DOCSLIB.ORG

End Matter.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
End Matter.Pdf California Science Content Standards . 386 Science Handbook Units of Measurement . 388 Measure Time . 390 Measure Length . 3 9 1 Measure Mass . 392 Measure Volume . 393 Measure Weight/Force . 394 Measure Temperature . 395 Use a Hand Lens . 396 Use a Microscope . 397 Use Calculators . 398 Use Computers . 400 Make Graphs . 402 Make Maps . 404 Make Tables . 405 Make Charts . 406 . 407 Glossary . 4 1 1 Index . 425 ▶ You can use a hand lens to observe the details of an object. 385 Physical Sciences 2. Light has a source and travels in a direction. As a basis for understanding this 1. Energy and matter have multiple forms concept: and can be changed from one form to another. As a basis for understanding this a. Students know sunlight can be blocked concept: to create shadows. a. Students know energy comes from the b. Students know light is reflected from Sun to Earth in the form of light. mirrors and other surfaces. b. Students know sources of stored energy c. Students know the color of light striking take many forms, such as food, fuel, and an object affects the way the object is batteries. seen. c. Students know machines and living d. Students know an object is seen when things convert stored energy to motion light traveling from the object enters the and heat. eye. d. Students know energy can be carried from one place to another by waves, such Life Sciences as water waves and sound waves, by 3. Adaptations in physical structure or electric current, and by moving objects. behavior may improve an organism’s e. Students know matter has three forms: chance for survival. As a basis for solid, liquid, and gas. understanding this concept: f. Students know evaporation and melting a. Students know plants and animals have are changes that occur when the objects structures that serve different functions are heated. in growth, survival, and reproduction. g. Students know that when two or more b. Students know examples of diverse life substances are combined, a new forms in different environments, such substance may be formed with properties as oceans, deserts, tundra, forests, that are different from those of the grasslands, and wetlands. original materials. c. Students know living things cause h. Students know all matter is made of small changes in the environment in which particles called atoms, too small to see they live: some of these changes are with the naked eye. detrimental to the organism or other organisms, and some are beneficial. i. Students know people once thought that earth, wind, fire, and water were the d. Students know when the environment basic elements that made up all matter. changes, some plants and animals survive Science experiments show that there are and reproduce; others die or move to more than 100 different types of atoms, new locations. which are presented on the periodic table e. Students know that some kinds of of the elements. organisms that once lived on Earth have completely disappeared and that some of those resembled others that are alive today. 386 Earth Sciences Investigation and Experimentation 4. Objects in the sky move in regular and 5. Scientific progress is made by asking predictable patterns. As a basis for meaningful questions and conducting understanding this concept: careful investigations. As a basis a. Students know that patterns of stars stay for understanding this concept and the same, although they appear to move addressing the content in the other three across the sky nightly, and different stars strands, students should develop their can be seen in different seasons. own questions and perform investigations. Students will: b. Students know the way in which the Moon’s appearance changes during the a. Repeat observations to improve accuracy four-week lunar cycle. and know that the results of similar investigations seldom turn out exactly the c. Students know telescopes magnify the same because of differences in the things appearance of some distant objects being investigated, methods being used, in the sky, including the Moon and the or uncertainty in the observation. planets. The number of stars that can be seen through telescopes is dramatically b. Differentiate evidence from opinion and greater than the number that can be seen know that scientists do not rely on claims by the unaided eye. or conclusions unless they are backed by observations that can be confirmed. d. Students know that Earth is one of several planets that orbit the Sun and c. Use numerical data in describing that the Moon orbits Earth. and comparing objects, events, and measurements. e. Students know the position of the Sun in the sky changes during the course of the d. Predict the outcome of a simple day and from season to season. investigation and compare the results with the prediction. e. Collect data in an investigation and analyze those data to develop a logical conclusion. 387 Units of Measurement Temperature Mass C The temperature on this C You can measure the mass of these thermometer reads 83 degrees rocks in grams. Fahrenheit. That is the same as 30 degrees Celsius. Volume of Fluids C This bottle of water has a volume of 1 liter. That is a little more than 1 quart. Length and Area C This student is 3 feet plus 9 inches tall. That is the same as 1 meter plus 14 centimeters. Weight/Force C This pumpkin weighs 7 pounds. That is a force of 31.5 newtons. 388 Science Handbook Rate C This student can ride her bike 100 meters in 50 seconds. That means her speed is 2 meters per second. Table of Measurements SI (International System) of Units English System of Units Temperature Temperature Water freezes at 0 degrees Celsius (°C) Water freezes at 32 degrees and boils at 100°C. Fahrenheit (°F) and boils at 212°F. Length and Distance Length and Distance 10 millimeters (mm) = 1 centimeter (cm) 12 inches (in.) = 1 foot (ft) 100 centimeters = 1 meter (m) 3 feet = 1 yard (yd) 1,000 meters = 1 kilometer (km) 5,280 feet = 1 mile (mi) Volume Volume of Fluids 1 cubic centimeter (cm3) = 1 milliliter (mL) 8 fluid ounces (fl oz) = 1 cup (c) 1,000 milliliters = 1 liter (L) 2 cups = 1 pint (pt) Mass 2 pints = 1 quart (qt) 1,000 milligrams (mg) = 1 gram (g) 4 quarts = 1 gallon (gal) 1,000 grams = 1 kilogram (kg) Weight Area 16 ounces (oz) = 1 pound (lb) 1 square kilometer (km2) = 1 km x 1 km 2,000 pounds = 1 ton (T) 1 hectare = 10,000 square meters (m2) Rate Rate mph = miles per hour m/s = meters per second km/h = kilometers per hour Force 1 newton (N) = 1 kg x 1m/s2 389 Measure Time You use timing devices to measure how long something takes to happen. Some timing devices you use in science are a clock with a second hand and a stopwatch. Which one is more accurate? Comparing a Clock and a Stopwatch 0 minutes Look at a clock with a second hand. 25 seconds The second hand is the hand that you can see moving. It measures seconds. 75 hundredths Get an egg timer with falling sand. of a second When the second hand of the clock points to 12, tell your partner to start the egg timer. Watch the clock while the sand in the egg timer is falling. When the sand stops falling, count how many seconds it took. Record this measurement. Repeat the activity, and compare the two measurements. Look at a stopwatch. Click the button on the top right. This starts the time. Click the button again. This stops the time. Click the button on the top left. This sets the stopwatch back to zero. Notice that the stopwatch tells time in hours, minutes, seconds, and hundredths More About Time of a second. Use the stopwatch to time how Repeat the activity in steps 2 and 3, long it takes your heart to beat but use the stopwatch instead of 100 times. Then run in place for 3 a clock. Make sure the stopwatch minutes. How long does it take for is set to zero. Click the top right your heart to beat 100 times now? button to start timing. Click the Estimate how long it would take button again when the sand stops you to walk 100 meters. Then time falling. Do this twice. yourself and try it. 390 Science Handbook Measure Length Measure Area You measure length to find out how Area is the amount of surface long something is or how far away something covers. To find the area of something is. a rectangle, multiply the rectangle’s length by its width. For example, the rectangle here is 3 centimeters long Find Length with a Ruler and 2 centimeters wide. Its area is Look at the ruler below. Each 3 cm x 2 cm = 6 square centimeters. number represents 1 centimeter You write the area as 6 cm2. (cm). Each centimeter is divided into 10 millimeters (mm). How long is the beetle? The length of the beetle is 1 2 cm centimeter plus 5 millimeters. You can write this length as 1.5 3 cm centimeters. Place a ruler on your desk. Lay a pencil against the ruler so that one Find Area with a Ruler end of the pencil lines up with the Find the area of your science book. 0 on the ruler. Record the length of Measure the book’s length to the the pencil in centimeters. nearest centimeter. Measure its width. Measure the length of another object in centimeters. Then ask a Multiply the book’s length by partner to measure the same object.
Load more

Recommended publications
  • TRAFFIC Bird’S-Eye View: REPORT Lessons from 50 Years of Bird Trade Regulation & Conservation in Amazon Countries
    TRAFFIC Bird’s-eye view: REPORT Lessons from 50 years of bird trade regulation & conservation in Amazon countries DECEMBER 2018 Bernardo Ortiz-von Halle About the author and this study: Bernardo Ortiz-von Halle, a biologist and TRAFFIC REPORT zoologist from the Universidad del Valle, Cali, Colombia, has more than 30 years of experience in numerous aspects of conservation and its links to development. His decades of work for IUCN - International Union for Conservation of Nature and TRAFFIC TRAFFIC, the wildlife trade monitoring in South America have allowed him to network, is a leading non-governmental organization working globally on trade acquire a unique outlook on the mechanisms, in wild animals and plants in the context institutions, stakeholders and challenges facing of both biodiversity conservation and the conservation and sustainable use of species sustainable development. and ecosystems. Developing a critical perspective The views of the authors expressed in this of what works and what doesn’t to achieve lasting conservation goals, publication do not necessarily reflect those Bernardo has put this expertise within an historic framework to interpret of TRAFFIC, WWF, or IUCN. the outcomes of different wildlife policies and actions in South America, Reproduction of material appearing in offering guidance towards solutions that require new ways of looking at this report requires written permission wildlife trade-related problems. Always framing analysis and interpretation from the publisher. in the midst of the socioeconomic and political frameworks of each South The designations of geographical entities in American country and in the region as a whole, this work puts forward this publication, and the presentation of the conclusions and possible solutions to bird trade-related issues that are material, do not imply the expression of any linked to global dynamics, especially those related to wildlife trade.
    [Show full text]
  • Diving Deep in the Ocean
    Deep in the Ocean LEVELED BOOK • O A Reading A–Z Level O Leveled Book Word Count: 643 Deep in the Connections Ocean Writing Would you want to be an oceanographer when you grow up? Why or why not? Write a paragraph using details from the text to support your answer. Science Choose and research an animal that lives in the deep ocean. Create a poster. Include a picture and at least five interesting facts about the animal and its habitat. • R L • O Written by Natalie Rompella Visit www.readinga-z.com www.readinga-z.com for thousands of books and materials. Words to Know Deep in the adaptable species marine submersible Ocean sensors sulfur Photo Credits: Front cover: © Norbert Wu/Minden Pictures; title page, page 3: © Norbert Wu/ Minden Pictures/National Geographic Stock; page 4: Image courtesy of the Monteray Bay Aquarium Research Institute © 2005 MBARI; page 5 (main): © David Nunuk/All Canada Photos/Getty Images; page 5 (inset): © John Lund/Sam Diephuis/Blend Images/Corbis; page 7 (top): © iStock/LP7; page 7 (center top): © Caan2gobelow/Dreamstime.com; page 7 (center bottom): U.S. Navy photo by Chief Petty Officer Dave Fliesen; page 7 (bottom): © Jeff Rotman/Photolibrary/ Getty Images; page 8 (main): © Stephen Frink/Corbis Documentary/Getty Images; page 8 (inset): © Paul A. Souders/Corbis Documentary/Getty Images; page 9 (main): © Photoshot Holdings Ltd/Alamy; page 9 (inset): © Science Source; page 10: © Chris Newbert/Minden Pictures; page 11: © Fred Bavendam/Minden Pictures; page 12: © Emory Kristof/National Geographic Stock; page 13: © Doug Allan/Nature Picture Library/Getty Images; page 14: © David Shale/NaturePL/Minden Pictures; page 15: © Innerhand/Dreamstime.com Front cover: The deep ocean fangfish has a bony, hard body.
    [Show full text]
  • Community Management of Wild Vicuña in Bolivia As a Relevant Case to Explore Community- Based Conservation Under Common Property Regimes, As Explained in Chapter 1
    Community-based Conservation and Vicuña Management in the Bolivian Highlands by Nadine Renaudeau d’Arc Thesis submitted to the University of East Anglia for the degree of Doctor of Philosophy August 2005 © This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with the author and that no quotation from the thesis, nor any information derived therefrom, may be published without the author’s prior, written consent. Abstract Abstract Current theory suggests that common property regimes, predicated on the community concept, are effective institutions for wildlife management. This thesis uses community-based conservation of vicuña in the Bolivian highlands as a case study to re-examine this theory. Vicuña is a wild South American camelid living in the high Andes. Its fibre is highly valued in international markets, and trade of vicuña fibre is controlled and regulated by an international policy framework. Different vicuña management systems have been developed to obtain fibre from live- shorn designated vicuña populations. This thesis analyses whether the Bolivian case study meets three key criteria for effective common property resource management: appropriate partnerships across scale exist; supportive local-level collective action institutions can be identified; and deriving meaningful benefits from conservation is possible. This thesis adopts a qualitative approach for the collection and analysis of empirical data. Data was collected from 2001 to 2003 at different levels of governance in Bolivia, using a combination of ethnographic techniques, and methods of triangulation. Community-level research was undertaken in Mauri-Desaguadero and Lipez-Chichas fieldwork sites.
    [Show full text]
  • Western Bering Sea Pacific Cod and Pacific Halibut Longline
    MSC Sustainable Fisheries Certification Western Bering Sea Pacific cod and Pacific halibut longline Public Consultation Draft Report – August 2019 Longline Fishery Association Assessment Team: Dmitry Lajus, Daria Safronova, Aleksei Orlov, Rob Blyth-Skyrme Document: MSC Full Assessment Reporting Template V2.0 page 1 Date of issue: 8 October 2014 © Marine Stewardship Council, 2014 Contents Table of Tables ..................................................................................................................... 5 Table of Figures .................................................................................................................... 7 Glossary.............................................................................................................................. 10 1 Executive Summary ..................................................................................................... 12 2 Authorship and Peer Reviewers ................................................................................... 14 2.1 Use of the Risk-Based Framework (RBF): ............................................................ 15 2.2 Peer Reviewers .................................................................................................... 15 3 Description of the Fishery ............................................................................................ 16 3.1 Unit(s) of Assessment (UoA) and Scope of Certification Sought ........................... 16 3.1.1 UoA and Proposed Unit of Certification (UoC) ..............................................
    [Show full text]
  • John C. Ogden, Curriculum Vitae, May 2016 1 CURRICULUM VITAE
    John C. Ogden, Curriculum Vitae, May 2016 CURRICULUM VITAE JOHN C. OGDEN DATE OF BIRTH November 27, 1940 Morristown, New Jersey, U.S.A. PERSONAL Married Nancy S. Buckman, 1969 Two children: Eric Conrad - born September 25, 1972 Lisa Marie - born September 26, 1976 DEGREES Princeton University, A.B., 1962, Biology Stanford University, Ph.D., 1968, Biological Sciences (Major Professor Paul R. Ehrlich) PRESENT POSITION Emeritus Professor of Integrative Biology, University of South Florida PREVIOUS POSITIONS 1988-2010 Director, Florida Institute of Oceanography, USF 1988-2010 Professor of Integrative Biology, University of South Florida 2001-2010 Adjunct Professor, Division of Marine Biology and Fisheries, Rosenstiel School, University of Miami 1986: Program Associate, Biotic Systems and Resources, National Science Foundation, Washington, DC 1982-1988: Director, West Indies Laboratory (WIL), Fairleigh Dickinson University (FDU), St. Croix, U.S. Virgin Islands 1981-1982: Acting Director, WIL, FDU 1980-1988: Professor, Resident Marine Biologist, WIL, FDU 1981-1986: Program Director, NOAA Saturation Diving Facility Hydrolab 1978: Visiting Scholar, Department of Zoology, University of Washington 1974-1980: Associate Professor, Resident Marine Biologist, WIL, FDU 1971-1974: Assistant Professor, Resident Marine Biologist, WIL, FDU 1969-1971: Visiting Research Fellow, Smithsonian Tropical Research Institute, Republic of Panama 1968-1969: N.I.H. Postdoctoral Trainee, Department of Genetics, University of California, Berkeley HONORS AND AWARDS Sigma Xi, 1962 Best Paper Award, College of Marine Studies, Univ. Delaware, 1986 (co-author) Fellow, American Association for the Advancement of Science, 1998 U.S. Coral Reef Task Force Award for Outstanding Scientific Advancement of Knowledge, May 2006 Gulf Guardian Award, Gulf of Mexico Alliance 2009 Fellow, Intl.
    [Show full text]
  • History of Orianne
    A publication of The Orianne Society 2018 Orianne Society Annual Report STAFF Christopher Jenkins Chief Executive Officer Gary Baldaeus Chief Financial Officer Heidi Hall Development Director Houston Chandler Director, Longleaf Savannas Initiative Brannon Knight Stewardship Coordinator 3 Message From Chris Ben Stegenga Research Assistant Mission 4 Jacob Barrett 5 Approach Field Operations Coordinator Kiley Briggs 6 History of Orianne Northeast Turtle Conservation Coordinator William Rodriguez 8 Longleaf Savannas Initiative Communications Coordinator Charli Palmer 14 Great Northern Forests Initiative Program Manager Patty Li 18 Appalachian Highlands Initiative Accountant 22 More to Come BOARD of 24 Who We Are 27 Financials Directors Dr. Bob Beard 28 Thank You Mr. Ross Caphton Mrs. Jane Fraser 30 How You Can Help Dr. Thomas Kaplan Dr. Thomas McKee Mr. William Natbony Dr. Lloyd Newberry Mr. Vance Serchuk Mr. Jack Whalen Dr. Chris Jenkins – CEO Mr. Gary Baldaeus – Treasurer Mrs. Heidi Hall - Secretary The Orianne Society Annual Report is produced, designed, and edited by the staff of The Orianne Society. The Orianne Society 11 Old Fruit Stand Lane,@OrianneSociety Tiger, GA 30576 706-224-1359 [email protected] www.OrianneSociety.org @OrianneSociety Wood Turtle with shell damage from a mower. Photo: Megan Jolly 2 ANNUAL REPORT Message from the CEO As I sit at my desk thinking about writing this letter there better managers I have worked with. Ben runs many of our is so much choose from. Should I write about the ten-year field crews and does a great deal of education outreach. He anniversary, the inspiring story of a young girl who’s desires works long hard days in the field, I have seen many people changed snake conservation forever, or the story of working with the ability to do this but where he excels is that he is one through a difficult, some say almost impossible task, of taking of the most inspiring educators.
    [Show full text]
  • Newsletter Number 69
    The Palaeontology Newsletter Contents 69 Association Business 2 Association Meetings 9 Progressive Palaeontology 12 News 13 From our correspondents Here be dragons 17 For a very specialized audience only 23 PalaeoMath 101: Size & shape coords 26 Meeting Reports 37 Mystery Fossils 14 & 15 (and 13) 64 Future meetings of other bodies 67 Reporter: Reviewing peer review 71 Sylvester-Bradley Reports 77 Soapbox: On the mathematics of life 83 Book Reviews 88 Special Papers 79 & 80 104–107 Palaeontology vol 51 parts 5 & 6 108–110 Reminder: The deadline for copy for Issue no 70 is 23rd February 2009. On the Web: <http://www.palass.org/> ISSN: 0954-9900 Newsletter 69 2 Association Business Annual Meeting Notification is given of the 53rd Annual General Meeting and Annual Address This will be held at the University of Glasgow on 20th December 2008, following the scientific sessions. Please note that following the October Council meeting, an additional item has been added to the agenda published in Newsletter 68. Agenda 1. Apologies for absence 2. Minutes of the 52nd AGM, University of Uppsala 3. Annual Report for 2007 (published in Newsletter 68) 4. Accounts and Balance Sheet for 2007 (published in Newsletter 68) 5. Increase in annual subscriptions 6. Election of Council and vote of thanks to retiring members 7. Palaeontological Association Awards 8. Annual address H. A. Armstrong Secretary DRAFT AGM MINUTES 2007 Minutes of the Annual General Meeting held on Monday, 17th December 2007 at the University of Uppsala. 1. Apologies for absence: Prof. Batten; Prof. J. C. W. Cope; Dr P.
    [Show full text]
  • Core Standardized Methods for Rapid Biological Field Assessment
    CORE STANDARDIZED METHODS FOR RAPID BIOLOGICAL FIELD AssESSMENT EDITED BY TROND H. LARSEN CORE STANDARDIZED METHODS FOR RAPID BIOLOGICAL FIELD AssESSMENT Edited by: Trond H. Larsen Any opinions expressed in this book are those of the writers and do not necessarily reflect Published by: those of Conservation International or its Conservation International co-publishers. 2011 Crystal Drive, Suite 500 Arlington, VA 22202 USA Suggested citation: Tel : +1 703-341-2400 Larsen, T.H. (ed.). 2016. Core Standardized www.conservation.org Methods for Rapid Biological Field Assessment. Conservation International, Cover photos left to right: Arlington, VA. © Trond H. Larsen, © Phil DeVries, © Trond H. Larsen, © Trond H. Larsen, Acknowledgments: © Trond H. Larsen, © Trond H. Larsen, Conservation International thanks the large © Conservation International/Photo by number of authors and their supporting Russell A. Mittermeier, © Trond H. Larsen, institutions for working so diligently and © Trond H. Larsen, © Trond H. Larsen, cooperatively towards the common goal of © Trond H. Larsen this handbook. We are also indebted to the many peer reviewers who helped to improve Back cover photo: this handbook and the protocols therein. This © Trond H. Larsen publication would not have been possible without the coordination and support provided Conservation International is a private, by Travis Thyberg. non-profit organization exempt from federal income tax under section 501c(3) of the Conservation International expresses their Internal Revenue Code. sincere gratitude
    [Show full text]
  • Rat Eradication Tortoise Tracker
    GALAPAGOSMATTERS SPRING | SUMMER 2013 Tales of a Tortoise Tracker Rat Eradication And the race to catch Galapagos hawks savegalapagos.org GALAPAGOSMATTERS SPRING | SUMMER 2013 Tales of a Tortoise Tracker Rat Eradication And the race to catch Galapagos hawks Cover Image GALAPAGOS MATTERS A saddleback Galapagos tortoise retracted in its shell, photographed by Pete Oxford at the base of Sierra CONTENTS Negra on Isabela Island. © PETE OXFORD/MINDEN PICTURES/FLPA savegalapagos.org 4-5 Wild Galapagos 16-19 Feature: Tracking Tortoises In this new feature, we will be celebrating some of the finest photographs Come on a journey with field biologist Fredy Cabrera, as he describes to come out of Galapagos. In this edition, we showcase ornithologist his work with The Giant Tortoise Project, an international collaboration Sebastian Cruz’s arresting image of a Galapagos hawk following a kill. studying the behaviour of the enigmatic giant tortoises of Galapagos and aiming to inspire a wider appreciation of these iconic species. 6-7 News Catch up on the latest news from the Islands and the work of the 20 Global Relevance Galapagos Conservation Trust’s partners around the world. In this new column, GCT’s chief executive Ian Dunn positions the Galapagos in a global context. In this issue, he muses 8-11 Feature: Rat Eradication on some of the issues raised by invasive species. Invasive rats have a devastating impact on many native species, notably snails, birds and reptiles. Bradford Keitt details the huge effort 21 Membership to render Galapagos rat-free by 2020 and Julia Ponder describes We reveal the findings of last year’s membership survey.
    [Show full text]
  • Deep in the Ocean
    Deep in the Ocean LEVELED BOOK • L A Reading A–Z Level L Leveled Book Word Count: 367 Deep in the Connections Ocean Writing Would you want to be an oceanographer when you grow up? Why or why not? Write a paragraph using details from the text to support your answer. Science Choose and research an animal that lives in the deep ocean. Create a poster. Include a picture and at least five interesting facts about the animal and its habitat. • R L • O Written by Natalie Rompella Visit www.readinga-z.com www.readinga-z.com for thousands of books and materials. Words to Know Deep in the marine submersible oceanographers tag species water pressure Ocean Photo Credits: Front cover: © Norbert Wu/Minden Pictures; title page, page 3: © Norbert Wu/Minden Pictures/National Geographic Stock; page 4: Image courtesy of the Monteray Bay Aquarium Research Institute © 2005 MBARI; page 5 (main): © David Nunuk/All Canada Photos/Getty Images; page 5 (inset): © John Lund/Sam Diephuis/Blend Images/Corbis; page 7 (top): © iStock/ LP7; page 7 (center top): © Caan2gobelow/Dreamstime.com; page 7 (center bottom): U.S. Navy photo by Chief Petty Officer Dave Fliesen; page 7 (bottom): © Jeff Rotman/Photolibrary/Getty Images; page 8 (main): © Stephen Frink/ Corbis Documentary/Getty Images; page 8 (inset): © Paul A. Souders/Corbis Documentary/Getty Images; page 9 (main): © Photoshot Holdings Ltd/Alamy; page 9 (inset): © Science Source; page 10: © Chris Newbert/Minden Pictures; page 11: © Fred Bavendam/Minden Pictures; page 12: © Emory Kristof/National Geographic Stock; page 13: © Doug Allan/Nature Picture Library/Getty Images; page 14 (main): © David Shale/NaturePL/Minden Pictures; page 14 (inset): © Dante Fenolio/Science Source; page 15: © Innerhand/Dreamstime.com Front cover: The deep ocean fangfish has a bony, hard body.
    [Show full text]
  • The Golf Club, the Curling Team and the Shooting Team
    THE MERCHISTONIAN 2016 CLUB MAGAZINE Desk to deck... Gavin Reid tells us how his oceanic journey changed his aspirations FIND THE 4X4 OF YOUR DREEAMS. SCOTLAND’S LAARGEST SELECTIONON OF LUXURRY MARQUES. Browse our exttensive range todayy www.easternwestern.co.uk Contents Welcome from the Secretary Club and School News Welcome to the 2016 Merchistonian Club Magazine. 03 Welcome from the This is my first year in the Merchistonian Secretary post. I have thoroughly Secretary enjoyed meeting many of you at various Merchistonian events and issuing your 04 President’s Report 05 Dates for your diary weekly newsletter. I do hope that some of you are now getting to know me. 06 Introducing your new Some of you will know that the Merchistonian Club team has changed over the President last year, with Joanna Khan moving on to pastures new. Louise Pert and I now work 08 Merchistonian Award in the Development Office with David Rider. I am most grateful to Louise – who is 10 Headmaster’s Headlines responsible for putting so much of the magazine together and without whose 16 It’s Time for Sport help it would not be possible. Also I would like to thank our proof-readers and 18 Bill Wilson Memorial advertisers, whose support of the production of the magazine is invaluable. 21 Arnold Palmer Finally, I am grateful to those who provided us with detailed obituaries of 22 Careers Café former pupils who passed away in the last year and, in the absence of such details, 23 Peace Pipes we have tried to put together information from School records and other sources.
    [Show full text]
  • DOUG ALLAN Edited Transcript of an Interview with Cameraman, Diver
    DOUG ALLAN Edited Transcript of an interview with cameraman, diver and former BAS Base Leader, Mr Doug Allan, at his home in Bristol, conducted by Chris Eldon-Lee, 19th June 2011. BAS Archive ref: AD6/24/1/128 Transcribed by Mike Dixon, September 2015. Doug Allan Part 1; ------------------------------------------------------------------------------------------------------------- [Part 1, 00.00.00] Chris: This is Doug Allan, recorded by Chris Eldon-Lee, on the 19th June 2011. Doug Allan Part 1. Doug: My name is Doug Allan, and I was born on the 17th July 1951 in Dunfermline, in Scotland. [Part 1, 00.00.20] Chris: And what about your parents, what were they up to? Doug: My father was a photographer and a freelance cameraman for BBC Scotland and various other people, my mother was - initially looked after me and my brothers and sisters. I’m one of five, I’ve got one twin brother, one younger brother, two younger sisters, so mother was more or less a housewife for all of those but then she also went into business. She was also helping Dad withhis business and then they also set up a Hairdressing business latterly. But father had a very successful freelance photography journalist business until he unfortunately had a car accident in about 1972– 73. He broke his leg rather badly and he was a long time off work and it did leave him rather unable to be as active as he was beforehand. He became a producer with Fife Educational Television Service which back in those days, Fife was rather ahead of the game really: he would record with the BBC and [with] peoples permission he would record programmes off the television and then they had a system within Fife Schools for sending those programmes out so the schools could look at them anytime they wanted.
    [Show full text]