NARRATION ABOUT
METALS AND METALOID
Ms. Eko : " Good morning, my student! how are you badru you look so bad today?!"
Badru :" hmm, iam so fine sir, but now iam so confused!"
Ms. Eko : " hmmm, what causes you confused, badru?"
Badru : " hmmm, sir i want to ask you about metal and metaloid!"
Ms. Eko :" oooo,no problem badru, so what do you want to ask with me, badru? tell us!"
Badru :" yesterday morning, you told if the iron is metal, right ?!"
Ms. Eko :"yes, badru so what happen about that?"
Badru : " why the iron is classified into metl ? why not metaloid?"
Ms. Eko :" ooo, you know badru A metal is a material (an element, compound, or alloy) that is typically hard, opaque, shiny, and has good electrical and thermal conductivity. Metals are generally malleable—that is, they can be hammered or pressed permanently out of shape without breaking or cracking—as well as fusible (able to be fused or melted) and ductile (able to be drawn out into a thin wire). About 91 of the 118 elements in the periodic table are metals, the others are nonmetals or metalloids. Some elements appear in both metallic and non-metallic forms. so thats what caused the iron in the classified into metal..!"
Badru :" ooo, i see sir, but how about metaloid?"
Ms. Eko :" hmm, okay badru A metalloid is any chemical element which has properties in between those of metals and nonmetals,
or that has a mixture of them. There is neither a standard definition
of a metalloid nor complete agreement on the elements appropriately
classified as such. Despite the lack of specificity, the term remains in
use in the literature of chemistry. The six commonly recognised metalloids are boron, silicon, germanium, arsenic, antimony, and tellurium. Five elements are less frequently so classified: carbon, aluminium, selenium, polonium, and astatine. On a standard periodic table, all eleven are in a diagonal area in the p-block extending from boron at the upper left to astatine at lower right, along the dividing line between metals and nonmetals shown on some periodic tables., so badru can you differen about metal and metaloid?"
Badru : "yes, sir, now i know the difference abou metal and metaloid!" thanks you so much sir,
Badru : "yes, sir, now i know the difference abou metal and metaloid!" thanks you so much sir,
for the time"
Ms. Eko : " no problem badru, if you understand what i mean, iam so happy about that!"
Badru :" oh ya sir, iam forget why an element is said to metalloids ?"
Ms. Eko :" hmmm, metalloids are a group that expressed an element that contains elements of metal and non-metal!"
Badru :" oalahhh..... okay sirr,, thanks sir for your explain sir!, nice to meet you sir,, see you again!"
Ms. Eko :" okay, nice to meet you too badru, see you again in class next week!"
Hi rinii. would you explain to me When metals oxydate from the atmosphere without an elevation of temperature, some light and heat? must be disengaged, though not in sufficient quantities to be sensible? why?
BalasHapusthanks nurul, When metals oxydate from the atmosphere without an elevation of temperature, some light and heat, i suppose, must be disengeged, though not in sufficient quantities to be sepsibble. undoubtedly and indeed it is not surprising that in this case the light and heat should not be sensible, when you consider how extremely slow, and indeed, how imperfectly, most metals oxydate by mere exiposure to the atmosphere. for the quantity of oxygen with which metals are cAPABLE OF COMbining, generaly depends upon their temperature and the absorption stops at various points of oxydation, according ti the degree to is which their temperature is raise. thanks nurul
HapusHi korin, What constraints found during the study with scientific approach?
BalasHapusAll scientific study methods have inherent limitations
Hapusregarding their capability to measure a specific effect, and the
selection and use of a particular sampling method significantly
influences study results and data interpretation. Scientific sampling
methods are rarely unbiased or completely efficient in
addressing the study objective not because of specific objectives
of an investigator but rather due to the nature of the
method. The comparison of study results to background data
in the literature must be done with extreme caution and with
consideration of variations due to sampling and data handling
and analyses. Numerous studies comparing various sampling
methods illustrate differences in results and conclusions drawn
from the same data (Straughan, 1979; Green, 1979).
Only those effects which are outside of documented natural
variability can be attributed to the tested parameter or
hypothesis. In an attempt to account for natural variability in
biological communities, and arrive at accurate conclusions, it
is necessary to measure biotic and abiotic parameters at the
site being investigated as well as at control (unaffected or reference)
sites. However, it can be extremely difficult to find
appropriate control sites and match biotic and abiotic parameters
with the parameter or variable being assessed. Also,
although the bounds of natural variability can be quantitatively
defined using statistically adequate data, there are relatively
few situations where adequate or comparable
information actually exist (Sharp et ai, 1979)·
Analyst error presents another concern. Although statistics
can quantify the effect of random errors they cannot address
the incorrect application of sampling methods such as
improper calibration of a sampling device. The scientist must
be certain that the method selected addresses specific endpoints
or objectives of the study.
If the approach between teacher and student does not use the 5 scientific approach, does it have an impact? Explain
BalasHapusCOMPLEX EFFECTS
HapusThe effects of natural and anthropogenic perturbations are
complex and can be direct, indirect, sublethal, secondary or
latent and include death, disease, physical deformities, genetic
mutations and physiological malfunctions. Physical and chemical
changes to the environment can occur, such as increased
contaminants or alterations of water flows or sediments.
Because of the complexity of potential human influences on
the environment, even the best designed and conducted studies
can often only support data from other studies to increase
confidence in the validity of conclusions and should not be
necessarily considered conclusive by themselves. No single
scientific method or approach can generate precise and realistic
results and often the results of cause-effect studies are
inconclusive. As an example:
"Several sea lions were observed with oiled pelts, and
petroleum hydrocarbons were found in tissues.
Determining if there was an effect of the spill on the
sea lion population was complicated by seasonal movements
of sea lions in and out to the spill area, an ongoing
population decline and a pre-existing problem with
premature pupping." (Exxon Oil Spill Trustees, 1992)
An additional challenge is that of quantifying the magnitude
of adverse effects from specific and short-lived incidents
such as oil spills is illustrated by the assessment of the effects
of oil on marine birds. Marine birds are vulnerable to oil and
die from hypothermia, drowning and from toxicological
causes. Since the NESTUCCA oil spill on the coast of
Washington State and British Columbia in 1988, organized
beach surveys are now commonly conducted to search and
collect oiled birds for treatment and to document injury to
determine and assess damages. However, even the best
designed and organized bird search and collection efforts cannot
account for all birds potentially or actually impacted by a
large oil spill because of environmental and anthropogenic
factors. For example, studies have shown that between 10 and
100 percent of the marine birds impacted by an oil spill are
not accounted for by search and collection efforts during a
spill response (Bibby and Lloyd, 1977; Bibby, 1981; Page et
ai, 1982; PRBO, 1985; Ford et ai, 1987; Burger, 1993). This is
a large range with important economic consequences.
Why in the teacher's learning should have an approach to his students?
BalasHapusCountries like Germany, France, and Luxembourg have long required two to three years of graduate-level study for prospective teachers on top of an undergraduate degree in the subject(s) to be taught. Education courses include the study of child development and learning, pedagogy, and teaching methods, plus an intensively supervised internship in a school affiliated with the university.
HapusIn France, all candidates now complete a graduate program in newly created University Institutes for the Preparation of Teachers that are connected to nearby schools. In Japan and Taiwan, new teachers complete a year-long supervised internship with a reduced teaching load that allows for mentoring and additional study. By Japanese law, first-year teachers receive at least twenty days of inservice training and sixty days of . Master teachers are released from their classrooms to advise and counsel them. (National Commission on Teaching and America's Future, 1996.)
In their study of mathematics teaching in Japan, Taiwan, and the United States, Stigler and Stevenson note: "One of the reasons Asian class lessons are so well-crafted is that there is a very systematic effort to pass on the accumulated wisdom of teaching practice to each new generation of teachers and to keep perfecting that practice by providing teachers the opportunities to continually learn from each other." (1991)
Without these supports, learning to teach well is extremely difficult. Most U.S. teachers start their careers in disadvantaged schools where turnover is highest, are assigned the most educationally needy students whom no one else wants to teach, are given the most demanding teaching loads with the greatest number of extra duties, and receive few curriculum materials and no mentoring or support.
After entry, teachers are expected to know everything they will need for a career, or to learn through occasional workshops mostly on their own, with few structured opportunities to observe and analyze teaching with others. As one high school teacher who had spent twenty-five years in the classroom once told me: "I have taught 20,000 classes; I have been 'evaluated' thirty times; but I have never seen another teacher teach."
Some school districts have begun to create new approaches to that feature mentoring for beginners and veterans; peer observation and coaching; local study groups and networks for specific subject matter areas; teacher academies that provide ongoing seminars and courses of study tied to practice; and school-university partnerships that sponsor collaborative research, inter-school visitations, and learning opportunities developed in response to teachers' and principals' felt needs.
For example, at Wells Junior High, a School working with the University of Southern Maine, the whole notion of staff development was turned on its head. The emphasis shifted from outside consultants to in-house experts. Collaborative learning groups replaced the traditional lecture/demonstration format. Problem-posing and problem-solving supplanted the recipes and prescriptions for effective schools that teachers had heard for years and never managed to implement. (Miller and Silvernail, 1994, pp. 30, 31.)
Similarly, at Fairdale High School in Louisville, Kentucky, teachers' research coupled with shared decision making produced major changes.
As part of a self-study, ten teachers followed ten children through a school day. When it was over, teachers said things like, "It was boring," or, "You know, this isn't a very humane place to be." Teachers read and began to trade articles from the Kappan, Educational Leadership, and Education Week. Even before participative management was initiated at Fairdale, the teachers started changing things. "Make no mistake about it," [the principal] said, "we are building a professional culture." (Kerchner, 1993, p. 9.)