available beforehand. Through close working relationships we have developed verbal and non verbal communication skills that enables us to work together to deliver a lesson. I also deliver support to whole class activities‚ small groups and individuals on a 1:1 basis. I contribute to the review of learning activities by being hands on and suggesting and putting forward my own ideas. 1.2 Identify own strengths and weaknesses in relation to supporting learning activities and how these may impact on the support
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Exercise 1: Dissolved oxygen is oxygen that is trapped in a fluid‚ such as water. Since virtually every living organism requires oxygen to survive‚ it is a necessary component of water systems such as streams‚ lakes and rivers in order to support aquatic life. The dissolved oxygen is measure in units of ppm—or parts per million. Examine the data in Table 2 showing the amount of dissolved oxygen present and the number of fish observed in the body of water the sample was taken from; finally‚ answer
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Figure 1: The reaction rates of enzyme-catalysed reactions of hydrogen peroxide into diluted water depending of the varying percentage concentrations of catalase. Mean rates (±SE) of 5 separate experiments (n=5) are shown. Line of best fit (y = 0.0002x + 0.0038 R² = 0.9154) is presented using the trend line function in Excel. Figure 2: Absorbance readings of different concentrations of BSA. Individual data is presented of one group is presented (n=1). Line of best fit (y
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energy required for that reaction. The enzyme is unaltered at the completion of the reaction. In this stimulation the amount of product produced during the course of an enzymatic product produced during the course of an enzymatic reaction will be measured. Hypothesis 1: What is the estimate optimal of ph? Hypothesis 2: What is the estimate optimal of temperature? Hypothesis 3: How does the concentration of enzyme influence the rate of reaction? Why do you think this occurs? Materials ● ● ● ● ● ● ● Substrate solution
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& Cupach’s INTERPERSONAL COMMUNICATION COMPETENCE Self-Assessment Instructions: Answer each item honestly as it currently applies to you in typical conversations with others. Use the following scale: 1 2 3 4 5 strongly slightly unsure slightly strongly disagree disagree agree agree 5 1. I want to adapt my communication behavior to meet others’ expectations. 3 2. I have enough knowledge and experiences to adapt to others’ expectations. 4 3. I use a wide range of behaviors‚ including self-disclosure
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Data Analysis: Graph 1 indicates the relationship between the dependent and the independent variable to be; as the concentration of sodium bicarbonate in the solution submerging the leaf discs is increased‚ the average rate of photosynthesis of the leaf discs increased in a linear trend. As it is the sodium bicarbonate which decomposes into carbon dioxide necessary for photosynthesis‚ it is reasonable to consider from Graph 1 that as carbon dioxide concentration of the solution increases‚ the rate
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many sandwiches are made; this is where the loop will be used. The user will decide if the sandwich includes jelly‚ and‚ if it does‚ what flavor of jelly; to keep it simple we are only allowing grape or strawberry jelly. Analysis Process: 1. Ask user how many sandwiches to make 2. Ask user if they want jelly on their sandwich 3. If jelly is requested‚ ask user what flavor (grape or strawberry) of jelly they would like 4. Make peanut butter and‚ if required‚ jelly sandwiches
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Chapter 1 Chemistry and Measurements Chemistry & Chemicals Study Plan Units of Measurement 4. Scientific Notation 5. Measured Numbers & Significant Figures 6. Significant Figures & Calculations 7. Prefixes & Equalities 8. Conversion Factors 9. Problem Solving 10. Density 1. 2. 3. General‚ Organic‚ and Biological Chemistry Fourth Edition Karen Timberlake Chapter 1 Chemistry and Measurements 1.1 Chemistry and Chemicals © 2013 Pearson Education‚ Inc. Lectures Chemistry Chemistry
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8th Grade Social Studies Exit Project NYC Institute 2009 Table of Contents 1. Description of Project Pg. 3 2. Expectations of the Project Pp. 4-5 3. Project Rubric Pp. 6-7 4. Student Research Packet Pp. 8-40 a. Spanish-American War Pp. 9-12 b. Panama Canal Pp. 13-16 c. Portsmouth Treaty Pp. 17-19 d. Roosevelt Corollary Pp. 20-21 e. Treaty of Versailles
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Cohesion and adhesion of distilled‚ tap‚ salt‚ and soapy H2O Purpose: to test cohesion and adhesion of distilled H2O‚ tap H2O‚ salt H2O‚ and soapy H2O Materials: -pipet -penny -distilled H2O -tap H2O -salt H2O (see step 1) -soapy H2O (see step 2) -paper towel Procedure: 1. To make salt H2O mix salt with distilled H2O 2. To make soapy H2O mix soap with distilled H2O 3. Place penny with the Lincoln side up on top of a piece of paper towel 4. Fill pipet with distilled H2O and hold it about
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