Unit plan presentation 2
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The document outlines a 6-day lesson plan for teaching 20 high school students aged 14-16 about animal cells. The plan includes using various technologies like YouTube, webquests, and social media for lectures, videos, and activities about cell organelles and membranes. On the final day, students will present comparisons of something of their choice to an animal cell with 85% accuracy based on their learning throughout the week.
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Unit plan presentation
The document outlines a 6-day biology unit for 20 high school students to learn about animal cells. On the first 5 days, students will be taught about the history of biology, animal cell structure, organelles, cell membrane, and do a surface area to volume experiment. On the final day, students will present comparisons of their choice to an animal cell with 85% accuracy using technologies like YouTube, Smartboard, Google Drive and lab equipment. The unit cites a biology textbook as its source.
B1.7 -_evolution
1. Theories of evolution progressed from Jean-Baptiste Lamarck's idea that acquired traits could be inherited, to Darwin's theory of natural selection and evolution of all life from simpler forms.
2. Darwin observed adaptations in animals on the Galapagos Islands, leading him to propose natural selection and survival of the fittest as mechanisms for evolution, though his ideas faced initial religious and evidentiary objections.
3. Evidence for evolution has accumulated from breeding experiments, fossil records, anatomical comparisons, and now DNA analysis, showing how species are related on an evolutionary tree and how traits have evolved over time through natural selection.
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Unit plan pp 2
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1. Anatomical evidence such as homologous organs with the same pattern but different functions, analogous organs that evolved independently to serve the same purpose, and vestigial organs that are evolutionary remnants.
2. Fossil evidence showing that ancient species share similarities with modern species and intermediate forms that show evolutionary transitions between groups.
3. Embryonic evidence that embryos of different but related species resemble each other, indicating their shared evolutionary history.
4. Biogeographical evidence of how species are distributed geographically.
5. Molecular evidence from similarities in DNA and proteins.
6. Other unspecified evidence supporting evolution
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3) Evidence for evolution includes comparative anatomy, fossils, and DNA similarities that demonstrate common ancestry between species.
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Unit plan presentation
The document outlines a 6-day biology unit for 20 high school students to learn about animal cells. On the first 5 days, students will be taught about the history of biology, animal cell structure, organelles, cell membrane, and do a surface area to volume experiment. On the final day, students will present comparisons of their choice to an animal cell with 85% accuracy using technologies like YouTube, Smartboard, Google Drive and lab equipment. The unit cites a biology textbook as its source.
B1.7 -_evolution
1. Theories of evolution progressed from Jean-Baptiste Lamarck's idea that acquired traits could be inherited, to Darwin's theory of natural selection and evolution of all life from simpler forms.
2. Darwin observed adaptations in animals on the Galapagos Islands, leading him to propose natural selection and survival of the fittest as mechanisms for evolution, though his ideas faced initial religious and evidentiary objections.
3. Evidence for evolution has accumulated from breeding experiments, fossil records, anatomical comparisons, and now DNA analysis, showing how species are related on an evolutionary tree and how traits have evolved over time through natural selection.
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This document discusses cloning extinct species and provides arguments for and against it. It begins with background sections on genetics, the human genome project, and genetic disorders. It then presents two arguments in favor of cloning extinct species to bring them back and have more animals in the world. However, it notes two arguments are missing. The conclusion reflects on what was learned from the project about genetics, genomics, and related topics.
Unit plan pp 2
The document outlines a lesson plan for teaching 28 students aged 10-12 about the five kingdoms of living things (Monera, Protista, Fungi, Plantae, Animalia) over the course of a week. Each day focuses on one kingdom through activities like PowerPoint presentations, nature walks, microscope observations, and videos. The goal is for at least 75% of students to understand and be able to describe the characteristics of each kingdom. Students will be engaged through both mental and physical participation in hands-on learning activities involving technology, science tools, and discussions.
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This document provides a lesson plan for teaching 2nd grade students about insects. The students will observe the life stages of monarch butterflies, research an insect of their choice, and present their findings to the class. Working in groups, students will use guided websites and databases to research an insect's diet, habitat, and geographical location. They will create a presentation and act out the life stages of insects. Over 5 days, students will learn about different insect types, diets, habitats, geographical locations, and life stages. Technology such as butterfly kits, computers, presentation software, and video cameras will aid the lesson.
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The document outlines a biology lesson on natural selection. It begins with questions for students about the candy they selected and why. It then discusses how natural selection works in nature by individuals having different traits, with some traits helping organisms survive and reproduce while others do not. Observations from nature that can be explained by natural selection are mentioned, like homologous structures, vestigial structures, and molecular and biogeographic evidence. Important points are that natural selection acts on heritable traits at the population level over many generations, not by design to create perfect adaptations. The theory of evolution, including natural selection, is important in science as it is well-supported by evidence and allows for new predictions and explanations of observations.
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This document outlines six types of evidence that support the theory of evolution:
1. Anatomical evidence such as homologous organs with the same pattern but different functions, analogous organs that evolved independently to serve the same purpose, and vestigial organs that are evolutionary remnants.
2. Fossil evidence showing that ancient species share similarities with modern species and intermediate forms that show evolutionary transitions between groups.
3. Embryonic evidence that embryos of different but related species resemble each other, indicating their shared evolutionary history.
4. Biogeographical evidence of how species are distributed geographically.
5. Molecular evidence from similarities in DNA and proteins.
6. Other unspecified evidence supporting evolution
7th Grade Life Science - Evolution
The document discusses key concepts in evolution including:
1) Natural selection and artificial selection lead to gradual changes in species over time as organisms adapt to their environments.
2) Charles Darwin's observations on his voyage on the Beagle led him to propose the theory of evolution by natural selection to explain changes in species over time.
3) Evidence for evolution includes comparative anatomy, fossils, and DNA similarities that demonstrate common ancestry between species.
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This document summarizes various forms of evidence that support the theory of evolution through natural selection, including:
1) Fossil evidence shows that organisms on Earth have changed over time.
2) Biogeography and anatomical similarities between organisms indicate descent from a common ancestor.
3) Embryological and biological molecular evidence, such as similar DNA sequences, also support evolutionary relationships between organisms.
4) Analogous and homologous structures provide additional evidence for shared ancestry between species.
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The document summarizes research on students' understanding of genetics concepts before and after a genetics unit. It found that whether students had previously studied genetics or not, most had heard of key genetic terms but lacked detailed knowledge. It also found students in both groups held some alternate conceptions, like genes being found in DNA or determined by parents. The research did not find statistical significance between the prior knowledge of students who had and had not studied genetics before.
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This lesson plan is for a third grade social studies unit on landforms. The students are from rural, middle-class families and mostly well-behaved with some having mild ADHD. They will learn about landforms through a YouTube video, group discussion, and identifying landforms in their favorite movies on the class Facebook page. The teacher will introduce the lesson with a Voki, show the YouTube video, lead a discussion, and have students comment on landforms in movies on the class Facebook page. Students will be evaluated based on their participation in the discussion and Facebook activity.
Presentation2
This document discusses Darwin's theory of evolution by natural selection. It explains that Darwin observed greater diversity of species during his travels than in his native country, which led him to propose that all species gradually change over time and descend with modification from other species. Modern understandings incorporate genetics, showing how mutations in DNA can provide variation for natural selection to act upon. Fossil evidence also documents how life has changed over time.
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Pavlovian Society Meeting Poster-version 6
Females acquired auditory fear conditioning faster than males when exposed to 5 tone-shock pairings, freezing more during tones 3 and 5. Females also showed a preference for exploring a novel object compared to males. In the Morris water maze, females outperformed males in spatial learning when a prominent landmark cue was present, relying more on landmarks while males relied more on geometric cues. The results indicate sex differences in hippocampus-dependent tasks, with females dominating in some contexts. These findings should influence experimental designs and clinical treatments by considering potential sex-based differences.
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Gorillas’ use of the escape response in object choice memory tests
The ability to monitor and control one’s own cognitive states, metacognition, is crucial for effective learning and problem solving. Although the literature on animal metacognition has grown considerably during last 15 years, there have been few studies examining whether great apes share such introspective abilities with humans. Here, we tested whether four gorillas could meet two criteria of animal metacognition, the increase in escape
responses as a function of task difficulty and the chosenforced
performance advantage. During testing, the subjects participated in a series of object choice memory tests in which a preferable reward (two grapes) was placed under one of two or three blue cups. The apes were required to correctly select the baited blue cup in this primary test. Importantly, the subjects also had an escape response (a yellow cup), where they could obtain a secure but smaller reward (one grape) without taking the memory test. Although the gorillas received a relatively small number of
trials and thus experienced little training, three gorillas
significantly declined the memory tests more often in difficult
trials (e.g., when the location of the preferred reward conflicted with side bias) than in easy trials (e.g., when there was no such conflict). Moreover, even when objective cues were eliminated that corresponded to task difficulty, one of the successful gorillas showed evidence suggestive of improved memory performance with the help of escape response by selectively avoiding trials in which he would be likely to err before the memory test actually proceeded. Together, these findings demonstrate that at least some gorillas may be able to make optimal choices on the basis
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BIOL 101 Comprehensive Final Exam – Essay Portion U.docx
BIOL 101
Comprehensive Final Exam – Essay Portion
University of Maryland University College
Directions: Please complete the AnswerSheet file electronically and submit it via Assignments by March 6th
at 11:59 PM ET. Save your AnswerSheet in the following format: “LastName FINAL” (e.g., SmithFINAL).
Sources: You may use any electronic or print source from BIOL 101. When appropriate, you may use the
internet to locate additional supporting evidence (look for questions requiring it). AS ALWAYS, BE SURE TO
CITE ANY EXTERNAL RESOURCES YOU USE NEXT TO THE APPROPRIATE QUESTION.
Note: you may not consult any “living” resource in or out of this class, so do not seek assistance from your
peers or any other person. All essays will be run through the anti-plagiarism website, TurnItIn.com, and any
plagiarized material will be given a zero.
This exam is worth 200 points or 20% of your total grade. This section of the exam is essay, which is worth
100 pts (or half of the total points for the final exam). The other half of the final exam is a series of multiple-
choice questions, which is a separate link in our LEO classroom. Read the directions carefully below—you
have some choice in the Essay section. If you have any questions, e-mail me.
SHORT ESSAY QUESTIONS:
Complete all three. Answers should not exceed 1-2 paragraphs for each question. Worth 10 points each.
1. A population of grasshoppers in the Kansas prairie has two color phenotypes, green and brown.
Typically, the prairie receives adequate water to maintain healthy, green grass. Assume a bird that
eats grasshoppers moves into the prairie. How will this affect natural selection of the grasshoppers?
How might this change in a drought year?
2. Using material from this class, support the following statement with at least five pieces of evidence: a
plant-based (or vegetarian) diet is good for your health and the planet. Be sure to cite any external
evidence you use.
3. DNA and RNA are similar yet distinct components of the cell. Describe three differences between
RNA and DNA with respect to their chemical composition and structure. Provide a detailed
description of each characteristic you chose in your response.
ESSAY QUESTIONS:
Pick FIVE to answer—ONE FROM EACH PAIR. Each answer should be approximately 3-4 paragraphs in
length—maximum. Worth 14 points each.
4. Molecules of life and Cells (PICK A OR B TO ANSWER)
A. Pick three animal organelles and compare each one to a department or feature in a grocery or
department store. In other words, the organelles in a cell are analogous to various machines
and/or features in a store.
B. List the four “large molecules of life.” Identify their composition and structure, and describe one
function they perform in the cell.
5. Combining Micro and Macro concepts (PICK A OR B TO ANSWER)
A. Water is crucial for life as we know it. One of the most important char ...
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Thank you for the feedback. I've updated my model based on your suggestions.
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Thank you for the feedback. I've updated my model based on your suggestions.
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The Subject-Experimenter Contract A Reexamination of Subjec.docx
The Subject-Experimenter Contract: A Reexamination of
Subject Pool Contamination
Kitty Klein
Brian Cheuvront
North Carolina State University
W e conducted three experiments to investigate: ( a ) the extent to
which student research participants believe they will disclose de-
tuils of their experiences, ( b ) how much subjects uctually will
disclose immediately following a request not to reveal i n f o m -
tion, and ( c ) how much they will disclose after a 2-week interval.
Disclosure rates increused across the experiments. In the first
experiment, one fifth of the subjects indicated that they probably
would not preserve confidentiality, whether or not they believed it
was important to do so. In the second experiment, signing a pledge
not to discuss the experiment resulted in less disclosure, but over
one third o f the subjects revealed information to a confederate. In
the third experiment, promising students anonymity increased
disclosure; 85% of the subjects disclosed information, The results
indicate thut failure to heed requests for confidentiality may be ( 1
widespread problem in college subject pools.
In recent years, we have seen a renewed concern that
undergraduate students enjoy an ethical and educational
experience when they participate in psychological experi-
ments. Britton (1987) expressed concern that the direct
educational benefits of serving as a research participant are
sufficient t o justify the costs to the individuals involved.
Kimble (1987) and Korn (1988) outlined the educational
benefits students should expect. They emphasized that re-
search participants have a right to a discussion of the topic of
interest, a n explanation of the procedures followed, and a
summary of the results. Nonetheless, Coulter (1986) re-
ported that a substantial number of her undergraduates con-
sidered their research participation as "boring, irrelevant,
and a waste of time" (p. 3 17). She urged experimenters to
prepare debriefings that will educate, rather than simply
dismiss, student subjects.
Another side of this ethical coin has received little discus-
sion. With the exception of Korn's (1988) list of participant
responsibilities, the rights of the experimenter are rarely
addressed. O n e of these rights, the participant's responsihil-
~ t y to honor the researcher's request not to discuss the study
with anyone else who might be a participant, was the impe-
tus for our article. T h e problem is essentially one of subject
pool contamination. Revealing information about a n ex-
perimental procedure or outcome may affect the willingness
of other students to volunteer for a particular experiment
and may alter their behavior if they do participate. As Mar-
ans (1988) noted, leaked information has the potential to
threaten the internal validity of our results.
Subject pool contamination has received some empirical
attention, alheit very little. Evidence appears mixed on the
se.
Technology writing research project
This document outlines an animal research project for third grade students. It includes standards, materials, procedures, and a rubric. Students will work in groups to research an animal using online resources and create a Popplet concept map. Over several class periods, they will research and take notes on the animal's physical characteristics, habitat, diet, and interesting facts. They will then compile this information into a Popplet to demonstrate their learning.
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2) Biogeography and anatomical similarities between organisms indicate descent from a common ancestor.
3) Embryological and biological molecular evidence, such as similar DNA sequences, also support evolutionary relationships between organisms.
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This lesson plan is for a third grade social studies unit on landforms. The students are from rural, middle-class families and mostly well-behaved with some having mild ADHD. They will learn about landforms through a YouTube video, group discussion, and identifying landforms in their favorite movies on the class Facebook page. The teacher will introduce the lesson with a Voki, show the YouTube video, lead a discussion, and have students comment on landforms in movies on the class Facebook page. Students will be evaluated based on their participation in the discussion and Facebook activity.
Presentation2
This document discusses Darwin's theory of evolution by natural selection. It explains that Darwin observed greater diversity of species during his travels than in his native country, which led him to propose that all species gradually change over time and descend with modification from other species. Modern understandings incorporate genetics, showing how mutations in DNA can provide variation for natural selection to act upon. Fossil evidence also documents how life has changed over time.
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Pavlovian Society Meeting Poster-version 6
Females acquired auditory fear conditioning faster than males when exposed to 5 tone-shock pairings, freezing more during tones 3 and 5. Females also showed a preference for exploring a novel object compared to males. In the Morris water maze, females outperformed males in spatial learning when a prominent landmark cue was present, relying more on landmarks while males relied more on geometric cues. The results indicate sex differences in hippocampus-dependent tasks, with females dominating in some contexts. These findings should influence experimental designs and clinical treatments by considering potential sex-based differences.
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Presenter: John A. Pollock, Partnership in Education, Duquesne University
This presentation will provide advice through examples of successful and not so successful interactive media projects. Our perspective is from an academic world, where evaluation and assessment are integrated into the entire logic model of development and workflow. Out goal is to produce innovative and engaging resources that enrich STEM and health literacy. While our target audience are late elementary through middle-school tweens, projects are developed with a general public audience in mind. Many projects have benefited from development carried out in concert with co-development of exhibits for local science museums, which then transition to schools and general public use. The materials produced have included animated digital dome, group interactive media, single-player video games, Apps, and interactive museum exhibits, tangible exhibits, comic books and broadcast television. Published studies on statistically significant learning will be discussed along with the imperative undercurrent of the need for the gaming experience to be fun.
Gorillas’ use of the escape response in object choice memory tests
The ability to monitor and control one’s own cognitive states, metacognition, is crucial for effective learning and problem solving. Although the literature on animal metacognition has grown considerably during last 15 years, there have been few studies examining whether great apes share such introspective abilities with humans. Here, we tested whether four gorillas could meet two criteria of animal metacognition, the increase in escape
responses as a function of task difficulty and the chosenforced
performance advantage. During testing, the subjects participated in a series of object choice memory tests in which a preferable reward (two grapes) was placed under one of two or three blue cups. The apes were required to correctly select the baited blue cup in this primary test. Importantly, the subjects also had an escape response (a yellow cup), where they could obtain a secure but smaller reward (one grape) without taking the memory test. Although the gorillas received a relatively small number of
trials and thus experienced little training, three gorillas
significantly declined the memory tests more often in difficult
trials (e.g., when the location of the preferred reward conflicted with side bias) than in easy trials (e.g., when there was no such conflict). Moreover, even when objective cues were eliminated that corresponded to task difficulty, one of the successful gorillas showed evidence suggestive of improved memory performance with the help of escape response by selectively avoiding trials in which he would be likely to err before the memory test actually proceeded. Together, these findings demonstrate that at least some gorillas may be able to make optimal choices on the basis
of their own memory trace strength about the location of the preferred reward.
Radioactivity
This document outlines a four-day lesson plan to teach ninth grade students about radioactive decay. The students are a diverse group, with most being Caucasian males. Over the four days, students will be introduced to radiation terms and examples of different radiation types. They will participate in a flipped lesson using online videos and a webquest. Hands-on activities include using a cloud chamber and listening to a podcast. The goal is for students to differentiate between particle and energy emissions from radioactive decay with 80% accuracy after the lessons involving discussions, labs, videos, and written work.
Introduction to Natural Science
This document provides an overview of the key concepts in the natural sciences, with a focus on biology. It defines biology as the scientific study of life, covering broad topics like zoology, biology, and microbiology. The document outlines some of the fundamental characteristics of life, such as the ability to capture and use energy/materials, sense and respond to the environment, and reproduce. It encourages students to study natural sciences like biology to better understand how many events relate to life. It provides instructions to find a newspaper article on a topic directly relevant to biology and justify its connection. Recommended reference materials on biology concepts and subdisciplines like zoology are also listed.
Relevant Science Learning Paths for Preschool - Rochel Gelman
The document discusses research conducted by collaborators from various universities on science learning in preschoolers. It summarizes key findings from cognitive science that young children have abilities relevant to learning science concepts. The research involved teaching preschoolers about observations using their senses, plant and animal life cycles, and parent-offspring relationships through hands-on activities and assessments before and after the instruction. The findings showed preschoolers can learn important science concepts when instruction builds on their natural inquisitiveness and existing knowledge.
BIOL 101 Comprehensive Final Exam – Essay Portion U.docx
BIOL 101
Comprehensive Final Exam – Essay Portion
University of Maryland University College
Directions: Please complete the AnswerSheet file electronically and submit it via Assignments by March 6th
at 11:59 PM ET. Save your AnswerSheet in the following format: “LastName FINAL” (e.g., SmithFINAL).
Sources: You may use any electronic or print source from BIOL 101. When appropriate, you may use the
internet to locate additional supporting evidence (look for questions requiring it). AS ALWAYS, BE SURE TO
CITE ANY EXTERNAL RESOURCES YOU USE NEXT TO THE APPROPRIATE QUESTION.
Note: you may not consult any “living” resource in or out of this class, so do not seek assistance from your
peers or any other person. All essays will be run through the anti-plagiarism website, TurnItIn.com, and any
plagiarized material will be given a zero.
This exam is worth 200 points or 20% of your total grade. This section of the exam is essay, which is worth
100 pts (or half of the total points for the final exam). The other half of the final exam is a series of multiple-
choice questions, which is a separate link in our LEO classroom. Read the directions carefully below—you
have some choice in the Essay section. If you have any questions, e-mail me.
SHORT ESSAY QUESTIONS:
Complete all three. Answers should not exceed 1-2 paragraphs for each question. Worth 10 points each.
1. A population of grasshoppers in the Kansas prairie has two color phenotypes, green and brown.
Typically, the prairie receives adequate water to maintain healthy, green grass. Assume a bird that
eats grasshoppers moves into the prairie. How will this affect natural selection of the grasshoppers?
How might this change in a drought year?
2. Using material from this class, support the following statement with at least five pieces of evidence: a
plant-based (or vegetarian) diet is good for your health and the planet. Be sure to cite any external
evidence you use.
3. DNA and RNA are similar yet distinct components of the cell. Describe three differences between
RNA and DNA with respect to their chemical composition and structure. Provide a detailed
description of each characteristic you chose in your response.
ESSAY QUESTIONS:
Pick FIVE to answer—ONE FROM EACH PAIR. Each answer should be approximately 3-4 paragraphs in
length—maximum. Worth 14 points each.
4. Molecules of life and Cells (PICK A OR B TO ANSWER)
A. Pick three animal organelles and compare each one to a department or feature in a grocery or
department store. In other words, the organelles in a cell are analogous to various machines
and/or features in a store.
B. List the four “large molecules of life.” Identify their composition and structure, and describe one
function they perform in the cell.
5. Combining Micro and Macro concepts (PICK A OR B TO ANSWER)
A. Water is crucial for life as we know it. One of the most important char ...
Nikon Small World, Photography Competition 2015
The document provides information on the winners of the 41st annual Nikon Small World photography competition, which recognizes excellence in microscopy photography. It lists the names, locations, subjects, and techniques of over 50 award-winning microscopy photographs from researchers and scientists around the world. The photographs covered a wide range of subjects from biological specimens to chemical compounds at various levels of magnification.
Module 8 technology project
Thank you for the feedback. I've updated my model based on your suggestions.
Module 8 technology project
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Module 8 technology project
Thank you for the feedback. I've updated my model based on your suggestions.
Student Teaching Work Sample
This project consists of the findings of a research project conducted as a student teacher. The purpose was to show my teaching had an impact on student learning, statistic analysis was used to prove my teaching had an impact on student learning. In the end, it was proven my teaching had an impact on student learning.
Curriculum Plan Presentation
Green Kids Media presents an interactive educational program called Green Kids that teaches children science concepts through adventures with animal characters. The program was created by Lynn Rogoff to motivate students to engage with science and sustainability issues. It uses game-based learning to bring science standards to life and allow students to virtually experience science worldwide. The program aims to expand through partnerships with educators, publishers, and corporations to develop classroom materials and research how children respond to interactive green education.
Module 8 technology project
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The Subject-Experimenter Contract A Reexamination of Subjec.docx
The Subject-Experimenter Contract: A Reexamination of
Subject Pool Contamination
Kitty Klein
Brian Cheuvront
North Carolina State University
W e conducted three experiments to investigate: ( a ) the extent to
which student research participants believe they will disclose de-
tuils of their experiences, ( b ) how much subjects uctually will
disclose immediately following a request not to reveal i n f o m -
tion, and ( c ) how much they will disclose after a 2-week interval.
Disclosure rates increused across the experiments. In the first
experiment, one fifth of the subjects indicated that they probably
would not preserve confidentiality, whether or not they believed it
was important to do so. In the second experiment, signing a pledge
not to discuss the experiment resulted in less disclosure, but over
one third o f the subjects revealed information to a confederate. In
the third experiment, promising students anonymity increased
disclosure; 85% of the subjects disclosed information, The results
indicate thut failure to heed requests for confidentiality may be ( 1
widespread problem in college subject pools.
In recent years, we have seen a renewed concern that
undergraduate students enjoy an ethical and educational
experience when they participate in psychological experi-
ments. Britton (1987) expressed concern that the direct
educational benefits of serving as a research participant are
sufficient t o justify the costs to the individuals involved.
Kimble (1987) and Korn (1988) outlined the educational
benefits students should expect. They emphasized that re-
search participants have a right to a discussion of the topic of
interest, a n explanation of the procedures followed, and a
summary of the results. Nonetheless, Coulter (1986) re-
ported that a substantial number of her undergraduates con-
sidered their research participation as "boring, irrelevant,
and a waste of time" (p. 3 17). She urged experimenters to
prepare debriefings that will educate, rather than simply
dismiss, student subjects.
Another side of this ethical coin has received little discus-
sion. With the exception of Korn's (1988) list of participant
responsibilities, the rights of the experimenter are rarely
addressed. O n e of these rights, the participant's responsihil-
~ t y to honor the researcher's request not to discuss the study
with anyone else who might be a participant, was the impe-
tus for our article. T h e problem is essentially one of subject
pool contamination. Revealing information about a n ex-
perimental procedure or outcome may affect the willingness
of other students to volunteer for a particular experiment
and may alter their behavior if they do participate. As Mar-
ans (1988) noted, leaked information has the potential to
threaten the internal validity of our results.
Subject pool contamination has received some empirical
attention, alheit very little. Evidence appears mixed on the
se.
Technology writing research project
This document outlines an animal research project for third grade students. It includes standards, materials, procedures, and a rubric. Students will work in groups to research an animal using online resources and create a Popplet concept map. Over several class periods, they will research and take notes on the animal's physical characteristics, habitat, diet, and interesting facts. They will then compile this information into a Popplet to demonstrate their learning.
Technology writing research project
This document outlines an animal research project for third grade students. It includes standards and objectives related to language arts, science, and technology. Students will work in small groups to research an animal of their choice using online resources and create a Popplet concept map presenting facts about the animal's physical characteristics, habitat, diet, and other interesting facts. The project provides a multi-day plan for students to research different aspects of their animal each day and compile their findings.
Chapter 1 Introduction to Biology
Biology is the science that studies living organisms and life processes. It uses the scientific method and is divided into many branches and fields that overlap, such as botany, zoology, anatomy, and physiology. Understanding biology helps explain how and why living systems function. Modern biology builds on knowledge contributed by biologists over generations and benefits from tools like microscopy, DNA sequencing, and gene cloning. Rapid development in areas like biotechnology and molecular biology characterize 21st century biology.
Technology research project
This document outlines an animal research project for third grade students. It includes standards and objectives related to language arts, science, and technology. Students will work in small groups to research an animal of their choice using online resources and create a concept map using Popplet. The project provides guidance on multi-day instructional procedures for students to research the physical characteristics, habitat, diet, and interesting facts about their chosen animal.
Sciencestandardtest
This science lesson plan spans a week and focuses on classifying animals and their characteristics. On Monday, students create a KWL chart about different animals. They classify animals as reptiles, fish, amphibians, mammals, or birds. On Tuesday, students place pictures of animals into the correct categories and learn about vertebrates and invertebrates. They choose an animal to research. On Wednesday, students take a field trip to the zoo to observe animals and habitats. On Thursday, students research their chosen animal online and create a diorama habitat and shoebox report. On Friday, students measure animal lengths and continue working on reports before presenting and quizzing each other.
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More from Jeremiah Williamson
Cell theory webquest prime revised
You have been awarded a time machine trip by the Institute of Scientific Thought to research scientists who contributed to the cell theory. You will visit Zacharias Jansen, Robert Hooke, Anton Van Leeuwenhoek, Matthias Schleiden, Theodor Schwann, and Rudolf Carl Virchow to learn about their contributions, backgrounds, and additional facts. Upon returning, you must create a presentation with a partner to determine who most deserves a trip to the future.
Cell unit plan day 3a
This lesson plan is for a 10th grade cell biology class comprised of 20 students between ages 14-16, mostly female. The plan aims to teach students about cell organelles through a Twitter feed, Zunal webquest, and group work using various technologies. Students will break into small groups to research organelles online and discuss their roles. They will then tweet about and discuss organelles on a class blog to demonstrate their understanding. The teacher will monitor participation and provide assistance, evaluating comprehension through the Twitter feed and blog assignments.
Cell unit plan day 5
This document provides a lesson plan for a cell biology class. The class has 20 students between grades 10-11, with most being female. An analysis of learning styles found a mix of visual, audio, and reading learners. The lesson will use a smart board, videos, and experiments to teach students about cell size and surface area to volume ratio. Students will tweet about these topics and present comparisons of cells to other systems to evaluate their understanding.
Cell unit plan day 4
This document provides a lesson plan for a cell biology class. The class has 20 students between grades 10-11, with most being female. Learning styles like visual, audio and reading will be addressed. Students are expected to have basic computer skills. The objective is for students to tweet accurately about the cell membrane after learning activities. A lecture using videos and slides will be followed by tweets to the class Twitter to evaluate understanding. Feedback will help revise and improve future lessons.
Cell unit plan day 3
This document provides a lesson plan for a cell organelles unit. It describes the students as being mostly female 10th and 11th graders from various ethnic backgrounds. The plan incorporates various learning styles through group work and technology use. Students will use a Twitter feed, webquest, and blog to learn about cell organelles and their functions. They will work in small groups online to research different organelles and discuss challenges that would arise from removing an organelle from a cell. Their understanding will be evaluated through their Twitter posts and blog assignments.
Cell unit plan day 2
This document outlines a lesson plan for a cell organelles unit. It describes the characteristics of the 20 students in the class, who are mostly 10th graders. Students will learn about cell organelles through a Zunal WebQuest involving videos, blogs and other online resources. They will work in small groups using devices like laptops and smartphones to research the organelles. Throughout the lesson, students will tweet about the organelles in a class Twitter feed to demonstrate their understanding. Their knowledge will be further evaluated at the end of the 3-day lesson through a blog assignment.
Cell unit plan day 1
The document outlines a lesson plan for a cell biology class. It describes the 20 students in the class, who range in age from 14-16, and analyzes their learning styles and basic competencies. The objective is for students to tweet about cell theory and scientists' contributions after participating in a WebQuest and video. Students will break into small groups to complete the WebQuest using devices provided. Their understanding will be evaluated based on tweets and a subsequent presentation.
Critical thinking in the 21rst century (1)
This document defines critical thinking as the art of analyzing and evaluating information to improve understanding. It lists key critical thinking skills like knowledge, comprehension, application, analysis, synthesis, and evaluation. The document emphasizes the importance of critical thinking for determining what is factual versus fictional and avoiding bias. It suggests critical thinking is especially important for properly evaluating information in the digital age. As an example, the document proposes an activity where students analyze and critique advertisements to identify ambiguous terms and images used to potentially mislead audiences.
Revised poster 2
Cell size is important because it impacts the surface area to volume ratio, which determines how quickly materials can move in and out of the cell via diffusion. The surface area to volume ratio is calculated by dividing the surface area by the volume. While animal cell sizes are generally consistent, cell size can still influence cellular functions.
The cell membrane
The cell membrane is a fluid mosaic structure composed of a phospholipid bilayer with hydrophobic tails facing inward and hydrophilic heads facing outward. Embedded in this bilayer are transmembrane proteins that act as gates and channels to selectively control the passage of molecules like glucose and ions in and out of the cell through diffusion or active transport processes. The membrane surrounds intracellular structures like mitochondria, the Golgi apparatus, nucleus, lysosomes, and endoplasmic reticulum in eukaryotic cells.
Cell theory webquest prime
You have been selected to travel through time using a time machine to research scientists who contributed to the cell theory. You will visit scientists such as Robert Hooke, Anton van Leeuwenhoek, Matthias Schleiden and Theodor Schwann to learn about their discoveries and how they advanced the understanding of cells. After completing your time travel research, you will collaborate with a partner to create a presentation arguing which scientist made the most significant contribution to the development of the cell theory. Your presentation will be evaluated based on criteria such as mastery of the subject, organization, and communication skills.
Cell theory webquest prime
You have been selected to travel through time using a time machine to research scientists who contributed to the cell theory. You will visit scientists such as Robert Hooke, Anton van Leeuwenhoek, Matthias Schleiden and Theodor Schwann to learn about their discoveries and how they advanced the understanding of cells. After completing your time travel research, you will collaborate with a partner to create a presentation arguing which scientist made the most significant contribution to the development of the cell theory. Your presentation will be evaluated based on criteria such as mastery of the subject, organization, and language skills.
Cell Size Poster
A poster that demonstrates the size of cells in all animals is set by surface area to volume ratio rather than the overall size of the animal.
Assure assignment
This document outlines a lesson plan for teaching 15 students ages 10-19 about American 4th of July celebrations. The students have varying levels of vision impairment and are of Russian origin but speak English as a second language. The plan involves using audio and visual media like videos and music to immerse the students in 4th of July activities. It includes a mock celebration at a local park and viewing fireworks videos. Students will participate in group activities and be assessed individually at the end to evaluate what they learned.
More from Jeremiah Williamson (14)
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Authoring a personal GPT for your research and practice: How we created the Q...
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
快速办理(UAM毕业证书)马德里自治大学毕业证学位证一模一样
学校原件一模一样【微信：741003700 】《(UAM毕业证书)马德里自治大学毕业证学位证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
ESA/ACT Science Coffee: Diego Blas - Gravitational wave detection with orbita...
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Presentation in the Science Coffee of the Advanced Concepts Team of the European Space Agency on the 07.06.2024.
Speaker: Diego Blas (IFAE/ICREA)
Title: Gravitational wave detection with orbital motion of Moon and artificial
Abstract:
In this talk I will describe some recent ideas to find gravitational waves from supermassive black holes or of primordial origin by studying their secular effect on the orbital motion of the Moon or satellites that are laser ranged.8.Isolation of pure cultures and preservation of cultures.pdf
Isolation of pure culture, its various method.
Immersive Learning That Works: Research Grounding and Paths Forward
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
在线办理(salfor毕业证书)索尔福德大学毕业证毕业完成信一模一样
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本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
waterlessdyeingtechnolgyusing carbon dioxide chemicalspdf
The technology uses reclaimed CO₂ as the dyeing medium in a closed loop process. When pressurized, CO₂ becomes supercritical (SC-CO₂). In this state CO₂ has a very high solvent power, allowing the dye to dissolve easily.
The cost of acquiring information by natural selection
This is a short talk that I gave at the Banff International Research Station workshop on Modeling and Theory in Population Biology. The idea is to try to understand how the burden of natural selection relates to the amount of information that selection puts into the genome.
It's based on the first part of this research paper:
The cost of information acquisition by natural selection
Ryan Seamus McGee, Olivia Kosterlitz, Artem Kaznatcheev, Benjamin Kerr, Carl T. Bergstrom
bioRxiv 2022.07.02.498577; doi: https://doi.org/10.1101/2022.07.02.498577
The binding of cosmological structures by massless topological defects
Assuming spherical symmetry and weak field, it is shown that if one solves the Poisson equation or the Einstein field
equations sourced by a topological defect, i.e. a singularity of a very specific form, the result is a localized gravitational
field capable of driving flat rotation (i.e. Keplerian circular orbits at a constant speed for all radii) of test masses on a thin
spherical shell without any underlying mass. Moreover, a large-scale structure which exploits this solution by assembling
concentrically a number of such topological defects can establish a flat stellar or galactic rotation curve, and can also deflect
light in the same manner as an equipotential (isothermal) sphere. Thus, the need for dark matter or modified gravity theory is
mitigated, at least in part.
Randomised Optimisation Algorithms in DAPHNE
Slides from talk:
Aleš Zamuda: Randomised Optimisation Algorithms in DAPHNE .
Austrian-Slovenian HPC Meeting 2024 – ASHPC24, Seeblickhotel Grundlsee in Austria, 10–13 June 2024
https://ashpc.eu/
ESR spectroscopy in liquid food and beverages.pptx
With increasing population, people need to rely on packaged food stuffs. Packaging of food materials requires the preservation of food. There are various methods for the treatment of food to preserve them and irradiation treatment of food is one of them. It is the most common and the most harmless method for the food preservation as it does not alter the necessary micronutrients of food materials. Although irradiated food doesn’t cause any harm to the human health but still the quality assessment of food is required to provide consumers with necessary information about the food. ESR spectroscopy is the most sophisticated way to investigate the quality of the food and the free radicals induced during the processing of the food. ESR spin trapping technique is useful for the detection of highly unstable radicals in the food. The antioxidant capability of liquid food and beverages in mainly performed by spin trapping technique.
Sexuality - Issues, Attitude and Behaviour - Applied Social Psychology - Psyc...
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!
Applied Science: Thermodynamics, Laws & Methodology.pdf
When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
Perhaps most importantly, Thermodynamics rapidly became a primary tool in the advance of applied science/engineering/technology, spanning micro-tech, to aerospace and cosmology. I can think of no better a story to illustrate the breadth of scientific methodologies and applications at their best.
Pests of Storage_Identification_Dr.UPR.pdf
InIndia-post-harvestlosses-unscientificstorage,insects,rodents,micro-organismsetc.,accountforabout10percentoftotalfoodgrains
Graininfestation
Directdamage
Indirectly
•theexuviae,skin,deadinsects
•theirexcretawhichmakefoodunfitforhumanconsumption
About600speciesofinsectshavebeenassociatedwithstoredgrainproducts
100speciesofinsectpestsofstoredproductscauseeconomiclosses
Compexometric titration/Chelatorphy titration/chelating titration
Classification
Metal ion ion indicators
Masking and demasking reagents
Estimation of Magnisium sulphate
Calcium gluconate
Complexometric Titration/ chelatometry titration/chelating titration, introduction, Types-
1.Direct Titration
2.Back Titration
3.Replacement Titration
4.Indirect Titration
Masking agent, Demasking agents
formation of complex
comparition between masking and demasking agents,
Indicators/Metal ion indicators/ Metallochromic indicators/pM indicators,
Visual Technique,PM indicators (metallochromic), Indicators of pH, Redox Indicators
Instrumental Techniques-Photometry
Potentiometry
Miscellaneous methods.
Complex titration with EDTA.
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GBSN - Biochemistry (Unit 6) Chemistry of Proteins
Unit plan presentation 2
- 1. Biology The Animal Cell by Jeremiah Williamson
- 2. Analysis of The Learner 20 students age 14-16, 12 girls, 8 boys 7 African American, 1 Hispanic, 1 Asian, and 11 White 1 Student has mild ADD Students have background in rudimentary biological science
- 3. Main Objective On day six, after webquests, lectures, videos, blogging, podcasts, and using social media, the students will present a comparison of anything they choose and how it is like an animal cell. Students will be expected to make analogies between cell components and their choice of comparison with an 85% accuracy.
- 4. Schedule by Day Day 1- Brief history of biology/cell Day 2-3- Animal cell organelles Day 4- Cell membrane Day 5- Surface area to volume experiment Day 6- Group presentations
- 5. Technology YouTube Smartboard Webquest Google Drive Presentation Posters Podcasts Twitter Facebook
- 6. Works Cited Brooker, R. J., Widmaier, E. P., Graham, L. E., & Stiling, P. D. (2014). Biology (3rd ed., pp. 66-193). New York, NY: McGraw- Hill.