The five states of matter and energy are related are:
- Solids
- Liquids
- Gases
- Plasmas
- Bose-Einstein condensates (BEC)
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The states of matter is known to be related to energy because Energy is said to be a property that matter has.
Note that the same amount matter is one that is able to have different levels or amounts of energy and so this tends to stands for different states of matter. E.g., if a person add energy to an ice cube that has been created with water, it tends to become liquid water, and if when one also add even more energy, it tends to become steam.
<h3>What are the 5 states of matter?</h3>
The five states of matter are known to be Solids, liquids, and others listed above. They tend to have different physical properties.
Note that Solids are often seen to be hard while liquids are known to be that which fill containers, and gases are said to often surround our environment and in the air.
Note that matter change through the adding and the removing of energy from matter and this is one that leads to a physical change as matter is known to moves from one form to another.
Hence, The five states of matter and energy are related are:
- Solids
- Liquids
- Gases
- Plasmas
- Bose-Einstein condensates (BEC)
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The answer is b because she refused play with him talk etc <span />
Answer:
As experienced and knowledgeable practitioners, it’s important for us to consider and observe a child’s learning and development holistically, but are we taking a holistic view of the individual child and their individual circumstances and experiences?
Observing learning and development in children is a fundamental part of our curriculum and the children’s learning journey. However, before we can make these observations and link them to the children’s age and stage of development, we must ‘build a picture’ of a child holistically too, to ensure that the observations we are making are relevant and a true reflection of the child and their individual circumstances, their age and stage of development.
The process of ‘building a picture’ of the child should begin from the moment the child steps foot into the setting; and practitioners should endeavour to find out as much necessary information as possible about the child, the family and the child’s home life and family history.
For many children, ACEs (Adverse Childhood Experiences) and other life events can have a detrimental impact on the child’s overall wellbeing and, as a result, have a significant impact on their learning and development. ACEs such as childhood trauma, family breakdown, parental death or being placed into care or adoption, can seriously impact a child’s life, even from an incredibly early age. Children who have experienced any trauma like this will need significant levels of understanding and support from us as
