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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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
This document discusses various physical properties of minerals including color, luster, hardness, streak, cleavage, habit, density, and tenacity. It provides details on these properties for specific minerals such as quartz, feldspar, pyrite, and muscovite. The document also discusses the Mohs hardness scale and mechanical properties related to cleavage, tenacity, and how density is calculated.
The document discusses the MYP Technology program at the Canadian International School of Hong Kong. It provides an overview of the integrated approach used in the program and how technology is incorporated across different subject areas like Language A, Sciences, and Humanities. It also outlines how the program develops skills like investigating, planning, creating, and evaluating through challenge-based learning. Finally, it discusses how the MYP Technology program prepares students for future projects and assessments in the IB Diploma Program.
This document outlines a natural science unit on microorganisms. The unit will study where microorganisms can be found, different types of microorganisms like viruses, bacteria, protozoa and fungi. Students will complete tasks like writing a scientific essay and taking a exam to demonstrate their knowledge of microorganisms. Hands-on activities are planned, like examining pond water and mold samples under microscopes. The unit aims to develop learner profile characteristics like being inquirers, thinkers, and communicators by researching microorganisms and their effects on humans and the environment.
The document discusses how heat affects the expansion and contraction of different types of matter. It states that expansion is when the volume of a substance increases as it gains heat, while contraction is when the volume decreases as it loses heat. Gases exhibit the greatest expansion when heated since their particles are far apart and move more freely, while solids expand the least since their particles do not move freely. The document provides examples showing that mercury, expansion joints, and balloons expand in volume when heated by moving particles more rapidly, while rails contract when cooled as the particles slow down and occupy less space.
Rocks are constantly changing and being transformed through various geological processes. Weathering breaks down rocks into sediments which are then eroded and transported by water, wind or ice. The sediments may settle and become compacted into sedimentary rocks through cementation. Heat and pressure metamorphose sedimentary and igneous rocks into different types of metamorphic rocks. Extreme heat melts rocks into magma and their subsequent cooling forms new igneous rocks, completing the continuous rock cycle.
The five kingdoms are: Monera, which contains unicellular prokaryotes that are autotrophic or heterotrophic; Protoctist, containing unicellular or multicellular eukaryotes that are autotrophic or heterotrophic; Fungi, made up of unicellular or multicellular eukaryotes that are heterotrophic; Plants, comprised of multicellular eukaryotes that are autotrophic; and Animals, consisting of multicellular eukaryotes.
HIV is a virus that contains nucleic acid inside a capsid surrounded by a viral envelope. It is extremely small, unable to move on its own, and relies on infecting cells to reproduce. The viral infection process involves the virus entering a cell, using the cell's machinery to produce new viral components, then releasing new viruses to infect other cells.
This is a brief summary of major concepts in general chemistry. Nothing earth-shattering, but the in-class version contains a number of embedded videos, which made that version too big to upload.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
This document discusses various physical properties of minerals including color, luster, hardness, streak, cleavage, habit, density, and tenacity. It provides details on these properties for specific minerals such as quartz, feldspar, pyrite, and muscovite. The document also discusses the Mohs hardness scale and mechanical properties related to cleavage, tenacity, and how density is calculated.
The document discusses the MYP Technology program at the Canadian International School of Hong Kong. It provides an overview of the integrated approach used in the program and how technology is incorporated across different subject areas like Language A, Sciences, and Humanities. It also outlines how the program develops skills like investigating, planning, creating, and evaluating through challenge-based learning. Finally, it discusses how the MYP Technology program prepares students for future projects and assessments in the IB Diploma Program.
This document outlines a natural science unit on microorganisms. The unit will study where microorganisms can be found, different types of microorganisms like viruses, bacteria, protozoa and fungi. Students will complete tasks like writing a scientific essay and taking a exam to demonstrate their knowledge of microorganisms. Hands-on activities are planned, like examining pond water and mold samples under microscopes. The unit aims to develop learner profile characteristics like being inquirers, thinkers, and communicators by researching microorganisms and their effects on humans and the environment.
The document discusses how heat affects the expansion and contraction of different types of matter. It states that expansion is when the volume of a substance increases as it gains heat, while contraction is when the volume decreases as it loses heat. Gases exhibit the greatest expansion when heated since their particles are far apart and move more freely, while solids expand the least since their particles do not move freely. The document provides examples showing that mercury, expansion joints, and balloons expand in volume when heated by moving particles more rapidly, while rails contract when cooled as the particles slow down and occupy less space.
Rocks are constantly changing and being transformed through various geological processes. Weathering breaks down rocks into sediments which are then eroded and transported by water, wind or ice. The sediments may settle and become compacted into sedimentary rocks through cementation. Heat and pressure metamorphose sedimentary and igneous rocks into different types of metamorphic rocks. Extreme heat melts rocks into magma and their subsequent cooling forms new igneous rocks, completing the continuous rock cycle.
The five kingdoms are: Monera, which contains unicellular prokaryotes that are autotrophic or heterotrophic; Protoctist, containing unicellular or multicellular eukaryotes that are autotrophic or heterotrophic; Fungi, made up of unicellular or multicellular eukaryotes that are heterotrophic; Plants, comprised of multicellular eukaryotes that are autotrophic; and Animals, consisting of multicellular eukaryotes.
HIV is a virus that contains nucleic acid inside a capsid surrounded by a viral envelope. It is extremely small, unable to move on its own, and relies on infecting cells to reproduce. The viral infection process involves the virus entering a cell, using the cell's machinery to produce new viral components, then releasing new viruses to infect other cells.
This is a brief summary of major concepts in general chemistry. Nothing earth-shattering, but the in-class version contains a number of embedded videos, which made that version too big to upload.
El-Codigo-De-La-Abundancia para todos.pdfAshliMack
Si quieres alcanzar tus sueños y tener el estilo de vida que deseas, es primordial que te comprometas contigo mismo y realices todos los ejercicios que te propongo para recibieron lo que mereces, incluso algunos milagros que no tenías en mente
Mi Carnaval, sistema utilizará algoritmos de ML para optimizar la distribució...micarnavaltupatrimon
El sistema utilizará algoritmos de ML para optimizar la distribución de recursos, como el transporte, el alojamiento y la seguridad, en función de la afluencia prevista de turistas. La plataforma ofrecerá una amplia oferta de productos, servicios, tiquetería e información relevante para incentivar el uso de está y generarle valor al usuario, además, realiza un levantamiento de datos de los espectadores que se registran y genera la estadística demográfica, ayudando a reducir la congestión, las largas filas y otros problemas, así como a identificar áreas de alto riesgo de delincuencia y otros problemas de seguridad.
61. School Social Community
School Learning Network
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innovación educativa
lunes 19 de diciembre de 11
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lunes 19 de diciembre de 11