Introducción pai unit 2 1º
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This document outlines the key concepts and objectives for a Natural Science unit on how humans are similar to animals. The unit will study cells, the classification of living beings into invertebrates and vertebrates, and important concepts about living beings. Students will complete tasks like designing an NGO to protect biodiversity and laboratory assignments on microscopes and plant and animal cells. The unit aims to develop organizational, collaborative, communication and other skills while focusing on the IB learner profiles of inquirers, knowledgeable, thinkers and communicators.
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Очень сложно игнорировать моду – иногда она бывает навязчива. Когда какой-либо цвет становится популярным, он заявляет о себе с каждой журнальной страницы, его видно в каждой витрине. Он может быть выделен особенно, а может быть продемонстрирован с другим «новым цветом» в необычных или забавных сочетаниях.
Использовать трендовый оттенок – самый быстрый способ придать своему гардеробу свежий, актуальный вид. Его новизна стимулирует творческое начало и позволяет испытывать эмоциональный подъём.
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Discussion: Workplace Environment Assessment
How healthy is your workplace?
You may think your current organization operates seamlessly, or you may feel it has many issues. You may experience or even observe things that give you pause. Yet, much as you wouldn’t try to determine the health of a patient through mere observation, you should not attempt to gauge the health of your work environment based on observation and opinion. Often, there are issues you perceive as problems that others do not; similarly, issues may run much deeper than leadership recognizes.
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To Prepare:
1. Review the Resources - Conversations to inspire and promote a more civil workplace (See PDF attachment)
INSTRUCTIONS:
1. Review and complete the Clark Healthy Workplace Inventory, (PDF attachment)
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3. At the end of the Work Environment Assessment Template, add at least two (2) pages with the description of the results of your Work Environment Assessment.
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Among the initial distinctions that underlie the field of ethics is that between
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sciences that surround and explain the manifestations of moral behavior (or lack of
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be enlightening to tie together some reflections on the moral thought and behavior
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Este documento resume información sobre mitos y preguntas comunes sobre el COVID-19. Explica brevemente que el virus fue transmitido de murciélagos a humanos, probablemente a través de pangolines, y que ha habido pandemias similares en el pasado como la peste negra y la gripe española. Aclara que las mascarillas y el distanciamiento social son útiles pero no hay un tratamiento o cura confirmada actualmente. Concluye instando a la gente a no entrar en pánico y a confiar en las recomendaciones de expert
Embryonic development
This document describes three different types of reproduction: viviparous reproduction where embryos develop inside the female body, such as in mammals; oviparous reproduction where embryos develop inside eggs outside the female body, as seen in birds and reptiles; and ovoviparous reproduction where embryos develop in eggs that are retained inside the female body, like in some fish, snakes and lizards.
Anaya interaction function process
The document describes the interaction function process in 3 steps: 1) A bird's visual (light) and auditory (chirping) signals are captured by a cat's sensory organs. 2) The sensory organs send this information to the cat's central nervous system. 3) The central nervous system processes the information and sends a signal to the cat's muscles to respond by trying to catch the bird.
Anaya interaction in plants
Plants react to stimuli in three main ways: tropisms, nastic movements, and changes in vital processes. Tropisms are directional growth responses to stimuli like light, gravity, water, and touch. Nastic movements involve rapid reversible movements of plant parts in response to light or touch. Changes in vital processes alter processes like flowering, fruiting, and leaf drop in response to seasonal factors such as temperature, daylight hours, and length of night.
Energy sources
This document discusses various renewable and non-renewable energy sources used to produce electricity. It provides information on coal, natural gas, oil, uranium, and renewable sources such as hydroelectric, biomass, solar, wind, geothermal, and tidal energy. For each energy source, it describes what it is, where it comes from, and common uses.
Biomes
The document describes several different biomes:
- Tundra biome experiences extremely low temperatures, permanently frozen soil, short summers, and small, low-growing plants like moss, lichens, and grass. Common animals include reindeer and arctic fox.
- Temperate forest biome has four seasons, abundant rainfall, deciduous trees, and animals like black bears, deer, foxes that may hibernate or migrate.
- Mediterranean biome, found in areas like California and Chile, has very warm, dry summers and mild winters with little rainfall and plants like cork oak and olive trees.
- Savanna biome has irregular rainfall with a long dry season and short rainy season,
Mussel dissection
This document describes the anatomy of a mussel by labeling its external and internal parts, including the hinge, siphons, mantle, foot, and various muscles. It also notes differences in the shape and positioning of muscles between mussel species found in California versus the Bay.
How to write a science essay
The document provides instructions for writing an essay that will be assessed using Criterion D of the MYP. It outlines that students will be assigned an essay topic by their teacher about a problem that can be solved through science. It describes the requirements of Criterion D which are to summarize how science solves the problem, describe the implications, use scientific language, and cite sources. The document provides guidance on researching the topic, outlining the essay, and using a specific structure including an introduction, body, and conclusion. It emphasizes using evidence from reliable sources and citing sources both in text and in a reference list.
Ppt scientific method no variables
This document outlines the scientific method, which is a step-by-step process scientists use to answer questions. The key steps are: 1) making an observation and asking a question, 2) conducting background research, 3) formulating a hypothesis, 4) designing and conducting an experiment, 5) collecting and analyzing data, 6) drawing conclusions, and 7) communicating results. The overall process allows hypotheses to be tested systematically through observation, experimentation, and data analysis.
Assessment criteria nc 2014 1º
This document outlines the assessment criteria for a Year 1 natural science course. It is divided into 4 equally weighted criteria: A) Knowing and understanding, B) Inquiring and designing, C) Processing and evaluating, and D) Reflecting on impacts of science. Each criterion is further defined by 4 achievement levels that range from limited to excellent performance. Descriptors provide details on what students are expected to demonstrate at each achievement level.
Assessment criteria nc 2014 2º
The document outlines the assessment criteria for a Year 3 natural science course. It is divided into 4 equally weighted criteria: A) Knowing and understanding, B) Inquiring and designing, C) Processing and evaluating, and D) Reflecting on impacts of science. Each criterion is further defined by 3-5 objectives and describes achievement levels from 0-8 that represent a student's performance and understanding.
Estados de la materia
Este documento describe los estados de la materia (sólido, líquido y gas) y los cambios entre ellos causados por variaciones de temperatura. Explica que la materia está compuesta de partículas en constante movimiento y que los estados difieren en la proximidad y atracción entre las partículas. Proporciona los puntos de fusión y ebullición de algunas sustancias como el agua, alcohol, hierro y mercurio para ilustrar los cambios de estado.
Elementos
El documento proporciona información sobre los elementos químicos más abundantes del universo, la atmósfera terrestre, seres vivos y corteza terrestre. Describe que el hidrógeno, helio y oxígeno son los elementos más comunes en el universo y atmósfera, mientras que el oxígeno, carbono y nitrógeno son los principales componentes de los seres vivos. Explica además que el oxígeno, silicio y aluminio son los elementos más abundantes en la corteza terrestre.
Tabla periódica
The document presents the periodic table of elements. It lists each element's atomic symbol and name. The elements are arranged in rows and columns with elements in the same column having similar properties and elements in the same row having the same number of electron shells. Some key regions are identified, including the lanthanides and actinides series of elements.
áTomos y moléculas
El documento describe la estructura de los átomos, moléculas y cristales. Explica que los átomos se organizan en moléculas simples o compuestas, y en cristales simples o compuestos. También define la fórmula química como una representación de los elementos que componen una sustancia, indicando los símbolos de cada elemento y el número de átomos.
Cells
Cells can be either prokaryotic or eukaryotic. Prokaryotic cells like bacteria are smaller and lack a nucleus and organelles, while eukaryotic cells like animal and plant cells are larger with a nucleus enclosed by a membrane and various organelles. Plant cells differ from animal cells in that plant cells have a cell wall, chloroplasts for photosynthesis, and a large central vacuole.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Introducción pai unit 2 1º
- 2. How similar are we to animals? What does this question What do you know about suggest? the topic? What do you think we are Can you relate this going to study? question with other topics?
- 3. What important concepts are we going to study in this unit? Cells Functions of living beings Invertebrates Classification of living Vertebrates beings 3
- 4. What Areas of Interaction could we use in this unit? Approaches to Learning Community and Service Health and Social Education Environments Human ingenuity
- 5. The Area of Interaction we are going to use is: Environments What is a living being? What are we made of? How are animals important for our society?
- 6. The tasks we are going to do in this unit are: CRITERION OBJETIVES TASK A B C D E F Design your NGO to protect Project Biodiversity: Design x x x biodiversity your NGO Learn the basic concepts about Exam Unit 2:Living beings, x x x living beings and animals animals Introduce yourself in the use of Laboratory Assignment: x x x microscope Introduction to microscope Observe and analyze the plant and Laboratory Assignment: animal cell Plant and animal cell samples Research and apply your Activities Living beings and x x x knowledge about the Earth and the Universe animals
- 7. What Approaches to Learning skills are we going to work? organizational skills collaborative skills, KAGAN communication information literacy reflection problem-solving and thinking skills subject-specific and interdisciplinary conceptual understanding.
- 8. What characteristics of the IB learner profile could we develop in this unit? Inquirers Open-minded Knowledgeable Caring Thinkers Risk-takers Communicators Balanced Principled Reflective
- 9. What characteristics of the IB learner profile are we going to develop in this unit? Inquirers Open-minded Knowledgeable Caring Thinkers Risk-takers Communicators Balanced Principled Reflective