Line graphs are best for displaying continuous changes in a dependent variable in response to an independent variable. They show the relationship between two variables, with the dependent variable plotted on the y-axis and independent variable on the x-axis. Other common graphs include bar graphs, which display data collected by counting, and pie charts, which show the distribution of parts within a whole quantity. Organizing and presenting data through written reports and oral presentations are important science skills that allow scientists to share their results.
This is an interactive presentation which contains the information about Algebra for student-teacher , who are going to teach maths. Further, it contains information about the curriculum alignment and objectives of algebraic teaching which are mentioned in Curriculum of Pakistan.
This is an interactive presentation which contains the information about Algebra for student-teacher , who are going to teach maths. Further, it contains information about the curriculum alignment and objectives of algebraic teaching which are mentioned in Curriculum of Pakistan.
Illustrate the nature of bivariate data;
Construct a scatter plot;
Describe shapes (form), trend (direction), and variation (strength) based on the scatter plot; and
Estimate strength of association between the variables based on a scatter plot.
Visit the website for other Services: https://cristinamontenegro92.wixsite.com/onevs
1.5 Complementary and Supplementary Angles Dee Black
Some slides lifted from: http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CEsQFjAD&url=http%3A%2F%2Fdionmath.wikispaces.com%2Ffile%2Fview%2F2.3%2BComplementary%2Band%2BSuppl.%2BAngles.ppt&ei=_wVFUbzHCa-o4AP9ooGwBQ&usg=AFQjCNF-KDyDx_yiVaUuMJMdM6yOJqHASQ&sig2=wH2TZ9xGxsHgtc4cCnn2QQ&bvm=bv.43828540,d.dmg&cad=rja
Illustrate the nature of bivariate data;
Construct a scatter plot;
Describe shapes (form), trend (direction), and variation (strength) based on the scatter plot; and
Estimate strength of association between the variables based on a scatter plot.
Visit the website for other Services: https://cristinamontenegro92.wixsite.com/onevs
1.5 Complementary and Supplementary Angles Dee Black
Some slides lifted from: http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CEsQFjAD&url=http%3A%2F%2Fdionmath.wikispaces.com%2Ffile%2Fview%2F2.3%2BComplementary%2Band%2BSuppl.%2BAngles.ppt&ei=_wVFUbzHCa-o4AP9ooGwBQ&usg=AFQjCNF-KDyDx_yiVaUuMJMdM6yOJqHASQ&sig2=wH2TZ9xGxsHgtc4cCnn2QQ&bvm=bv.43828540,d.dmg&cad=rja
Introduction to graph of class 8th students. Find a new easy way to understand graph, histogram, double-bar graph, pie-chart etc....This ppt could lead to u a better picture of maths
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this presentation is about the properties and theorems revolving Divisibility Rules.. not just "which number is divisible by this number blah blah blah.." this isnt your ordinary divisibility..
The presentation is about basic statistical techniques and how statistics can be used effectively in the quality control and process control. It also presents statistical package Minitab version 16 and some of its applications in the field of statistical process control.
Using References in your Lab Writeup Make sure you both c.docxdickonsondorris
Using References in your Lab Writeup
Make sure you both cite the reference that you use in the body of your text, AND
provide a reference list at the end of your writeup.
For example, to cite references within the body of your lab writeup:
In this lab we examined how different fish like to eat different kinds of algae. The red
algae are the largest group of algae (Abbott, 1999). Therefore, we focused on red algae
in this lab. Many red algae are quite edible and some of the best known red algae
include those that are eaten in sushi (sushiworld.com). Algae are also quite nutritious
(Markeley, 2010). Our fish came from tidepools, which are located in the area between
high and low tide (Mahon and Mahon, 1994). According to our lab manual (WOU
Biology, 2011), our fish were collected during low tide.
Reference List:
Book Abbott, I.A. 1999. Marine Red Algae of the Hawaiian Islands. Bishop Museum Press,
Honolulu.
Journal
Article
Mahon, R. & S.D. Mahon. 1994. Structure and resilience of a tidepool fish assemblage
at Barbados. Environmental Biology of Fishes 41: 171-190.
News
Article
Markeley, G.R. (2010). The Nutritional Benefits of Seaweeds. Amity News, February 25,
2010.
Website "Popular seaweeds in Japanese Cuisine". Accessed online March 15, 2012.
http://sushiworld.com/seaweeds.html.
Lab
Manual
WOU Biology Department (2011). Lab #2: Fish and Algae. Biology 101 Lab Manual.
Note that these show examples of the different types of references you might use.
You should not break your reference list down into these categories, but simply list all
references alphabetically.
WOU Biology 100 Series Graphs Overview
Making a graph is one of the easiest ways to get an idea of the patterns in your data.
Graphing is a fairly straightforward process, but there are a few things to keep in mind.
1. Type of graph. You should think carefully about the kind of data you have before you
decide what type of graph to produce. See Figure 1.
a. Line graphs are useful to show how a factor changes over time or in some other
gradual continuous increment (like temperature or ambient light).
b. Bar graphs are useful to show a total change or overall difference between
different discrete variables (like types of organisms or specific experimental
treatments).
Figure 1. Types of Graphs. The graph on the left is a line graph. The graph on the right is a bar graph.
2. Variables
a. The independent variable is the variable that you change or manipulate in the
experiment. This variable is usually placed along the x (horizontal) axis. In the
case of an experiment where you are observing something that changes over
time, time serves as an independent variable and is always listed on the x-axis. If,
in addition to time, there is a second independent variable (e.g. observing what
happens to two different treatments over time) this variable is usually graphed by
drawing mult ...
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Biological screening of herbal drugs: Introduction and Need for
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Types of graphs
1. Types of GraphsTypes of Graphs
(I would take some notes(I would take some notes
on this!)on this!)
2. • Line graphs – data that
change
– Independent variable – one you
set (x-axis)
– Dependent variable – changes in
response to independent (y-
axis), one you measure
3. Presenting Scientific DataPresenting Scientific Data
• Line graphs are best for continuous change.
– dependent variable: values depend on what
happens in the experiment
• Plotted on the x-axis
– independent variable: values are set before the
experiment takes place
• Plotted on the y-axis
4. Line GraphLine Graph
• shows the
relationship
between 2
variables
– Dependant
– Independent
DependentVariable
Independent Variable
6. Other types of graphsOther types of graphs
• Bar graphs – compare data
for several items/events
• Pie charts – display data that
are parts of a whole
9. Pie GraphPie Graph
• shows
distribution
of parts
within a
whole
quantity
– Rarely used
for science
labs!
10. Presenting Scientific Data,Presenting Scientific Data,
continuedcontinued
• Pie graphs show the parts
of a whole.
– A pie graph is ideal for
displaying data that are
parts of a whole.
– Data in a pie chart is
presented as a percent.
Composition of a Winter Jacket
11. Presenting Scientific Data,Presenting Scientific Data,
continuedcontinued
〉Why is organizing data an important
science skill?
〉Because scientists use written reports and
oral presentations to share their results,
organizing and presenting data are
important science skills.
12. BellringerBellringer
Imagine your teacher asked you to study
how the addition of different amounts of
fertilizer affect plant heights. In your
experiment, you collect the data shown in
the table below. Use this data to answer the
following questions.
13. Bellringer,Bellringer, continuedcontinued
1. Which amount of fertilizer
produced the tallest plants?
2. Which amount of fertilizer
produced the smallest plants?
3. Plot the data on a grid like the
one below.
14. Affect of fertilizer on plant height
0
5
10
15
20
25
10 25 20 0 5 30 15 35
Amount of Fertilizer (g)
Heightofplantincm
15. Affect of Fertilizer on Plant height
0
5
10
15
20
25
0 5 10 15 20 25 30 35
Amount of fertilizer (grams)
HeightofPlant
(centimeters)
16. Key IdeasKey Ideas
〉Why is organizing data an
important science skill?
〉How do scientists handle very
large and very small numbers?
〉How can you tell the precision
of a measurement?