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Bacteria food borne psa (1)
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This document provides instructions for a student project on bacteria and food safety. Students are asked to research a specific foodborne illness caused by bacteria by addressing several key points: (1) Identify the type of bacteria that causes the disease; (2) Describe the symptoms of the disease; and (3) Discuss methods of preventing bacterial growth in food, such as through food preservation techniques like dehydration, refrigeration, or cooking. Students are also asked to describe how the disease is medically treated and the conditions created by food preservation methods that kill bacteria. The goal is for students to create a public service announcement to educate others about the disease and food safety.Activity 38 c microbes, plants, and you
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Scientists have observed cells in every living organism. This activity examines cheek cells from the inside of the mouth, plant cells from green leaves, and amoeba cells under a microscope. The cells are observed and their structures, such as the cell membrane, nucleus, cytoplasm and different organelles, are compared. Evidence is found that human bodies and plant cells contain various internal structures besides the nucleus.Activity 36 c looking for signs of micro life
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1) The document describes an activity where students look at microbes under a microscope and record their observations. They examine things like pond water to find microbes and look at their characteristics.
2) Common microbes found include bacteria, which have a cell wall, cell membrane, cytoplasm, ribosomes, and genetic material in the cytoplasm. They can be rod-shaped, spherical, or spiral.
3) Microbes are found almost everywhere on Earth and play important ecological roles as decomposers, producers, and parts of the food web.Activity 42 c a closer look
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This document is a lesson plan on cell biology that focuses on a closer look at cells. It introduces the key discoveries that cells are the basic unit of life and most organisms are made of many cells. The purpose is to learn more about cell structures and their functions. Students will read about cells, summarize the challenge question, and complete activities including a double bubble map, cell diagrams, and reflection on why membranes are important to cells.Activity 35 c a license to learn; parts a and b
Activity 35 c a license to learn; parts a and bddegennaro
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The document discusses a cell biology activity that involves using a microscope to view samples and learn about different parts of the microscope. Students will be viewing samples under the microscope and identifying different parts of the microscope based on a diagram. The activity teaches about how microscopes have helped scientific discoveries such as identifying the cause of bubonic plague.Race ca r rubric
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This document is a rubric for grading argumentative essays. It evaluates students on identifying an issue, stating a claim, citing evidence to support the claim, explaining how the evidence supports the claim, presenting a counterargument, and rebutting the counterargument. Stronger essays clearly identify the issue, state the claim, cite and explain two pieces of evidence, present a counterargument, and rebut it, while weaker essays are missing one or more of these components.Activity 17 b gas exchange
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This document summarizes a science lab activity about gas exchange. The activity involves using an indicator called BTB to test for the presence of carbon dioxide in exhaled breath. In part A, students test samples of air, sodium hydroxide solution, and their own exhaled breath to see how the BTB indicator changes color in response to carbon dioxide. In part B, students measure the number of drops of BTB needed to detect carbon dioxide levels in the exhaled breath of their classmates. The document includes the procedure, data tables to record results, analysis questions, and a reflection question about how respiratory diseases may impact breathing ability.17 b gas exchange
17 b gas exchangeddegennaro
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This document outlines an activity to investigate gas exchange through human respiration. Students are asked to complete anticipation guides and data tables to measure the carbon dioxide levels in exhaled breath using an indicator solution. They observe that exhaled breath turns the solution color, indicating the presence of carbon dioxide. Students then measure the amount of carbon dioxide in samples from different classmates. Finally, they analyze the experiment results and compare the compositions of inhaled and exhaled air.Activity 15 b digestion an absorbing tale ccss science&literacy
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1. The document discusses the process of digestion, including both mechanical and chemical breakdown of food as it passes through the digestive system.
2. It explains that the digestive system is responsible for breaking down everything consumed, such as food, drink, and medicine, and describes some of the major organs involved like the esophagus, stomach, and intestines.
3. As food travels through the body, the document aims to explain how the digestive system works through absorption of nutrients and elimination of waste.Activity 14 b breakdown
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The document describes an activity about the human digestive system. Students will conduct an experiment to test how the size of food pieces affects the speed of chemical breakdown during digestion. They will give some students whole candy pieces and others broken up pieces, then time how long it takes each student to finish their candy. This will model how chewing food into smaller pieces increases the surface area and allows for faster chemical breakdown in the digestive system.Activity 14 b breakdown
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The document describes an activity about the human digestive system. Students will conduct an experiment to test how the size of food pieces affects the speed of chemical breakdown during digestion. They will give some students whole candy pieces and others broken up pieces, then time how long it takes each student to finish their candy. This models how chewing food into smaller pieces increases the surface area exposed to digestive acids and enzymes, speeding up breakdown.Activity 12 b what's happening inside
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The document describes an activity to teach students about the human body's organ systems. Students will:
1) Brainstorm what they know about organ systems and write questions. They will then classify organ cards into different systems like digestive and circulatory.
2) Draw an outline of the human body and label organs and their functions. They will ask each other questions about the diagrams.
3) Use clay to model organs and discuss if the sizes are accurate. They will review how organs relate to actual body structures.Activity 1 saving fred
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This document provides instructions for an activity that teaches problem solving through having students save a character named Fred using the scientific method. Students will work through various steps: forming a hypothesis to save Fred, following a procedure to test their hypothesis, recording their results, and analyzing their methods and results. The goal is to introduce students to how scientists systematically solve problems by forming and testing hypotheses in a structured process.Activity 2 a the pellagra story
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2) Through this experiment, Dr. Goldberger found evidence that pellagra was caused by nutritional deficiencies rather than germs.
3) However, others did not believe Dr. Goldberger's conclusion because they questioned whether it was ethical to experiment on humans, and thought the evidence from prisoners and orphans was not scientifically valid.Azure Data Engineer Interview Questions By ScholarHat
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17 b gas exchange
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This document outlines an activity to investigate gas exchange through human respiration. Students are asked to complete anticipation guides and data tables to measure the carbon dioxide levels in exhaled breath using an indicator solution. They observe that exhaled breath turns the solution color, indicating the presence of carbon dioxide. Students then measure the amount of carbon dioxide in samples from different classmates. Finally, they analyze the experiment results and compare the compositions of inhaled and exhaled air.Activity 15 b digestion an absorbing tale ccss science&literacy
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1. The document discusses the process of digestion, including both mechanical and chemical breakdown of food as it passes through the digestive system.
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The document describes an activity about the human digestive system. Students will conduct an experiment to test how the size of food pieces affects the speed of chemical breakdown during digestion. They will give some students whole candy pieces and others broken up pieces, then time how long it takes each student to finish their candy. This will model how chewing food into smaller pieces increases the surface area and allows for faster chemical breakdown in the digestive system.Activity 14 b breakdown
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The document describes an activity about the human digestive system. Students will conduct an experiment to test how the size of food pieces affects the speed of chemical breakdown during digestion. They will give some students whole candy pieces and others broken up pieces, then time how long it takes each student to finish their candy. This models how chewing food into smaller pieces increases the surface area exposed to digestive acids and enzymes, speeding up breakdown.Activity 12 b what's happening inside
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The document describes an activity to teach students about the human body's organ systems. Students will:
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