...http://www.heatermeals.co.uk/ | | Lamb Casserole (300 grams) | | Typlical Values Per 300g pack | Carbohydrates: | 17.1 of which sugars 9.0 | Energy: | Kcals 337 | Energy: | Kj 1405 | Equivalent AS Salt: | 1.467 | Fat: | 22.4 (Saturated Fat 3.2) | Fibre: | 3.2 | Protein: | 15.3 | Sodium: | 0.592 | | Item Description: Tender Lamb Pieces with Potatoes in a delicious Gravy Casserole Self Heating HOT meals in only 10 minutes No Fridge needed Long shelf Life of 5 years+ Lightweight & compact Delicious Food | £32.50 + P&P | | | | Pack of 6 Self Heating Meals Chicken Curry (300 grams) | | | | | Chicken Curry (300 grams) | | Typlical Values Per 300g pack | Carbohydrate: | 17.3 of which sugars 9.4 | Energy: | Kj 1465 | Energy: | Kcals 350 | Equivalent AS Salt: | 2.064 | Fat: | 15.4 (Saturated Fat 5.3) | Fibre: | 2.9 | Protein: | 34.0 | Sodium: | 0.832 | | Item Description: Chicken Pieces in a traditional Curry Sauce Self Heating HOT meals in only 10 minutes No Fridge needed Long shelf Life of 5 years+ Lightweight & compact Delicious Food | £32.50 + P&P | | | | Pack of 6 Self Heating Meals Ravioli in Tomato Sauce (300 grams) | | | | | Ravioli in Tomato Sauce (300 grams) | | Typlical Values Per 300g pack | Carbohydrates: | 37.4 of which sugars 14.9 | Energy: | KJ 1587 | Energy: | Kcals 379 | Equivalent AS Salt: | 2.245 | Fat: | 17.3 (Saturated...
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...Experiment: Determination of The Enthalpy (Heat) of Reaction of A Monobasic Acid with Sodium Hydroxide No. of Experiment: 12 Date of Experiment: 2/2/2016 Date of Submission: 24/2/2016 Group members: 1)Chong Chi Wei 2)Mong Lai Wan 3)Ang Yen Yuan Name of Lecture: Dr. Sim Yoke Leng Title: Determination of the Enthalpy (Heat) of Reaction of A Monobasic Acid with Sodium Hydroxide Objective: 1. To understand the enthalpy chemistry. 2. To determine the calorimeter constant. 3.To determine the enthalpy of reaction of acid-base reactions. Introduction: Heat is associated with nearly all chemical reactions. In such instances, the reaction either liberates heat (exothermic) or absorbs heat (endothermic). When a reaction is carried out under constant pressure (as in an open beaker) the heat associated with the reaction is known as enthalpy. The symbol for enthalpy is ΔH. It is most often too difficult to direct measure the enthalpy change for a reaction. What can be done is to measure the heat changes that occur in the surrounding by monitoring temperature changes. Conducting a reaction between two substances in aqueous solution, allows the enthalpy of the reaction to be indirectly calculated with the following equation. q=m x c x Δ t The term q represents the heat energy that is gained or lost. C is the specific heat of water, m is the mass of the water and Δ t is the temperature change of the reaction mixture. The specific heat and mass of water will...
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...particular care with your spelling, punctuation and grammar, as well as the clarity of expression, on these questions. A Periodic Table is printed on the back cover of this paper. Advice Read each question carefully before you start to answer it. Keep an eye on the time. Try to answer every question. Check your answers if you have time at the end. Turn over P41214A ©2013 Pearson Education Ltd. *P41214A0128* 7/6/5/5/4/ SECTION A Answer ALL the questions in this section. You should aim to spend no more than 20 minutes on this section. For each question, select one answer from A to D and put a cross in the box . and then mark your new answer with If you change your mind, put a line through the box a cross . 1 Methods for investigating reaction rates include A colorimetry B collecting and measuring the volume of a gas C quenching, followed by titration with acid D quenching, followed by titration with iodine...
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...grammar errors minus one mark Leave constructive feedback Biology Cells Tissues & Organs Summary All living things are made up of cells. The structures of different types of cells are related to their functions. To get into or out of cells, dissolved substances have to cross the cell membranes. Cells Cells are the smallest unit of life. All living things are made of cells. Most human cells, like most other animal cells, have the following parts: o nucleus o cytoplasm o cell membrane o mitochondria o ribosomes Plant and algal cells also have: o cell wall o chloroplasts o permanent vacuole What do these structures do? Nucleus – controls the activities of the cell. Cytoplasm – where most of the chemical reactions take place. Cell membrane - controls the passage of substances in and out of the cell....
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...AS/A Level GCE GCE Chemistry A OCR Advanced Subsidiary GCE in Chemistry A H034 OCR Advanced GCE in Chemistry A H434 Vertical black lines indicate a significant change to the previous printed version. © OCR 2008 version 2 – February 2008 QAN 500/2425/5 QAN 500/2347/0 Contents 1 About these Qualifications 1.1 1.2 1.3 1.4 1.5 The Three-Unit AS The Six-Unit Advanced GCE Qualification Titles and Levels Aims Prior Learning/Attainment 4 4 4 5 5 5 2 Summary of Content 2.1 2.2 AS Units A2 Units 6 6 7 3 Unit Content 3.1 3.2 3.3 3.4 3.5 3.6 AS Unit F321: Atoms, Bonds and Groups AS Unit F322: Chains, Energy and Resources AS Unit F323: Practical Skills in Chemistry 1 A2 Unit F324: Rings, Polymers and Analysis A2 Unit F325: Equilibria, Energetics and Elements A2 Unit F326: Practical Skills in Chemistry 2 8 8 20 38 40 51 62 4 Schemes of Assessment 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 AS GCE Scheme of Assessment Advanced GCE Scheme of Assessment Unit Order Unit Options (at AS/A2) Synoptic Assessment (A Level GCE) Assessment Availability Assessment Objectives Quality of Written Communication 64 64 65 66 66 66 67 67 68 5 Technical Information 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 Making Unit Entries Making Qualification Entries Grading Result Enquiries and Appeals Shelf-life of Units Unit and Qualification Re-sits Guided Learning Hours Code of Practice/Subject Criteria/Common Criteria Requirements Arrangements for Candidates with Particular...
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...UNIVERSITY OF AUCKLAND DEPARTMENT OF ENGINEERING ENCI790 RESEARCH PROPOSAL: “An evaluation and survey of methods available for converting biomass into fuels” Candidate: Surya Sappa Supervisors: Professor John Chen Doctor Robert Kirkpatrick ABSTRACT Biofuel technologies have become more and more prominent in addressing the need for a continuous supply of fuels. Biofuels are fuels that are produced through the biological process of converting biomass/biowaste into a fuel source to reduce the negative impacts faced by fossil fuels combustion (reduction in greenhouse gasses) and availability of supply. Biofuels can be derived from a wide variety of biomass, and are categorised into four generations: First generation biofuels are made from sugars, starches, oil, and animal fats that are converted into fuel using already-known processes or technologies. These fuels include biodiesel, bioalcohols, ethanol, and biogases, like methane captured from landfill decomposition. Second generation biofuels are made from non-food crops or agricultural waste, especially ligno-cellulosic biomass like switch-grass, willow, or wood chips. Third generation biofuels are made from algae or other quickly growing biomass sources. Fourth generation biofuels are made from specially engineered plants or biomass that may have higher energy yields or lower barriers to cellulosic breakdown or are able to be grown on non-agricultural land or bodies of water...
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...ELECTRONIC VERSION To order a print copy go to www.macgyverbookbook.com ELECTRONIC VERSION To order a print copy go to www.macgyverbookbook.com The Unofficial MacGyver How-to Handbook: Actual Working Tricks as Seen on TV’s MacGyver Revised 2nd Edition Bret Terrill and Greg Dierkers Illustrated by Patience Gallegos Cover Design by Timothy Thul The Unofficial MacGyver How-To Handbook Copyright © DECEMBER 2005 by Bret Terrill. ISBN 1-887641-47-5 Published by American International Press. All rights reserved. www.aipbooks.com We’d like to thank Bret’s dad whose Tivo© and love of MacGyver made this book possible. So blame him. Chapter I: Great Escapes Chapter List Keep Your Cool: Escape from a Meat Locker Take That, Indy: Escape from a Pit of Snakes The Amazing MacGyver: Escape from a Straitjacket while Trapped Underwater Escape from an Incinerator Escape a Pack of Hunting Dogs Escape from the Basement of a Collapsed Building Escape from Being Blown to Kibbles and Bits Chapter II: Car Troubles Make a Stick-Shift Car Drive Itself Repair a Busted Brake Line While in a Moving Car Fake a Flat Tire Recharge a Car Battery with a Bottle of Wine Lift Your Car with a Innertube Repair a Broken Fuel Line with a Ballpoint Pen A MacGyver Classic: Make an Arcwelder from a Car Battery and Pocket Change Chapter List Chapter III: Angus Macgyver: Superspy/ Chemistry Teacher Make a Fire Extinguisher with the Contents of Your Kitchen Cabinet stop...
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...SYLLABUS Cambridge IGCSE® Combined Science 0653 For examination in June and November 2015 Cambridge Secondary 2 Changes to syllabus for 2015 This syllabus has been updated. Significant changes to the syllabus are indicated by black vertical lines either side of the text. Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we cannot give permission to Centres to photocopy any material that is acknowledged to a third party even for internal use within a Centre. ® IGCSE is the registered trademark of Cambridge International Examinations © Cambridge International Examinations 2013 Contents 1. Introduction .................................................................................................................... 2 1.1 1.2 1.3 1.4 1.5 Why choose Cambridge? Why choose Cambridge IGCSE? Why choose Cambridge IGCSE Combined Science? Cambridge ICE (International Certificate of Education) How can I find out more? 2. Teacher support.............................................................................................................. 5 2.1 Support materials 2.2 Resource lists 2.3 Training 3. Syllabus content at a glance ........................................................................................... 6 4. Assessment at a glance ........................................................
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...ANALYSIS OF FOOD PRODUCTS FOOD SCIENCE 581 Instructor Prof. D. Julian McClements Room 238, Chenoweth Lab Tel: 545 1019 Email: mcclements@foodsci.umass.edu Course Description Food products are analyzed for a variety of reasons, e.g., compliance with legal and labeling requirements, assessment of product quality, determination of nutritive value, detection of adulteration, research and development. The lectures will cover the basic principles of analytical procedures and techniques commonly used to provide information about the chemical composition, structure and physical properties of food materials. The aim of the laboratory classes is to give students experience in performing food analysis experiments, analyzing data and reporting their findings. In addition, students are expected to work in teams on a special project where they will identify and critically assess the most appropriate analytical methods for analyzing the properties of a particular food product. [4 Credits]. Textbooks * Introduction to Food Analysis. S.S. Nielsen, 1998. Aspen Publishers - The best general overview of food analysis techniques currently available. (Required). * Food Analysis: Theory and Practice. Y. Pomeranz and C.E. Meloan, Chapman and Hall - General overview of food analysis techniques (Useful) * Food Analysis: Principles and Techniques. D.W. Gruenwedel and J.R. Whitaker, Marcel Dekker - General overview of food analysis techniques (Useful) * Analytical Chemistry of Foods...
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...Answers to Conceptual Integrated Science End-of-Chapter Questions Chapter 1: About Science Answers to Chapter 1 Review Questions 1 The era of modern science in the 16th century was launched when Galileo Galilei revived the Copernican view of the heliocentric universe, using experiments to study nature’s behavior. 2 In Conceptual Integrated Science, we believe that focusing on math too early is a poor substitute forconcepts. 3 We mean that it must be capable of being proved wrong. 4 Nonscientific hypotheses may be perfectly reasonable; they are nonscientific only because they are not falsifiable—there is no test for possible wrongness. 5 Galileo showed the falseness of Aristotle’s claim with a single experiment—dropping heavy and lightobjects from the Leaning Tower of Pisa. 6 A scientific fact is something that competent observers can observe and agree to be true; a hypothesis is an explanation or answer that is capable of being proved wrong; a law is a hypothesis that has been tested over and over and not contradicted; a theory is a synthesis of facts and well-tested hypotheses. 7 In everyday speech, a theory is the same as a hypothesis—a statement that hasn’t been tested. 8 Theories grow stronger and more precise as they evolve to include new information. 9 The term supernatural literally means “above nature.” Science works within nature, not above it. 10 They rely on subjective personal experience and do not lead to testable hypotheses. They lie outside...
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...JOURNAL OF RESEARCH IN SCIENCE TEACHING VOL. 38, NO. 2, PP. 222 ± 259 (2001) Using a Metaphor for Learning to Improve Students' Metacognition in the Chemistry Classroom Gregory P. Thomas1 and Campbell J. McRobbie2 1 Department of Curriculum Studies, The University of Hong Kong, Pok Fu Lam Road, Hong Kong S.A.R., China 2 Centre for Mathematics and Science Education, Queensland University of Technology, Victoria Park Road, Brisbane, 4059, Australia Received 6 March 2000; accepted 31 August 2000 Abstract: A constructivist framework was used in conjunction with an interpretive methodology to investigate the effect of an intervention using the metaphor ``learning is constructing'' on students' metacognition and learning processes. The metaphor was used to communicate with students regarding learning processes consistent with constructivism. Students were initially found to be generally non-metacognitive regarding their learning processes. Despite some students possessing metacognitive knowledge consistent with a constructivist learning orientation, their pre-intervention views and preferences in relation to teaching and learning were predominantly consistent with transmission models. The effect of the intervention on students' metacognition was variable. Some students became increasingly metacognitive and reported evidence of revision of their learning processes. Others reported little or no effect. The effects of the intervention can be partially explained by considering changes...
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...*Physics Prelims (1-7).qxd 12/11/08 1:00 PM Page 1 SCIENCE VISUAL RESOURCES PHYSICS An Illustrated Guide to Science The Diagram Group *Physics Prelims (1-7).qxd 12/11/08 1:00 PM Page 2 Physics: An Illustrated Guide to Science Copyright © 2006 The Diagram Group Author: Derek McMonagle BSc PhD CSci CChem FRSC Editors: Catherine Gaunt, Jamie Stokes Design: Anthony Atherton, Richard Hummerstone, Lee Lawrence, Tim Noel-Johnson, Phil Richardson Illustration: Peter Wilkinson Picture research: Neil McKenna Indexer: Martin Hargreaves All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the publisher. For information contact: Chelsea House An imprint of Infobase Publishing 132 West 31st Street New York NY 10001 For Library of Congress Cataloging-in-Publication Data, please contact the Publisher ISBN 0-8160-6167-X Chelsea House books are available at special discounts when purchased in bulk quantities for businesses, associations, institutions, or sales promotions. Please call our Special Sales Department in New York at 212/967-8800 or 800/322-8755. You can find Chelsea House on the World Wide Web at http://www.chelseahouse.com Printed in China CP Diagram 10 9 8 7 6 5 4 3 2 This book is printed on acid-free paper. *Physics Prelims (1-7).qxd 12/11/08 1:00 PM Page...
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...lo io yB io g oCSEC B Biologyy og Bi ol gy lo yB io g lo io og B ol Bi y Caribbean Examinations Council ® SYLLABUS SPECIMEN PAPER MARK SCHEME SUBJECT REPORTS Macmillan Education 4 Crinan Street, London, N1 9XW A division of Macmillan Publishers Limited Companies and representatives throughout the world www.macmillan-caribbean.com ISBN 978-0-230-48203-6 © Caribbean Examinations Council (CXC ®) 2015 AER www.cxc.org www.cxc-store.com The author has asserted their right to be identified as the author of this work in accordance with the Copyright, Design and Patents Act 1988. First published 2014 This revised version published 2015 Permission to copy The material in this book is copyright. However, the publisher grants permission for copies to be made without fee. Individuals may make copies for their own use or for use by classes of which they are in charge; institutions may make copies for use within and by the staff and students of that institution. For copying in any other circumstances, prior permission in writing must be obtained from Macmillan Publishers Limited. Under no circumstances may the material in this book be used, in part or in its entirety, for commercial gain. It must not be sold in any format. Designed by Macmillan Publishers Limited Cover design by Macmillan Publishers Limited and Red Giraffe CSEC Biology Free Resources LIST OF CONTENTS CSEC Biology Syllabus Extract 3 CSEC Biology Syllabus 4 ...
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...Guide to Meteorological Instruments and Methods of Observation WMO-No. 8 Guide to Meteorological Instruments and Methods of Observation WMO-No. 8 Seventh edition 2008 WMO-No. 8 © World Meteorological Organization, 2008 The right of publication in print, electronic and any other form and in any language is reserved by WMO. Short extracts from WMO publications may be reproduced without authorization, provided that the complete source is clearly indicated. Editorial correspondence and requests to publish, reproduce or translate this publication in part or in whole should be addressed to: Chairperson, Publications Board World Meteorological Organization (WMO) 7 bis, avenue de la Paix P.O. Box No. 2300 CH-1211 Geneva 2, Switzerland ISBN 978-92-63-10008-5 NOTE The designations employed in WMO publications and the presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of the Secretariat of WMO concerning the legal status of any country, territory, city or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. Opinions expressed in WMO publications are those of the authors and do not necessarily reflect those of WMO. The mention of specific companies or products does not imply that they are endorsed or recommended by WMO in preference to others of a similar nature which are not mentioned or advertised. Tel.: +41 (0) 22 730 84 03 Fax: +41 (0) 22 730 80 40 E-mail: publications@wmo...
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