The document discusses how enzymes are used in the home and industry. Students are asked to research examples of enzymes used at home, in medicine, and in industry. They should explain why these enzymes are used and describe the advantages and disadvantages of their use. Students will then create a news article, poster, leaflet, or presentation on this topic that includes examples of enzyme use, explanations of why they are used, and arguments for and against their use.
This document provides information on Israel's nuclear weapons program and capabilities. It discusses Israel's nuclear policy of ambiguity, estimates the size of Israel's nuclear arsenal at 60-80 warheads, and details Israel's nuclear facilities including the Dimona reactor. The document estimates the plutonium production at Dimona based on its thermal output and calculates Israel's potential nuclear weapons production over time based on this output. It also provides information on Israel's ballistic missile capabilities and nuclear delivery systems.
This document proposes a hand-held fitness tracking device in the form of a virtual pet to motivate teenage girls ages 13 to 18 to exercise more. The device aims to encourage opportunistic physical activity and provide awareness of activity levels while supporting social interactions. It addresses issues such as female youth being unmotivated to exercise and less active than males, as well as using unhealthy weight loss techniques. The proposed device incorporates exercise into daily activities and school PE lessons, and provides feedback on progress through easy accessibility, self-monitoring abilities, and social features. Potential criticisms include limited appeal to older teenagers and being a short-lived novelty.
The document discusses guidelines for designing and developing effective instructional materials. It explains that instructional materials include textbooks, workbooks, and multimedia resources that can motivate students, reinforce learning, and make the learning process more interactive. The Cone of Experience model suggests learning is most effective when it proceeds from concrete to abstract experiences using multiple senses. Examples are given of teachers integrating technology like simulations, spreadsheets, and video conferencing to engage students and enrich various subjects like social studies, geography, science, and language arts.
The document discusses how enzymes are used in the home and industry. Students are asked to research examples of enzymes used at home, in medicine, and in industry. They should explain why these enzymes are used and describe the advantages and disadvantages of their use. Students will then create a news article, poster, leaflet, or presentation on this topic that includes examples of enzyme use, explanations of why they are used, and arguments for and against their use.
This document provides information on Israel's nuclear weapons program and capabilities. It discusses Israel's nuclear policy of ambiguity, estimates the size of Israel's nuclear arsenal at 60-80 warheads, and details Israel's nuclear facilities including the Dimona reactor. The document estimates the plutonium production at Dimona based on its thermal output and calculates Israel's potential nuclear weapons production over time based on this output. It also provides information on Israel's ballistic missile capabilities and nuclear delivery systems.
This document proposes a hand-held fitness tracking device in the form of a virtual pet to motivate teenage girls ages 13 to 18 to exercise more. The device aims to encourage opportunistic physical activity and provide awareness of activity levels while supporting social interactions. It addresses issues such as female youth being unmotivated to exercise and less active than males, as well as using unhealthy weight loss techniques. The proposed device incorporates exercise into daily activities and school PE lessons, and provides feedback on progress through easy accessibility, self-monitoring abilities, and social features. Potential criticisms include limited appeal to older teenagers and being a short-lived novelty.
The document discusses guidelines for designing and developing effective instructional materials. It explains that instructional materials include textbooks, workbooks, and multimedia resources that can motivate students, reinforce learning, and make the learning process more interactive. The Cone of Experience model suggests learning is most effective when it proceeds from concrete to abstract experiences using multiple senses. Examples are given of teachers integrating technology like simulations, spreadsheets, and video conferencing to engage students and enrich various subjects like social studies, geography, science, and language arts.
The document contains a discussion of terminology for lower body clothing such as Bermudas, bloomers, blue jeans, boxer shorts, breeches, briefs, britches, chaps, chinos, clam diggers, cords, corduroys, denims, drawers, dungarees, jeans, jodhpurs, knickers, overalls, pantaloons, panties, pedal pushers, shorts, slacks, trousers, and underpants. It also contains examples of name variations and use references for Elizabeth Taylor.
Enzymes are protein catalysts that speed up biochemical reactions. They have an active site that fits substrates like a lock and key. Enzymes work best at a specific optimum temperature and optimum pH. Enzymes are sensitive to temperature and pH changes - temperature and pH can affect the shape of the active site and prevent substrates from fitting, stopping reactions from occurring. Enzymes control important processes in cells like respiration, protein synthesis, and photosynthesis through biochemical reactions.
Cells are the basic unit of all living things. The document discusses the structures and organelles of animal and plant cells, including the cell membrane, nucleus, and mitochondria. It also provides instructions on how to safely prepare microscope slides to view and compare animal and plant cells under a light microscope.
The document discusses nutrient and carbon cycling in the environment. It provides information about decomposers such as bacteria and fungi that break down dead materials and wastes from organisms. Decomposers recycle nutrients back into the environment by breaking down biodegradable wastes and dead organisms, making the nutrients available to producers through decomposition. The document also mentions the roles of producers, consumers, and decomposers in nutrient cycling and the carbon cycle.
This document discusses diffusion and osmosis in cells. It describes diffusion as the movement of particles from an area of higher concentration to lower concentration down a concentration gradient. Osmosis is defined as the movement of water molecules from an area of lower solute concentration to higher solute concentration in order to dilute the solution. The document contains diagrams and experiments to demonstrate these concepts, such as showing how plant and animal cells react differently in hypertonic and hypotonic solutions through shrinking and bursting.
This document discusses several impacts of climate change based on scientific research findings, including a record of increasing carbon dioxide concentration over 800,000 years that correlates with rising global average temperatures from 1900 to 2100; observed increases in drought from 1958 to 2007; projections of more intense precipitation by the 2090s; rising pollen counts linked to higher carbon dioxide levels; changing summer conditions in the Midwest; decreasing habitat for salmon and other coldwater fish under a high emissions scenario; projected coastal erosion in Newtok, Alaska from 2007 to 2027; land loss during 2005 hurricanes; and the growing oxygen-depleted "dead zone" along the Pacific coast from 2006 to 2007.
The document discusses the digestive system and enzymes involved in digestion. It explains that large molecules like starch, protein, and fats are broken down into smaller molecules by enzymes so they can be absorbed into the bloodstream. Specifically, it notes that lipase breaks down fats into glycerol and fatty acids best in an alkaline pH environment, which is provided by bile from the liver and gallbladder.
This document discusses photosynthesis and how plants carry it out. It explains that photosynthesis uses carbon dioxide, water, and sunlight to produce glucose and oxygen. The equation for photosynthesis is provided. The document also describes how leaves are adapted for photosynthesis through structures like chloroplasts and how experiments can measure the rate of photosynthesis under different light intensities.
This document discusses specialized cells and their functions. It provides examples of specialized plant cells like those with thick cell walls that allow bending as they fill with water and have large surface areas for absorbing water and minerals. Specialized animal cells discussed include cilia for moving mucus, elongated muscle cells for contraction, flat disc-shaped red blood cells for oxygen transport, and nerve cells with long axons and dendrites for transmitting electrical signals. Students are asked to order complexity from cell to organism and describe cellular adaptations and functions.
The document discusses the key factors that affect the rate of photosynthesis: temperature, carbon dioxide concentration, and amount of sunlight. It explains that these three limiting factors can be seen in an animation. The document also lists the products of photosynthesis as oxygen and glucose, and describes how excess glucose can be stored as starch in plants like potatoes and wheat. It provides learning outcomes about photosynthesis and limiting factors.
The document contains a discussion of terminology for lower body clothing such as Bermudas, bloomers, blue jeans, boxer shorts, breeches, briefs, britches, chaps, chinos, clam diggers, cords, corduroys, denims, drawers, dungarees, jeans, jodhpurs, knickers, overalls, pantaloons, panties, pedal pushers, shorts, slacks, trousers, and underpants. It also contains examples of name variations and use references for Elizabeth Taylor.
Enzymes are protein catalysts that speed up biochemical reactions. They have an active site that fits substrates like a lock and key. Enzymes work best at a specific optimum temperature and optimum pH. Enzymes are sensitive to temperature and pH changes - temperature and pH can affect the shape of the active site and prevent substrates from fitting, stopping reactions from occurring. Enzymes control important processes in cells like respiration, protein synthesis, and photosynthesis through biochemical reactions.
Cells are the basic unit of all living things. The document discusses the structures and organelles of animal and plant cells, including the cell membrane, nucleus, and mitochondria. It also provides instructions on how to safely prepare microscope slides to view and compare animal and plant cells under a light microscope.
The document discusses nutrient and carbon cycling in the environment. It provides information about decomposers such as bacteria and fungi that break down dead materials and wastes from organisms. Decomposers recycle nutrients back into the environment by breaking down biodegradable wastes and dead organisms, making the nutrients available to producers through decomposition. The document also mentions the roles of producers, consumers, and decomposers in nutrient cycling and the carbon cycle.
This document discusses diffusion and osmosis in cells. It describes diffusion as the movement of particles from an area of higher concentration to lower concentration down a concentration gradient. Osmosis is defined as the movement of water molecules from an area of lower solute concentration to higher solute concentration in order to dilute the solution. The document contains diagrams and experiments to demonstrate these concepts, such as showing how plant and animal cells react differently in hypertonic and hypotonic solutions through shrinking and bursting.
This document discusses several impacts of climate change based on scientific research findings, including a record of increasing carbon dioxide concentration over 800,000 years that correlates with rising global average temperatures from 1900 to 2100; observed increases in drought from 1958 to 2007; projections of more intense precipitation by the 2090s; rising pollen counts linked to higher carbon dioxide levels; changing summer conditions in the Midwest; decreasing habitat for salmon and other coldwater fish under a high emissions scenario; projected coastal erosion in Newtok, Alaska from 2007 to 2027; land loss during 2005 hurricanes; and the growing oxygen-depleted "dead zone" along the Pacific coast from 2006 to 2007.
The document discusses the digestive system and enzymes involved in digestion. It explains that large molecules like starch, protein, and fats are broken down into smaller molecules by enzymes so they can be absorbed into the bloodstream. Specifically, it notes that lipase breaks down fats into glycerol and fatty acids best in an alkaline pH environment, which is provided by bile from the liver and gallbladder.
This document discusses photosynthesis and how plants carry it out. It explains that photosynthesis uses carbon dioxide, water, and sunlight to produce glucose and oxygen. The equation for photosynthesis is provided. The document also describes how leaves are adapted for photosynthesis through structures like chloroplasts and how experiments can measure the rate of photosynthesis under different light intensities.
This document discusses specialized cells and their functions. It provides examples of specialized plant cells like those with thick cell walls that allow bending as they fill with water and have large surface areas for absorbing water and minerals. Specialized animal cells discussed include cilia for moving mucus, elongated muscle cells for contraction, flat disc-shaped red blood cells for oxygen transport, and nerve cells with long axons and dendrites for transmitting electrical signals. Students are asked to order complexity from cell to organism and describe cellular adaptations and functions.
The document discusses the key factors that affect the rate of photosynthesis: temperature, carbon dioxide concentration, and amount of sunlight. It explains that these three limiting factors can be seen in an animation. The document also lists the products of photosynthesis as oxygen and glucose, and describes how excess glucose can be stored as starch in plants like potatoes and wheat. It provides learning outcomes about photosynthesis and limiting factors.
1. המניעי לשימוש בבלוג
Acceptance of blog usage: The roles of technology acceptance,
social influence and knowledge sharing motivation
Chin-Lung Hsu a, Judy Chuan-Chuan Lin. 2006
2. ההנאה משימוש בבלוג
בלוגרי כדי למשו קוראי ,
למניעי צריכי לפנות יותר
שלה , הפנימיי של הקוראי
סקרנות כמו: הנאה, כי ,
והרפתקנות.
לדוגמה, עמוד ראשי של בלוג
צרי להכיל מידע מעניי , עדכני
) ,(freshכיפי ומהנה.
ובאותה מידה, חברות אירוח
בלוגי צריכות להמשי לעבוד
על פיתוח כלי שיאפשרו ויקלו
על יצירת תוכ חדשני.
3. קלות השימוש בבלוג
הבלוג נתפס בעיקר ככלי פרסו
פשוט. תוצאות המחקר הראו
שקלות השימוש הוא גור
חשוב ומשפיע בעיצוב עמדת
המשתמש לגבי השימוש
בבלוג.
לכ ג חברות האירוח חייבות
לשפר )להשביח( את חויית
המשתמש על ידי יצירת כלי
נגישי ופשוטי לשימוש כדי
למשו יותר משתמשי .
4. • הרבה בלוגי משמשי כערוצי פרסו בלבד. אנשי שווק צריכי
להבי מה מניע אנשי לשת אחרי בבלוג.
• לאלטרואיז ומוניטי יש חשיבות רבה בהקשר הזה.
• התייחסות ושיבוח הפרט המשתת בבלוג תגביר את עמדתו החיובית
כלפי הבלוג. זאת בניגוד לבלוג שמשמש רק כפלטפורמה שווקית ללא
אינטראקציות.
אלטרואיז *
5. קהיליתיות והרגשת שייכות
• זהות קהילתית היא מניע חשוב לשימוש בבלוג. לכ חשוב
להניע אנשי לשת אנשי אחרי בחייה או דעותיה . או
לפחות לעודד אות לרשו תגובות.
• מערכת תגמולי , כמו לוח של 001 הבלוגי /פוסטי הנצפי
ביותר או המוגבי ביותר וכו', תהיה מניע חיובי.
• כמות מידע גדולה יותר בבלוג, תחזיק אנשי בבלוג למש
יותר זמ . מה שבתורו ייצר הרגשת קהילתיות חזקה יותר.