Stem and branches relationship questions

Angiosperm - Stems | pdl-inc.info

stem and branches relationship questions

Dec 20, Each heavenly stem is paired with an earthly branch to form the Table 3 The relationship between the 12 shichen and the present time. Your basic vascular plant parts are roots, shoots, stems, and leaves. Of course, there's a wealth of variety within these types or parts, but it boils down to those. Sep 25, They invented a measurement by two sets of signs in a certain sequence - Heavenly Stems and Earthly Branches. As early as about BC.

During the post-observation conference, team members should discuss whether the question script helped or hindered them and whether the students were able to follow the questioning pattern. Writing and following a question script is typically a new experience for teachers, who seldom think about questions to ask their students ahead of time.

As teams become more familiar with the activity and begin to develop their verbal questioning skills, subsequent post-observation conferences can focus on such topics as pacing questions, transitioning to and from question sequences, and trying new question sequences.

Both Knowledge and Practice Teachers can develop these skills through a combination of knowledge and practice. Once honed, verbal questioning becomes an efficient formative assessment tool, helps students make connections to prior knowledge, and stimulates cognitive growth. Ask me a question: How teachers use inquiry in the classroom.

stem and branches relationship questions

American School Board Journal, 543— Taxonomy of educational objectives, handbook I: A preliminary report on analyses of classroom interaction. Merrill-Palmer Quarterly, 9 1— The art of asking questions: Using directed inquiry in the classroom. The American Biology Teacher, 62 7— A revision of Bloom's taxonomy: Theory into Practice, 41 4— How to ask questions.

Branches from the same tree

National Council for the Social Studies. A meta-analysis of experimental research on teacher questioning behavior.

stem and branches relationship questions

Review of Educational Research, 51 1— Teaching strategies and cognitive function in elementary school children. San Francisco State College. Questioning, thinking and effective citizenship. Social Science Record, 22 14—6. Exploring myths about teacher questioning in the social studies classroom. The Social Studies, 92 126— Questioning in the primary school. London and New York: Observing in the Classroom To improve their verbal questioning skills, Lisa, a new middle school social studies teacher, partnered with Patty, a veteran social studies teacher.

Here are some of their insights. Observing Patty The teachers decided that Lisa would observe Patty in her classroom during the first 15 minutes of class.

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Patty didn't bring a question script to the pre-observation conference. She noted that she often makes up questions on the spur of the moment, focusing on students' interests and her instructional goals. She was sure she would use at least two or three questioning patterns during the observation period. Lisa found the classroom observation instrument easy to complete.

stem and branches relationship questions

Patty used a same-path question sequence and an extending-and-lifting sequence and asked both cognitive-memory and convergent-thinking questions. Lisa also recognized the beginning of a narrow-to-broad questioning pattern, but it quickly turned into a backbone-question sequence. The precise positional relationship of stem, leaf, and axillary bud is important to understanding the diversity of the shoot system in angiosperms.

Understanding this relationship makes it possible to identify organs such as leaves that are so highly modified they no longer look like leaves, or stems that are so modified that they resemble leaves. Branching in angiosperms may be dichotomous or axillary. In dichotomous branching, the branches form as a result of an equal division of a terminal bud i. The few examples of dichotomous branching among angiosperms are found only in some cactipalms Arecaceaeand bird-of-paradise plants Strelitziaceae.

Nolege The two modes of axillary branching in angiosperms are monopodial and sympodial. Monopodial branching occurs when the terminal bud continues to grow as a central leader shoot and the lateral branches remain subordinate—e.

Sympodial branching occurs when the terminal bud ceases to grow usually because a terminal flower has formed and an axillary bud or buds become new leader shoots, called renewal shoots—e. Plants with monopodial growth are usually pyramidal in overall shape, while those with sympodial growth often resemble a candelabra.

AdstockRF By combining monopodial and sympodial branching in one plant, many different tree architectures have evolved. A simple example is found in dogwoods Cornus; Cornaceaewhere the main axis is monopodial and the lateral branches are sympodial. Very different plant forms result from simply changing the lengths of the internodes. Extreme lengthening of the internodes often results in twining vines, as in the yam Dioscorea esculenta ; Dioscoreaceae.

Leaves The basic angiosperm leaf is composed of a leaf basetwo stipulesa petiole, and a blade lamina.

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The leaf base is the slightly expanded area where the leaf attaches to the stem. The paired stipules, when present, are located on each side of the leaf base and may resemble scales, spines, glands, or leaflike structures. It stems from the periodic table of the elements: Chemistry students study the atom and atomic structure, learning how they fuse together to create compounds.

Earthly Branches - Wikipedia

Students are first introduced to overarching principles of chemistry such as the states of matter, conservation of matter and the composition of matter as collections of molecules and atoms.

These topics are then explored through simple chemical reactions and everyday applications of chemistry.

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Introductory Chemistry is a required course at most high schools in the United States. High school chemistry instructors teach students the mathematical reasoning behind the principles of chemistry. Curricula for Introductory Chemistry focus on chemical bonds and compounds, as well as stoichiometry, the mathematical analysis of chemical reactions. Students establish familiarity with chemistry equations and the periodic table of the elements, preparing them for Advanced Placement Chemistry, which involves a more in-depth mathematical analysis of the concepts covered in Introductory Chemistry.

Physics Physics encompasses the science of matter, motion and energy. A highly advanced and complex area of science, physics is not usually taught at the elementary and middle school levels. However, elements of physics are incorporated into the general science education that younger students receive. In elementary and middle school, students begin to learn about gravity, friction and kinetic energy all of which are basic principles of physics.

stem and branches relationship questions

Physics is often offered in high school after students have completed introductory levels of biology and chemistry. High school physics begins to incorporate mathematics through physics equations and formulas.

A typical high school physics curriculum begins with general theories of motion, including force, kinetic energy, friction and acceleration. Classes then cover more advanced motion, such as tension. Math Students in the United States begin studying mathematics at around five or six years of age, continuing through secondary school and into higher education.

Many schools will offer different levels of classes as students may show a greater or lesser aptitude for complex math courses. During elementary school, students are taught basic arithmetic: Many students will have completed some form of pre-algebra or even algebra 1 by the time they enter high school, although geometry is occasionally taught in eighth grade as an honors course.