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0019 Understand the fundamental concepts and principles of physi

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Oogenesis: How the Female Reproductive System Produces Eggs - Video & Lesson Transcript. The Ovum Oogenesis is the process by which the female gametes, or ova, are created. The female gamete is called an ovum. Sometimes people will refer to female gametes as eggs, but the term egg can include more than one stage of development, and the definition of an egg also changes depending on the type of organism. For example, the entire prenatal development of birds occurs inside an egg, but in placental mammals, after the egg is fertilized and starts dividing, nobody calls it an egg anymore.

Meiosis You may also remember that in order to create haploid gametes, a cell must go through the process of meiosis which involves replicating its genome and then dividing, not once, but twice. However, this isn't the case for human female gametes. Oogenesis The diploid germ cells that have the potential to develop into ova are called oogonia. When the primary oocyte does finally complete its first meiotic division, it divides the chromosomes evenly, just as you would expect.

Fertilization. Teaching Science_update_PPT. Energy 3rd Grade Science Unit Length of Unit – 7 days.PDF. Apply by April 17 for this intensive, hands-on summer research program at the MagLab. Applications for our SciGirls and MagLab summer camps are now available. Invite a MagLab educator to your classroom. We support the professional and career development of early-career scientists during their time at the lab. Middle and high school students get hands-on experiences at the lab -- just some of the educational opportunities for K12 students here.

The MagLab has a strong commitment to education. Through the Center for Integrating Research & Learning (CIRL), the lab provides educational programming at all academic levels: K-12, technical, undergraduate, graduate and postdoctoral. Internships Supervised by scientists, exceptional high-schoolers conduct their own in-depth research at the MagLab. Mentorships A 10-week experience for middle-schoolers living in Leon County, Tallahassee. Summer Camps Each year we host a variety of camp programs that engage students in STEM fields. Educational Outreach. GETTING ENERGIZED! Teacher’s Activity Guide for Elementary Grades 3-6pdf. Magchar pres. Electricity & Magnetism: Magnets. A magnet is an object or a device that gives off an external magnetic field. Basically, it applies a force over a distance on other magnets, electrical currents, beams of charge, circuits, or magnetic materials.

Magnetism can even be caused by electrical currents. While you might think of metal magnets such as the ones you use in class, there are many different types of magnetic materials. Iron (Fe) is an easy material to use. Other elements such as neodymium (Nd) and samarium (Sm) are also used in magnets. Neodymium magnets are some of the strongest on Earth. There are many different types of magnets. Most of the magnets you see around you are man-made. There are also air-core magnets. Electromagnets are different because they have a ferromagnetic material (usually iron or steel) located inside of the coils of wire. Electricity_lesson_plan.pdf. Electricity_definitions.pdf. ELECTRICITY - GRADE 6 SCIENCE. CLP Group - PowerU. Heat - Science for Kids! Lessons and Activities about Heat and Insulation — Keeping Warm. These lessons help students develop a basic understanding of heat and how heat is produced.

Teachers may wish to further develop a study of heat by exploring how different surfaces and colors reflect and absorb light. For lessons and activities about albedo, please see “Hands-on Science and Literacy Activities about Solar Energy” in the October 2008 issue of Beyond Penguins and Polar Bears. The Warmth of the Sun (Grades K-2) To help students broaden their understanding of the sun, particularly its critical role in warming the land, air, and water around us.

This lesson meets the Science as Inquiry and Earth and Space Science content standards of the National Science Education Standards for grades K-4. When Things Start Heating Up (Grades 3-5) This lesson is intended to give students a general idea of how heat is produced from human-based activities and mechanical and electrical machines. Is It Hot in the Light? Integrate literacy into these lessons with the following: When Things Start Heating Up. © 2012 Purpose To understand how and why heat is produced from things that give off light, from machines, or when one thing is rubbed against another. Context This lesson is intended to give students a general idea of how heat is produced from human-based activities and mechanical and electrical machines. At these grade levels, students do not need to develop formal concepts of energy. Many of your more advanced students may begin to ask why things or activities like flashlights, pencil sharpeners, and hand rubbing create heat.

It is important to keep in mind that students' ideas about heat are inexact. While teaching, it is also important to be aware of the many misconceptions that students at this level have about heat energy and energy transformation. Read More Planning Ahead Here are examples of items that can be used to demonstrate activity-based, mechanical, electrical, and light-producing heat. Activity-based Items ErasersBooksCloths Mechanical Items Electrical Items Motivation. StudyJams. Investigating Light and Color, lesson plan for grades 3,4,5. Grades: 3, 4, 5 Related Subjects: Science, Visual & Performing Arts Medium: Sculpture Class time required: 1 X 50 minute session Author: Museum of Photographic Arts Summary Students investigate the properties of light. They begin with an exploration of the visible light spectrum and follow up with an investigation into the primary colors of light. Materials • Flashlights • White paper • Colored cellophane or filters blue, green, red) • Old CDs • Colored pencils or markers • Small objects (blocks, balls, corks, etc.) • Prisms (optional) Teachers Preparation Session One: • Read Background for the Teacher (PDF, Size: 20kb) to familiarize yourself with the scientific concepts behind this lesson.

. • If necessary, ask students to bring a flashlight from home. • Cut pieces of colored cellophane and tape them over the front of the flashlights. • Students will need to shine their flashlights against a white surface. Teaching Tips This activity works best if overhead lights are dimmed or turned off. Glossary 1. Elementary Physical Science - Light Energy. By completing computer and hands-on activities, students experiment with the concepts of transparent and opaque objects, shadow and reflection. As they record what they’ve learned, students build math and science skills by measuring length and making a graph to log results. Take the online material further by making use of the professional development available in the form of printable teacher guides.

These teacher guides include hands-on activities, follow-up discussion questions and more to help students recall information and enhance the online activities. Additional professional development is available in the form of Teacher Lessons. These help you prepare for each lesson by allowing you to go over the student material prior to implementation. In addition, you will get a chance to review best practices, vocabulary extensions, content background and more. CT/ThompsonMiddleSchool/MrsTrudeau/practice_-_acceleration_11-12.pdf.

What's the Formula Connecting Distance, Speed, and Time? | Virtual Nerd. Average vs. Instantaneous Speed. During a typical trip to school, your car will undergo a series of changes in its speed. If you were to inspect the speedometer readings at regular intervals, you would notice that it changes often. The speedometer of a car reveals information about the instantaneous speed of your car. It shows your speed at a particular instant in time. The instantaneous speed of an object is not to be confused with the average speed. Average speed is a measure of the distance traveled in a given period of time; it is sometimes referred to as the distance per time ratio. Suppose that during your trip to school, you traveled a distance of 5 miles and the trip lasted 0.2 hours (12 minutes). On the average, your car was moving with a speed of 25 miles per hour.

For more information on physical descriptions of motion, visit The Physics Classroom Tutorial. Instantaneous vs. Motion: Introduction. Motion is one of the key topics in physics. Everything in the universe moves. It might only be a small amount of movement and very very slow, but movement does happen. Don't forget that even if you appear to be standing still, the Earth is moving around the Sun, and the Sun is moving around our galaxy. The movement never stops. Motion is one part of what physicists call mechanics. Acceleration is a twist on the idea of velocity. There are two main ideas when you study mechanics.

There are also more complex movements when an object's direction is changing. In order to really understand motion, you have to think about forces, acceleration, energy, work, and mass. Or search the sites for a specific topic. Motion and Forces. Forces and Motion activity 1: Predicting speed and directions changes (Inquiry Based) - PhET Contribution. Force and motion 5 6 unit guide. Matter: Chemical vs. Physical Changes. It is important to understand the difference between chemical and physical changes. Some changes are obvious, but there are some basic ideas you should know. Physical changes are usually about states and physical states of states. Chemical changes happen on a molecular level when you have two or more molecules that interact. Chemical changes happen when atomic bonds are broken or created during chemical reactions. When you step on a can and crush it, you have forced a physical change.

However, you only changed the shape of the can. It wasn't a change in the state of matter because the energy in the can did not change. When you melt an ice cube (H2O), you have a physical change because you add energy. Chemical changes happen on a much smaller scale. Melting a sugar cube is a physical change because the substance is still sugar. Iron (Fe) rusts when it is exposed to oxygen gas in the air.

Some chemical changes are extremely small and happen over a series of steps. 5th grade science physical changes in matter.