Lesson 2 environmental factors 1
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The document discusses how environmental factors like light, temperature, sound, and humidity change constantly and impact plants and animals. It notes that light levels fluctuate over a 24-hour period and asks students to draw a diagram showing this. Students are also asked to draw scenes from each season including any animals they may see, and to answer questions about how light, temperature, and plants change over a day, year, and in relation to each other.
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The document discusses how environmental factors like light, temperature, and humidity change daily and seasonally and how animals and plants adapt to these changes. Students are tasked with observing a local pond habitat, sketching how light and temperature vary over a 24-hour period, and drawing scenes from each season to show how plants change throughout the year in response to shifting environmental conditions.
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The document discusses how environmental factors like light, temperature, and humidity change daily and seasonally and how animals and plants adapt to these changes. Students are tasked with observing a local pond habitat, sketching how light and temperature vary over a 24-hour period, and drawing scenes from each season to show how plants change throughout the year in response to shifting environmental conditions.
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Prepositions like "in", "at", and "on" can be used as connectors between words in a sentence to describe when something occurs. "At" is used for specific times, "on" is used for specific dates and days including some special days, and "in" is used for nonspecific times during a day, month, season, or year as shown in the examples.
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Prepositions such as "in", "at", and "on" can be used as connectors between words in a sentence to describe when something occurs. "At" is used for specific times, "on" is used for specific dates and days including some special days, and "in" is used for nonspecific times during a day, month, season, or year as shown in the examples.
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Prepositions such as "in", "at", and "on" can be used as connectors between words in a sentence to describe when something occurs. "At" is used for specific times, "on" is used for specific dates and days including some special days, and "in" is used for nonspecific times during a day, month, season, or year as shown in the examples.
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Prepositions like "in", "at", and "on" can be used as connectors between words in a sentence to describe when something occurs. "At" is used for specific times, "on" is used for specific dates and days including some special days, and "in" is used for nonspecific times during a day, month, season, or year as shown in the examples.
Pedro&emi 1
Prepositions such as "in", "at", and "on" can be used as connectors between words in a sentence to describe when something occurs. "At" is used for specific times, "on" is used for specific dates and days including some special days, and "in" is used for nonspecific times during a day, month, season, or year as shown in the examples.
Pedro&emi
Prepositions such as "in", "at", and "on" can be used as connectors between words in a sentence to describe when something occurs. "At" is used for specific times, "on" is used for specific dates and days including some special days, and "in" is used for nonspecific times during a day, month, season, or year as shown in the examples.
Connor.t luke daniel r
The document discusses the four seasons - spring, summer, autumn, and winter - and explains that the seasons are caused by the Earth's tilted axis and orbit around the sun. Specifically, it notes that the Earth is tilted at an angle of 23.5 degrees and revolves around the sun, with the north pole always pointing in the same direction, and this movement is what causes the varying seasons throughout the year. The hottest temperature ever recorded in Britain was 38.5°C in Kent, southeast England in August 2003.
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Rate equations
1) A rate equation summarizes the rate of reaction based on changes in reactant concentrations and can take the form of Rate = k[A]n[B]m, where k is the rate constant, n and m are orders of the reaction with respect to reactants A and B, and the overall order is n+m.
2) The rate equations and their graphical representations are different for zero order (rate is independent of concentration), first order (rate is proportional to concentration), and second order (rate is proportional to concentration squared) reactions.
3) The order of reactants in a rate equation can be determined experimentally by measuring rates at different initial concentrations.
Mass spectrometry
This document discusses key aspects of mass spectrometry. It explains that a mass spectrometer breaks up molecules into ionized fragments and analyzes their mass-to-charge ratios. The molecular ion peak has the highest m/z value and corresponds to the loss of a single electron, while the base peak is the most abundant fragment and usually results from losing a methyl group. Additional information provided includes that molecules tend to break at weak bonds, carbon-containing fragments are more stable with additional carbon groups or carbonyl bonds, and M+1 peaks indicate the presence of carbon-13. Mass spectra examples are given for ethanol, propanal, and propanone.
Factors affecting reaction rates
The document discusses several factors that affect the rate of chemical reactions:
1) Concentration and surface area - Increasing concentration and surface area increases the number and frequency of collisions between reacting particles, speeding up reactions.
2) Temperature - Higher temperatures cause particles to collide more energetically, increasing reaction rates. A 10 degree rise often doubles the rate. More particles have energy exceeding the activation energy at higher temperatures.
3) Catalysts - Catalysts increase reaction rates by lowering the activation energy needed, allowing reactions to proceed more quickly without being consumed in the process.
Chemical kinetics
This document describes an experiment to measure the rate of reaction between magnesium and sulfuric acid. The rate is measured by collecting hydrogen gas produced over time. The results show the volume of hydrogen increases rapidly at first as the reaction proceeds, then slows down as the magnesium is used up. The document also discusses factors that generally affect chemical reaction rates, such as concentration, surface area, temperature, and catalysts.
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Infrared spectroscopy involves irradiating molecules with infrared radiation, causing their bonds to stretch and bend. The frequencies at which bonds absorb infrared radiation depend on bond strength, length, and atom mass, appearing as peaks on a spectral printout. Only polar molecules that change polarity during vibration absorb infrared light. Stronger bonds absorb at higher wavenumber values, and hydrogen bonding widens the O-H peak. More complex molecules produce varied peaks from different vibration modes. Infrared spectra provide information on functional groups and molecular structure through characteristic absorption peaks in defined regions.
Human reproduction lesson 8
1. Sex cells called sperm and eggs have half the number of chromosomes of normal body cells and are specialized for fertilization.
2. Sperm are produced in the testes and have a head containing DNA, mitochondria for energy, and a tail for movement. Eggs are produced in the ovaries and contain DNA inside the nucleus.
3. During fertilization, a sperm enters an egg and their chromosomes fuse, combining the genetic material from each parent to form a new embryo with a full set of chromosomes.
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The menstrual cycle occurs monthly and is controlled by hormones from the pituitary gland that signal the ovaries to release an egg (ova) through the fallopian tubes to the uterus. If the egg is not fertilized by a sperm, it disintegrates and the uterine lining breaks down and is passed, along with blood and tissue, through menstruation or a period. The four stages of the menstrual cycle are: bleeding starts on day 1 when the uterine lining breaks down; rebuilding of the lining starts on day 4; an egg is released around day 14 and can be fertilized for 3 days; and the thickened lining remains on day 28 awaiting a fertilized egg before breaking down again if none arrives.
Human reproduction lesson 7
During childhood from ages 0-10, a person's body grows rapidly but boys and girls develop similarly. Adolescence from ages 10-16 is when puberty occurs, bringing major physical changes like growth of hair and sexual maturation as reproductive organs become functional. Boys experience voice deepening and sperm production while girls undergo breast development and their first menstrual periods.
Human reproduction lesson 6
The placenta provides food and oxygen to the developing fetus through the umbilical cord attached to the mother's uterus. The amniotic fluid surrounds the fetus inside the amniotic sac and protects it from shocks. As the embryo develops over weeks, it grows into a fetus with visible features by 4 weeks. When birth is imminent, the amniotic sac bursts and the uterus and cervix muscles contract to push the baby out through the birth canal.
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The document discusses the physical changes that occur as a person grows up from childhood through adolescence. During childhood from ages 0-10, the body grows rapidly but boys and girls develop similarly. In adolescence from ages 10-16, puberty causes major physical changes with boys developing facial and body hair and a deeper voice while girls develop breasts and begin menstruation as their bodies become capable of reproduction.
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The document discusses the uterus, which houses the developing baby, and the process of childbirth. It describes how the baby is attached to the mother via the umbilical cord, which provides oxygen and food to the baby while removing waste. The baby floats in amniotic fluid inside the uterus, which supports and protects the baby from shocks.
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Fertilisation occurs when a sperm enters an egg in the fallopian tubes. Millions of sperm are released and swim through the uterus and fallopian tubes to meet a single egg, with only one sperm penetrating the egg's membrane to fuse with the egg nucleus. The nuclei of the sperm and egg then fuse, initiating rapid cell division and replication to form a zygote, which is the fertilized egg.
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This document provides information about the male and female reproductive systems. It identifies and labels the main parts of each system, including the penis, testes, sperm ducts, ovaries, uterus, cervix, and vagina in the male system and ovaries, oviducts, uterus, cervix, and vagina in the female system. It also summarizes the process of fertilization, including the release of sperm and eggs, fertilization occurring when a single sperm fuses with an egg, and the formation of a zygote through rapid cell division.
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This document discusses human reproduction. It describes that males produce millions of sperm cells that contain the father's genetic information and have a tail to help swim. Females produce a few hundred egg cells over their lifetime that contain the mother's genetic information. Fertilization occurs when a sperm cell meets an egg cell, and the joined cell begins dividing and growing into new cells to form an embryo.
Lesson 10 choice chambers
Woodlice were placed in a choice chamber with four sections: wet and dark, wet and light, dry and dark, and dry and light. The student predicted the woodlice would prefer the wet and dark section and this was because woodlice typically live in dark, moist places. The student observed the woodlice over 10 minutes and recorded which section they were in. They found the woodlice preferred the wet and dark section and this was likely because woodlice grow faster in moist, dark conditions.
Lesson 11 afl
Rabbit and sparrow bones were found at the bottom of a cliff, with sparrow feathers in hawk droppings, indicating that hawks prey on sparrows and rabbits. Worms, caterpillars, and snails were found amongst leaves under trees, with smashed snail shells on rocks and chewed leaves on the ground, showing that snails, caterpillars, and other insects are eaten by birds and small mammals. Eagles nest at the top of the cliff, placing them at the top of the food chain as apex predators at Grassy Hills.
Lesson 9 animal survival
This document discusses how different animals survive in different habitats and seasons. It explains that owls hunt at night because they can do so silently with good night vision, while lions hunt during the day when they can see prey well at watering holes. Some animals like frogs hibernate in winter when it is cold and food is scarce, while others like robins survive the winter. Similarly, pine trees survive year-round whereas apple trees die off in winter and regrow in spring.
Lesson 8 food webs
Plants are the producers in the food web. Blue tits, chiffchaffs, aphids, and moths are herbivores that eat plants. Ladybirds are primary consumers that eat aphids. Owls are secondary consumers that eat blue tits, moths, and voles. Stoats are tertiary consumers that prey on voles. The document discusses a food web and includes questions to test understanding of producer, consumer, and predator relationships within the web.
Lesson 6 food chains
This document discusses food chains and the relationships between producers and consumers. It defines key terms like producers, consumers, herbivores, carnivores, and omnivores. Producers are organisms that can make their own food, like plants, while consumers eat other organisms for food. Herbivores eat producers or plants, carnivores eat other consumers or animals, and omnivores eat both producers and consumers. Food chains show the transfer of energy from one organism to another, with producers at the start of the chain and top predators at the end.
Lesson 5 predator and prey
This document defines and provides examples of predators and prey. It explains that predators are animals that hunt and eat other animals, and have adaptations like sharp teeth and claws to help them catch prey. Prey are the animals that are hunted and eaten, and have adaptations like camouflage and living in groups for protection. The document discusses how the populations of predators and prey are interconnected, as increases or decreases in one will affect the other. It provides examples of predator and prey adaptations, and has students draw their own designs of a super predator and prey.
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Lesson 2 environmental factors 1
- 1. Environmental Factors Target To know that plants and animals are adapted to their environments.
- 2. Swimming force Fast swimming Breathing
- 9. Core Science 1 – page 78 and 79
- 14. Questions Core Science 1 – page 78 and 79
- 15. Factors • Many factors change around us, these are known as environmental factors – They may change every year, every month, every day or more • Some factors which change are: – Light – Temperature – Sound – Humidity (water in the air)
- 16. Light • When there is less light ………..will happen • When there is more light …………will happen
- 17. Light • Draw a sketch in your book of how the amount of light changes in a 24 hour period Time (hours) Light Intensity (Units)
- 18. Divide your page into 4 and for each section draw a scene from each of the seasons – include any animals you might see Spring Summer Autumn Winter
- 19. Changes 1. How does the amount of light change over a year? 2. How does the temperature change over a) A day b) A year? 3. How do plants change over a year? – relate your answer to light and temperature