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measuring mass by digital balance
Students conducted a lab activity where they measured the mass of different materials. They took pictures as part of documenting the experiment. The goal was to find the mass of various matter by directly measuring it.
How to measure weather
There are three main ways to measure weather: temperature, precipitation, and wind. Temperature is measured using a thermometer and can indicate how hot or cold it is. Precipitation such as rain, snow, sleet, or hail is also measured, using tools like a rain gauge to see how much rain has fallen or a ruler to measure snow depth. Wind speed and direction are measured using an anemometer.
Lab tools wiki g2
This document lists and describes 12 common lab tools used in experiments: a magnifying lens, microscope, safety goggles, test tube, dropper, measuring tape, measuring cup, measuring cylinder, digital balance, forceps, Bunsen burner, and thermometer. The tools are used to observe small objects, protect eyes, heat and measure small amounts of liquids, measure dimensions, weigh items, hold small materials, apply heat, and record temperatures. The document encourages doing a magic experiment using these tools.
Pasta experiment
1) The scientific method involves observing a problem, asking a question, making a hypothesis, experimenting, and drawing a conclusion.
2) A 2nd grade class wants to cook two shapes of pasta but doesn't know how long each will take.
3) They will use the scientific method by observing the two shapes, questioning which will cook faster, hypothesizing the smaller animal shape will be quicker, testing it in an experiment, and concluding their hypothesis was correct.
Water cycle G2
This document describes the water cycle through four main steps: evaporation, condensation, precipitation, and collection. It explains that the sun drives the water cycle by heating water which causes it to evaporate into water vapor. When the vapor rises into the sky it cools and condenses into clouds. The clouds become heavy with water and precipitate as rain, snow, sleet or hail which then collects on the ground and in oceans, completing the cycle.
Observing clouds and temperature
This week's integrated project involved observing clouds and temperature. Students made observations of cloud types and recorded daily temperature readings. They analyzed how cloud cover and temperature can be related.
Water cycle activity grade 2
The water cycle describes the continuous movement of water on, above, and below the surface of the Earth. Water evaporates from the surface and is carried into the atmosphere in vapor form, condenses to form clouds, and falls as precipitation onto land and ocean surfaces, completing the cycle. The sun's heat drives the water cycle by evaporating water from the surface, which rises into the atmosphere.
Measuring temperature and predicting weather pics
Temperature is measured to help predict the weather. Pictures are included that show how temperature relates to weather forecasting. The project combines measuring temperature with using images to understand weather prediction.
Recommended
measuring mass by digital balance
Students conducted a lab activity where they measured the mass of different materials. They took pictures as part of documenting the experiment. The goal was to find the mass of various matter by directly measuring it.
How to measure weather
There are three main ways to measure weather: temperature, precipitation, and wind. Temperature is measured using a thermometer and can indicate how hot or cold it is. Precipitation such as rain, snow, sleet, or hail is also measured, using tools like a rain gauge to see how much rain has fallen or a ruler to measure snow depth. Wind speed and direction are measured using an anemometer.
Lab tools wiki g2
This document lists and describes 12 common lab tools used in experiments: a magnifying lens, microscope, safety goggles, test tube, dropper, measuring tape, measuring cup, measuring cylinder, digital balance, forceps, Bunsen burner, and thermometer. The tools are used to observe small objects, protect eyes, heat and measure small amounts of liquids, measure dimensions, weigh items, hold small materials, apply heat, and record temperatures. The document encourages doing a magic experiment using these tools.
Pasta experiment
1) The scientific method involves observing a problem, asking a question, making a hypothesis, experimenting, and drawing a conclusion.
2) A 2nd grade class wants to cook two shapes of pasta but doesn't know how long each will take.
3) They will use the scientific method by observing the two shapes, questioning which will cook faster, hypothesizing the smaller animal shape will be quicker, testing it in an experiment, and concluding their hypothesis was correct.
Water cycle G2
This document describes the water cycle through four main steps: evaporation, condensation, precipitation, and collection. It explains that the sun drives the water cycle by heating water which causes it to evaporate into water vapor. When the vapor rises into the sky it cools and condenses into clouds. The clouds become heavy with water and precipitate as rain, snow, sleet or hail which then collects on the ground and in oceans, completing the cycle.
Observing clouds and temperature
This week's integrated project involved observing clouds and temperature. Students made observations of cloud types and recorded daily temperature readings. They analyzed how cloud cover and temperature can be related.
Water cycle activity grade 2
The water cycle describes the continuous movement of water on, above, and below the surface of the Earth. Water evaporates from the surface and is carried into the atmosphere in vapor form, condenses to form clouds, and falls as precipitation onto land and ocean surfaces, completing the cycle. The sun's heat drives the water cycle by evaporating water from the surface, which rises into the atmosphere.
Measuring temperature and predicting weather pics
Temperature is measured to help predict the weather. Pictures are included that show how temperature relates to weather forecasting. The project combines measuring temperature with using images to understand weather prediction.
Properties of matter
Matter has fundamental physical properties that can be observed and measured. All matter takes up space and has mass, and those physical properties can be used to identify one type of matter from another. Matter can also change forms through physical and chemical processes that rearrange the structure of atoms and molecules.
"how to measure weather?" activity
This document discusses how to measure weather through science activities involving an anemometer and measuring precipitation. It includes instructions for a foldable activity on anemometers and types of precipitation.
How does weather change
This document discusses different types of weather events such as thunderstorms, tornadoes, hurricanes, and blizzards. A thunderstorm is identified by thunder, lightning, strong winds, and heavy rain. A tornado is a spinning column of air that occurs on land during some thunderstorms. A hurricane is a large spinning storm that forms over oceans with fast winds and high waves. A blizzard features heavy snow and strong winds. The document advises staying safe during storms by avoiding open spaces, water, and tall objects, and instead staying indoors.
Types of clouds
Clouds come in three main types - cumulus, stratus, and cirrus - each with distinct appearances and weather predictions. Cumulus clouds are very puffy and small, indicating nice weather, while stratus clouds resemble a blanket and foretell precipitation from an incoming storm. Cirrus clouds have a feather-like shape and signal windy conditions.
Liquids & gases
This document discusses the properties of liquids and gases. It explains that unlike solids, liquids and gases do not have their own defined shape, and instead take the shape of whatever container they are in. It also discusses how volume, not length, is used to measure the amount of liquids and gases, with the standard unit of volume being milliliters. Liquids and gases are compressible and will fill any space available to them.
Solids
Solids have a definite shape that does not change regardless of the container used. They occupy a specific space based on their length, width, and height, with length being measured in centimeters using a ruler. The mass of solids, which refers to the amount of matter they contain, can be measured using a balance.
matter grade 2
Matter is anything that takes up space and has mass, and can exist in three states: solid, liquid, or gas. Properties such as color, shape, smell, and texture are used to describe objects and identify their state of matter, whether solid, liquid, or gas, as well as other characteristics like thickness and whether it is natural or human-made. Mass is measured using a balance and represents the amount of matter in an object.
Matter changes grade 2
Matter can change states between solid, liquid, and gas. Water is used as an example, changing between ice, liquid water, and water vapor through the processes of melting, evaporation, and condensation. Evaporation occurs when liquid water is heated and changes into gas water vapor, while condensation is when water vapor cools and changes back into liquid water.
Wiki
The scientific method involves 6 key steps: 1) Make an observation, 2) Ask a question about the observation, 3) Research to gather more information, 4) Make an educated guess (hypothesis) about what will happen, 5) Perform an experiment to test the hypothesis, and 6) Draw a conclusion based on the results of the experiment. The example given describes a child, Ormie, who uses the scientific method to try to figure out how to reach some cookies that were placed high up.
G2 pics
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
Science fair groups 2
This document lists the members of two science fair groups, group 1 for class 2A contains 6 students: Adam, Salma, Judy shahbour, Ali Hatem, Judy islam, and Alma. Group 2 for class 2B contains 8 students: Adam, Lana, Mostafa, Jailan, Mariam, Mennah, Ahmed marwan, and Sara.
What can cause the habitat to change
Habitat can change due to natural causes like drought, wildfires and floods or due to human and animal activity. Drought is a long period without much rain while wildfires often occur in hot, dry forests. Floods result from too much rain in a short time period.
Habitats activity photos
Habitats activity photos provides photos that can be used for activities related to different habitats. The photos show various landscapes and environments where different animals live. They include forests, grasslands, deserts, tundra, coral reefs, and more to help students learn about the plants, animals, and conditions found in each habitat through visual examples.
Plant parts
Roots hold the plant in the soil and take in water and minerals while also storing food, the stem holds up the plant and allows water and food to travel through, and leaves take in air and sunlight to make food through photosynthesis, giving off oxygen as a byproduct.
Science fair groups 2
This document lists the members of two science fair groups, group 1 for class 2A contains 5 students: Adam, Salma, Judy shahbour, Ali Hatem, and Alma. Group 2 for class 2B contains 8 students: Adam, Lana, Mostafa, Jailan, Mariam, Mennah, Ahmed marwan, and Sara.
Habitat changes by nature activity
Habitat changes occur naturally over time. Human activity can also impact habitats and alter them from their natural state. Both natural changes and human impacts need to be considered for protecting wildlife and biodiversity.
Habitat changes by animals
Beavers change habitats by cutting down trees with their teeth to build dams and houses, which form ponds. Their dams help forests during floods and drought by regulating water levels. People also change habitats by building structures and cutting down trees, and by hunting animals for their fur, which can endanger some species. If endangered animals like rhinoceros, pandas and turtles are not protected, they may go extinct, meaning their kind will disappear from Earth forever, as happened to creatures like saber-tooth tigers, mammoths and dinosaurs.
How do you know if something is a
Living things need to survive and have certain needs to stay alive, such as animals needing food, water, shelter and space while plants need sunlight, water and nutrients from the soil to survive and grow. Non-living things do not have needs for survival.
Habitat
Habitat is the natural home or environment where animals live. Grassland is a type of habitat that is warm and covered in grass, providing a home for various animal species. Different habitats include grasslands and other places where animals find shelter, food, and meet other needs.
Fossils
Fossils are remains of living things from the past that can tell us about changes to habitats over time. They provide evidence that habitats like deserts were once underwater, showing that droughts or other events transformed water environments into deserts. Fossils thus help reveal how habitats have changed since ancient times.
Making fossils activity (mold & cast) grade 3
Fossils are formed through a mold and cast process. An impression is left behind in sediment from the remains of once-living organisms, which is then filled in by mineral deposits to form a fossil replica of the original remains. This allows details of ancient plants and animals to be preserved and discovered by paleontologists millions of years later.
Adaptations FINAL G3
Animals must adapt to survive in their ecosystems. Adaptations are structural or behavioral traits that help animals survive. Structural adaptations include camouflage, mimicry, and physical traits like teeth and body size. Behavioral adaptations consist of instincts like swimming and learned behaviors such as migration. Animals use adaptations like camouflage, hibernation, and nocturnal behavior to cope with challenges in different habitats.
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Properties of matter
Matter has fundamental physical properties that can be observed and measured. All matter takes up space and has mass, and those physical properties can be used to identify one type of matter from another. Matter can also change forms through physical and chemical processes that rearrange the structure of atoms and molecules.
"how to measure weather?" activity
This document discusses how to measure weather through science activities involving an anemometer and measuring precipitation. It includes instructions for a foldable activity on anemometers and types of precipitation.
How does weather change
This document discusses different types of weather events such as thunderstorms, tornadoes, hurricanes, and blizzards. A thunderstorm is identified by thunder, lightning, strong winds, and heavy rain. A tornado is a spinning column of air that occurs on land during some thunderstorms. A hurricane is a large spinning storm that forms over oceans with fast winds and high waves. A blizzard features heavy snow and strong winds. The document advises staying safe during storms by avoiding open spaces, water, and tall objects, and instead staying indoors.
Types of clouds
Clouds come in three main types - cumulus, stratus, and cirrus - each with distinct appearances and weather predictions. Cumulus clouds are very puffy and small, indicating nice weather, while stratus clouds resemble a blanket and foretell precipitation from an incoming storm. Cirrus clouds have a feather-like shape and signal windy conditions.
Liquids & gases
This document discusses the properties of liquids and gases. It explains that unlike solids, liquids and gases do not have their own defined shape, and instead take the shape of whatever container they are in. It also discusses how volume, not length, is used to measure the amount of liquids and gases, with the standard unit of volume being milliliters. Liquids and gases are compressible and will fill any space available to them.
Solids
Solids have a definite shape that does not change regardless of the container used. They occupy a specific space based on their length, width, and height, with length being measured in centimeters using a ruler. The mass of solids, which refers to the amount of matter they contain, can be measured using a balance.
matter grade 2
Matter is anything that takes up space and has mass, and can exist in three states: solid, liquid, or gas. Properties such as color, shape, smell, and texture are used to describe objects and identify their state of matter, whether solid, liquid, or gas, as well as other characteristics like thickness and whether it is natural or human-made. Mass is measured using a balance and represents the amount of matter in an object.
Matter changes grade 2
Matter can change states between solid, liquid, and gas. Water is used as an example, changing between ice, liquid water, and water vapor through the processes of melting, evaporation, and condensation. Evaporation occurs when liquid water is heated and changes into gas water vapor, while condensation is when water vapor cools and changes back into liquid water.
Wiki
The scientific method involves 6 key steps: 1) Make an observation, 2) Ask a question about the observation, 3) Research to gather more information, 4) Make an educated guess (hypothesis) about what will happen, 5) Perform an experiment to test the hypothesis, and 6) Draw a conclusion based on the results of the experiment. The example given describes a child, Ormie, who uses the scientific method to try to figure out how to reach some cookies that were placed high up.
G2 pics
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
Science fair groups 2
This document lists the members of two science fair groups, group 1 for class 2A contains 6 students: Adam, Salma, Judy shahbour, Ali Hatem, Judy islam, and Alma. Group 2 for class 2B contains 8 students: Adam, Lana, Mostafa, Jailan, Mariam, Mennah, Ahmed marwan, and Sara.
What can cause the habitat to change
Habitat can change due to natural causes like drought, wildfires and floods or due to human and animal activity. Drought is a long period without much rain while wildfires often occur in hot, dry forests. Floods result from too much rain in a short time period.
Habitats activity photos
Habitats activity photos provides photos that can be used for activities related to different habitats. The photos show various landscapes and environments where different animals live. They include forests, grasslands, deserts, tundra, coral reefs, and more to help students learn about the plants, animals, and conditions found in each habitat through visual examples.
Plant parts
Roots hold the plant in the soil and take in water and minerals while also storing food, the stem holds up the plant and allows water and food to travel through, and leaves take in air and sunlight to make food through photosynthesis, giving off oxygen as a byproduct.
Science fair groups 2
This document lists the members of two science fair groups, group 1 for class 2A contains 5 students: Adam, Salma, Judy shahbour, Ali Hatem, and Alma. Group 2 for class 2B contains 8 students: Adam, Lana, Mostafa, Jailan, Mariam, Mennah, Ahmed marwan, and Sara.
Habitat changes by nature activity
Habitat changes occur naturally over time. Human activity can also impact habitats and alter them from their natural state. Both natural changes and human impacts need to be considered for protecting wildlife and biodiversity.
Habitat changes by animals
Beavers change habitats by cutting down trees with their teeth to build dams and houses, which form ponds. Their dams help forests during floods and drought by regulating water levels. People also change habitats by building structures and cutting down trees, and by hunting animals for their fur, which can endanger some species. If endangered animals like rhinoceros, pandas and turtles are not protected, they may go extinct, meaning their kind will disappear from Earth forever, as happened to creatures like saber-tooth tigers, mammoths and dinosaurs.
How do you know if something is a
Living things need to survive and have certain needs to stay alive, such as animals needing food, water, shelter and space while plants need sunlight, water and nutrients from the soil to survive and grow. Non-living things do not have needs for survival.
Habitat
Habitat is the natural home or environment where animals live. Grassland is a type of habitat that is warm and covered in grass, providing a home for various animal species. Different habitats include grasslands and other places where animals find shelter, food, and meet other needs.
Fossils
Fossils are remains of living things from the past that can tell us about changes to habitats over time. They provide evidence that habitats like deserts were once underwater, showing that droughts or other events transformed water environments into deserts. Fossils thus help reveal how habitats have changed since ancient times.
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More from nehal bebers
Making fossils activity (mold & cast) grade 3
Fossils are formed through a mold and cast process. An impression is left behind in sediment from the remains of once-living organisms, which is then filled in by mineral deposits to form a fossil replica of the original remains. This allows details of ancient plants and animals to be preserved and discovered by paleontologists millions of years later.
Adaptations FINAL G3
Animals must adapt to survive in their ecosystems. Adaptations are structural or behavioral traits that help animals survive. Structural adaptations include camouflage, mimicry, and physical traits like teeth and body size. Behavioral adaptations consist of instincts like swimming and learned behaviors such as migration. Animals use adaptations like camouflage, hibernation, and nocturnal behavior to cope with challenges in different habitats.
How do ecosystems compare FINAL
1. The document compares different ecosystem types and their climates. It discusses desert, forest, ocean, and wetland ecosystems.
2. Desert ecosystems are very hot and dry, receiving little rain. Animals and plants have adapted to survive, such as camels storing water in humps and desert animals hiding from the sun.
3. Forest ecosystems include tropical rainforests, which are hot and wet year-round, and temperate forests, which are warmer in summer and colder in winter with less rain than rainforests.
Matter changes wiki
Matter can change from one state to another. Water takes three states of matter: as a solid called ice, as a liquid called water, and as a gas called water vapor. Evaporation and condensation are processes by which water changes between liquid and gas states.
Adaptation structure behavior grade 3
Animals must adapt through structures or behaviors to survive in their ecosystems. Adaptations include camouflage, mimicry, hibernation, migration, and physical traits. Camouflage allows animals to blend in with their surroundings to hide from predators while hunting or to avoid being prey. Common camouflage adaptations include coloration in polar bears, pattern blending in snakes and owls, and color changing in chameleons.
Wetland demonstration grade 3
This document discusses two types of wetlands - salt water wetlands and fresh water wetlands. Pictures are provided showing examples of each wetland type. The document aims to demonstrate the differences between salt water and fresh water wetlands through visual examples.
"How do ecosystems compare?"
1. Ecosystems differ based on climate patterns over long periods of time. Climate can be wet, dry, hot and wet, or cold.
2. Three ecosystems are described: deserts, forests, and oceans. Deserts are dry due to low rainfall and organisms adapt through behaviors like camel humps storing water. Forests include tropical rainforests, which are hot and wet year-round, and temperate forests, which are warmer in summer and colder in winter. Oceans have more life in shallow, sunlit areas than in deep, dark waters below 1500m.
3. Tropical rainforests have many tall trees and plants due to constant rainfall, while temperate forests vary
Food web pictures
Our class will be building a food web to learn about how different organisms interact in an ecosystem. Students will research different producers, consumers, and decomposers and draw connections between them on a poster to illustrate the feeding relationships and energy flow. This activity will help students understand how all living things are interconnected through the transfer of energy and matter in an ecosystem.
FINAL presentation on "how do living things interact?"
This document discusses ecosystems and how living and non-living things interact within them. It defines key terms like producers, consumers, decomposers, food chains, and food webs. Producers (plants) produce their own food, consumers (animals) eat other organisms, and decomposers (fungi, bacteria) break down dead organisms, recycling nutrients. Food chains show energy transfer between organisms, while complex food webs connect multiple chains in an ecosystem. All organisms depend on each other for survival.
what is Matter ?
Matter is anything that takes up space and has mass, and can exist in three states: solid, liquid, or gas. Properties such as color, shape, texture and smell are used to describe objects and identify their state, with properties changing depending on whether the matter is solid, liquid, or gas. Mass is also a key property and is measured using a balance to compare the amount of matter in different objects.
Investigating decomposing of bread g3 pics
We sprayed water on bread pieces and placed them in a closed container to observe decomposition over 5 days. Fungus grew on the bread as it decomposed, eating the bread. We then viewed the fungus under a microscope and saw how it looked while decomposing the bread.
How living things interact (part 1)
This document discusses ecosystems and the interactions between living and non-living things within an ecosystem. It explains that an ecosystem is a place where living things like plants and animals interact with non-living things like water, air, soil, and sunlight. It describes the roles of producers, consumers, and decomposers - with producers being plants that produce their own food, consumers being animals that eat other plants or animals, and decomposers like worms and bacteria that break down dead organisms and cycle nutrients in the ecosystem.
"How living things interact?" Part 2
This document discusses the different types of consumers in an ecosystem: herbivores, carnivores, and omnivores. Herbivores only eat plants, carnivores only eat other animals, and omnivores eat both plants and animals. Consumers can also be predators that hunt other animals (prey). The document provides examples of predator-prey relationships, such as eagles preying on fish or snakes preying on mice. It also notes that an animal can be both a predator and prey, depending on the situation.
Ecosystem in a jar
This document describes two types of ecosystems in a jar. It compares a wet ecosystem, which would require water, to a dry ecosystem, which would not use water. Both ecosystem types could be contained and observed within a sealed jar.
Ecosystem in a jar
This document describes two types of ecosystems in a jar. It introduces a wet ecosystem, which would require water, and a dry ecosystem, which would not use water. Both ecosystem types could be contained and observed in a sealed jar.
Lab tools grade 3
This document lists and describes common lab tools including test tubes for heating liquids, test tube holders, brushes for cleaning test tubes, droppers for small liquid amounts, beakers for moving and heating liquids, graduated cylinders for accurate volume measurement, conical flasks for moving and heating liquids, safety goggles for eye protection, thermometers for temperature measurement, digital balances for mass measurement, stopwatches for time measurement, magnifying lenses for magnifying small objects, and microscopes for viewing invisible things.
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FINAL presentation on "how do living things interact?"
FINAL presentation on "how do living things interact?"
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Bob Reedy - Nitrate in Texas Groundwater.pdf
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The binding of cosmological structures by massless topological defects
Assuming spherical symmetry and weak field, it is shown that if one solves the Poisson equation or the Einstein field
equations sourced by a topological defect, i.e. a singularity of a very specific form, the result is a localized gravitational
field capable of driving flat rotation (i.e. Keplerian circular orbits at a constant speed for all radii) of test masses on a thin
spherical shell without any underlying mass. Moreover, a large-scale structure which exploits this solution by assembling
concentrically a number of such topological defects can establish a flat stellar or galactic rotation curve, and can also deflect
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The debris of the ‘last major merger’ is dynamically young
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
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collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
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did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
The cost of acquiring information by natural selection
This is a short talk that I gave at the Banff International Research Station workshop on Modeling and Theory in Population Biology. The idea is to try to understand how the burden of natural selection relates to the amount of information that selection puts into the genome.
It's based on the first part of this research paper:
The cost of information acquisition by natural selection
Ryan Seamus McGee, Olivia Kosterlitz, Artem Kaznatcheev, Benjamin Kerr, Carl T. Bergstrom
bioRxiv 2022.07.02.498577; doi: https://doi.org/10.1101/2022.07.02.498577
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Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
在线办理(salfor毕业证书)索尔福德大学毕业证毕业完成信一模一样
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Context. With a mass exceeding several 104 M⊙ and a rich and dense population of massive stars, supermassive young star clusters
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among stars.
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The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
the Chandra survey of Westerlund 1 consists of 36 new ACIS-I observations, nearly co-pointed, for a total exposure time of 1 Msec.
Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
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photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
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massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
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Title: Gravitational wave detection with orbital motion of Moon and artificial
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As the population is increasing and will reach about 9 billion upto 2050. Also due to climate change, it is difficult to meet the food requirement of such a large population. Facing the challenges presented by resource shortages, climate
change, and increasing global population, crop yield and quality need to be improved in a sustainable way over the coming decades. Genetic improvement by breeding is the best way to increase crop productivity. With the rapid progression of functional
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the complex characteristics of multiple gene, owing to a lack of crop phenotypic data. Efficient, automatic, and accurate technologies and platforms that can capture phenotypic data that can
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during crop growing stages at the organism level, including the cell, tissue, organ, individual plant, plot, and field levels. With the rapid development of novel sensors, imaging technology,
and analysis methods, numerous infrastructure platforms have been developed for phenotyping.
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