Wednesday, December 25, 2019

The ABCs of Teaching Affirmations for Teachers

Teaching is a dynamic, rewarding, and challenging career, but some days can test the mettle of even the most passionate teachers. One strategy for banishing negativity from your job outlook is to use positive affirmations. This uplifting list of affirmations can brighten your spirit and be a reminder of all the things you love about teaching. A I am adventurous. I want my students to come to class wondering what adventure we will have today.   I am constantly searching for ways to engage my students, to make learning fun, and avoid the status quo.I am aware. I understand that each of my students are individuals who face unique challenges, have individual learning styles, and have their own strengths and weaknesses. B I am beloved. I am leaving behind a legacy. The lessons I teach my students will last a lifetime. My students think highly of me and will cherish the time we were able to spend together.I am big-hearted. I know that many of my students fight personal battles that I cannot begin to fathom. I love my students and wish I could give each of them the life they deserve. C I am collaborative. I engage parents, students, community members, and other teachers in the educational process.I am creative. I resourcefully pull together activities and resources and mold them into engaging lessons that my students respond positively to. D I am determined. I will not give up on any student. I will find a way to make a difference. I am relentless in my pursuit of educating every student.I am diligent. I leave no stone unturned. If there is a way, I will find it. I love every phase of my job and attack each aspect ferociously. E I am encouraging.  I talk my students up. I tell them they can do it, when others tell them they can’t. Our mindset is positive. We can accomplish anything.I am engaging.  I keep my students focused. I have attention grabbers built into every lesson. Once I have them hooked, I know they can and will learn. F I am focused.  I have professional goals that I am determined to achieve. I know where I need to get my students, and I have a plan to get them there.I am friendly. I greet everyone with a smile. I laugh and joke with my students so that they know I am not a robot. I am approachable and easy to talk to. G I am grateful.  I do not take for granted the opportunities and tasks that are bestowed on me. It is an honor to work with the students I am given.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  I am growing.  I understand my strengths and weaknesses. I am continuously seeking out valuable professional development opportunities to help me improve. H I am hard working. I often arrive early and stay late. I am continuously thinking about how to improve and conduct regular research to find tools to do my job better.I am honest. I do not hide who I am or what I do. I answer each question truthfully and own up to mistakes when I make them. I I am inspiring. I want to be an example for my students. I want them to become a better person as a result of the interactions that we have together.I am interactive.  My classroom is student centered. We conduct regular hands-on, exploratory activities. My students take ownership in projects and lessons. J I am just.  I am always fair. I carefully weigh any decision taking the â€Å"who and what† into consideration. No decision is taken lightly.I am joyful.  I celebrate with my students when they are successful. This is not limited to my classroom. I believe that all successes should be celebrated jubilantly. K I am kind.  I help my students when I know they need assistance. I check on them when they are sick and let them know I care when they lose someone.I am knowledgeable.  I am a content expert. I understand how to use instructional strategies, regularly incorporate technology, and differentiate instruction to reach every student. L I am likable.  I relate well to my students. I work hard to find a common ground. I talk to my students about my hobbies and interests.I am lucky.  I have been blessed with an opportunity to make an impact. It is not something I take lightly. Every day I have the ability to make a difference. M I am modern.  I will not be teaching the same way five years from now. I change with the times and keep things fresh. I am always updating my classroom and methodology.I am motivating.  I bring out the best in my students. I am ever aware of which students require extra prodding and find ways to reach them. N I am noble.  I hold myself accountable for my actions and have high expectations for myself. I strive to set an example by having outstanding character.I am nurturing.  I foster relationships with my students. I learn which students respond to constructive criticism and which students require a more gentle approach. O I am organized. Everything in my classroom has a place. Organization aids with preparation and ultimately keeps the flow of the classroom going in the right direction.I am original.  There is only one of me. I am unique. My classroom and my style are my own creation. What I do cannot be duplicated. P I am prepared. All my materials are ready to go well in advance of the lesson. I plan for surprises and over plan so that there is little downtime.I am professional.  I conduct myself appropriately inside and outside of my school. I adhere to each of the professional expectations of my district. Q I am quick-witted.  I can respond quickly and appropriately to student comments or actions in a manner that quickly diffuses a potentially tense situation.I am quirky. I can be unconventional, outlandish, and crazy because I know that my students respond positively to that. R I am reflective.  I am constantly evaluating my approach and making changes. I reflect on what I can change to make improvements on a daily basis.I am respectful.  I give respect to each student because I know it is the only way to earn their respect. I value each person as an individual and embrace their differences. S I am safe.  Nothing matters to me more than keeping my students safe. I will lay down my own life if necessary. My classroom is a safe haven for all of my students.I am structured.  I have well-established expectations and procedures. I hold my students accountable for their actions. Distractions are kept to a minimum. T I am tactful.  I am diplomatic and choose my words carefully because I know my words can be turned against me. There are times that I bite my tongue because what I have to say can only get me in trouble.I am thoughtful. I care about those I work with and recognize their contributions. I go out of my way to show my appreciation for my co-workers who do an outstanding job and make mine easier. U I am underappreciated.  There are people who discount me because I teach. There are people who do not like me because I teach. My students know my value, and that is what matters to me.I am unselfish.  I am willing to go the extra mile for my students. I arrive early or stay late to tutor struggling students. I make sacrifices so that my students have every opportunity to be successful. V I am valuable. What I do matters. My students are better off for having me as a teacher.  I bring value in ensuring that every student shows significant gains during their time with me.I am versatile.  I am able to change my approach to fit the learning styles in my classroom. I can teach multiple subjects across multiple grade levels effectively. W I am whimsical.  I take advantage of teachable moments. I understand that some of the most memorable lessons will be those that I did not plan to teach.I am willing.  I will do whatever it takes to ensure that each student is successful. I am willing to find the answers to the tough questions. I am flexible in my approach. X I am xenodochial.  I welcome anyone to visit my classroom.  I want to be an integral part of my community and as such I talk to any constituent that I can about our school and education.I am an X factor.  I am a difference maker. I could be the one teacher with the ability to reach that student that no one has been able to reach before. Y I am yielding.  I understand that some things are beyond my control. There will be occasional interruptions, and I must be flexible and go with the flow.I am youthful.  I may get older, but seeing me students learn fuels me. It excites me and invigorates me when a student has an â€Å"aha† moment. Z I am zany.  I am willing to make crazy deals with my students if it motivates them. I am not afraid to get my hands dirty if it pushes my students to put more effort into learning.I am zealous.  I am passionate about teaching and learning. No one can question my commitment to the profession or to my students.

Tuesday, December 17, 2019

Adolf Hitler and The Holocaust Essay - 1519 Words

On January 30th, 1933, Adolf Hitler became a dictator of Germany, which marked the start of the twelve year massacre, the Holocaust. The Holocaust lasted until May 8th, 1945, when Europe won World War II. During the event of the Holocaust, six million Jewish followers were murdered; nearly two-thirds of the European Jewish population and one-third of all the Jewish population in the world. The Nazi Party not only targeted the Jews, but communists, Marxists, and anyone who stood up to, or posed a threat to the Nazi’s plan. Despite World War II raging through Europe, the victims eliminated were not casualties of war, but subjects of Germany’s attempt to obliterate the European Jewish population; a plan Hitler titled, the â€Å"Final†¦show more content†¦Another organization, the Gestapo, Secret State Police, a force recruited by police officers, were given the freedom to arrest anyone. The SS, Protection Squad served as Hitlers personal bodyguard, eventuall y managed concentration camps, and watched over the Gestapo. A fourth organization assimilated with the Nazi Party was the S.D., Security Service of the SS, which functioned as the Nazis’ intelligence service, uncovered enemies and kept them under surveillance. These forces helped the Nazis climb their way to be the terrifying group they became known for. In only a year, Hitler had absolute control of Germany, and his campaign against the Jews was on the move. The Nazis claimed the Jews, with their â€Å"foreign† and â€Å"mongrel† influence, had corrupted the pure German culture. Claiming the Jews had corrupted modern art with their influences, the Nazis denounced all modern art. They portrayed the Jews as evil and cowardly, and the Germans as hardworking, courageous, and honest. The Nazis believed the Jews weakened Germany’s economy and culture with their finance and arts. Hitler began to restrict the Jews with legislation and terror. Germans burnt books written by Jews, removed Jews from professions and public schools, confiscated their businesses and property, and excluded them from public events. Women were also dismissed from their upper-level jobs and turned away from universities. The most famous anti-Jewish legislation was the Nuremberg Laws enacted onShow MoreRelatedAdolf Hitler and the Holocaust1249 Words   |  5 PagesAdolf Hitler was the driving force behind the Holocaust. Many people think he was insane to torture the human race that way. Others praise him for attempting to exterminate the Jewish people. Some wonder what was going on inside his head when he had the first thought and/or plan of the Holocaust. A majority of the world just want to know what drove him or what made him hate the Jewish race so much. Studying Adolf Hitler’s beliefs can give the world history because he gave the world an insightRead MoreAdolf Hitler And The Holocaust Essay905 Words   |  4 PagesAuschwitz On January 30, 1933 Adolf Hitler was appointed the German chancellor. This was the beginning of the most tragic and horrifying mass murder the world has ever known. Adolf Hitler was a man who despised Jews and blamed them for everything that had gone wrong in Germany. He wanted to annihilate every living Jew in Germany through a plan that he called â€Å"The Final Solution.† To fulfill his master plan, he appointed German SS officers to round up mass amounts of Jews and ship them off to deathRead MoreAdolf Hitler And The Holocaust1078 Words   |  5 Pages Adolf Hitler played a major role in WWII. Hitler was anti-Semitic. Anti-Semitic is to be against Jews. Hitler’s perspective of perfection was a blue-eyed, blonde-haired white person; most Jews did not fit this description. This view is what caused the Holocaust. The Holocaust was a period of time in which many Jews were killed in camps. He also believed that he could bring Germany to greatness once agai n. Because of Adolf Hitler’s actions and beliefs, he was an important figure inRead MoreAdolf Hitler And The Holocaust Essay1105 Words   |  5 PagesAdolf Hitler and the Holocaust. The Holocaust is the word used to describe the mass murder of approximately six million European Jews during Adolf Hitler’s rule in Germany. Among the Jews were also other groups described as â€Å"Sub-Humans† such as Gypsies, homosexuals, intellectually challenged, political prisoners and most Eastern Europeans. German lacked confidence in their weak system, the Weimer Republic. Adolf Hitler, the chairman of the Nazi Party by 1921, was a World War I veteran who still believedRead MoreAdolf Hitler And The Holocaust1667 Words   |  7 Pagesthe more sharply they became distinguished in my eyes from the rest of humanity,† Hitler wrote in Mein Kampf, describing his feelings when he first arrived in Vienna in 1925 and began to develop anti-Semitic ideas. The Holocaust was when the Nazi’s eliminated the Jewish people under Hitler’s rule. This was one of the most gruesome events in world history. There were three main reasons why Hitler started the Holoca ust and exterminated the Jews: he had a need for power; he was convinced the loss ofRead MoreAdolf Hitler And The Holocaust2262 Words   |  10 PagesWhen Adolf Hitler rose to power in 1933, he had a belief that race was the sole matter that defined the culture of a civilization. He influenced the country of Germany to change the ideological values that they previously abided by. This change marked the beginning of a new era, which led to the most pure ideological genocide that can be remembered to this day since there was no pragmatic motivation throughout the time period the Holocaust took place. It is a dark mark in the history of westernRead MoreAdolf Hitler And The Holocaust2948 Words   |  12 PagesAdolf Hitler, chancellor of Germany from 1933 to 1945 and fà ¼hrer of Nazi Germany from 1934 to 1945, was the mastermind behind both World War II within Europe and the Holocaust. In the â€Å"Final Solution,† concentration and extermination camps were implemented in an a ttempt to rid of the Jewish population entirely. Such a task, genocide, would not be done easily. By the end of World War II, over six million Jews had been killed. However, not merely Jews were subject to mass murder, but nearly five millionRead MoreAdolf Hitler and The Holocaust Essay729 Words   |  3 Pageshandicaps. This geonocide, led by Adolf Hitler, who was the chancellor and future dictator of Germany, resulted in the death of six million Jews and thousands of other innocents. The Holocaust is arguably the worst thing that has happened in our history. In our modern world we still have racist and religious problems accross the world particularly in the Middle East and Africa. By studying the Holocaust we can learn many things and gain a perspective on our lives. Adolf Hitler, leader of the Nazi politicalRead MoreAdolf Hitler and the Holocaust Essay1114 Words   |  5 Pages Germany’s fate was changed on April 20, 1889, the day I, Adolf Hitler was born to German official, Alois and my dear, Klara Hitler. Little did they know of what a miracle that had blessed them that day. My destiny was decided for me every time my father lectured me about the abhor Jews, taking up our German property, and beat me for the childish mistakes I made. I realized my destiny was to punish the faults in our once perfect nation. My father’s strict upper hand was not the only contributionRead MoreAdolf Hitler and the Holocaust Essay611 Words   |  3 Pagesquestion, Why? Why would someone like Hitler murder millions of people in an act of mass genocide? I personally think that no one truly knows the answer to that question I do however, however know why we would study something like the Holocaust, and likewise WWII. In order to explain it sufficiently I think that one must start with the story of Adolf Hitler. In 1889, on April 20th Adolf Hitler was born. As a young Austrian boy, Hitler wanted to be an artist and applied at

Monday, December 9, 2019

Armenian Genocide and the Rape of Nanking free essay sample

I believe that one of the best ways to do this is to educate people about these terrible crimes and make sure that we do not forget the things that happened, and all of the people that unnecessarily lost their lives. The Rape of Nanking was a horrible event that took place in 1937 when the Japanese occupied the Chinese province of Manchuria. The Japanese first invaded this province in 1931 and it wasn’t for six more years until they took their next step in their plan of conquest. In early July 1937 the Japanese and Chinese troops clashed in Peking in an incident at the Marco Polo Bridge. The Japanese troops used this to justify launching a full blown attack on the city at the end of the month utilizing massed infantry, tanks and airstrike. With all of this it did not take ling at all for the city and the surrounding area to fall to the Japanese. The first concern of the Japanese soldiers was to eliminate any threat from the 90,000 Chinese soldiers. Although the Japanese were greatly outnumbered with their 50,000 troops they were able to defeat the Chinese with their great amount of infantry and the fact that the Chinese troops were so loosely organized. The Japanese were instructed to inflict as much possible pain on the Chinese soldiers as possible to toughen them up for future battles and get rid of any civilized notions of mercy. There is film footage and photographs taken by the Japanese documenting smiling soldiers conduction bayonet practice on live prisoners, decapitating them with severed heads as souvenirs. Some of the remaining Chinese POW’s were mowed down by machine gun fire, and others were tied-up, soaked with gasoline and burned alive. After the Japanese had completed the destruction of the Chinese soldiers, they turned their attention to the woman of Nanking. Old women over the age of 70 as well as little girls even younger than the age of 8 were dragged off to be sexually abused. As many as 20,000 females, with some estimates as high as 80,000 were gang raped by the Japanese soldiers. They were then stabbed to death with bayonets or shot so that they were unable to bear witness to these terrible crimes. These terrible acts of of citywide burnings, stabbings, drowning, strangulation, rapes, theft, and mass murder continued on for the next 6 weeks. No man, woman, or child was safe at this time and could be shot on a whim at any time. The streets of Nanking were said to have literally run red with blood. After this period of extreme violence the Japanese slightly eased off and settled in for the duration of the war. To pacify the population during the long occupation highly addictive narcotics including opium and heroin were distributed to the people regardless of the age. An estimated 50,000 persons because notorious Comfort Women system was introduced which forced young Chinese women slave –prostitutes, existing solely for the sexual pleasure of the Japanese soldiers. In the course of just six weeks the Japanese soldiers brutally murdered 300,000 out of the 600,000 in the population. This was a horrible event in our world’s history and it is very important that we remember what happened so that it does not happen again. The Armenian genocide was the first genocide to take place in the 20th century. The Armenians were attacked in their homelands of Turkey, by the Turkish people. The Armenians had been targeted in this area for a very long time and had been persecuted by the other religions in this area for many years leading up to this genocide. The genocide began when the forty thousand men serving in the Turkish army had their weapons confiscated and they were put into slave labor battalions building roads, being used as human pack animals. With these brutal work conditions they suffered a very high death rate and those that did survive would soon be shot outright. Next 300 Armenian political leaders, educators, clergy men, and dignitaries were taken from their homes and were briefly jailed and tortured then hung or shot. Then came mass arrests of Armenian men in the country by Turkish soldiers, police and volunteers. The men were tied together in small groups and then taken to the outskirts of town and were shot or bayoneted by death squads. Local Turks often joined in the killing armed with knives and sticks. Next it was the turn of the Armenian women, children, and elderly. On very short notice they were taken from their homes with the understanding that they were being taken to a non-military zone for their own safety. What they were really being taken on however were death marches. Turkish gendarmes escorted individual caravans consisting of thousands of deported Armenians. These guards allowed criminals known as the â€Å"Special Organization† to attack the defenseless people killing anyone that they pleased. They were encouraged to raid the caravans and steal anything they wanted. A very large amount of sexual abuse and rape of girls and young women occurred at the hands of the Special Organization. Most of the attractive young females were kidnapped for a life of involuntary servitude. An estimated 75 percent of the Armenians on these marches died, especially children and the elderly. Those who did survive were thrown off cliffs, burned alive, or drowned in rivers. During this genocide the Turkish countryside became extremely littered with corpses. Leaders advised that the corpses be buried and gotten rid of, but this advice was generally ignored. This left foreigners including German government liaisons, American missionaries, and U. S. diplomats in the country to be chocked and appalled at what was left out for anyone to see. Two million Armenians lost their ability to live in their historic homeland of Turkey from the time of 1915-1918 through forced deportations and massacres. These two genocides both had many similarities. They were both acts of hate against a group of people that had been building for many years leading up to the genocides. They both experienced extreme hate without any reason or viable justification on either the end of the Turkish or the Japanese. Some differences are that the Rape of Nanking took place over a shorter period of time, and with less people in the original population, although it was just as brutal, if not more so than the Armenian genocide. These horrible acts need to be remembered and people need to be educated about the horrible things that have taken place. I believe that it is the only way we can prevent something like this from happening, and it is important that we are aware of what is happening so that there are not any more lives unnecessarily lost. There have been far more t genocides in our worlds history than there ever should have been. We can only take comfort in the fact that hopefully humanity will learn from its mistakes and not allow anything like this to happen again.

Sunday, December 1, 2019

To find out the number of stomata on a leaf and how it changes as the height of the bush increases Essay Example

To find out the number of stomata on a leaf and how it changes as the height of the bush increases Essay I predict that there will be an increase in stomata as there is an increase in the height of the bush, this is because those leaves that are higher up on the bush get more light so they do more photosynthesis so produce more oxygen. Therefore they need stomata to get rid of this waste product. The graph will therefore be linear and go up according to the height of the bush and the amount of stomata.Background knowledgeWater + Carbon dioxide Glucose + Oxygen6H20 + 6CO2 C6H12O6 + 6O2For photosynthesis you need light, water and carbon dioxide. This light is captured by the plants from the sun through chloroplasts. The water enters the plant by its roots but moves up by transpiration and carbon dioxide is let in the leaf, as the stomata are little holes in the bottom of the leaf, which open, and close to let in carbon dioxide and oxygen.Transpiration is how the water travels from the root to the leaf through the stem. It controls the amount of water by opening and closing the amount of stomata needed. There is a limit to the number of stomata because too much or too little water would start to wilt and die and also the surface area of the leaf means only a certain amount of stomata can fit on the leaf.VariablesThe variables that can affect my experiment are:* Light the light could affect it because more light means more photosynthesis.* Amount of water affect the process of photosynthesis.* Size of leaf the bigger the leaf, the greater the surface area which means more stomata can fit on the leaf, so we need all the leaves that we use to be roughly the same size.* Age of leaf older leafs (which are more wilted, and more paler) means that not much photosynthesis is occurring, so we have to try and use those leaves that are more greener (have more chloroplasts etc.).* Amount of shadow its in lack of light affects the process of photosynthesis as it cant produce oxygen without the light.* Amount of carbon dioxide entering it affect the process of photosynthesi s.* Temperature affects the rate at which transpiration occurs (the rate at which water enters the plant).* Shadows/cloud cover more cloud cover means less light, which again affects the process of photosynthesis.We have to try the hardest to control all the variables, so we will choose the same sized leaf on the height of the bush (because we need to take an average we need to take 3 leaves so we have to make them the same size for a fair test). Controlling the temperature can only be achieved if we complete all of our selecting on one day so that the temperature is constant. We cant control the amount of carbon dioxide entering it and neither can we control the amount of water entering it, but we will discover which leaves receive more carbon dioxide and release more oxygen as the ones with the greater stomata will need to use up their carbon dioxide. The shadows will not really make a difference to my experiment as we are taking the leaves that are the furthest out from the bu sh as these are the ones that receive the most carbon dioxide and water etc.Equipment listThis is what I am going to need for my experiment* Microscope* Slide* Graticule* Metre ruler* Nail polish* A bushMethodWe are going to go outside with the metre ruler and go to a bush towards the back of the field.a) We will need to take three leaves from the ground floor and continue to go up in 0.5m until we reach 2.5m. We have to take three leaves off from each height because we need to get an average of the results.b) After collecting the leaves that we need to carry out our experiment, we will go back into the classroom and set up the microscope (the eye piece of the microscope will have to be opened up so that the Graticule can be placed in it, then we will replace the eye piece)c) We will need the nail polish so that we can paint the back of the leaf, after doing that we will let it dry and then peel off the nail polish from the back of the leaf (the stomata will be printed on the clear nail varnish when it is peeled)d) We will then place the peeled bit of nail varnish on a slide and put it under the microscope and see how much stomata is touching the Graticule.e) We will then record our results and repeat this with the rest of the leaves.ResultsLeaf height/mLeaf numberNumber of stomataMean012324511 = 3.630.512343512 = 43112344513 = 4.331.512345413 = 4.33212355414 = 4.632.512356415 = 53GraphA graph showing the height of the bush and the amount of stomata it has per leaf which was taken from the same bush each timeA graph showing the gradient of the graph (calculated below)Calculating the gradientThe general equation for a straight line is; y = mx + c this will help us find out how many stomata there were for every 0.5metres on the bushY = dependant variable or calculated valueX = independent or calculated valuesM = gradient (or slope) of the lineC = value of the Y intercept (where the line crosses y the axis)m = y = 5 3.6 = 1.4 = 0.56 stomata per 0.5 metres.x 2.5 2.5So if we looked at it per metre, on the bush, we would roughly be able to see that there would be approximately 1 stomata on each leaf per metre.As light was a factor in this we also carried out tests on the amount of light the bush gets by using the light metre at the different heights of the bushMethodWe would get the light metre, go to the same bush from which we took out other data from and take the light readings from each height of the bush. Again we would have to do it three times so that we could take an average so that we could get the best results.ResultsHeight of bush/mReading 1Reading 2Reading 3Mean light reading0193.6193.6189.5192.20.5194.0194.0189.0192.31193.3193.9190.6192.61.5192.4194.3191.6192.82193.0194.9192.2193.42.5193.2195.1193.0193.8GraphsAnalysing evidence and drawing conclusionsMy graphs show various different things. It is clear that in the graph that is showing the number of stomata on a leaf based on the height of the bush, there is a linear relationship between the stomata and the height of the bush, this is what the line of best fit shows. The line of best fit shows the pattern or trend we (think) we would get if we removed all the measurement errors from our experiment. This graph shows that as the bush gets higher the number of stomata increases. This is due to the fact that there is more height on the bush which then means there is more light which finally means more photosynthesis. There is positive correlation in my graph meaning that my results prove that as the height increases the mean number of stomata increases.In my prediction I mentioned that the graph would be linear which is what was shown. Also the height of the bush and the amount of light it was getting affected the stomata. The results show that as the height of the bush increases the amount of light reaching the bush increases. Therefore when thinking about it in terms of stomata, leaves at the bottom would have less stomata as they would be doing less photosyn thesis as there would be a lack of light and the leaves at the top have more stomata meaning they do more photosynthesis.Again there is a relationship between the height of the bush and the amount of light it receives, as there was also a relationship between the height of the bush and the average amount of stomata.The results that I got according to my stomata/height graph shows that the dependant variable and independent variable (on the x and y axis) could be proportional, but because I dont have any scientific figures to prove this in my experiment this theory is flawed. From my graph consisting of the gradient I can conclude that there would be 0.56 stomata per 0.5 metre. My original prediction saidThere will be an increase in stomata as there is an increase in the height of the bushI can add another factor which could relate to this part of my prediction and that is height. The graph showing the amount of light the bush gets shows that as the height of the bush increases, the amount of light reaching the bush increases which would therefore lead to an increase in stomata on those leaves higher up.Evaluating evidenceFor my main experiment I wanted to find out the amount of stomata and how it was affected the height, so I had to take three sets of results for the height/stomata graph and three sets of results for the height/light graph. This had to be done so that I could take an average of all three and have a mean number. This may not be very accurate because the times that we might have done the experiment on may have differed and the days that we had done it on may have differed. But we made sure that all the results we needed were taken on the same day but our results on the height/light graph were a bit mixed up (explained below)The line of best fit on both of my graphs tells me that none of my results were anomalous on the height/stomata graph which was what I predicted but on the height/light graph it seems there are at least two points that are an omalous. This was because the first readings that we took were not reliable as the sun disappeared behind the clouds but then appeared again causing our results to vary. The second reading that we took had a bit of cloud cover but was constant throughout and the third reading was when the sun was fully out. This was the reason why we had to take three readings so that we could get an average. Our results were still not accurate because we should have taken the light readings when the weather was more stable, these results varied due to the weather.So next time if we were to do this experiment I would make sure that the weather is not going to change, of course the only way I can do this is to look at the weather forecast and see if there is any use in me taking the readings on that particular day. I could have taken more leaves from the different heights, I only took three because I thought that would be enough to get an average but I realised that three was the minimal amount I sho uld have picked up. To get more accurate results I will next time need to collect a greater number of leaves and then compare the results.I could also have tried to find another bush to take the leaves off, this experiment was carried out on a bush at the back of our field, it may be that the bush is situated in the north and doesnt get much light because the sun travels from east to west. This experiment would have been more accurate if I had compared different bushes along our field because then I would know for sure my results came out more accurate.I think if I was to repeat this experiment again I would have to make sure that everything was fair, when I did the experiment this time round I made sure that the leaves were the same size on each height of the bush so that the results were similar, I think next time I will make sure ALL the leaves are the same size but then again the size of the leaf affects the amount of stomata on the leaf, the greater the surface area the more st omata it can fit on the leaf so next time maybe I will investigate whether or not the size of the leaf affects the amount of stomata on it. I would also make sure that the light metre results were fair, as this time all three sets of results that I took were in different conditions (cloudy/sunny/sunny intervals).The only anomalous results I got were on the height/light part of my experiment which I have tried to justify above, next time it will be more accurate to take the readings in more stable weather. Also relating to the height/stomata part of this experiment I may have chosen leaves that were in a position not receiving enough sunlight, this would obviously influence the amount of stomata on the leaf, so I would have to make sure next time that the leaves were taken from the branch that was furthest out.There were extensions I could have made to this experiment but did not have enough time to complete, I could have compared results on different types of weather and maybe even try and compare results of different types of bushes.

To find out the number of stomata on a leaf and how it changes as the height of the bush increases Essay Example

To find out the number of stomata on a leaf and how it changes as the height of the bush increases Essay I predict that there will be an increase in stomata as there is an increase in the height of the bush, this is because those leaves that are higher up on the bush get more light so they do more photosynthesis so produce more oxygen. Therefore they need stomata to get rid of this waste product. The graph will therefore be linear and go up according to the height of the bush and the amount of stomata.Background knowledgeWater + Carbon dioxide Glucose + Oxygen6H20 + 6CO2 C6H12O6 + 6O2For photosynthesis you need light, water and carbon dioxide. This light is captured by the plants from the sun through chloroplasts. The water enters the plant by its roots but moves up by transpiration and carbon dioxide is let in the leaf, as the stomata are little holes in the bottom of the leaf, which open, and close to let in carbon dioxide and oxygen.Transpiration is how the water travels from the root to the leaf through the stem. It controls the amount of water by opening and closing the amount of stomata needed. There is a limit to the number of stomata because too much or too little water would start to wilt and die and also the surface area of the leaf means only a certain amount of stomata can fit on the leaf.VariablesThe variables that can affect my experiment are:* Light the light could affect it because more light means more photosynthesis.* Amount of water affect the process of photosynthesis.* Size of leaf the bigger the leaf, the greater the surface area which means more stomata can fit on the leaf, so we need all the leaves that we use to be roughly the same size.* Age of leaf older leafs (which are more wilted, and more paler) means that not much photosynthesis is occurring, so we have to try and use those leaves that are more greener (have more chloroplasts etc.).* Amount of shadow its in lack of light affects the process of photosynthesis as it cant produce oxygen without the light.* Amount of carbon dioxide entering it affect the process of photosynthesi s.* Temperature affects the rate at which transpiration occurs (the rate at which water enters the plant).* Shadows/cloud cover more cloud cover means less light, which again affects the process of photosynthesis.We have to try the hardest to control all the variables, so we will choose the same sized leaf on the height of the bush (because we need to take an average we need to take 3 leaves so we have to make them the same size for a fair test). Controlling the temperature can only be achieved if we complete all of our selecting on one day so that the temperature is constant. We cant control the amount of carbon dioxide entering it and neither can we control the amount of water entering it, but we will discover which leaves receive more carbon dioxide and release more oxygen as the ones with the greater stomata will need to use up their carbon dioxide. The shadows will not really make a difference to my experiment as we are taking the leaves that are the furthest out from the bu sh as these are the ones that receive the most carbon dioxide and water etc.Equipment listThis is what I am going to need for my experiment* Microscope* Slide* Graticule* Metre ruler* Nail polish* A bushMethodWe are going to go outside with the metre ruler and go to a bush towards the back of the field.a) We will need to take three leaves from the ground floor and continue to go up in 0.5m until we reach 2.5m. We have to take three leaves off from each height because we need to get an average of the results.b) After collecting the leaves that we need to carry out our experiment, we will go back into the classroom and set up the microscope (the eye piece of the microscope will have to be opened up so that the Graticule can be placed in it, then we will replace the eye piece)c) We will need the nail polish so that we can paint the back of the leaf, after doing that we will let it dry and then peel off the nail polish from the back of the leaf (the stomata will be printed on the clear nail varnish when it is peeled)d) We will then place the peeled bit of nail varnish on a slide and put it under the microscope and see how much stomata is touching the Graticule.e) We will then record our results and repeat this with the rest of the leaves.ResultsLeaf height/mLeaf numberNumber of stomataMean012324511 = 3.630.512343512 = 43112344513 = 4.331.512345413 = 4.33212355414 = 4.632.512356415 = 53GraphA graph showing the height of the bush and the amount of stomata it has per leaf which was taken from the same bush each timeA graph showing the gradient of the graph (calculated below)Calculating the gradientThe general equation for a straight line is; y = mx + c this will help us find out how many stomata there were for every 0.5metres on the bushY = dependant variable or calculated valueX = independent or calculated valuesM = gradient (or slope) of the lineC = value of the Y intercept (where the line crosses y the axis)m = y = 5 3.6 = 1.4 = 0.56 stomata per 0.5 metres.x 2.5 2.5So if we looked at it per metre, on the bush, we would roughly be able to see that there would be approximately 1 stomata on each leaf per metre.As light was a factor in this we also carried out tests on the amount of light the bush gets by using the light metre at the different heights of the bushMethodWe would get the light metre, go to the same bush from which we took out other data from and take the light readings from each height of the bush. Again we would have to do it three times so that we could take an average so that we could get the best results.ResultsHeight of bush/mReading 1Reading 2Reading 3Mean light reading0193.6193.6189.5192.20.5194.0194.0189.0192.31193.3193.9190.6192.61.5192.4194.3191.6192.82193.0194.9192.2193.42.5193.2195.1193.0193.8GraphsAnalysing evidence and drawing conclusionsMy graphs show various different things. It is clear that in the graph that is showing the number of stomata on a leaf based on the height of the bush, there is a linear relationship between the stomata and the height of the bush, this is what the line of best fit shows. The line of best fit shows the pattern or trend we (think) we would get if we removed all the measurement errors from our experiment. This graph shows that as the bush gets higher the number of stomata increases. This is due to the fact that there is more height on the bush which then means there is more light which finally means more photosynthesis. There is positive correlation in my graph meaning that my results prove that as the height increases the mean number of stomata increases.In my prediction I mentioned that the graph would be linear which is what was shown. Also the height of the bush and the amount of light it was getting affected the stomata. The results show that as the height of the bush increases the amount of light reaching the bush increases. Therefore when thinking about it in terms of stomata, leaves at the bottom would have less stomata as they would be doing less photosyn thesis as there would be a lack of light and the leaves at the top have more stomata meaning they do more photosynthesis.Again there is a relationship between the height of the bush and the amount of light it receives, as there was also a relationship between the height of the bush and the average amount of stomata.The results that I got according to my stomata/height graph shows that the dependant variable and independent variable (on the x and y axis) could be proportional, but because I dont have any scientific figures to prove this in my experiment this theory is flawed. From my graph consisting of the gradient I can conclude that there would be 0.56 stomata per 0.5 metre. My original prediction saidThere will be an increase in stomata as there is an increase in the height of the bushI can add another factor which could relate to this part of my prediction and that is height. The graph showing the amount of light the bush gets shows that as the height of the bush increases, the amount of light reaching the bush increases which would therefore lead to an increase in stomata on those leaves higher up.Evaluating evidenceFor my main experiment I wanted to find out the amount of stomata and how it was affected the height, so I had to take three sets of results for the height/stomata graph and three sets of results for the height/light graph. This had to be done so that I could take an average of all three and have a mean number. This may not be very accurate because the times that we might have done the experiment on may have differed and the days that we had done it on may have differed. But we made sure that all the results we needed were taken on the same day but our results on the height/light graph were a bit mixed up (explained below)The line of best fit on both of my graphs tells me that none of my results were anomalous on the height/stomata graph which was what I predicted but on the height/light graph it seems there are at least two points that are an omalous. This was because the first readings that we took were not reliable as the sun disappeared behind the clouds but then appeared again causing our results to vary. The second reading that we took had a bit of cloud cover but was constant throughout and the third reading was when the sun was fully out. This was the reason why we had to take three readings so that we could get an average. Our results were still not accurate because we should have taken the light readings when the weather was more stable, these results varied due to the weather.So next time if we were to do this experiment I would make sure that the weather is not going to change, of course the only way I can do this is to look at the weather forecast and see if there is any use in me taking the readings on that particular day. I could have taken more leaves from the different heights, I only took three because I thought that would be enough to get an average but I realised that three was the minimal amount I sho uld have picked up. To get more accurate results I will next time need to collect a greater number of leaves and then compare the results.I could also have tried to find another bush to take the leaves off, this experiment was carried out on a bush at the back of our field, it may be that the bush is situated in the north and doesnt get much light because the sun travels from east to west. This experiment would have been more accurate if I had compared different bushes along our field because then I would know for sure my results came out more accurate.I think if I was to repeat this experiment again I would have to make sure that everything was fair, when I did the experiment this time round I made sure that the leaves were the same size on each height of the bush so that the results were similar, I think next time I will make sure ALL the leaves are the same size but then again the size of the leaf affects the amount of stomata on the leaf, the greater the surface area the more st omata it can fit on the leaf so next time maybe I will investigate whether or not the size of the leaf affects the amount of stomata on it. I would also make sure that the light metre results were fair, as this time all three sets of results that I took were in different conditions (cloudy/sunny/sunny intervals).The only anomalous results I got were on the height/light part of my experiment which I have tried to justify above, next time it will be more accurate to take the readings in more stable weather. Also relating to the height/stomata part of this experiment I may have chosen leaves that were in a position not receiving enough sunlight, this would obviously influence the amount of stomata on the leaf, so I would have to make sure next time that the leaves were taken from the branch that was furthest out.There were extensions I could have made to this experiment but did not have enough time to complete, I could have compared results on different types of weather and maybe even try and compare results of different types of bushes.