Living things Unit 4
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Living things include people, animals and plants which are born, grow, reproduce and die while going through life cycles. Animals can be wild or domestic and move by walking, climbing, flying, jumping, swimming or slithering while adapting to their environment through nutrition by herbivores eating plants, carnivores eating meat, and omnivores eating both meat and plants, with reproduction occurring through viviparous animals being born from their mother's body or oviparous animals being born from eggs.
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Ns1 u4
Living things such as people, animals and plants are born, grow, reproduce and die, going through life cycles. Animals can be wild or domesticated, and move in different ways like walking, climbing, flying, jumping, swimming or slithering. They adapt to their environments and have different diets, with herbivores eating plants, carnivores eating meat, and omnivores eating both meat and plants. Animals also reproduce through different means, with viviparous animals being born from their mother's body and oviparous animals being born from eggs.
Unit 4 contents
This document discusses the key characteristics of living things such as people, animals and plants and how they are born, grow, reproduce and die. It also covers different types of animals including whether they are wild or domestic, how they move by walking, climbing, flying, jumping, swimming or slithering, and how they get nutrition as herbivores, carnivores or omnivores. The document also briefly explains the reproductive processes of viviparous and oviparous animals.
Ns1 m2 u05_presentation
This document discusses the characteristics of different animal classes. Mammals are viviparous, birds are oviparous and can fly, reptiles are oviparous and slither, amphibians are oviparous and lay eggs in water, fish are oviparous and swim, and insects are oviparous and are invertebrates. The document concludes by stating that one should be good to animals.
Ns1 m2 u04_presentation
Living things include people, animals and plants which are born, grow, reproduce and die while going through life cycles. Animals can be wild or domestic and move by walking, climbing, flying, jumping, swimming or slithering while adapting to their environment. Animals also reproduce through either viviparous birth from their mother's body or oviparous birth from eggs, and nutrition is obtained by herbivores eating plants, carnivores eating meat, or omnivores eating both meat and plants.
Unit 5
This document discusses the characteristics of different animal classes. Mammals are viviparous, birds are oviparous and can fly, reptiles are oviparous and slither, amphibians are oviparous and lay eggs in water, fish are oviparous and swim, and insects are oviparous and are invertebrates. The document concludes by stating that one should be good to animals.
Study your words!!
Living things are born, grow, reproduce, and die. They have life processes like nutrition, interaction, and reproduction. All living things need food, water, and air. Nutrition involves a balanced diet from regular meals and snacks. Reproduction in animals involves being born from eggs or live birth. Animals get nutrition as carnivores, herbivores, or omnivores. Plants make their own food through photosynthesis and need sunlight, nutrients from soil, and water.
Living and non living things
Living things such as people, animals, and plants are born, grow, reproduce, and die. They require food, water, and air to survive and change during their lifetime from eggs, tadpoles, or seeds into adults like chickens, frogs, or trees. Non-living things like rocks, sand, air, and man-made objects do not have these characteristics of living things.
Unit 1. living things sonia peco ceip gloria fuertes (copia conflictiva de ma...
This document discusses the characteristics of living and non-living things. It explains that living things such as plants, animals and humans all have the life processes of nutrition, interaction, and reproduction. Nutrition involves taking in food, interaction involves relationships and communication, and reproduction involves creating new living things. The document provides examples of how these life processes apply to humans, animals and plants. It also discusses non-living things and gives examples of natural and man-made non-living things.
Recommended
Ns1 u4
Living things such as people, animals and plants are born, grow, reproduce and die, going through life cycles. Animals can be wild or domesticated, and move in different ways like walking, climbing, flying, jumping, swimming or slithering. They adapt to their environments and have different diets, with herbivores eating plants, carnivores eating meat, and omnivores eating both meat and plants. Animals also reproduce through different means, with viviparous animals being born from their mother's body and oviparous animals being born from eggs.
Unit 4 contents
This document discusses the key characteristics of living things such as people, animals and plants and how they are born, grow, reproduce and die. It also covers different types of animals including whether they are wild or domestic, how they move by walking, climbing, flying, jumping, swimming or slithering, and how they get nutrition as herbivores, carnivores or omnivores. The document also briefly explains the reproductive processes of viviparous and oviparous animals.
Ns1 m2 u05_presentation
This document discusses the characteristics of different animal classes. Mammals are viviparous, birds are oviparous and can fly, reptiles are oviparous and slither, amphibians are oviparous and lay eggs in water, fish are oviparous and swim, and insects are oviparous and are invertebrates. The document concludes by stating that one should be good to animals.
Ns1 m2 u04_presentation
Living things include people, animals and plants which are born, grow, reproduce and die while going through life cycles. Animals can be wild or domestic and move by walking, climbing, flying, jumping, swimming or slithering while adapting to their environment. Animals also reproduce through either viviparous birth from their mother's body or oviparous birth from eggs, and nutrition is obtained by herbivores eating plants, carnivores eating meat, or omnivores eating both meat and plants.
Unit 5
This document discusses the characteristics of different animal classes. Mammals are viviparous, birds are oviparous and can fly, reptiles are oviparous and slither, amphibians are oviparous and lay eggs in water, fish are oviparous and swim, and insects are oviparous and are invertebrates. The document concludes by stating that one should be good to animals.
Study your words!!
Living things are born, grow, reproduce, and die. They have life processes like nutrition, interaction, and reproduction. All living things need food, water, and air. Nutrition involves a balanced diet from regular meals and snacks. Reproduction in animals involves being born from eggs or live birth. Animals get nutrition as carnivores, herbivores, or omnivores. Plants make their own food through photosynthesis and need sunlight, nutrients from soil, and water.
Living and non living things
Living things such as people, animals, and plants are born, grow, reproduce, and die. They require food, water, and air to survive and change during their lifetime from eggs, tadpoles, or seeds into adults like chickens, frogs, or trees. Non-living things like rocks, sand, air, and man-made objects do not have these characteristics of living things.
Unit 1. living things sonia peco ceip gloria fuertes (copia conflictiva de ma...
This document discusses the characteristics of living and non-living things. It explains that living things such as plants, animals and humans all have the life processes of nutrition, interaction, and reproduction. Nutrition involves taking in food, interaction involves relationships and communication, and reproduction involves creating new living things. The document provides examples of how these life processes apply to humans, animals and plants. It also discusses non-living things and gives examples of natural and man-made non-living things.
Living organisms and Their Surroundings
This document discusses the key characteristics of living things and their relationship with their environment. It defines living and non-living things, then lists eight characteristics of living things: they need air, water and food; can grow; can move; can respond to stimuli; respire; excrete; reproduce; and have a definite lifespan. It also discusses habitats, including biotic and abiotic components. Finally, it explains that adaptations allow organisms to be suited to their particular habitat.
Animals Nutrition
Animals are categorized as herbivores, carnivores, or omnivores based on their diets. Herbivores eat plants, carnivores eat meat, and omnivores eat both plants and meat. In the food chain, larger animals eat smaller animals, such as snakes eating birds.
Animals Nutrition
There are three main types of animals: herbivores, carnivores, and omnivores. Herbivores eat plants like fruits, seeds, grass, and leaves. Carnivores eat meat. Omnivores eat both plants and meat. Ruminant animals are herbivores that eat plants and regurgitate them to chew again later. Plants create their own food through the process of photosynthesis using sunlight, soil, and water.
Roscoe food and clothing of early man
The document discusses the evolution of early human diets and clothing from Australopithecus afarensis to Homo sapiens sapiens. Early humans like A. afarensis had mostly vegetarian diets and did not wear clothing. Homo habilis ate fruits, nuts, and roots and tried to control fire. Homo erectus was able to control fire and use it to cook meat. Later humans like Homo sapiens, Neanderthals, and Cro-Magnons wore animal skins and developed better tools and diets, becoming skilled hunters and gatherers. Modern humans have a wide variety of global diets and clothing styles.
Resumen unit 4 animals natural science
Living things such as people, animals and plants are born, grow, reproduce and die. Vertebrates have backbones and include animals such as fish, bears and tortoises while invertebrates like frogs do not have backbones. Domestic animals live with people on farms or in homes and people care for them, while wild animals live independently in nature. Animals have protective coverings like fur, feathers, scales or shells and eat plants as herbivores, other animals as carnivores or both as omnivores. They also reproduce by being born live from their mothers as viviparous or hatching from eggs as oviparous.
ANIMALS NATURAL SCIENCE
The document discusses different types of animals and how they are classified. It explains that animals can be classified based on whether they have a spine (vertebrates) or not (invertebrates). Vertebrates include mammals, birds, reptiles, amphibians and fish, while invertebrates include arthropods like insects, worms and molluscs. Animals also differ in terms of their diet, whether they are herbivores, carnivores or omnivores, and how they reproduce, either by giving birth or laying eggs. The document emphasizes the importance of protecting animals and their habitats.
Living and non living things for national science olympiad
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Feeding Habits of Animals
Learn about the feeding habits of animals and the classification of animals based on their feeding habits.
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Animals Nutrition
The document classifies animals as herbivores, carnivores, or omnivores based on their diets. Herbivores eat plants, carnivores eat meat or other animals, and omnivores eat both plants and meat. Plants do not eat but instead produce their own food.
Food chain
This document discusses food chains and what different animals eat for survival. It explains that some animals eat plants, some eat other animals, and some eat both plants and animals. A food chain shows what eats what, with all food originating from the sun and plants at the bottom, and different animals that eat plants or other animals occupying higher levels.
Animals Reproduction
Plants use photosynthesis to produce their own food rather than eating, and some plants reproduce using seeds. The document contrasts oviparous and viviparous animals, with oviparous animals like turtles and fish hatching from eggs while viviparous animals like lions and whales give birth to live young from the mother's womb. Turtles are used as an example of an oviparous sea creature that eats jellyfish and plants, while lions are given as examples of viviparous land animals that eat meat.
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Kyle Young presents on various carnivorous animals and plants. Some key points:
- Carnivores derive energy and nutrients from consuming the flesh of other animals through predation or scavenging. They play an important role in ecosystems.
- Examples of carnivores include lions, tigers, bears, snakes, vultures, sharks, Tasmanian devils, and carnivorous plants like the Venus fly trap.
- These carnivores have evolved different physical adaptations and behaviors to hunt and consume prey effectively based on their environment, such as sharp teeth, claws, acute senses of smell, flexibility, and digestive enzymes.
- Humans also have relationships with some carnivores like domestic
Animals unit 3 ppt
This document discusses different types of animals including their habitats, diets, and characteristics. It notes that animals can live on land, in trees, or in water. It describes herbivores that eat plants, carnivores that eat meat and other animals, and omnivores that eat both plants and meat. Specific animal examples are provided for each dietary category. The document also provides lists of different types of mammals and birds and calls out some of their defining traits.
Unit 1 review (living things)
This document discusses the characteristics of living things. It defines living things as organisms that are born, grow, reproduce, eat, breathe and can move from place to place. Living things are divided into plants and animals, with plants able to make their own food using sunlight, soil, water and air, while animals cannot make their own food. Examples of different plants and animals and their habitats are also provided.
Living and nonliving song
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Living or nonliving
In this slideshow, students are expected to distinguish between Living and non-living things, and being able to classify them.
Characteristics of living things
This document outlines the key characteristics of living things:
1) All living things are made of cells and use the same basic elements of carbon, hydrogen, nitrogen, and oxygen.
2) Living things are organized in complex hierarchies from molecules to cells to tissues and organs.
3) Common characteristics include the ability to reproduce, grow, develop and change over time, respond to their environment, maintain homeostasis, obtain and use energy, and pass genetic information between generations.
Biology characteristics of living things
The document outlines the key characteristics of living things according to biologists. It states that all living things share the characteristics of being cellular, able to reproduce, able to metabolize or obtain and use energy, able to maintain homeostasis, able to pass on hereditary traits, able to respond to their environments, able to grow and develop, and able to adapt and evolve over time. It provides examples for each characteristic and distinguishes between unicellular and multicellular organisms as well as asexual and sexual reproduction.
Characteristics Of Living Things
This document outlines the six main characteristics of living things: 1) composed of cells, 2) organized structure, 3) use energy, 4) homeostasis, 5) growth, and 6) reproduction. It explains each characteristic and provides examples. The objectives are to determine if something is living or non-living and understand these six traits. As homework, students are asked to find pictures of living and non-living things and be prepared to share them in class.
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This document discusses the key characteristics of living things and their relationship with their environment. It defines living and non-living things, then lists eight characteristics of living things: they need air, water and food; can grow; can move; can respond to stimuli; respire; excrete; reproduce; and have a definite lifespan. It also discusses habitats, including biotic and abiotic components. Finally, it explains that adaptations allow organisms to be suited to their particular habitat.
Animals Nutrition
Animals are categorized as herbivores, carnivores, or omnivores based on their diets. Herbivores eat plants, carnivores eat meat, and omnivores eat both plants and meat. In the food chain, larger animals eat smaller animals, such as snakes eating birds.
Animals Nutrition
There are three main types of animals: herbivores, carnivores, and omnivores. Herbivores eat plants like fruits, seeds, grass, and leaves. Carnivores eat meat. Omnivores eat both plants and meat. Ruminant animals are herbivores that eat plants and regurgitate them to chew again later. Plants create their own food through the process of photosynthesis using sunlight, soil, and water.
Roscoe food and clothing of early man
The document discusses the evolution of early human diets and clothing from Australopithecus afarensis to Homo sapiens sapiens. Early humans like A. afarensis had mostly vegetarian diets and did not wear clothing. Homo habilis ate fruits, nuts, and roots and tried to control fire. Homo erectus was able to control fire and use it to cook meat. Later humans like Homo sapiens, Neanderthals, and Cro-Magnons wore animal skins and developed better tools and diets, becoming skilled hunters and gatherers. Modern humans have a wide variety of global diets and clothing styles.
Resumen unit 4 animals natural science
Living things such as people, animals and plants are born, grow, reproduce and die. Vertebrates have backbones and include animals such as fish, bears and tortoises while invertebrates like frogs do not have backbones. Domestic animals live with people on farms or in homes and people care for them, while wild animals live independently in nature. Animals have protective coverings like fur, feathers, scales or shells and eat plants as herbivores, other animals as carnivores or both as omnivores. They also reproduce by being born live from their mothers as viviparous or hatching from eggs as oviparous.
ANIMALS NATURAL SCIENCE
The document discusses different types of animals and how they are classified. It explains that animals can be classified based on whether they have a spine (vertebrates) or not (invertebrates). Vertebrates include mammals, birds, reptiles, amphibians and fish, while invertebrates include arthropods like insects, worms and molluscs. Animals also differ in terms of their diet, whether they are herbivores, carnivores or omnivores, and how they reproduce, either by giving birth or laying eggs. The document emphasizes the importance of protecting animals and their habitats.
Living and non living things for national science olympiad
Colours Innovation Academy ( Pune - India ) is glad to share study material for NSO to promote science. Let's learn together.
Regards,
Team Colours
fb.com/ciapune
Resumen unit 3 healthy food natural science
Breakfast, lunch and dinner are the typical daily meals. To be healthy, one needs to eat from all food groups including fruit and vegetables, meat and fish, dairy products, pulses and cereals. Food comes from both plants and animals, with fruit, vegetables, cereal and pulses coming from plants, and meat, fish and dairy products coming from animals.
The eating-habits-of-animals-ppt-teeth
The document discusses different types of animals based on their diets and teeth structures. Herbivores only eat plants and have flat teeth for chewing plant material. Carnivores only eat meat and have sharp teeth for tearing meat. Omnivores eat both plants and meat, so they have both sharp teeth for meat and flat teeth for plants. The types of teeth help determine what kinds of foods each animal can eat to get the energy needed to live.
Feeding Habits of Animals
Learn about the feeding habits of animals and the classification of animals based on their feeding habits.
Foodchains
This document discusses ecosystems, habitats, food chains, and the relationships between different organisms within an environment. It provides examples of how different animals such as seals, squirrels, and fish are adapted to their environments. It also explains producers and consumers within food chains, with plants being producers, herbivores being primary consumers, carnivores being secondary consumers, and omnivores consuming both plants and animals. Predator-prey relationships and complex food webs are described. The document closes by discussing endangered species and reasons why animals become threatened or extinct.
Animals Nutrition
The document classifies animals as herbivores, carnivores, or omnivores based on their diets. Herbivores eat plants, carnivores eat meat or other animals, and omnivores eat both plants and meat. Plants do not eat but instead produce their own food.
Food chain
This document discusses food chains and what different animals eat for survival. It explains that some animals eat plants, some eat other animals, and some eat both plants and animals. A food chain shows what eats what, with all food originating from the sun and plants at the bottom, and different animals that eat plants or other animals occupying higher levels.
Animals Reproduction
Plants use photosynthesis to produce their own food rather than eating, and some plants reproduce using seeds. The document contrasts oviparous and viviparous animals, with oviparous animals like turtles and fish hatching from eggs while viviparous animals like lions and whales give birth to live young from the mother's womb. Turtles are used as an example of an oviparous sea creature that eats jellyfish and plants, while lions are given as examples of viviparous land animals that eat meat.
Carnivores
Kyle Young presents on various carnivorous animals and plants. Some key points:
- Carnivores derive energy and nutrients from consuming the flesh of other animals through predation or scavenging. They play an important role in ecosystems.
- Examples of carnivores include lions, tigers, bears, snakes, vultures, sharks, Tasmanian devils, and carnivorous plants like the Venus fly trap.
- These carnivores have evolved different physical adaptations and behaviors to hunt and consume prey effectively based on their environment, such as sharp teeth, claws, acute senses of smell, flexibility, and digestive enzymes.
- Humans also have relationships with some carnivores like domestic
Animals unit 3 ppt
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Living and non living things for national science olympiad
Living and non living things for national science olympiad
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Unit 1 review (living things)
This document discusses the characteristics of living things. It defines living things as organisms that are born, grow, reproduce, eat, breathe and can move from place to place. Living things are divided into plants and animals, with plants able to make their own food using sunlight, soil, water and air, while animals cannot make their own food. Examples of different plants and animals and their habitats are also provided.
Living and nonliving song
This document is a poem that distinguishes between living and nonliving things on Earth. It notes that living things like children, elephants, bees, fish, and the reader can get hungry, eat, get tired, sleep, and sing. In contrast, nonliving things like rocks, glass, and water do not grow, drink, eat, think, or notice the weather - they are things that are not alive. The poem is intended to help children identify the differences between living and nonliving things.
Living or nonliving
In this slideshow, students are expected to distinguish between Living and non-living things, and being able to classify them.
Characteristics of living things
This document outlines the key characteristics of living things:
1) All living things are made of cells and use the same basic elements of carbon, hydrogen, nitrogen, and oxygen.
2) Living things are organized in complex hierarchies from molecules to cells to tissues and organs.
3) Common characteristics include the ability to reproduce, grow, develop and change over time, respond to their environment, maintain homeostasis, obtain and use energy, and pass genetic information between generations.
Biology characteristics of living things
The document outlines the key characteristics of living things according to biologists. It states that all living things share the characteristics of being cellular, able to reproduce, able to metabolize or obtain and use energy, able to maintain homeostasis, able to pass on hereditary traits, able to respond to their environments, able to grow and develop, and able to adapt and evolve over time. It provides examples for each characteristic and distinguishes between unicellular and multicellular organisms as well as asexual and sexual reproduction.
Characteristics Of Living Things
This document outlines the six main characteristics of living things: 1) composed of cells, 2) organized structure, 3) use energy, 4) homeostasis, 5) growth, and 6) reproduction. It explains each characteristic and provides examples. The objectives are to determine if something is living or non-living and understand these six traits. As homework, students are asked to find pictures of living and non-living things and be prepared to share them in class.
Living and nonliving things powerpoint
This is a power point about Nonliving and Living Things. It was used in a lesson for a 3rd grade classroom. Enjoy!
Living and Non Living Things
Living things are things that are alive, while non-living things were once alive or have never been alive. Living things need air, food and water to survive and can reproduce, grow, move, and respond to their environments. The document also discusses how various religious texts reference God's creation of living things like animals, birds, and the heavens and earth as signs of God's power and wisdom.
LIVING THINGS - NON-LIVING THINGS
This document discusses the difference between living and non-living things in a short two sentence format with the headings "Living Things" and "Non-Living Things".
Living And Non Living Things
This document provides a tutorial on distinguishing between living and non-living things and the characteristics of living things. It begins by stating the learning objectives as being able to differentiate between living and non-living things, and list the characteristics of living things. It then defines living things as those which grow, reproduce, and have other characteristics, while non-living things can either be things that were once part of a living thing, like coal, or things that were never part of a living thing, like stones. Finally, it lists and describes the seven main characteristics of living things as feeding, movement, breathing, excretion, growth, sensitivity, and reproduction.
Living things and non living things (with license)
This document provides information to help students in grades 1-3 classify living and non-living things. It defines living things as those that need food, water, air, can reproduce, grow and change, and respond to their environment. Non-living things do not need to eat or breathe and cannot reproduce or change. Examples of living things include animals and plants. Examples of non-living things include man-made objects. The document includes an interactive test for students to classify examples as living or non-living.
Vertebrates and invertebrates
This document divides animals into two main groups: vertebrates and invertebrates. Vertebrates have backbones and include fish, mammals, and birds, while invertebrates like spiders and flies do not have backbones. It then discusses characteristics of different types of vertebrates, including cold-blooded vertebrates like fish that rely on external temperatures, warm-blooded vertebrates like mammals and birds that regulate their own body heat, and the main classes of vertebrates such as fish, amphibians, reptiles, birds, and mammals.
VERTEBRATES AND INVERTEBRATES
This lesson plan covers vertebrates and invertebrates over 10 sessions for 3rd course primary education students. It includes reading activities about the life cycles of frogs and fish. It also details lessons about the 5 groups of vertebrates - fish, amphibians, reptiles, birds, and mammals - exploring their characteristics like breathing, skeletons, scales/feathers, and reproduction. Lessons on invertebrates discuss their soft bodies, shells, breathing, and oviparous reproduction through larva and changes in shape as they grow. Comprehension questions reinforce key points about classifying and comparing vertebrates and invertebrates.
Living and nonliving things powerpoint
This powerpoint can be used in 3rd grade to introduce the features of living and nonliving things. It meets the ELA CCR Standard 2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. It also meets the 3rd grade Science Essential Standard 3.L.2 Understand how plants survive and grow.
Living and non living things
This document defines and compares living and non-living things. Living things need food, water, and air to survive and can reproduce, grow, and adapt to their environment. Non-living things do not need to eat or breathe and cannot reproduce or change over time in response to their surroundings. The document then prompts the reader to classify example things as either living or non-living.
Living and non living things powerpoint 1
The document compares and contrasts living and non-living things. It lists various objects and asks the reader to identify them as living or non-living. It then discusses whether certain items are natural or man-made. Finally, it prompts the reader to draw a picture of a plant and animal, provide reasons they are living, and share their answers with a partner.
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Living things and non living things (with license)
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The pygmy halfbeak Dermogenys colletei, is known for its viviparous nature, this presents an intriguing case of relatively low fecundity, raising questions about potential compensatory reproductive strategies employed by this species. Our study delves into the examination of fecundity and the Gonadosomatic Index (GSI) in the Pygmy Halfbeak, D. colletei (Meisner, 2001), an intriguing viviparous fish indigenous to Sarawak, Borneo. We hypothesize that the Pygmy halfbeak, D. colletei, may exhibit unique reproductive adaptations to offset its low fecundity, thus enhancing its survival and fitness. To address this, we conducted a comprehensive study utilizing 28 mature female specimens of D. colletei, carefully measuring fecundity and GSI to shed light on the reproductive adaptations of this species. Our findings reveal that D. colletei indeed exhibits low fecundity, with a mean of 16.76 ± 2.01, and a mean GSI of 12.83 ± 1.27, providing crucial insights into the reproductive mechanisms at play in this species. These results underscore the existence of unique reproductive strategies in D. colletei, enabling its adaptation and persistence in Borneo's diverse aquatic ecosystems, and call for further ecological research to elucidate these mechanisms. This study lends to a better understanding of viviparous fish in Borneo and contributes to the broader field of aquatic ecology, enhancing our knowledge of species adaptations to unique ecological challenges.
THEMATIC APPERCEPTION TEST(TAT) cognitive abilities, creativity, and critic...
THEMATIC APPERCEPTION TEST(TAT) cognitive abilities, creativity, and critic...Abdul Wali Khan University Mardan,kP,Pakistan
hematic appreciation test is a psychological assessment tool used to measure an individual's appreciation and understanding of specific themes or topics. This test helps to evaluate an individual's ability to connect different ideas and concepts within a given theme, as well as their overall comprehension and interpretation skills. The results of the test can provide valuable insights into an individual's cognitive abilities, creativity, and critical thinking skillsThornton ESPP slides UK WW Network 4_6_24.pdf
ESPP presentation to EU Waste Water Network, 4th June 2024 “EU policies driving nutrient removal and recycling
and the revised UWWTD (Urban Waste Water Treatment Directive)”
ESR spectroscopy in liquid food and beverages.pptx
With increasing population, people need to rely on packaged food stuffs. Packaging of food materials requires the preservation of food. There are various methods for the treatment of food to preserve them and irradiation treatment of food is one of them. It is the most common and the most harmless method for the food preservation as it does not alter the necessary micronutrients of food materials. Although irradiated food doesn’t cause any harm to the human health but still the quality assessment of food is required to provide consumers with necessary information about the food. ESR spectroscopy is the most sophisticated way to investigate the quality of the food and the free radicals induced during the processing of the food. ESR spin trapping technique is useful for the detection of highly unstable radicals in the food. The antioxidant capability of liquid food and beverages in mainly performed by spin trapping technique.
8.Isolation of pure cultures and preservation of cultures.pdf
Isolation of pure culture, its various method.
Cytokines and their role in immune regulation.pptx
This presentation covers the content and information on "Cytokines " and their role in immune regulation .
Authoring a personal GPT for your research and practice: How we created the Q...
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...
Context. With a mass exceeding several 104 M⊙ and a rich and dense population of massive stars, supermassive young star clusters
represent the most massive star-forming environment that is dominated by the feedback from massive stars and gravitational interactions
among stars.
Aims. In this paper we present the Extended Westerlund 1 and 2 Open Clusters Survey (EWOCS) project, which aims to investigate
the influence of the starburst environment on the formation of stars and planets, and on the evolution of both low and high mass stars.
The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
the Chandra survey of Westerlund 1 consists of 36 new ACIS-I observations, nearly co-pointed, for a total exposure time of 1 Msec.
Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
with 1075 sources located within the central 1 arcmin. We have successfully detected X-ray emissions from 126 out of the 166 known
massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
3D Hybrid PIC simulation of the plasma expansion (ISSS-14)
3D Particle-In-Cell (PIC) algorithm,
Plasma expansion in the dipole magnetic field.
Applied Science: Thermodynamics, Laws & Methodology.pdf
When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
Perhaps most importantly, Thermodynamics rapidly became a primary tool in the advance of applied science/engineering/technology, spanning micro-tech, to aerospace and cosmology. I can think of no better a story to illustrate the breadth of scientific methodologies and applications at their best.
Immersive Learning That Works: Research Grounding and Paths Forward
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
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Living things Unit 4
- 1. natural
- 2. Living things People, animals and plants are living things. A pencil, a table and a rock are non-living things.
- 3. Life cycles Living things are born, grow, reproduce and die.
- 4. Animals Animals can be wild or domestic.
- 5. Animals move Animals walk, climb, fly, jump, swim or slither.
- 6. Adaptation Animals adapt to their environment.
- 7. Nutrition Herbivores eat plants. Carnivores eat meat. Omnivores eat meat and plants.
- 8. Reproduction Viviparous animals are born from their mother’s body. Oviparous animals are born from eggs.