Group People:

Kishore Biswas
Bradimir Brito
Mohammad Ashiq Iqbal
Faye B
The Biology of Bullfrogs & Leopard Frogs
↖↖↖
The title should clearly
indicate the topic of the lab
and have keywords to navigate the paper easily.

Abstract
Geotechnical engineers face serious problems when building on collapsible soils. These
types of soil show considerable strength when dry and experience excessive and sudden
settlement when inundated. Due to the expansion of modern cities in arid areas, highways and
roads may pass through pockets of collapsible soil. If unrecognized, it may cause pumps or
deep sinkholes, which leadsm to traffic accidents and loss of lives. Furthermore, due to the Commented [1]: Informative abstracts are more
increasing use of water for irrigation and domestic purposes, roads built on collapsible soils may appealing to readers as opposed to descriptive ones.
Informative abstracts, in this case,is designed to
experience uncalculated settlement. This paper presents the results of an experimental convey findings and results of an experiment.
investigation of a rigid strip footing on collapsible soils subjected to inundation due to raising the
Commented [2]: Per the book, a good abstract should
groundwater table.These toxic emissions contribute to climate change and air pollution and summarize the entire report, which includes all of its
impact negatively on people's health. Fuel cell devices are gradually replacing the internal components with a short and concise delivery. Due to
the limited allotted space for the abstract, it is a
combustion engines in the transport industry. A prototype experimental setup was designed to challenge to squeeze all information, introduction,
test these footings on homogeneous collapsible soils, partially replaced collapsible soils with results and conclusion. Accomplishing these tips invites
cohesionless material with and without geotextile reinforcement layer at the interface. more readers.

Introduction
Attention-deficit/hyperactivity disorder (ADHD) is a mental disorder of the neurodevelopmental
type [1], which leads to the lack of appropriate interaction with the environment [2]. Hence, the
symptoms of this disorder are problems paying attention, excessive activity and difficulty
controlling behavior [3] ; [4], which usually reduce the children's performance for donning tasks. Commented [3]: The introduction is a transition from
It is remarkable that 40–60% of children with this disorder can naturally reorganize their brain at general to the specifics of the paper where readers
gain background knowledge to understand the rest of
over time for reducing these symptoms [5] ; [6]. Nevertheless, the reduction of children's the lab.
performance in the childhood due to the ADHD causes that the children do not get enough skill
Commented [4]: Statements should be backed up by
for the future [1]. Hence, the assessment of children in the childhood for the ADHD diagnosis is references in order to have relevant material to the lab.
a great help to the children, parents, and especially the community health.
Currently, studies, which investigated the ADHD effects on the brain signals, can be generally Commented [5]: The introduction should also address
considered as three groups. First group that examined the influence of ADHD symptoms on the the problem or topic their paper is going to be about to
the reader.
event-related potentials (ERP) using continuous performance tests, and reported a different
level of activity on the parietal and frontal lobes [7]; [8] ; [9]. Second group that investigated the
ADHD effects on the slow cortex potentials (SCP), and expressed that the contingent negative
variations (CNV) in the ADHD children were lower than that of healthy children [10] ; [11], and
Last group in the data mining [12]; [13] ; [14] and neurofeedback [15] ; [16] that used the EEG
signals. This group of studies, which employed the EEG frequency analysis for evaluating the
ADHD effects on the standard EEG bands, revealed that the hyperactivity and impulsivity in the
ADHD children increase the power of δ and θ bands and the inattention decreases the power of
α and β bands. These studies in the biofeedback [15]; [16]; [17]; [18] ; [19] also relied on a
neurofeedback course for improving the ADHD symptoms, which indicates the self-organizing
capability and the creativity of brain networks. Pharmaceutical studies on these children also
portrayed a latency at the P200, N200 and P300 waves of event-related potentials [20], which
displays the influence of misbehaviors internalized in these children on the attention (alerting,
orienting and conflict [21] ; [22]) and sensorimotor networks.
These finding in the behavioral indictors and the indictors obtained from the brain signals,
therefore, not only confirm different energy exchanges between internal and external feedbacks
in the brain of children with ADHD, but also they indicate that the brain is an open, creative and
self-organizing system, which can change the energy exchanges of its feedbacks for amplifying
or weakening the ADHD. These finding in the data mining studies also indicate an informational
opposition in the influence of hyperactivity, impulsivity and attention on the EEG signals, in
which increasing hyperactivity and impulsivity is equivalent to increasing the energy of low
frequency components (δ and θ), and increasing attention is equivalent to increasing the energy
of high frequency components (α and β).
This informational opposition in the EEG bands, which its origin according to the 1/f EEG
frequency spectrum is the change of actions generated by the activity of brain opposites
(inhibitory and excitatory postsynaptic terminals) [23], and also the brain creativity actually
represent that the electrical activities stored in the EEG signals are not random or chaotic
processes, rather they are resulted from the activity of complementary opposites (excitatory and
inhibitory feedbacks), which the brain as a biotic system usually internalizes them during its
interaction with the environment. In other words, any change in the frequency content of EEG
signals such as the transient states or the variations relevant to disorders and diseases is
dependent on the regularity of actions generated by the activity of brain opposites. In this
regard, Sabelli and Kauffman [24]; [25]; [26]; [27]; [28]; [29]; [30] ; [31], which used the
complement plot generated by two orthogonal and opposite components (sine and cosine) to
quantify the coexistence of opposites in the process equation, reported a surprising regularity in
the complement plots of biotic processes obtained by this equation, which are completely
dependent on the actions received from the bipolar and complementary feedback of this
equation (i.e. g × sin(xn)). These researchers in the complement plots obtained from the
heartbeat intervals also portrayed regularity similar to the Mandala patterns [24]; [30]; [31] ;
[32], which are usually influenced the cardiac disorders and diseases. The complement plots
obtained from the rounded EEG signals of children with autism spectrum disorder also indicated
a different regularity compared to that of normal children [33], which its reason according to the
concepts of bios theory is the change of actions generated by the complementary opposites in
the brain {Sabelli, 2005 #10}.
Nevertheless, although this regularity in the complement plots of EEG signals confirms the biotic
nature of brain activities, and also indicate that the EEG actions and the informational opposition
lies in them are informative to quantify changes resulted from disorders and diseases, most
studies on these plots only focused on the visual differences of complement plots, and have
actually provided no approach to quantify the regularity of complement plots obtained from the
signals. Therefore, the objective of present study is to provide a new approach to quantify the
complement plot of EEG signals obtained from children with and without ADHD. The remainder
of this paper is organized as follows: Section 2.1 presents data acquisition and noise removal
processes. Section 2.2 shows that the EEG is a homeo-biotic process and that the biotic
processes can be distinguished from chaotic processes by the complement plot. Section 2.3
quantifies the regularity of complement plot by using the dual sets of transitions occurred
between the states of complement plot. Section 3 illustrates experimental results, and finally,
Section 4 presents the discussion and conclusion.

Materials & Methods

Procedure: Ohm’s Law and Resistors in Parallel and in Serie
Setting each wiring diagram, make connections by means of wires and pay attention to the
polarity (+ or -) of the voltmeter and ammeter terminals.
Part1. Verification of Ohm’s Law
1. Investigate the variation of the current with potential difference when the resistance is
constant.
1. Set up the circuit as shown in Fig. 4.2 and choose the resistance of the resistance of the
variable resistor box of R= 1000 Ω. Set the ammeter to the range of mA and the voltmeter across
the resistor to the range of 25 V.
2. After the instructor has checked circuit, turn on the power supply.
3. Vary the output voltage of the power supply from the 4 V to10 V in the increment of 1 V and
record the readings of the voltage V across the resistor and the corresponding current I through
the resistor in Table 1.
4. Using the same circuit setup, set resistance of the variable resistor box to R= 1200 Ω and
repeat the steps 2 and 3. Commented [6]: The experimental procedure is a
step-by-step recipe for your science experiment. A
good procedure is so detailed and complete that it lets
someone else duplicate your experiment exactly!
2. Investigate the variation of the current with resistance when the voltage is constant.
1. Use the same circuit setup and set the output voltage of power supply to 12V.
2. By keeping the output voltage of the power supply constant, vary the resistance of the resistor
box from 700 Ω to 1700 Ω in increments of 200 Ω. Record values of the current I through the
resistor and the corresponding resistance R in Table 2.
Part2. Combinations of Resistors in Series and in Parallel
Resistor in series.
1. Use the LCR meter and measure the resistances ofR_A,R_B and R_C on the resistor board.
2. Use the resistors board or three resistor boxes and set up the circuit of the resistors A, B and C
in series as shown in Fig.4.3.
3. Before turning on the power supply, have the instructor check the circuit.
4.Set the output voltage of the power supply to 12 V. Set the ammeter to the range of mA and
insert it into the appropriate place to measure the total current I through the circuit. After making
connections, record current. Connect voltmeter across the voltage source. Read and record in
Table 3 the voltage value.
5.Turn off the power supply and insert the ammeter to measure the current through the resistor
RA. Turn on the power supply. Read and record the current IA through the resistor RA in Table
3. Connect voltmeter across the resistor RA and read and record the voltage VA in Table 3.
(Note: If the needle of the ammeter or voltmeter goes in the wrong direction, reverse the polarity,
i.e. reverse the hook-up of the leads of the ammeter or voltmeter.)
6. Repeat step 5 for the resistor RB and RC.
7. Turn off the power supply. Use the LCR meter and measure the total resistance R for three
resistors in series as a group. Record the value of R in Table 3.

Resistors in parallel
1. Use the resistors board or three resistor boxes and set up the circuit of the resistors A, B and C
in parallel as shown in Fig.4.4. ( If you are using the resistor boxes, set the resistances values of
R_A,R_B and R_C.as in series circuit)
2. Before turning on the power supply, have the instructor check the circuit.
3. Set the output voltage of the power supply to 6 V. Set the ammeter to the range of mA and
insert it into the appropriate place to measure the total current I through the circuit. After making
connections, record current I. Connect voltmeter across the voltage source. Read and record in
Table 4 the voltage value.
4.Turn off the power supply and insert the ammeter to measure the current through the resistor
R_A. Turn on the power supply. Read and record the current I_A through the resistor R_A in
Table 4. Connect voltmeter across the resistor R_A and read and record the voltage V_A in
Table 4.
5. Repeat step 4 for the resistors R_B and R_C.
6. Turn off the power supply. Use the LCR meter and measure the total resistance R for three
resistors in parallel as a group. Record the value of the resistance R in Table 4.

Results
Calculation and analysis:
From first graph we get resistance R= 1/slope =1/0.001 =1000 ohm
% difference = 0 %
From second graph, resistance R = 1/slope=1/0.00085= 1200, %difference = 0%
Equivalent resistance for series connection, = 504+945+401 =1850 ohm
%difference = 0%
Total voltage for series connection, V= 6+3+3 =12 V, difference=0%
Equivalent resistance for parallel connection, = 180.81
%difference = (181.3-180.81)/[(181.3+180.81)/2]*100 = 0.2%
Total current for parallel connection, I= 0.006+0.012+0.015 =0.033 A, difference=0% Commented [7]: The results should be raw data that is
measurable rather than general observations, and it
should relate directly to your research question and
hypothesis.

Data:
 Commented [8]: At the end of your experiment’s
procedure, you have data that tells what happened, but
at this point it is just a collection of facts or numbers.
Graph:
 Commented [9]: A graph plots the relationship of one
quantity against another on two axes at right-angles to
each other. Usually, we have control over one of the
quantities and this is known as the independent
variable, the other quantity is determined by the
outcome of the experiment.

Discussion

4.1. The effects of rainfall and irrigation quota on 18O distribution pattern at the soil Commented [10]: Discussion is oftentimes referred as
analysis.
profile
Commented [11]: This section is when the the results
From Figs. 4 and 5, the δ18O average of soil water at the 0–30 cm layer increased significantly are put together and is being analyzed.
under all irrigation treatments in the rainy season, but there was no considerable change in
deeper soil intervals. This change in soil isotopic profile was consistent with the simultaneous
seasonal variation of soil water content, indicating that δ18O average of soil water in the topsoil
had good response to rainfall. The heavy oxygen isotope was enriched in the soil surface, and it
decreased rapidly with the increase of soil depth in the 0–30 cm soil layer. Then, it gradually
decreased and tended to be stable in the 50–100 cm soil layer. This trend of isotopic distribution
is similar to results of Meinzer et al. (1999) and Yang et al. (2015). Although there is slight
deviation on the slope and the value of decline, it is because the experiments were conducted at
different experimental sites where soil isotopic profile can be affected by water sources,
infiltration rates, plant water uptake rates and the process of hydraulic redistribution (Asbjornsen
et al., 2007). From Fig. 4, the δ18O average of soil water in each layer had significant positive
correlation with irrigation quota; it increased with increased irrigation amount, especially in the
0–30 cm layer. Commented [12]: The discussion should start with the
most important findings, supported by the table,
statistics, values and magnitudes , if possible.
Fig. 11a and Fig. 11b respectively show the error angular velocity and MRP trajectories
of the combined spacecraft. The sudden change in the error angular velocity trajectory
at 1000s is caused by the discontinuity of the predefined angular velocity trajectory at
the transition of different stages. The angular velocity and attitude MRP trajectories of
the combined spacecraft are shown in Fig. 12a and Fig. 12b, respectively, green dotted
lines represent the predefined trajectories. It can be seen that the predefined angular
velocity and the corresponding attitude MRP trajectories are well tracked under the
proposed integrated identification and control method, and the terminal attitude angular
velocity and orientation requirements are both satisfied.
Commented [13]: Results that were not expected or
failure helps researchers gain more knowledge in their
field.

Fig. 11.

Error angular velocity and MRP trajectories of combined spacecraft.

Conclusion
To conclude, Laura Coleman’s article, “Has Technology Increased Learning?” makes great

points about how we can improve children’s education through technology. She mentions that

the cutting-edge technology in the classroom—educational software, computers, access to the

Internet—is becoming increasingly valuable to education. Educational software and computers

can motivate and challenge students by engaging them in complex analysis and problem solving,

which help them develop the technology skills needed to succeed in the twenty-first century

workplace. Virtual classes can fill gaps in students' curricula—from Advanced Placement
courses to electives—and even connect disadvantaged and rural students to nationally board-

certified teachers. Furthermore, such technologies can assist teachers and parents through Commented [14]: This section is the after result part
what happens in conclusion
automatic alerts of student attendance and absences as well as emergencies. It is recommended

that policy makers ensure that funding for technology is secured for "wiring" schools for success.

Furthermore, many school systems realize how necessary it is to make sure students have access

to up-to-date, functional computers and Internet availability. Therefore, Software created

specifically for educators can enhance a student's experience in nearly every facet of a learning

environment. Commented [15]: Conclusion is a part of an article

what describes the entire article’s result. Its mandatory
to have a conclusion for an article

References
Coleman, L. (2009). Technology Can Increase Learning. In R. Espejo (Ed.), At Issue. Has
Technology Increased Learning? Detroit: Greenhaven Press. (Reprinted from Wired for Success:
Schools Using More Technology to Educate Students, State News, 20-32, 2006, October) Retrieved
from http://ccny-
proxy1.libr.ccny.cuny.edu/login?url=http://link.galegroup.com/apps/doc/EJ3010553202/OVIC?u=cuny
_ccny&xid=b4cf50db

Hanna, A., & Soliman, S. (2017). Experimental Investigation of Foundation on Collapsible Soils.
Journal of Geotechnical and Geoenvironmental Engineering, 143(11), 04017085.

Han, N., Luo, J., Ma, W., & Yuan, J. (2018). Integrated identification and control for
nanosatellites reclaiming failed satellite. Acta Astronautica.

Nash, J. E., & Sutcliffe, J. V. (1970). River flow forecasting through conceptual models part I—
A discussion of principles. Journal of hydrology, 10(3), 282-290. Commented [16]: Last part of reference

Roman, Y.,K. (2003). College physics laboratory experiments: electricity, magnetism,

optics.Gurami publishing. Commented [17]: Reference is the detailed
description of the document from which you have
obtained the information. Honest and professional
citation of references provides part of the framework for
sound written research: because you must
acknowledge the sources you have used to establish
your arguments and criticisms.