense that the conflict has been dealt with somehow, if not entirely resolved.
2.) CHARACTER: A character is any person depicted on the page. We often think of characters in terms of fiction, characters “made-up” or “invented” by the author to further the story or illustrate a point. Even in fiction, however, characters are often based on real-life people. In your narrative essay, you yourself will become a character—even though you must remain true to the facts of your life, personality, etc.—just because you will be reproducing yourself on the page. As a readers, we’ll want to get a sense of who you are as a character on the page in the course of your essay. By the end of the essay, we will also want to know why/how your experience was significant. How did it change you?
To take it even further, beyond the scope of .
Major earthquakes and volcano eruptions occurred long before there w.docxBetseyCalderon89
Major earthquakes and volcano eruptions occurred long before there were humans on Earth. However, there have been many in recorded history that significantly impacted human civilization. Choose one significant, important earthquake or volcano and report on it. Be sure to cover how it affected the Earth, the damages and death tolls, the economic impact, and any permanent consequences.
Your paper should meet the following requirements:
Be 3-4 pages in length NOT INCLUDING REF OR TITLE PAGE
Cite 1-2 outside sources
APA FORMAT.
.
Major Paper #1-The Point of View Essay Deadline October 29, 2.docxBetseyCalderon89
Major Paper #1-The Point of View Essay
Deadline: October 29, 2015 at 11:59 pm
Purpose:
This paper assignment has several purposes. As the first major paper for this class, the Point of View Essay is designed to re-engage you with the fundamentals of all good writing, including using lush sensory details to show the reader a particular place (rather than tell them about it), basic organization, clear focus, etc. However, this unit does not function as a mere review. The Point of View Essay will also introduce you to the concept of "thinking and seeing rhetorically, and analyzing writing rhetorically"--using the Writer's Toolbox described in this unit to improve your writing and critical reading skills. Finally, the Point of View Essay allows you to reflect on this process.
The Assignment:
1. Pleasant/Unpleasant Description of the Place:
Choose a place you can observe for an extended period of time (at least 20-30 minutes). Use all of your senses (sight, hearing, touch, smell, even taste if possible) to experience the place, and record all of the sensations that you experience. As you record your data, you may wish to note which details naturally seem more positive, negative, or neutral, in terms of tone. (For instance, a stinky and overflowing trash barrel swarming with flies in a nearby alley might seem more inherently negative than a little white bunny rabbit hopping playfully across the lawn.) Then, you will use this information to help your write descriptions of the place: one positive, one negative. Both descriptions should be factually true (same real time and real place), but you will want one description to be positive in terms of tone and the other to be negative. In addition to including the information and sensory details you've collected as the basis for these descriptions, you will also use the Writer's Toolbox to create your two contrasting impressions for this assignment. (The Writer's Toolbox is explained in the Lecture Notes section of this unit.) As you revise and refine your descriptions, please be sure you are "showing" your readers your place (really putting the readers "there" in the moment and in this scene), rather than simply "telling" them about it. You will also want to try to eliminate unnecessary linking verbs as much as you can, incorporating verbs that show "action" whenever possible.
2. Rhetorical Analysis:
Looking back at your descriptions, analyze how you created these two very different impressions of the place (one positive, one negative) without changing any of the facts. How did you make your place seem so positive in one paragraph and yet so negative in the other paragraph, without changing the facts? Discuss how you incorporated each of the tools from the Writer's Toolbox, and cite examples of this from each of your descriptions. (This analysis should be at least 400-500 words in length.)
3. Reflection:
In one to two paragraphs, cnsider at least one of the following questions.
Maintenance and TroubleshootingDescribe the maintenance procedures.docxBetseyCalderon89
Maintenance and Troubleshooting
Describe the maintenance procedures planned for the proposed network, including a schedule of maintenance activities and the steps required for each activity.
Identify the network operations that will be monitored, the information that will be gathered, and the meaning of the information as it relates to potential system problems.
List at least 3 potential network problem scenarios, and identify the troubleshooting procedure that will be used if this scenario occurs.
.
Maintaining the Loyalty of StakeholdersTo maintain political, gove.docxBetseyCalderon89
Maintaining the Loyalty of Stakeholders
To maintain political, governmental, staff, and patient loyalty, the healthcare organization must provide a sense of organizational stability and view of the legislative landscape. In Chapters 14 and 15 we have researched and investigated the need to align both public opinion with staff trust. The political landscape is the basis for healthcare policy, guidance, state, local, and community support (both fiscal and legal) engaging in political trade-offs to stabilize the healthcare industry (such as in the cost, pharmaceuticals, insurance premiums, and organizational ROI in the healthcare industry). Healthcare organizations must provide the necessary guidance and advocacy for stakeholders in the setting of both state and federal legislature as a voice of reason, authority, and integrity. Provide information on the following:
Research a policy associated with the Affordable Care Act in your home state or another state that may affect healthcare reform and/or the way health care is provided in the chosen state.
Describe the policy and who wrote and/or promoted the policy legislature (provide statistical data).
What are the trade-offs offered to bring balance to the healthcare stakeholders?
What role have public perception and disinterestedness played in the valuation of healthcare performance?
Describe how process innovation, risk taking, health policy analysis, and governance “sense-making” provide balance for stakeholders.
Your paper
Must be 4 double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least four scholarly sources in addition to the course text.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
.
Macro Paper Assignment - The Eurozone Crisis - DueOct 22, 2015.docxBetseyCalderon89
Macro Paper Assignment - The Eurozone Crisis - Due
Oct 22, 2015 1:00 PM
Principles of Macroeconomics Section 602 Fall Semester 2015
Macro Paper Assignment - The Eurozone Crisis
Due Oct 22, 2015 1:00 PM
Starts Aug 19, 2015 12:59 PMEnds Oct 22, 2015 1:00 PM
The EURO (€), was introduced as the official currency of the European
Union (EU) on January 1, 1999 and launched as ‘legal’ tender January 1, 2002.
To date, it is the official currency of 18 member states (aka EUROZONE)
and pegged to other currencies used by over 210 million people worldwide.
Title:
●
What is the Eurozone Crisis?
●
What measures have been used/suggested to resolve the crisis?
●
What are the effects of the measures implemented?
Paper Requirements:
ü
Minimum of
Four
pages (top to bottom), double spaced, neatly typed.
ü
Attach an additional page for bibliography/work cited.
ü
Bibliography references should be
four or more
.
ü
Include introduction and conclusion;
NO Wikipedia
please!
ü
Submit via the
Dropbox
functionality on icollege.
ü
Submit a
hardcopy
in class on designated date.
.
Macromolecules are constructed as a result of covalent forced; howev.docxBetseyCalderon89
Macromolecules are constructed as a result of covalent forced; however, they cannot contribute to the functions of a living cell...!!!
Macromolecules are constructed as a result of covalent forced; however, they cannot contribute to the functions of a living cell without non-covalent forces.
Using a macromolecule such as a protein as an example, explain the statement above.
.
M7A1 Resolving ConflictIf viewing this through the Assignment too.docxBetseyCalderon89
M7A1: Resolving Conflict
If viewing this through the Assignment tool, click the title above to go to the Submissions area.
Resolving Conflict
The Orbe and Harris (2015) textbook identifies the Ten Commandments for Racial and Ethnic Harmony of the Baha’i faith (
p
. 265). The Martin and Nakayama (2014) textbook provides tips on building intercultural skills (
p
. 251-252). Based on the reading, Module 7 web links, or other resources, develop your own list of recommendations for preventing or resolving conflict between people of different cultures, races, ethnicities, sexual orientations,
etc
. Once you have made your recommendations, discuss how one might apply your recommendations.
Your essay is to be written using Microsoft Word or Open Office (freeware found at
Apache OpenOffice
).
Submit your paper using the assignment dropbox.
Paper requirements:
250—300 words
Double-spaced
APA
writing conventions
Your research should be documented by citing one or more credible sources such as a newspaper, a biographic article, book, or website.
.
Madison is interested in how many of the children in.docxBetseyCalderon89
Mad
i
son
i
s i
nt
erested in how many of the ch
i
ldren in her schoo
l
come
from sing
l
e-parent, intact
,
and blended families. What method of
resea
r
c
h
would she use?
correlationa
l
quasi-exper
i
mental
experimenta
l
desc
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i
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.
Main content areaBased on the readings this week with special at.docxBetseyCalderon89
Main content area
Based on the readings this week with special attention to Tobin’s (2013) article, define what is meant by organizational culture and how it is created, influenced, and changed based on globalization. Provide an example of an organization with which you are familiar (e.g., your gym, church, workplace, or a well-known organization) and describe how that organization has changed, or not changed, its organizational culture due to globalization.
.
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
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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.
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.
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.
Chapter 3 - Islamic Banking Products and Services.pptx
Exercise 1 Measurements and the MicroscopesBreak-out Group Nu
1. Exercise 1: Measurements and the Microscopes
Break-out Group Number:
Section:
Student Names (First and Last)
Student Panther ID #s
Johana Rodriguez
6173932
Jason Charles
6123334
jiuyi huang
6126684
iffat mahmood
3994473
_____________________________________________________
________________________
OBJECTIVES:
1. Understand measurements and conversions of the metric
system.
2. Learn how to properly use both compound and dissecting
microscopes.
_____________________________________________________
________________________
INTRODUCTION:
Numbers and measurements impact every part of our lives, and
are tools that scientists, engineers, astronauts, chefs and doctors
use to analyze data, build bridges, fly orbiters into space, adjust
recipes, and prescribe medication. Collecting and analyzing data
allows us to understand patterns in the natural world that are
not easily observed with the naked eye, and the natural variation
that is inherent to all organisms is the major reason we need
2. measurements. In today’s lab you will learn about basic
measurements and common instruments used by scientists on a
daily basis. Your ability to learn and use these concepts will be
tested and reinforced throughout the semester.
_____________________________________________________
_______________________
Task 1 - MEASUREMENTS IN SCIENCE: Familiarize yourself
with the metric system.
Recall from last week that a key component of the scientific
method is experimentation. This step is necessary for the
collection of data that will either lend support to, or lead to the
rejection of, the hypothesis being tested. In general, data can be
qualitative or quantitative. Qualitative data describe variables
based on quality (e.g. smell, appearance, texture, etc) and are
usually gathered through interviews, pictures, field notes and/or
surveys. Quantitative data define the quantity of a variable
through measurements (e.g. length, area, cost, height, age, etc.).
The main disadvantage of qualitative data is that they are often
too subjective (what smells good to one individual might not
smell equally well to another). Therefore, quantitative data,
which can be statistically manipulated and analyzed, are the
preferred choice of most scientists because they provide
objective, less biased measures. However, we will examine both
types of data in greater detail throughout the semester.
The metric system is used as the international standard to
make measurements worldwide. It is based on units of ten (see
Table 1 and 2). In contrast, the Imperial Units of Measurement
is based on historical precedent, e.g., a foot was first measured
as the length of a man’s foot. Because the metric system is
widely employed throughout the scientific arena, it will be
covered in this lab.
3. Table 1:
Prefix
Abbreviation
Division or Multiple of Metric Unit
Pico
p
0.000000000001
Nano
n
0.000000001
Micro
µ
0.000001
Milli
m
0.001
Centi
c
0.01
Deci
d
0.1
Base unit
-----
1
Deka
da
10
Hector
h
100
Kilo
k
1000
Mega
M
4. 1000000
Giga
G
1000000000
Table 2:
Unit (abbreviation)
Measures
Meter (m)
Length
Liter (L)
Volume
Gram (g)
Mass
Degree Celsius (°C)
Temperature
In this task you will practice measuring length, temperature,
volume and mass using the metric system. When taking
measurements, we often need to convert between units. In order
to do this, we must first have information about the size of the
unit we are interested in converting to or converting from. Table
1 provides a partial list of these measures. For example,
suppose we know that the length of a table is 1.5 meters, but we
want to know how many centimeters this corresponds to. Based
on Table 1, we know that the “centi” prefix means 0.01.
Therefore, a centimeter (cm) equals 0.01 (one hundredth) of a
meter (m), or there are 100cm in 1m. To calculate the number of
cm in 1.5m, we can either:
(1) Divide 1.5 by 0.01 � 1.5m x (1cm/ 0.01m) = 150cm or 1.5m
/ 0.01 = 150cm
(2) Multiply 1.5 by 100 � 1.5m x (100cm/1m) = 150cm
In both examples, the meters cancel out, leaving the answer in
centimeters.
I.CONVERSIONS
5. Convert the following measures:
2 meters
=
200
centimeters
=
2000
millimeters
87 millimeters
=
0.087
meters
=
8.7
centimeters
II.MEASURING LENGTH
This sheet is 8.5 inches by 11 inches. Convert these values to
centimeters and then calculate area (in cm) of the page in
centimeters. 1 inch = 2.54 centimeters. Use the conversion table
below to convert our paper dimensions from inches to
centimeters. Calculate the area of the page using metric values.
Width:
8.5 in
X
2.54cm
=
21.6cm
1 in
6. Length:
11 in
X
2.54 cm
=
27.9cm
1 in
Length of our paper:
27.9cm
Width of our paper:
21.6cm
Area of a piece of paper (Area = Width x Length):
60.3cm2
Questions:
1. What are some potential sources of error when making
measurements?
Some of the error sources can be
instrumental,environmental,procedural,and human. All of these
errors can be how they affect the results.
2. Why is it important for all scientists to use a standard system
of measurements?
It is important that other scientists can understand and replicate
the same measurements so that it is true for everyone.
7. III. MEASURING VOLUME
Volume is the space occupied by an object. Units of volume are
usually cubed units of length, but can also be expressed as
divisions/multiples of a liter, i.e., 1L = 1000 cm3 = 1000 mL.
In scientific laboratories, volume is measured using pipettes,
beakers and graduated cylinders. In general, pipettes are used to
measure small volumes (≤ 25 mL), while larger volumes (≥ 25
mL) are measured with graduated cylinders.
When liquid is in a container, the liquid may “respond” to its
container and create a curve. This curve is called a meniscus.
When reading the scale on the side of a container (e.g. a
graduated cylinder), you must account for the meniscus. To
properly read the measurement, hold the container level with
the meniscus at eye level and read the value at the bottom of the
curve.
1. Look at the image to the left of water in a graduated cylinder
with units in mL. Record the volume of water in the space
provided below. Assume the graduated cylinder is level and at
eye level.
36 mL
IV. Mass, Volume, and Density
Water displacement can be used to measure the volume of a
solid object. The following exercise will demonstrate this
process.
Navigate to http://phet.colorado.edu/sims/density-and-
buoyancy/density_en.html
Once the virtual lab is loaded, you should see a pool of water
and a wooden block. You should also be able to see the mass
8. and volume of the block (which you can change using the
sliders), and you should be able to see the density. Finally, you
should be able to see where you can change the material the
block is made of. Let’s start by changing the material to
aluminum.
1. What is the density of the aluminum block?
2.70 kg/L
2. (i) As you increase / decrease the volume of the aluminum
block, what happens to its mass? (ii) What happens to the
volume when you increase / decrease the mass? (iii) What does
this tell you about the relationship between volume and mass of
an object?
i
as the mass increases the volume of the aluminum increases as
well.
ii
as you increase the mass of the aluminum the volume of the
water increases as well.
iii
as the mass increases/decreases the volume will
increase/decrease.
1. (i) Now, instead of using an aluminum block, select “My
Block”. (i) How does the density of “My Block” change in
response to increasing and decreasing mass? (ii) How does the
density of “My Block” change in response to increasing and
decreasing volume? (iii) What does this tell you about the
relationships between mass, volume, and density?
i
If we increase the mass, then the density will also increase
ii
If we increase the volume the density decreases, if we decrease
the volume then the density increases
iii
9. mass is how heavy something is, volume tells how big it is, and
density is mass divided by volume.
3. Now, set the material back to aluminum. Using your mouse,
pick up and drop the aluminum block into the pool of water.
Record the volume of the pool while the block (i) is in the pool,
and when the block (ii) is not in the pool. (iii) How much water
does the aluminum block displace? (iv) What does the amount
of water displacement tell you about the aluminum block?
i
105.00 L
ii
100.00 L
iii
5.00 L
iv
The amount of water displacement tells you the volume of the
aluminum block
We just determined that mass and volume of a material are
related in such a way that increasing or decreasing one causes a
respective increase or decrease in the other. Let’s change the
material of the block back to wood to gain more insight on this
relationship, and their relationship with density.
1. Change the block material to wood.
2. Change the mass of the wood to 2.00 kg (you can manually
type in the mass). What is the volume?
5.00 L
3. (i) How does the volume change if you double the mass of the
wooden block to 4.00kg? (ii)What does this tell you about the
relationship between mass and volume of a material?
i
It doubles the volume to10.00L.
ii
10. the volume of the object is proportional to its mass.
4. How does the density change if you double the mass of the
wooden block from 2.00kg to 4.00kg?
The density remains the same as you change it from 2.00kg to
4.00kg
5. Using your mouse, drag and drop the wooden block into the
pool of water. What happens?
The wooden block floats inside the pool of water
6. How much water does the wooden block displace?
It displaces 2L
7. What does the amount of water displacement tell you about
the wooden block?
It has less density than the other block.
8. What do you think explains the different behavior of wood
and aluminum in water?
Both objects have different densities compared to the water,
higher density will sink, lower density will float.
SUMMARY: Based on these findings, we could say that a
material has a constant, unchanging density. In fact, density of
materials is such a constant that we use it as a defining
characteristic to help identify different materials. And since the
density of a material is an unchanging value, changes in volume
or mass of that material must occur in relation to one-another
such that density remains constant. In other words, a tiny tree
branch will always float on the surface of a large lake, just as a
large tree trunk will float in a swimming pool because, even
though the mass and volume of the wood and water change, they
always change equally so that the density of each material
remains the same. This allows us to develop the following
formula relating (D)ensity, (M)ass, and (V)olume to one
11. another:
D = M/V
Using this equation, if we know the enough about the material,
we can always calculate what we do not know. For example:
1. On your web page in the upper right-hand corner, you can
change the experiment to different types of blocks. Change the
experiment to “Mystery.”
Using the scale and pool of water, calculate the density of
Block A and Block E.
Mass
Volume
Density
Block A:
65.14 kg
3.38 L
19.3 kg/L
Block E:
3.53 kg
1.00 L
3.53 kg/L
2. If you know the density of an object is 3.75 kg/L, and you see
that it displaces 1.50 L of water, how much mass does the
object have?
5.63 kg
3. If you know an object has a density 0.33 kg/L, and you see
that it displaces 5 L of water, (i) how much mass does the
object have? (ii) How much volume does the object have?
i
1.65 kg
ii
12. 5L
V. MEASURING TEMPERATURE
Temperature is the amount of heat present in a particular
substance, and it is recorded in degrees Celsius (oC). The
Celsius scale is based on water freezing at 0 oC and boiling at
100 oC. To convert between Fahrenheit and Celsius the
following equations are used:
F = C (1.8) + 32 or C = (F – 32) /1.8
Using the internet, determine today’s sea surface temperature
for San Francisco Bay, California in Fahrenheit. Using the
formula above, calculate what that temperature is in Celsius. Do
the same thing for the city of San Francisco. Record your
answers below in Table 6.
Table 6:
Object
Temperature (°C)
Temperature (°F)
SF Bay
22.22
72
SF City
10.8
51.4
_____________________________________________________
________________________
Task 2 - USING THE MICROSCOPE
13. Microscopes are tools used to examine specimens too small to
be observed with the naked eye. There are two types of
microscopes that you will use in this lab, compound light and
dissecting microscopes. In general, a compound light
microscope is used to visualize very small items (e.g. blood
cells) while a dissecting microscope is used for observing much
larger items (e.g. mouthparts of a grasshopper).
A. Familiarize yourself with the use of the light microscope
1. Navigate to the following website, which will simulate using
a compound microscope
https://www1.udel.edu/biology/ketcham/microscope/scope.html
2. Identify each part labeled on the compound microscope in
Figure 4 and note its function in Table 7:
Oculars
Body Tube
15. Field Iris
Diaphragm
Base
Figure 4. Major parts of a compound light microscope
Table 7:
Part
Function
Objective lens
Responsible for magnifying the image of a specimen 10x, 40x,
100x
Stage
Flat surface where the slide with the specimen is placed
Condenser Iris Diaphragm
Condenser: Collects light from illuminator and focuses it on the
specimen
Iris Diaphragm: Controls the amount of light reaching the
specimen
Substage Lamp
Light on the bottom of the stage
Oculars
Where you look through to see the specimen. Also helps
magnify the image
Arm
16. Connects to the base and helpful for carrying the microscope
Coarse Focus Adjustment
Moves the stage up and down to bring the image into focus
Fine Focus Adjustment
Part of the coarse adjustment, brings the image into sharp focus
3. Follow the voice-guided tutorial to familiarize yourself with
the microscope controls and view options.
Questions:
a. View the letter e slide under the scope.
b. (i) Draw the letter e below as you view it through the
microscope with the lowest power objective. (ii) As you view
the letter e, how is it oriented? Upside down or right side up?
(iii) What does that tell you about how the microscope
processes the image?
i
e
How to draw: Place your cursor in the cell to the left. Click on
Insert>Drawing>+New>Select Line>Scribble. Now draw what
you see with your mouse. When done choose save and close.
ii
is oriented upside down
iii
they process the image like a mirror, you see the image is
flipped.
c. Observe how the image moves when the slide is moved to the
left or right.
when the image moves to the right when the slide moves to the
left and vice versa.
d. What happens to the brightness of the view when you switch
17. from the 4X to the 10X objective?
The brightness gets brighter.
B. Magnification
1. Examine your microscope. (i) What do the numbers on the
objectives mean? Assume that you see the number 10x on your
oculars. (ii) What do you think that means?
i
ii
2. Calculate the total magnification (objective magnification x
ocular magnification) for each objective (4x-40x) and record in
Table 8 below.
Table 8.
Objective Magnification
Ocular Magnification
Total Magnification
4 X
10 X
40 X
10 X
10 X
100 X
40 X
10 X
400 X
Questions:
a. How many times is the image of the e magnified when it is
viewed through the highest power objective lens?
10 X, was the objective used to be able to see clearly the “e”
image.
b. If you didn’t know what you had on your slide (an e) and you
18. began examining it at the highest power, how could you
determine it was an e?
First, start from the lowest magnification and increase the
magnification until you are able to see the image clearly.
C. Field of View
The field of view is the area you can see when you look through
the lens of a microscope (Fig. 5). Understanding the size of this
field under different magnifications is important because it
allows you to estimate the size of objects in your view. The
following procedure demonstrates the determination of field of
view (FOV) under various magnifications.
Procedure:
1. Click on the “Try this” button, and then select the “m1”
slide.
Figure 5: Field of view under various magnifications
2. Following the instructions, try to calculate the height of the e
from top to bottom.
150 micrometer
3. Follow the similar instructions for the m2 and m3 slides.
m2
8 micrometer
m3
2 micrometer
Questions:
19. a. Discuss the advantage and limitation of viewing specimens
under highest magnification.
Advantage
An increase in detail can be viewed
Disadvantage
Less of the slide is able to be seen
b. What about the low-power objective?
Advantage
Covers a wide field of view
Disadvantage
Smaller parts of a specimen cannot be fully viewed
D. DEPTH OF FIELD
The depth of field is the difference in distance of the nearest
object in focus on a plane and the furthest object in focus on a
plane. The following procedure will demonstrate how to use the
microscope to determine the depth of the field of view.
1. Navigate to
https://www.youtube.com/watch?v=kJZh9wY37UM
2. (i) As the instructor adjusts the focus, what do you notice
about the strings in view? (ii) Can you identify the order that
the strings are layered from top to bottom?
i
the focus can only focus on one string at a time.
ii
blue, red, yellow
Questions:
a. How does depth of field affect viewing specimens that are
20. thick?
The depth of field allows us to study properly microscopic
structures in three dimensional ways.
b. (i) Are all three threads visible under the low power? (ii) Can
they all be seen at the same time under higher power?
i
low power provides the greatest depth of field.
ii
no,because of the narrow depth field.
c. Which objective provides the greatest depth of field?
low power
E. Preparing Wet Mounts of Biological Specimens
1. Navigate to
https://www.youtube.com/watch?v=RfaSyfDBQzU. Take note
how the instructor prepares a slide for viewing under the
microscope. This prepared slide is called a wet mount
MICROSCOPE TIPS:
This is an air bubble, NOT your specimenThese are cotton
fibers, not your specimen
21. 2. Next, navigate to https://www.youtube.com/watch?v=Sb-
gf0e534k. (i) As you watch the video, note the diversity of
organisms you see. As you observe the microorganisms, (ii)
why do parts of some of them move in and out of focus, while
other parts remain in focus?
i
ii
F. Dissecting Microscope
1. Navigate to
https://www.youtube.com/watch?v=JNCeBBwfb_0
2. Observe the demonstration on how to use a dissection
microscope.
3. What are some major differences between compound
microscopes and dissection microscopes?
dissection microscope is used to watch living organism. while
compound is used to see dead organism or bacterias.
4. When would you use a dissection scope instead of a
compound microscope?
RAN OUT OF TIME HERE .
Ocular Lens
23. Compare the two types of microscopes we examined today in
Table 9.
Table 9:
Characteristic
Dissecting Microscope
Light Microscope
Magnification
Resolution
Size of field of view
Depth of field
Orientation of Specimen (Letter e’s)
INSTRUCTIONS FOR ASSIGNMENT
24. BSC 2010L Asynchronous Week Midterm Study Guide
TOPICS FOR STUDY GUIDE
Lab 1 – Measurements and Microscopes
● Conversions
● Density and Volume Displacement
● Compound Microscopes vs. Dissecting Microscopes
● Wet Mount Slides
● Depth of Field / Field of View
● Magnification
● Other Relevant Topics
Your notes can be written in whatever format you believe is
clearest (bullet points, T-charts,
brief paragraphs etc.) but each lab should consist of roughly 2
pages of notes minimum. Length
will vary based on note format so it may be more helpful to
think of this in terms of amount of
time this should take. This assignment is intended to take the
place of our in-person class
meeting and should take you roughly the same amount of time
as a typical lab might. You should
spend approximately 2 hours creating notes for your section in
order to make sure they are
complete and accurate. This study guide is what you and your
25. group members will use to study
for the midterm, so if you miss any important information, you
will lose points. Please be
thorough. Notes MUST be in your own words. Simply copying
and pasting from lab
materials or the internet will be considered plagiarism. If you
are copying images, figures,
etc make sure to note where those were pulled from to avoid
plagiarism. Notes should be typed
and organized in “Word-Document” format.
Be advised that if your notes are unclear, incomplete, lacking in
accuracy, or insufficient in
length that you will not receive full points on this assignment.
This assignment is worth 20
points, but it is to your own benefit to complete it as detailed as
possible, since this content will
form the basis for your midterm exam, which is worth nearly ¼
of your grade for this class at
230 points.