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Lab+safety+rules+ppt
1) Students must follow all lab safety rules and conduct themselves responsibly in the lab at all times. This includes no running, horseplay, or pushing.
2) Students must carefully follow all written and verbal instructions, asking the teacher for help if anything is unclear.
3) Proper protective equipment like safety goggles and lab coats should be worn during experiments with chemicals or hazardous substances. Long hair should be tied back and loose clothing secured.
Elementos
El documento proporciona información sobre los elementos químicos más abundantes del universo, la atmósfera terrestre, seres vivos y corteza terrestre. Describe que el hidrógeno, helio y oxígeno son los elementos más comunes en el universo y atmósfera, mientras que el oxígeno, carbono y nitrógeno son los principales componentes de los seres vivos. Explica además que el oxígeno, silicio y aluminio son los elementos más abundantes en la corteza terrestre.
Earth dynamics
- Early theories proposed that continents were fixed, but some scientists believed they moved. Alfred Wegener first proposed the continental drift theory in 1912.
- Wegener's theory was that all continents were once joined together in a supercontinent called Pangea, which then broke apart and drifted to their current positions. He provided geological, fossil, and climate evidence to support this.
- However, Wegener did not explain the mechanism of how continental drift occurred. It was not until the development of the plate tectonic theory in the 20th century that the physical basis for continental movement was understood.
Autoevaluación unidad 3 los polinomios
Este documento presenta cuatro problemas de álgebra sobre polinomios. El primer problema pide hallar la suma y división de tres polinomios dados. El segundo problema pide calcular el valor de k para que el resto de una división sea igual a 5. El tercer problema pide hallar las raíces, factorizaciones y mcm y mcd de dos polinomios. El cuarto problema pide operar y simplificar una expresión polinómica dada.
Lesson 15 protein synthesis
Gene expression involves two steps: 1) transcription of DNA into messenger RNA (mRNA) and 2) translation of mRNA into proteins. During transcription, a specific gene's DNA code is copied into mRNA. The mRNA transcript then exits the nucleus and binds to a ribosome for translation. Translation involves reading the mRNA code in three-nucleotide triplets called codons and bonding the corresponding amino acid, resulting in a chain that forms the final protein product.
Lesson 14 Replication
DNA replication is the process by which a cell makes an identical copy of its DNA during cell division. It occurs during interphase and involves the semiconservative replication of DNA, where the two original DNA strands separate and each serves as a template for a new complementary strand to form, resulting in two identical DNA molecules each with one original and one new strand.
Lesson 13 The DNA molecule
In 1952, Rosalind Franklin obtained a photograph of DNA known as Photograph 51 that helped prove its double helix structure. In 1953, James Watson and Francis Crick described the double helix structure of DNA in the journal Nature. The DNA molecule contains nucleotides with nitrogenous bases that form two antiparallel and complementary strands that twist together in the shape of a double helix.
Lesson 16 mutations
Mutations are caused by mistakes during DNA replication or cell division that produce a new DNA sequence. There are three main types of mutations: gene mutations which create new gene alleles, chromosome structure mutations from errors during crossing over, and numerical mutations resulting from alterations in chromosome number such as trisomies and monosomies. Mutations can have consequences like genetic disorders but also contribute to genetic variability in populations.
Recomendados
Lab+safety+rules+ppt
1) Students must follow all lab safety rules and conduct themselves responsibly in the lab at all times. This includes no running, horseplay, or pushing.
2) Students must carefully follow all written and verbal instructions, asking the teacher for help if anything is unclear.
3) Proper protective equipment like safety goggles and lab coats should be worn during experiments with chemicals or hazardous substances. Long hair should be tied back and loose clothing secured.
Elementos
El documento proporciona información sobre los elementos químicos más abundantes del universo, la atmósfera terrestre, seres vivos y corteza terrestre. Describe que el hidrógeno, helio y oxígeno son los elementos más comunes en el universo y atmósfera, mientras que el oxígeno, carbono y nitrógeno son los principales componentes de los seres vivos. Explica además que el oxígeno, silicio y aluminio son los elementos más abundantes en la corteza terrestre.
Earth dynamics
- Early theories proposed that continents were fixed, but some scientists believed they moved. Alfred Wegener first proposed the continental drift theory in 1912.
- Wegener's theory was that all continents were once joined together in a supercontinent called Pangea, which then broke apart and drifted to their current positions. He provided geological, fossil, and climate evidence to support this.
- However, Wegener did not explain the mechanism of how continental drift occurred. It was not until the development of the plate tectonic theory in the 20th century that the physical basis for continental movement was understood.
Autoevaluación unidad 3 los polinomios
Este documento presenta cuatro problemas de álgebra sobre polinomios. El primer problema pide hallar la suma y división de tres polinomios dados. El segundo problema pide calcular el valor de k para que el resto de una división sea igual a 5. El tercer problema pide hallar las raíces, factorizaciones y mcm y mcd de dos polinomios. El cuarto problema pide operar y simplificar una expresión polinómica dada.
Lesson 15 protein synthesis
Gene expression involves two steps: 1) transcription of DNA into messenger RNA (mRNA) and 2) translation of mRNA into proteins. During transcription, a specific gene's DNA code is copied into mRNA. The mRNA transcript then exits the nucleus and binds to a ribosome for translation. Translation involves reading the mRNA code in three-nucleotide triplets called codons and bonding the corresponding amino acid, resulting in a chain that forms the final protein product.
Lesson 14 Replication
DNA replication is the process by which a cell makes an identical copy of its DNA during cell division. It occurs during interphase and involves the semiconservative replication of DNA, where the two original DNA strands separate and each serves as a template for a new complementary strand to form, resulting in two identical DNA molecules each with one original and one new strand.
Lesson 13 The DNA molecule
In 1952, Rosalind Franklin obtained a photograph of DNA known as Photograph 51 that helped prove its double helix structure. In 1953, James Watson and Francis Crick described the double helix structure of DNA in the journal Nature. The DNA molecule contains nucleotides with nitrogenous bases that form two antiparallel and complementary strands that twist together in the shape of a double helix.
Lesson 16 mutations
Mutations are caused by mistakes during DNA replication or cell division that produce a new DNA sequence. There are three main types of mutations: gene mutations which create new gene alleles, chromosome structure mutations from errors during crossing over, and numerical mutations resulting from alterations in chromosome number such as trisomies and monosomies. Mutations can have consequences like genetic disorders but also contribute to genetic variability in populations.
Assessment criteria nc 2014 1º
This document outlines the assessment criteria for a Year 1 natural science course. It is divided into 4 equally weighted criteria: A) Knowing and understanding, B) Inquiring and designing, C) Processing and evaluating, and D) Reflecting on impacts of science. Each criterion is further defined by 4 achievement levels that range from limited to excellent performance. Descriptors provide details on what students are expected to demonstrate at each achievement level.
Cells
Cells can be either prokaryotic or eukaryotic. Prokaryotic cells like bacteria are smaller and lack a nucleus and organelles, while eukaryotic cells like animal and plant cells are larger with a nucleus enclosed by a membrane and various organelles. Plant cells differ from animal cells in that plant cells have a cell wall, chloroplasts for photosynthesis, and a large central vacuole.
Temperature
Temperature is a measurement of the amount of heat in a system and can be measured using different types of thermometers like alcohol thermometers, clinical thermometers, and thermometers used to measure atmospheric temperature. There are different temperature scales like Fahrenheit, Celsius, and Kelvin where water boils at 212°F and 100°C, and freezes at 32°F and 0°C.
Ppt scientific method
This document outlines the scientific method, which is a step-by-step process scientists use to answer questions. The key steps include making observations, asking questions, conducting background research, formulating a hypothesis, designing and conducting an experiment, collecting and analyzing data, drawing conclusions, and communicating results. Some important aspects of experiments are identifying variables, using control and experimental groups, recording data in tables and graphs, and stating whether results support the original hypothesis. Following the scientific method helps ensure experiments are logical, evidence-based, and reproducible.
Assessment criteria nc 2014 2º
The document outlines the assessment criteria for a Year 3 natural science course. It is divided into 4 equally weighted criteria: A) Knowing and understanding, B) Inquiring and designing, C) Processing and evaluating, and D) Reflecting on impacts of science. Each criterion is further defined by 3-5 objectives and describes achievement levels from 0-8 that represent a student's performance and understanding.
MYP Introduction 2014
This document provides an overview of a unit on plants for a 1oESO (1st year of secondary education) natural science class. It will cover key concepts about plants like classification, reproduction, nutrition, and relationships with other organisms and humans. Students will develop communication, collaboration, organization, reflection and research skills. Assessment tasks will include a project on deforestation, a test on the plant kingdom, activities on the scientific method, and a lab on seed germination. The unit aims to develop learner profile attributes such as being inquisitive, knowledgeable, and open-minded.
Heat
Heat is the transfer of thermal energy between objects due to a difference in temperature, with heat flowing from the hotter object to the colder one. Heat is measured in joules or calories, with 1 joule equal to 0.24 calories and 1 calorie equal to 4.186 joules. Heat is a form of energy in transit between objects rather than a property of the object.
Heat transfer
Conduction is the transfer of heat through direct contact of particles in solids, with good conductors like metals allowing easy transfer while insulators impede it. Convection transfers heat in liquids and gases through the movement of currents caused by less dense warmer particles rising and denser cooler particles sinking. Radiation transfers heat via electromagnetic waves without contact between the source and substance, as occurs in a greenhouse where solar radiation warms plants which then emit radiation.
Myp intro 2014 unit 3 2º
This document outlines a unit plan for a Natural Science class focusing on ecosystems. The unit will examine key concepts around ecosystems like nutrition levels, trophic chains, energy and matter transfer, and biotic relations. Students will develop skills in areas like communication, collaboration, organization, reflection, information literacy, critical thinking, and transferring skills across disciplines. The unit will assess students through projects, tests, essays and activities focusing on objectives related to ecosystems. It aims to develop learner profiles like being inquisitive, knowledgeable, thoughtful, communicative and reflective.
Introducción 1º
This document outlines the key information for a 1oESO science course. It includes the six units that will be covered: A Small Blue Planet in the Endless Space; Are We Similar to Animals?; Inmobile, but Alive; Microbes Everywhere!!; The Earth Around Us: Geosphere Atmosphere and Hydrosphere; and Everything Is Made of Energy. It details the required materials, assessment criteria based on MYP standards, laboratory expectations and safety rules, and classroom rules. Consequences for breaking rules include point deductions, detention, and loss of credit for exams involving cheating.
Myp intro 2014 unit 2 2º
This document outlines the key concepts, skills, and assessments for a Natural Science unit on how living beings interact with and reproduce in ecosystems. The unit will examine sexual and asexual reproduction in animals and plants, and how interaction and reproduction impact an organism's role. Students will develop communication, collaboration, organization, reflection, and critical thinking skills. Assessments include an exam on interaction and reproduction, a lab assignment on the scientific method and graphing, and activities applying knowledge to vital functions. The unit aims to develop characteristics of the IB learner profile such as being inquisitive, knowledgeable, and reflective.
Energy sources
This document discusses various renewable and non-renewable energy sources used to produce electricity. It provides information on coal, natural gas, oil, uranium, and renewable sources such as hydroelectric, biomass, solar, wind, geothermal, and tidal energy. For each energy source, it describes what it is, where it comes from, and common uses.
Introducción pai unit 2 1º 2014
This document outlines the key concepts and objectives for a Natural Science unit on how similar humans are to animals. The unit will examine cell structure and function, the classification of living beings, and different types of invertebrates and vertebrates. Students will develop communication, collaboration, research, and critical thinking skills. Assessment tasks include designing an NGO to protect biodiversity, exams on living beings and animals, microscope labs, and activities applying knowledge to the Earth and universe. The unit aims to develop characteristics of the IB learner profile such as being inquisitive, knowledgeable, and reflective.
ynnoova: Actualidad en el Mundo
Una perspectiva de la situación mundial y particular de España.
¿que nos ocurre? ¿porqué? ¿qué podemos hacer?
Tecnología, Innovación, Educación y Sencillez, una receta para el éxito.
Project guidelines
Este documento proporciona las pautas para un proyecto de ciencias sobre el crecimiento de cristales de ADP a diferentes temperaturas. Los estudiantes trabajarán en equipos para diseñar un experimento que pruebe si los cristales de ADP crecen más en temperaturas más cálidas. Deberán llevar un cuaderno de laboratorio detallando los pasos del experimento y crear un póster científico en inglés y español con la pregunta, hipótesis, procedimiento experimental y conclusiones.
Myp unit 3 introduction 2º
This document provides an overview of the key concepts and activities to be covered in a Natural Science unit on the Sun's role as the engine that powers the Earth. The unit will study solar radiation, the atmosphere and its layers/composition, and meteorology. It will examine how the Sun modifies the landscape and how humans are affected by its radiation. Students will conduct a laboratory activity measuring density and solve problems about the external energy of planets. The unit aims to develop approaches to learning skills like time management and working in groups. It also seeks to cultivate characteristics of the IB learner profile such as being inquirers, thinkers, and reflective.
Energy characteristics
Energy is defined as the ability of a system to do work or produce a change or effect, and is measured in joules. Energy can be transported, transformed, transferred, preserved, degraded, and stored, with key characteristics including its ability to change forms and move between systems.
Unit 1 MYP intro 1º
This unit will cover concepts about the universe, solar system, and Earth. Students will study the Milky Way, planets in the solar system, Earth's movements, the moon, and tides and eclipses. The unit is focused on how Earth is part of a larger interconnected system and how changes in that system can affect Earth. Students will conduct research on space exploration, learn key concepts through an exam and lab activities, and apply their knowledge through additional activities. The unit aims to develop skills like collaboration, communication, problem solving, and conceptual understanding, as well as characteristics of the IB learner profile such as being inquisitive, knowledgeable, and reflective.
Myp introduction unit 4
This document outlines a natural science unit on reducing casualties from earthquakes and volcanoes. It will cover key concepts like the Earth's internal energy and structure, tectonic plates, earthquakes, volcanoes, and tsunamis. Students will demonstrate their knowledge through exams, activities, and essays. They will learn how density and seismic risk are measured, and how to plot coordinates on a map. The unit aims to develop approaches to learning skills and IB learner profile attributes like being inquirers, thinkers, and risk-takers.
Design in the IB Middle Year Program (MYP)
Design projects and Challenge Based Learning in the IB Middle Year Program (MYP). Introduction to the Design Cycle and Assessment.
La geosfera
La geosfera está formada por rocas y minerales. Está compuesta por la corteza, el manto y el núcleo. La corteza terrestre es delgada, de entre 6 y 40 km de espesor, y está formada por rocas silíceas. Los minerales son cuerpos sólidos inorgánicos de composición química y estructura cristalina definidas que se forman de forma natural.
Introducción 1ºESO
Este documento presenta la información sobre un curso de Biología y Geología para estudiantes de 1oESO. Se introduce la profesora Ana Morales y se describen las 12 unidades que componen el plan de estudios para los tres trimestres. También se especifican los materiales necesarios y las normas de evaluación, entrega de tareas, comunicación y conducta en clase teniendo en cuenta las medidas de seguridad por el COVID-19.
Más contenido relacionado
Destacado
Assessment criteria nc 2014 1º
This document outlines the assessment criteria for a Year 1 natural science course. It is divided into 4 equally weighted criteria: A) Knowing and understanding, B) Inquiring and designing, C) Processing and evaluating, and D) Reflecting on impacts of science. Each criterion is further defined by 4 achievement levels that range from limited to excellent performance. Descriptors provide details on what students are expected to demonstrate at each achievement level.
Cells
Cells can be either prokaryotic or eukaryotic. Prokaryotic cells like bacteria are smaller and lack a nucleus and organelles, while eukaryotic cells like animal and plant cells are larger with a nucleus enclosed by a membrane and various organelles. Plant cells differ from animal cells in that plant cells have a cell wall, chloroplasts for photosynthesis, and a large central vacuole.
Temperature
Temperature is a measurement of the amount of heat in a system and can be measured using different types of thermometers like alcohol thermometers, clinical thermometers, and thermometers used to measure atmospheric temperature. There are different temperature scales like Fahrenheit, Celsius, and Kelvin where water boils at 212°F and 100°C, and freezes at 32°F and 0°C.
Ppt scientific method
This document outlines the scientific method, which is a step-by-step process scientists use to answer questions. The key steps include making observations, asking questions, conducting background research, formulating a hypothesis, designing and conducting an experiment, collecting and analyzing data, drawing conclusions, and communicating results. Some important aspects of experiments are identifying variables, using control and experimental groups, recording data in tables and graphs, and stating whether results support the original hypothesis. Following the scientific method helps ensure experiments are logical, evidence-based, and reproducible.
Assessment criteria nc 2014 2º
The document outlines the assessment criteria for a Year 3 natural science course. It is divided into 4 equally weighted criteria: A) Knowing and understanding, B) Inquiring and designing, C) Processing and evaluating, and D) Reflecting on impacts of science. Each criterion is further defined by 3-5 objectives and describes achievement levels from 0-8 that represent a student's performance and understanding.
MYP Introduction 2014
This document provides an overview of a unit on plants for a 1oESO (1st year of secondary education) natural science class. It will cover key concepts about plants like classification, reproduction, nutrition, and relationships with other organisms and humans. Students will develop communication, collaboration, organization, reflection and research skills. Assessment tasks will include a project on deforestation, a test on the plant kingdom, activities on the scientific method, and a lab on seed germination. The unit aims to develop learner profile attributes such as being inquisitive, knowledgeable, and open-minded.
Heat
Heat is the transfer of thermal energy between objects due to a difference in temperature, with heat flowing from the hotter object to the colder one. Heat is measured in joules or calories, with 1 joule equal to 0.24 calories and 1 calorie equal to 4.186 joules. Heat is a form of energy in transit between objects rather than a property of the object.
Heat transfer
Conduction is the transfer of heat through direct contact of particles in solids, with good conductors like metals allowing easy transfer while insulators impede it. Convection transfers heat in liquids and gases through the movement of currents caused by less dense warmer particles rising and denser cooler particles sinking. Radiation transfers heat via electromagnetic waves without contact between the source and substance, as occurs in a greenhouse where solar radiation warms plants which then emit radiation.
Myp intro 2014 unit 3 2º
This document outlines a unit plan for a Natural Science class focusing on ecosystems. The unit will examine key concepts around ecosystems like nutrition levels, trophic chains, energy and matter transfer, and biotic relations. Students will develop skills in areas like communication, collaboration, organization, reflection, information literacy, critical thinking, and transferring skills across disciplines. The unit will assess students through projects, tests, essays and activities focusing on objectives related to ecosystems. It aims to develop learner profiles like being inquisitive, knowledgeable, thoughtful, communicative and reflective.
Introducción 1º
This document outlines the key information for a 1oESO science course. It includes the six units that will be covered: A Small Blue Planet in the Endless Space; Are We Similar to Animals?; Inmobile, but Alive; Microbes Everywhere!!; The Earth Around Us: Geosphere Atmosphere and Hydrosphere; and Everything Is Made of Energy. It details the required materials, assessment criteria based on MYP standards, laboratory expectations and safety rules, and classroom rules. Consequences for breaking rules include point deductions, detention, and loss of credit for exams involving cheating.
Myp intro 2014 unit 2 2º
This document outlines the key concepts, skills, and assessments for a Natural Science unit on how living beings interact with and reproduce in ecosystems. The unit will examine sexual and asexual reproduction in animals and plants, and how interaction and reproduction impact an organism's role. Students will develop communication, collaboration, organization, reflection, and critical thinking skills. Assessments include an exam on interaction and reproduction, a lab assignment on the scientific method and graphing, and activities applying knowledge to vital functions. The unit aims to develop characteristics of the IB learner profile such as being inquisitive, knowledgeable, and reflective.
Energy sources
This document discusses various renewable and non-renewable energy sources used to produce electricity. It provides information on coal, natural gas, oil, uranium, and renewable sources such as hydroelectric, biomass, solar, wind, geothermal, and tidal energy. For each energy source, it describes what it is, where it comes from, and common uses.
Introducción pai unit 2 1º 2014
This document outlines the key concepts and objectives for a Natural Science unit on how similar humans are to animals. The unit will examine cell structure and function, the classification of living beings, and different types of invertebrates and vertebrates. Students will develop communication, collaboration, research, and critical thinking skills. Assessment tasks include designing an NGO to protect biodiversity, exams on living beings and animals, microscope labs, and activities applying knowledge to the Earth and universe. The unit aims to develop characteristics of the IB learner profile such as being inquisitive, knowledgeable, and reflective.
ynnoova: Actualidad en el Mundo
Una perspectiva de la situación mundial y particular de España.
¿que nos ocurre? ¿porqué? ¿qué podemos hacer?
Tecnología, Innovación, Educación y Sencillez, una receta para el éxito.
Project guidelines
Este documento proporciona las pautas para un proyecto de ciencias sobre el crecimiento de cristales de ADP a diferentes temperaturas. Los estudiantes trabajarán en equipos para diseñar un experimento que pruebe si los cristales de ADP crecen más en temperaturas más cálidas. Deberán llevar un cuaderno de laboratorio detallando los pasos del experimento y crear un póster científico en inglés y español con la pregunta, hipótesis, procedimiento experimental y conclusiones.
Myp unit 3 introduction 2º
This document provides an overview of the key concepts and activities to be covered in a Natural Science unit on the Sun's role as the engine that powers the Earth. The unit will study solar radiation, the atmosphere and its layers/composition, and meteorology. It will examine how the Sun modifies the landscape and how humans are affected by its radiation. Students will conduct a laboratory activity measuring density and solve problems about the external energy of planets. The unit aims to develop approaches to learning skills like time management and working in groups. It also seeks to cultivate characteristics of the IB learner profile such as being inquirers, thinkers, and reflective.
Energy characteristics
Energy is defined as the ability of a system to do work or produce a change or effect, and is measured in joules. Energy can be transported, transformed, transferred, preserved, degraded, and stored, with key characteristics including its ability to change forms and move between systems.
Unit 1 MYP intro 1º
This unit will cover concepts about the universe, solar system, and Earth. Students will study the Milky Way, planets in the solar system, Earth's movements, the moon, and tides and eclipses. The unit is focused on how Earth is part of a larger interconnected system and how changes in that system can affect Earth. Students will conduct research on space exploration, learn key concepts through an exam and lab activities, and apply their knowledge through additional activities. The unit aims to develop skills like collaboration, communication, problem solving, and conceptual understanding, as well as characteristics of the IB learner profile such as being inquisitive, knowledgeable, and reflective.
Myp introduction unit 4
This document outlines a natural science unit on reducing casualties from earthquakes and volcanoes. It will cover key concepts like the Earth's internal energy and structure, tectonic plates, earthquakes, volcanoes, and tsunamis. Students will demonstrate their knowledge through exams, activities, and essays. They will learn how density and seismic risk are measured, and how to plot coordinates on a map. The unit aims to develop approaches to learning skills and IB learner profile attributes like being inquirers, thinkers, and risk-takers.
Design in the IB Middle Year Program (MYP)
Design projects and Challenge Based Learning in the IB Middle Year Program (MYP). Introduction to the Design Cycle and Assessment.
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Más de aimorales
La geosfera
La geosfera está formada por rocas y minerales. Está compuesta por la corteza, el manto y el núcleo. La corteza terrestre es delgada, de entre 6 y 40 km de espesor, y está formada por rocas silíceas. Los minerales son cuerpos sólidos inorgánicos de composición química y estructura cristalina definidas que se forman de forma natural.
Introducción 1ºESO
Este documento presenta la información sobre un curso de Biología y Geología para estudiantes de 1oESO. Se introduce la profesora Ana Morales y se describen las 12 unidades que componen el plan de estudios para los tres trimestres. También se especifican los materiales necesarios y las normas de evaluación, entrega de tareas, comunicación y conducta en clase teniendo en cuenta las medidas de seguridad por el COVID-19.
Covid 19 mitos y preguntas
Este documento resume información sobre mitos y preguntas comunes sobre el COVID-19. Explica brevemente que el virus fue transmitido de murciélagos a humanos, probablemente a través de pangolines, y que ha habido pandemias similares en el pasado como la peste negra y la gripe española. Aclara que las mascarillas y el distanciamiento social son útiles pero no hay un tratamiento o cura confirmada actualmente. Concluye instando a la gente a no entrar en pánico y a confiar en las recomendaciones de expert
Embryonic development
This document describes three different types of reproduction: viviparous reproduction where embryos develop inside the female body, such as in mammals; oviparous reproduction where embryos develop inside eggs outside the female body, as seen in birds and reptiles; and ovoviparous reproduction where embryos develop in eggs that are retained inside the female body, like in some fish, snakes and lizards.
Anaya interaction function process
The document describes the interaction function process in 3 steps: 1) A bird's visual (light) and auditory (chirping) signals are captured by a cat's sensory organs. 2) The sensory organs send this information to the cat's central nervous system. 3) The central nervous system processes the information and sends a signal to the cat's muscles to respond by trying to catch the bird.
Anaya interaction in plants
Plants react to stimuli in three main ways: tropisms, nastic movements, and changes in vital processes. Tropisms are directional growth responses to stimuli like light, gravity, water, and touch. Nastic movements involve rapid reversible movements of plant parts in response to light or touch. Changes in vital processes alter processes like flowering, fruiting, and leaf drop in response to seasonal factors such as temperature, daylight hours, and length of night.
Biomes
The document describes several different biomes:
- Tundra biome experiences extremely low temperatures, permanently frozen soil, short summers, and small, low-growing plants like moss, lichens, and grass. Common animals include reindeer and arctic fox.
- Temperate forest biome has four seasons, abundant rainfall, deciduous trees, and animals like black bears, deer, foxes that may hibernate or migrate.
- Mediterranean biome, found in areas like California and Chile, has very warm, dry summers and mild winters with little rainfall and plants like cork oak and olive trees.
- Savanna biome has irregular rainfall with a long dry season and short rainy season,
Mussel dissection
This document describes the anatomy of a mussel by labeling its external and internal parts, including the hinge, siphons, mantle, foot, and various muscles. It also notes differences in the shape and positioning of muscles between mussel species found in California versus the Bay.
How to write a science essay
The document provides instructions for writing an essay that will be assessed using Criterion D of the MYP. It outlines that students will be assigned an essay topic by their teacher about a problem that can be solved through science. It describes the requirements of Criterion D which are to summarize how science solves the problem, describe the implications, use scientific language, and cite sources. The document provides guidance on researching the topic, outlining the essay, and using a specific structure including an introduction, body, and conclusion. It emphasizes using evidence from reliable sources and citing sources both in text and in a reference list.
Ppt scientific method no variables
This document outlines the scientific method, which is a step-by-step process scientists use to answer questions. The key steps are: 1) making an observation and asking a question, 2) conducting background research, 3) formulating a hypothesis, 4) designing and conducting an experiment, 5) collecting and analyzing data, 6) drawing conclusions, and 7) communicating results. The overall process allows hypotheses to be tested systematically through observation, experimentation, and data analysis.
Estados de la materia
Este documento describe los estados de la materia (sólido, líquido y gas) y los cambios entre ellos causados por variaciones de temperatura. Explica que la materia está compuesta de partículas en constante movimiento y que los estados difieren en la proximidad y atracción entre las partículas. Proporciona los puntos de fusión y ebullición de algunas sustancias como el agua, alcohol, hierro y mercurio para ilustrar los cambios de estado.
Tabla periódica
The document presents the periodic table of elements. It lists each element's atomic symbol and name. The elements are arranged in rows and columns with elements in the same column having similar properties and elements in the same row having the same number of electron shells. Some key regions are identified, including the lanthanides and actinides series of elements.
áTomos y moléculas
El documento describe la estructura de los átomos, moléculas y cristales. Explica que los átomos se organizan en moléculas simples o compuestas, y en cristales simples o compuestos. También define la fórmula química como una representación de los elementos que componen una sustancia, indicando los símbolos de cada elemento y el número de átomos.
Hidrosfera
La mayor parte del agua en la Tierra se encuentra en los océanos, que representan el 97% del total. El 3% restante de agua dulce se distribuye principalmente entre el hielo (68.7%), el agua subterránea (30.1%) y el agua superficial (0.3%). El agua es esencial para la vida y se originó hace 4500 millones de años a partir de la condensación del vapor de agua presente en la atmósfera primitiva de la Tierra.
Rocas metamórficas
El documento describe las diferentes categorías de rocas metamórficas, las cuales se forman cuando las rocas son sometidas a gran presión y temperatura. Las rocas metamórficas se dividen en foliadas (laminadas) como la pizarra y el schist, y no foliadas (cristalinas) como el mármol y la cuarcita. Cada tipo de roca metamórfica se caracteriza por sus propiedades físicas y composición química.
Rocas sedimentarias
Las rocas sedimentarias se forman a partir de la acumulación y cementación de granos de sedimentos como arena, limo y arcilla, o a partir de la precipitación química de minerales como la caliza. Existen varios tipos principales de rocas sedimentarias, incluyendo rocas detríticas formadas por la acumulación de sedimentos transportados por el agua o el viento, rocas químicas como la caliza y las evaporitas, y rocas orgánicas.
Rocas orgánicas
El documento habla sobre los orígenes del petróleo. El petróleo se formó a partir de restos de plantas y plancton que vivieron hace millones de años, los cuales quedaron enterrados bajo tierra y sometidos a enormes presiones y temperaturas durante millones de años, transformándolos en petróleo.
Rocas metamórficas
El documento describe las diferentes categorías de rocas metamórficas, las cuales se forman cuando las rocas son sometidas a gran presión y temperatura. Las rocas metamórficas se dividen en foliadas (laminadas) como la pizarra y el schist, y no foliadas (cristalinas) como el mármol y la cuarcita. Cada tipo de roca metamórfica se caracteriza por sus propiedades físicas y composición química.
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