In depth overview of scientific method and experimental design. Begins with key goals, vocabulary and the big picture of the basic process. The program breaks down the scientific process using tulips as examples. Covers the entire process including scientific question and hypothesis formation, control and experimental trials, variables and controlling variables. In addition, discusses types of error, reliability and validity. Shows example conclusion as well as gives examples for Validity and Reliability. Designed for initial teaching by elementary and middle school teachers as well as a self paced review for Grades 6-12 and ELL students.
Version 4.3 includes the companion volume on page 2, the Science and the Scientific Process reference guide (pdf). One must download the presentation to view this detailed document.
lesson plan in grade 8 electricity.
Learning Competencies: infer the relationship between current and charge.
OBJECTIVE:
At the end of the session/activity, the student should be able to:
1. Explain the relationship between current, voltage and resistance.
lesson plan in grade 8 electricity.
Learning Competencies: infer the relationship between current and charge.
OBJECTIVE:
At the end of the session/activity, the student should be able to:
1. Explain the relationship between current, voltage and resistance.
20140527 - APIcon SF - Workshop #2 - Document and manage Java-based web APIsJerome Louvel
1) Overview of Restlet Platform (10’)
2) Documenting and managing your Java-based web API (20’)
3) Hands-on lab (20’)
- Sign in to APISpark
- Craft a custom web API
- Generate « API Commons » manifest
- Display Swagger UI for your web API
A guide to understand and application of Research Methodology for a research paper writing. This presentation has been prepared for a live webinar organised on 8th May, 2021.
Research is a process through which new knowledge is discovered. Conducting research has to follow certain steps and these may vary with the type and goals of research. But the variation in the process would be minor according to the study involves quantitative or a qualitative approach and data.
Basic introduction to climate change and basic foundational knowledge of environmental issues. Used to inspire others to take action on environmental issues. Also can be used discuss basics of all environmental topics and as a guide to planning and delivering environmental learning. Can be used with middle school, high school students college and teacher prep programs. I use these rules to guide my environmental learning program and highlight each with environmental grounding assignments, and other environmental projects in year long settings where students develop environmental understanding and responsibility over time.
Earth the water planet is a basic introduction to an ecological view of our worldwide water resources. Intended for middle school through adult learners, this program goes through the distribution, goldilocks effect and some physical properties of water. In addition the presentation includes a brief look a a couple aspects of climate change, water use/pollution and the link between clean water, health, wealth and population.
Thanks to USGS for providing key facts and images.
A compilation of key characteristics of scientists. Can be used in K-12 or informal setting to acquaint students to what scientists are like and the habits of mind scientists possess. The characteristics can actually be sorted in any particular order, however a key point is that each stands alone and together they make an individual that is suited for science as a field of work or study.
Science is like a child looking at a butterflyjschmied
A presentation, seen through the eyes of a child, for students of all ages, Helps students review what it is to learn the "Layers" of science. Science requires that our students continue to "take things to the next level", and its important that each student understands that they will work through different levels of science learning for each topic time in and time out. This presentation can be used by school science classes and after school science programs, nature programs and environmental programs.
Outlines an emerging Leadership program for present and future leaders as applied in an educational, non profit, military, business or any leadership setting. However, this foundational training is universally applied knowledge that can be systematically applied in any setting where people work together to accomplish goals. Topics: teaming, storming, leadership, participation and teamwork attributes, the Deming cycle, cycle of respect, types of power as well as conflict resolution and goal setting.
Author John Schmied proposes that "foundational leadership training is key to future advancement & educational development". Akin to Maslow's hierarchy of needs in personal life, foundational knowledge, skills and abilities (KSA's) are key basic learning necessary for for a person's ability to progress successfully in any setting.
Author's leadership background: Military command, non profit leadership, public educational leadership, Director STEM environmental summer camps,Diving and Salvage Officer, Oceanographic operations, Ship Operations, Ice Operations, CG Maritime Law Enforcement, Personnel & Recruiting.
1st week middle school life science course introjschmied
Notes for the typical first days of science seven class, including course overview, intro to leadership, participation and teamwork goal setting, class rules, expectations, with links to presentations and characteristics of scientists. Lead in to What is and isn't science presentation, as well as, Observations and Inferences.
Presentation of evolutionary adaptions of Owls, attack stategies and digestion, as well as information on Food Webs of small vs larger owls. Ends with stepwise dissection of owl pellets and analysis. This presentation is geared towards students studying ecology, evolution, and adaptations in grades 4 - 12. It is also designed for training adults in organizations like Audubon in bird predation and adaptations. Downloading the presentation increases the effectiveness of this training tool.
Presentation on basic situational analysis in science, analyzing the different key elements in scientific scenarios. The benefit is that students are more capable in creating their own experiments with the proper elements in them. Helps in analyzing data as well as developing conclusions. Used in JHS and Middle school science classes
Basic introduction to clinical trials and the placebo effect. Definitions, examples and cartoons illustrating the subject. Ends with short info on informed consent.
This presentation explains trade offs and how to identify and compare "competing goods and services" when making a decision. Included are a variety of practice problems covering a wide range of common trade offs people face. This is a multiple use presentation. I use this mostly as an introduction to situational analysis and decision making in environmental and science issues scenarios, however it can be used in many other circumstances. Used in 7th through college level settings. Can be easily adapted to social and business issues.
Climate Change and the 5 rules of the environmentjschmied
Basic introduction to climate change and basic foundational knowledge of environmental issues. Used to inspire others to take action on environmental issues. Also can be used discuss basics of all environmental topics and as a guide to planning and delivering environmental learning. Can be used with middle school, high school students college and teacher prep programs. I use these rules to guide my environmental learning program and highlight each with environmental grounding assignments, and other environmental projects in year long settings where students develop environmental understanding and responsibility over time.
This is an informative, illustrated presentation about the causes, symptoms, treatment and prevention of HIV AIDS. Gives relevant data, facts and statistics about the disease updated to the most recent 2010 data.
Basic carrying capacity presentation, with key definitions and examples. Data are always changing on carrying capacity estimates. This uses data that is about 8 years old, but it is useful if you explain this to your students from the start.
The Ecology and Ecosystems unit notes blend in Evolutionary adaptations and Evidence for Evolution along with standard E&E topics. The notes has examples of key content areas. Originally designed for Junior High and High School students, we use these for 7-8th grade students and warm ups for High School students. Includes basic concepts, food chain, webs, energy pyramids, matter cyclers, predator-prey, trophic levels; along with Ecosystem types, carrying capacity as well as Rules of the Environment.
Genetics course notes for 6-7-8-9 grade life science, Compare and contrast asexual and sexual reproduction, also mitosis vs meiosis, Organization from the Human body to cell nucleus, DNA, gene, Alleles and protein creation. Homozygous dominant/recessive and Heterozygous w/example. Mutations Lock and key analogy. Punnet squares and pedigree problems
Cell notes for junior high school and beginning high school biology students. Introduction to cell biology, includes systems analysis, Cell theory, Characteristics of Living things as well as Compound Light Microscope use, and structure and function of cell organelles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
4. Unit A:
Experimental Design Level 1 Level 2 Level 3 Level 4
Learning Goal #1:
I can plan and
conduct a controlled
experiment.
I can accurately define key
vocabulary:
Study Subject
Manipulated Variable
Responding Variable
Control Trial
Experimental Trial
Controlled Variables
Observation
Data
Scientific Question
Prediction
Hypothesis
I can create a proper:
Scientific Question
Prediction
Hypothesis
I can identify & set up:
Control Trial(s)
Experimental Trials
I can complete an experiment
that:
is safe
controls variables
includes all teammates as
equal members
answers a scientific
question
is properly cleaned up &
restocked
I can explain & show others how
to:
safely conduct a lab
ensure all team members get
accurate data.
monitor to be sure all team
members are able to properly
complete a lab.
answer a scientific question
properly clean & reset a lab.
Learning Goal #2:
I am able to correctly
analyze data from a
scientific
investigation.
I can accurately define key
vocabulary:
• Error (all types)
• Data
• Qualitative Measurement
• Quantitative
Measurement
• Reliability
• Uncontrolled Variable
• Average (mean)
I am able to:
• Identify errors in data
• Identify which data to use as
evidence
• display data in data tables &
graphs
• tell if reliability was properly
tested for in a lab
I can explain how to:
• use data as evidence
• Identify the type(s) of errors
present in data
• identify similarities,
differences, trends & patterns
in my results
• tell If an experiment is reliable
I can explain to others how to:
• use data for evidence for a lab
• compare & contrast data
from multiple groups to identify
sources of error.
• control uncontrolled variables that
cause error
• how to make data more reliable
Learning Goal #3:
I am able to use
evidence and
reasoning to create a
proper scientific
conclusion.
I can accurately define key
vocabulary:
• Conclusion
• Infer
• Evidence
• Reasoning
• Trade Offs
• Trend
• Validity (Challenge)
I can:
• Identify an experiment’s data
• tell what the hypothesis is
• write a claim
• complete all steps in a
conclusion
I can use reasons & evidence
to:
• identify trends & patterns in
Control & Experimental Trials.
• explain why the data answers
the scientific
question/hypothesis.
• write and support my claim(s).
• tell different solutions to a
problem using evidence.
I am able to explain to others:
• how to create an argument that
supports a hypothesis
• How to modify a model
experiment based on test results to
improve the design.
• I can analyze multiple solutions by
evaluating the trade-offs.
Learning Goal #4:
I can correctly analyze
a scientific scenario
I can accurately define key
vocabulary:
• Analyze
• Scenario
• Variables
I can correctly identify
• Study subject
• Manipulated variable
• Responding variable
• Controlled variables
• Scientific Question
I can correctly identify
• Control trial(s)
• Experimental Trial (s)
• Uncontrolled variables
• Hypothesis Not Applicable
7. The scientific process is relatively easy to understand.
You:
Develop a question that can be tested.
Create a hypothesis.
Experiment to see if the hypothesis
is accepted.
Explain what happened.
In practice, it’s just a bit more complicated.
The entire process is laid out in detail on the next page.
Match up the steps & identify the differences from the
overall process with the outline above.
11. b. The Manipulated Variable (MV)
Develop a testable question: Identify the Key Variables
The variable changed for the purpose of testing the hypothesis.
In this case the MV is adding fertilizer to tulips.
c. The Responding Variable (MV)
The variable being measured to test the Hypothesis.
In this case the RV is the height of the tulips
a. The Study Subject (SS)
The subject (animal, plant, object etc.) being studied in an investigation.
In this case the SS is the tulips
When you are creating a testable question you’ll need to know:
43. About the author:
John Schmied has been a secondary science school teacher for 20 years and is involved in
developing practical, yet innovative, hands on curriculum for teens. In addition he is a Chemical
Hygiene Officer and an Environmental Educator. He has created, developed and manages a 6 acre
Environmental Center at his school site.
John’s presentations are viewed worldwide & have been in
the top 5% of Slideshare for multiple years.
During this time John served as the Strategic planner for the
Friends of the Hidden River a 501(C)(3) non profit.
• Over the past 13 years Friends helped King County, WA
design, fund, construct & develop the 14,800 sqft
Brightwater Environmental Center in Woodinville WA.
• John is the Director & a principal developer of the
Ground to Sound STEM Environmental Challenge
course, a locally popular cutting edge environmental
program that merges, Science, Tech, Art, Multimedia
and other disciplines with Leadership studies at the
Center
Prior to this period John served as a Coast Guard Officer,
primarily involved in ice, navigation & search and rescue
operations. His specialties are Ship handling, Diving and
Oceanographic Operations.
John can be contacted via Linked In.