Zoology Science Fair Projects

Among the topics of interest for students who wish to create zoology science fair projects those that involve ants are the ones most students will choose. A zoology science fair project will demonstrate the knowledge that students have learned regarding some particular type of animal. Ants hold a great fascination for children and adults alike. These amazing little creatures are communal and depend on each other for survival. Very seldom do we see a single ant. This type of living system makes ants a favorite topic for zoology science fair projects. Students can choose any number of subjects related to ants or any other animal to study for their zoology science fair projects.

One of the most interesting subjects that students study using ant populations is in the area of food choice. While most people are familiar with ants as uninvited guests at picnics, most people know very little about these tiny creatures. A zoology science fair project will use different foods to see which flavors, if any, the ants prefer. Students will conduct experiments and collect the data from these experiments in order to make a presentation for the zoology science fair projects. This data will then be used to compare different types of foods. It could then be used in supplemental studies to compare the flavor choices of different types of ants. These little creatures are more than willing to participate in these types of experiments because all that is required of them is that they eat!

Zoology science fair projects can also be performed on microorganisms such as bacteria. The zoology science fair projects can also be based on the osmosis and diffusion that is present in living cells. These types of zoology science fair projects are particularly suited to computer-generated presentations. Since these organisms and processes are too small for the human eye to see, students often have a difficult time grasping the concepts. Zoology science fair projects are a great way to demonstrate these types of scientific phenomenon. The presentations bring to life all the tiny components involved in the life experiences of living creatures. These and many other topics, such as the study of environmental changes for marine life, the effects of chemicals on animals, and how different conditions affect growth rates, can be explored with zoology science fair projects.

Race To The Top, The Need For Science Assessment Kits Next Generation Science Standards

States are in varying stages of developing their NCLB science assessments. Typically, states contract with assessment companies which have a history of producing standardized, norm referenced tests, e.g., the Iowa Test of Basic Skills (ITBS), the Tera Nova, the Stanford Achievement Test (SAT-9, SAT-10).
These new NCLB science tests must include either criterion-referenced assessments or augmented norm-referenced assessments, or both. The world of the standardized, multiple-choice, norm referenced test is disappearing as standards-aligned, criterion-referenced tests emerge.
Because many states’ science standards include science inquiry and science process skills that are difficult to assess with conventional multiple-choice questions, more and more science assessments are taking on a different format and look. To assess a student’s skills, students must “perform”.
Hands-on performance assessment is moving us “beyond the bubble” of Scantron forms. When students are asked to perform, they are better able to utilize their unique learning styles (kinesthetic, visual, aural, etc.) as they tap into their own content knowledge of science. Student work from hands-on performance assessments better informs the teacher (and student) of what the student understands versus what bubble he may have guessed to be right.
Hands-on performance assessment in science requires students to perform various science skills (observation, data collection, organizing data, data analysis, drawing conclusions, etc.) as they manipulate equipment. Science equipment, typically organized in classroom sets, is delivered as science kits.
As the need for criterion-referenced science assessment of inquiry skills takes hold, the demand for science kits will continue to increase. States, districts, and schools are realizing that to assess science inquiry adequately, kits are a necessary, essential part of the assessment program. Educators also realize that if they are to meet the NCLB requirements for science assessment, i.e., to use up-to-date measures to assess mastery of science standards, and the states’ science content standards include science inquiry, then the tests themselves need to include student hands-on performance tasks. And since “what gets tested gets taught,” we will see an increasing number of science inquiry learning activities in classroom curriculum throughout the school year.

The National Assessment of Educational Progress (NAEP) program has been using science kits (HOTs) as part of its science program since the 1990s. These science tests are administered every four years to a small sample of students across the nation. Although this national assessment program advocates the use of performance assessment requiring hands-on manipulation of science equipment, it is limited in scope. The more powerful influences that are changing science assessment nationally stem from the requirements of the No Child Left Behind Act of 2001.

In a recent report, NAEP discusses the value of hands-on tasks.

Science education is not just about learning facts in a classroom its about doing activities where students put their understanding of science principles into action. Tasks were designed to assess how well students can perform scientific investigations, draw valid conclusions, and explain their results. In 2009, in addition to the paper-and-pencil questions, fourth-, eighth-, and twelfth-graders also completed a new generation of hands-on tasks during which students worked with lab materials and other equipment to perform experiments. These tasks help us understand not only what students know, but how well they are able to reason through complex problems and apply science to real-life situations. While performing the, hands-on tasks, students manipulate objects and perform actual experiments, offering us richer data on how students respond to scientific challenges.1

The Next Generation Science Standards (NGSS) are written as performance expectations that are composed of all three components of the Framework for K-12 Science Education: Practices, crosscutting Concepts, and Core Ideas.2 Core ideas, practices, and crosscutting concepts are elements of each performance expectation. These expectations are written to address one goal of the Framework, i.e., a more seamless blending of practices with core ideas and crosscutting concepts. Hands-on performance assessment tasks can be used to effectively assess science practices and core ideas simultaneously.

1The Nations Report Card: Science in Action: Hands-On and Interactive Computer Tasks From the 2009 Science Assessment (NCES 2012-468).

2A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, National Research Council, 2012.

Flirting Science

Where to flirt

Parties
Flirting is most socially acceptable at parties, celebrations and social occasions/functions. At some such events (e.g. Christmas/New Year parties) a degree of flirtatious behaviour is not only socially sanctioned, but almost expected.
This is because most parties, celebrations, carnivals and festivals are governed by a special code of behaviour which anthropologists call cultural remission a temporary, structured relaxation of normal social controls and restrictions.

This might just sound like a fancy way of saying letting your hair down, but it isnt. Cultural remission does not mean abandoning all your inhibitions, letting rip and behaving exactly as you please. There are rules of behaviour at even the wildest carnival although they may involve a complete reversal of normal, everyday social etiquette. Flirtatious behaviour which is normally frowned upon may be actively required, and prissy refusal to participate may incur disapproval.

Drinking-places
Flirting is also socially acceptable in some public settings, usually where alcohol is served such as bars, pubs, night-clubs, discos, wine bars, restaurants, etc. One survey showed that 27% of British couples first met their current partner in a pub, and alcohol was voted the most effective aid to flirting by respondents in the Martini Flirting Survey.

Flirting in drinking-places is, however, subject to more conditions and restrictions than at parties. In pubs, for example, the area around the bar counter is universally understood to be the public zone, where initiating conversation with a stranger is acceptable, whereas sitting at a table usually indicates a greater desire for privacy. Tables furthest from the bar counter are the most private zones.

As a rule-of-thumb, the more food-oriented establishments or zones tend to discourage flirting between strangers, while those dedicated to drinking or dancing offer more socially sanctioned flirting opportunities. Restaurants and food-oriented or private zones within drinking-places are more conducive to flirting between established partners.

Learning-places
Schools, colleges, universities and other educational establishments are hot-beds of flirting. This is largely because they are full of young single people making their first attempts at mate selection.

Learning-places are also particularly conducive to flirting because the shared lifestyle and concerns of students, and the informal atmosphere, make it easy for them to initiate conversation with each other. Simply by being students, flirting partners automatically have a great deal in common, and do not need to struggle to find topics of mutual interest.

Flirting is officially somewhat more restricted in learning-places than in drinking-places, as education is supposed to take priority over purely social concerns, but in many cases the difference is not very noticeable. Taking a course or evening class may in fact provide more opportunities for relaxed, enjoyable flirting than frequenting bars and night-clubs.

Workplace
At work, flirting is usually acceptable only in certain areas, with certain people and at specific times or occasions. There are no universal laws: each workplace or working environment has its own unwritten etiquette governing flirtatious behaviour.
In some companies, the coffee machine or cafeteria may be the unofficial designated flirting zones, other companies may frown on any flirting during office hours, or between managers and staff, while some may have a long-standing tradition of jokingly flirtatious morning greetings.

Careful observation of colleagues is the best way to discover the unspoken flirting etiquette of your own workplace but make sure that you are guided by the behaviour of the most highly regarded individuals in the company, not the office clown, groper or bimbo.

Participant sports/hobbies
Almost any participant sport or hobby can involve flirting. The level of flirtatious behaviour, however, often tends to be inversely related to the standards achieved by participants and their enthusiasm for the activity.

You will generally find a lot of flirting among incompetent tennis players, unfit swimmers, cackhanded potters, etc., but somewhat less among more proficient, serious, competitive participants in the same activities. There are of course exceptions to this rule, but before joining a team or club, it is worth trying to find out if the members have burning ambitions to play in the national championships or win prestigious awards for their handiwork. If you are mainly looking for
flirting opportunities, avoid these high-flying groups, and seek out clubs full of happy, sociable under-achievers.

Spectator events
Although they have the advantage of providing conversation topics of mutual interest, most sporting events and other spectator pastimes such as theatre or cinema are not particularly conducive to flirting, as social interaction is not the primary purpose of the occasion, and social contact may limited to a short interval or require missing the action.

The most striking exception to this rule is horseracing, where all the action takes place in just a few minutes, the half-hour interval between races is dedicated to sociability, and friendly interaction between strangers is ctively encouraged by racecourse etiquette. In fact, our own recent research on the behaviour of racegoers indicates that the social micro-climate of the racecourse makes it one of the best flirting environments in Britain.

Who to flirt with
Flirting for fun At one level, you can flirt with more or less anyone. An exchange of admiring glances or a bit of light-hearted flirtatious banter can brighten the day, raise self-esteem and strengthen social bonds. Flirtation at this level is harmless fun, and only the stuffiest killjoys could possibly have any objections.

Clearly, it makes sense to exercise a degree of caution with people who are married or attached.

Most people in long-term relationships can cope with a bit of admiration, and may even benefit from knowing that others find them or their partners attractive, but couples differ in their tolerance of flirtatious behaviour, and it is important to be alert to signs of discomfort or distress.

Research has also shown that men have a tendency to mistake friendly behaviour for sexual flirting. This is not because they are stupid or deluded, but because they tend to see the world in more sexual terms than women. There is also evidence to suggest that women are naturally more socially skilled than men, better at interpreting peoples behaviour and responding appropriately.

Indeed, scientists have recently claimed that women have a special diplomacy gene which me lack.

This means that women need to be particularly careful to avoid sending ambiguous signals in interactions with married men, and men need to be aware that married/attached males may misinterpret friendly behaviour towards their wives/girlfriends. Otherwise, light-hearted flirtation is both harmless and enjoyable.

Flirting with intent
But flirting is also an essential element of the mate-selection process, and when you are flirting with intent, rather than just flirting for fun, you need to be a bit more selective about your choice of target.

In mate-selection flirting, there are two basic rules about who to flirt with that will increase your chances of success and reduce the likelihood of embarrassing rejections.

1. Do initiate flirtation with people of roughly the same level of attractiveness as
yourself.

This will give you the best chance of compatability. Most successful marriages and long-term relationships are between partners of more or less equal good looks. There is some leeway, of course, and other qualities are also important, but statistically, relationships where one partner is much more attractive than the other tend to be less successful. Studies have shown that the more evenly matched partners are in their attractiveness, the more likely they are to stay together.

But evaluating your own attractiveness may be difficult. Research has shown that many women have a poor body-image, and often underestimate their attractiveness. Some recent studies indicate, for example, that up to 80% of adult women believe that they are too fat, and try to achieve a figure that is around two sizes smaller than the body-size men find most desirable. If you are female, the odds are that you are more attractive than you think, so try flirting with some betterlooking
men.

Men generally tend to be less critical of their own physical appearance than women. This is partly because standards of beauty for males are much less rigid than for females, and a wider variety of shapes and features are considered attractive. But it must be said that some men are also inclined to overestimate their attractiveness. If you are a more honest male, and do not consider yourself good-looking, remember that most men lack expertise in the subtleties of social
interaction, so polishing up your flirting skills could give you the edge over a more attractive rival.

2. Dont flirt with people who are unlikely to return your interest. Even if you are not looking for a long-term mate, you will enjoy flirting more with someone who
is interested in you. So it makes sense to approach people who are likely to see you as at least a possible partner, rather than those likely to dismiss you as unsuitable.

Evolution has favoured males who select young, attractive mates and females who select partners with power, wealth and status. Men therefore naturally tend to seek women who are younger than them and place greater emphasis on physical beauty, while women are more likely to favour older males with higher status and earning potential. Women also tend to prefer men who are taller than them. Analysis of thousands of personal ads where people are more explicit about their requirements, and more obviously conscious of the requirements of others shows that these are the qualities most frequently demanded and offered by mate-seekers.

Short, low-status males and older, less attractive females may therefore be a bit more restricted in their choice of potential partners, although there are many exceptions to this rule, and confidence and charm can outweigh apparent disadvantages.

In the How to Flirt section, you will find tips on how to tell immediately, even from across a crowded room, whether someone is likely to return your interest or not.

How to flirt
The first key to successful flirting is not an ability to show off and impress, but the knack of conveying that you like someone. If your target knows that you find him or her interesting and attractive, he or she will be more inclined to like you.
Although this simple fact has been demonstrated in countless studies and experiments, you dont really need scientists to prove it. You already know that when you are told someone fancies you, or hear that someone has praised or admired you, your interest in that person automatically increases – even if it is someone you have never met!

Conveying that you like someone, and judging whether or not the attraction is mutual, clearly involves a combination of verbal and non-verbal communication skills.
When asked about flirting, most people particularly men focus on the verbal element: the chatting-up, the problems of knowing what to say, finding the right words, etc. In fact, the nonverbal element body-language, tone of voice, etc. is much more important, particularly in the initial stages of a flirtation.

When you first meet new people, their initial impression of you will be based 55% on your appearance and body-language, 38% on your style of speaking and only 7% on what you actually say.

Also, their non-verbal signals will tell you much more about their feelings towards you than the words they use. We show attitudes such as liking and disliking not by what we say but by the way we say it and the posture, gestures and expressions that accompany our speech.
T
he customary polite greeting “pleased to meet you”, for example, can convey anything from I find you really attractive to I am not the slightest bit interested in you, depending on the tone of voice, facial expression, position and posture of the speaker.

Non-verbal flirting
When a man and a woman meet for the first time, both are in a difficult, ambiguous and potentially risky situation. Neither person knows what the others intentions and feelings are. Because stating intentions and feelings verbally involves a high risk of embarrassment or possible rejection, non-verbal behaviour becomes the main channel of communication. Unlike the spoken word, body language can signal invitation, acceptance or refusal without being too obvious, without causing offence or making binding commitments.

Warning: some of the non-verbal flirting techniques outlined in this section are very powerful signals, and should be used with caution. Women should be particularly careful when using signals of interest and attraction. Men already tend to mistake friendliness for flirting; if your signals of interest are too direct and obvious, they will mistake them for sexual availability.

Eye contact
Your eyes are probably your most important flirting tool. We tend to think of our eyes mainly as a means of receiving information, but they are also extremely high-powered transmitters of vital social signals. How you look at another person, meet his or her gaze and look away can make all the difference between a successful, enjoyable flirtation and an embarrassing or hurtful encounter. Eye contact looking directly into the eyes of another person is such a powerful, emotionally loaded act of communication that we normally restrict it to very brief glances. Prolonged eye contact between two people indicates intense emotion, and is either an act of love or an act of hostility. It is so disturbing that in normal social encounters, we avoid eye contacts of more than one second. Among a crowd of strangers in a public setting, eye contacts will generally last only a fraction of second, and most people will avoid making any eye contact at all.

This is very good news for anyone wishing to initiate a flirtation with an attractive stranger. Even from across a crowded room at a party, you can signal your interest in someone merely by making eye contact and attempting to hold your targets gaze for more than one second (not too much more, though, or you will seem threatening). If your target maintains eye contact with you for more than one second, the chances are that he/she might return your interest. If after this initial
contact, your target looks away briefly and then looks back to meet your gaze a second time, you can safely assume that he/she is interested. If these eye contacts trigger a smile, you can approach your target with some confidence.

If, on the other hand, your target avoids making eye contact with you, or looks away after a fraction of a second and does not look back again, you should probably assume that your interest is not returned. There is still the possibility that your target is just a very shy person and some females may be understandably wary of signalling any interest in male strangers. The only way to find out is by close observation of your targets behaviour towards others. Does she consistently
avoid direct eye-contact with men? Does he seem nervous, anxious or aloof in his interactions with other women? If so, your targets reluctance to meet your gaze may be nothing personal, and it might be worth approaching, but only with considerable caution.

Once you have approached your target, you will need to make eye contact again in order to strike up a conversation. As soon as your eyes meet, you may begin to speak. Once a conversation begins, it is normal for eye contact to be broken as the speaker looks away. In conversations, the person who is speaking looks away more than the person who is listening, and turn-taking is governed by a characteristic pattern of looking, eye contact and looking away.

So, to signal that you have finished speaking and invite a response, you then look back at your target again. To show interest while your target is speaking, you need to look at his/her face about three-quarters of the time, in glances lasting between one and seven seconds. The person speaking will normally look at you for less than half this time, and direct eye contact will be intermittent, rarely lasting more than one second. When your target has finished speaking, and expects a response, he or she will look at you and make brief eye contact again to indicate that it is your
turn.

The basic rules for pleasant conversation are: glance at the other persons face more when you are listening, glance away more when you are speaking and make brief eye contact to initiate turn-taking. The key words here are glance and brief: avoid prolonged staring either at the other person or away.

The most common mistake people make when flirting is to overdo the eye contact in a premature attempt to increase intimacy. This only makes the other person feel uncomfortable, and may send misleading signals. Some men also blow their chances by carrying on a conversation with a womans breasts, rather than looking at her face.

Interpersonal distance
The distance you keep from the other person when flirting is important, because it will affect his or her impression of you, and the quality of your interaction. Perhaps even more importantly, paying attention to the other persons use of distance will tell you a great deal about his/her reactions and feelings towards you.
When you first approach an attractive stranger, having established at least an indication of mutual interest through eye contact, try to make eye contact again at about 4ft away, before moving any closer. At 4 ft (about two small steps away), you are on the borderline between what are known as the social zone (4 to 12 ft) and the personal zone (18in to 4ft).

If you receive a positive response at 4ft, move in to arms length (about 2ft 6in). If you try to approach much closer than this, particularly if you try to cross the 18in personal zone/intimate zone border, your target may feel uncomfortable. The intimate zone (less than 18in) is reserved for lovers, family and very close friends. If you are close enough to whisper and be heard, you are probably too close for comfort. These distance rules apply particularly in face-to-face encounters. We will tolerate reduced interpersonal distances when we are side by side with someone. This is because when you are alongside someone, it is easier to use other aspects of body language, such as turning away or avoiding eye contact, to limit your level of involvement with the other person.

You can therefore approach a bit closer than arms length if you are alongside your target at the bar counter of a pub, for example rather than face-to-face. But be careful to avoid intrusive body-language such as prolonged eye contact or touching.

If you have misjudged the appropriate distance, in either a face-to-face or side-by-side encounter, the other persons discomfort may show in his/her body language. Your target may attempt to turn away or avert his/her gaze to avoid eye contact. You may also see barrier signals such as folding the arms or crossing knees, or rubbing the neck with the elbow pointed towards you. If you see any of these signs, back off!

Finally, remember that different people have different reactions to distance. If your target is from a Mediterranean or Latin American country (known as the contact cultures), he or she may be comfortable with closer distances than a British or Northern European person. North Americans fall somewhere between these two extremes. Different personality-types may also react differently to your approach: extroverts and those who generally feel at ease in company will be comfortable with closer distances than introverts and shy or nervous types. Even the same person may vary in tolerance from day to day, according to mood: when we are feeling depressed or irritable, we find close distances more uncomfortable.

B.tech (computer Science) Brings Lots Of Career Options

B.Tech (Computer Science), a study of the theoretical foundations of information and computation, offers a foundation which permits the students to adapt new technologies and ideas. This branch of engineering has many sub-fields for e.g. computer graphics, computational problems, computational complexity theory, software engineering, algorithms, system architecture and much more. After doing B.Tech (Computer Science) from the Top engineering colleges, an individual can find a good job in the renowned IT company. He can work in various areas such as:-

1) Software Application:- Software is a set of programs that has been created by the programmers. In the software development, there are two kinds of people i.e. System analyst and Software programmer. The work of System analyst is to develop computer programs. In this regard, he analyzes the system and studies the way things are working. And software programmers give detailed instructions to the computer for solving the provided problem. They usually work on descriptions and guidelines give by system analysts.

2) Sales and Marketing:- Each company wants to develop its business more and more. In sales and marketing job, one can involve in selling the computer system and its marketing to various companies. We can define software applications and solutions selling activity as Business Development.

3) Support and Application services:- In support and application services, an individual helps the customer in the purchase of the software. He guides him about the right kind of an application and for this, he also provides him the training of its usage.

4) Computer Operations:- After doing B.Tech (Computer Science), one can work in computer operations. The computer operations involve handling of computer peripherals as well as other accessories such as CD-ROMs, disk drives, printers etc. So one can easily make one’s career in this field.

5) Programmers or coders:- As a programmer, the employee writes the programs as well as tests them. He is also able to convert the strategies of the system analyst into working programs. As a programmer, there are so many requirements available in the IT industry. So after completing the study, one can easily start his career as a programmer.

In short, B.Tech (Computer Science) program brings a lot of job opportunities for the students. Sharda Group of Institutions also conducts this course at its affiliated engineering colleges. This institution has also acquired university status recently and after that it has become Sharda University now.

Science Fair Projects Explained

Every year, some parents are left wondering just why their young student is put through the rigors of the annual science fair. Doing a project so large and overwhelming as this is certainly a struggle for anyone, much less someone who is so young and inexperienced. Science fair teachers and judges have their reasoning, however, and that should not be something that we, as parents, ignore.

The purpose of a science fair is two-fold. The first, and probably most important element to it is that this project is meant to encourage the student to make a distinction between scientific thought and reasoning, and psuedo-science. Creating the project and making it work should (hopefully) help make the distinction clear when the student first starts trying to do projects that either do not prove their hypothesis, or test multiple variables. Teachers love this kind of thing, because even if it provides your student with a bad result, it is something that they will learn from and, in the future, they can create much better projects, or recognize rational thought.

The secondi purpose of this assignment is to prepare your students for high school and college level work. Science fairs are probably the most large and impressive assignments your students will ever have to do in their grammar school or middle school years, so it is imperative that they do a good job with this particular project. It will give them experience at a young age of organizing and researching a large project, and that will help them in the future to do better on those big assignments.

Overall, while it may seem like a major hassle, doing a science fair project is incredibly important. There is so much that goes into the project that it seems overwhelming, but really, it is meant to be that way. Every step along the way, from the selection of the topic, to the design of the experiment, doing the research, writing the paper, creating the project board and participating in the fair is designed to be a learning experience that will teach your child two very important life skills.