“HEAT”
Heat is a form of energy that flows from warmer bodies to colder bodies.
It is viewed as a form of energy that is transferred from one body to another due to a difference in temperature.
The SI unit of heat is joule (J).
Common unit of heat is calorie.
CALORIE the amount of heat needed to change the temperature of one gram of water from the pressure of the atmosphere.
TEMPERATURE
LAYMAN’S TERM
- It is the degree of hotness or coldness of an object.
Molecular level
- A measure of the average kinetic energy of these molecules.
Based from our sensory experiences:
“Can we use our senses to determine temperature?”
THERMOMETER
TYPES OF THERMOMETER
The most common type of the thermometer.
THERMOCOUPLE
-two different metals (usually copper and iron) that are twisted together
INFRARED THERMOGRAMS
-a device (camera) that measures the amount of radiant energy given off by an object
TEMPERATURE SCALES
TEMPERATURE SCALES
Waves (Grade 7, Quarter 3) Suggested Guide for DiscussionRachel Espino
A suggested powerpoint presentation guide for discussion for Gr.7 teachers on the characteristics and categories of waves. It also includes a simple quiz (under knowledge category) as an assessment
“HEAT”
Heat is a form of energy that flows from warmer bodies to colder bodies.
It is viewed as a form of energy that is transferred from one body to another due to a difference in temperature.
The SI unit of heat is joule (J).
Common unit of heat is calorie.
CALORIE the amount of heat needed to change the temperature of one gram of water from the pressure of the atmosphere.
TEMPERATURE
LAYMAN’S TERM
- It is the degree of hotness or coldness of an object.
Molecular level
- A measure of the average kinetic energy of these molecules.
Based from our sensory experiences:
“Can we use our senses to determine temperature?”
THERMOMETER
TYPES OF THERMOMETER
The most common type of the thermometer.
THERMOCOUPLE
-two different metals (usually copper and iron) that are twisted together
INFRARED THERMOGRAMS
-a device (camera) that measures the amount of radiant energy given off by an object
TEMPERATURE SCALES
TEMPERATURE SCALES
Waves (Grade 7, Quarter 3) Suggested Guide for DiscussionRachel Espino
A suggested powerpoint presentation guide for discussion for Gr.7 teachers on the characteristics and categories of waves. It also includes a simple quiz (under knowledge category) as an assessment
The history of the periodic table's development, the arrangement of the elements, and the reactivity of each group of elements will all be covered in this lecture.
For educational purposes only. No copyright intended to use the material. Credited the owner of the ppt. This is only for reference for the topic of Grade 8 Science in TNHS 2023-2024
Chapter - 5, Periodic Classification of Elements, Science, Class 10Shivam Parmar
I have expertise in making educational and other PPTs. Email me for more PPTs at a very reasonable price that perfectly fits in your budget.
Email: parmarshivam105@gmail.com
Chapter-5, Periodic Classification of Elements, Science Class10
CLASSIFICATION
DOBEREINER’S TRIAD
LIMITATIONS
NEWLAND’S LAW OF OCTAVES
CHARACTERISTICS OF LAW OF OCTAVES
LIMITATIONS OF NEWLANDS LAW OF OCTAVES
MENDELEEV’S PERIODIC TABLE
PROPERTIES OF GROUPS STUDIED BY MENDELEEV
LIMITATIONS OF MENDELEEV’S PERIODIC TABLE
MERITS OF MENDELEEV’S PERIODIC CLASSIFICATION
MODERN PERIODIC LAW
PROPERTIES OF MODERN PERIODIC TABLE
NOBLE GASES
POSITION OF ELEMENTS IN THE MODERN PERIODIC -TABLE
METALS
NON-METALS
METALLOIDS
TRENDS IN MODERN PERIODIC TABLE
Every topic of this chapter is well written concisely and visuals will help you in understanding and imagining the practicality of all the topics.
By Shivam Parmar (Entrepreneur & Teacher)
Data presentation and interpretation I Quantitative ResearchJimnaira Abanto
Topics;
DATA PRESENTATION & INTERPRETATION
Preparation in writing your data analysis
Techniques in Data Processing
Presentation and Interpretation of Data
Using statistical Techniques (Sample)
Topics:
Quantitative research
Characteristics of Quantitative Research
Strengths of Quantitative Research
Weaknesses of Quantitative Research
Importance of Quantitative Research Across Fields
TYPES OF QUANTITATIVE RESEARCH DESIGN
Resign Design
Quantitative Research
5 types of quantitative research design
You can watch here! https://www.youtube.com/watch?v=LJpb0wW_6lo
****You can reach me on my email jimnairaabanto@deped.gov.ph, if you have clarification or corrections. Thank you so much.
QUANTITATIVE RESEARCH VERSUS QUALITATIVE RESEARCHJimnaira Abanto
Content:
I. When to use Qualitative versus Quantitative Research
II. Differences: Qualitative Research versus Quantitative Research
III. Similarities: Qualitative Research and Quantitative Research
IV. The Kinds of Research Across Fields
You can watch here: https://www.youtube.com/watch?v=0k7QqwBEvGE&t=919s
TOPICS:
I. Definition of Qualitative Research
II. Purpose of Qualitative Research
III. Characteristics of Qualitative Research
IV. Strengths of Qualitative Research
V. Weaknesses of Qualitative Research
VI. Kinds of Qualitative Research
You can Watch here: https://www.youtube.com/watch?v=a-PstCR7RTQ&t=803s
Objectives:
1. Distinguish the different Types of Research
2. Differentiate quantitative and qualitative data
3. Identify the approaches to Research
4. Cite examples of different Kinds of Research Across Fields
You can watch here: https://www.youtube.com/watch?v=w_IZXxN58ag&t=24s
Practical Research 1 for SHS
Lesson 1: The Importance of Research in Daily life
Content
1. Differentiate Inquiry from Research
2. Share research experiences and knowledge
3. Explain the importance of research in daily life.
You can watch here https://www.youtube.com/watch?v=bY8lFadJia8&t=1357s
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
4. JOHN NEWLANDS (1863)
• an English chemist proposed the
Law of Octaves.
• He based his classification of
elements on the fact that similar
properties could be noted for every
eight element when they are arranged
in order of increasing atomic masses.
5.
6. Lothar Meyer and Dmitri
Mendeleev
• They both came up with periodic tables that showed
how elements should be grouped.
• Both scientists were teachers living and working in
different places.
– Meyer lived and worked in Germany
– Mendeleev in Russia.
• Both arranged the elements in order of increasing
atomic mass while putting in groups those with similar
properties.
• Both of them also left blank spaces in their tables,
believing that these spaces would be filled later with
elements yet to be discovered.
7. Dmitri Ivanovich Mendeleev
• Father of the Periodic Table
• He noticed patterns in the properties and atomic
weights of halogens, alkali metals and alkaline
metals.
• In an effort to extend this pattern to other
elements, he created a card for each of the 63
known elements.
• he developed his statement of the periodic law
and published his work.
• One vote shy of being awarded the Noble Prize for
his work in chemistry.
9. Henry Moseley (1914)
• an English physicist observed that the
order of the X-ray frequencies emitted by
elements follows the ordering of the
elements by atomic number.
** This observation led to the development
of the MODERN PERIODIC LAW which
states that “the properties of elements vary
periodically with atomic number.”
11. MODERN PERIODIC TABLE
• The vertical columns of the periodic table,
called GROUPS, identify the principal
families of elements. Some families have
their special names.
12. MODERN PERIODIC TABLE
• The horizontal rows or PERIODS are
numbered from the top to bottom.
Examples:
the elements lithium (Li) across neon (Ne)
form Period 2.There are 7 horizontal rows or
periods in the periodic table.
13. MODERN PERIODIC TABLE
• The elements are grouped into blocks or
series in the periodic table.
Group 3 to Group 12 constitutes one block
wherein elements in this block are referred as the
transition elements.
The lanthanides and actinides are special
series of elements but are also part of the
transition block; they are also called the inner
transition elements.
Elements from the taller columns (groups 1, 2,
and 13 through 18) are called the representative
elements or main groups of the periodic table.
14. Types of Elements
1. Metals: elements that have luster, are malleable and ductile,
and are good conductors of heat & electricity. (left, in blue)
2. Nonmetals: elements that are usually brittle solids or gases
at room temperature and poor conductors. (right, in yellow)
3. Metalloids: elements that share some properties with metals
and some with nonmetals. (stair-step, under gases, in green)
4. Representative
elements:
columns 1 & 2,
13 – 18
5. Transition
elements:
columns 3 – 12
6. Inner Transition
elements: below
the main table
15. REACTIVITY
The ease and speed with which a metal
reacts with another substance.
• Metals vary in reactivity.
• The most reactive metals will react even with
cold water while the least will not react even
with acid.
• The reactivity of metals can cause
deterioration of materials.
**The gradual wearing away of a metal due to
interaction with other substances is called
CORROSION.
16. REACTIVITY
• Metallic character increases from top to bottom
and decreases from left to right;
• nonmetallic character decreases from top to
bottom and increases from left to right, as seen
in the figure on the right.
17. LOSE AND GAIN OF
ELECTRON
• Metallic property relates to how easy it is for
an atom to lose an electron.
• nonmetallic property relates to how easy it is
for an atom to gain an electron.
** when an atom loses electrons, a cation is
formed.
**some nonmetals, tend to gain electrons thus
forming anions.
**The formation of ions among the elements
results in the formation of many different
compounds.
18. ELECTRON SHELLS
where electrons occupy regions around the
nucleus called electron shells.
These are also called energy levels because
each electron shell corresponds to a
particular energy.
Each electron shell can hold only a certain
number of electrons.
The way the electrons of an atom are
distributed in the various energy levels or
electron shells is called ELECTRONIC
CONFIGURATION.
19. VALENCE SHELL
• The highest energy level that an electron
occupies is referred to as the outermost
shell or VALENCE SHELL.
• The electrons in the valence shells are
called VALENCE ELECTRONS. These
electrons are the ones involved in
chemical reactions. The chemical
properties of an element depend on the
number of valence electrons
21. Alkali Metals: Group 1 (1a)
• Silvery solid; soft compared to other metals
• Low density and low melting point
• Extremely reactive; especially in water
• 1 valence electron
• Very easy to lose 1 electron
• Reactivity
INCREASES as you
go down the family.
• Francium is much
more reactive than
Lithium.
• Hydrogen is not a
metal but is grouped
here because of its
number of valence
electrons.
22. Alkaline Earth Metals: Group 2 (2a)
• Denser, harder, higher melting point than group 1
• Conducts electricity well
• Very reactive but not as much as group 1
• 2 valence electrons
– Easy to lose 2 electrons
• Reactivity
INCREASES as
you go down the
family.
• Radium is much
more reactive than
Beryllium.
23. Boron Family: Group 13 (3a)
• Metals except for Boron, which is a metalloid
• These elements are used in a variety of products
• Reactive; Bonds with other elements by sharing
electrons.
• 3 valence electrons
– Needs to lose 3 electrons
• Reactivity
INCREASES
as you go
down the
family.
- Thallium is
more reactive
than Boron.
24. Carbon Family: Group 14 (4a)
• Metals, nonmetals, and metalloids
• Bond with many elements by sharing electrons
• Silicon is a semiconductor:
– Extremely abundant metalloid
– Used in computer chip manufacturing – “Silicon Valley”
• 4 valence electrons
-Lose 4 or gain 4;
same difference
25. Nitrogen Family: Group 15 (5a)
• Metals, Nonmetals, and
Metalloids
• Reactive: Bonds with other
elements by sharing
electrons
• Useful to living things in
small amounts; deadly in
large amounts
• 5 valence electrons
– Needs to gain 3 electrons
• Reactivity DECREASES as
you go down the family.
– Nitrogen is more reactive
than Bismuth.
26. Oxygen Family: Group 16 (6a)
• Nonmetals and Metalloids
• Oxygen & Sulfur are essential for life; Selenium
conducts electricity when exposed to light
• Very reactive
• 6 valence electrons
– Easy to gain 2 electrons
• Reactivity
DECREASES
as you go down
the family.
• Oxygen is more
reactive than
Polonium.
27. Halogens: Group 17 (7a)
• Nonmetals, except Astatine (radioactive metalloid)
• Halogen means “salt-former”
• Highly reactive
• 7 valence electrons
– Very easy to gain 1 electron to fill shell
• Reactivity
DECREASES as
you go down the
family.
1. Fluorine is
extremely reactive,
whereas Iodine is
the least reactive.
28. Noble Gases: Group 18 (8a)
• Nonmetals
• Inert; they do not react with other elements
• Used in various types of lighting
• 8 valence electrons (orbital is full)
• Helium is less
dense than air
and is used in all
types of balloons.
• Helium is safer
than hydrogen,
because
Hydrogen
catches fire.
29. Transition Elements: Groups 3 – 12
• All are metals; shiny, hard, lustrous
• Most are found combined with other elements in ores
• Most have higher melting pts than Representative E
• Mercury is the only liquid at room temperature
Transition Elements
(in yellow)
• Special groups:
(‘group’ does not
refer to a column.)
1. Iron Triad: Iron,
Cobalt, Nickel
2. Platinum Group:
Ruthenium,
Rhodium,
Palladium,
Osmium, Iridium,
Platinum
30. Inner Transition Elements
A. Found below the main table.
B. Lanthanides: naturally occurring except Promethium
1. Soft metals; can be cut w/a knife
2. Very similar; hard to separate when together as an ore
C. Actinides: synthetic (except Thorium, Protactinium,
Uranium)
1. Radioactive
2. Unstable nuclei; decay to form other elements