9.1 activity and rubrics
Download as DOCX, PDF2 likes1,003 views
This science activity aims to teach students about seismic waves through defining them, differentiating the types of seismic waves, and recognizing their importance in studying the Earth's interior. Students will complete an organizer with information about seismic waves and answer questions differentiating surface waves from body waves and which type of waves are most useful to seismologists and why. The activity was adopted from a Grade 10 science textbook to teach about seismic waves.
1 of 1
Download to read offline
Recommended
Introduction to Dance
Introduction to DanceHeart Break Institution
Ìý
for educational purposes.
PLEASE SUPPORT:
BLOGSPOT:
https://sirjeyemlabs.blogspot.com/
YOUTUBE:
https://www.youtube.com/channel/UCZbgFFREv7ocGwr1CliKKcg/featured
FACEBOOK PAGE:
https://www.facebook.com/jaysonlabs29
Dance as an Art
Dance as an ArtHeart Break Institution
Ìý
The document discusses different types of dance including folk dance, ballet, and modern dance. It provides details on the history and characteristics of each dance type, as well as examples of basic techniques. Folk dance encompasses traditional dances passed down through generations that express local culture. Ballet originated in Italy and spread to France, focusing on precise techniques and mime. Modern dance emerged as a rebellion against ballet, allowing free expression through improvisation and a variety of movements.Dance as a Competition
Dance as a CompetitionHeart Break Institution
Ìý
for educational purposes.
PLEASE SUPPORT:
BLOGSPOT:
https://sirjeyemlabs.blogspot.com/
YOUTUBE:
https://www.youtube.com/channel/UCZbgFFREv7ocGwr1CliKKcg/featured
FACEBOOK PAGE:
https://www.facebook.com/jaysonlabs29Q3 l11-charging process
Q3 l11-charging processHeart Break Institution
Ìý
Electrons orbit the nucleus of an atom and are generally negatively charged. Protons are positively charged and combine with electrons and neutrons to form atoms. Neutrons have no charge and determine the isotope of an element. Atoms consist of a nucleus surrounded by electrons, which are made up of protons, neutrons, and electrons. When an element gains protons, it acquires a positive charge, while gaining electrons gives a negative charge. Charging by contact occurs when a charged object transfers some of its charge to a neutral object they touch. Induction charging can also occur without direct contact when a charged object polarizes a nearby neutral object.Q3 l10-electricity
Q3 l10-electricityHeart Break Institution
Ìý
Electricity is a form of energy made up of charges that can produce light, heat, or motion. There are two kinds of electricity: static, which is an electric charge that collects on objects, and current, which is the flow of electric charges through conductors like wires. Electricity produces forces of attraction or repulsion between charged objects through an electric field.Q3 l9-modes of heat transfer
Q3 l9-modes of heat transferHeart Break Institution
Ìý
Heat is transferred in three ways: conduction, convection, and radiation. Conduction involves the direct contact and transfer of heat between particles. Convection involves the transfer of heat by fluid movement, such as warm air rising. Radiation transfers heat through electromagnetic waves and can occur over distances without a medium. The coffee cup will cool to room temperature through conduction and convection, while the popsicle will melt and warm through these processes.Q3 l8-light
Q3 l8-lightHeart Break Institution
Ìý
1) This document covers properties of light and sound, including how light travels faster than sound, is reflected to allow vision, and can be refracted. It also discusses how color is perceived and the basics of hearing including pitch and amplitude. 2) Reflection of light follows the law that the angle of incidence equals the angle of reflection, while refraction occurs when light bends as it travels through different mediums like air and water. 3) The ear contains the outer, middle and inner sections including the eardrum, bones, and cochlea to detect vibrations and transmit sound signals to the brain.Q3 l7-musical intruments
Q3 l7-musical intrumentsHeart Break Institution
Ìý
This document classifies different musical instruments into three categories: wind instruments like the clarinet and trumpet, string instruments like the harp, and percussion instruments like the tuba.Q3 l6-sounds
Q3 l6-soundsHeart Break Institution
Ìý
Sound is a mechanical wave that requires a medium, such as air, to travel. It is produced when an object vibrates, exerting a force on the surrounding medium and creating compressions and rarefactions that transfer energy as a wave. The denser the medium, the faster sound can travel. The human ear can detect sounds from 20-20,000 Hz but other animals can hear higher or lower frequencies. Loudness is measured in decibels, and prolonged exposure to very loud sounds can damage hearing.Q3 l5-waves
Q3 l5-wavesHeart Break Institution
Ìý
Waves are traveling disturbances that carry energy through a medium. They have characteristics such as amplitude, wavelength, frequency, period, and speed. Transverse waves have a perpendicular particle motion relative to the wave, while longitudinal waves have a parallel particle motion. Surface waves cause circular motion near the surface of a medium. Electromagnetic waves can transmit energy through a vacuum, unlike mechanical waves like sound.Q3 l3-diagram and graphs
Q3 l3-diagram and graphsHeart Break Institution
Ìý
This document contains multiple choice questions about identifying different types of motion, including decreasing speed, increasing speed, constant speed, and zero speed, based on dot diagrams and motion graphs. The questions ask the reader to analyze dot diagrams and motion graphs and select the best description of the motion shown.Q3 l2-distance and displacement
Q3 l2-distance and displacementHeart Break Institution
Ìý
Distance refers to the total length of the path traveled by an object, while displacement refers to the straight line distance between the object's starting and ending positions, regardless of the actual path taken. Distance takes into account the entire route, whereas displacement looks only at the net change in position from beginning to end.Q3 l1-motion
Q3 l1-motionHeart Break Institution
Ìý
This document discusses describing and representing motion. It explains that an object is in motion when its position changes over time. Motion can be described using diagrams with coordinates or graphs by plotting an object's position over time. The document provides an example of converting a diagram showing an object's changing position into a position-time graph through a data table and connecting the points with a straight line.
Q2 l6-levels of biological organization
Q2 l6-levels of biological organizationHeart Break Institution
Ìý
The document discusses the different levels of biological organization from lowest to highest: cells, tissues, organs, organ systems, organisms, populations, communities, ecosystems, and the biosphere. It provides descriptions and examples of each level. Activities are included where students identify levels of organization from images and fill in blanks with the correct biological term. The purpose is to teach students about the hierarchical organization of living things from cells to the entire biosphere.Q2 l5-comparing plant and animal cell
Q2 l5-comparing plant and animal cellHeart Break Institution
Ìý
This document compares and contrasts plant and animal cells. It provides pictures and diagrams of plant and animal cells along with their organelles. A table directly compares key organelles between plant and animal cells such as plant cells having a cell wall and chloroplasts while animal cells have centrioles and lysosomes. The document guides students to label cell parts, compare cells using a Venn diagram, and answer questions about plant and animal cell structures.Q2 l4-cell parts and its function
Q2 l4-cell parts and its functionHeart Break Institution
Ìý
This document contains lesson materials about cell parts and their functions. It includes activities for students to observe bubbles in a bottle and locate cell organelles. It also provides information about different cell organelles, including their names, functions and nicknames. Finally, it instructs students to create a cell model using materials from home and shows an example.Q2 l3-basic unit of life
Q2 l3-basic unit of lifeHeart Break Institution
Ìý
The document discusses the history and basic concepts of cells. It describes how Robert Hooke first observed "cells" in 1665 using a microscope to examine cork. Anton van Leeuwenhoek then observed living cells in 1673 using a simple microscope. In the 1830s, scientists Matthias Schleiden, Theodore Schwann, and Rudolph Virchow developed the cell theory, which states that all living things are made of cells, cells are the basic unit of structure and function in organisms, and cells come from pre-existing cells. The document then describes the basic structures and differences between prokaryotic and eukaryotic cells.Q2 l2-microscope
Q2 l2-microscopeHeart Break Institution
Ìý
The document describes the main parts of a compound microscope. It is divided into three sections: mechanical, illuminating, and magnifying parts. The mechanical part includes the body tube, stage, nosepiece, and adjustment knobs. The illuminating part consists of the mirror and diaphragm. The magnifying part contains the objectives and eyepiece lenses.Lesson 9 acids and bases
Lesson 9 acids and basesHeart Break Institution
Ìý
Acids and bases are defined by whether they release H+ or OH- ions in water. Strong acids and bases dissociate completely, while weak ones only partially dissociate. Acids taste sour, react with carbonates and metals to produce gas, and contain hydrogen. Bases taste bitter, feel slippery, and contain hydroxide ions. The pH scale measures acidity and alkalinity, with values below 7 indicating acids and above 7 indicating bases. Acid-base indicators change color at specific pH levels, allowing identification of acids and bases. When acids and bases neutralize, they form water and salts.Lesson 8 element vs compound
Lesson 8 element vs compoundHeart Break Institution
Ìý
This document contrasts elements and compounds. It defines an element as a pure substance made of only one type of atom that cannot be broken down further. A compound is a pure substance composed of two or more elements chemically bonded together in a specific ratio that can only be separated by chemical means. Examples of common compounds are provided along with their constituent elements and ratios, such as carbon monoxide (carbon and oxygen), sodium chloride (sodium and chlorine), sugar (carbon, hydrogen, oxygen), and others. The key difference between an element and a compound outlined is that an element contains a single type of atom while a compound contains two or more different atom types bonded together.Lesson 7 chemical symbol
Lesson 7 chemical symbolHeart Break Institution
Ìý
The document discusses elements and their chemical symbols. It notes that:
- Elements are pure substances made of only one type of atom and are represented by chemical symbols.
- Some elements have a one letter symbol, while others have a two letter symbol. Common one letter symbols include H for hydrogen and O for oxygen.
- Compounds are substances made of two or more elements chemically bonded together. Their symbols represent the elements present.
- Learning to identify elements and compounds by their chemical symbols is an important part of chemistry. Examples are provided to illustrate elements and compounds and their respective symbols.Lesson 6 elements
Lesson 6 elementsHeart Break Institution
Ìý
The periodic table organizes the chemical elements. Over time, scientists like Dobereiner, Newlands, and Mendeleev contributed to recognizing patterns in elements' properties that allowed organizing them into the periodic table. Mendeleev was the first to organize elements into a periodic table based on atomic mass. Later, Moseley determined elements should be organized by atomic number of protons. Today's periodic table arranges elements by atomic number, providing order and enabling prediction of undiscovered elements.Lesson 5 ways of separating mixtures
Lesson 5 ways of separating mixturesHeart Break Institution
Ìý
This document discusses different layout options for PowerPoint slides including title and content layouts using lists, charts, tables, and SmartArt as well as adding slide titles. It provides information on organizing content and formatting slides in PowerPoint.Lesson 4 mixture and substance
Lesson 4 mixture and substanceHeart Break Institution
Ìý
This document discusses the differences between pure substances and mixtures. It defines pure substances as elements or compounds that have only one type of particle throughout. Mixtures contain two or more substances that are not chemically combined. Mixtures can be either heterogeneous, where the different components can be easily observed, or homogeneous, where the components are evenly distributed and not visible to the eye. Examples of heterogeneous mixtures include mixtures of different solids, liquids, or gases, while homogeneous mixtures have their components distributed evenly throughout.Lesson 3 solution
Lesson 3 solutionHeart Break Institution
Ìý
This document discusses solutions and mixtures. It defines key terms like solute, solvent, saturated, unsaturated and supersaturated solutions. Examples are given of different types of solutions including liquid, solid, and gaseous solutions. Factors that affect solubility like temperature, particle size, shaking and polarity are explained. The document also discusses concentration of solutions in terms of dilute, concentrated, saturated and unsaturated levels.Lesson 2 scientific method
Lesson 2 scientific methodHeart Break Institution
Ìý
The document outlines the steps of scientific investigation as follows:
1. Identify the problem
2. Make observations and record data
3. Form a hypothesis or temporary solution
4. Test the hypothesis through experiments or further observations
5. Analyze the data collected
6. Draw conclusions based on whether the data supports or fails to support the hypothesis
7. Communicate the resultsLesson 1 doing science
Lesson 1 doing scienceHeart Break Institution
Ìý
Science is a way of understanding the natural world through observation and logical reasoning. It comes from the Latin word "scientia," meaning knowledge. The document defines science as involving processes such as observing phenomena, making inferences, predicting outcomes, classifying information, measuring data, and communicating findings. It provides examples of classifying common scenarios as different scientific processes like observing, inferring, predicting, measuring, and communicating.Oral exam Kenneth Bech - What is the meaning of strategic fit?
Oral exam Kenneth Bech - What is the meaning of strategic fit?MIPLM
Ìý
Presentation of the CEIPI DU IPBA oral exam of Kenneth Bech - What is the meaning of strategic fit? Azure Administrator Interview Questions By ScholarHat
Azure Administrator Interview Questions By ScholarHatScholarhat
Ìý
Azure Administrator Interview Questions By ScholarHatMore Related Content
More from Heart Break Institution (20)
Q3 l6-sounds
Q3 l6-soundsHeart Break Institution
Ìý
Sound is a mechanical wave that requires a medium, such as air, to travel. It is produced when an object vibrates, exerting a force on the surrounding medium and creating compressions and rarefactions that transfer energy as a wave. The denser the medium, the faster sound can travel. The human ear can detect sounds from 20-20,000 Hz but other animals can hear higher or lower frequencies. Loudness is measured in decibels, and prolonged exposure to very loud sounds can damage hearing.Q3 l5-waves
Q3 l5-wavesHeart Break Institution
Ìý
Waves are traveling disturbances that carry energy through a medium. They have characteristics such as amplitude, wavelength, frequency, period, and speed. Transverse waves have a perpendicular particle motion relative to the wave, while longitudinal waves have a parallel particle motion. Surface waves cause circular motion near the surface of a medium. Electromagnetic waves can transmit energy through a vacuum, unlike mechanical waves like sound.Q3 l3-diagram and graphs
Q3 l3-diagram and graphsHeart Break Institution
Ìý
This document contains multiple choice questions about identifying different types of motion, including decreasing speed, increasing speed, constant speed, and zero speed, based on dot diagrams and motion graphs. The questions ask the reader to analyze dot diagrams and motion graphs and select the best description of the motion shown.Q3 l2-distance and displacement
Q3 l2-distance and displacementHeart Break Institution
Ìý
Distance refers to the total length of the path traveled by an object, while displacement refers to the straight line distance between the object's starting and ending positions, regardless of the actual path taken. Distance takes into account the entire route, whereas displacement looks only at the net change in position from beginning to end.Q3 l1-motion
Q3 l1-motionHeart Break Institution
Ìý
This document discusses describing and representing motion. It explains that an object is in motion when its position changes over time. Motion can be described using diagrams with coordinates or graphs by plotting an object's position over time. The document provides an example of converting a diagram showing an object's changing position into a position-time graph through a data table and connecting the points with a straight line.Q2 l6-levels of biological organization
Q2 l6-levels of biological organizationHeart Break Institution
Ìý
The document discusses the different levels of biological organization from lowest to highest: cells, tissues, organs, organ systems, organisms, populations, communities, ecosystems, and the biosphere. It provides descriptions and examples of each level. Activities are included where students identify levels of organization from images and fill in blanks with the correct biological term. The purpose is to teach students about the hierarchical organization of living things from cells to the entire biosphere.Q2 l5-comparing plant and animal cell
Q2 l5-comparing plant and animal cellHeart Break Institution
Ìý
This document compares and contrasts plant and animal cells. It provides pictures and diagrams of plant and animal cells along with their organelles. A table directly compares key organelles between plant and animal cells such as plant cells having a cell wall and chloroplasts while animal cells have centrioles and lysosomes. The document guides students to label cell parts, compare cells using a Venn diagram, and answer questions about plant and animal cell structures.Q2 l4-cell parts and its function
Q2 l4-cell parts and its functionHeart Break Institution
Ìý
This document contains lesson materials about cell parts and their functions. It includes activities for students to observe bubbles in a bottle and locate cell organelles. It also provides information about different cell organelles, including their names, functions and nicknames. Finally, it instructs students to create a cell model using materials from home and shows an example.Q2 l3-basic unit of life
Q2 l3-basic unit of lifeHeart Break Institution
Ìý
The document discusses the history and basic concepts of cells. It describes how Robert Hooke first observed "cells" in 1665 using a microscope to examine cork. Anton van Leeuwenhoek then observed living cells in 1673 using a simple microscope. In the 1830s, scientists Matthias Schleiden, Theodore Schwann, and Rudolph Virchow developed the cell theory, which states that all living things are made of cells, cells are the basic unit of structure and function in organisms, and cells come from pre-existing cells. The document then describes the basic structures and differences between prokaryotic and eukaryotic cells.Q2 l2-microscope
Q2 l2-microscopeHeart Break Institution
Ìý
The document describes the main parts of a compound microscope. It is divided into three sections: mechanical, illuminating, and magnifying parts. The mechanical part includes the body tube, stage, nosepiece, and adjustment knobs. The illuminating part consists of the mirror and diaphragm. The magnifying part contains the objectives and eyepiece lenses.Lesson 9 acids and bases
Lesson 9 acids and basesHeart Break Institution
Ìý
Acids and bases are defined by whether they release H+ or OH- ions in water. Strong acids and bases dissociate completely, while weak ones only partially dissociate. Acids taste sour, react with carbonates and metals to produce gas, and contain hydrogen. Bases taste bitter, feel slippery, and contain hydroxide ions. The pH scale measures acidity and alkalinity, with values below 7 indicating acids and above 7 indicating bases. Acid-base indicators change color at specific pH levels, allowing identification of acids and bases. When acids and bases neutralize, they form water and salts.Lesson 8 element vs compound
Lesson 8 element vs compoundHeart Break Institution
Ìý
This document contrasts elements and compounds. It defines an element as a pure substance made of only one type of atom that cannot be broken down further. A compound is a pure substance composed of two or more elements chemically bonded together in a specific ratio that can only be separated by chemical means. Examples of common compounds are provided along with their constituent elements and ratios, such as carbon monoxide (carbon and oxygen), sodium chloride (sodium and chlorine), sugar (carbon, hydrogen, oxygen), and others. The key difference between an element and a compound outlined is that an element contains a single type of atom while a compound contains two or more different atom types bonded together.Lesson 7 chemical symbol
Lesson 7 chemical symbolHeart Break Institution
Ìý
The document discusses elements and their chemical symbols. It notes that:
- Elements are pure substances made of only one type of atom and are represented by chemical symbols.
- Some elements have a one letter symbol, while others have a two letter symbol. Common one letter symbols include H for hydrogen and O for oxygen.
- Compounds are substances made of two or more elements chemically bonded together. Their symbols represent the elements present.
- Learning to identify elements and compounds by their chemical symbols is an important part of chemistry. Examples are provided to illustrate elements and compounds and their respective symbols.Lesson 6 elements
Lesson 6 elementsHeart Break Institution
Ìý
The periodic table organizes the chemical elements. Over time, scientists like Dobereiner, Newlands, and Mendeleev contributed to recognizing patterns in elements' properties that allowed organizing them into the periodic table. Mendeleev was the first to organize elements into a periodic table based on atomic mass. Later, Moseley determined elements should be organized by atomic number of protons. Today's periodic table arranges elements by atomic number, providing order and enabling prediction of undiscovered elements.Lesson 5 ways of separating mixtures
Lesson 5 ways of separating mixturesHeart Break Institution
Ìý
This document discusses different layout options for PowerPoint slides including title and content layouts using lists, charts, tables, and SmartArt as well as adding slide titles. It provides information on organizing content and formatting slides in PowerPoint.Lesson 4 mixture and substance
Lesson 4 mixture and substanceHeart Break Institution
Ìý
This document discusses the differences between pure substances and mixtures. It defines pure substances as elements or compounds that have only one type of particle throughout. Mixtures contain two or more substances that are not chemically combined. Mixtures can be either heterogeneous, where the different components can be easily observed, or homogeneous, where the components are evenly distributed and not visible to the eye. Examples of heterogeneous mixtures include mixtures of different solids, liquids, or gases, while homogeneous mixtures have their components distributed evenly throughout.Lesson 3 solution
Lesson 3 solutionHeart Break Institution
Ìý
This document discusses solutions and mixtures. It defines key terms like solute, solvent, saturated, unsaturated and supersaturated solutions. Examples are given of different types of solutions including liquid, solid, and gaseous solutions. Factors that affect solubility like temperature, particle size, shaking and polarity are explained. The document also discusses concentration of solutions in terms of dilute, concentrated, saturated and unsaturated levels.Lesson 2 scientific method
Lesson 2 scientific methodHeart Break Institution
Ìý
The document outlines the steps of scientific investigation as follows:
1. Identify the problem
2. Make observations and record data
3. Form a hypothesis or temporary solution
4. Test the hypothesis through experiments or further observations
5. Analyze the data collected
6. Draw conclusions based on whether the data supports or fails to support the hypothesis
7. Communicate the resultsLesson 1 doing science
Lesson 1 doing scienceHeart Break Institution
Ìý
Science is a way of understanding the natural world through observation and logical reasoning. It comes from the Latin word "scientia," meaning knowledge. The document defines science as involving processes such as observing phenomena, making inferences, predicting outcomes, classifying information, measuring data, and communicating findings. It provides examples of classifying common scenarios as different scientific processes like observing, inferring, predicting, measuring, and communicating.Recently uploaded (20)
Oral exam Kenneth Bech - What is the meaning of strategic fit?
Oral exam Kenneth Bech - What is the meaning of strategic fit?MIPLM
Ìý
Presentation of the CEIPI DU IPBA oral exam of Kenneth Bech - What is the meaning of strategic fit? Azure Administrator Interview Questions By ScholarHat
Azure Administrator Interview Questions By ScholarHatScholarhat
Ìý
Azure Administrator Interview Questions By ScholarHat
Year 10 The Senior Phase Session 3 Term 1.pptx
Year 10 The Senior Phase Session 3 Term 1.pptxmansk2
Ìý
Year 10 The Senior Phase Session 3 Term 1.pptx
Dr. Ansari Khurshid Ahmed- Factors affecting Validity of a Test.pptx
Dr. Ansari Khurshid Ahmed- Factors affecting Validity of a Test.pptxKhurshid Ahmed Ansari
Ìý
Validity is an important characteristic of a test. A test having low validity is of little use. Validity is the accuracy with which a test measures whatever it is supposed to measure. Validity can be low, moderate or high. There are many factors which affect the validity of a test. If these factors are controlled, then the validity of the test can be maintained to a high level. In the power point presentation, factors affecting validity are discussed with the help of concrete examples.AI and Academic Writing, Short Term Course in Academic Writing and Publicatio...
AI and Academic Writing, Short Term Course in Academic Writing and Publicatio...Prof. (Dr.) Vinod Kumar Kanvaria
Ìý
AI and Academic Writing, Short Term Course in Academic Writing and Publication, UGC-MMTTC, MANUU, 25/02/2025, Prof. (Dr.) Vinod Kumar Kanvaria, University of Delhi, vinodpr111@gmail.comIntellectual Honesty & Research Integrity.pptx
Intellectual Honesty & Research Integrity.pptxNidhiSharma495177
Ìý
Research Publication & Ethics contains a chapter on Intellectual Honesty and Research Integrity.
Different case studies of intellectual dishonesty and integrity were discussed.BỘ TEST KIỂM TRA GIỮA KÌ 2 - TIẾNG ANH 10,11,12 - CHUẨN FORM 2025 - GLOBAL SU...
BỘ TEST KIỂM TRA GIỮA KÌ 2 - TIẾNG ANH 10,11,12 - CHUẨN FORM 2025 - GLOBAL SU...Nguyen Thanh Tu Collection
Ìý
https://app.box.com/s/ij1ty3vm7el9i4qfrr41o756xycbahmgAdministrative bodies( D and C Act, 1940
Administrative bodies( D and C Act, 1940P.N.DESHMUKH
Ìý
These presentation include information about administrative bodies such as D.T.A.B
CDL AND DCC, etc.Effective Product Variant Management in Odoo 18
Effective Product Variant Management in Odoo 18Celine George
Ìý
In this slide we’ll discuss on the effective product variant management in Odoo 18. Odoo concentrates on managing product variations and offers a distinct area for doing so. Product variants provide unique characteristics like size and color to single products, which can be managed at the product template level for all attributes and variants or at the variant level for individual variants.
How to Configure Recurring Revenue in Odoo 17 CRM
How to Configure Recurring Revenue in Odoo 17 CRMCeline George
Ìý
This slide will represent how to configure Recurring revenue. Recurring revenue are the income generated at a particular interval. Typically, the interval can be monthly, yearly, or we can customize the intervals for a product or service based on its subscription or contract. Chapter 2. Strategic Management: Corporate Governance.pdf
Chapter 2. Strategic Management: Corporate Governance.pdfRommel Regala
Ìý
This course provides students with a comprehensive understanding of strategic management principles, frameworks, and applications in business. It explores strategic planning, environmental analysis, corporate governance, business ethics, and sustainability. The course integrates Sustainable Development Goals (SDGs) to enhance global and ethical perspectives in decision-making.
AI and Academic Writing, Short Term Course in Academic Writing and Publicatio...
AI and Academic Writing, Short Term Course in Academic Writing and Publicatio...Prof. (Dr.) Vinod Kumar Kanvaria
Ìý
BỘ TEST KIỂM TRA GIỮA KÌ 2 - TIẾNG ANH 10,11,12 - CHUẨN FORM 2025 - GLOBAL SU...
BỘ TEST KIỂM TRA GIỮA KÌ 2 - TIẾNG ANH 10,11,12 - CHUẨN FORM 2025 - GLOBAL SU...Nguyen Thanh Tu Collection
Ìý
9.1 activity and rubrics
- 1. Grade 10- Science 1st Quarter, Module 2 Activity No. 1 Amazing Waves! I. Objectives After performing the activity, you should be able to: 1. Define seismic waves scientifically. 2. Differentiate the different types of seismic waves. 3. Recognize the importance of seismic waves in the study of the Earth’s interior. II. Materials  Manila paper  Pentelpen III. Procedures 1. Using the given organizer, write the necessary information to complete the concept about seismic waves. IV. Guide Questions: 1. Differentiate surface waves from body waves. 2. Which type of waves do you think were useful to seismologists in their study of the Earth’s interior? Explain your answer. This activity was adopted from Science – Grade 10 Learner’s Material First Edition 2015, frompages 39-47.