This document outlines the assignments and grading rubrics for a student project on cat dissection. Students will dissect a cat in lab, take photos of muscles, blood vessels and organs, and create a PowerPoint presentation labeling everything correctly. The presentation must also compare human and cat anatomy, and describe each organ's function. Students will have quizzes after each dissection section and a final exam covering all cat anatomy. The project is worth 310 total points and will be graded based on design, content, participation, quizzes and the final exam.
This document lists the names of various muscles, nerves, and other anatomical structures from cat, sheep, and other dissections. It appears to be a study guide or reference for students to learn the names and locations of key anatomical features explored during laboratory dissections. The document is organized into sections on muscles, nerves, special senses, digestive system, cardiovascular system, respiratory system, urinary system, and reproductive system. Each section lists various structures relevant to that body system.
Humans can hear between 64-23,000 Hz with women typically more sensitive to higher frequencies than men. Bats have an extremely wide hearing range of 2,000-110,000 Hz which allows them to echolocate insects and navigate. Dogs can hear between 67-45,000 Hz, with their hearing ability dependent on breed and age, and use high frequencies to hunt and as guard dogs.
This document compares the hearing ranges of humans and various animals. It states that humans can hear between 20-20,000 Hz, while animals like dogs, cats, mice, whales and elephants can hear sounds both above and below the human range. Each animal is adapted to use hearing for important functions like hunting, communication and navigation. The document provides key details on the frequency ranges and abilities of each species.
2012 11-27 de laval economics automatic milkingHenk Hogeveen
This document discusses the economic considerations of investing in automatic milking systems on dairy farms. It reviews several studies that have examined the costs and benefits of automatic milking systems compared to conventional milking systems. The studies show that automatic milking systems can reduce labor needs by 10-70% and increase milk production by 2-15%, but they also involve higher investment and maintenance costs. More recent data from over 30 Dutch farms found little difference in margins between farms using automatic versus conventional milking after controlling for farm size and intensity.
Dr. Roger Thomson presented this information for DAIReXNET on April 7th, 2014. You can find the recorded webinar at http://www.extension.org/pages/15830/archived-dairy-cattle-webinars.
Hyperketonemia Treatment at the Individual Cow and Herd LevelDAIReXNET
Hyperketonemia, or elevated ketone bodies, is common in dairy cows during the transition period due to negative energy balance. Testing blood beta-hydroxybutyrate (BHB) levels can identify individual cows (>1.2 mmol/L) or herds (>15% prevalence) with hyperketonemia. For individual cows, propylene glycol and vitamin B12 are recommended treatments, while herds may warrant monitoring prevalence monthly and treating all cows if over 40%. Regular testing helps identify hyperketonemic cows and herds to improve health and productivity.
Noise-induced hearing loss is the number one occupational disability and is generally caused by exposure to loud noises over time. It is permanent but preventable. Using hearing protection devices like earplugs and earmuffs can prevent noise exposure above safe levels from damaging hearing. Proper use and care of hearing protection, limiting exposure time to loud noises, and following safety guidelines are important to preserve long-term hearing ability.
The document provides instructions for a career presentation assignment. Students must create a 5-7 minute PowerPoint presentation with at least 10 slides to present on January 18, 2010. The presentation should include information about a particular career, the typical career path, an interview, and the student's personal reaction. It will be graded based on criteria such as button navigation, background, graphics, sounds, originality, formatting, accuracy, spelling/grammar, sequencing, effectiveness, and inclusion of the required elements. Failure to present on the due date could result in failing the quarter.
This document lists the names of various muscles, nerves, and other anatomical structures from cat, sheep, and other dissections. It appears to be a study guide or reference for students to learn the names and locations of key anatomical features explored during laboratory dissections. The document is organized into sections on muscles, nerves, special senses, digestive system, cardiovascular system, respiratory system, urinary system, and reproductive system. Each section lists various structures relevant to that body system.
Humans can hear between 64-23,000 Hz with women typically more sensitive to higher frequencies than men. Bats have an extremely wide hearing range of 2,000-110,000 Hz which allows them to echolocate insects and navigate. Dogs can hear between 67-45,000 Hz, with their hearing ability dependent on breed and age, and use high frequencies to hunt and as guard dogs.
This document compares the hearing ranges of humans and various animals. It states that humans can hear between 20-20,000 Hz, while animals like dogs, cats, mice, whales and elephants can hear sounds both above and below the human range. Each animal is adapted to use hearing for important functions like hunting, communication and navigation. The document provides key details on the frequency ranges and abilities of each species.
2012 11-27 de laval economics automatic milkingHenk Hogeveen
This document discusses the economic considerations of investing in automatic milking systems on dairy farms. It reviews several studies that have examined the costs and benefits of automatic milking systems compared to conventional milking systems. The studies show that automatic milking systems can reduce labor needs by 10-70% and increase milk production by 2-15%, but they also involve higher investment and maintenance costs. More recent data from over 30 Dutch farms found little difference in margins between farms using automatic versus conventional milking after controlling for farm size and intensity.
Dr. Roger Thomson presented this information for DAIReXNET on April 7th, 2014. You can find the recorded webinar at http://www.extension.org/pages/15830/archived-dairy-cattle-webinars.
Hyperketonemia Treatment at the Individual Cow and Herd LevelDAIReXNET
Hyperketonemia, or elevated ketone bodies, is common in dairy cows during the transition period due to negative energy balance. Testing blood beta-hydroxybutyrate (BHB) levels can identify individual cows (>1.2 mmol/L) or herds (>15% prevalence) with hyperketonemia. For individual cows, propylene glycol and vitamin B12 are recommended treatments, while herds may warrant monitoring prevalence monthly and treating all cows if over 40%. Regular testing helps identify hyperketonemic cows and herds to improve health and productivity.
Noise-induced hearing loss is the number one occupational disability and is generally caused by exposure to loud noises over time. It is permanent but preventable. Using hearing protection devices like earplugs and earmuffs can prevent noise exposure above safe levels from damaging hearing. Proper use and care of hearing protection, limiting exposure time to loud noises, and following safety guidelines are important to preserve long-term hearing ability.
The document provides instructions for a career presentation assignment. Students must create a 5-7 minute PowerPoint presentation with at least 10 slides to present on January 18, 2010. The presentation should include information about a particular career, the typical career path, an interview, and the student's personal reaction. It will be graded based on criteria such as button navigation, background, graphics, sounds, originality, formatting, accuracy, spelling/grammar, sequencing, effectiveness, and inclusion of the required elements. Failure to present on the due date could result in failing the quarter.
The document provides instructions for a career presentation assignment. Students must create a 5-7 minute PowerPoint presentation with at least 10 slides to present on January 18, 2010. The presentation should include information about a particular career, the typical career path, an interview, and the student's personal reaction to the career. A grading rubric is provided that evaluates elements like buttons/navigation, backgrounds, graphics, sounds, originality, formatting, accuracy, spelling/grammar, sequencing, effectiveness, and inclusion of the required elements.
The document provides a rubric for assessing final presentations and self/peer assessments for an Educreations mini garden lesson. It includes categories such as images, voice, narrative, content, and workload distribution. Each category is scored on a scale from 1-4, with 4 being advanced or exemplary, 3 being proficient, 2 being progressing, and 1 being beginning. The rubric provides descriptors of what constitutes each score for each category to guide assessment of the presentations and self/peer reviews.
What makes software development complex isn't the code, it's the humans. The most effective way to improve our capabilities in software development is to better understand ourselves.
In this talk, I'll introduce a conceptual model for human interaction, identity, culture, communication, relationships, and learning based on the foundational model of Idea Flow. If you were to write a simulator to describe the interaction of humans, this talk would describe the architecture.
Learn how to understand the humans on your team and fix the bugs in communication, by thinking about your teammates like code!
Edit
Archive
Delete
I'm not a scientist or a psychologist. These ideas are based on a combination of personal experience, reading lots of cognitive science books, and a couple years of running experiments on developers. As I struggled through the challenges of getting a software concept from my head to another developer's head (interpersonal Idea Flow), I learned a whole lot about human interaction.
As software developers, we have to work together, think together, and solve problems together to do our jobs. Code? We get it. Humans? WTF?!
Fortunately, humans are predictably irrational, predictably emotional, and predictably judgmental creatures. Of course those pesky humans will always do a few unexpected things, but once we know the algorithm for peace and harmony among humans, we can start debugging the communication problems on our team.
The document provides instructions for a 4th grade Spanish end-of-unit project on the solar system. Students will work in pairs to create a PowerPoint or Glog presentation with 4 elements: 1) a title slide titled "El sistema solar", 2) a labeled picture of the solar system, 3) at least 4 facts per planet written in Spanish, 4) optional additional astronomical objects. It also includes a rubric assessing sequencing, accuracy, graphics, cooperation, appearance, spelling/grammar, and font formatting.
Eye-catching science: Finding the visual story in your dataFuture Earth
These slides come from our second #popupwebinar on using free tools to create infographics and datavisualisations to tell the story of your scientific data.
The document provides rubrics for assessing student presentations and research. The presentation rubric evaluates delivery, meeting requirements, content, and originality. A well-rehearsed delivery that holds attention scores highest. The research rubric examines quality of information, sourcing, mechanics, and diagrams. Providing detailed information with proper citations and accurate diagrams receives the top scores.
Lab 2 Cell Structure and FunctionBIO101LStudent Name Click.docxcroysierkathey
Lab 2 Cell Structure and FunctionBIO101L
Student Name: Click here to enter text.
Access Code (located on the lid of your lab kit): Click here to enter text.
Pre-Lab Questions
1. Identify three major similarities and differences between prokaryotic and eukaryotic cells.
Click here to enter text.
2. Where is the DNA housed in a prokaryotic cell? Where is it housed in a eukaryotic cell?
3. Identify three structures which provide support and protection in a eukaryotic cell.
Experiment 1: Identifying Cell Structures
Post-Lab Questions
1. Label each of the arrows in the following slide image:
Structure
Identity
A
Click here to enter text.
B
Click here to enter text.
C
Click here to enter text.
D
Click here to enter text.
2. What is the difference between the rough and smooth endoplasmic reticulum?
3. Would an animal cell be able to survive without mitochondria? Why or why not?
4. What could you determine about a specimen if you observed a slide image showing the specimen with a cell wall, but no nucleus or mitochondria?
5. Hypothesize why parts of a plant, such as the leaves, are green, but other parts, such as the roots, are not. Use scientific reasoning to support your hypothesis.
Experiment 2: Create a Cell
Post-Lab Questions
1. What cell structures did you place in the plant cell that you did not place in the animal cell?
2. Is there any difference in the structure of the two cells?
3. What structures do cells have for support in organisms that lack cell walls?
4. How are organelles in a cell like organs in a human body?
5. How does the structure of a cell suggest its function? List three examples.
6. In the table below, list the items you used to represent the various organelles in your ANIMAL cell. Provide a brief rationale explaining why you selected each item.
Item
Organelle
Rationale
Click here to enter text.
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7. Insert picture of your ANIMAL cell with your name and access code handwritten in the background.
8. In the table below, list the items you used to represent the various organelles in your PLANT cell. Provide a brief rationale explaining why you selected each item.
Item
Organelle
Rationale
Click here to enter text.
Click here to enter text.
Click here to enter ...
The document provides rubrics for evaluating electronic scrapbooks and scrapbook presentations. The scrapbook rubric evaluates content, design, variety of information, and sources on a scale of 1 to 4. A higher score indicates more thorough and well-designed content, better organization and visual appeal, inclusion of different media types, and proper sourcing. The presentation rubric also uses a 1 to 4 scale to evaluate understanding of the topic, ability to answer questions, staying on topic, and presentation skills. Stronger performances demonstrate clear comprehension and smoothly deliver the content without reading directly from slides.
How to Start a Compare and Contrast Essay?. A-Z Guide for Writing a Compare and Contrast Essay. 022 Compare And Contrast Essay Outline Template Printables Corners .... 014 Essay Example Compare Contrast Essays ~ Thatsnotus. compare and contrast essay | Nature | Free 30-day Trial | Scribd. Compare and contrast essay examples college vs high school - Compare .... Compare and Contrast Essay Template by Becca McCuistion | TpT. Strong Compare and Contrast Essay Examples.
The document provides an overview of different definitions and perspectives on artificial intelligence (AI). It discusses AI as a field that studies how to automate intelligent behavior, emulate cognitive functions, and solve problems requiring knowledge. The document also examines perspectives on what constitutes intelligence and definitions of AI. It explores early symbolic approaches to AI like the Turing Test, Eliza, and slot filling as well as criticisms of symbolic AI like the Chinese Room problem. Overall, the document aims to define AI and discuss different theories and approaches within the field.
AI can be defined in multiple ways, including studying how to make computers intelligent like humans, automating intelligent behavior, and studying cognitive abilities through computational models. The Turing test proposes that a computer can be considered intelligent if a human cannot distinguish it from a real person through conversation. Early programs like ELIZA passed the Turing test through simple pattern matching and question swapping rather than true understanding. While the Turing test can be passed through extensive rules, it does not prove a system has human-level intelligence or comprehension.
AI can be defined in multiple ways, including studying how to make computers intelligent like humans, automating intelligent behavior, and studying cognitive abilities through computational models. The Turing test proposes that a computer can be considered intelligent if a human cannot distinguish it from a real person through conversation. Early programs like ELIZA passed the Turing test through simple pattern matching and question swapping rather than true understanding. While the Turing test can be passed through extensive rules, it does not prove a system has human-level intelligence or comprehension.
The birth of Artificial Intelligence (1952-1956)
Year 1955: An Allen Newell and Herbert A. Simon created the "first artificial intelligence program"Which was named as "Logic Theorist". This program had proved 38 of 52 Mathematics theorems, and find new and more elegant proofs for some theorems
The document provides an overview of different definitions and perspectives on artificial intelligence (AI). It discusses AI as a field that studies how to automate intelligent behavior, emulate cognitive functions through computational models, and make computers solve problems in intelligent ways. The document also examines perspectives on what constitutes intelligence, debates around the Turing Test and whether passing it ensures a system is intelligent. It explores early symbolic AI systems like Eliza and the challenges they faced in terms of scalability, brittleness and learning. Overall, the summary provides a high-level look at key topics in the history and study of AI.
AI can be defined in multiple ways, including studying how to make computers intelligent like humans, automating intelligent behavior, and studying cognitive abilities through computational models. The Turing test proposes that a computer can be considered intelligent if a human cannot distinguish it from a real person through conversation. Early programs like ELIZA passed the Turing test through simple pattern matching and question swapping rather than true understanding. While the Turing test can be passed through extensive rules, it does not prove a system has human-level intelligence or understanding.
The document provides an overview of different definitions and perspectives on artificial intelligence (AI). It discusses AI as a field that studies how to automate intelligent behavior, emulate cognitive functions through computational models, and make computers solve problems in intelligent ways. The document also examines perspectives on what constitutes intelligence, debates around the Turing Test and whether passing it ensures a system is intelligent. It explores early symbolic AI systems like Eliza and the challenges they faced in terms of scalability, brittleness and learning. Overall, the summary provides a high-level look at key topics in the history and study of AI.
AI can be defined in multiple ways, including studying how to make computers intelligent like humans, automating intelligent behavior, and studying cognitive abilities through computational models. The Turing test proposes that a computer can be considered intelligent if a human cannot distinguish it from a real person through conversation. Early programs like ELIZA passed the Turing test through simple pattern matching and question swapping rather than true understanding. While the Turing test can be passed through extensive rules, it does not prove a system has human-level intelligence or comprehension.
The document provides an overview of different definitions and perspectives on artificial intelligence (AI). It discusses AI as a field that studies how to automate intelligent behavior, emulate cognitive functions, and solve problems requiring knowledge. The document also examines perspectives on what constitutes intelligence and definitions of AI. It explores early symbolic approaches to AI like the Turing Test, Eliza, and slot filling as well as criticisms of symbolic AI like the Chinese Room problem. Overall, the document aims to define AI and discuss different theories and approaches within the field.
The document discusses creating a website to increase collaboration among science teachers at a high school. It describes developing the website using Dreamweaver and Photoshop based on teacher feedback. A survey found that teachers want to upload and download resources but have fewer interested in discussions. The website aims to share ideas and evolve the curriculum without increasing teacher workload. It will include file sharing, discussions, and controlled student/parent access to materials. The website will continue developing but an initial version has been created as part of a master's project.
The document discusses creating a website to increase collaboration among science teachers at a high school. It describes developing the website using Dreamweaver and Photoshop based on teacher feedback. A survey found that teachers want to upload and download resources but have fewer interested in discussions. The website aims to share ideas and evolve the curriculum without increasing teacher workload. It will include file sharing, discussions, and controlled student/parent access to materials. The website will continue developing as a living resource for teacher collaboration.
The document provides instructions for a career presentation assignment. Students must create a 5-7 minute PowerPoint presentation with at least 10 slides to present on January 18, 2010. The presentation should include information about a particular career, the typical career path, an interview, and the student's personal reaction to the career. A grading rubric is provided that evaluates elements like buttons/navigation, backgrounds, graphics, sounds, originality, formatting, accuracy, spelling/grammar, sequencing, effectiveness, and inclusion of the required elements.
The document provides a rubric for assessing final presentations and self/peer assessments for an Educreations mini garden lesson. It includes categories such as images, voice, narrative, content, and workload distribution. Each category is scored on a scale from 1-4, with 4 being advanced or exemplary, 3 being proficient, 2 being progressing, and 1 being beginning. The rubric provides descriptors of what constitutes each score for each category to guide assessment of the presentations and self/peer reviews.
What makes software development complex isn't the code, it's the humans. The most effective way to improve our capabilities in software development is to better understand ourselves.
In this talk, I'll introduce a conceptual model for human interaction, identity, culture, communication, relationships, and learning based on the foundational model of Idea Flow. If you were to write a simulator to describe the interaction of humans, this talk would describe the architecture.
Learn how to understand the humans on your team and fix the bugs in communication, by thinking about your teammates like code!
Edit
Archive
Delete
I'm not a scientist or a psychologist. These ideas are based on a combination of personal experience, reading lots of cognitive science books, and a couple years of running experiments on developers. As I struggled through the challenges of getting a software concept from my head to another developer's head (interpersonal Idea Flow), I learned a whole lot about human interaction.
As software developers, we have to work together, think together, and solve problems together to do our jobs. Code? We get it. Humans? WTF?!
Fortunately, humans are predictably irrational, predictably emotional, and predictably judgmental creatures. Of course those pesky humans will always do a few unexpected things, but once we know the algorithm for peace and harmony among humans, we can start debugging the communication problems on our team.
The document provides instructions for a 4th grade Spanish end-of-unit project on the solar system. Students will work in pairs to create a PowerPoint or Glog presentation with 4 elements: 1) a title slide titled "El sistema solar", 2) a labeled picture of the solar system, 3) at least 4 facts per planet written in Spanish, 4) optional additional astronomical objects. It also includes a rubric assessing sequencing, accuracy, graphics, cooperation, appearance, spelling/grammar, and font formatting.
Eye-catching science: Finding the visual story in your dataFuture Earth
These slides come from our second #popupwebinar on using free tools to create infographics and datavisualisations to tell the story of your scientific data.
The document provides rubrics for assessing student presentations and research. The presentation rubric evaluates delivery, meeting requirements, content, and originality. A well-rehearsed delivery that holds attention scores highest. The research rubric examines quality of information, sourcing, mechanics, and diagrams. Providing detailed information with proper citations and accurate diagrams receives the top scores.
Lab 2 Cell Structure and FunctionBIO101LStudent Name Click.docxcroysierkathey
Lab 2 Cell Structure and FunctionBIO101L
Student Name: Click here to enter text.
Access Code (located on the lid of your lab kit): Click here to enter text.
Pre-Lab Questions
1. Identify three major similarities and differences between prokaryotic and eukaryotic cells.
Click here to enter text.
2. Where is the DNA housed in a prokaryotic cell? Where is it housed in a eukaryotic cell?
3. Identify three structures which provide support and protection in a eukaryotic cell.
Experiment 1: Identifying Cell Structures
Post-Lab Questions
1. Label each of the arrows in the following slide image:
Structure
Identity
A
Click here to enter text.
B
Click here to enter text.
C
Click here to enter text.
D
Click here to enter text.
2. What is the difference between the rough and smooth endoplasmic reticulum?
3. Would an animal cell be able to survive without mitochondria? Why or why not?
4. What could you determine about a specimen if you observed a slide image showing the specimen with a cell wall, but no nucleus or mitochondria?
5. Hypothesize why parts of a plant, such as the leaves, are green, but other parts, such as the roots, are not. Use scientific reasoning to support your hypothesis.
Experiment 2: Create a Cell
Post-Lab Questions
1. What cell structures did you place in the plant cell that you did not place in the animal cell?
2. Is there any difference in the structure of the two cells?
3. What structures do cells have for support in organisms that lack cell walls?
4. How are organelles in a cell like organs in a human body?
5. How does the structure of a cell suggest its function? List three examples.
6. In the table below, list the items you used to represent the various organelles in your ANIMAL cell. Provide a brief rationale explaining why you selected each item.
Item
Organelle
Rationale
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
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Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
7. Insert picture of your ANIMAL cell with your name and access code handwritten in the background.
8. In the table below, list the items you used to represent the various organelles in your PLANT cell. Provide a brief rationale explaining why you selected each item.
Item
Organelle
Rationale
Click here to enter text.
Click here to enter text.
Click here to enter ...
The document provides rubrics for evaluating electronic scrapbooks and scrapbook presentations. The scrapbook rubric evaluates content, design, variety of information, and sources on a scale of 1 to 4. A higher score indicates more thorough and well-designed content, better organization and visual appeal, inclusion of different media types, and proper sourcing. The presentation rubric also uses a 1 to 4 scale to evaluate understanding of the topic, ability to answer questions, staying on topic, and presentation skills. Stronger performances demonstrate clear comprehension and smoothly deliver the content without reading directly from slides.
How to Start a Compare and Contrast Essay?. A-Z Guide for Writing a Compare and Contrast Essay. 022 Compare And Contrast Essay Outline Template Printables Corners .... 014 Essay Example Compare Contrast Essays ~ Thatsnotus. compare and contrast essay | Nature | Free 30-day Trial | Scribd. Compare and contrast essay examples college vs high school - Compare .... Compare and Contrast Essay Template by Becca McCuistion | TpT. Strong Compare and Contrast Essay Examples.
The document provides an overview of different definitions and perspectives on artificial intelligence (AI). It discusses AI as a field that studies how to automate intelligent behavior, emulate cognitive functions, and solve problems requiring knowledge. The document also examines perspectives on what constitutes intelligence and definitions of AI. It explores early symbolic approaches to AI like the Turing Test, Eliza, and slot filling as well as criticisms of symbolic AI like the Chinese Room problem. Overall, the document aims to define AI and discuss different theories and approaches within the field.
AI can be defined in multiple ways, including studying how to make computers intelligent like humans, automating intelligent behavior, and studying cognitive abilities through computational models. The Turing test proposes that a computer can be considered intelligent if a human cannot distinguish it from a real person through conversation. Early programs like ELIZA passed the Turing test through simple pattern matching and question swapping rather than true understanding. While the Turing test can be passed through extensive rules, it does not prove a system has human-level intelligence or comprehension.
AI can be defined in multiple ways, including studying how to make computers intelligent like humans, automating intelligent behavior, and studying cognitive abilities through computational models. The Turing test proposes that a computer can be considered intelligent if a human cannot distinguish it from a real person through conversation. Early programs like ELIZA passed the Turing test through simple pattern matching and question swapping rather than true understanding. While the Turing test can be passed through extensive rules, it does not prove a system has human-level intelligence or comprehension.
The birth of Artificial Intelligence (1952-1956)
Year 1955: An Allen Newell and Herbert A. Simon created the "first artificial intelligence program"Which was named as "Logic Theorist". This program had proved 38 of 52 Mathematics theorems, and find new and more elegant proofs for some theorems
The document provides an overview of different definitions and perspectives on artificial intelligence (AI). It discusses AI as a field that studies how to automate intelligent behavior, emulate cognitive functions through computational models, and make computers solve problems in intelligent ways. The document also examines perspectives on what constitutes intelligence, debates around the Turing Test and whether passing it ensures a system is intelligent. It explores early symbolic AI systems like Eliza and the challenges they faced in terms of scalability, brittleness and learning. Overall, the summary provides a high-level look at key topics in the history and study of AI.
AI can be defined in multiple ways, including studying how to make computers intelligent like humans, automating intelligent behavior, and studying cognitive abilities through computational models. The Turing test proposes that a computer can be considered intelligent if a human cannot distinguish it from a real person through conversation. Early programs like ELIZA passed the Turing test through simple pattern matching and question swapping rather than true understanding. While the Turing test can be passed through extensive rules, it does not prove a system has human-level intelligence or understanding.
The document provides an overview of different definitions and perspectives on artificial intelligence (AI). It discusses AI as a field that studies how to automate intelligent behavior, emulate cognitive functions through computational models, and make computers solve problems in intelligent ways. The document also examines perspectives on what constitutes intelligence, debates around the Turing Test and whether passing it ensures a system is intelligent. It explores early symbolic AI systems like Eliza and the challenges they faced in terms of scalability, brittleness and learning. Overall, the summary provides a high-level look at key topics in the history and study of AI.
AI can be defined in multiple ways, including studying how to make computers intelligent like humans, automating intelligent behavior, and studying cognitive abilities through computational models. The Turing test proposes that a computer can be considered intelligent if a human cannot distinguish it from a real person through conversation. Early programs like ELIZA passed the Turing test through simple pattern matching and question swapping rather than true understanding. While the Turing test can be passed through extensive rules, it does not prove a system has human-level intelligence or comprehension.
The document provides an overview of different definitions and perspectives on artificial intelligence (AI). It discusses AI as a field that studies how to automate intelligent behavior, emulate cognitive functions, and solve problems requiring knowledge. The document also examines perspectives on what constitutes intelligence and definitions of AI. It explores early symbolic approaches to AI like the Turing Test, Eliza, and slot filling as well as criticisms of symbolic AI like the Chinese Room problem. Overall, the document aims to define AI and discuss different theories and approaches within the field.
The document discusses creating a website to increase collaboration among science teachers at a high school. It describes developing the website using Dreamweaver and Photoshop based on teacher feedback. A survey found that teachers want to upload and download resources but have fewer interested in discussions. The website aims to share ideas and evolve the curriculum without increasing teacher workload. It will include file sharing, discussions, and controlled student/parent access to materials. The website will continue developing but an initial version has been created as part of a master's project.
The document discusses creating a website to increase collaboration among science teachers at a high school. It describes developing the website using Dreamweaver and Photoshop based on teacher feedback. A survey found that teachers want to upload and download resources but have fewer interested in discussions. The website aims to share ideas and evolve the curriculum without increasing teacher workload. It will include file sharing, discussions, and controlled student/parent access to materials. The website will continue developing as a living resource for teacher collaboration.
The document outlines the topics that will be covered in a cat dissection lab for students, including the muscles of the limbs, neck, back and torso. Pictures of the muscular, circulatory and digestive systems will be added after the dissection. Sections also compare the similarities and differences between cat and human anatomy, such as major organ functions and bone structure. The powerpoint does not include descriptions of organ physiology to prevent plagiarism.
This document provides an introduction to educational research. It discusses why educational research is important, such as learning how to find evidence and critique information from media. It also covers areas of educational research like the American Education Research Association. Examples of educational research are given, such as the purpose, methods, and results of studies. General types of research and sources of knowledge like empiricism and rationalism are defined. The scientific method and assumptions in science like patterns in the world and agreed-upon norms are also outlined.
This document discusses using knowledge management technology to increase teacher collaboration. It defines knowledge management as accumulating and distributing an organization's collective knowledge. Electronic environments refer to using technology like the internet or email. Communities of practice are groups where collective learning leads to shared practices. The document outlines barriers like limited technology access and time for teachers. Benefits include reducing wasted time and increasing access to resources. It suggests using a bottom-up approach and wikis to facilitate electronic collaboration between teachers.
The document discusses Darwin's theory of evolution and the influences on his thinking. It describes how Darwin was influenced by the ideas of gradualism over long periods of time, Lamarck's theory of the inheritance of acquired traits, and artificial selection practiced by breeders. Darwin then applied these concepts to natural selection, hypothesizing that individuals best suited to their environment would leave more offspring.
The document discusses the stages of the cell cycle in animal cells, including interphase, prophase, metaphase, anaphase, and telophase. It notes that the stages are easiest to distinguish under high power (400x) magnification and instructs the reader to observe and draw the stages at high power. During interphase, most cells will be in this resting stage. Prophase shows condensing chromosomes, metaphase shows aligned chromosomes, anaphase shows separating chromosomes, and telophase shows dividing cytoplasm prior to cytokinesis.
2. Table of Contents
Pop Quiz
Pop Quiz Answers
Assignment During Cat Dissection
Assignment After Cat Dissection
Comparing Humans to Cats
Tests and Quizzes
How Do You Turn in Your Project?
Timeline
Portions to be Graded
PowerPoint Design Rubric
PowerPoint Content Rubric
Possible Project Points
3. Pop Quiz
Take out a piece
of paper and write
down the names
of the 10 labeled
cat muscles.
4. Pop Quiz Answers
Were you able to Here are the answers:
identify any of the
cat muscles?
Well, if you could
not you will be
able to identify
these 10 muscles
and 40 more by
the time you
complete the
dissection of your
cat.
5. Assignment During Cat
Dissection
You and your lab partners will completely
dissect your cat so that all the assigned
muscles, blood vessels and major organs
are identifiable.
Your lab group will find and memorize all
the assigned muscles, blood vessels, and
organs within your cat.
During dissection your lab group will take
digital pictures of all of the assigned
muscles, blood vessels and organs.
A piece of paper with your cat’s name on it must
be present in each photo.
6. Assignment After Cat
Dissection
Your lab group will create a PowerPoint
presentation that shows every stage of your
dissection of the cat using the photos taken
during dissection.
The photos need to be clearly labeled so that
each assigned muscle, blood vessel and major
organ of the cat is correctly identified.
Your lab group will write a paragraph for each
major organ explaining its function. If the
function of an organ is different in the cat
compared to the human, you must explain the
difference. Link each organ to its description.
7. Comparing Humans to Cats
You are to include at least two slides
answering the following question in
detail:
What are some similarities and differences
between human anatomy and cat anatomy?
(You must list at least 5.)
Make sure you include examples of
organs, muscles and blood vessels
8. Tests and Quizzes
There will be a quiz after each section of
the cat. Each person in your group must
be able to identify all the muscle, organs
or blood vessels before moving on to the
next section of the cat.
Your final exam will be a lab practical
that will cover all the assigned muscles,
blood vessels and organs of the cat.
9. Timeline
You have five weeks to complete this project.
Days 1 and 2: Skin the cat.
Days 3-6: Find, label and take pictures of the hind
limb muscles. Must pass quiz before moving on to
the next group of muscles.
Days 7- 9: Find, label and take pictures of the
ventral thoracic and neck muscles. Must pass
quiz before moving on to the next group of
muscles.
Days 10-11: Find, label and take pictures of the
dorsal thoracic and neck muscles. Must pass quiz
before moving on to the next group of muscles.
10. Timeline
Days 12-14: Find, label and take pictures of the
forelimb muscles. Must pass quiz before
moving on to the major organs.
Days 15 and 16: Cut open the thoracic and
abdominal cavities of the cat. Label and take
pictures of the major organs of the cat. Must
pass quiz before moving on to the blood
vessels.
Days 17-19: Find, label and take pictures of the
major blood vessels of the cat.
Days 20-24: Create a PowerPoint presentation
at the computer lab
Day 25: Present and turn in projects
11. Your Total Grade for the Cat
Dissection Will Constitute:
Participating in the cat dissection
Each day you will awarded 1 point for
participation
Passing all of the section quizzes
Each Quiz is worth 10 pts
A completed PowerPoint presentation
Final exam that covers all of the
assigned muscles, blood vessels and
organs of the cat
12. PowerPoint Design Rubric
CATEGORY 4 3 2 1
Buttons and Links Work All buttons and links work Most (99-90%) buttons Many (89-75%) of the Fewer than 75% of the
Correctly correctly. and links work correctly buttons and links work buttons work correctly.
correctly.
Background Background does not Background does not Background does not Background makes it
detract from text or otherdetract from text or other detract from text or other difficult to see text or
graphics. Choice of graphics. Choice of graphics. competes with other
background is consistent background is fairly graphics on the page.
from card to card. consistent from card to
card.
Originality Presentation shows Presentation shows some Presentation shows an Presentation is a rehash of
considerable originality originality and attempt at originality and other people's ideas
and inventiveness. The inventiveness. The content inventiveness on 1-2 and/or graphics and shows
content and ideas are and ideas are presented in cards. very little attempt at
presented in a unique and an interesting way. original thought.
interesting way.
Text - Font Choice & Font formats have been Font formats have been Font formatting has been Font formatting makes it
Formatting carefully planned to carefully planned to carefully planned to very difficult to read the
enhance readability and enhance readability. complement the content. material.
content. It may be a little hard to
read.
Sequencing of Information is organized in Most information is Some information is There is no clear plan for
Information a clear, logical way. It is organized in a clear, logically sequenced. An the organization of
easy to anticipate the type logical way. One card or occasional card or item of information.
of material that might be item of information seems information seems out of
on the next card. out of place. place.
Digital Camera Use Picture is of high quality. Picture is of good quality. The pictures are of No picture taken OR
The main subject is in The main subject is not marginal quality. The picture of poor quality.
focus and centered quite in focus, but is it is subject is in focus but it is
clear what the picture is not clear what the picture
about. is about.
13. PowerPoint Content Rubric
CATEGORY 20-18 17-16 15-14 13-0
Cat Muscles All of the muscles are Most (90-99%) of the Many (89-75%) of the Fewer than 75% of the
correctly and clearly muscles are correctly and muscles are correctly and muscles are correctly and
labeled, spelled correctly. clearly labeled, and clearly labeled, and clearly labeled, and
spelled correctly. spelled correctly. spelled incorrectly.
Cat Blood Vessels All of the blood vessels are Most (90-99%) of the Many (89-75%) of the Fewer than 75% of the
correctly and clearly blood vessels are correctly blood vessels are correctly blood vessels are correctly
labeled, and spelled and clearly labeled, and and clearly labeled, and and clearly labeled, and
correctly. spelled correctly. spelled correctly. spelled incorrectly.
Cat Organs All of the organs are Most (90-99%) of the Many (89-75%) of the Fewer than 75% of the
correctly and clearly organs are correctly and organs are correctly and organs are correctly and
labeled, and spelled clearly labeled, and clearly labeled, and clearly labeled, and
correctly. spelled correctly. spelled correctly. spelled incorrectly.
Cat Organ Description All of the organs are All of the organs are A few organs are missing Many organs are missing
accurately described in accurately described, but and/or not described and/or not described
detail. some of the detail is accurately. Some of the accurately. Most of the
lacking. detail is lacking. detail is missing.
Comparing humans and The comparison is The comparison is The comparison has some The comparison is mostly
Cats accurate and detailed. accurate, but a few details mistakes and some of the wrong and there is very
are missing. details are missing little detail.
14. Possible Project Points
PowerPoint Design = 25 pts. (1 point for
turning it in)
PowerPoint Content = 100 pts.
Participation = 25 pts.
Quizzes = 60 pts. (a total of 6 quizzes)
Final Exam = 100 pts.
Total Points = 310 pts.