Science fair project guide 2010 2011
•Download as DOC, PDF•
1 like•404 views
The document provides guidelines and due dates for a science fair project to be completed in February 2011. It outlines that the written report must include a title page, table of contents, abstract, introduction with purpose and hypothesis, background research, materials, procedure, results, conclusion, and bibliography. It specifies the formatting requirements for the written report and provides partial work due dates from January 17 to February 21, requiring drafts of sections to be turned in for review along with research notes and bibliographies. The final due date is February 21, when final presentations will be given in class.
Report
Share
Report
Share
Recommended
Review Physics Blog
The document contains a practice exam on basic physics concepts including work, energy, power, and simple machines. It includes multiple choice and problem solving questions related to these topics asking students to calculate work, kinetic energy, potential energy, and power. It also has questions involving drawing free body diagrams and identifying simple machines from diagrams.
WAVES
The document discusses different types of waves, including mechanical waves which require matter and electromagnetic waves which can travel through both matter and space. It defines transverse waves as causing particles to move at right angles to the direction of travel, with crests and troughs, while longitudinal waves cause particles to move along the direction of travel, with compressions and rarefactions. It also defines key wave properties such as wavelength, frequency, amplitude, and examples of wave behavior such as reflection, refraction, and diffraction.
Exercise on pronouns 2
The document provides two exercises on reflexive and reciprocal pronouns. The first exercise asks the reader to fill in correct reflexive pronouns in 10 sentences. The second exercise asks the reader to decide whether to use a reflexive pronoun, reciprocal pronoun "each other", or nothing in 10 additional sentences.
Science fair project guide 2010 2011
The document provides guidelines and due dates for a science fair project to be completed between January and February 2011. It outlines that the written report must include a title page, table of contents, abstract, introduction with purpose and hypothesis, background research, materials, procedure, results, conclusion, and bibliography. It specifies the formatting requirements for the written report and provides partial work due dates for submitting drafts and sections of the project, research materials, and the final written report and visual/physical models. The final due date is February 21st for presentations along with submitting the written report and a self/team evaluation.
Review Physics Blog
The document contains a practice exam on basic physics concepts including work, energy, power, and simple machines. It includes multiple choice and problem solving questions related to these topics asking students to calculate work, kinetic energy, potential energy, and power. The exam also has students draw free body diagrams and identify simple machines from diagrams.
Work And Energy
The document discusses different types of energy including work, kinetic energy, and potential energy. It defines work as force exerted over a displacement and provides the formula W=F*d. Kinetic energy is the energy of motion and is calculated as KE=1/2mv^2. Potential energy is stored energy, like gravitational potential energy which is calculated as PE=mgh.
Review Physics Blog
The document contains a practice exam on basic physics concepts including work, energy, power, and simple machines. It includes multiple choice and problem solving questions related to these topics asking students to calculate work, kinetic energy, potential energy, and power. It also has questions involving drawing free body diagrams and identifying simple machines from diagrams.
Exercise on pronouns 2
The document provides two exercises on reflexive and reciprocal pronouns. The first exercise asks the reader to fill in correct reflexive pronouns in 10 sentences. The second exercise asks the reader to decide whether to use a reflexive pronoun, reciprocal pronoun "each other", or nothing in 10 additional sentences.
Recommended
Review Physics Blog
The document contains a practice exam on basic physics concepts including work, energy, power, and simple machines. It includes multiple choice and problem solving questions related to these topics asking students to calculate work, kinetic energy, potential energy, and power. It also has questions involving drawing free body diagrams and identifying simple machines from diagrams.
WAVES
The document discusses different types of waves, including mechanical waves which require matter and electromagnetic waves which can travel through both matter and space. It defines transverse waves as causing particles to move at right angles to the direction of travel, with crests and troughs, while longitudinal waves cause particles to move along the direction of travel, with compressions and rarefactions. It also defines key wave properties such as wavelength, frequency, amplitude, and examples of wave behavior such as reflection, refraction, and diffraction.
Exercise on pronouns 2
The document provides two exercises on reflexive and reciprocal pronouns. The first exercise asks the reader to fill in correct reflexive pronouns in 10 sentences. The second exercise asks the reader to decide whether to use a reflexive pronoun, reciprocal pronoun "each other", or nothing in 10 additional sentences.
Science fair project guide 2010 2011
The document provides guidelines and due dates for a science fair project to be completed between January and February 2011. It outlines that the written report must include a title page, table of contents, abstract, introduction with purpose and hypothesis, background research, materials, procedure, results, conclusion, and bibliography. It specifies the formatting requirements for the written report and provides partial work due dates for submitting drafts and sections of the project, research materials, and the final written report and visual/physical models. The final due date is February 21st for presentations along with submitting the written report and a self/team evaluation.
Review Physics Blog
The document contains a practice exam on basic physics concepts including work, energy, power, and simple machines. It includes multiple choice and problem solving questions related to these topics asking students to calculate work, kinetic energy, potential energy, and power. The exam also has students draw free body diagrams and identify simple machines from diagrams.
Work And Energy
The document discusses different types of energy including work, kinetic energy, and potential energy. It defines work as force exerted over a displacement and provides the formula W=F*d. Kinetic energy is the energy of motion and is calculated as KE=1/2mv^2. Potential energy is stored energy, like gravitational potential energy which is calculated as PE=mgh.
Review Physics Blog
The document contains a practice exam on basic physics concepts including work, energy, power, and simple machines. It includes multiple choice and problem solving questions related to these topics asking students to calculate work, kinetic energy, potential energy, and power. It also has questions involving drawing free body diagrams and identifying simple machines from diagrams.
Exercise on pronouns 2
The document provides two exercises on reflexive and reciprocal pronouns. The first exercise asks the reader to fill in correct reflexive pronouns in 10 sentences. The second exercise asks the reader to decide whether to use a reflexive pronoun, reciprocal pronoun "each other", or nothing in 10 additional sentences.
Itd project 1b brief rev01
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artwork exploring lines, shapes, textures, and colors. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and proportion. Students will present their work along with boards explaining the design concepts applied. The objectives are for students to learn design processes, elements, and principles through observational sketching and abstract artwork.
Itd project 1b brief rev01 (1)
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artworks exploring lines, shapes, textures, and more. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and unity. Students must present their work along with boards explaining the design concepts applied. The goals are for students to recognize design elements and principles and apply them in projects.
Itd project 1b brief rev01
This document outlines a design project for students divided into two parts. The first part requires students to sketch design elements in nature and the built environment, and produce two abstract artworks. The second part focuses on familiarizing students with design principles through composing art using daily items in groups. Students will explore elements, principles, and the design process. They will produce nine artworks applying different principles and be evaluated on their understanding, creativity, and presentation skills.
Itd project 1b brief rev01 (1)
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artworks exploring lines, shapes, textures, and more. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and unity. Students must present their work along with boards explaining the design concepts applied. The goals are for students to recognize design elements and principles and apply them in projects.
ITD Project 1B Brief
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artworks exploring lines, shapes, textures, and more. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and unity. The artworks will be presented together with explanation boards. The objectives are for students to learn design processes, elements, and principles through observation and hands-on projects.
Itd project 1b brief rev01 (1)
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artworks exploring lines, shapes, textures, and more. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and unity. The artworks will be presented together with explanation boards. The objectives are for students to learn design processes, elements, and principles through observation and hands-on projects.
Itd project 1b brief rev01
This document outlines a design project for students divided into two parts. The first part requires students to sketch design elements in nature and the built environment, and produce two abstract artworks. The second part focuses on familiarizing students with design principles through composing art using daily items in groups. Students will be assessed on their understanding of elements and principles, creativity, and presentation skills. The project aims to teach fundamental design concepts and processes.
Itd project 1b brief rev01
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artwork exploring lines, shapes, textures, and more. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and unity. Students will present their work along with boards explaining the design concepts applied. The goals are for students to recognize design elements and principles and apply them in simple projects.
Design Project One - Brief.pdf
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
Design project one brief
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
Design project one brief
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements observed in nature and the built environment. Part 2 involves working in groups to create nine abstract artworks using daily items that demonstrate design principles. Students must submit sketches and an individual artwork for Part 1, and display their group's nine artworks along with presentation boards explaining the design concepts for Part 2. The project aims to help students learn about and apply design elements, principles, and the design process through observational sketching and creative art projects.
Design project one brief
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
DS Design project one brief
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements observed in nature and the built environment. Part 2 involves working in groups to create nine abstract artworks using daily items that demonstrate design principles. Students must submit sketches and an individual artwork for Part 1, and display their group's nine artworks along with presentation boards explaining the design concepts for Part 2. The project aims to help students learn about and apply design elements, principles, and the design process through observational sketching and creative art projects.
Design project one brief
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
ITD (DESIGN) Project 1 Brief
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group artwork exploring design principles using daily items, to be presented along with explanation boards. Students must demonstrate understanding of elements and principles, and will be assessed based on creativity, technique, explanations, and meeting requirements. The project aims to familiarize students with basic design components and principles through 2D abstract art.
ITD - Project 1b brief
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements observed in nature and the built environment. Part 2 involves working in groups to create nine abstract artworks using daily items that demonstrate design principles. Students must submit sketches and an individual artwork for Part 1, and display their group's nine artworks along with presentation boards explaining the design principles for Part 2. The objectives are to learn design processes and components, and understand design principles, elements, and composition. Students will be assessed based on their demonstrated understanding of these concepts in their work.
Design Project One - Brief.pdf
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
FNBE0814 Introduction To Design Project 1
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements observed in nature and the built environment. Part 2 involves working in groups to create nine abstract artworks using daily items that demonstrate design principles. Students must submit sketches and an individual artwork for Part 1, and display their group's nine artworks along with presentation boards explaining the design principles for Part 2. The project aims to help students learn about and apply design elements, principles, and the design process through observational sketching and creative art projects.
Design project one brief
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
Design Project One - Brief.pdf
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
Exercise on pronouns 2
The document provides two exercises on reflexive and reciprocal pronouns. The first exercise asks the reader to fill in correct reflexive pronouns in 10 sentences. The second exercise asks the reader to decide whether to use a reflexive pronoun, reciprocal pronoun "each other", or nothing in 10 additional sentences.
Worksheet acids and bases
This document contains a worksheet with questions about acids and bases. It asks students to identify characteristics of acids such as their sour taste in water and their ability to react with metals and carbonates. It also asks about characteristics of bases such as their bitter taste and slippery feel. Students are asked to identify examples as acids, bases or salts and write chemical equations for acid and base dissociations in water.
More Related Content
Similar to Science fair project guide 2010 2011
Itd project 1b brief rev01
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artwork exploring lines, shapes, textures, and colors. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and proportion. Students will present their work along with boards explaining the design concepts applied. The objectives are for students to learn design processes, elements, and principles through observational sketching and abstract artwork.
Itd project 1b brief rev01 (1)
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artworks exploring lines, shapes, textures, and more. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and unity. Students must present their work along with boards explaining the design concepts applied. The goals are for students to recognize design elements and principles and apply them in projects.
Itd project 1b brief rev01
This document outlines a design project for students divided into two parts. The first part requires students to sketch design elements in nature and the built environment, and produce two abstract artworks. The second part focuses on familiarizing students with design principles through composing art using daily items in groups. Students will explore elements, principles, and the design process. They will produce nine artworks applying different principles and be evaluated on their understanding, creativity, and presentation skills.
Itd project 1b brief rev01 (1)
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artworks exploring lines, shapes, textures, and more. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and unity. Students must present their work along with boards explaining the design concepts applied. The goals are for students to recognize design elements and principles and apply them in projects.
ITD Project 1B Brief
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artworks exploring lines, shapes, textures, and more. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and unity. The artworks will be presented together with explanation boards. The objectives are for students to learn design processes, elements, and principles through observation and hands-on projects.
Itd project 1b brief rev01 (1)
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artworks exploring lines, shapes, textures, and more. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and unity. The artworks will be presented together with explanation boards. The objectives are for students to learn design processes, elements, and principles through observation and hands-on projects.
Itd project 1b brief rev01
This document outlines a design project for students divided into two parts. The first part requires students to sketch design elements in nature and the built environment, and produce two abstract artworks. The second part focuses on familiarizing students with design principles through composing art using daily items in groups. Students will be assessed on their understanding of elements and principles, creativity, and presentation skills. The project aims to teach fundamental design concepts and processes.
Itd project 1b brief rev01
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements in nature and the built environment. Students must produce sketches and abstract artwork exploring lines, shapes, textures, and more. Part 2 is a group project to create nine simple abstract artworks from daily items exploring design principles like balance, asymmetry, and unity. Students will present their work along with boards explaining the design concepts applied. The goals are for students to recognize design elements and principles and apply them in simple projects.
Design Project One - Brief.pdf
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
Design project one brief
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
Design project one brief
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements observed in nature and the built environment. Part 2 involves working in groups to create nine abstract artworks using daily items that demonstrate design principles. Students must submit sketches and an individual artwork for Part 1, and display their group's nine artworks along with presentation boards explaining the design concepts for Part 2. The project aims to help students learn about and apply design elements, principles, and the design process through observational sketching and creative art projects.
Design project one brief
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
DS Design project one brief
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements observed in nature and the built environment. Part 2 involves working in groups to create nine abstract artworks using daily items that demonstrate design principles. Students must submit sketches and an individual artwork for Part 1, and display their group's nine artworks along with presentation boards explaining the design concepts for Part 2. The project aims to help students learn about and apply design elements, principles, and the design process through observational sketching and creative art projects.
Design project one brief
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
ITD (DESIGN) Project 1 Brief
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group artwork exploring design principles using daily items, to be presented along with explanation boards. Students must demonstrate understanding of elements and principles, and will be assessed based on creativity, technique, explanations, and meeting requirements. The project aims to familiarize students with basic design components and principles through 2D abstract art.
ITD - Project 1b brief
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements observed in nature and the built environment. Part 2 involves working in groups to create nine abstract artworks using daily items that demonstrate design principles. Students must submit sketches and an individual artwork for Part 1, and display their group's nine artworks along with presentation boards explaining the design principles for Part 2. The objectives are to learn design processes and components, and understand design principles, elements, and composition. Students will be assessed based on their demonstrated understanding of these concepts in their work.
Design Project One - Brief.pdf
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
FNBE0814 Introduction To Design Project 1
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements observed in nature and the built environment. Part 2 involves working in groups to create nine abstract artworks using daily items that demonstrate design principles. Students must submit sketches and an individual artwork for Part 1, and display their group's nine artworks along with presentation boards explaining the design principles for Part 2. The project aims to help students learn about and apply design elements, principles, and the design process through observational sketching and creative art projects.
Design project one brief
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
Design Project One - Brief.pdf
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
Similar to Science fair project guide 2010 2011 (20)
More from MLFGarcia
Exercise on pronouns 2
The document provides two exercises on reflexive and reciprocal pronouns. The first exercise asks the reader to fill in correct reflexive pronouns in 10 sentences. The second exercise asks the reader to decide whether to use a reflexive pronoun, reciprocal pronoun "each other", or nothing in 10 additional sentences.
Worksheet acids and bases
This document contains a worksheet with questions about acids and bases. It asks students to identify characteristics of acids such as their sour taste in water and their ability to react with metals and carbonates. It also asks about characteristics of bases such as their bitter taste and slippery feel. Students are asked to identify examples as acids, bases or salts and write chemical equations for acid and base dissociations in water.
Chemistry9 review4 p[1]
The document provides a chemistry review covering topics such as chemical reactions, equations, reactants and products. It asks the reader to identify reactants and products, classify reaction types, balance equations, and write equations for described reactions. Key concepts covered include signs of chemical reactions, increasing reaction rates, conservation of mass, subscripts, coefficients, and endothermic/exothermic reactions.
Chemistry review 3rd p
The document is a chemistry review worksheet that asks questions about elements, atomic structure, the periodic table, ions, ionic and covalent bonding. It contains questions about atomic number, subatomic particles, valence electrons, writing formulas and names for compounds and ions, and drawing Lewis structures.
Review 9th grade 2nd per sts
This document provides a chemistry review for 9th grade students covering several topics:
1) The three states of matter (solid, liquid, gas) and their particle characteristics.
2) Changes of state including freezing, sublimation, boiling, and melting.
3) Identifying chemical and physical changes and properties.
4) Defining terms like boiling point, melting point, and freezing point.
5) Drawing and interpreting heating curves for elements.
6) Classifying substances as elements, compounds, homogeneous mixtures, or heterogeneous mixtures.
7) Contributions of scientists to the atomic theory model including Bohr's atomic model.
8) Common elements in the human body, Earth's crust,
Oraciones subordinadas ejercicio
El documento habla sobre las oraciones subordinadas. Explica que las oraciones subordinadas pueden ser sustantivas, adjetivas o adverbiales y proporciona ejemplos de cada tipo. También incluye ejercicios de completar oraciones y de identificar el tipo de oración subordinada en diferentes ejemplos.
Instruments worksheet
This document lists various scientific measuring instruments and asks the reader to identify and categorize them by circling them in different colors based on what physical property they measure - mass, volume, temperature, electricity, or density. It provides a worksheet for students to learn about different lab tools and their functions.
Cuento - Globos Acrobáticos
Este cuento trata sobre un concurso de globos acrobáticos entre insectos en un jardín después de una gran fiesta. Las hormigas, que nunca habían participado antes debido a su pequeño tamaño, sorprenden a todos trabajando juntas para manipular un globo y representar figuras coordinadas, ganando el concurso. El cuento enseña que trabajando en equipo se pueden lograr cosas más impresionantes que de forma individual.
Water drops
The document discusses surface tension in water and how it relates to cohesion between water molecules and adhesion of water to other surfaces. It provides examples of water droplets on various surfaces like wax paper, oiled plastic, and untreated plastic to show how cohesion and adhesion factors affect the shape of water droplets. It also discusses how soap disrupts the cohesive forces between water molecules by inserting itself between them and causes water to form sheets rather than spherical droplets or isolated puddles.
Water drops
The document discusses surface tension and how it relates to the shape of water droplets on different surfaces. It explains that water molecules are attracted to each other (cohesion), which causes water to form spherical droplets that minimize surface area. However, water is also attracted to other surfaces through adhesion. On wax paper, the cohesive forces between water molecules are stronger than the adhesive forces between water and wax, so water forms spherical droplets. Adding soap reduces cohesion and causes droplets to flatten into sheets by increasing the relative strength of adhesion.
Water drops
The document discusses surface tension in water and how it relates to cohesion and adhesion. It explains that water molecules are attracted to each other (cohesion), causing water to form spherical droplets to minimize its surface area. However, water is also attracted to other surfaces through adhesion. When cohesion dominates, spherical droplets form, and when adhesion dominates, sheets of water form. The document demonstrates this concept through examples of water droplets on various surfaces and how soap disrupts cohesion, causing water to spread out.
Water properties
Hydrogen bonds between water molecules give water many unique properties, including:
1. Being a liquid at room temperature due to cohesion between molecules.
2. Having a high specific heat capacity because breaking hydrogen bonds requires energy.
3. Having a high heat of vaporization because it takes energy to break hydrogen bonds during evaporation.
Scientific method in action
1. The problem was an outbreak of beriberi disease in the Dutch East Indies in 1887.
2. Scientists initially hypothesized that the disease was caused by bacteria.
3. They tested this by injecting chickens with bacteria from beriberi patients, but chickens not injected also got sick. Dr. Eijkman noticed the sick chickens were all fed polished rice lacking vitamin B1.
How Penicillin Was Discovered
1. The problem was identifying what caused the bacteria-free areas around the mold Penicillium in Fleming's culture dishes.
2. Fleming hypothesized the mold must be producing a chemical that killed the bacteria.
3. He tested this by transferring the
Scientific method
The document outlines the steps of the scientific method, which are: 1) asking a question, 2) researching the topic, 3) forming a hypothesis, 4) experimenting, 5) analyzing results, 6) drawing a conclusion, and 7) sharing results. It then provides an example of a student, John, using these steps to determine how the amount of sugar affects the rising of bread loaves. John finds that 70g of sugar produces the largest loaf, accepting his hypothesis.
Writing hypothesis
This document contains descriptions of 4 science experiments involving members of the Simpson family. It provides blanks to fill in the independent variable, dependent variable, constants, control, and hypothesis for each experiment. Experiment 1 involves Marge testing how the number of seeds planted in cups affects plant growth. Experiment 2 has Homer comparing an itchy cream containing caffeine to his usual aloe vera cream. Experiment 3 is Bart's experiment on whether microwaved food makes mice stronger. Experiment 4 asks how Lisa could test the effects of a hair product on hair growth speed.
Bio2 4th period study guide
The document summarizes key concepts in biology including:
- Mendel's experiments with dominant and recessive traits in pea plants and how they are passed from parents to offspring.
- Punnett squares are used to predict offspring traits from genetic crosses using probabilities.
- Meiosis results in haploid cells while linked genes are on the same chromosome.
- DNA contains nucleotides that make up genes while RNA is involved in protein synthesis through transcription and translation.
- Mutations can occur in genes or chromosomes and can be identified through karyotypes and pedigree charts.
- Autosomes and sex chromosomes determine phenotypes from genotypes.
- Examples of inherited diseases and how their traits are transmitted.
Temperature
The document discusses key concepts in temperature physics including:
1) It defines temperature as a variable that measures "hot" and "cold" and is related to the internal kinetic energy of an object or substance.
2) It provides formulas for converting between Celsius and Fahrenheit temperature scales.
3) It explains that thermal energy is the total kinetic and potential energy of all particles in a substance, and increases with higher temperature as the particles' kinetic energy increases.
Pressure
Pressure is the amount of force exerted per unit area. It is measured in Pascals. Fluids like liquids and gases take the shape of their container and exert equal pressure in all directions. The deeper an object is submerged in a fluid, the greater the pressure it experiences from the fluid above it due to the fluid's weight. Denser fluids exert more pressure. According to Pascal's principle, a change in pressure anywhere in an enclosed fluid is transmitted equally throughout the entire fluid.
Optics
The document summarizes key concepts about optics, including:
1) Light travels in straight lines and much faster than sound. We see objects because they reflect light into our eyes and shadows are formed when light is blocked.
2) The visible spectrum consists of different wavelengths of electromagnetic radiation detected by human eyes and cameras. The sun emits visible light as well as infrared and ultraviolet rays.
3) White light is composed of all the colors of the rainbow, which can be demonstrated by passing white light through a prism to disperse the different wavelengths.
Bio2 study guide
This study guide covers key concepts in basic genetics including:
- Mendel's laws of inheritance and the terms used to describe genotypes and phenotypes
- The concepts of dominance, incomplete dominance, codominance, and multiple alleles
- How meiosis produces haploid cells and the structure and role of DNA, RNA, genes, and alleles
- How genetic code and probability are expressed through Punnett squares
- Different types of mutations and their effects
- How to solve genetics problems by defining the problem, organizing information, creating a solution, and presenting a plan.
More from MLFGarcia (20)
Recently uploaded
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaNatural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcAdvanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Recently uploaded (20)
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Science fair project guide 2010 2011
- 1. SCIENCE FAIR PROJECT 2011 February 23-25, 2011 Written Report must include: o Front Page (Title Page) o Table of Contents o Abstract o Introduction o Purpose o Hypothesis o Background Research o Materials o Procedure (Experimentation) o Results (Data and Observations) o Conclusion o Bibliography (http://sciencebuddies.org/science-fair- projects/project_bibliography.shtml) Format for typing the written report Paper: White bond paper letter size Margin: 2.5 cm Line Space: Double Font: Century Gothic Font Size: Size 12 Font Style: Plain ( No Bold, Italic or Underlined) Font Alignment: Left for everything , except for titles.Titles go at the center Font Color: Black The pictures are in color and only in the body of the project. You do not need to wait until the due date… you can turn in and ask for guidance before the due date. I will be more than pleased to help you. Partial Work Due Dates: Monday, January 17 Topic to be checked by teacher START THE JOURNAL TO KEEP RECORD OF THE ACTIVITIES DONE BY THE TEAM (HANDWRITTEN) Friday, January 21 Manila envelope with print outs and/or copies of the information you have found about your topic. Underlined and in index cards you must
- 2. have the information you underlined written in your own words and the bibliographies of the material you researched. Tuesday, January 25 Manila envelope with all the previous material and the FIRST DRAFT of the body of your project (Introduction, purpose, hypothesis, background research, materials and method) will be turned in. You may include the pictures here. (Pictures in black and white for now) Friday, January 28 Manila envelope with all the previous material you turned in. You will turn in the SECOND DRAFT of the body of the project with the corrections I asked you to do and with the new information I asked you to find. Start your experiment to get results and conclusions. Tuesday, February 1st Turn in the manila envelope with the First and Second Draft of your project. Turn in the THIRD DRAFT of the body of the project and include the First Draft of introduction and Conclusion and turn in the Final Bibliography of your project. Tuesday, February 15 Turn in the Manila envelope with the Final Draft of the project that includes Front page, table of contents, body, conclusion and bibliography. Turn in the design of the visual and/ or model you will create to support your research. Friday, February 18 Turn in the Final Report (pictures in color now) with all the corrections pointed out before. Show evidence that the visual and/or model is being assembled. Final Due Date: Monday & Tuesday, February, 21st
- 3. Final presentations in class ; must bring the visual aid and/or models to be used. Turn in the written report, turn in the self and team evaluation sheet.