Lights, shadow, action!

2017 ◽  
Vol 24 (2) ◽  
pp. 136-138
Author(s):  
Mi Yeon Lee ◽  
Terri L. Kurz
Keyword(s):  
Third Grade ◽  
Grade Student ◽  
Standing Up ◽  
Lying Down

“More weight, longer shadow,” a student predicts before we begin measuring the lengths of our objects' shadows. Another third-grade student conjectures, “Standing-up objects make the shadow longer, and lying-down objects make the shadow shorter.”

scholarly journals The Effect of the Season on the Behavior and Milk Yield of the Czech Fleckvieh Cows

2016 ◽  
Vol 64 (4) ◽  
pp. 1125-1130 ◽  
Author(s):  
Tomáš Černý ◽  
Milan Večeřa ◽  
Daniel Falta ◽  
Gustav Chládek
Keyword(s):  
Dairy Cows ◽  
Milk Yield ◽  
Seasonal Influence ◽  
Seasonal Behavior ◽  
Lactating Dairy Cows ◽  
Standing Up ◽  
Humidity Index ◽  
The Subject ◽  
The Right ◽  
Lying Down

The aim of this study was to evaluate the seasonal behavior and milk yield of dairy cows of Czech Fleckvieh cattle. The subject of the monitoring was one section (housed in one quarter of barn) with 103 free cubicle beds with an average of 95 lactating dairy cows of Czech Fleckvieh cattle. In the seasons (spring, summer, autumn, winter) temperature (°C), relative humidity (%) and temperature-humidity index (THI) were monitored. Furthermore, behavioral signs were also observed (a total of 4,940 observations): dairy cows were either lying down (3,432 observations) or standing up (1,508 observations). In the conditions that dairy cows were standing up in the cubicle, up to 585 observations were proved. If dairy cows were standing up outside of the cubicle (923 observations), they were either lying on the left side (1,924 observations) or right side (1,508). Significant seasonal influence was found out (p < 0.05) on the number of dairy cows standing up (a maximum of 410 observations in the spring, a minimum of 342 observations in the summer) and then the number of cows lying both on the left (a maximum of 519 observations in the autumn and a minimum of 444 observations in the spring) and on the right side (a maximum of 415 observations in the winter, a minimum of 320 observations in the autumn). The seasonal influence was no significant (p > 0.05) in the remaining behavioral signs. With regard to milk yield, a significant seasonal influence was proved. The highest milk yield was reached with dairy cows in spring (29.27 kg of milk) and the lowest in the autumn (24.58 kg of milk). No significant differences of milk yield were detected between behavioral signs (p > 0.05). The maximum difference of milk yield was found out up to 1.39 kg between dairy cows lying down on the left side (28.35 kg) and the dairy cows standing up in a cubicle (26.96 kg) in the winter but even this difference was not statistically significant (p > 0.05).

Reorientation of π-conjugated molecules on few-layer MoS2 films

2020 ◽  
Vol 22 (5) ◽  
pp. 3097-3104 ◽  
Author(s):  
Jakub Hagara ◽  
Nada Mrkyvkova ◽  
Peter Nádaždy ◽  
Martin Hodas ◽  
Michal Bodík ◽  
...  
Keyword(s):  
Conjugated Molecules ◽  
Standing Up ◽  
Vertically Aligned ◽  
Oriented Layers ◽  
Lying Down

We show that small π-conjugated molecules adopt a lying-down orientation when deposited on few-layer MoS2 with horizontally oriented layers. In contrast, for vertically aligned MoS2 layers, DIP molecules are arranged in a standing-up manner.

Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies.

2003 ◽  
Vol 95 (2) ◽  
pp. 306-315 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs ◽  
Karin Prentice ◽  
Mindy Burch ◽  
Carole L. Hamlett ◽  
...  
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Mathematical Problem ◽  
Third Grade ◽  
Mathematical Problem Solving ◽  
Grade Student ◽  
Self Regulated Learning ◽  
Regulated Learning

Adsorbate Alignment in Surface Halogenation: Standing Up is Better than Lying Down

2012 ◽  
Vol 51 (36) ◽  
pp. 9061-9065 ◽  
Author(s):  
Kai Huang ◽  
Iain R. McNab ◽  
John C. Polanyi ◽  
Jody S. Y. Yang
Keyword(s):  
Standing Up ◽  
Lying Down ◽  
Better Than

scholarly journals ENTREPENEURSHIP EDUCATION THROUGH PROJECT BASED LEARNING FOR 3RD GRADE STUDENT OF KARENG KIDUL ELEMENTARY SCHOOL PROBOLINGGO

2018 ◽  
Vol 4 (1) ◽  
pp. 78
Author(s):  
Suharti Suharti ◽  
Rifqi Riva Amalia
Keyword(s):  
United States ◽  
Economic Growth ◽  
Elementary School ◽  
Action Research ◽  
Project Based Learning ◽  
Young Age ◽  
Third Grade ◽  
Grade Student ◽  
Public Elementary School ◽  
Developed Country

  Indonesia needs more entrepeneurs to increase economic growth, and income percapita as developed country such as United States and Japan. One of strategy that can be done is increase entrepenur by entrepeneurship education from young age. The aim of this paper is to show how to internalise entrepeneurship  character into third grade student in Kareng Kidul Public Elementary School, Wonomerto, Probolinggo. Using Project Based Learning (PjBL), this study conduct two cycles of classroom action research. In the end of second cycle,  there is an increased understanding about entrepeneurship and entrepeneurship character can be internalized into students mind. Up to the level, students change their dream to  become an entrepeneur

Factors affecting posture-changing in loose-housed and confined gestating sows

1996 ◽  
Vol 63 (3) ◽  
pp. 477-485 ◽  
Author(s):  
J. N. Marchant ◽  
D. M. Broom
Keyword(s):  
Body Length ◽  
Total Body Weight ◽  
Muscle Weight ◽  
Factors Affecting ◽  
Housing Systems ◽  
Standing Up ◽  
Total Body ◽  
The Times ◽  
Lying Down

AbstractThe time taken to lie down and stand up was determined for dry sows from different housing systems and related to physical and genetic parameters. In experiment 1, the times taken to lie down by 32 sows in two dry-sow housing conditions were measured. Sows housed long-term in stalls took longer to lie down than group-housed sows (20·42 v. 9·28 s, P < 0·001). Group-housed sows took longer to lie down in the open than to lie down against a wall (11·07 v. 7·48 s, P = 0·004). The length of time taken for stall-housed sows to lie down had strongest association with body length (P = 0·033, R2 = 0·718). The length of time taken for group-housed sows to lie down in the open had strongest association with the proportional weight of the extensor carpi radialis, (P = 0·001, R2 = 0·915). In experiment 2, the times taken for 30 sows in stalls to lie down and stand up were measured and genotype differences investigated. There were no differences between genotypes in total times taken to stand up or lie down, but total times taken to stand up quickly and lie down had strongest association with body length (P = 0·032, R2 = 0·185, and P < 0·001, R2 = 0·574 respectively). The results indicate that sows housed long-term in gestation stalls experience difficulty of movement when standing up quickly and lying down. Although the chronic effects of lack of exercise and the acute effects offloor type may contribute to this difficulty, the major factor is likely to be space restriction as the times taken to lie down and stand up quickly both increase as body length, and hence dynamic space requirement, increases. Lying down in an unrestricted environment is under muscular control and the degree of control depends on the proportion of muscle weight to total body weight. The factors affecting lying down and standing up should be considered when designing dry-sow and farrowing accommodation.

Introducing Multiplication

1989 ◽  
Vol 37 (3) ◽  
pp. 12-14, 60
Author(s):  
Jim Remington
Keyword(s):  
Real World ◽  
Third Grade ◽  
Grade Student ◽  
Student Learn ◽  
The Real ◽  
Mathematical Ideas

My third-grade student learn multiplication through many kinds of lessons intended to help them make sense of the process. It is most important for numbers and symbols to have meaning for students if they are going to use mathematical ideas to solve problems in the real world.

The Early Development of Number Relations

1988 ◽  
Vol 35 (6) ◽  
pp. 15-19
Author(s):  
John A. Van de Walle
Keyword(s):  
Early Development ◽  
Third Grade ◽  
Grade Student ◽  
Simple Concept

How many things can you think of that might be useful for a third-grade student or even an adult to know about the number seven? To know about seven certainly means something more than the ability to count seven objects and so name them as a set of seven. It involves the knowledge that seven is more than four, that it is one less than eight, two more than five, can be “made” from three and four as well as two and five, that seven and three more will make ten, and so on. If we consider the question “What is seven?” for a while, we may very well come to the conclusion that seven is not a simple concept that a student either has or does not have. Seven is a complex set of ideas.

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