Investigating Landforms On Venus
•
2 likes•2,148 views
Scientists observed unusual landforms on Venus called novae. To learn more about how they formed, a scientist developed a model of Venus' atmosphere and surface conditions. Testing this model led to the conclusion that lava eruptions created the novae landforms. Gathering more evidence about conditions on other planets, like investigating Mars' atmosphere and surface over time, could help determine if lava or water formed features like the Martian channel.
Report
Share
Report
Share
Download to read offline
Recommended
Gathering Additional Evidence from Models
This document discusses using models to gather evidence about geological formations on Mars. It describes a student observing a model of flowing lava to determine if lava could have formed channels on Mars that are similar in shape to an observed channel. The model shows lava forming a channel with a triangular cross-section at the bottom, matching the shape of the channel on Mars, providing evidence that lava may have created it. The document suggests students will learn more evidence from NASA about the geological processes that formed the channel to help determine if it resulted from lava or water.
Modeling a Geologic Process - Stream Table
Gerya created a computer model to test his idea that thinner crust and higher temperatures on Venus allowed lava to break through the surface, forming landforms called novae. The results of Gerya's model matched the shapes of actual novae on Venus, providing evidence that his idea was correct.
Similarly, students used a physical stream table model to test the idea that water-carved landforms would remain after the water stopped flowing. Observations of the model showed that landforms did persist, supporting the claim that flowing water could have formed features like the channel on Mars. Models thus help scientists gather evidence about geological processes by allowing them to simulate and test their hypotheses.
Evaluating New Information from Mars
I'm not fully convinced yet, but the evidence of a triangle-shaped landform is consistent with both flowing lava and flowing water processes. More evidence is still needed to determine which process best explains the formation of the channel on Mars.
Reasoning About Evidence From Mars
This document discusses using evidence to support claims about geology on Mars. It provides examples of evidence that was discovered by the Curiosity rover, including an image of rock near a landform that changed scientists' thinking about the possibility of water on Mars. The document emphasizes the importance of reasoning - clearly explaining how evidence connects to and supports claims. It introduces a "Reasoning Tool" graphic organizer to help organize arguments by explaining the link between each piece of evidence and the claim. The document also provides discussion questions to help students practice developing reasoning and constructing convincing arguments using evidence from Mars.
Evaluating Claims About Channel on Mars
The document discusses new information from NASA about a channel on Mars. It includes an image from the Curiosity rover showing rock found near the base of the channel. The document discusses different types of rocks, including conglomerate which can form near channels formed by water, and basalt which is often found near lava channels. Students will examine rock samples and use an evidence gradient to evaluate claims about how the Mars channel was formed based on the new evidence of the rock type.
Investigating a Mystery Object on Mars
The document summarizes a chapter about investigating a mystery object on Mars using scientific argumentation. It discusses how scientists make claims and support them with evidence. Students analyzed images of Mars and considered two claims about a mysterious object: that it was a jelly donut or a rock. By examining additional evidence images, they determined the rock claim was better supported and most scientists agree with that conclusion. The process of gathering multiple lines of evidence and revising conclusions is key to scientific argumentation.
Geology on Mars (1.2): Observing the Surface of Mars and Earth
The document discusses comparing the surfaces of Mars and Earth. It notes that Mars was likely habitable in the past based on evidence of past liquid water. Students used Google Mars to examine landforms on Mars like canyons, mountains, and craters. They then analyzed images of landforms on Earth formed by flowing lava and water to understand how each geological process shapes the surface. By comparing a channel on Mars to these Earth examples, students aimed to determine whether the channel was formed by water or lava flow.
Writing an Argument About the Channel on Mars
This document provides guidance and context for students to write an argument about what geologic process formed a channel on Mars. It instructs students to use the Reasoning Tool from Lesson 3.3 to write a claim supported by evidence. It emphasizes that students should be clear and convincing in their explanation of how the evidence supports the claim in order to persuade the audience of planetary geologists. The document also notes that students can refer to other resources and should craft their full argument in the provided space.
Recommended
Gathering Additional Evidence from Models
This document discusses using models to gather evidence about geological formations on Mars. It describes a student observing a model of flowing lava to determine if lava could have formed channels on Mars that are similar in shape to an observed channel. The model shows lava forming a channel with a triangular cross-section at the bottom, matching the shape of the channel on Mars, providing evidence that lava may have created it. The document suggests students will learn more evidence from NASA about the geological processes that formed the channel to help determine if it resulted from lava or water.
Modeling a Geologic Process - Stream Table
Gerya created a computer model to test his idea that thinner crust and higher temperatures on Venus allowed lava to break through the surface, forming landforms called novae. The results of Gerya's model matched the shapes of actual novae on Venus, providing evidence that his idea was correct.
Similarly, students used a physical stream table model to test the idea that water-carved landforms would remain after the water stopped flowing. Observations of the model showed that landforms did persist, supporting the claim that flowing water could have formed features like the channel on Mars. Models thus help scientists gather evidence about geological processes by allowing them to simulate and test their hypotheses.
Evaluating New Information from Mars
I'm not fully convinced yet, but the evidence of a triangle-shaped landform is consistent with both flowing lava and flowing water processes. More evidence is still needed to determine which process best explains the formation of the channel on Mars.
Reasoning About Evidence From Mars
This document discusses using evidence to support claims about geology on Mars. It provides examples of evidence that was discovered by the Curiosity rover, including an image of rock near a landform that changed scientists' thinking about the possibility of water on Mars. The document emphasizes the importance of reasoning - clearly explaining how evidence connects to and supports claims. It introduces a "Reasoning Tool" graphic organizer to help organize arguments by explaining the link between each piece of evidence and the claim. The document also provides discussion questions to help students practice developing reasoning and constructing convincing arguments using evidence from Mars.
Evaluating Claims About Channel on Mars
The document discusses new information from NASA about a channel on Mars. It includes an image from the Curiosity rover showing rock found near the base of the channel. The document discusses different types of rocks, including conglomerate which can form near channels formed by water, and basalt which is often found near lava channels. Students will examine rock samples and use an evidence gradient to evaluate claims about how the Mars channel was formed based on the new evidence of the rock type.
Investigating a Mystery Object on Mars
The document summarizes a chapter about investigating a mystery object on Mars using scientific argumentation. It discusses how scientists make claims and support them with evidence. Students analyzed images of Mars and considered two claims about a mysterious object: that it was a jelly donut or a rock. By examining additional evidence images, they determined the rock claim was better supported and most scientists agree with that conclusion. The process of gathering multiple lines of evidence and revising conclusions is key to scientific argumentation.
Geology on Mars (1.2): Observing the Surface of Mars and Earth
The document discusses comparing the surfaces of Mars and Earth. It notes that Mars was likely habitable in the past based on evidence of past liquid water. Students used Google Mars to examine landforms on Mars like canyons, mountains, and craters. They then analyzed images of landforms on Earth formed by flowing lava and water to understand how each geological process shapes the surface. By comparing a channel on Mars to these Earth examples, students aimed to determine whether the channel was formed by water or lava flow.
Writing an Argument About the Channel on Mars
This document provides guidance and context for students to write an argument about what geologic process formed a channel on Mars. It instructs students to use the Reasoning Tool from Lesson 3.3 to write a claim supported by evidence. It emphasizes that students should be clear and convincing in their explanation of how the evidence supports the claim in order to persuade the audience of planetary geologists. The document also notes that students can refer to other resources and should craft their full argument in the provided space.
Geology on Mars - Comparing Rocky Planets
Scientists use their knowledge of Earth to search for evidence of past habitability on other planets like Mars. Students learned about this by comparing the atmospheres, hydrospheres, geospheres, and biospheres of Earth, Mercury, Venus, and Mars. Their analysis found that Mars is most similar to Earth, especially in its geosphere, as there is evidence volcanoes once erupted there and it has frozen water at its poles. This suggests Mars could be the best place in the solar system to search for signs of past life. The unit will have students analyze real Mars data to answer how scientists can search for evidence other planets were once habitable by applying what they know about the conditions needed for life from Earth.
THE LIFE CYCLE OF A STAR!
All stars begin as clouds of dust and gas called nebulae. When gravity causes the nebula to collapse, a protostar forms at the center. The protostar grows in size and temperature through nuclear fusion reactions until it becomes a stable main sequence star. Small stars like our Sun will eventually expand into red giants and shed their outer layers, leaving behind dense white dwarf cores. Larger stars may explode as supernovae, collapsing into neutron stars or black holes. The life cycle of a star depends on its initial mass, with smaller stars ending as white dwarfs and more massive stars ending as black holes or neutron stars.
Volcanism
This document discusses key aspects of volcanism including:
- Volcanoes form due to movement of tectonic plates and magma rising from below Earth's surface.
- Most volcanoes occur at plate boundaries like divergent and convergent margins.
- The degree of violence in a volcanic eruption depends on factors like the gas content and viscosity of the magma as well as the silica content which determines eruption style.
- There are several types of volcanoes that differ in size and eruption type including composite, cinder cone, and shield volcanoes.
Magmatism.pptx
Magma forms deep in the Earth's crust and upper mantle through the process of partial melting. Heat from the mantle causes rocks like quartz and feldspar to melt at temperatures over 650°C. Additional melting occurs through decompression as magma rises to shallower depths and pressure decreases, or through flux melting when water or carbon dioxide are added to already hot rocks. Once a volcano erupts, the magma is called lava on the Earth's surface.
Volcanoes and volcanic Activity
Volcanic Activity
- Volcanoes form when magma reaches the Earth's surface, causing eruptions of lava and ash. They occur at destructive and constructive plate boundaries.
- The Mid Atlantic Ridge under the Atlantic Ocean was formed when plates separated and lava came to the surface, cooled and hardened.
- Most earthquakes and volcanoes occur along the Pacific Ring of Fire.
Origins of Life 3 - Age of Earth
1. The document discusses several theories regarding the age of the Earth, including that some scientists believe it is approximately 4.6 billion years old based on evidence from fossils and geology, while some creationists believe it is only around 10,000 years old based on historical documents and some scientific evidence.
2. The document also discusses theories of how life on Earth originated, such as the primordial soup theory that early Earth's atmosphere allowed organic molecules to form, and the endosymbiont theory that early cells incorporated aerobic bacteria in a symbiotic relationship.
3. Determining the age of the Earth and theories of the origin of life involve assumptions and can never be proven absolutely, as scientists with different beliefs
Active Geology on Mars
This document discusses active geological processes currently occurring on Mars. While Mars was once volcanically and sedimentarily active on a large scale, it is now considered active only on a small scale due to recent high-resolution imaging. Current small-scale processes include dust storms, dust avalanches, slope streaks caused by dry sand flows, migrating dunes, and recurring slope lineae which may indicate present liquid water. Gullies are formed by seasonal frost or dry ice sublimation and modified over time. Impacts continue to shape the surface by exposing underground ice.
Continental drift theory and seafloor spreading
The document discusses continental drift theory and seafloor spreading. Continental drift theory states that the continents were once joined together in a supercontinent called Pangaea before drifting apart. Evidence for this includes matching fossil and rock formations, as well as coal deposits. Seafloor spreading theory developed by Harry Hess and Robert Dietz proposes that new ocean crust is formed at mid-ocean ridges as the continents separate. Evidence includes the age of ocean rocks decreasing with distance from ridges and magnetic reversals in ocean crust.
Earth Science 6.1 : Volcanic Eruptions
This document discusses volcanic eruptions, describing the differences between nonexplosive and explosive eruptions. Nonexplosive eruptions produce slow lava flows while explosive eruptions blast debris into the air. The type of eruption depends on the composition of the magma, particularly its silica, water, and gas content. Magma erupts as either lava or pyroclastic material like volcanic ash, bombs, and blocks.
Shs core physical science cg with tagged sci equipment
The document outlines the key concepts, standards, competencies and equipment needed for the Physical Science subject covering the topics of the formation of elements in the universe, the historical development of atomic theory, the relationship between chemical structure and properties, how chemical changes occur, applications of chemistry concepts in household products, the evolution of models of the universe from ancient times to Copernicus, Galileo and Kepler, Newton's laws of motion and universal gravitation, and the concepts of mass, momentum and energy conservation. It provides performance standards and learning competencies to demonstrate understanding of these core concepts across 11 topics covered in Quarters 3 and 4.
Plate Tectonics
Plate tectonics involves the slow movement of sections of Earth's crust called tectonic plates. Plates move due to convection currents in the underlying mantle. Where plates meet, they can cause earthquakes, volcanoes, and mountains as the plates push together, slide past each other, or move apart. The movement of plates over time has resulted in continents joining together in a supercontinent called Pangea and breaking apart again.
Op ch07 lecture_earth3, sedimentary rocks
Sedimentary rocks are types of rock that are formed by the deposition of material at the Earth's surface and within bodies of water. Sedimentation is the collective name for processes that cause mineral and/or organic particles (detritus) to settle and accumulate or minerals to precipitate from a solution. Particles that form a sedimentary rock by accumulating are called sediment. Before being deposited, sediment was formed by weathering and erosion in a source area, and then transported to the place of deposition by water, wind, ice, mass movement or glaciers which are called agents
M1_Astronomical Phenomena Known to Astronomers.pptxesson 2_
Ancient astronomers observed astronomical phenomena before the invention of the telescope, including the moon's changing phases over 29.5 days and lunar and solar eclipses. They also noticed that constellations' positions in the night sky varied throughout the year and that some stars appeared to move among the fixed stars, which they called planets like Mercury, Venus, Mars, Jupiter and Saturn.
Folding and faulting
The document discusses endogenetic forces that cause folding and faulting within the Earth's crust. It describes several types of folds that occur due to compression, such as anticlines where rock layers bend upwards and synclines where they bend downwards. It also details different fault types like normal faults where rocks move apart and reverse faults where they move together. In total, the document outlines seven fold types and five fault types that shape the Earth's surface over millions of years through horizontal and vertical crustal movements.
Big bang nucleosynthesis
1. Big Bang nucleosynthesis occurred between 10 seconds and 20 minutes after the Big Bang, producing mostly hydrogen, helium, and small amounts of lithium and deuterium.
2. The key parameters that determined elemental abundances were the neutron-proton ratio after freeze-out at 0.7 MeV, and the baryon-photon ratio which affected reaction rates.
3. Nucleosynthesis began with deuterium formation, then proceeded through reaction chains to produce helium-4, with only traces of other light elements able to form before the universe cooled too much for further reactions.
Thebigbangtheory
Tis iw ekf wer fkwje fkq wfkqjw dqjwdkqw dkqj aje f wef wejf wke fkwe fkw efkw efkw ekjf wkje fwke fwkjefkwe f
New Microsoft PowerPoint Presentation
1. Carbonate sediments originate on land and in the sea in three major settings: continental, transitional between land and sea, and shallow and deep sea.
2. Marine carbonate depositional systems differ from siliciclastic systems in important ways relevant to sequence stratigraphy.
3. Non-marine carbonates form in terrestrial and aquatic environments without marine influence through abiotic and biotic precipitation processes and differ from marine carbonates.
Relative & Absolute Dating
This document discusses two conceptions of Earth's history: catastrophism and uniformitarianism. Catastrophism assumes Earth's history was dominated by violent events while uniformitarianism assumes Earth's history can be understood through present-day geological processes and events. The document advocates for uniformitarianism, noting present processes provide keys to understanding the past. It also discusses concepts like relative and absolute dating, fossilization processes, rates of geological change, and radiometric dating techniques like carbon-14 dating that can determine absolute ages.
ELS-BOW-V2.pptx
This document outlines the budget of work for an Earth and Life Science instructor over 8 weeks. It includes the learning competencies, activities, assessments, and timelines for 4 different grade 11 classes. The instructor will cover topics in Earth Science for the first 4 weeks, including the structure of the Earth, types of rocks and minerals, plate tectonics, and geologic time. They will then shift to Life Science topics for the remaining weeks, such as the nature of life, reproduction, genetics, and animal organ systems. The budget of work outlines the schedule and assessments for each class.
All about - Volcanoes
This document provides an overview of volcanoes. It begins by defining a volcano as a vent in the Earth's surface through which molten rock and gases erupt. It then discusses the internal structure of volcanoes including magma, which is molten rock below the surface. The causes of volcanism are explained in relation to plate tectonics. Different types of volcanoes are classified based on factors like eruption intensity, magma composition, and shape. Volcanic landforms that form from intrusive and extrusive volcanic activity are also outlined. In summary, the document covers the key components and processes involved in volcanism.
Edp 279 4.1
This lesson plan teaches 2nd grade students about the phases of the moon through inquiry-based activities over the course of a month. Students will read a poem about the moon, create a KWL chart, make nightly observations of the moon in journals, and discuss their findings. They will learn the vocabulary for moon phases by comparing their observations to diagrams. The teacher will evaluate students' understanding through discussions, journal entries, and completing the KWL chart. The lesson incorporates universal design principles to engage diverse learners.
Edp 279 4.1
This lesson plan teaches 2nd grade students about the phases of the moon through inquiry-based activities over the course of a month. Students will read a poem about the moon, create a KWL chart, make nightly observations of the moon in journals, and discuss their findings. They will learn the vocabulary for moon phases by comparing their observations to diagrams. The teacher will evaluate understanding through discussions, journal entries, and completing the KWL chart. The lesson incorporates universal design principles to engage diverse learners.
More Related Content
What's hot
Geology on Mars - Comparing Rocky Planets
Scientists use their knowledge of Earth to search for evidence of past habitability on other planets like Mars. Students learned about this by comparing the atmospheres, hydrospheres, geospheres, and biospheres of Earth, Mercury, Venus, and Mars. Their analysis found that Mars is most similar to Earth, especially in its geosphere, as there is evidence volcanoes once erupted there and it has frozen water at its poles. This suggests Mars could be the best place in the solar system to search for signs of past life. The unit will have students analyze real Mars data to answer how scientists can search for evidence other planets were once habitable by applying what they know about the conditions needed for life from Earth.
THE LIFE CYCLE OF A STAR!
All stars begin as clouds of dust and gas called nebulae. When gravity causes the nebula to collapse, a protostar forms at the center. The protostar grows in size and temperature through nuclear fusion reactions until it becomes a stable main sequence star. Small stars like our Sun will eventually expand into red giants and shed their outer layers, leaving behind dense white dwarf cores. Larger stars may explode as supernovae, collapsing into neutron stars or black holes. The life cycle of a star depends on its initial mass, with smaller stars ending as white dwarfs and more massive stars ending as black holes or neutron stars.
Volcanism
This document discusses key aspects of volcanism including:
- Volcanoes form due to movement of tectonic plates and magma rising from below Earth's surface.
- Most volcanoes occur at plate boundaries like divergent and convergent margins.
- The degree of violence in a volcanic eruption depends on factors like the gas content and viscosity of the magma as well as the silica content which determines eruption style.
- There are several types of volcanoes that differ in size and eruption type including composite, cinder cone, and shield volcanoes.
Magmatism.pptx
Magma forms deep in the Earth's crust and upper mantle through the process of partial melting. Heat from the mantle causes rocks like quartz and feldspar to melt at temperatures over 650°C. Additional melting occurs through decompression as magma rises to shallower depths and pressure decreases, or through flux melting when water or carbon dioxide are added to already hot rocks. Once a volcano erupts, the magma is called lava on the Earth's surface.
Volcanoes and volcanic Activity
Volcanic Activity
- Volcanoes form when magma reaches the Earth's surface, causing eruptions of lava and ash. They occur at destructive and constructive plate boundaries.
- The Mid Atlantic Ridge under the Atlantic Ocean was formed when plates separated and lava came to the surface, cooled and hardened.
- Most earthquakes and volcanoes occur along the Pacific Ring of Fire.
Origins of Life 3 - Age of Earth
1. The document discusses several theories regarding the age of the Earth, including that some scientists believe it is approximately 4.6 billion years old based on evidence from fossils and geology, while some creationists believe it is only around 10,000 years old based on historical documents and some scientific evidence.
2. The document also discusses theories of how life on Earth originated, such as the primordial soup theory that early Earth's atmosphere allowed organic molecules to form, and the endosymbiont theory that early cells incorporated aerobic bacteria in a symbiotic relationship.
3. Determining the age of the Earth and theories of the origin of life involve assumptions and can never be proven absolutely, as scientists with different beliefs
Active Geology on Mars
This document discusses active geological processes currently occurring on Mars. While Mars was once volcanically and sedimentarily active on a large scale, it is now considered active only on a small scale due to recent high-resolution imaging. Current small-scale processes include dust storms, dust avalanches, slope streaks caused by dry sand flows, migrating dunes, and recurring slope lineae which may indicate present liquid water. Gullies are formed by seasonal frost or dry ice sublimation and modified over time. Impacts continue to shape the surface by exposing underground ice.
Continental drift theory and seafloor spreading
The document discusses continental drift theory and seafloor spreading. Continental drift theory states that the continents were once joined together in a supercontinent called Pangaea before drifting apart. Evidence for this includes matching fossil and rock formations, as well as coal deposits. Seafloor spreading theory developed by Harry Hess and Robert Dietz proposes that new ocean crust is formed at mid-ocean ridges as the continents separate. Evidence includes the age of ocean rocks decreasing with distance from ridges and magnetic reversals in ocean crust.
Earth Science 6.1 : Volcanic Eruptions
This document discusses volcanic eruptions, describing the differences between nonexplosive and explosive eruptions. Nonexplosive eruptions produce slow lava flows while explosive eruptions blast debris into the air. The type of eruption depends on the composition of the magma, particularly its silica, water, and gas content. Magma erupts as either lava or pyroclastic material like volcanic ash, bombs, and blocks.
Shs core physical science cg with tagged sci equipment
The document outlines the key concepts, standards, competencies and equipment needed for the Physical Science subject covering the topics of the formation of elements in the universe, the historical development of atomic theory, the relationship between chemical structure and properties, how chemical changes occur, applications of chemistry concepts in household products, the evolution of models of the universe from ancient times to Copernicus, Galileo and Kepler, Newton's laws of motion and universal gravitation, and the concepts of mass, momentum and energy conservation. It provides performance standards and learning competencies to demonstrate understanding of these core concepts across 11 topics covered in Quarters 3 and 4.
Plate Tectonics
Plate tectonics involves the slow movement of sections of Earth's crust called tectonic plates. Plates move due to convection currents in the underlying mantle. Where plates meet, they can cause earthquakes, volcanoes, and mountains as the plates push together, slide past each other, or move apart. The movement of plates over time has resulted in continents joining together in a supercontinent called Pangea and breaking apart again.
Op ch07 lecture_earth3, sedimentary rocks
Sedimentary rocks are types of rock that are formed by the deposition of material at the Earth's surface and within bodies of water. Sedimentation is the collective name for processes that cause mineral and/or organic particles (detritus) to settle and accumulate or minerals to precipitate from a solution. Particles that form a sedimentary rock by accumulating are called sediment. Before being deposited, sediment was formed by weathering and erosion in a source area, and then transported to the place of deposition by water, wind, ice, mass movement or glaciers which are called agents
M1_Astronomical Phenomena Known to Astronomers.pptxesson 2_
Ancient astronomers observed astronomical phenomena before the invention of the telescope, including the moon's changing phases over 29.5 days and lunar and solar eclipses. They also noticed that constellations' positions in the night sky varied throughout the year and that some stars appeared to move among the fixed stars, which they called planets like Mercury, Venus, Mars, Jupiter and Saturn.
Folding and faulting
The document discusses endogenetic forces that cause folding and faulting within the Earth's crust. It describes several types of folds that occur due to compression, such as anticlines where rock layers bend upwards and synclines where they bend downwards. It also details different fault types like normal faults where rocks move apart and reverse faults where they move together. In total, the document outlines seven fold types and five fault types that shape the Earth's surface over millions of years through horizontal and vertical crustal movements.
Big bang nucleosynthesis
1. Big Bang nucleosynthesis occurred between 10 seconds and 20 minutes after the Big Bang, producing mostly hydrogen, helium, and small amounts of lithium and deuterium.
2. The key parameters that determined elemental abundances were the neutron-proton ratio after freeze-out at 0.7 MeV, and the baryon-photon ratio which affected reaction rates.
3. Nucleosynthesis began with deuterium formation, then proceeded through reaction chains to produce helium-4, with only traces of other light elements able to form before the universe cooled too much for further reactions.
Thebigbangtheory
Tis iw ekf wer fkwje fkq wfkqjw dqjwdkqw dkqj aje f wef wejf wke fkwe fkw efkw efkw ekjf wkje fwke fwkjefkwe f
New Microsoft PowerPoint Presentation
1. Carbonate sediments originate on land and in the sea in three major settings: continental, transitional between land and sea, and shallow and deep sea.
2. Marine carbonate depositional systems differ from siliciclastic systems in important ways relevant to sequence stratigraphy.
3. Non-marine carbonates form in terrestrial and aquatic environments without marine influence through abiotic and biotic precipitation processes and differ from marine carbonates.
Relative & Absolute Dating
This document discusses two conceptions of Earth's history: catastrophism and uniformitarianism. Catastrophism assumes Earth's history was dominated by violent events while uniformitarianism assumes Earth's history can be understood through present-day geological processes and events. The document advocates for uniformitarianism, noting present processes provide keys to understanding the past. It also discusses concepts like relative and absolute dating, fossilization processes, rates of geological change, and radiometric dating techniques like carbon-14 dating that can determine absolute ages.
ELS-BOW-V2.pptx
This document outlines the budget of work for an Earth and Life Science instructor over 8 weeks. It includes the learning competencies, activities, assessments, and timelines for 4 different grade 11 classes. The instructor will cover topics in Earth Science for the first 4 weeks, including the structure of the Earth, types of rocks and minerals, plate tectonics, and geologic time. They will then shift to Life Science topics for the remaining weeks, such as the nature of life, reproduction, genetics, and animal organ systems. The budget of work outlines the schedule and assessments for each class.
All about - Volcanoes
This document provides an overview of volcanoes. It begins by defining a volcano as a vent in the Earth's surface through which molten rock and gases erupt. It then discusses the internal structure of volcanoes including magma, which is molten rock below the surface. The causes of volcanism are explained in relation to plate tectonics. Different types of volcanoes are classified based on factors like eruption intensity, magma composition, and shape. Volcanic landforms that form from intrusive and extrusive volcanic activity are also outlined. In summary, the document covers the key components and processes involved in volcanism.
What's hot (20)
Shs core physical science cg with tagged sci equipment
Shs core physical science cg with tagged sci equipment
M1_Astronomical Phenomena Known to Astronomers.pptxesson 2_
M1_Astronomical Phenomena Known to Astronomers.pptxesson 2_
Similar to Investigating Landforms On Venus
Edp 279 4.1
This lesson plan teaches 2nd grade students about the phases of the moon through inquiry-based activities over the course of a month. Students will read a poem about the moon, create a KWL chart, make nightly observations of the moon in journals, and discuss their findings. They will learn the vocabulary for moon phases by comparing their observations to diagrams. The teacher will evaluate students' understanding through discussions, journal entries, and completing the KWL chart. The lesson incorporates universal design principles to engage diverse learners.
Edp 279 4.1
This lesson plan teaches 2nd grade students about the phases of the moon through inquiry-based activities over the course of a month. Students will read a poem about the moon, create a KWL chart, make nightly observations of the moon in journals, and discuss their findings. They will learn the vocabulary for moon phases by comparing their observations to diagrams. The teacher will evaluate understanding through discussions, journal entries, and completing the KWL chart. The lesson incorporates universal design principles to engage diverse learners.
E328 Unit and Lesson
This document outlines a 4-lesson kindergarten science unit about Earth's moon and its cycles. The unit introduces key concepts about the moon's orbit, shapes/phases, lunar eclipses, and cycles. Each lesson follows a 5E model and incorporates standards in science, English/language arts, and art. Students will observe the moon, recreate its phases, discuss lunar eclipses, and create a culminating project applying their new moon knowledge. The unit ensures students understand the moon's movement and changing appearance by the end.
Paragraph 130626023636-phpapp01
The document provides information on the key elements of a well-written paragraph, including the topic sentence, supporting sentences, and concluding sentence. It also discusses different types of paragraphs such as narrative, expository, definition, and persuasion paragraphs. Additionally, the document outlines various ways to develop paragraphs, such as creating an outline, developing the topic sentence, adding supporting details and evidence, and using concise and clear language.
Galileo's assistant
Galileo was convinced that the heliocentric model was correct, with the sun at the center of the solar system. To prove this, he observed Venus through his telescope and saw all phases, rather than just a crescent shape as the geocentric model predicted. He also discovered the four largest moons of Jupiter, showing that objects can orbit something other than Earth. Students take on the role of Galileo's assistant, using software to observe Venus and Jupiter as Galileo did in order to gather evidence supporting the heliocentric model.
Galileo's assistant
The document describes an activity where students take on the role of Galileo's assistant. They use software to observe the phases of Venus and moons orbiting Jupiter, just as Galileo did. This provided evidence against the geocentric model and supported the heliocentric model. As Galileo's assistants, students record observations, analyze the data, and discuss how it confirms the sun is at the center of the solar system, with planets orbiting it. They then communicate their findings to others, just as Galileo would have presented evidence to prove the heliocentric model.
Making a Star Clock
This document provides instructions for making a star clock to help students learn about constellations and how they can be used to tell time at night before the invention of clocks. It explains what stars and constellations are, lists some common constellations like the Big Dipper and Cassiopeia, and describes how the apparent motion of the stars is caused by the rotation of the Earth. The instructions guide students through drawing constellations on the board, making their own star clocks with paper and fasteners, finding their current month and setting the time, and challenging them to use their clocks to check the time outside at night.
Twin purposes of Guided Inquiry
This presentation focuses on the twin purposes of Guided Inquiry as a means by which open-ended student inquiry can be carried out and scaffolded, as well as providing means by which evidence of student learning can be gathered during the inquiry.
Astronomy 113
This document is a laboratory manual for an introductory astronomy course. It provides an overview of the course, including contact information for the professor and TA. It describes how the labs will use computer simulations to explore objects in the solar system, Milky Way galaxy, and distant reaches of the universe. The first lab introduces students to the night sky by having them use a virtual planetarium software to identify constellations and celestial motions.
Essay Structure Introduction
Introduction - How to write an essay - LibGuides at University of .... Write a Strong Essay Introduction in a Few Simple Steps. How to write an academic introduction / Academic English UK. How to Improve Your Academic Writing with the Right Essay Structure?. How to Write an Essay Introduction: Structure, Tips EssayPro. Essay structure introduction. How To Write A Essay Introduction Paragraph - HOW TO WRITE A GOOD .... Structuring an essay university. How to structure an essay: the best .... How to Structure Your Essay Introduction Essay Writing Part 2. How to Structure an Essay: A Guide for College Students - Peachy Essay. Research Introduction Examples Apa - Introductions IOE Writing Centre .... History Essay: Structure of essay. Amazing Essay Intro Examples Thatsnotus. 3-Part Introduction Structure Essay writing, Academic essay writing .... Analytical Essay Introduction Structure Telegraph. How to Write a Personal Essay Guide by EssayHub Writers. Essay Structure Introduction and Outline. Introduction Paragraph Essay Generator Car Boot Sales in the UK. Handy Stuff 4 the English Class: ESSAY WRITING TIPS. How to publish an Introduction for just a Homework Paper Information on .... Essay introduction structure. How to Write an Essay Introduction .... Introduction Thesis Essay Example - Thesis Title Ideas for College. How to open an essay. How to Start an Essay with Pictures. 2022-10-30. Essay Structure Basics: Introductions - YouTube. Writing an essay introduction - The Oscillation Band. History Essay: Structure of essay introduction. Essay Introduction Writing Help. Tips and Tricks for Structuring your Essay - Swansea University. Structure of an Essay Introduction - ghostwriternickelodeon.web.fc2.com. 021 Essay Introduction Paragraph Example Argumentative Format ... Essay Structure Introduction Essay Structure Introduction
Activate Students While Exploring ELA & ELD in Tandem
This presentation considers new curriculum and practices that activate students' desires to read like a detective and write like an investigative reporter. New research tells us that curriculums must prioritize content knowledge development, and be guided by complex text.
English Language Development lessons must work in tandem with English Language Arts when students are learning in a language other than their own. The learning environment where English Language Arts and English Language Development are vertically aligned, backwards-mapped and information is released gradually are fundamental for students future.
More information www.alphaedu.info
www.smarteducation.ae
How to do a close reading
1) The passage describes the process of close reading a text, which involves making observations about details, facts, and rhetorical features, and then interpreting those observations.
2) It provides an example of annotating a passage from Loren Eiseley about an encounter with an orb spider. Observations are made about language that characterize the spider and its web-universe.
3) The close reader asks questions about patterns observed, like whether the passage suggests our ideas are also limited by our human perspective, and what the "vast impossible shadow" refers to, in order to reason towards an interpretation.
Creating a lesson scholars will love.
Achievement First is a growing network of non-profit, high-performing, college-preparatory, K to 12 public charter schools in Connecticut, New York and Rhode Island. The mission of Achievement First is to deliver on the promise of equal educational opportunity for all of America's children. We believe that all children, regardless of race or economic status, can succeed if they have access to a great education. Achievement First schools provide all of our students with the academic and character skills they need to graduate from top colleges, to succeed in a competitive world and to serve as the next generation of leaders in our communities.
Achievement First was established in 2003 by the founders of Amistad Academy, a nationally acclaimed public charter school in New Haven, CT. Amistad Academy, which was founded in 1999 to prove that urban students can achieve at the same high levels as their suburban peers, enabled its students to achieve at such extraordinarily high levels that the founders were asked to use Amistad Academy's knowledge and best practices to have a greater impact. Achievement First has grown into a network that includes 25 public charter schools in five cities.
Achievement First will continue to create public charter schools that close the achievement gap, while also looking to partner with other like-minded, reform-oriented organizations and traditional school districts to maximize our collective impact. Our theory of change is that by creating the equivalent of an urban public school "district," Achievement First can serve as proof that closing the achievement gap is possible at district scale and inspire broader reform. Achievement First is focused on continuing to close the achievement gap and serving as an example for other public charter schools and traditional public school districts. We will continue our work until every child is given access to a great education and enjoys the real freedom that flows from that opportunity.
Information+search+process
The document describes Carol Kuhlthau's model of the information search process as a series of stages that researchers progress through when seeking information. It likens the process to a river journey from source to sea. The stages are initiation, selection, exploration, formulation, collection, presentation, and assessment. At each stage, researchers experience characteristic feelings (uncertainty, confusion, clarity etc.) and thoughts, while taking specific actions to move the process forward. Understanding the normal ups and downs of feelings that occur during research can help people feel less alone in their experiences.
The research river
1. The document describes the research process as akin to a river's journey from its source to the sea, with various stages represented as different parts of the river.
2. It discusses six stages of the research process - initiation, selection, exploration, formulation, collection, and presentation - and the feelings and tasks associated with each stage.
3. The exploration stage in particular involves feeling overwhelmed by information as the "research river" forms rapids and waterfalls, representing difficulties in navigating large amounts of sources.
Moonwalk
While daring each other to jump over rilles, or narrow valleys on the Moon, Gerry and Vern get into trouble. Vern falls and hurts his knee while also knocking his battery loose, the one that gives him air to breathe in his spacesuit. Luckily, the boys are able to get to a nearby shelter where Vern is out of danger.
Developing and Linking Paragraphs PDF Copy
The document provides information on paragraph structure and development. It defines the key elements of a paragraph as the topic sentence, supporting sentences, and concluding/clincher sentence. It also outlines different types of paragraphs such as narrative, expository, and definition paragraphs. Narrative paragraphs tell a story, expository paragraphs explain or inform, and definition paragraphs define a term. The document emphasizes that well-constructed paragraphs demonstrate unity, order, completeness, and coherence.
Paragraph Development
Prepared by: Ms. JAMAICA OLAZO
Want to ask a copy on this, just reach me on my fb account:
https://www.facebook.com/ja.maica.393
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
What is a Paragraph
Parts of a Paragraph
Four Essential Elements of a Paragraph
Difference Between a Paragraph and an Essay
Paragraph Development
Types of Paragraph and its Elements
Ways in Developing a Paragraph
Bluespring Caverns Inquiry Project
This document discusses Kelsey Zehr's inquiry project about Bluespring Caverns, a cave system located in Indiana. As someone who grew up near the caves but knows little about them, Kelsey wants to learn more. The document provides background information on Bluespring Caverns, including that it has the longest known subterranean river in the US. It also describes the geology of cave formation and lists questions Kelsey has. Potential student activities connected to a field trip to the caves are outlined that relate to science standards.
National Writing Project Annual Meeting: Composing Science
This document provides an overview of a workshop on scientific writing and inquiry. It discusses the uniquely challenging aspects of scientific writing, including its concealment of rhetoric, use of grammatical metaphors, role of evidence, addressivity to other scientists, and integration of multiple modes. The workshop will explore how to engage students in scientific practices like defining terms empirically and using notebooks. Examples from a course on scientific inquiry show how students negotiated definitions through discussion and experimentation. Developing a rubric for notebooks based on examples from famous scientists will help students participate in scientific practices.
Similar to Investigating Landforms On Venus (20)
Activate Students While Exploring ELA & ELD in Tandem
Activate Students While Exploring ELA & ELD in Tandem
National Writing Project Annual Meeting: Composing Science
National Writing Project Annual Meeting: Composing Science
More from dwinter1
Composing The Final Proposal
This document provides instructions for interns to complete and submit their final malaria treatment proposal. It guides them through writing an introduction paragraph by copying relevant information from their project summary. It then instructs them to state their design claim by describing the key aspects of the proposed treatment design. For the conclusion, interns are told to summarize why their design should be chosen, describe their design priorities and the trade-offs between criteria, and convince the reader their design is optimal despite the trade-offs. The document also reviews revising the entire proposal, including the three design decision paragraphs, before submitting.
Writing Design Decisions
1. Interns were instructed to review feedback from the project director on their outline and background research and discuss how to strengthen their design decision paragraphs with colleagues.
2. They were then directed to write the three design decision paragraphs for their proposal, using their outline, feedback, and other resources as guides.
3. Interns were reminded to save their work in progress but not submit, as they will continue working on the introduction and conclusion sections during their next workday. They should review tasks and determine if any unfinished work needs completion after hours.
Considering Design Decisions
The document discusses strategies for writing a strong proposal to address the problem of drug-resistant malaria, including focusing on one section of the proposal at a time, using an outline to organize evidence supporting design claims, and reviewing examples to understand how different parts fit together. Interns are asked to gather evidence by outlining their design decisions for three criteria related to minimizing drug resistance, side effects, and cost in order to receive feedback on their evidence and arguments.
Choosing An Optimal Design
This document outlines steps for interns to review design feedback, interpret how well their design addressed different criteria, and plan iterative testing to improve their design. Interns receive feedback letters evaluating their designs on criteria like minimizing drug resistance, reducing side effects, and lowering treatment costs. They annotate the letters and record notes in a feedback summary table, color-coding results as strongly, moderately, or weakly addressing each criterion. Discussing trade-offs between criteria helps interns prioritize areas for improvement and set targets for their redesign strategies, as it is difficult for one design to strongly address all criteria equally. The goal is to identify an optimal design through iterative testing and choice of priority among criteria.
Designing Malaria Treatments
Engineers at Futura are developing malaria treatments using an iterative design process and simulation tool called MalariaMed. Students practiced this process by running multiple iterative tests of simulated malaria treatment designs, recording the results, and analyzing the data to identify the strongest design. The best design would minimize drug resistance and side effects while keeping costs low, without increasing the malaria parasite population. After analyzing all their results, students selected one design to submit to their project director for feedback on how to further improve their treatment design.
Exploring Antimalarial Drugs
The document discusses exploring antimalarial drugs to treat malaria. It describes running tests in MalariaMed to investigate how changing the drug type, dose size, and number of treatment days affects various criteria like the total parasite population, drug resistance, patient side effects, and total cost. The tests show that using a larger dose or more days of treatment generally reduces the parasite population more but increases drug resistance faster. In contrast, a smaller dose or fewer days reduces side effects and cost but risks allowing more parasites to survive and the population increasing. Using multiple drugs sequentially is suggested as a way to minimize drug resistance.
Understanding Drug Resistance
Using a single drug treatment for malaria results in a shift in the parasite population toward increased resistance to that drug over time. Testing different single-drug treatments in the MalariaMed model showed that resistance developed quickly when only one drug was used. Combining multiple antimalarial drugs is preferable to delay the development of resistance compared to reliance on a single drug.
Writing A Scientific Argument
This document provides guidance to students on developing a scientific argument to explain why stickleback populations changed over 13 generations. It instructs students to use a Reasoning Tool template to organize their claim, evidence, and reasoning. Students are told to annotate their Reasoning Tool by circling their strongest evidence, crossing out unrelated evidence, and connecting related evidence with arrows. They then write an argument referring back to the Reasoning Tool and using suggested sentence starters to clearly articulate their reasoning. For homework, students finalize and revise their written arguments.
Engaging In A Science Seminar
The document describes a classroom lesson where students will participate in a Science Seminar discussion to answer the question "What caused the stickleback population to have less armor and become faster?". The students will be split into two groups - one to lead the discussion in the inner semicircle and one to listen and take notes in the outer semicircle, and they will switch roles halfway through. The goal is for the students to use the evidence cards and their knowledge to build the best explanation for why the environmental change caused the stickleback population to change.
Examining Evidence About Sticklebacks
This document describes a science seminar about stickleback fish. It includes sections where students annotate passages about sticklebacks, are introduced to how the population has changed over generations from having more armor plates to fewer, and examine evidence cards about stickleback traits, environment, and lifespan. The goal is for students to analyze the evidence and determine which of two claims is best supported about what caused the changes in the stickleback population.
Wrapping Up The Newt Mystery
Mutations can introduce new traits into a population. A mutated trait will become more common over generations if it provides an adaptive advantage in the environment. According to the document, a mutation introduced a trait for high poison levels in newts 50 generations ago. When snakes were introduced to the environment 40 generations ago, the high poison levels provided an adaptive advantage by preventing snakes from eating the newts. As a result, the highly poisonous trait became the most common trait in the newt population over many generations.
Mutations In a Population
This document discusses mutations in populations and how traits created by mutations may become more or less common over generations. It describes an activity using a simulation where students will investigate whether mutations can introduce non-adaptive fur traits into an ostrich population in a cold environment. The simulation allows students to observe the population over 50 generations with mutations turned on and analyze changes in fur traits, to see if low-fur traits introduced by mutation become more or less common. Key points emphasized are that mutations occur randomly, can create adaptive, non-adaptive or neutral traits, and adaptive traits will become more common while non-adaptive traits will become less common over time.
Introduction to Mutations
This document describes a lesson about how new traits can emerge in populations through mutations. Students will read an article on mutations and discuss how mutations could explain a new poison level trait appearing in newt populations over time. They will then use a simulation to explore how mutations can introduce variation that allows a population to adapt when the environment changes. By running the simulation with and without mutations turned on, students can compare the outcome for a population of ostrilopes in a cooling environment and see the impact of mutations on the population's ability to survive.
Reviewing Key Ideas About Natural Selection
The document discusses natural selection and reproduction through a lesson on newts. It explains that traits are passed down from parents to offspring, and that individuals with adaptive traits are more likely to survive and reproduce, passing on those traits. The lesson has students complete different activities to understand how adaptive traits like high poison levels in newts became more common in a population over time through this process. It concludes with a self-assessment for students to reflect on their learning.
The Deadly Dare
The document discusses a chapter about natural selection and reproduction. It includes sections about warming up and reading activities for students, including reading an article called "The Deadly Dare" about how poison helps rough-skinned newts survive and how it became more common over generations through natural selection. The chapter asks how some traits become more common over many generations while others become less common.
Reasoning About The Newt Mystery
The document describes students rereading an article on how a newt population evolved to have higher levels of poison over generations. It has the students use evidence from histograms and the article to complete a reasoning tool connecting the evidence to a claim about why the trait for increased poison became more common. The reasoning tool is used to help the students write a scientific argument explaining their claim to share with others.
Survival and Reproduction
The document discusses natural selection and how traits become more or less common over generations within populations. It describes an investigation using a simulation of ostrilopes with different color traits. Data was collected on how many offspring each color trait produced. The data showed that ostrilopes with the yellow color 7 trait reproduced more on average and became more common in the population over time, while ostrilopes with traits like blue 1 and yellow 10 that did not provide camouflage reproduced less and became less common. This occurred because traits that helped ostrilopes survive longer, like yellow 7, allowed them to reproduce more and pass on their genes more frequently.
Reproduction and Traits
The document describes a simulation activity where students use a natural selection simulation to gather evidence about how traits are passed from parents to offspring during reproduction. The simulation shows that while offspring generally inherit traits from their parents, over multiple generations of reproduction the frequency of traits in a population can change as some traits become more or less common than others. The activity provides evidence to refute the claim that reproduction always produces offspring with adaptive traits, since in the simulation non-adaptive traits were still passed down from parents to offspring.
Explaining Changes in Trait Distribution
The document summarizes a lesson on explaining changes in a population of rough-skinned newts over time based on evidence. It discusses:
1) Having students review evidence that the newt population changed, with more highly poisonous individuals now than 50 generations ago.
2) Connecting this to the fact that snakes became part of the newts' environment between the first and second data samples.
3) Concluding that snakes likely caused high poison levels to become an adaptive trait, leading to more poisonous newts over time through natural selection.
Adaptive Traits
This document describes an investigation of how traits change over time in different environments using a simulation of ostrilopes. Students observe an ostrilope population in two environments - one with a predator where being yellow provides camouflage, and one without a predator. In the environment with a predator, the population shifts to being entirely yellow over time as yellow ostrilopes are more likely to survive. In the environment without a predator, the trait distribution changes little. This provides evidence that yellow color is only adaptive in an environment where it provides camouflage from predators. The document then discusses using a modeling tool to predict how traits in a thornpalm population might change over time in response to environmental factors like
More from dwinter1 (20)
Recently uploaded
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
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.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
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 KanvariaHow to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Recently uploaded (20)
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Investigating Landforms On Venus
- 1. GEOLOGY ON MARS Unit 1 - Chapter 2-1 2.1: Investigating Landforms onVenus Using Models as Evidence
- 2. 1. What would you add to the diagram to better show Claire’s idea? Claire made the diagram above to show how the puddle she saw on the way to school disappeared by the end of the day. She wanted to show her idea that heat from the sun caused the water to evaporate into the air. However, Claire's diagram is incomplete. Think about what's missing.
- 3. REVIEWING THE CHAPTER 1 QUESTION If flowing water formed the channel, then Mars once had the liquid water needed to support life.
- 4. • Flowing water, flowing lava, and unsure are acceptable answers, your claim should be supported by evidence that is explained with reasoning. • Example: • I can look at the flowing lava image and see how it is similar and different from the channel on Mars. I’m not sure, but I think maybe it was formed by flowing lava because the channel on Mars looks narrow, and the landform made by flowing lava seems more narrow than the one formed by flowing water. CHAPTER 1.3.4: (Activity 4) Possible AnswersTo Include:
- 5. CHAPTER 2 QUESTION How can we gather more evidence about whether lava or water formed the channel on Mars? There is a need for more evidence to figure out whether flowing water or flowing lava formed the channel on Mars. We will think about ways scientists can gather evidence about processes that are difficult to observe, such as those on other planets
- 6. Investigating Landforms on Venus Article “Investigating Landforms on Venus” • In the article, a scientist observed interesting landforms on Venus and developed a way to get evidence about the process that created them. • We will apply what we learn to understand how we can gather more evidence about whether lava or water formed the channel on Mars.
- 7. ACTIVE READING • Scientists read a lot – they read carefully and critically to be sure they understand the ideas presented. • Other investigations and to learn more about topics in science. • What is Active Reading? • Science texts can be difficult to read, containing words and concepts that may be new or complicated. • That’s why it’s especially important to read deeply and carefully. • Active Reading is an approach to reading science texts, which is similar to how scientists read. • This approach is called Active Reading because you will think very deeply as you read, so you can actively try to understand what you are reading. • Think about a time when they were doing the opposite of Active Reading. • Raise your hand if you have ever experienced a time when you read something for class but realized you didn’t actually remember or didn’t try to really understand what you were reading. • Discuss why you think this happens - Be ready to share your experiences with the class. • Reading without paying attention or understanding what is read is actually very common. • We want you to read actively so that you can understand the ideas being presented.
- 8. Annotating a text means recording your own thinking as you read.This practice helps readers keep track of what they are thinking and helps them remember the ideas and concepts they are reading.
- 9. AMPLIFY LIBRARY, USING THE “INVESTIGATING LANDFORMS ON VENUS” ARTICLE This seems strange to me— Venus has clouds? I guess I never thought about that before. I am going to use this image to help me understand what novae are. I am starting to be able to picture these novae; I see that they are round landforms found all over the surface ofVenus. But, I am still not sure how big they are. ADD NOTE
- 10. AMPLIFY LIBRARY, USING THE “INVESTIGATING LANDFORMS ON VENUS” ARTICLE When you Highlight challenging words, or record questions or connections, or think deeply about the article—you are creating a record of your thinking as you read. These annotations show that I was paying attention to my own understanding as I read, which is an important habit to learn. Do not worry about writing perfect or complete sentences with correct spelling. Your annotations should just reflect your thinking in the moment.
- 11. FOCUS ON ASKING QUESTIONS AS THEY READ Partner discussions after reading • When finished you will share one or two annotations with a partner. • Make sure that you record a few specific, thoughtful questions that you can discuss with a partner after you read. Begin reading and annotating “Investigating Landforms on Venus.” The link is located under 2.1.3
- 14. Answer the reflection question on your screen and press HAND IN at top to submit your article annotations and reflection. 2.1.4: Annotations and Reflection.