This document provides teaching materials for a biology class on nature phenomena observation. It includes objectives, procedures, and worksheets for students to conduct qualitative and quantitative observations of plant organs. The objectives are for students to systematically conduct qualitative and quantitative observations and explain scientific work. Students will observe characteristics and measure dimensions of roots, stems, leaves, and flowers. They will analyze their observations and discuss the differences between qualitative and quantitative data and scientific skills developed.
Unit 1, Lesson 1.7 - The Scientific Method (Part One)judan1970
Unit 1, Lesson 1.7 - The Scientific Method (Part One)
Lesson Outline:
1. Throwback: Superstitions and Beliefs
2. The Scientific Method
3. Basic Steps of the Scientific Method
Credit for this goes to Ed Chang. I've edited and modified, but the song is his idea (I beleive). Anyway... clever way to remember scientific method and a song for remembering it.
Unit 1, Lesson 1.7 - The Scientific Method (Part One)judan1970
Unit 1, Lesson 1.7 - The Scientific Method (Part One)
Lesson Outline:
1. Throwback: Superstitions and Beliefs
2. The Scientific Method
3. Basic Steps of the Scientific Method
Credit for this goes to Ed Chang. I've edited and modified, but the song is his idea (I beleive). Anyway... clever way to remember scientific method and a song for remembering it.
This is the second of a two part lesson on the scientific method. The earlier lesson was all about variables and this one focuses more on the procedures of the scientific method, at about the 5th and 6th grade level.
This is the second of a two part lesson on the scientific method. The earlier lesson was all about variables and this one focuses more on the procedures of the scientific method, at about the 5th and 6th grade level.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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5. BASIC COMPETENCE
3.1
TO CONDUCT OBJECT
OBSERVATION ORDERLY AND
SISTEMATICALLY FOR GET
THE INFORMATION OF BIOTIC
AND ABIOTIC NATURE
PHENOMENA
6. INDICATORS
1. TO COMPREHENSE THE STEPS IN
SCIENTIFIC METHOD
2. TO HAVE SKILL TO CONDUCT
OBJECT OBSERVATION THAT
CONSIST OF BIOTIC AND ABIOTIC
OBSERVATION
3. TO HAVE ABILITY THE SCIENTIFIC
ATTITUDE
7. THE KINDS OF NATURE
PHENOMENA
1. BIOTIC NATURE PHENOMENA
2. ABIOTIC NATURE PHENOMENA
8. CONCEPT MAPPING
OBJECT
OBSERVATION
A. SCIENTIFIC B. SCIENTIFIC C. SCIENTIFIC
METHOD WORK ATTITUDE
9. A. SCIENTIFIC
METHOD
SCIENTIFIC METHOD IS
ONE OF PROBLEM SOLVING
MECHANISM BY CERTAIN STEPS
AND SISTEMATICALLY
SCIENTIFIC METHOD RESULTED
A LOT OF DISCOVERY SO THE
HUMANBE ABLE TO EASIER IN DAILY
LIFE
10. THE STEPS IN SCIENTIFIC METHOD
THERE ARE 5 STEPS, BELOWED :
1. TO FIX THE PROBLEM
The problem fixed based on the nature
phenomena that happened and you found it
Fixing the problem by arrange one affirmative
sentence or more
Ex.- What does causes malaria disease?(BNP)
- Whatever substances are needed in
photosynthesis?(BNP)
- How do we get light if no sunlight?(ANP)
11. 2. TO CONDUCT THE OBSERVATION (FOR
COLLECTING DATA)
Data which we got, must complete,
objectyve and accuratyf
To get data like that, by:
-Recording
-photograph
-Note
Data are conclude place, date, sample,
age,etc
12. 3. TO ARRANGE HYPOTHESYS
Hypothesys is one sentence or more that
appeared after we get data
Hypothesys maybe true maybe fals
Ex:- Photosynthesis is just happened if
there is sunlight
- The causer of malaria disease is
Anopheles
In order to know that our hypothesys is
true or fast so………….
13. 4. TO CONDUCT EXPERIMENT
In conducting experiment, we must make
treatment for test hypothesys
Beside it’s we must make controler as
comparer
From the result of experiment,we can know
our hypothesys is true or fals.
Experiment is conducted repeatedly, in
order to………….
14. 5. TO MAKE
CONCLUSION
Conclusion is one statement or more as
answering of problem
Conclusion resulted new discovery
Conclusion will born theory
Conclusion can being falled by
appearance new theory that more
believed because it’s have completely of
proof with accuratif data.
15. Finally…………….
• For your home work,
Please answer these questions!
1. What are use full of scientific
method?
2. Find one of discovery, then
arrange :
a. the title of theory
b. the problem
c. the hypothesys
16. FOR NEXT MEETING…..
• ALL OF YOU MAKE GROUP THAT EACH
MEMBERED OF 5 PERSONS.
• EACH GROUP MUST BRING :
- the small plant
- ruler
- scale
- water
17. B. SCIENTIFIC WORK
Observation can do :
a. qualitative observation
b. quantitative observation
Qualitative observation did by sense tools.
Qualitative observation have limitation, because it’s state by adjective words i.e:
high,big,small, thick, good, bed.
Quantitative observation did by measurement tools, because it’s can state measure
right.such as fundamental quantities and derived quantities.i.e : large in meter, mass
in kg,etc.
18. C. SCIENTIFIC ATTITUDES
How can I become a scientis?
There are many attitudes to be scientis, they
are:
High curiosity
Learning ability
Honesty
Open mindedness
Tolerance
Optimism
Courage
19. OBSERVING THE NATURE
PHENOMENA OF PLANT
ORGAN
A plant is consist of several
organs. There are : root, stem,
leaf, flower and seeds,if any.
Each part has particullar mass,
length, colour and smell.
20. OBJECTIVES
To conduct qualitative observation
sistematically
To conduct quantitative observation
sistematically
To explain about scientific work
22. PROCEDURES
1. Work cooperatively with your team.
2. Observe the object and another friend will take
notes.
QUALITATIVE OBSERVATION
3. Place the plant in front of you.Then observe the
plant by touching, smelling and considering the
plant.
4. Mention the characteristics of each the plant
organs (root, stem, leaf).
5. Note the observation result in the following table
23. THE TABLE OF QUALITATIVE
DATA
characteristics
Name of organ
colour shape smooth/rugged
root
stem
leaf
flower
24. QUANTITATIVE OBSERVATION
6. Measure the plant 0rgans using
measurement tools.
7. Measure the weight of the whole plant.
8. Take several leaves, measure the length
and the width.
9. Write down the data in the table below!
25. THE TABLE OF QUANTITATIVE
DATA
Length Width Mass
Name of organ
(cm) (cm) (gr)
root
stem
leaf
flower
26. ANALYSIS
A. QUESTIONS
• What do you think about qualitative
observation?
• Are there similary answer between your
group and your friends group? Why?
• Which ones the observe that is can
believed?
• Is the activity that just you did need skill?
What are they?
27. ANSWERS
1.- Qualitative observation is conducted by sense
tools.
- Our sense tools have limitation, because it’s
relative
- Qualitative O result data that imposibled
different the ones and others
2. No, because it hasn’t standard
3. Quantitative Observation
4. Of course, those are : to observe, to classify, to
communicate, to predict, to plan the
experiment