Thermometers are used to measure temperature and determine whether something is hot or cold. They allow comparisons to be made between different temperatures. A thermometer is needed to know which of two things is hotter.
Some plants have short roots and thin stems while others have long deep roots and thick stems. Not all plants are the same as they can vary in root and stem structure, with the stem of a large tree specifically called a trunk.
This document discusses a magnifying lens and how scientists should be careful when working in a lab. It states that a magnifying lens can make small things look bigger and reminds scientists to be careful in the lab and wear protective lab coats.
This document lists 5 common tools used in science labs, including a thermometer to measure temperature, safety goggles to protect the eyes, a dropper to handle liquids, a magnifying lens to enlarge objects, and a microscope to view very small things that cannot be seen with the naked eye.
Plants require nutrients from soil, sunlight, space, air, and water to live and grow. They obtain nutrients from the soil and use sunlight, along with carbon dioxide and water, to produce their own food through photosynthesis. Different plants have varying needs for water, with some requiring more water than others to survive.
Some plants have short roots and thin stems while others have long deep roots and thick stems. Not all plants are the same as they can vary in root and stem structure, with the stem of a large tree specifically called a trunk.
This document discusses a magnifying lens and how scientists should be careful when working in a lab. It states that a magnifying lens can make small things look bigger and reminds scientists to be careful in the lab and wear protective lab coats.
This document lists 5 common tools used in science labs, including a thermometer to measure temperature, safety goggles to protect the eyes, a dropper to handle liquids, a magnifying lens to enlarge objects, and a microscope to view very small things that cannot be seen with the naked eye.
Plants require nutrients from soil, sunlight, space, air, and water to live and grow. They obtain nutrients from the soil and use sunlight, along with carbon dioxide and water, to produce their own food through photosynthesis. Different plants have varying needs for water, with some requiring more water than others to survive.
Our lungs allow us to breathe by taking in air. The lungs are organs located in our chest that inhale oxygen which then passes into our bloodstream. When we breathe in, air enters through the mouth and nose into the lungs.
The document outlines steps for an experiment, including gathering information about sand and salt from various sources like the internet and books. It then has students observe samples of sand and salt and ask which is which. Finally, it has students make a hypothesis that the white powder (salt) will dissolve in water based on the information that salt dissolves in water unlike sand.
Sand does not dissolve in water while salt dissolves in water. To find out which is sand and which is salt, one should observe and ask questions. The document discusses gathering information from sources like the internet, books, teachers and others to learn more about the properties of sand and salt.
Leaves are the organs of plants that use sunlight, air, and water and nutrients from the soil to produce food for the plant through photosynthesis. Leaves take in carbon dioxide from the air and water from the soil, and using the energy from sunlight, are able to produce sugars and oxygen through photosynthesis, making their own food. Some common leaves that humans eat include lettuce, spinach, kale, and cabbage.
This document identifies the five senses as sight, hearing, touch, smell, and taste and the organs associated with each sense. It provides examples of how each sense is used, noting that sight is used through the eyes to see, hearing through the ears, touch through fingers, smell through the nose, and taste through the tongue. The learning objectives are to name and identify the five senses and their associated organs.
We use our tongue, which is located in our mouth, to taste different flavors like those found in dinner, spicy foods, sour lemons, and sweet candy. The tongue allows us to experience different tastes.
Matter can exist in three different states: solid, liquid, and gas. Solids have a definite shape and volume, liquids have a definite volume but take the shape of their container, and gases fill their container and do not have a definite shape or volume. The document asks the reader to observe their surroundings to identify examples of different states of matter and questions whether all matter is the same.
Changes in the states of matter can occur through evaporation or condensation. Evaporation is the change of a liquid to a gas state, such as water turning to water vapor, after being heated. Condensation is the opposite change where a gas turns to a liquid state, like water vapor condensing to liquid water again, through the process of cooling.
Precipitation comes in several forms including rain which consists of drops of water, snow which are very small ice particles, sleet which are small frozen rain particles, and hail which are chunks of ice or frozen rain.
Habitats can change due to natural causes like drought, flood, and fire. Drought occurs when there is no rain for a long time, making the habitat dry. Floods happen when it rains very heavily, covering the ground with water. Fires usually start when trees are struck by lightning and can impact forest habitats.
This document describes four common lab tools: a test tube, which is used to heat liquids and can be cleaned with a brush; a measuring tape, which measures length; a measuring cup, which measures liquid amounts; and a cylinder, which precisely measures liquid volumes.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Poles are the points on Earth where the axis of rotation meets the surface. The north pole is located in the Arctic and the south pole is located in Antarctica. Magnets have poles that attract or repel other magnets and objects, and a compass needle points north because of Earth's magnetic field and poles.
Our lungs allow us to breathe by taking in air. The lungs are organs located in our chest that inhale oxygen which then passes into our bloodstream. When we breathe in, air enters through the mouth and nose into the lungs.
The document outlines steps for an experiment, including gathering information about sand and salt from various sources like the internet and books. It then has students observe samples of sand and salt and ask which is which. Finally, it has students make a hypothesis that the white powder (salt) will dissolve in water based on the information that salt dissolves in water unlike sand.
Sand does not dissolve in water while salt dissolves in water. To find out which is sand and which is salt, one should observe and ask questions. The document discusses gathering information from sources like the internet, books, teachers and others to learn more about the properties of sand and salt.
Leaves are the organs of plants that use sunlight, air, and water and nutrients from the soil to produce food for the plant through photosynthesis. Leaves take in carbon dioxide from the air and water from the soil, and using the energy from sunlight, are able to produce sugars and oxygen through photosynthesis, making their own food. Some common leaves that humans eat include lettuce, spinach, kale, and cabbage.
This document identifies the five senses as sight, hearing, touch, smell, and taste and the organs associated with each sense. It provides examples of how each sense is used, noting that sight is used through the eyes to see, hearing through the ears, touch through fingers, smell through the nose, and taste through the tongue. The learning objectives are to name and identify the five senses and their associated organs.
We use our tongue, which is located in our mouth, to taste different flavors like those found in dinner, spicy foods, sour lemons, and sweet candy. The tongue allows us to experience different tastes.
Matter can exist in three different states: solid, liquid, and gas. Solids have a definite shape and volume, liquids have a definite volume but take the shape of their container, and gases fill their container and do not have a definite shape or volume. The document asks the reader to observe their surroundings to identify examples of different states of matter and questions whether all matter is the same.
Changes in the states of matter can occur through evaporation or condensation. Evaporation is the change of a liquid to a gas state, such as water turning to water vapor, after being heated. Condensation is the opposite change where a gas turns to a liquid state, like water vapor condensing to liquid water again, through the process of cooling.
Precipitation comes in several forms including rain which consists of drops of water, snow which are very small ice particles, sleet which are small frozen rain particles, and hail which are chunks of ice or frozen rain.
Habitats can change due to natural causes like drought, flood, and fire. Drought occurs when there is no rain for a long time, making the habitat dry. Floods happen when it rains very heavily, covering the ground with water. Fires usually start when trees are struck by lightning and can impact forest habitats.
This document describes four common lab tools: a test tube, which is used to heat liquids and can be cleaned with a brush; a measuring tape, which measures length; a measuring cup, which measures liquid amounts; and a cylinder, which precisely measures liquid volumes.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Poles are the points on Earth where the axis of rotation meets the surface. The north pole is located in the Arctic and the south pole is located in Antarctica. Magnets have poles that attract or repel other magnets and objects, and a compass needle points north because of Earth's magnetic field and poles.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The flowering plant life cycle begins with a seed that germinates when it receives water and heat, sprouting into a seedling. The seedling grows into an adult plant with roots, stem, leaves, and flowers. Pollen moves between flowers via bees, water, wind, and other animals, fertilizing the flowers and causing them to develop into fruits containing new seeds, completing the cycle to begin anew.
The butterfly goes through distinct life cycle stages of egg, caterpillar, pupa, and adult butterfly. The egg hatches into a caterpillar that eats leaves to grow large, then forms a hard shell called a pupa where it transforms into an adult butterfly, which emerges from the pupa fully formed to complete the cycle.
White-tailed deer have a life cycle where fawns are born and drink milk from their mothers to grow. The fawns then become yearlings after one year, still resembling the mother. Finally, the yearlings mature into adult deer after further growth.
The earth changes slowly through natural processes like moving water, wind, and ice. Moving water and wind can break down and carry away rocks and soil. Ice forms in cracks in rocks when water freezes, and the expansion of freezing water pushes rocks further apart, breaking them down over time.
Evidence of Jet Activity from the Secondary Black Hole in the OJ 287 Binary S...Sérgio Sacani
Wereport the study of a huge optical intraday flare on 2021 November 12 at 2 a.m. UT in the blazar OJ287. In the binary black hole model, it is associated with an impact of the secondary black hole on the accretion disk of the primary. Our multifrequency observing campaign was set up to search for such a signature of the impact based on a prediction made 8 yr earlier. The first I-band results of the flare have already been reported by Kishore et al. (2024). Here we combine these data with our monitoring in the R-band. There is a big change in the R–I spectral index by 1.0 ±0.1 between the normal background and the flare, suggesting a new component of radiation. The polarization variation during the rise of the flare suggests the same. The limits on the source size place it most reasonably in the jet of the secondary BH. We then ask why we have not seen this phenomenon before. We show that OJ287 was never before observed with sufficient sensitivity on the night when the flare should have happened according to the binary model. We also study the probability that this flare is just an oversized example of intraday variability using the Krakow data set of intense monitoring between 2015 and 2023. We find that the occurrence of a flare of this size and rapidity is unlikely. In machine-readable Tables 1 and 2, we give the full orbit-linked historical light curve of OJ287 as well as the dense monitoring sample of Krakow.
Candidate young stellar objects in the S-cluster: Kinematic analysis of a sub...Sérgio Sacani
Context. The observation of several L-band emission sources in the S cluster has led to a rich discussion of their nature. However, a definitive answer to the classification of the dusty objects requires an explanation for the detection of compact Doppler-shifted Brγ emission. The ionized hydrogen in combination with the observation of mid-infrared L-band continuum emission suggests that most of these sources are embedded in a dusty envelope. These embedded sources are part of the S-cluster, and their relationship to the S-stars is still under debate. To date, the question of the origin of these two populations has been vague, although all explanations favor migration processes for the individual cluster members. Aims. This work revisits the S-cluster and its dusty members orbiting the supermassive black hole SgrA* on bound Keplerian orbits from a kinematic perspective. The aim is to explore the Keplerian parameters for patterns that might imply a nonrandom distribution of the sample. Additionally, various analytical aspects are considered to address the nature of the dusty sources. Methods. Based on the photometric analysis, we estimated the individual H−K and K−L colors for the source sample and compared the results to known cluster members. The classification revealed a noticeable contrast between the S-stars and the dusty sources. To fit the flux-density distribution, we utilized the radiative transfer code HYPERION and implemented a young stellar object Class I model. We obtained the position angle from the Keplerian fit results; additionally, we analyzed the distribution of the inclinations and the longitudes of the ascending node. Results. The colors of the dusty sources suggest a stellar nature consistent with the spectral energy distribution in the near and midinfrared domains. Furthermore, the evaporation timescales of dusty and gaseous clumps in the vicinity of SgrA* are much shorter ( 2yr) than the epochs covered by the observations (≈15yr). In addition to the strong evidence for the stellar classification of the D-sources, we also find a clear disk-like pattern following the arrangements of S-stars proposed in the literature. Furthermore, we find a global intrinsic inclination for all dusty sources of 60 ± 20◦, implying a common formation process. Conclusions. The pattern of the dusty sources manifested in the distribution of the position angles, inclinations, and longitudes of the ascending node strongly suggests two different scenarios: the main-sequence stars and the dusty stellar S-cluster sources share a common formation history or migrated with a similar formation channel in the vicinity of SgrA*. Alternatively, the gravitational influence of SgrA* in combination with a massive perturber, such as a putative intermediate mass black hole in the IRS 13 cluster, forces the dusty objects and S-stars to follow a particular orbital arrangement. Key words. stars: black holes– stars: formation– Galaxy: center– galaxies: star formation
TOPIC OF DISCUSSION: CENTRIFUGATION SLIDESHARE.pptxshubhijain836
Centrifugation is a powerful technique used in laboratories to separate components of a heterogeneous mixture based on their density. This process utilizes centrifugal force to rapidly spin samples, causing denser particles to migrate outward more quickly than lighter ones. As a result, distinct layers form within the sample tube, allowing for easy isolation and purification of target substances.
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!
Embracing Deep Variability For Reproducibility and Replicability
Abstract: Reproducibility (aka determinism in some cases) constitutes a fundamental aspect in various fields of computer science, such as floating-point computations in numerical analysis and simulation, concurrency models in parallelism, reproducible builds for third parties integration and packaging, and containerization for execution environments. These concepts, while pervasive across diverse concerns, often exhibit intricate inter-dependencies, making it challenging to achieve a comprehensive understanding. In this short and vision paper we delve into the application of software engineering techniques, specifically variability management, to systematically identify and explicit points of variability that may give rise to reproducibility issues (eg language, libraries, compiler, virtual machine, OS, environment variables, etc). The primary objectives are: i) gaining insights into the variability layers and their possible interactions, ii) capturing and documenting configurations for the sake of reproducibility, and iii) exploring diverse configurations to replicate, and hence validate and ensure the robustness of results. By adopting these methodologies, we aim to address the complexities associated with reproducibility and replicability in modern software systems and environments, facilitating a more comprehensive and nuanced perspective on these critical aspects.
https://hal.science/hal-04582287
Microbial interaction
Microorganisms interacts with each other and can be physically associated with another organisms in a variety of ways.
One organism can be located on the surface of another organism as an ectobiont or located within another organism as endobiont.
Microbial interaction may be positive such as mutualism, proto-cooperation, commensalism or may be negative such as parasitism, predation or competition
Types of microbial interaction
Positive interaction: mutualism, proto-cooperation, commensalism
Negative interaction: Ammensalism (antagonism), parasitism, predation, competition
I. Mutualism:
It is defined as the relationship in which each organism in interaction gets benefits from association. It is an obligatory relationship in which mutualist and host are metabolically dependent on each other.
Mutualistic relationship is very specific where one member of association cannot be replaced by another species.
Mutualism require close physical contact between interacting organisms.
Relationship of mutualism allows organisms to exist in habitat that could not occupied by either species alone.
Mutualistic relationship between organisms allows them to act as a single organism.
Examples of mutualism:
i. Lichens:
Lichens are excellent example of mutualism.
They are the association of specific fungi and certain genus of algae. In lichen, fungal partner is called mycobiont and algal partner is called
II. Syntrophism:
It is an association in which the growth of one organism either depends on or improved by the substrate provided by another organism.
In syntrophism both organism in association gets benefits.
Compound A
Utilized by population 1
Compound B
Utilized by population 2
Compound C
utilized by both Population 1+2
Products
In this theoretical example of syntrophism, population 1 is able to utilize and metabolize compound A, forming compound B but cannot metabolize beyond compound B without co-operation of population 2. Population 2is unable to utilize compound A but it can metabolize compound B forming compound C. Then both population 1 and 2 are able to carry out metabolic reaction which leads to formation of end product that neither population could produce alone.
Examples of syntrophism:
i. Methanogenic ecosystem in sludge digester
Methane produced by methanogenic bacteria depends upon interspecies hydrogen transfer by other fermentative bacteria.
Anaerobic fermentative bacteria generate CO2 and H2 utilizing carbohydrates which is then utilized by methanogenic bacteria (Methanobacter) to produce methane.
ii. Lactobacillus arobinosus and Enterococcus faecalis:
In the minimal media, Lactobacillus arobinosus and Enterococcus faecalis are able to grow together but not alone.
The synergistic relationship between E. faecalis and L. arobinosus occurs in which E. faecalis require folic acid
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.