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Chemical Plant Powerpoint Template

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Powerpoint Lesson Plant

Transcript: Unit: Travel Objectives Students will have 30 seconds to invidually make a list of things that you pack when you travel. Time: 10 min. The class will then travel to the computer lab and the teacher will give a quick PowerPoint tutorial and explain the assignment. The students will now have time to work on their PowerPoint. The class will now have the remaining period to finish their PowerPoint. Assignment: With a thumbs up or thumbs down, who feels like they have learned some vocabulary today? Now, with a thumbs up or thumbs down, who feels comfortable using PowerPoint? Once the groups have finished translating, we will come back together as a class and add a side-by-side french translation with our original list. Les Virelangues In the middle of their work time, the teacher will ask the class to take a break from their work and answer some questions. The teacher will conduct a brief popcorn-style recap of what the class has learned that day, calling on a student to give the French name of certain items. Closure Time: 15 min. Check for Understanding Samantha Gerke EDU 535 Methods of Teaching a Specialty Subject Dr. Ken Johnson March 20, 2012 As-tu été à Tahiti ? Babette a fait bombance à bord du bateau de Bob. C'est pas beau mais tentant de tenter de tâter, de téter les tétons de tata quand tonton n'est pas là. Quelle etait votre vacance favori? Ou? Avec qui? Qu'est-ce que vous avez fait? (What was your favorite vacation? Where? With who? What did you do?) Anticipatory Set Students will then share the to the class and we will compile a class list. Group Discussion Questions Time: 10 min. Lesson Topic: Packing Time: 20 min. What do you feel is the most important toiletry to bring with you on a trip? Please phrase your answer in French. If your luggage were to be lost on a trip, what would you absolutely have to buy? Please phrase your answer in French. Time: 5 min. Time: 15 min. The teacher will split the class list into sections and assign each section to a group of students. The students will use their textbooks and dictionaries to translate the list into French. Each student choose a city in France that they would like to visit. They will then make a list of what they should bring with them (taking into account weather, activities, etc.). Finally they will put this list in PowerPoint form and include pictures of the specifics they are going to include. Time: 15 min. Given guidance, the student will be able to produce a list of items with 100% accuracy Given a tutorial, the student will be able to create a PowerPoint project demonstrating the knowledge they have learned, according to a rubric. Warm-Up: L'Eponge

Chemical Engineering PowerPoint

Transcript: Chemical Engineering What Chemcial engineers do? Chemical engineers develop and design chemical manufacturing processes. Chemical engineers apply the principles of chemistry, biology, physics, and mathematics to solve problems that involve the production or use of chemicals, fuel, drugs, food, and many other products. What Chemcial engineers do? More info on what they do What do chemical engineers do? Within these industries, chemical engineers rely on their knowledge of mathematics and science—particularly chemistry— to overcome technical problems safely and economically. And, of course, they draw upon and apply their engineering knowledge to solve any technical challenges they encounter. Specifically, chemical engineers improve food processing techniques, and methods of producing fertilizers, to increase the quantity and quality of available food. They also construct the synthetic fibers that make our clothes more comfortable and water resistant; they develop methods to mass-produce drugs, making them more affordable; and they create safer, more efficient methods of refining petroleum products, making energy and chemical sources more productive and cost effective. Chemical engineers also develop solutions to environmental problems, such as pollution control and remediation. They process chemicals, which are used to make or improve just about everything you see around you. Pictures How to be come one? Step 1: Research Career Duties and Education Step 2: Earn a Bachelor's Degree in Chemical Engineering Step 3: Complete an Internship or Cooperative Education Experience Step 4: Join a Professional Organization Step 5: Consider Earning a Master's Degree in Chemical Engineering How to become a chemical engineer Specific Major Requirements-Any student in the chemical and biomolecular engineering program whose grade point average in required chemical and biomolecular engineering courses is less than 2.4 will be admitted to the required courses of the following year only with the special permission of the department. Total Credit Hours Required 131-132. As noted, chemical engineering jobs require a minimum of a bachelor's degree. Non-engineering requirements include extensive chemistry courses and labs, such as analytical, organic and physical chemistry. Other non-engineering requirements include sequences in calculus and physics. The engineering portion includes coursework and labs in chemical processes, transport, and reactions. Students might prefer programs accredited by ABET, Inc., which has accredited more than 100 chemical engineering programs. Accreditation by ABET demonstrates the school adheres to a set of academic principles and teaches its students a core set of industry-required skills. Accreditation is required by many graduate schools and licensing boards. Schooling Schooling Degree Overviews Bachelor's Degree: A baccalaureate degree in chemical engineering can prepare you for a career in the field. The degree focuses on understanding the properties of substances and methods of synthesizing those substances for medical, electronic, mechanical, and other commercial purposes. Despite its name, a chemical engineering education includes not just chemistry, but also biology, physics, and mathematics. The fundamentals of a chemical engineering degree are covered in core courses on chemical kinetics, thermodynamics, and transport processes. After those courses, students can specialize their studies in a specific area of chemical engineering. Master's Degree: A master's degree in chemical engineering is designed either for chemical engineers who want to do more advanced work or for students interested in a career as a chemical engineer, but who hold a bachelor's degree in a different field. Like the bachelor's degree, a master's program covers the core areas of thermodynamics, kinetics, and transport processes. A master's degree program will typically include research or field study in areas such as energy, biotechnology, or product development. Ph.D.: A Ph.D. program, the most advanced option for study in chemical engineering, requires you to have taken the core courses of bachelor's and master's programs. Curricula typically includes further study in general engineering and more focused chemical engineering courses. Most programs require original research and written and oral exams. Further coursework in chemical engineering for a Ph.D. may cover numerical methods in chemical engineering, chemical engineering thermodynamics, analysis of transport phenomena, and chemical reactor engineering. Degrees Degrees Average Chemical Engineer Hourly Wage in the United States Chemical Engineers earn a median hourly wage of $46.81. Hourly wages typically start from $28.59 and go up to $75.56. Average Chemical Engineer Yearly Salary in the United States Chemical Engineers earn a median salary of $97,360 per year. Salaries typically start from $59,470 and go up to $157,160. Salary Whats their salary? 1.Massachusetts

Power Plant Powerpoint

Transcript: Hydroelectric Power How it works to generate electricity A hydraulic turbine converts the energy of flowing water into mechanical energy. A hydroelectric generator converts this mechanical energy into electricity. The operation of a generator is based on the principles discovered by Faraday. He found that when a magnet is moved past a conductor, it causes electricity to flow. In a large generator, electromagnets are made by circulating direct current through loops of wire wound around stacks of magnetic steel laminations. These are called field poles, and are mounted on the perimeter of the rotor. The rotor is attached to the turbine shaft, and rotates at a fixed speed. When the rotor turns, it causes the field poles (the electromagnets) to move past the conductors mounted in the stator. This, in turn, causes electricity to flow and a voltage to develop at the generator output terminal. The resource we need for our power plant is a large body of water. The form of energy we are promoting is Hydroelectric power. A hydraulic turbine converts the energy of flowing water into mechanical energy. A hydroelectric generator converts this mechanical energy into electricity. Weaknesses The flooding of water destroys the natural environment. If you are trying to make one, you need to have fast flowing water. Hydroelectric power plants are bad for the fish because they make their lives harder. There is a high cost for construction. Hydroelectic power plants are too big and very noticeable. Strengths Electricity can be produced at a constant rate once a dam is built. Hydroelectric power plants are designed to last many decades and can contribute to the generation of electricity for many years. The lake that forms behind the dam can be used for water sports or even tourist attractions. The lake’s water can be used for irrigation processes. Hydroelectric power plants do not produce green house gases and don’t pollute the air. by Dani, Amanda, and Grace The lake that forms behind the dam can be used for water sports or even tourist attractions.

Plant Powerpoint

Transcript: Note: Plants have various defenses against pathogens because of coevolution. Freeman, B.C. and G.A. Beattie. 2008. "An Overview of Plant Defenses against Pathogens and Herbivores". July 6,2013. Web. “Plant responses to Herbivores and Pathogens” Boundless. July 6, 2013. Web. Reece, Jane B., et al. Campbell Biology. 9th edition; International edition. Harlow: Pearson Education, 2011. Systemic Acquired Resistance Hypersensitive Response Gene-Gene Recognition Triggers a signal transduction pathway, causing a defense response. Activates hypersensitive response and systemic acquired resistance. Produces R genes (specific plant disease resistance genes) that recognize effectors (molecules from pathogens). Effectors are known as Avr (avirulence) genes. If missing specific R gene, pathogen enters and infects plant. If contains that R gene, it recognizes and triggers defense response. When Pathogens Attack The plant can protect itself by the following: Physical Defenses Ex: thorns on roses Chemical Defenses Ex: toxic compounds like Canavanine (amino acid that replaces arginine, killing organism) Mutualism-predators that defend plants Ex: Caterpillar eats leaf, leaf releases compound that attracts parasitoid wasps. Parasitoid wasps kill caterpillar. Plant Defense Activate! Fungi Note: Plants are the primary source in food webs, so defenses help reduce fatality. The Enemies Note: Hypersensitive Response signals transduction pathways that result in SAR. General defense response in organs distant from the inefection site. Protect against diversity of pathogens. The activation of SAR requires salicylic acid, which is triggered by pathogen detection. Results in heightened immunity to all pathogens in uninfected parts of the plant, Plants have developed various relationships with other organisms in communities. Plants are targeted by herbivores since they are the main food source. The main pathogens that infect plants are categorized as virus, bacteria, or fungi. Plants developed surveillance for invading enemies and protection from damage. Note: Different R genes respond to different pathogens, but if a plant does not have an R product that matches the Avr of a pathogen, then that pathogen may be virulent. Zuleima Espinosa BIO182 Note: The defenses plants mainly use against herbivores. Note: Pre-formed structures contribute to disease resistance already as responses activated by disease are self explanatory. Causes cell and tissue death near infection to stop spreading. It is a local and specific defense. Responses Activated By Disease Wall reinforcement Antimicrobial chemicals Antimicrobial proteins Hypersensitive response Endophyte assistance Herbivore Attacks and Pathogen Invasions?! Introduction Citations Pre-Formed Structures=Disease Resistance Plant cuticle/surface Plant cell walls Antimicrobial chemicals Antimicrobial proteins Enzyme inhibitors Detoxifying enzymes Receptors (activate inducible defenses) Note: Diagram explains how the defenses activate when pathogen is detected. Disease is caused by either biotic (fungi) or abiotic (pollution) factors. Plants are resistant to most pathogens due to recognizing invading pathogens and using appropriate defenses to fight them off. Virulent pathogens lead to death as avirulent pathogens causes minimal damage. Hence, avirulent is more commmon. Constitutive (continuous) defenses are typically preform barriers. They stop invasions, and give the plant strength and rigidity. Inducible defenses are plant cells that detect pathogens and respond by chemicals. Plants only produce defenses when pathogens invade because of the amount of energy and nutrients needed for production,

Chemical Plant

Transcript: methyl isocyanate is a colorless liquid, with a sharp and "pungent" smell. it evaporates in 44 degree Celsius. It used for making rubber, adhesives, herbicides and pesticides. The Pro and Cons of a Chemical Plant in Windsor Locks in 2008, a highly toxic chemical explosion at our very own Bayer CropScience chemical plant, had resulted to...... Two death of employees a fire damage to near by structure MIC is highly dangerous and toxic toward chemical used in the "production of carbamate pesticide. A chemical plant transforms raw materials with chemicals needed to create a new product at a fast speed. There are pipes throughout the chemical plant that help carry out a wide variety of materials. The type of materials that are used are fluids (liquid or gas) and sometimes solid or mixtures. The Use and Storage of Methyl Isocyanate (MIC) at Bayer CropScience Seven Injured in Chemical Plant Explosion in East Rutherford Bhopal disaster 2011-2012 Conclusion Madgellen, Maria, Nesma. Nezar PRO On December 3, 1984, There was a Methyl isocyanate gas leaked from a pesticide plant in Bhopal, India. killing at least 3,800 the company ended up paying 470million dollar for destruction. the good side to this problem was that the government ended up caring more to threat of the environment. 2008 Chemical Explosion After considering what happen in Bhopal disaster and our own facilities in Bayer. Bayer decided that it may be time to shut down Methyl Isocyanate testing do to the toxic chemical. the Country has debate their idea. the country feel if they stop job would be lost. What is in a Chemical Plant 2013 MIC effects on the environment 2012 Persons exposed only to methyl isocyanate gas pose no risk of secondary contamination. The primary use of MIC is a chemical intermediate in the production of pesticides. It works as a pesticide which most definitely helps farmers and the like. The gases that are emitted to the atmosphere damage the ozone layer, MIC reacts violently with water hence harming the environment when released. Human body Persons whose clothing is contaminated with liquid methyl isocyanate can secondarily contaminate rescuers by direct contact or through off gassing of vapor. Odor detection is a unreliable way of determining exposure. Direct contact with liquid or concentrated vapors of methyl isocyanate may cause irritation of the skin or eyes and severe ocular damage. MIC reacts violently with water. Are Chemical Plants a good idea for Windsor Locks? In this Presentation we will explore all sides of the construction of a chemical plant in Windsor Locks. We Will determine... Effects on humans Effects on the environment How it will benefit Windsor locks Explore whats in the chemical Plant MIC Due to historical and current observation by scientist, it has been proven and supported by research data that Windsor Locks, CT would not be able to support, defend, or protect the citizens of Windsor Locks if something fails at the chemical plant resulting in a chemical explosion. 1984 Introduction on October 10, 2012 a chemical plant explosion happen in East Rutherford. Seven people were injured that day. Scientist were mixing carbon and other mixture together causing a fire that started to spread and explode. Timeline Bayer to shut controversial US methyl isocyanate unit in 2012 What IS MIC CONS 0 + - = 9 8 7 1 2 3 4 5 6 c

Plant powerpoint project

Transcript: Pistil: The ovule producing part of a flower. The ovary often supports a long style, topped by a stigma. The mature ovary is a fruit, and the mature ovule is a seed. Petal: The parts of a flower that are often conspicuously colored. Pollen is the male gametophyte of seed plants. Both gymnosperms (cone-bearing plants) and angiosperms (flowering plants) produce pollen as part of sexual reproduction. Gymnosperms are nonflowering plants that produce seeds that are not enclosed in an ovary when mature. Structure of a Flower Seed Plants Plants are organized into 3 major groups: nonvascular, vascular with seeds, and vascular without seeds Sepal: The outer parts of the flower (often green and leaf-like) that enclose a developing bud. Seed plants are heterosporous- they have 2 different spore sizes: megaspores and microspores. Thomas Anastopoulos 1st hour Angiosperms Sepal: The outer parts of the flower (often green and leaf-like) that enclose a developing bud. Plants Gymnosperms produce both male and female gametophytes on separate cones and rely on wind for pollination. Plant PowerPoint Project A seed (mature ovule) is a miniature plant with a protective cover in a suspended state of development. Seeds Gymnosperms plants are living organisms of the kind exemplified by trees, shrubs, herbs, grasses, ferns, and mosses, typically growing in a permanent site, absorbing water and inorganic substances through its roots, and synthesizing nutrients in its leaves by photosynthesis using the green Angiosperms are seed-bearing vascular plants. Their reproductive structures are flowers in which the ovules are enclosed in an ovary. Pollen starts with the structure of a seed and goes through the first days of the life of a new plant. Germination is the beginning of growth of a plant from the seed, which contains the embryo. The seed swells, a root and shoot emerge, and cotyledons (first leaves) begin to photosynthesize.

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