1) The document is about matter and its properties. It defines matter as anything that has mass and volume and discusses the general and specific properties of different materials.
2) It describes experiments students can do to observe the properties of matter, including whether air is matter and how to measure the density of solids and liquids.
3) The document explains the three states of matter (solid, liquid, gas) and changes between them with heating and cooling. It also distinguishes between physical and chemical changes in matter.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. 1
UNIT 1: MATTER, MATERIALS AND FORCES
INTRODUCTION
Classify these words:
MATTER NOT MATTER
The Universe is made up of matter and
energy and empty space. Everything
around us, living and non-living, is made
up of matter: plants, animals, books,
tables, the food we eat and the water we
drink. Even the air we breathe is made up
of matter.
notebook – fabric – intelligence – plants – happiness –
animals – sadness – glass – cold
2. 2
MATTER AND ITS PROPERTIES
Matter
Matter is everything around us. Matter is made out of atoms, that are tiny
particles that are too small to see, even with a microscope. Atoms fit
together with other atoms to make up matter. Any time two atoms join
together they make a molecule. All the stuff around you is made up of
molecules. This includes you! You are actually made up of trillions and
trillions of different types of molecules.
Properties
Can you say properties of these objects?
3. 3
All matter has got two different types of properties
GENERAL PROPERTIES SPECIFIC PROPERTIES
Mass
Volume
Density
Hardness
Solubility
Thermal
conductivity
…
All matter has got the
general properties.
Specific properties allow us
to distinguish one
substance from another.
PROPERTIES
OF
MATTER
4. 4
Let’s experiment with the matter!
Experiment 1
Experiment 2
Is the air matter? How do you know it?
Yes, because it has got mass and volume.
Materials Experiment
Balloon
Bottle with a littlehole
1. Put the balloon insidethe bottle.
2. Try to blow the balloon covering the hole. You
can’t blow itup because the bottle is full of air.
3. Try to blow the balloon without covering the
hole. You can blow it up because the air is
leavingthe bottle through the hole.
Materials Experiment
Vacuum jar
Balloon
1. Blow up a balloon.
2. Put the balloon inside the vacuum jar.
3. Take off the air of the vacuum. The balloon
grows up because the air is leaving the
vacuum jar and it has space enough.
LABORATORY
7. 7
Let’s calculate the density!
A. Measure andcalculate solids’ density:
Experiment 1: Wood
Mass= ____ g
V water volume = 100 ml
V water volume + wood = _____
V wood volume = _____ - 100= ______
d= m/v = ____ g / ____ ml = ____ g/ml Wood density
Experiment 2: Stone
Experiment 3: Bottle cork
Experiment 4: Metal
Order the materialsfrom more to less density:
LABORATORY
DENSITY=MASS / VOLUME
d=m/v
8. 8
B. Measure andcalculate liquids’ density:
Experiment 1: Alcohol
Volume= ____ ml
M glass weight= _____ g
M glass + alcohol weight = _____ g
M alcohol weight = _____ - _____= ______
d= m/v = ____ g / ____ ml = ____ g/ml Alcohol density
Experiment 2: Vinegar
Experiment 3: Oil
Experiment 4: Detergent
Order the materialsfrom more to less density:
9. 9
WHAT HAVE WE LEARNED ABOUT DENSITY?
Density explains why some objects float in water while others sink.
Look at the densities of cork, water and iron.
0,25 g/ml
1 g/ml
7,9 g/ml
FORCES AND THEIR EFFECTS
A force is a push or pull that acts on an object. We can’t see forces, but we can see and feel their
effects. Forces can make things move, stop, speed up, slow down, or change direction. Forces
can also make things change shape.
Some forces act from a distance. These forces are called non-contact forces.
Other forces act through physical contact. These are called contact forces.
10. 10
STATES OF MATTER
1. Label the diagram with the information about the three states of matter using the
words in the box.
11. 11
2. Look at the photos below and identify the three states of matter. Some photos may
show more than one state of matter.
a.
b.
c.
d.
e.
f.
3. Listen to the recording about changes of state. Complete the missing information.
In solids, particles are _________ ________ __________forming
a ___________ ____________. They just vibrate __ ________.
In liquids, particles are _______________________, have a
_________________________ and move ______ ______ _____.
In gases, particles are _____ _________, have a ___________
_____________ and move __ ___ _________ ______ ________.
As matter is _________, its particles begin to move
more and more.
As matter is cooled its particles move
______ _____ ______.
12. 12
WHAT TYPES OF MATTER ARETHERE?
According to its composition, we can classify matter into pure substances and
mixtures.
Pure substances, such as table salt or silver, consist of only one type of matter.
Mixtures are made up of two or more pure substances and can be
homogeneous or heterogeneous.
o In a homogeneous mixture, such as the air we breathe or sea water, we
cannot see the individual substances that make it up.
o In a heterogeneous mixture, such as sand or a salad, we can see the
individual substances that make it up.
There are different methods to separate the substances in mixtures:
Decantation
We usea decantation to
separatea solid froma liquid or
two liquidswith different
densities.
Distillation
Where a mixture made of two
or more liquidswith different
boiling points can be
separated from each other.
Filtration
When we pour the juiceof a
lemon through a filter, the
solids stay in thefilter,and the
liquid passes through it.
Evaporation
When we heat a mixture of
saltand water, the liquid
evaporates and leaves only
the solids which crystalliseand
form saltcrystals.
Sieving
We usea sieveto separate
solids of differentsizes,such
as pebbles from sand.
13. 13
HOMOGENEOUS AND HETEROGENEOUS MIXTURES: SEPARATING MIXTURES
Experiment 1: Separating two solids
Materials: sand, iron filing, magnet, paper, plastic tray
1. Mix the sand with the iron filing in the plastic tray.
2. With these materials, how can you separate these two substances?
3. Do it.
4. What’s the name of the force that allows separating these two substances?
5. Draw it.
Experiment 2: Separating two liquids
Materials: water, oil, plastic glass, beaker, funnel, glass stick
1. Mix the oil and the water in the plastic glass.
2. Prepare the funnel and pour the mixture.
3. Put the beaker under the funnel.
4. Why can you separate these two liquid substances?
5. What’s the name of the process?
6. Draw it.
LABORATORY
14. 14
Experiment 3: Separating a solid and a liquid
Materials: sand, water, a plastic glass, glass stick, plastic funnel, filter paper
1. Mix the sand and the water in the plastic glass.
2. With these materials, how can you separate the two substances?
3. What’s the name of the process?
4. Draw it.
Experiment 4: Separating a solid and a liquid
Materials: water, salt, a plastic glass, a little plastic recipient
1. Mix the water and the salt in the little plastic recipient.
2. What’s the difference between this mixture and the one on experiment 3?
3. How can you separate these two substances?
4. What’s the name of the process?
5. Draw the process.
15. 15
PHYSICAL AND CHEMICAL CHANGES
Matter can’t be created or destroyed; it just changes. Some of the changes I undergoes
are physical and others are chemical. During physical changes the appearance of the
matter changes, but its chemical properties remains the same. Chemical reactions
change a substance into a new one with different properties.
PHYSICAL CHANGES
17. 17
EXPERIMENT1: ________________________
EXPERIMENT2: ________________________
EXPERIMENT 3: Chemical reaction
LABORATORY
Materials: plastic tray, apple, lemon, plastic
wrap.
Method:
1. You need three pieces of apple.
2. Leave one exposed.
3. Cover another with the plastic wrap.
4. Put lemon juice on the third piece’s
surface.
Leave it and observe what happen during some
hours.
What’s the name of this change?
Is it a reversible or irreversible
change?
Explain what happen with the three different pieces of apple. Draw it.
Materials: plastic tray, 2 cents coins, vinegar,
hydrogen peroxide, plastic glass.
Method:
1. Clean the coins and put them in the
glass.
2. Cover them with hydrogen peroxide.
3. Put a bit of vinegar too.
Leave it and observe what happen during some
hours.
What’s the name of this change?
Is it a reversible or irreversible
change?
Explain what happen. Draw it.
18. 18
EXPERIMENT 3: Chemical reaction
EXPERIMENT 4: Chemical reaction,
combustion
EXPERIMENT4: Chemical reaction, combustion
Materials: plastic tray, flask or a little plastic
bottle (transparent), a balloon, a funnel,
bicarbonate, vinegar.
Method:
1. Put a bit of vinegar in the flask.
2. Put bicarbonate inside the balloon with
the funnel.
3. Fit the balloon with the flask.
4. Allow the bicarbonate to fall down.
What happen if you leave the
balloon alone? What do you see in
the flask?
What change have you seen? Is it a
reversible or irreversible change?
Draw it.
Materials: plastic tray, candle, playdough, glass.
Method:
1. Stick the playdough on the plastic tray.
2. Put on the candle on the playdough.
3. Let the candle burn.
4. Cover the candle with the glass.
Observe the changes on the flame,
the candle…
Is it a reversible or irreversible
change?
Why do the candle put out?
Draw it.
