This document provides an overview of the Biology and Life Science class for the 2012-2013 school year taught by Julie Pen. It outlines what will be studied including the scientific method, cells, genetics, evolution, and human body systems. It also discusses life on Earth, the hierarchy of life from atoms to the biosphere, and the key aspects of the scientific method including making observations and hypotheses, designing experiments, collecting data, and drawing conclusions.
This is a presentation about some of the major characteristics of microorganisms (fungi, protists and bacteria)
Acknowledgement to all internet sources of this presentation.
This is a presentation about some of the major characteristics of microorganisms (fungi, protists and bacteria)
Acknowledgement to all internet sources of this presentation.
Touring the Universe (An Introduction to Formation of the Universe)
I hope this lesson can shed light to SHS Grade 11 Science Teachers. My appeal to those who will download this ppt. please email me at marileahmendina08@gmail.com for my own references. I would be glad to hear from you.
This Chicken Leg Dissection walkthrough is one very small part of a larger science unit from www.sciencepowerpoint.com. This unit comes with a bundled homework package, detailed lesson notes, worksheets, review games, and much more. The Human Body Systems and Health Topics Unit uses a 13 Part 8,500 slide interactive PowerPoint full of critical class notes, review opportunities, video and academic links, and much more to deliver an entire unit of study. Learn more at www.sciencepowerpoint.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
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
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.
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.
1. Welcome to Biology
& Life Science
Heartlife 2012-2013
Teacher: Julie Pen
Science is Organized Knowledge
2. Biology - The Study of Life
• Greek prefix bio = "life"
• Greek suffix logy = "the study of"
• What we'll study this year:
– The Scientific Method
– Cells: structure, function and metabolism
– Cell division, DNA and RNA, Genetics
– Geology and Evolution
– Human Systems:
• Skin - Muscles - Bones
• Human Nutrition and the Digestive System
• Circulatory & Respiratory Systems
• Nervous System and Endocrine System
3. Life on Planet Earth
• 5 - 10 million different species currently exist on
Earth
• Less than 2 million identified/classified by scientists
– most undiscovered species are tiny or microscopic
– taxonomy (observing, sorting, naming and describing) helps scientists
understand how living things work and affect the world around them,
including us!
• OBSERVATION
– info-gathering
– question
• HYPOTHESIS
• EXPERIMENT
– materials &
procedures
– data collection
• CONCLUSION
4. Hierarchy of Life - zooming out
• Organism
– an individual living thing
• Population
– a group of organisms (of the same species)
living in a certain area
• Community
– a group of interdependent organisms
(different species) inhabiting the same region
and interacting with each other
• Ecosystem
– all the organisms that live in a particular
place, together with their nonliving physical
environment (air, sun, rocks, etc.)
• Biosphere
– all the ecosystems of our planet
living on earth’s crust, within its
waters and throughout the
atmosphere
5. Hierarchy of Life - zooming in
• Organism
– an individual living thing that can function
independently
• Organ systems
– groups of organs that work together to
perform a specific function (i.e. skeletal,
respiratory, or nervous systems)
• Organs
– structures made of different tissues that all
work together for a specialized purpose (i.e.
heart, kidney, brain, femur)
• Tissues
– groups of similar cells that perform a
particular function (i.e. muscle tissue)
• Cells
– basic structural and functional unit of all
organisms
• Molecules
– two or more atoms bonded together
• Atoms
– the basic unit of all matter
6. Hierarchy of Life
• Atom
• Molecule
• Cell s ye
ar
Thi
• Tissue
• Organ
• System
• Organism
• Population
ar
• Community t ye
Nex
• Ecosystem
• Biosphere
8. Lab Safety
• Science labs can be dangerous - how can we
keep it safe?
– Read, listen, and follow directions carefully.
– NO gum, food or drinks during lab time.
– Proper attire (shoes, hair, protective items).
• Goggles, labs coats & gloves will be provided.
– Eyewash sink (for skin/spills, too).
– Fumes.
– Clean-up (proper disposal).
• *NOT down the drain*
9. The Scientific Method - Observation
• It starts with an OBSERVATION:
– you're on a hike with your classmates and you notice a
footprint
– you wonder, "What type
of creature made this track?"
– you're hiking near a stream,
so it's likely some sort of
aquatic bird or mammal
– looking closely at the track, you see there are
5 digits (toes or claws) which rules out birds,
and the left and right limbs seem to be
roughly 10 cm apart.
background research
10. • You snap a picture of the tracks (with
your foot in the shot for size reference)
and head home
• After a quick internet search for
"aquatic mammal tracks," you find
these pictures:
Otter Bullfrog
Lizard
Turtle
Alligator
11. The Scientific Method - Hypothesis
• Based on the information you've gathered,
what HYPOTHESIS would you make?
– The tracks found near the stream on our hike
were made by...
» An Otter
» A Lizard
» A Turtle
» A Bullfrog
» An Alligator
12. The Scientific Method - Experiment
• How are you going to TEST your hypothesis?
• You need to design an EXPERIMENT
• A good experiment always has:
– Variables
• parts of your experiment that will change
• usually just one thing changes at a time
– Controls
• parts of experiment that will stay the same every time
• gives you something to compare the changes to
• What happens if there is more than one variable?
• Three aspects of an experiment:
• Materials, Procedures, and Data Collection
13. Experiment Procedures
• To perform an experiment, you need written
procedures. Why?
– to record EXACTLY what you did
• detailed, step-by-step instructions
– so it can be repeated (by you or others)
1. Measure imprints to nearest millimeter
• size of digits, length & width
• entire foot, length & width
• distance between prints, length & width
2. Measure actual prints of hypothesized animal
• compare measurements and record differences
3. Obtain cast of viewed prints
• follow procedures at http://www.bear-tracker.com/plastertracks.html
Cast
4. Obtain mold of hypothesized animal's foot
• follow 3D casting kit procedures
• See if cast fits into mold and note any differences.
Mold
14. Experiment Materials
• There are usually supplies needed, listed in the
materials section of the experiment.
1. Lab notebook and writing instrument
2. Metric ruler
3. Gypsum plaster and water
4. Cardboard strip and paper clip
5. Containers for mixing (margarine tubs or food cartons)
6. Wooden popsicle stick
7. Alginate molding powder
15. Experiment Data Collection
• As you perform the experiment, observations and
data will be recorded.
– measurements listed in a chart
– written observations
– drawings Imprint Measurements (in mm)
– photos #1 (L) #1 (L) #2 toe #2 toe #3 toe #3 toe #4 toe #4 toe #5 toe #5 toe
toe length toe width length width length width length width length width
8 mm 4 mm 9 mm 4 mm 11 mm 5 mm 11 mm 4 mm 10 mm 4 mm
Entire print length: 35 mm Entire print width: 30 mm
Length between prints: 97 mm Width between prints: 132 mm
Hypothesized Animal Measurements
#1 (L) #1 (L) #2 toe #2 toe #3 toe #3 toe #4 toe #4 toe #5 toe #5 toe
toe length toe width length width length width length width length width
Entire print length: Entire print width:
Length between prints: Width between prints:
16. The Scientific Method - Conclusion
• After analyzing your data, you form a
CONCLUSION
– The measurements, when compared, showed an average 1.4 mm
difference in length and .7 mm difference in width.
– The cast was almost identical in shape, but did not fit into the mold of
the hypothesized animal because it was 7 mm smaller in width and 4
mm shorter.
– This supports the hypothesis that the animal tracks were made by...
18. The Scientific Method
• If hypothesis is supported
– repeat to verify results
– share findings and let others perform the experiment
• If hypothesis is rejected
– modify and repeat
• Either way, something was learned!
– NEVER make up results simply because you think it was
“supposed” to go differently
19. State the
Problem (as a ?)
Observation
Do Background
Research
Hypothesis "Best Guess"
Solution
Revise!
Try Again
Design (Materials
& Procedures)
Experiment
Perform (Collect
& Analyze Data)
Conclusion Hypothesis is
True
Hypothesis is
False or Partly True
Report Results
20. Lab Notebooks
Always include:
• date the experiment is performed
• names of your lab partners
OBSERVATION:
The Problem: in the form of a question.
Background research: what you already know or
have learned.
HYPOTHESIS: what you think will happen.
EXPERIMENT:
Materials: a list of the needed equipment and materials.
Procedures: step-by-Step instructions to perform the experiment.
Data: measurable results (written observations, lists, charts, graphs, labeled diagrams, etc.)
CONCLUSION: how your data relates to your hypothesis.
21. Bias in Scientific Research
• Hypothesizing requires speculation
– bias is an assumed belief that affect the way you see and
understand things
– bias is always present when formulating a hypothesis
• The Scientific Method forces only the
facts to be considered
– seeks to eliminate variables that can skew
results
– encourages collaboration & accountability
• shared results, repeated studies
– still, bias is ALWAYS present & affects
research outcomes
22. Fact - Theory - Law
• Fact:
– an objective, verifiable observation of something that occurs in our
natural world
– i.e. gravity, natural selection, heat exchange
• Theory:
– an explanation of how natural occurrences work
• it can be observed, repeated, and tested with predictable results
• a hypothesis that is proven correct often explains part of theory
– i.e. Theory of Gravity, Theory of Evolution, Kinetic Theory of Matter
• Law:
– a mathematical description of observable phenomenon
– i.e. Newton's First Law of Universal Gravitation F = Gm1m2
r2
Editor's Notes
Ecology (ecosystems/biomes, producers/consumers/decomposers, food chains, and major kingdoms) all studies during the Earth/Space Science year at Heartlife.
Where did I get these numbers? Are they estimates or is there data to back them up? Some articles/PPTs I looked at estimated over 100 million diff. species. -- These are all questions you should ask whenever you hear facts presented. Who is this nebulous "SCIENTISTS" authority that is so often cited? My source for this slide: http://www.livescience.com/4593-greatest-mysteries-species-exist-earth.html
...or unrecognized variable (maybe two different animals made tracks on top of each other - they'd be hard to distinguish)? ...or no control (you couldn't tell what's causing a change)
Example: does amount of sunlight affect a plant's growth?