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Certified Remnant Group

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Smeet Credits Adder V05 Indir

There are many ways to engage and inspire learners with creative and fun technology. STEM education is no different. One of my favorite ways to use a tool like Smeet is with a call and response method that is easily accessible for students. Start by creating a class. It is as simple as hitting the Create Class button and choosing a category. For this example, lets say you created a cool tools class. You could create one or more rooms that students can join. Click Student Activity under the Classes tab and create rooms for students. Now you can send them a link that will take them directly to the first room where you start with a simple question: Write something using this cool tool. No text, no pictures, just a question. Answer in the form of a sentence as you describe a cool tool to use, discuss the results of using it, or write about its features. As students reply, you can reply to them as well. Remember to have the students communicate using your text-to-speech technology. You can have a question recorded so that students dont have to type each time. The questions wont be graded, but they will be fun for your students and they will answer your questions. Make sure you have a student backchannel tool as well, or students can chat in this room. I recommend you have it with a record button and send to teacher feature so you can listen back to your own questions and answers.

Smeet Credits Adder V05 Indir


SmEET is a ubiquitous phenomenon that has been documented for a variety of environmentally relevant microbes [ 62, 63, 64, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82 ]. SmEET mechanisms vary widely in terms of their associated bioenergetics. For example, aerobic respiration is the common SmEET mechanism in iron reducing bacteria [ 67, 68, 69, 70 ], iron oxidizing bacteria [ 66, 76, 77, 79, 80 ], and ammonia oxidizers [ 78 ]. Aerobic respiration has energy conservation systems that leverage an ion gradient potential created by the oxidized and reduced intermediates of respiration (e.g., NADH/NAD+ and FADH2/FAD+). The energy of this potential can be harnessed by ATP synthesis reactions at the terminal oxidoreductases of respiration. These terminal oxidases facilitate EET by coupling the enzyme-driven reduction of O2 with the transport of electrons along the electron transport chain. The energy conservation systems that allow SmEET to occur in oxidative respiration include a protein export system that facilitates the import of electrons to the oxidase at the surface of the cell [ 81 ] and/or a transporter that transports the reduced FADH2 to the oxidase [ 82, 83 ]. The important role of SmEET in iron respiration was recognized nearly fifty years ago when FeEET was discovered. In contrast to aerobic respiration, anaerobic respiration systems that are fueled by the reduction of reduced sulfur compounds to H2 do not conserve an ion gradient potential. Instead, the transmembrane electron transport system is coupled to the terminal step of the anaerobic respiration pathway by a redox-driven proton motive force (pmf) [ 71, 72, 74, 79, 80 ]. From a thermodynamics perspective, SmEET has several significant advantages over gas phase EET. SmEET systems offer high rates of charge transfer in the presence of the low solubility of CO in water. These systems also offer high current densities and low overpotentials. These attributes have lead to our proposal that SmEET is a critical, though hitherto underappreciated, mechanism for sustainable urban energy self-sufficiency [ 43 ].


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