Plants
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This document discusses the key characteristics and parts of plants. It explains that plants are fixed in one position, make their own food through photosynthesis, and respond slowly to changes in their environment. The document also categorizes plants into two main groups: flowering plants, which reproduce through flowers, and non-flowering plants like pine trees that reproduce using cones instead of flowers.
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Needs of plants
Plants need sunlight, water, air, and good soil to live and grow properly. Sunlight and water allow plants to perform photosynthesis to produce glucose or sugar, and release oxygen. During photosynthesis, carbon dioxide is absorbed from the air. Good soil provides water and nutrients from decaying materials. Proper care of plants includes placing them in sunny areas, watering regularly, loosening the soil, removing dead plants and debris, using organic fertilizers, and handling plants gently without breaking them.
Plants functions blog
This document compares and contrasts some key characteristics of plants and animals. It notes that both plants and animals are living things that need air, water and sunlight to survive. However, plants can make their own food using sunlight and do not move or have senses, while animals need to eat other organisms for food and have senses and the ability to move. The document also outlines the main parts of a plant - roots, stem, leaves, and flowers - and their functions.
Parts of a plant bad example
This document discusses the basic anatomy and structures of typical plants, including roots, stems, leaves, and flowers. Roots anchor plants and absorb water and nutrients from soil. Stems provide support and allow movement of water and nutrients through the plant. Leaves produce food for the plant through photosynthesis. Flowers produce seeds and attract insects to help with pollination.
Plants
This document discusses the parts of a plant and what plants need to grow. It identifies the roots, stem, leaves, and flower as the main parts of a plant. The roots absorb water and nutrients from the soil. The stem provides support. The leaves use sunlight to provide energy through photosynthesis. Flowers help with reproduction. The document also lists the key requirements for plant growth as water, light, nutrients from soil, and the right temperature conditions.
Natural science, unit 1, the plants
This document provides an overview of a natural science unit on plants. It will cover how plants reproduce through flowers that have male and female organs and how seeds are formed through pollination. Students will learn to label the parts of plants and flowers, including roots, stems, leaves and flowers. They will also learn what plants need to grow, including water, light, and nutrients. The document outlines class activities for labeling parts of plants and completing sentences about plant needs. It also covers classifying and comparing flowering and non-flowering plants, the process of photosynthesis, plant nutrition, sexual and asexual reproduction in plants.
Plants
This document discusses the parts of a plant and what plants need to grow. It identifies the roots, stem, leaves, and flower as the main parts of a plant. The roots absorb water and nutrients from the soil. The stem provides support. The leaves use sunlight for photosynthesis to provide the plant with energy. The flower helps with reproduction. It also lists the key requirements for plant growth as water, light, nutrients from soil, and the right temperature conditions.
Plants parts, types and nutrition
The document discusses the parts, nutrition, and classification of plants. It explains that plants need water, minerals, sunlight, and carbon dioxide for nutrition. Plants are classified as flowering or non-flowering, with flowering plants having beautiful flowers and potential fruits, while non-flowering plants like mosses and ferns do not have flowers. The classification is also based on the stem, with woody plants having strong wooden stems that can be trees or bushes, and herbaceous plants having flexible stems like grass.
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Plants are living things that make their own food through photosynthesis. They need water, minerals, air and sunlight to grow. Plants have roots, stems and leaves and can be classified as trees, grasses, bushes, deciduous or evergreen. Flowers have parts like petals, sepals, pistils and stamens that help plants reproduce by making seeds which grow into new plants. We get many useful things from plants and should protect them by supporting parks and not littering or damaging plants.
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Needs of plants
Plants need sunlight, water, air, and good soil to live and grow properly. Sunlight and water allow plants to perform photosynthesis to produce glucose or sugar, and release oxygen. During photosynthesis, carbon dioxide is absorbed from the air. Good soil provides water and nutrients from decaying materials. Proper care of plants includes placing them in sunny areas, watering regularly, loosening the soil, removing dead plants and debris, using organic fertilizers, and handling plants gently without breaking them.
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This document compares and contrasts some key characteristics of plants and animals. It notes that both plants and animals are living things that need air, water and sunlight to survive. However, plants can make their own food using sunlight and do not move or have senses, while animals need to eat other organisms for food and have senses and the ability to move. The document also outlines the main parts of a plant - roots, stem, leaves, and flowers - and their functions.
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This document discusses the basic anatomy and structures of typical plants, including roots, stems, leaves, and flowers. Roots anchor plants and absorb water and nutrients from soil. Stems provide support and allow movement of water and nutrients through the plant. Leaves produce food for the plant through photosynthesis. Flowers produce seeds and attract insects to help with pollination.
Plants
This document discusses the parts of a plant and what plants need to grow. It identifies the roots, stem, leaves, and flower as the main parts of a plant. The roots absorb water and nutrients from the soil. The stem provides support. The leaves use sunlight to provide energy through photosynthesis. Flowers help with reproduction. The document also lists the key requirements for plant growth as water, light, nutrients from soil, and the right temperature conditions.
Natural science, unit 1, the plants
This document provides an overview of a natural science unit on plants. It will cover how plants reproduce through flowers that have male and female organs and how seeds are formed through pollination. Students will learn to label the parts of plants and flowers, including roots, stems, leaves and flowers. They will also learn what plants need to grow, including water, light, and nutrients. The document outlines class activities for labeling parts of plants and completing sentences about plant needs. It also covers classifying and comparing flowering and non-flowering plants, the process of photosynthesis, plant nutrition, sexual and asexual reproduction in plants.
Plants
This document discusses the parts of a plant and what plants need to grow. It identifies the roots, stem, leaves, and flower as the main parts of a plant. The roots absorb water and nutrients from the soil. The stem provides support. The leaves use sunlight for photosynthesis to provide the plant with energy. The flower helps with reproduction. It also lists the key requirements for plant growth as water, light, nutrients from soil, and the right temperature conditions.
Plants parts, types and nutrition
The document discusses the parts, nutrition, and classification of plants. It explains that plants need water, minerals, sunlight, and carbon dioxide for nutrition. Plants are classified as flowering or non-flowering, with flowering plants having beautiful flowers and potential fruits, while non-flowering plants like mosses and ferns do not have flowers. The classification is also based on the stem, with woody plants having strong wooden stems that can be trees or bushes, and herbaceous plants having flexible stems like grass.
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Plants are living things that make their own food through photosynthesis. They need water, minerals, air and sunlight to grow. Plants have roots, stems and leaves and can be classified as trees, grasses, bushes, deciduous or evergreen. Flowers have parts like petals, sepals, pistils and stamens that help plants reproduce by making seeds which grow into new plants. We get many useful things from plants and should protect them by supporting parks and not littering or damaging plants.
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Plants have different parts and go through a life cycle of being born, growing, reproducing, and dying. They need soil, water, air and sunlight to live and adapt to their environment. There are different types of plants like trees, bushes and grasses, and plants provide many things for humans, with some cultivated by humans to grow.
Plants1
Soil contains nutrients and water that plants take up through their roots to support growth. While soil is not physically part of the plant, it provides the essential resources roots absorb from the ground to transport throughout the stem up to leaves, where photosynthesis uses sunlight to produce food for the plant from water and nutrients.
Plant parts1
Soil contains nutrients and water that plants take through their roots, which are found underground in the soil. While soil is not physically part of the plant, it provides essential resources for plant growth by allowing roots to absorb water and nutrients and remain fixed in the ground. Roots are unable to be seen above ground but play a key role in resource uptake from the soil.
Leaves
Leaves are the organs of plants that use sunlight, air, and water and nutrients from the soil to produce food for the plant through photosynthesis. Leaves take in carbon dioxide from the air and water from the soil, and using the energy from sunlight, are able to produce sugars and oxygen through photosynthesis, making their own food. Some common leaves that humans eat include lettuce, spinach, kale, and cabbage.
Taking care of plants
Plants need proper care to grow healthily. They require the right amount of sunlight, water, and fertilizer depending on the type of plant. Placing plants in locations with the suitable sunlight exposure, watering them when the soil is dry, and adding fertilizer to replenish nutrients in the soil are important aspects of plant care. Different plants have different needs for sunlight, water, pot size, and fertilizer so it is important to understand a plant's specific requirements.
Natural science, unit 1, the plants
The document provides an overview of a natural science unit on plants. It will cover how plants reproduce through flowers that have male and female organs and how seeds are formed through pollination. Students will learn to label the parts of plants and flowers. They will also learn what plants need to grow - water, light, and nutrients. The document further discusses the classification of flowering vs. non-flowering plants, plant nutrition through photosynthesis, and modes of sexual and asexual reproduction in plants. Activities include labeling parts of a plant and completing worksheets.
Plant parts
Roots hold the plant in the soil and take in water and minerals while also storing food, the stem holds up the plant and allows water and food to travel through, and leaves take in air and sunlight to make food through photosynthesis, giving off oxygen as a byproduct.
Plants needs
Plants need five things to survive and grow: air, water, nutrients from soil, space, and sunlight. Fruits were once living parts of plants but become non-living when picked after ripening.
Nutrition in plants
There are two types of organisms: autotrophs and heterotrophs. Autotrophs can produce their own food through photosynthesis using carbon dioxide, water, soil, sunlight, and chlorophyll. Plants are autotrophs. Some plants lack chlorophyll and must get nutrition from other plants, making them heterotrophs. Examples of heterotrophic nutrition in plants include parasites like Cuscuta that live on a host, insectivores like pitcher plants that trap and digest insects, and saprophytes like fungi that get nutrients from dead and decaying plants. Some relationships, like that between crops and the Rhizobium bacteria that provide nitrogen in exchange for shelter and food, are examples of symbiosis
VII-nutrition in plants
1. Nutrients like carbohydrates, fats, proteins, vitamins, and minerals are components of food that help living organisms build their bodies, grow, repair damage, and provide energy for life processes.
2. There are two main modes of nutrition - autotrophic nutrition where organisms can produce their own food (like plants), and heterotrophic nutrition where organisms obtain food directly or indirectly from plants.
3. Photosynthesis is the process by which plants produce their own food, using sunlight, water, carbon dioxide, and chlorophyll to produce carbohydrates and oxygen through reactions in the leaves.
Importance of plants
Plants are essential sources of food for animals and people. They produce their own food through photosynthesis, and their parts like leaves, roots, seeds, and stems are used as vegetables in the human diet. Plants also produce oxygen, recycle nutrients in the environment, and have many other uses like providing wood, fibers, oils, ornaments, and medicine. Without plants, major problems would occur as they are key to sustaining life on Earth.
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1) Nutrients like carbohydrates, proteins, vitamins and minerals provide organisms with materials to build their bodies, grow, repair damage, and supply energy.
2) Nutrition refers to how an organism takes in food and uses it in the body. There are two main types of nutrition - autotrophic where organisms produce their own food through photosynthesis, and heterotrophic where organisms obtain food directly or indirectly from plants.
3) Photosynthesis is the process by which plants produce food, using sunlight, water, carbon dioxide, and chlorophyll to produce carbohydrates and oxygen through a chemical reaction in the leaves.
Integrated Science M1 plants and the making of food
Photosynthesis is the process by which plants produce their own food from carbon dioxide and water, using energy from sunlight. It can be summarized by the word equation: carbon dioxide + water → glucose + oxygen. The chemical equation is: 6CO2 + 6H2O + energy (light) → C6H12O6 (glucose) + 6O2. Photosynthesis occurs in chloroplasts and is essential because it produces oxygen and food/fuel for all living things on Earth.
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The document discusses different modes of nutrition including autotrophic, heterotrophic, parasitic, and saprotrophic. Autotrophs like plants can produce their own food through photosynthesis using carbon dioxide, water, and sunlight. Heterotrophs like animals obtain ready-made food from other organisms. Some plants are parasitic and obtain nutrients from other living hosts. Saprotrophs get nutrients by breaking down dead and decaying matter. Symbiotic relationships allow different organisms to live together and share shelter and nutrients.
Plants
Plants share several key characteristics. They are mostly autotrophs that produce their own food through photosynthesis, using chlorophyll, carbon dioxide, water and sunlight. Their cells contain cell walls and are organized into tissues. They obtain water and nutrients through roots from the soil. To live on land, plants developed vascular tissue to transport water and nutrients, a cuticle to retain water, and the ability to reproduce using seeds.
Plants: Sharing Our World
The document discusses the different types of plants, including their characteristics and uses. It outlines that plants reproduce and their life cycles vary. The main types of plants mentioned are cacti, flowers, herbs, bushes, shrubs, vegetables, and trees. Trees are further broken down into evergreen and deciduous types. The document concludes by listing the requirements for plants to grow: air, light, warmth, water, and nutrients.
Plant needs
Plants need sunlight, water, temperature regulation, nutrients from soil, space to grow both above and below ground, and fresh air and healthy soil to survive. Without these key requirements, plants will become stressed, stunted, and ultimately die. The document outlines the specific needs of plants for sunlight, water, temperature regulation, nutrients, space, air, and soil.
Unit and lesson presentation
This document outlines a 3rd grade curriculum on plants. It includes 6 lessons that will teach students about key plant structures and their functions, the plant life cycle, the role of soil, and how environmental conditions affect plant growth. Students will learn that roots absorb nutrients, stems provide support, and leaves synthesize food. Assessments include labeling plant parts, explaining the plant life cycle, and a research project on how individual plants are adapted to different environments.
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This document discusses the key characteristics of living things. It explains that living things include animals, humans and plants. They are born, grow and die, and need food, water and air. The three life processes all living things have are nutrition, interaction and reproduction. It provides examples of how different animals eat, communicate, move and reproduce. It also describes how plants make their own food through photosynthesis, interact with their environment, and reproduce through seeds or growth. The document teaches that living things can be classified as animals, humans or plants.
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The document discusses key concepts about plants for grade 1 science, including that plants are living things that cannot move, produce their own food through photosynthesis, have roots that absorb water and nutrients, stems that transport water and nutrients, and leaves that are the site of photosynthesis. It also discusses pollination, respiration, transpiration, seeds, and the roles of flowers, fruits, and stems. An upcoming grade 1 science app is described that will teach these concepts through a game with 20 levels covering the four science streams.Parts of plants
The document discusses the parts of a plant and how plants grow from seeds. It notes that roots take in water and nutrients from the soil, stems hold up the plant and move water and nutrients, and leaves use sunlight, air, water and nutrients to make food. Flowers make fruits containing seeds. Seeds are scattered by planting, animals, water and wind and can germinate into seedlings when they have sunlight, air, water and nutrients.
Parts of a plant
1) The document discusses the parts of a plant and their functions. Roots take in water and nutrients, stems move water and nutrients through the plant, and leaves use sunlight to make food.
2) Flowers produce fruits containing seeds. Seeds come in many shapes and sizes and are scattered by wind, water, animals or planting.
3) When conditions are right, a seed will germinate and a seedling will grow from the seed. The seedling develops roots, stem and leaves and the process repeats as it produces seeds of its own.
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Plants have different parts and go through a life cycle of being born, growing, reproducing, and dying. They need soil, water, air and sunlight to live and adapt to their environment. There are different types of plants like trees, bushes and grasses, and plants provide many things for humans, with some cultivated by humans to grow.
Plants1
Soil contains nutrients and water that plants take up through their roots to support growth. While soil is not physically part of the plant, it provides the essential resources roots absorb from the ground to transport throughout the stem up to leaves, where photosynthesis uses sunlight to produce food for the plant from water and nutrients.
Plant parts1
Soil contains nutrients and water that plants take through their roots, which are found underground in the soil. While soil is not physically part of the plant, it provides essential resources for plant growth by allowing roots to absorb water and nutrients and remain fixed in the ground. Roots are unable to be seen above ground but play a key role in resource uptake from the soil.
Leaves
Leaves are the organs of plants that use sunlight, air, and water and nutrients from the soil to produce food for the plant through photosynthesis. Leaves take in carbon dioxide from the air and water from the soil, and using the energy from sunlight, are able to produce sugars and oxygen through photosynthesis, making their own food. Some common leaves that humans eat include lettuce, spinach, kale, and cabbage.
Taking care of plants
Plants need proper care to grow healthily. They require the right amount of sunlight, water, and fertilizer depending on the type of plant. Placing plants in locations with the suitable sunlight exposure, watering them when the soil is dry, and adding fertilizer to replenish nutrients in the soil are important aspects of plant care. Different plants have different needs for sunlight, water, pot size, and fertilizer so it is important to understand a plant's specific requirements.
Natural science, unit 1, the plants
The document provides an overview of a natural science unit on plants. It will cover how plants reproduce through flowers that have male and female organs and how seeds are formed through pollination. Students will learn to label the parts of plants and flowers. They will also learn what plants need to grow - water, light, and nutrients. The document further discusses the classification of flowering vs. non-flowering plants, plant nutrition through photosynthesis, and modes of sexual and asexual reproduction in plants. Activities include labeling parts of a plant and completing worksheets.
Plant parts
Roots hold the plant in the soil and take in water and minerals while also storing food, the stem holds up the plant and allows water and food to travel through, and leaves take in air and sunlight to make food through photosynthesis, giving off oxygen as a byproduct.
Plants needs
Plants need five things to survive and grow: air, water, nutrients from soil, space, and sunlight. Fruits were once living parts of plants but become non-living when picked after ripening.
Nutrition in plants
There are two types of organisms: autotrophs and heterotrophs. Autotrophs can produce their own food through photosynthesis using carbon dioxide, water, soil, sunlight, and chlorophyll. Plants are autotrophs. Some plants lack chlorophyll and must get nutrition from other plants, making them heterotrophs. Examples of heterotrophic nutrition in plants include parasites like Cuscuta that live on a host, insectivores like pitcher plants that trap and digest insects, and saprophytes like fungi that get nutrients from dead and decaying plants. Some relationships, like that between crops and the Rhizobium bacteria that provide nitrogen in exchange for shelter and food, are examples of symbiosis
VII-nutrition in plants
1. Nutrients like carbohydrates, fats, proteins, vitamins, and minerals are components of food that help living organisms build their bodies, grow, repair damage, and provide energy for life processes.
2. There are two main modes of nutrition - autotrophic nutrition where organisms can produce their own food (like plants), and heterotrophic nutrition where organisms obtain food directly or indirectly from plants.
3. Photosynthesis is the process by which plants produce their own food, using sunlight, water, carbon dioxide, and chlorophyll to produce carbohydrates and oxygen through reactions in the leaves.
Importance of plants
Plants are essential sources of food for animals and people. They produce their own food through photosynthesis, and their parts like leaves, roots, seeds, and stems are used as vegetables in the human diet. Plants also produce oxygen, recycle nutrients in the environment, and have many other uses like providing wood, fibers, oils, ornaments, and medicine. Without plants, major problems would occur as they are key to sustaining life on Earth.
1nutritioninplants
1) Nutrients like carbohydrates, proteins, vitamins and minerals provide organisms with materials to build their bodies, grow, repair damage, and supply energy.
2) Nutrition refers to how an organism takes in food and uses it in the body. There are two main types of nutrition - autotrophic where organisms produce their own food through photosynthesis, and heterotrophic where organisms obtain food directly or indirectly from plants.
3) Photosynthesis is the process by which plants produce food, using sunlight, water, carbon dioxide, and chlorophyll to produce carbohydrates and oxygen through a chemical reaction in the leaves.
Integrated Science M1 plants and the making of food
Photosynthesis is the process by which plants produce their own food from carbon dioxide and water, using energy from sunlight. It can be summarized by the word equation: carbon dioxide + water → glucose + oxygen. The chemical equation is: 6CO2 + 6H2O + energy (light) → C6H12O6 (glucose) + 6O2. Photosynthesis occurs in chloroplasts and is essential because it produces oxygen and food/fuel for all living things on Earth.
Nutrition in plants
The document discusses different modes of nutrition including autotrophic, heterotrophic, parasitic, and saprotrophic. Autotrophs like plants can produce their own food through photosynthesis using carbon dioxide, water, and sunlight. Heterotrophs like animals obtain ready-made food from other organisms. Some plants are parasitic and obtain nutrients from other living hosts. Saprotrophs get nutrients by breaking down dead and decaying matter. Symbiotic relationships allow different organisms to live together and share shelter and nutrients.
Plants
Plants share several key characteristics. They are mostly autotrophs that produce their own food through photosynthesis, using chlorophyll, carbon dioxide, water and sunlight. Their cells contain cell walls and are organized into tissues. They obtain water and nutrients through roots from the soil. To live on land, plants developed vascular tissue to transport water and nutrients, a cuticle to retain water, and the ability to reproduce using seeds.
Plants: Sharing Our World
The document discusses the different types of plants, including their characteristics and uses. It outlines that plants reproduce and their life cycles vary. The main types of plants mentioned are cacti, flowers, herbs, bushes, shrubs, vegetables, and trees. Trees are further broken down into evergreen and deciduous types. The document concludes by listing the requirements for plants to grow: air, light, warmth, water, and nutrients.
Plant needs
Plants need sunlight, water, temperature regulation, nutrients from soil, space to grow both above and below ground, and fresh air and healthy soil to survive. Without these key requirements, plants will become stressed, stunted, and ultimately die. The document outlines the specific needs of plants for sunlight, water, temperature regulation, nutrients, space, air, and soil.
Unit and lesson presentation
This document outlines a 3rd grade curriculum on plants. It includes 6 lessons that will teach students about key plant structures and their functions, the plant life cycle, the role of soil, and how environmental conditions affect plant growth. Students will learn that roots absorb nutrients, stems provide support, and leaves synthesize food. Assessments include labeling plant parts, explaining the plant life cycle, and a research project on how individual plants are adapted to different environments.
UNIT 1 NATURAL SCIENCE
This document discusses the key characteristics of living things. It explains that living things include animals, humans and plants. They are born, grow and die, and need food, water and air. The three life processes all living things have are nutrition, interaction and reproduction. It provides examples of how different animals eat, communicate, move and reproduce. It also describes how plants make their own food through photosynthesis, interact with their environment, and reproduce through seeds or growth. The document teaches that living things can be classified as animals, humans or plants.
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Parts of a plant power point
Parts of a plant include the roots, stem, leaves, and flowers. The roots hold the plant in place and take in water and nutrients from the soil. The stem holds up the plant and moves water and nutrients through it. Leaves use sunlight, air, water, and nutrients to make food for the plant. Flowers make fruits that contain seeds, which can grow into new plants. A plant's life cycle begins with a seed, which germinates when it gets sunlight, air, water and nutrients from the soil, sprouting a seedling. The seedling grows leaves and a stem and eventually flowers, which produce more seeds to continue the cycle.
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This document discusses the parts of plants and their life cycles. It explains that plants need sunlight, air, water, and nutrients from soil to grow. The main parts of a plant are the roots, which take in water and nutrients; the stem, which carries water and nutrients; and the leaves, which use sunlight to make food through photosynthesis. Flowers produce fruits containing seeds. Seeds come in many shapes and sizes and can be scattered by the wind, water, animals or planting. When conditions are right, seeds germinate and a seedling grows into a new plant, completing the life cycle.
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Parts of a plant include roots, stems, leaves, and flowers. Roots hold the plant in soil and take in water and nutrients, stems hold up the plant and move water and nutrients through it, leaves use sunlight, air, water and nutrients to make food, and flowers make fruits containing seeds. A plant grows from a seed through germination - when the seed's stored food is used by the developing plant inside to begin growing. The young plant that sprouts is called a seedling. Seeds are scattered by various means such as planting, animals, water, and wind, and this allows new plants to grow and continue the life cycle.
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This document discusses the parts of plants and their life cycles. It explains that plants need sunlight, air, water, and nutrients from soil to grow. The main parts of a plant are the roots, which take in water and nutrients; the stem, which carries water and nutrients; and the leaves, which use sunlight to make food through photosynthesis. Flowers produce fruits containing seeds. Seeds come in many shapes and sizes and can be scattered by the wind, water, animals or planting. When seeds germinate in suitable conditions, they grow into seedlings from which new plants develop through the life cycle.
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This document outlines the key parts of a plant - roots, stem, leaves, and flower - and describes their location on the plant and main functions. Specifically, it notes that roots take in water and food from the soil and hold the plant in place, the stem supports the plant and transports water and food, leaves use energy from the sun to photosynthesize, and flowers attract pollinators to produce seeds.
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This document discusses the parts of a plant and the plant life cycle. It explains that plants need sunlight, air, water and nutrients to grow. The main parts of a plant are the roots, which take in water and nutrients, the stem, which holds up the plant and transports water and nutrients, and leaves, which use sunlight to make food. Flowers produce fruits containing seeds. Seeds are scattered by wind, water, animals or planting. When conditions are right, seeds germinate by sprouting roots and a stem to begin the life cycle again.
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Parts of a Plant describes the key components of plants. It explains that plants need sunlight, air, water and nutrients to grow. The main parts of a plant are the roots, which take in water and nutrients; the stem, which holds up the plant and transports water and nutrients; and leaves, which use sunlight to make food through photosynthesis. Flowers produce fruits containing seeds, which can be scattered by wind, water, animals or planting to form new plants.
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The document discusses the parts of a plant and what plants need to grow. It explains that plants need sunlight, air, water, nutrients from the soil, and space. It then outlines the key parts of a plant - roots, which take in water and nutrients from the soil; a stem, which holds up the plant and transports water and nutrients; and leaves, which use sunlight to produce food for the plant.
Plants
This document summarizes key aspects of plant biology. It describes that plants have roots, stems, and leaves, and that their roots absorb water and minerals from soil. It explains that plants perform photosynthesis in their leaves to produce food from water, minerals from the soil, carbon dioxide from air, and energy from sunlight. The document also provides an overview of plant reproduction, including the parts of flowers and how pollen fertilizes pistils to produce fruits and seeds.
Plants
Plants are living organisms that obtain energy from sunlight via photosynthesis. They produce their own food and provide essential resources like oxygen, food, wood, and shelter to animals. Plants come in many forms including terrestrial plants like trees and annuals, and aquatic plants like algae. Some plants have unusual adaptations for survival like cacti that store water or carnivorous plants that trap insects for nutrients. Plants and animals depend on each other as animals provide carbon dioxide for photosynthesis and nutrients to soil when they die.
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Three states of matter
The document discusses the three states of matter - solids, liquids, and gases. Solids have a definite shape and size, liquids take the shape of their container but have a definite volume, and gases fill their container and have no definite shape or volume. It compares the properties of each state, including how they are affected by pressure, with solids maintaining their shape against pressure while liquids and gases can be compressed.
Bacteria and enzymes in digestion
Bacteria in the large intestine produce vitamins that are absorbed by the body. Probiotic foods contain beneficial bacteria. Digestive juices contain enzymes that break down nutrients into smaller molecules. There are three main types of enzymes - carbohydrase breaks down carbohydrates, protease breaks down proteins, and lipase breaks down lipids with help from bile. Drugs affect body chemistry and there are medicinal and recreational drugs. Recreational drugs have no health benefits and can be addictive.
Past simple
The past simple tense is used to describe actions that were completed in the past. For regular verbs, the past simple form is created by adding "-ed" to the base form of the verb. Irregular verbs have varying past simple forms that must be memorized. Examples of common regular verbs like "talked" and irregular verbs like "ate" are provided. A practice exercise asks the reader to fill in the blanks with the correct past simple form of verbs like "tidy" and "phone."
Physical and Chemical Change in Matter
The document discusses the differences between physical and chemical changes. It defines physical changes as changes in a substance's physical properties without forming new substances, while chemical changes produce new substances with different chemical and physical properties. It provides examples of physical and chemical changes and notes that chemical changes are irreversible. The document also introduces chemical equations as a way to represent chemical reactions by showing reactants and products.
Systems of animals and human
This document provides an overview of several human body systems and their functions, including the digestive, reproductive, circulatory, respiratory, excretory, nervous, skeletal, muscular, and immune systems. It describes how the digestive system breaks down food, the reproductive system produces and stores gametes, the circulatory system transports substances around the body, the respiratory system supplies oxygen and removes waste, and the excretory system removes waste. It also explains that the nervous system processes information, the skeletal and muscular systems provide support and movement, and the immune system protects the body from pathogens.
The Historical Development of Atomic Models
The document traces the historical development of atomic models from ancient Greek philosophers Democritus and Leucippus proposing the first idea of atoms, to J.J. Thomson discovering the electron in 1903 and proposing atoms have a positively-charged sphere with electrons embedded, to Rutherford discovering the proton in 1911 and proving atoms have a nucleus, to Bohr solving problems with his 1913 model of electrons moving in shells around the nucleus, to Chadwick discovering the neutron in 1932 and establishing the modern nuclear model of the atom with protons and neutrons in the nucleus surrounded by electrons.
Science - Weather/Wind/Stars
This presentation is a combination of different topics for review.
*The numbers are hyperlinked to the corresponding question.
Science Trivia
This document contains a series of questions about science topics such as the composition of the Earth, characteristics of plants and animals, and basic physical phenomena. It tests knowledge on subjects like biology, chemistry, physics and geography through 20 multiple choice or fill-in-the-blank questions about things like the parts of plants and animals, the states of matter, and properties of electricity and weather.
Wind
Wind is produced by air flowing from areas of higher atmospheric pressure to areas of lower pressure. During the day, land heats up faster than the sea, causing warm air over land to rise and be replaced by cooler air from the sea in a sea breeze. At night, land cools faster, and cooler air flows from land to sea in a land breeze. Wind has several uses, including powering sailing boats, drying clothes and grains, and turning windmills to generate electricity.
Weather and Stars
The document discusses the water cycle and different types of clouds and precipitation. It explains the water cycle as evaporation of water from oceans and rivers into water vapor, transpiration of water vapor from plants, condensation of water vapor back into liquid form, and precipitation of water falling back to earth. It then defines dew, fog, and the three main types of clouds - cirrus, stratus, and cumulus. Finally, it defines precipitation as moisture falling from the air to the ground and provides examples of rain, snow, and hail.
Weather instruments
The document discusses different weather instruments and measurements. It defines weather as the state of the atmosphere regarding heat, moisture, wind and precipitation. It describes how barometers are used to measure atmospheric pressure, which is highest at sea level due to more air pressing down. Thermometers measure temperature, while psychrometers compare wet and dry bulb temperatures to determine relative humidity levels in the air.
Types of clouds
The document describes 6 types of clouds: cirrostratus, cirrocumulus, altostratus, altocumulus, nimbostratus, and stratocumulus. Cirrostratus are high, thin, whitish veil clouds. Altostratus are mid-level gray or blue cloud sheets that partially obscure the sun. Nimbostratus are dark, continuous rain clouds thick enough to block out the sun.
Antibodies
Basic Immunology lesson for middle school. I included the blood components to give them a brief background.
*You are free to edit if you find this useful to your class.
i vowel
This document provides examples of words containing the short "i" vowel sound and long "i" vowel sound. For the short "i" sound, examples include lip, pin, lick, pink, pig, six, slip, and spill. For the long "i" sound, examples include fire, kite, bite, pine, drive, lime, pipe, cry, and shy. The document is intended to teach the difference between these two vowel sounds through examples.
Short e - Phonics
This short document contains one-sentence descriptions of various objects and concepts including a nest, pencil, recipe, elephants walking, caution about jellyfish, belts belonging to a father, and lemons being good for the body. Pictures are also included and named of a bed, hen, celery, bend, and berry.
Materials p5
This document discusses different types of materials, their properties, and natural resources. It describes natural materials that come from natural resources like trees, soil, and metal. It also describes man-made materials that are created by humans, like glass, plastic, and synthetic cloth. The document lists several key properties of materials, including hardness, strength, elasticity, electrical conductivity, and absorbency.
Dominant and recessive
Dominant traits are produced whether an organism has one or two copies of the dominant allele, while recessive traits only appear when an organism has two copies of the recessive allele. In an example of eye color inheritance, brown eyes (B allele) are dominant over blue eyes (b allele). A child of a parent with brown eyes and a parent with blue eyes would have brown eyes since brown is dominant. In the next generation, there is a chance offspring could have either brown or blue eyes as the recessive blue eye trait can be expressed when paired with another b allele. While recessive traits may be masked in some generations, the alleles are still passed down and can reappear through genetic mixing in future offspring.
Chromosomal abnormalities
Chromosome abnormalities occur when there are errors in cell division that result in cells having too few or too many chromosomes. There are two main types of chromosome abnormalities: numerical abnormalities like Down syndrome which is Trisomy 21 resulting from an extra copy of chromosome 21, and structural abnormalities where part of a chromosome is missing, duplicated, or rearranged. Chromosome abnormalities usually happen during mitosis and meiosis, the two types of cell division where the number of chromosomes should remain the same or be halved, but errors can cause the wrong number of chromosomes to end up in resulting cells.
Heredity and Diversity of Living Things
Heredity is the process by which traits are passed from parents to offspring through genes. Gregor Mendel is considered the father of genetics for his experiments with pea plants in the 1800s that demonstrated heredity and laid the foundation for genetics. A Punnett square is a chart used to predict possible gene combinations in offspring from known parental genes. There is great diversity among living things, which can be classified into invertebrates like sponges, jellyfish, worms, and arthropods, and vertebrates like fish, amphibians, reptiles, birds, and mammals.
Animal life cycle
House flies, chickens, and other animals reproduce through various life cycles and methods. Sexual reproduction can involve internal or external fertilization, while asexual reproduction occurs through budding or regeneration without fertilization. Advanced breeding techniques for animals include selective breeding, artificial insemination, embryo transfer, and cloning.
More from Dhen Bathan (20)
Recently uploaded
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 skillsESA/ACT Science Coffee: Diego Blas - Gravitational wave detection with orbita...
ESA/ACT Science Coffee: Diego Blas - Gravitational wave detection with orbita...Advanced-Concepts-Team
Presentation in the Science Coffee of the Advanced Concepts Team of the European Space Agency on the 07.06.2024.
Speaker: Diego Blas (IFAE/ICREA)
Title: Gravitational wave detection with orbital motion of Moon and artificial
Abstract:
In this talk I will describe some recent ideas to find gravitational waves from supermassive black holes or of primordial origin by studying their secular effect on the orbital motion of the Moon or satellites that are laser ranged.waterlessdyeingtechnolgyusing carbon dioxide chemicalspdf
The technology uses reclaimed CO₂ as the dyeing medium in a closed loop process. When pressurized, CO₂ becomes supercritical (SC-CO₂). In this state CO₂ has a very high solvent power, allowing the dye to dissolve easily.
Compexometric titration/Chelatorphy titration/chelating titration
Classification
Metal ion ion indicators
Masking and demasking reagents
Estimation of Magnisium sulphate
Calcium gluconate
Complexometric Titration/ chelatometry titration/chelating titration, introduction, Types-
1.Direct Titration
2.Back Titration
3.Replacement Titration
4.Indirect Titration
Masking agent, Demasking agents
formation of complex
comparition between masking and demasking agents,
Indicators/Metal ion indicators/ Metallochromic indicators/pM indicators,
Visual Technique,PM indicators (metallochromic), Indicators of pH, Redox Indicators
Instrumental Techniques-Photometry
Potentiometry
Miscellaneous methods.
Complex titration with EDTA.
Shallowest Oil Discovery of Turkiye.pptx
The Petroleum System of the Çukurova Field - the Shallowest Oil Discovery of Türkiye, Adana
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.
在线办理(salfor毕业证书)索尔福德大学毕业证毕业完成信一模一样
学校原件一模一样【微信：741003700 】《(salfor毕业证书)索尔福德大学毕业证》【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】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
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
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.
The use of Nauplii and metanauplii artemia in aquaculture (brine shrimp).pptx
Although Artemia has been known to man for centuries, its use as a food for the culture of larval organisms apparently began only in the 1930s, when several investigators found that it made an excellent food for newly hatched fish larvae (Litvinenko et al., 2023). As aquaculture developed in the 1960s and ‘70s, the use of Artemia also became more widespread, due both to its convenience and to its nutritional value for larval organisms (Arenas-Pardo et al., 2024). The fact that Artemia dormant cysts can be stored for long periods in cans, and then used as an off-the-shelf food requiring only 24 h of incubation makes them the most convenient, least labor-intensive, live food available for aquaculture (Sorgeloos & Roubach, 2021). The nutritional value of Artemia, especially for marine organisms, is not constant, but varies both geographically and temporally. During the last decade, however, both the causes of Artemia nutritional variability and methods to improve poorquality Artemia have been identified (Loufi et al., 2024).
Brine shrimp (Artemia spp.) are used in marine aquaculture worldwide. Annually, more than 2,000 metric tons of dry cysts are used for cultivation of fish, crustacean, and shellfish larva. Brine shrimp are important to aquaculture because newly hatched brine shrimp nauplii (larvae) provide a food source for many fish fry (Mozanzadeh et al., 2021). Culture and harvesting of brine shrimp eggs represents another aspect of the aquaculture industry. Nauplii and metanauplii of Artemia, commonly known as brine shrimp, play a crucial role in aquaculture due to their nutritional value and suitability as live feed for many aquatic species, particularly in larval stages (Sorgeloos & Roubach, 2021).
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...
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.
Equivariant neural networks and representation theory
Or: Beyond linear.
Abstract: Equivariant neural networks are neural networks that incorporate symmetries. The nonlinear activation functions in these networks result in interesting nonlinear equivariant maps between simple representations, and motivate the key player of this talk: piecewise linear representation theory.
Disclaimer: No one is perfect, so please mind that there might be mistakes and typos.
dtubbenhauer@gmail.com
Corrected slides: dtubbenhauer.com/talks.html
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.
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.
20240520 Planning a Circuit Simulator in JavaScript.pptx
Evaporation step counter work. I have done a physical experiment.
(Work in progress.)
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
快速办理(UAM毕业证书)马德里自治大学毕业证学位证一模一样
学校原件一模一样【微信：741003700 】《(UAM毕业证书)马德里自治大学毕业证学位证》【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】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
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
Recently uploaded (20)
THEMATIC APPERCEPTION TEST(TAT) cognitive abilities, creativity, and critic...
THEMATIC APPERCEPTION TEST(TAT) cognitive abilities, creativity, and critic...
ESA/ACT Science Coffee: Diego Blas - Gravitational wave detection with orbita...
ESA/ACT Science Coffee: Diego Blas - Gravitational wave detection with orbita...
waterlessdyeingtechnolgyusing carbon dioxide chemicalspdf
waterlessdyeingtechnolgyusing carbon dioxide chemicalspdf
Compexometric titration/Chelatorphy titration/chelating titration
Compexometric titration/Chelatorphy titration/chelating titration
Authoring a personal GPT for your research and practice: How we created the Q...
Authoring a personal GPT for your research and practice: How we created the Q...
Applied Science: Thermodynamics, Laws & Methodology.pdf
Applied Science: Thermodynamics, Laws & Methodology.pdf
The use of Nauplii and metanauplii artemia in aquaculture (brine shrimp).pptx
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Plants
- 4. • Roots- hold a plant in the soil. • Stem- Takes water from the roots. • Leaves- makes food for the plant. • Flowers- attract insects
- 5. Plants Need: 1. Sunlight 2. Water 3.Air 4. Soil
- 6. Plants Need: 1. Sunlight 2. Water 3.Air 4. Soil
- 7. Characteristics of Plants 1.Plants are fixed in one position. 2.Plants usually respond slowly to changes around them. 3.Plants make their own food.
- 8. Comparing Yourself With A Tree Similarities Differences 1. Both needs water, air and food 2. Both can grow 3. Both can respond to change around them. 4. Both can reproduce 1. I can move freely, the tree cannot. 2. The tree can make its own food, I cannot. 3. I can respond quickly to changes, the tree cannot. 4. I can feed on plants and animals , the tree cannot.
- 9. Classification Of Plants 1. Flowering Plants • Plants that produce flowers are classified as flowering plants. • Flowering plants come in many sizes, colors, and shapes. • Flowering plants are the largest plant group
- 10. Flowering Plants
- 11. 2. Non- Flowering Plants •Non-flowering plants are plants that do not produce flowers. •Many non-flowering plants make seeds. •Pine trees are non-flowering plants. They make seeds in cones