Nutrients
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The document discusses the 7 major types of nutrients needed for human health: proteins, carbohydrates, fats, vitamins, minerals, fiber, and water. It addresses why we need nutrients, which are to provide energy for the body and building materials for growth, repair, and maintenance of cells and tissues. The document also mentions a laboratory activity and quiz questions about the different roles of specific nutrients.
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This document provides instructions for students to measure and record their pulse rates while standing, walking, and jogging. Students are asked to take their pulse for 15 seconds and multiply by 4 to determine their pulse rate in each activity. They then record the results in a data table and construct a graph. The document includes questions for students to analyze their results, such as whether their pulse rate is normal and how exercise benefits heart health. Students are also asked to explain the relationship between breathing and pulse rate.
Laboratory activity nervous system - brain hat
The document provides instructions for making a brain hat to illustrate the important parts and control centers of the brain. It begins with a brief introduction to the nervous system and its main divisions - the cerebrum, cerebellum, and brain stem. The cerebrum is the largest part and is responsible for higher functions like thinking and speech. The cerebellum coordinates movement and balance. The brain stem controls basic functions. Students are then instructed to cut out pieces, assemble a headband, attach a brain diagram, and label control centers to create an interactive model of the brain.
Laboratory activity i've got the power
i. The document defines power as the rate at which work is done and describes an activity where students calculate the power expended when walking, jogging, and running across a field.
ii. The methodology explains how students measure their mass, weight, distance traveled, time taken, and calculate work done and power generated for each activity.
iii. Data tables are included to record results from trials of walking, jogging, and running and calculate average power for each group member.
Laboratory activity graphing periodic properties
The document provides data on properties of the first 20 elements in the periodic table, including atomic radius, ionization energy, electron affinity, and electronegativity. It instructs students to create line graphs of these properties against atomic number and answer questions about periodic trends. The questions ask students to identify whether properties increase or decrease across periods and down groups, and relate trends in ionization energy to alkali and halogen metals.
Laboratory activity flame test
The document describes a laboratory experiment to perform flame tests to identify elements and compounds based on the characteristic colors they emit when heated. Students will test samples of various metal salts like potassium nitrate, calcium nitrate, and lithium nitrate by placing them in a flame and observing the colors produced. The colors emitted are used to identify the elements and determine properties like the relative energy of the light.
Laboratory activity doing work with machines
This document contains an assessment objectives and criteria for evaluating students' understanding of simple machines. It provides descriptors for assessing students' ability to: identify simple machines, demonstrate how machines make work easier, present and interpret collected data, discuss the validity of hypotheses and methods. It also includes the procedure and questions for a student laboratory activity on levers, inclined planes and pulleys. The aim is to assess students' skills in processing and evaluating scientific information.
Laboratory activity do long bones break more easily than short bones
This document provides instructions for a science experiment to measure the force needed to bend drinking straws of different lengths. Students will collect straws of full length, half length, and quarter length. They will then measure the length of each straw and record the force required to bend it using a spring balance. By comparing the results, students can determine whether longer or shorter straws require more force to bend, relating this to whether long or short bones break more easily in the human skeleton. The purpose is to use straws as a model for bones to safely conduct the experiment and observe the effects of length on structural strength.
Laboratory activity circulatory system - have a heart model
The document provides instructions for students to create a model of the human heart and circulatory system. It begins with background information on the circulatory system and heart. It explains that the heart has four chambers and pumps oxygenated blood received from the lungs to the body and deoxygenated blood received from the body to the lungs. The materials needed are listed as yarn and art supplies. Step-by-step instructions are then provided to cut out the heart shape and thread yarn through the chambers to illustrate the path of blood flow.
Laboratory activity circulatory system - circulation wheel
Students make a model of the heart with four chambers and blood flow routes. They assemble a circulation wheel to illustrate how blood circulates around the body. The activity involves cutting out circles and a square from paper, fastening the circles together to form the heart model, and signing their work for assessment.
Laboratory activity calculating work done
This document outlines an assessment for students to measure work done by gravity on weights. It provides criteria for students to correctly collect and present data, interpret results using scientific reasoning, and discuss the validity of hypotheses and methods. The assessment involves lifting and pulling objects of different weights over set distances, measuring the force applied, and calculating work done using the formula Work = Force x Distance.
Laboratory activity alien lab - periodic table of elements
This document provides instructions for an assessment activity involving arranging alien figures in a logical rectangular pattern. Students are tasked with organizing the aliens into groups and periods based on their similarities and varying traits. Two aliens are missing from the set. Students must describe and draw the missing aliens, and provide details on the key similarities and varying traits of the aliens in each group and period. The teacher will check the student's alien arrangement and they must sign off before the student can proceed to answering guide questions about their chart.
Laboratory activity using an enzyme to digest starch
This document contains questions from a formative assessment given to an 8th grade student about designing an experiment to test how an enzyme digests starch. The student is asked to identify the independent variable they would change, how they would change it, which variables would be kept the same, and the dependent variable they would measure. They are also asked to indicate when they would take measurements and whether they would do repeats. Finally, they are prompted to draw a blank data table to record their results.
Laboratory activity how do fi zzy drinks aff ect teeth
The document provides questions for a student to design an experiment on how acids affect teeth. The student is asked to identify the independent variable they will change, how they will change it, which variables will be kept the same, the dependent variable they will measure, when they will take measurements, whether repeats will be done, and to draw a blank data table to record results. The questions are part of an assessment for an IB Middle Years Program on designing experiments.
Drills periodi trends, periodic table of elements, sub atomic particles
This document contains multiple choice questions about atomic structure and chemical bonding. It tests knowledge of subatomic particles, isotopes, ion formation, ionic and molecular compounds, polyatomic ions, and acids. The questions cover naming ions and compounds correctly, writing chemical formulas, identifying cation and anion pairs that form ionic compounds, and distinguishing between ionic and molecular compounds.
Drills work and power
The document provides 7 work problems and 7 power problems to solve using the GRESA (Given, Requirement, Equation, Substitute, Answer) format. The work problems involve calculating work done by various forces moving objects different distances, as well as lifting objects vertically. The power problems involve calculating power using work and time for tasks like climbing stairs, lifting boxes, and pushing objects. Students are asked to show their work and solutions using the GRESA problem-solving method.
Content organizer the human digestive system
This document contains an assessment from an 8th grade science class on the human digestive system. It includes a labeled diagram of the digestive system and questions requiring students to identify the parts of the alimentary canal, organs that food does not pass through, and functions of the mouth, stomach, small intestine, and large intestine. It also includes a matching activity to link parts of the digestive system with organ names and functions.
More from Armand Anthony (20)
Laboratory activity take action! observing energy use
Laboratory activity take action! observing energy use
Laboratory activity nervous system - nerve necklace
Laboratory activity nervous system - nerve necklace
Laboratory activity do long bones break more easily than short bones
Laboratory activity do long bones break more easily than short bones
Laboratory activity circulatory system - have a heart model
Laboratory activity circulatory system - have a heart model
Laboratory activity circulatory system - circulation wheel
Laboratory activity circulatory system - circulation wheel
Laboratory activity alien lab - periodic table of elements
Laboratory activity alien lab - periodic table of elements
Laboratory activity using an enzyme to digest starch
Laboratory activity using an enzyme to digest starch
Laboratory activity how do fi zzy drinks aff ect teeth
Laboratory activity how do fi zzy drinks aff ect teeth
Drills periodi trends, periodic table of elements, sub atomic particles
Drills periodi trends, periodic table of elements, sub atomic particles
Recently uploaded
JAMES WEBB STUDY THE MASSIVE BLACK HOLE SEEDS
The pathway(s) to seeding the massive black holes (MBHs) that exist at the heart of galaxies in the present and distant Universe remains an unsolved problem. Here we categorise, describe and quantitatively discuss the formation pathways of both light and heavy seeds. We emphasise that the most recent computational models suggest that rather than a bimodal-like mass spectrum between light and heavy seeds with light at one end and heavy at the other that instead a continuum exists. Light seeds being more ubiquitous and the heavier seeds becoming less and less abundant due the rarer environmental conditions required for their formation. We therefore examine the different mechanisms that give rise to different seed mass spectrums. We show how and why the mechanisms that produce the heaviest seeds are also among the rarest events in the Universe and are hence extremely unlikely to be the seeds for the vast majority of the MBH population. We quantify, within the limits of the current large uncertainties in the seeding processes, the expected number densities of the seed mass spectrum. We argue that light seeds must be at least 103 to 105 times more numerous than heavy seeds to explain the MBH population as a whole. Based on our current understanding of the seed population this makes heavy seeds (Mseed > 103 M⊙) a significantly more likely pathway given that heavy seeds have an abundance pattern than is close to and likely in excess of 10−4 compared to light seeds. Finally, we examine the current state-of-the-art in numerical calculations and recent observations and plot a path forward for near-future advances in both domains.
Rodents, Birds and locust_Pests of crops.pdf
Mole rat or Lesser bandicoot rat, Bandicotabengalensis
•Head -round and broad muzzle
•Tail -shorter than head, body
•Prefers damp areas
•Burrows with scooped soil before entrance
•Potential rat, one pair can produce more than 800 offspringsin one year
MICROBIAL INTERACTION PPT/ MICROBIAL INTERACTION AND THEIR TYPES // PLANT MIC...
MICROBIAL INTERACTION PPT/ MICROBIAL INTERACTION AND THEIR TYPES // PLANT MIC...ABHISHEK SONI NIMT INSTITUTE OF MEDICAL AND PARAMEDCIAL SCIENCES , GOVT PG COLLEGE NOIDA
Microbial interaction
Microorganisms interacts with each other and can be physically associated with another organisms in a variety of ways.
One organism can be located on the surface of another organism as an ectobiont or located within another organism as endobiont.
Microbial interaction may be positive such as mutualism, proto-cooperation, commensalism or may be negative such as parasitism, predation or competition
Types of microbial interaction
Positive interaction: mutualism, proto-cooperation, commensalism
Negative interaction: Ammensalism (antagonism), parasitism, predation, competition
I. Mutualism:
It is defined as the relationship in which each organism in interaction gets benefits from association. It is an obligatory relationship in which mutualist and host are metabolically dependent on each other.
Mutualistic relationship is very specific where one member of association cannot be replaced by another species.
Mutualism require close physical contact between interacting organisms.
Relationship of mutualism allows organisms to exist in habitat that could not occupied by either species alone.
Mutualistic relationship between organisms allows them to act as a single organism.
Examples of mutualism:
i. Lichens:
Lichens are excellent example of mutualism.
They are the association of specific fungi and certain genus of algae. In lichen, fungal partner is called mycobiont and algal partner is called
II. Syntrophism:
It is an association in which the growth of one organism either depends on or improved by the substrate provided by another organism.
In syntrophism both organism in association gets benefits.
Compound A
Utilized by population 1
Compound B
Utilized by population 2
Compound C
utilized by both Population 1+2
Products
In this theoretical example of syntrophism, population 1 is able to utilize and metabolize compound A, forming compound B but cannot metabolize beyond compound B without co-operation of population 2. Population 2is unable to utilize compound A but it can metabolize compound B forming compound C. Then both population 1 and 2 are able to carry out metabolic reaction which leads to formation of end product that neither population could produce alone.
Examples of syntrophism:
i. Methanogenic ecosystem in sludge digester
Methane produced by methanogenic bacteria depends upon interspecies hydrogen transfer by other fermentative bacteria.
Anaerobic fermentative bacteria generate CO2 and H2 utilizing carbohydrates which is then utilized by methanogenic bacteria (Methanobacter) to produce methane.
ii. Lactobacillus arobinosus and Enterococcus faecalis:
In the minimal media, Lactobacillus arobinosus and Enterococcus faecalis are able to grow together but not alone.
The synergistic relationship between E. faecalis and L. arobinosus occurs in which E. faecalis require folic acid
Candidate young stellar objects in the S-cluster: Kinematic analysis of a sub...
Context. The observation of several L-band emission sources in the S cluster has led to a rich discussion of their nature. However, a definitive answer to the classification of the dusty objects requires an explanation for the detection of compact Doppler-shifted Brγ emission. The ionized hydrogen in combination with the observation of mid-infrared L-band continuum emission suggests that most of these sources are embedded in a dusty envelope. These embedded sources are part of the S-cluster, and their relationship to the S-stars is still under debate. To date, the question of the origin of these two populations has been vague, although all explanations favor migration processes for the individual cluster members. Aims. This work revisits the S-cluster and its dusty members orbiting the supermassive black hole SgrA* on bound Keplerian orbits from a kinematic perspective. The aim is to explore the Keplerian parameters for patterns that might imply a nonrandom distribution of the sample. Additionally, various analytical aspects are considered to address the nature of the dusty sources. Methods. Based on the photometric analysis, we estimated the individual H−K and K−L colors for the source sample and compared the results to known cluster members. The classification revealed a noticeable contrast between the S-stars and the dusty sources. To fit the flux-density distribution, we utilized the radiative transfer code HYPERION and implemented a young stellar object Class I model. We obtained the position angle from the Keplerian fit results; additionally, we analyzed the distribution of the inclinations and the longitudes of the ascending node. Results. The colors of the dusty sources suggest a stellar nature consistent with the spectral energy distribution in the near and midinfrared domains. Furthermore, the evaporation timescales of dusty and gaseous clumps in the vicinity of SgrA* are much shorter ( 2yr) than the epochs covered by the observations (≈15yr). In addition to the strong evidence for the stellar classification of the D-sources, we also find a clear disk-like pattern following the arrangements of S-stars proposed in the literature. Furthermore, we find a global intrinsic inclination for all dusty sources of 60 ± 20◦, implying a common formation process. Conclusions. The pattern of the dusty sources manifested in the distribution of the position angles, inclinations, and longitudes of the ascending node strongly suggests two different scenarios: the main-sequence stars and the dusty stellar S-cluster sources share a common formation history or migrated with a similar formation channel in the vicinity of SgrA*. Alternatively, the gravitational influence of SgrA* in combination with a massive perturber, such as a putative intermediate mass black hole in the IRS 13 cluster, forces the dusty objects and S-stars to follow a particular orbital arrangement. Key words. stars: black holes– stars: formation– Galaxy: center– galaxies: star formation
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Evaluation and Identification of J'BaFofi the Giant Spider of Congo and Moke...
ABSTRACT
The J'BaFofi, or "Giant Spider," is a mainly legendary arachnid by reportedly inhabiting the dense rain forests of
the Congo. As despite numerous anecdotal accounts and cultural references, the scientific validation remains more elusive.
My study aims to proper evaluate the existence of the J'BaFofi through the analysis of historical reports,indigenous
testimonies and modern exploration efforts.
一比一原版(macewan学位证书)加拿大麦科文大学毕业证如何办理
原版一模一样【微信：741003700 】【(macewan学位证书)加拿大麦科文大学毕业证成绩单】【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
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二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(macewan学位证书)加拿大麦科文大学毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(macewan学位证书)加拿大麦科文大学毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(macewan学位证书)加拿大麦科文大学毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(macewan学位证书)加拿大麦科文大学毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Signatures of wave erosion in Titan’s coasts
The shorelines of Titan’s hydrocarbon seas trace flooded erosional landforms such as river valleys; however, it isunclear whether coastal erosion has subsequently altered these shorelines. Spacecraft observations and theo-retical models suggest that wind may cause waves to form on Titan’s seas, potentially driving coastal erosion,but the observational evidence of waves is indirect, and the processes affecting shoreline evolution on Titanremain unknown. No widely accepted framework exists for using shoreline morphology to quantitatively dis-cern coastal erosion mechanisms, even on Earth, where the dominant mechanisms are known. We combinelandscape evolution models with measurements of shoreline shape on Earth to characterize how differentcoastal erosion mechanisms affect shoreline morphology. Applying this framework to Titan, we find that theshorelines of Titan’s seas are most consistent with flooded landscapes that subsequently have been eroded bywaves, rather than a uniform erosional process or no coastal erosion, particularly if wave growth saturates atfetch lengths of tens of kilometers.
Holsinger, Bruce W. - Music, body and desire in medieval culture [2001].pdf
Music and Medieval History
The Limited Role of the Streaming Instability during Moon and Exomoon Formation
It is generally accepted that the Moon accreted from the disk formed by an impact between the proto-Earth and
impactor, but its details are highly debated. Some models suggest that a Mars-sized impactor formed a silicate
melt-rich (vapor-poor) disk around Earth, whereas other models suggest that a highly energetic impact produced a
silicate vapor-rich disk. Such a vapor-rich disk, however, may not be suitable for the Moon formation, because
moonlets, building blocks of the Moon, of 100 m–100 km in radius may experience strong gas drag and fall onto
Earth on a short timescale, failing to grow further. This problem may be avoided if large moonlets (?100 km)
form very quickly by streaming instability, which is a process to concentrate particles enough to cause gravitational
collapse and rapid formation of planetesimals or moonlets. Here, we investigate the effect of the streaming
instability in the Moon-forming disk for the first time and find that this instability can quickly form ∼100 km-sized
moonlets. However, these moonlets are not large enough to avoid strong drag, and they still fall onto Earth quickly.
This suggests that the vapor-rich disks may not form the large Moon, and therefore the models that produce vaporpoor disks are supported. This result is applicable to general impact-induced moon-forming disks, supporting the
previous suggestion that small planets (<1.6 R⊕) are good candidates to host large moons because their impactinduced disks would likely be vapor-poor. We find a limited role of streaming instability in satellite formation in an
impact-induced disk, whereas it plays a key role during planet formation.
Unified Astronomy Thesaurus concepts: Earth-moon system (436)
Compositions of iron-meteorite parent bodies constrainthe structure of the pr...
Magmatic iron-meteorite parent bodies are the earliest planetesimals in the Solar System,and they preserve information about conditions and planet-forming processes in thesolar nebula. In this study, we include comprehensive elemental compositions andfractional-crystallization modeling for iron meteorites from the cores of five differenti-ated asteroids from the inner Solar System. Together with previous results of metalliccores from the outer Solar System, we conclude that asteroidal cores from the outerSolar System have smaller sizes, elevated siderophile-element abundances, and simplercrystallization processes than those from the inner Solar System. These differences arerelated to the formation locations of the parent asteroids because the solar protoplane-tary disk varied in redox conditions, elemental distributions, and dynamics at differentheliocentric distances. Using highly siderophile-element data from iron meteorites, wereconstruct the distribution of calcium-aluminum-rich inclusions (CAIs) across theprotoplanetary disk within the first million years of Solar-System history. CAIs, the firstsolids to condense in the Solar System, formed close to the Sun. They were, however,concentrated within the outer disk and depleted within the inner disk. Future modelsof the structure and evolution of the protoplanetary disk should account for this dis-tribution pattern of CAIs.
Post translation modification by Suyash Garg
overview of PTM helps to the students who wants to clear their basics about it.
22PH503 - Astronomy and Astrophysics - Unit 2 - Spectral Classification of Stars
Undergrad Physics - BSc Physics
Hariyalikart Case Study of helping farmers in Bihar
Helping farmers all across India through our latest technologies of modern farming like drones for irrigation and best pest control For more visit : https://www.hariyalikart.com/case-study
Explainable Deepfake Image/Video Detection
Presentation of our paper, "Towards Quantitative Evaluation of Explainable AI Methods for Deepfake Detection", by K. Tsigos, E. Apostolidis, S. Baxevanakis, S. Papadopoulos, V. Mezaris. Presented at the ACM Int. Workshop on Multimedia AI against Disinformation (MAD’24) of the ACM Int. Conf. on Multimedia Retrieval (ICMR’24), Thailand, June 2024. https://doi.org/10.1145/3643491.3660292 https://arxiv.org/abs/2404.18649
Software available at https://github.com/IDT-ITI/XAI-Deepfakes
Recently uploaded (20)
MICROBIAL INTERACTION PPT/ MICROBIAL INTERACTION AND THEIR TYPES // PLANT MIC...
MICROBIAL INTERACTION PPT/ MICROBIAL INTERACTION AND THEIR TYPES // PLANT MIC...
Candidate young stellar objects in the S-cluster: Kinematic analysis of a sub...
Candidate young stellar objects in the S-cluster: Kinematic analysis of a sub...
acanthocytes_causes_etiology_clinical sognificance-future.pptx
acanthocytes_causes_etiology_clinical sognificance-future.pptx
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Evaluation and Identification of J'BaFofi the Giant Spider of Congo and Moke...
Evaluation and Identification of J'BaFofi the Giant Spider of Congo and Moke...
Holsinger, Bruce W. - Music, body and desire in medieval culture [2001].pdf
Holsinger, Bruce W. - Music, body and desire in medieval culture [2001].pdf
The Limited Role of the Streaming Instability during Moon and Exomoon Formation
The Limited Role of the Streaming Instability during Moon and Exomoon Formation
Compositions of iron-meteorite parent bodies constrainthe structure of the pr...
Compositions of iron-meteorite parent bodies constrainthe structure of the pr...
22PH503 - Astronomy and Astrophysics - Unit 2 - Spectral Classification of Stars
22PH503 - Astronomy and Astrophysics - Unit 2 - Spectral Classification of Stars
Hariyalikart Case Study of helping farmers in Bihar
Hariyalikart Case Study of helping farmers in Bihar
Nutrients
- 10. Battle of Food
- 11. Why do we eat food? Eat Food Get nutrients
- 12. Why do we need nutrients? Provide energy Provide materials for growth of cells and tissue Provide materials for repair of cells and tissue
- 13. What are the 7 different types of nutrients? TypesofNutrients Proteins Carbohydrates Fats Vitamins Minerals Fiber Water
- 14. Which food are good sources of proteins, fats, carbohydrates, and fiber?
- 15. Laboratory Activity [Group Work] - proteins, fats, carbohydrates, and fiber Food Sources Proteins Fats Carbohydrates Fiber
- 16. QUIZ BEE What do you call a nutrient which is used for making new cells such as enzymes and antibodies?
- 17. QUIZ BEE What do you call a nutrient which provides energy to the body?
- 18. QUIZ BEE What are the two kinds of carbohydrates?
- 19. QUIZ BEE What do you call a nutrient which also provides energy and stored inside the body?
- 20. QUIZ BEE What do you call a nutrient which provides insulation?
- 21. QUIZ BEE What do you call a nutrient which creates new cell membranes?
- 22. QUIZ BEE What do you call a nutrient which helps to keep food moving easily through the digestive system?
Editor's Notes
- proteins
- carbohydrates
- Starch and sugar
- fats
- fats
- fats
- fiber