This document provides information about stars and their formation. It begins by discussing how the universe originated from the Big Bang approximately 13 billion years ago. It then explains that early in the universe's formation, light elements like hydrogen and helium were formed through nuclear fusion. The document goes on to state that stars are formed from clouds of dust and gas in nebulae, and that nuclear fusion in the cores of stars is responsible for forming heavier elements.
COT Grade 7 Biotic and Abiotic Components of EcosystemDominic Asis
This document outlines a lesson plan on biotic and abiotic components of an ecosystem. The objectives are to differentiate between biotic and abiotic components, give examples of each, and discuss their relationship and importance. There are several classroom activities, including identifying characteristics of living vs non-living things, explaining relationships between example biotic and abiotic factors, and a discussion of how pollution affects the ecosystem relationship. A take-home assignment involves reading about plastic pollution's effects on Philippine rivers and river life.
This document discusses biodiversity and ecosystems. It explains that species diversity increases adaptation and survival during environmental changes. Population growth follows a logistic curve as it approaches the carrying capacity of the environment. Maintaining biodiversity provides direct economic, indirect economic, and aesthetic value. It also contributes to ecosystem stability by increasing resilience to environmental changes.
1. The document outlines objectives and procedures for a lesson on climate change for grade 9 students. It includes identifying the main factor for the increase in global temperature, interpreting the relationship between carbon dioxide and temperature, and appreciating the importance of caring for the environment.
2. The main factor for the increase in global temperature is the collection of carbon dioxide and other air pollutants in the atmosphere which absorb sunlight and solar radiation that would otherwise escape into space, trapping heat and causing the planet to get hotter.
3. When the carbon dioxide concentration increases, temperature increases; when it decreases, temperature decreases.
This document is the teacher's guide for the second part of the Grade 7 Science curriculum. It provides an overview of the topics covered in the second half of the year, which focus on different forms of energy including motion, waves, sound, light, heat, and electricity. The guide includes modules and activities for teaching each topic. It aims to help students understand the various forms of energy, how energy transfers between objects, and the relationship between energy and motion.
This document provides information about stars and their formation. It begins by discussing how the universe originated from the Big Bang approximately 13 billion years ago. It then explains that early in the universe's formation, light elements like hydrogen and helium were formed through nuclear fusion. The document goes on to state that stars are formed from clouds of dust and gas in nebulae, and that nuclear fusion in the cores of stars is responsible for forming heavier elements.
COT Grade 7 Biotic and Abiotic Components of EcosystemDominic Asis
This document outlines a lesson plan on biotic and abiotic components of an ecosystem. The objectives are to differentiate between biotic and abiotic components, give examples of each, and discuss their relationship and importance. There are several classroom activities, including identifying characteristics of living vs non-living things, explaining relationships between example biotic and abiotic factors, and a discussion of how pollution affects the ecosystem relationship. A take-home assignment involves reading about plastic pollution's effects on Philippine rivers and river life.
This document discusses biodiversity and ecosystems. It explains that species diversity increases adaptation and survival during environmental changes. Population growth follows a logistic curve as it approaches the carrying capacity of the environment. Maintaining biodiversity provides direct economic, indirect economic, and aesthetic value. It also contributes to ecosystem stability by increasing resilience to environmental changes.
1. The document outlines objectives and procedures for a lesson on climate change for grade 9 students. It includes identifying the main factor for the increase in global temperature, interpreting the relationship between carbon dioxide and temperature, and appreciating the importance of caring for the environment.
2. The main factor for the increase in global temperature is the collection of carbon dioxide and other air pollutants in the atmosphere which absorb sunlight and solar radiation that would otherwise escape into space, trapping heat and causing the planet to get hotter.
3. When the carbon dioxide concentration increases, temperature increases; when it decreases, temperature decreases.
This document is the teacher's guide for the second part of the Grade 7 Science curriculum. It provides an overview of the topics covered in the second half of the year, which focus on different forms of energy including motion, waves, sound, light, heat, and electricity. The guide includes modules and activities for teaching each topic. It aims to help students understand the various forms of energy, how energy transfers between objects, and the relationship between energy and motion.
Most Essential Learning Competencies (MELC) in Senior High School (STEM) Gene...EngineerPH EducatorPH
https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Chemistry-1-and-2.pdf
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
This document is a daily lesson log for a 4th grade science class. It outlines the objectives, content, procedures, and assessments for lessons taught throughout a week. The lessons cover the following topics:
- Bones and muscles, their functions, common injuries, and first aid treatments.
- Major organs of the body like the brain, heart, lungs, and their functions.
- Taking care of internal organs and practicing proper health habits.
- Body parts that allow animals to adapt to land or water.
The teacher uses various activities, discussions, videos, and assessments to help students understand and master the concepts. Reflection sections address student learning outcomes and ways to improve instruction.
This document provides a daily learning plan for a 9th grade science class on chemical bonding. The lesson plan outlines objectives to explain ionic and covalent bonds, illustrate ionic and covalent compound formation, and recognize the importance of bonding. A variety of active learning activities are included, such as games, group work, demonstrations, and discussions to reinforce concepts. Formative assessment involves students presenting on bonding topics and peer evaluation. The teacher evaluates learning outcomes and identifies students needing remediation.
This document provides an introduction to the polarity of molecules. It defines key terms like electronegativity and discusses how the polarity of bonds and molecular geometry determine if a molecule is polar or non-polar. The document explains that covalent compounds can be polar or non-polar depending on the difference in electronegativity between the atoms, while ionic compounds are always polar due to the transfer of electrons between atoms. Examples of polar and non-polar molecules are given to illustrate these concepts.
It is a powerpoint presentation that discusses about the lesson or topic: Percentage Composition. It also talks about the definition, concepts and examples about the Percentage Composition.
The instructional planning document outlines a detailed lesson plan for teaching 9th grade science. The lesson focuses on explaining ionic and covalent bonds. It includes objectives, content, procedures, assessment, and reflections. The procedures involve introducing valence electrons, writing Lewis structures, analyzing properties of ionic and covalent compounds, discussing bond formation, and relating it to a story example. Assessment includes multiple choice questions to evaluate understanding of electronegativity, bond types, and properties related to ionic and covalent compounds. The teacher reflects on helping students understand how bond formation relates to electron configuration and atomic properties.
The document discusses chemical bonding and Lewis structures. It explains that valence electrons are involved in bonding and can be represented using electron dot diagrams called Lewis structures. Lewis structures show the arrangement of electrons around elements using dots to represent valence electrons. The octet rule states that atoms seek to acquire a noble gas configuration by gaining, losing or sharing electrons to obtain eight electrons in their outer shell. There are two main types of bonds: ionic bonds formed by electron transfer between atoms and covalent bonds formed by electron sharing between atoms.
This document outlines the key concepts and objectives for a unit on atoms, molecules, and ions. It will cover early atomic theories like Dalton's atomic theory, discoveries leading to the nuclear model of the atom including cathode rays and Rutherford's gold foil experiment. Students will learn about atomic structure including atomic and mass numbers. The periodic table is introduced along with chemical bonds like ionic and covalent bonds. The document also outlines naming ionic and molecular compounds as well as writing chemical formulas.
This document provides an introduction to concepts of matter and chemistry. It defines matter as anything that has mass and takes up space, and discusses the properties of atoms, elements, compounds, mixtures, and various physical and chemical properties of substances. Key topics covered include the differences between elements and compounds, and between physical and chemical changes. The document is presented as teaching notes for a chemistry course.
This document discusses balancing chemical equations. It explains that a chemical equation describes a chemical reaction by showing the reactants and products. It also notes that balancing a chemical equation establishes the quantitative relationship between reactants and products by using coefficients. There are three main steps to balancing an equation: 1) writing the unbalanced equation, 2) balancing the equation by applying the law of conservation of mass so each element has the same number of atoms on both sides, and 3) indicating the states of matter of the reactants and products using abbreviations like (g) or (s). An example problem of balancing the equation for the reaction of tin oxide with hydrogen gas to form tin and water vapor is provided.
Lighter elements like hydrogen, helium, and lithium were formed during the Big Bang, while heavier elements are formed through nuclear fusion processes inside stars. Elements up to iron are fused in the cores of stars through the triple alpha process, CNO cycle, and alpha ladder. When stars explode as supernovae, even heavier elements are created via the r-process of rapid neutron capture or the s-process of slow neutron capture in red giants.
Energy is the ability to do work.
Everything that happens in the world uses energy!
Most of the time we can’t see energy, but it is
everywhere around us!
J.J. Thomson discovered the electron in 1897 through his cathode ray experiment and proposed the "plum pudding" model of the atom in 1904. Later experiments provided evidence that atoms are made of even smaller subatomic particles. In the 1910s, Rutherford discovered the nucleus through his gold foil experiment and proposed a nuclear model of the atom. In 1932, Chadwick discovered the neutron through experiments bombarding beryllium with alpha particles. Atoms are now understood to have a small, dense nucleus containing protons and neutrons, surrounded by electrons in orbit.
This document discusses trophic levels and energy transfer through food chains and webs. It begins by stating the lesson objectives of describing energy transfer through trophic levels, distinguishing between producers and consumers, and constructing a food chain. It then defines producers as organisms that convert sunlight to chemical energy, consumers as organisms that obtain energy by eating producers or other consumers, and decomposers as organisms that break down dead organisms. The document explains that food chains show a linear transfer of energy from producers to consumers to decomposers, while food webs illustrate a more complex web of interconnected food chains in an ecosystem. Students are assigned to answer questions about food webs versus food chains and construct their own food web.
The document is a daily lesson log for a 9th grade science class. Over the course of a week, the class will cover topics related to biodiversity and species extinction. They will learn about population density, endangered species, and environmental issues that contribute to species extinction. The class will make a multimedia timeline presentation on the extinction of organisms and take a summative test on biodiversity and evolution.
This document discusses solutions and related concepts. It begins by defining matter and the different states of matter. It then discusses solutions in depth, including the components of solutions, different types of solutions, factors that affect solubility rates, and ways to express concentration. Examples are provided throughout to illustrate these concepts. Concentration is discussed further, including percentage by weight and by volume. Factors that affect how quickly solutes dissolve are also outlined.
This lesson plan aims to teach students about meteoroids, meteors, and meteorites. It will begin with a motivation activity to familiarize students with related terms. Students will then learn about the differences between meteoroids, meteors, and meteorites - specifically what happens when a meteoroid enters Earth's atmosphere. The lesson emphasizes the importance of perseverance in achieving goals by relating shooting stars to making wishes come true through hard work. To evaluate learning, students will define and differentiate key terms and concepts in exercises.
Most Essential Learning Competencies (MELC) in Senior High School (STEM) Gene...EngineerPH EducatorPH
https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Chemistry-1-and-2.pdf
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
This document is a daily lesson log for a 4th grade science class. It outlines the objectives, content, procedures, and assessments for lessons taught throughout a week. The lessons cover the following topics:
- Bones and muscles, their functions, common injuries, and first aid treatments.
- Major organs of the body like the brain, heart, lungs, and their functions.
- Taking care of internal organs and practicing proper health habits.
- Body parts that allow animals to adapt to land or water.
The teacher uses various activities, discussions, videos, and assessments to help students understand and master the concepts. Reflection sections address student learning outcomes and ways to improve instruction.
This document provides a daily learning plan for a 9th grade science class on chemical bonding. The lesson plan outlines objectives to explain ionic and covalent bonds, illustrate ionic and covalent compound formation, and recognize the importance of bonding. A variety of active learning activities are included, such as games, group work, demonstrations, and discussions to reinforce concepts. Formative assessment involves students presenting on bonding topics and peer evaluation. The teacher evaluates learning outcomes and identifies students needing remediation.
This document provides an introduction to the polarity of molecules. It defines key terms like electronegativity and discusses how the polarity of bonds and molecular geometry determine if a molecule is polar or non-polar. The document explains that covalent compounds can be polar or non-polar depending on the difference in electronegativity between the atoms, while ionic compounds are always polar due to the transfer of electrons between atoms. Examples of polar and non-polar molecules are given to illustrate these concepts.
It is a powerpoint presentation that discusses about the lesson or topic: Percentage Composition. It also talks about the definition, concepts and examples about the Percentage Composition.
The instructional planning document outlines a detailed lesson plan for teaching 9th grade science. The lesson focuses on explaining ionic and covalent bonds. It includes objectives, content, procedures, assessment, and reflections. The procedures involve introducing valence electrons, writing Lewis structures, analyzing properties of ionic and covalent compounds, discussing bond formation, and relating it to a story example. Assessment includes multiple choice questions to evaluate understanding of electronegativity, bond types, and properties related to ionic and covalent compounds. The teacher reflects on helping students understand how bond formation relates to electron configuration and atomic properties.
The document discusses chemical bonding and Lewis structures. It explains that valence electrons are involved in bonding and can be represented using electron dot diagrams called Lewis structures. Lewis structures show the arrangement of electrons around elements using dots to represent valence electrons. The octet rule states that atoms seek to acquire a noble gas configuration by gaining, losing or sharing electrons to obtain eight electrons in their outer shell. There are two main types of bonds: ionic bonds formed by electron transfer between atoms and covalent bonds formed by electron sharing between atoms.
This document outlines the key concepts and objectives for a unit on atoms, molecules, and ions. It will cover early atomic theories like Dalton's atomic theory, discoveries leading to the nuclear model of the atom including cathode rays and Rutherford's gold foil experiment. Students will learn about atomic structure including atomic and mass numbers. The periodic table is introduced along with chemical bonds like ionic and covalent bonds. The document also outlines naming ionic and molecular compounds as well as writing chemical formulas.
This document provides an introduction to concepts of matter and chemistry. It defines matter as anything that has mass and takes up space, and discusses the properties of atoms, elements, compounds, mixtures, and various physical and chemical properties of substances. Key topics covered include the differences between elements and compounds, and between physical and chemical changes. The document is presented as teaching notes for a chemistry course.
This document discusses balancing chemical equations. It explains that a chemical equation describes a chemical reaction by showing the reactants and products. It also notes that balancing a chemical equation establishes the quantitative relationship between reactants and products by using coefficients. There are three main steps to balancing an equation: 1) writing the unbalanced equation, 2) balancing the equation by applying the law of conservation of mass so each element has the same number of atoms on both sides, and 3) indicating the states of matter of the reactants and products using abbreviations like (g) or (s). An example problem of balancing the equation for the reaction of tin oxide with hydrogen gas to form tin and water vapor is provided.
Lighter elements like hydrogen, helium, and lithium were formed during the Big Bang, while heavier elements are formed through nuclear fusion processes inside stars. Elements up to iron are fused in the cores of stars through the triple alpha process, CNO cycle, and alpha ladder. When stars explode as supernovae, even heavier elements are created via the r-process of rapid neutron capture or the s-process of slow neutron capture in red giants.
Energy is the ability to do work.
Everything that happens in the world uses energy!
Most of the time we can’t see energy, but it is
everywhere around us!
J.J. Thomson discovered the electron in 1897 through his cathode ray experiment and proposed the "plum pudding" model of the atom in 1904. Later experiments provided evidence that atoms are made of even smaller subatomic particles. In the 1910s, Rutherford discovered the nucleus through his gold foil experiment and proposed a nuclear model of the atom. In 1932, Chadwick discovered the neutron through experiments bombarding beryllium with alpha particles. Atoms are now understood to have a small, dense nucleus containing protons and neutrons, surrounded by electrons in orbit.
This document discusses trophic levels and energy transfer through food chains and webs. It begins by stating the lesson objectives of describing energy transfer through trophic levels, distinguishing between producers and consumers, and constructing a food chain. It then defines producers as organisms that convert sunlight to chemical energy, consumers as organisms that obtain energy by eating producers or other consumers, and decomposers as organisms that break down dead organisms. The document explains that food chains show a linear transfer of energy from producers to consumers to decomposers, while food webs illustrate a more complex web of interconnected food chains in an ecosystem. Students are assigned to answer questions about food webs versus food chains and construct their own food web.
The document is a daily lesson log for a 9th grade science class. Over the course of a week, the class will cover topics related to biodiversity and species extinction. They will learn about population density, endangered species, and environmental issues that contribute to species extinction. The class will make a multimedia timeline presentation on the extinction of organisms and take a summative test on biodiversity and evolution.
This document discusses solutions and related concepts. It begins by defining matter and the different states of matter. It then discusses solutions in depth, including the components of solutions, different types of solutions, factors that affect solubility rates, and ways to express concentration. Examples are provided throughout to illustrate these concepts. Concentration is discussed further, including percentage by weight and by volume. Factors that affect how quickly solutes dissolve are also outlined.
This lesson plan aims to teach students about meteoroids, meteors, and meteorites. It will begin with a motivation activity to familiarize students with related terms. Students will then learn about the differences between meteoroids, meteors, and meteorites - specifically what happens when a meteoroid enters Earth's atmosphere. The lesson emphasizes the importance of perseverance in achieving goals by relating shooting stars to making wishes come true through hard work. To evaluate learning, students will define and differentiate key terms and concepts in exercises.
JAMES WEBB STUDY THE MASSIVE BLACK HOLE SEEDSSérgio Sacani
The pathway(s) to seeding the massive black holes (MBHs) that exist at the heart of galaxies in the present and distant Universe remains an unsolved problem. Here we categorise, describe and quantitatively discuss the formation pathways of both light and heavy seeds. We emphasise that the most recent computational models suggest that rather than a bimodal-like mass spectrum between light and heavy seeds with light at one end and heavy at the other that instead a continuum exists. Light seeds being more ubiquitous and the heavier seeds becoming less and less abundant due the rarer environmental conditions required for their formation. We therefore examine the different mechanisms that give rise to different seed mass spectrums. We show how and why the mechanisms that produce the heaviest seeds are also among the rarest events in the Universe and are hence extremely unlikely to be the seeds for the vast majority of the MBH population. We quantify, within the limits of the current large uncertainties in the seeding processes, the expected number densities of the seed mass spectrum. We argue that light seeds must be at least 103 to 105 times more numerous than heavy seeds to explain the MBH population as a whole. Based on our current understanding of the seed population this makes heavy seeds (Mseed > 103 M⊙) a significantly more likely pathway given that heavy seeds have an abundance pattern than is close to and likely in excess of 10−4 compared to light seeds. Finally, we examine the current state-of-the-art in numerical calculations and recent observations and plot a path forward for near-future advances in both domains.
PPT on Alternate Wetting and Drying presented at the three-day 'Training and Validation Workshop on Modules of Climate Smart Agriculture (CSA) Technologies in South Asia' workshop on April 22, 2024.
Sexuality - Issues, Attitude and Behaviour - Applied Social Psychology - Psyc...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Signatures of wave erosion in Titan’s coastsSérgio Sacani
The shorelines of Titan’s hydrocarbon seas trace flooded erosional landforms such as river valleys; however, it isunclear whether coastal erosion has subsequently altered these shorelines. Spacecraft observations and theo-retical models suggest that wind may cause waves to form on Titan’s seas, potentially driving coastal erosion,but the observational evidence of waves is indirect, and the processes affecting shoreline evolution on Titanremain unknown. No widely accepted framework exists for using shoreline morphology to quantitatively dis-cern coastal erosion mechanisms, even on Earth, where the dominant mechanisms are known. We combinelandscape evolution models with measurements of shoreline shape on Earth to characterize how differentcoastal erosion mechanisms affect shoreline morphology. Applying this framework to Titan, we find that theshorelines of Titan’s seas are most consistent with flooded landscapes that subsequently have been eroded bywaves, rather than a uniform erosional process or no coastal erosion, particularly if wave growth saturates atfetch lengths of tens of kilometers.
Anti-Universe And Emergent Gravity and the Dark UniverseSérgio Sacani
Recent theoretical progress indicates that spacetime and gravity emerge together from the entanglement structure of an underlying microscopic theory. These ideas are best understood in Anti-de Sitter space, where they rely on the area law for entanglement entropy. The extension to de Sitter space requires taking into account the entropy and temperature associated with the cosmological horizon. Using insights from string theory, black hole physics and quantum information theory we argue that the positive dark energy leads to a thermal volume law contribution to the entropy that overtakes the area law precisely at the cosmological horizon. Due to the competition between area and volume law entanglement the microscopic de Sitter states do not thermalise at sub-Hubble scales: they exhibit memory effects in the form of an entropy displacement caused by matter. The emergent laws of gravity contain an additional ‘dark’ gravitational force describing the ‘elastic’ response due to the entropy displacement. We derive an estimate of the strength of this extra force in terms of the baryonic mass, Newton’s constant and the Hubble acceleration scale a0 = cH0, and provide evidence for the fact that this additional ‘dark gravity force’ explains the observed phenomena in galaxies and clusters currently attributed to dark matter.
CLASS 12th CHEMISTRY SOLID STATE ppt (Animated)eitps1506
Description:
Dive into the fascinating realm of solid-state physics with our meticulously crafted online PowerPoint presentation. This immersive educational resource offers a comprehensive exploration of the fundamental concepts, theories, and applications within the realm of solid-state physics.
From crystalline structures to semiconductor devices, this presentation delves into the intricate principles governing the behavior of solids, providing clear explanations and illustrative examples to enhance understanding. Whether you're a student delving into the subject for the first time or a seasoned researcher seeking to deepen your knowledge, our presentation offers valuable insights and in-depth analyses to cater to various levels of expertise.
Key topics covered include:
Crystal Structures: Unravel the mysteries of crystalline arrangements and their significance in determining material properties.
Band Theory: Explore the electronic band structure of solids and understand how it influences their conductive properties.
Semiconductor Physics: Delve into the behavior of semiconductors, including doping, carrier transport, and device applications.
Magnetic Properties: Investigate the magnetic behavior of solids, including ferromagnetism, antiferromagnetism, and ferrimagnetism.
Optical Properties: Examine the interaction of light with solids, including absorption, reflection, and transmission phenomena.
With visually engaging slides, informative content, and interactive elements, our online PowerPoint presentation serves as a valuable resource for students, educators, and enthusiasts alike, facilitating a deeper understanding of the captivating world of solid-state physics. Explore the intricacies of solid-state materials and unlock the secrets behind their remarkable properties with our comprehensive presentation.
Authoring a personal GPT for your research and practice: How we created the Q...Leonel Morgado
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.
1. RepublicofthePhilippines
DepartmentofEducation
REGION X – NORTHERN MINDANAO
SCHOOLS DIVISION OF ILIGAN CITY
TOMAS CABILI NATIONAL HIGH SCHOOL - ANNEX
BAYANIHAN VILLAGE, STA. ELENA, ILIGAN CITY
__________________________________________________________________________________________
__________________________________________________________________________________
Address: Bayanihan Village, Sta. Elena, Iligan City
Telephone No.: (063) 222-0445
email: tomascabilinationalhighschoola@gmail.com
Detailed Lesson Plan
Name of Teacher: Lyndy C. Arong Date: March 29, 2019
Grade Level: Grade 11-TVL Subject Area: Physical Science
I. Objectives
At the end of the lesson, 85 % of the learners will be able to:
1. calculate the amount of substances used or produced in a chemical reaction by
using the algebraic expression (S11/12PS-IIIf-h25).
II. Subject Matter
Topic: Stoichiometry
Reference/s: Chemistry LibreTexts. July 1, 2018. StoichiometryandBalancing
Reactions.Retrieved on January 14, 2021. Retrieved from
https://chem.libretexts.org/Bookshelves/Inorganic_Chemistry/
Supplemental_Modules_(Inorganic_Chemistry)/Chemical_Reactio
ns/Stoichiometry_and_Balancing_Reactions.
Tutoring and Learning Centre, George Brown College. 2014. Calculations
with ChemicalReactions. Retrieved on January 14, 2019.
Retrieved from https://www.georgebrown.ca/uploadedFiles/
TLC/documents/Calculations%20with%20Chemical%20Reactio
ns.pdf.
Material/s: Powerpoint presentation, pictures, diagrams, figures, visual aids
Value/s: “What we give is what we receive.”
III. Procedure
A. Preparatory Activities
Teacher’s Activity Learner’s Activity
Greetings
Goodmorning,class.
Prayer
Beforewe proceedwithour lessonproper,let’s give
back all the gloryandhonorto ourGodwith a
Christianprayer,followedbya Muslimprayer.
HealthInspection
Everybody,remainstandingandlookto yourleft, and
then, to the right. If youseepieces of trash,pick it and
throwit insidethe trash bin.
Goodmorning,Ma’amArong.
Learners have Christian prayer.
Learners have Muslim prayer.
Learners look to their left and then, to
the right, and pick up pieces of trash
and throw it tothe trash bin.
2. RepublicofthePhilippines
DepartmentofEducation
REGION X – NORTHERN MINDANAO
SCHOOLS DIVISION OF ILIGAN CITY
TOMAS CABILI NATIONAL HIGH SCHOOL - ANNEX
BAYANIHAN VILLAGE, STA. ELENA, ILIGAN CITY
__________________________________________________________________________________________
__________________________________________________________________________________
Address: Bayanihan Village, Sta. Elena, Iligan City
Telephone No.: (063) 222-0445
email: tomascabilinationalhighschoola@gmail.com
CheckingofAttendance
You maysettlenow.Is therean absent,today?
Okay, that’s good.Areyoureadyto learnand have
fun, today?
CheckingofAssignment
We don’thave anyassignment,right?
Review
Lastmeeting,we discussedabout?
Verygood.Whatis stoichiometry?
Yes, that’sright. Specifically, wediscussed
stoichiometryonwhat?
Yes, that’scorrect. But beforewe couldcalculate heat,
we must,first, balancethe coefficients of the
equation.Bythe way,what is theusualmeasureof
heat ofthe elements?
Verygood.Clapfor yourselvesclass.
Motivation
Beforewe go on to our lesson,letus first singa song.
Song
Double,doublethat,that
Double,doublethis,this
Doublethat
Doublethis
Double,doublethis,that
Now,may Irequesteverybodyto standup. Whenwe
say“double,” yourhandswouldbesideway-closed.
When wesay “that,” yourhandswouldbeopenfacing
front. Andwheneveryouhear “this,” yourhands will
be openfacing you.
Now,face your partnerandsing.
Okay, pleasesettle.In youractivity, whatdo you
notice whenyourpartnerput moreeffort on pushing?
Learners answer.
Yes, weare ready.
Yes, ma’am.
We discussedaboutstoichiometry.
Stoichiometrymeansthemeasureof
elements.
We discussedstoichiometryofheat.
Heat is usuallymeasuredinkilojoules
(kJ).
Learners clap their hands.
Learners sing.
Learners execute.
Learners execute.
I tendto pull back.
3. RepublicofthePhilippines
DepartmentofEducation
REGION X – NORTHERN MINDANAO
SCHOOLS DIVISION OF ILIGAN CITY
TOMAS CABILI NATIONAL HIGH SCHOOL - ANNEX
BAYANIHAN VILLAGE, STA. ELENA, ILIGAN CITY
__________________________________________________________________________________________
__________________________________________________________________________________
Address: Bayanihan Village, Sta. Elena, Iligan City
Telephone No.: (063) 222-0445
email: tomascabilinationalhighschoola@gmail.com
Why do you think?
Okay, youmight hurt yourhandsthat’s why youpull
back. Now,while youextendeffort onpushingyour
partner’shands,youalso exertedenergy.Andyour
partnertendsto pull back becausehe knows that you
exertedenergy.Andwe havethisLaw of Conservation
of Energy,right?
AndLaw of ConservationofEnergystates that?
That’sright. Basically,theinitial energywouldbe
equalto the resultingenergy.Now,if yourpartner
waspushingit to its maximumpotential,then,
possiblyyoucouldbedisplacedfromyour initial
positionbecauseofenergy.But, that wouldnotlikely
to occur becausewecare for each other,right?
Verygood.
Becauseit might hurt myhands.
Yes, ma’am.
This law meansthatenergycan neither
be creatednor destroyed;rather,itcan
onlybe transformedortransferredfrom
oneform to another.
Yes, ma’am.
Learners listen attentively.
B. Developmental Activities
Teacher’s Activity Learner’s Activity
Presentation
Now,I havea picture here.
What do you observe?
Learners look at the picture.
I observethatat the start,there is a
100-gramcoal.Then,after the coalwas
burnedcompletely,theweightof the
coal is still 100 grams.
4. RepublicofthePhilippines
DepartmentofEducation
REGION X – NORTHERN MINDANAO
SCHOOLS DIVISION OF ILIGAN CITY
TOMAS CABILI NATIONAL HIGH SCHOOL - ANNEX
BAYANIHAN VILLAGE, STA. ELENA, ILIGAN CITY
__________________________________________________________________________________________
__________________________________________________________________________________
Address: Bayanihan Village, Sta. Elena, Iligan City
Telephone No.: (063) 222-0445
email: tomascabilinationalhighschoola@gmail.com
What do you think happened?
Exactly.Since there isno escapeof anymatter, the
initial mass,thatis yourreactant, wouldbeequalto
the final masswhichis your product.This wouldgive
youthe Lawof ConservationofMass.
Settingof Standards
Fortoday’slesson,weare expectedto learnto
calculate the amountofsubstancesusedorproduced
in a chemical reactionby usingthe algebraic
expression.
Discussion
Now,here isone of theproblemsolvingtechniques.
First, listthe unknownquantityname (uqn),
unknownquantitysymbol(uqs),unknownunitname
(uun) andunknownunit symbol(uus).
uqn: uun:
uqs: uus:
AlgebraicTechnique
1. Definethe unknownvariable.
2. Interpretthe problemandwritean algebraic
statementthat leadsto the solution.
3. Solvethe algebraicstatement.
4. Write yourfinal answerin sentenceform.
SampleProblem:
What mass(g) of iron(Fe) willbe producedfrom
152.6grams of carbonmonoxideandanexcess of
iron(III) oxide?Themolarmassofcarbon monoxide
is 28.01g/molandthe molarmassof ironis 55.85
g/mol.
Fe2O3(s) + 3 CO(g) → 2 Fe(s) + 3 CO2(g)
Solution:Usingthe AlgebraicTechnique
uqn: mass uun: gram
uqs: m uus: g
Let m representtheunknownmassof Fe (ingrams)
producedfrom152.6g of carbon monoxide.
Theweightof the coal is conserved
becausethereis no escapeof matter.
Learners listen attentively.
Learners read the objectives.
Learners listen attentively.
Learners read the problem solving
technique.
Learners read the sample problem.
Learners listen attentively.
5. RepublicofthePhilippines
DepartmentofEducation
REGION X – NORTHERN MINDANAO
SCHOOLS DIVISION OF ILIGAN CITY
TOMAS CABILI NATIONAL HIGH SCHOOL - ANNEX
BAYANIHAN VILLAGE, STA. ELENA, ILIGAN CITY
__________________________________________________________________________________________
__________________________________________________________________________________
Address: Bayanihan Village, Sta. Elena, Iligan City
Telephone No.: (063) 222-0445
email: tomascabilinationalhighschoola@gmail.com
m = 152.6 g CO x 1 mol CO x 2 mol Fe x 55.85 g Fe
28.01 gCO 3 mol CO 1 mol Fe
This is the givenmass ofCO, 152.6 g.
This is the molarmass ofCO, which 28.01 grams
per mole.
This is the ratioof Fe to CO as stated inthe
balanced chemicalequation.
This is the molarmass ofFe, which 55.85 grams
per mole.
Importantnote:Whenbuildingthe algebraic
statement,usethe unitsto guidewhich quantitygoes
where(topor bottom).Thegoalisforthe units to
cancel out so that youare left with yourdesiredunit.
m = 152.6g CO x 1 molCO x 2 molFe x 55.85g Fe
28.01g CO 3 molCO 1 molFe
m = 152.6(1) (2) (55.85) gFe
28.01(3) (1)
m = 202.8492205...gFe
Roundthe finalanswerto 4 significant digits.
m = 202.8g Fe
Therefore,202.8gof Fe will beproducedfrom152.6
g of carbonmonoxideandanexcessof iron(III)
oxide.
Do youhave anyquestionsregardingthis technique?
GroupActivity
If there are no questions,let’sproceedwitha group
activity. Youwill go to yourgroupsandyou will
answeroneassignedrelatedproblem.Youwillneed
to workcollaboratively,thus,sharingofideas is
important.If youhaveany questions,youcanraise
yourhand so that I can go to yourareato answer
Learners answer.
Learners listen attentively.
6. RepublicofthePhilippines
DepartmentofEducation
REGION X – NORTHERN MINDANAO
SCHOOLS DIVISION OF ILIGAN CITY
TOMAS CABILI NATIONAL HIGH SCHOOL - ANNEX
BAYANIHAN VILLAGE, STA. ELENA, ILIGAN CITY
__________________________________________________________________________________________
__________________________________________________________________________________
Address: Bayanihan Village, Sta. Elena, Iligan City
Telephone No.: (063) 222-0445
email: tomascabilinationalhighschoola@gmail.com
yourquestions.Inthis activity,you willbe given5
minutesto answerand3 minutesto shareit to your
classmates.
Are thereany questions?Ifnone,thenlet’s proceed
with the groupactivity.
Okay! Time’sup! Let’snow haveyourpresentation.
Generalization
Learners go to their respective groups
and answer the problem
collaboratively.
Problem1
What mass (g) of NaClwill be produced
from 32.00grams of Naand an excess
of Cl? Themolarmass of Na is 22.99
g/molandthe molarmass of NaCl is
58.44g/mol.
Na(s) + Cl(s) → NaCl(s)
Problem2
What mass (g) of AlCl3 will beproduced
from 95.60grams of Aland an excess of
Cl? Themolarmass of Al is 26.98g/mol
andthe molarmass of AlCl3 is 133.33
g/mol.
Al(s) + 3 Cl(s) → AlCl3(s)
Problem3
What mass (g) of iron(Fe) willbe
producedfrom 232.0grams of carbon
monoxideandanexcess of iron(III)
oxide?Themolarmass of carbon
monoxideis 28.01g/molandthe molar
mass of ironis 55.85g/mol.
Fe2O3(s) + 3 CO(g) → 2 Fe(s) + 3 CO2(g)
Learners present their outputs.
Rubrics:
Criteria 3 2 1
Quality of
information
Informative,
accurate, and
show depth
understanding
Some
information is
not accurate
and show poor
understanding
Not informative
and not
accurate
Presentation
Skills
Group expertly
explain the
whole topic
Some topics are
not explained
well by group
Group unable to
explain the
topic
Visual Model Creative,
original, and
correlates well
Little creativity,
little originality
Hasty done, not
creative, no
originality
7. RepublicofthePhilippines
DepartmentofEducation
REGION X – NORTHERN MINDANAO
SCHOOLS DIVISION OF ILIGAN CITY
TOMAS CABILI NATIONAL HIGH SCHOOL - ANNEX
BAYANIHAN VILLAGE, STA. ELENA, ILIGAN CITY
__________________________________________________________________________________________
__________________________________________________________________________________
Address: Bayanihan Village, Sta. Elena, Iligan City
Telephone No.: (063) 222-0445
email: tomascabilinationalhighschoola@gmail.com
Verygood!Fromthe resultof youractivity, youreally
get a grasponcalculating theamountof substances
usedor producedina chemical reactionby usingthe
algebraicexpression.
Valuing
Moreover,thebasicfoundationofthe chemical
equationsisthe Lawof ConservationofMass,thatis,
the productis equalto the reactant.We can relate
this in ourlife throughthe saying,“Whatwe giveis
whatwe receive.”
Assignment
Foryour assignment,researchonthecalculationof
the amountof substancesusedorproducedina
chemical reactionby usingthe step-by-step
proportiontechnique.
ClosingPrayer
To end ourclass,may I request_____ to leadthe
closingprayer.
Learners listen attentively.
Learners listen attentively.
Learners take notes of the assignment.
Learners pray.
Prepared by: Reviewed by:
LYNDY C. ARONG FE T. SIASE
Special Science Teacher I School Head