{"pkgId":null,"subjectId":null,"fullwidthLayout":true,"contentData":{"CONT_ID":"109","CONT_TITLE":"Human Digestive System","CONT_SLUG":"digestive-system","CONT_TITLE_AR":"Digestive System","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe digestive system is one of the major organ systems of the human body. The main parts of the digestive system are the mouth, oesophagus, stomach, small intestine, large intestine and anus.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the organs of the human digestive system.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Assemble those organs to construct the digestive system.\u003C\/div\u003E","CONT_DESC_AR":"The digestive system is one of the major organ systems of the human body. The main parts of the digestive system are the mouth, oesophagus, stomach, small intestine, large intestine and anus.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026amp;nbsp; \u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u25cf identify the organs of the human digestive system\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u25cf assemble those organs to construct the digestive system","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100047","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100047.jpg","PUBLIC_BANNER_IMG":"MS100047.jpg","PUBLIC_VIDEO":"pvideo_ms100047.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/xqtN5H0RQWE","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"0","CREATED_ON":"2017-01-22 06:18:17","CREATED_BY":"1","UPDATED_ON":"2023-05-24 06:40:35","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The digestive system is one of the major organ systems of the human body. The main parts of the digestive system are the mouth, oesophagus, stomach, small intestine, large intestine and anus.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the organs of the human digestive system.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Assemble those organs to construct the digestive system.\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Digestive System","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_IMG":"566.jpg","ADMSUBJECT_ID":"566","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","ADMCOURSE_ID":"191","COURSE_NAME":"Middle School","COUNTRY_ID":"287","STANDARD_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12","DOMAIN_DESC":"K-12"},"pkgCourses":[],"allContents":[{"CONT_ID":"705","CONT_TITLE":"Immune System Cells","CONT_SLUG":"immune-system-cells","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E\r\n \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E\r\n \r\n\u003Cdiv\u003EThe immune system destroys pathogens that enter the body. This protection is provided by two types of immune cells: phagocytes and lymphocytes. \u003C\/div\u003E\r\n \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E\r\n \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E\r\n \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E\r\n \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E\r\n \r\n\u003Cdiv\u003E- Identify the purpose of immune responses.\u003C\/div\u003E\r\n \r\n\u003Cdiv\u003E- List two types of white blood cells and explain their roles in immune responses.\u003C\/div\u003E\r\n \r\n\u003Cdiv\u003E- Define antibodies and state their roles in immune responses.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000126","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000126.jpg","PUBLIC_BANNER_IMG":"vb000126.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000126.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/AOy5-85LY5I","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;The immune system destroys pathogens that enter the body. This protection is provided by two types of immune cells: phagocytes and lymphocytes.\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify the purpose of immune responses.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List two types of white blood cells and explain their roles in immune responses.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define antibodies and state their roles in immune responses.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Immune System Cells","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"704","CONT_TITLE":"Inexhaustible Resources-Solar Energy","CONT_SLUG":"inexhaustible-resources-solar-energy","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EEnergy from the sun is a resource that cannot be depleted by human activity. The solar energy produced by the sun is classified as an inexhaustible source of energy. Solar energy can be harnessed for various uses such as heating water, growing plants in a greenhouse, and cooking food.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Define solar energy as an inexhaustible resource.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List examples of devices which harness solar energy.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the use of solar energy in a greenhouse, a solar water heater, and a solar cooker.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the parts of a solar water heater.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000117","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000117.jpg","PUBLIC_BANNER_IMG":"vb000117.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000117.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/OSMwi5-Urzw","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Energy from the sun is a resource that cannot be depleted by human activity. The solar energy produced by the sun is classified as an inexhaustible source of energy. Solar energy can be harnessed for various uses such as heating water, growing plants in a greenhouse, and cooking food.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define solar energy as an inexhaustible resource.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List examples of devices which harness solar energy.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe the use of solar energy in a greenhouse, a solar water heater, and a solar cooker.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe the parts of a solar water heater.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Inexhaustible Resources","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"703","CONT_TITLE":"Trace Fossils","CONT_SLUG":"trace-fossils","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ETrace fossils are the fossilized marks or imprints of the activities and movements of organisms that lived in the past. These fossils include footprints, trails, nests, and eggs. Trace fossils help biologists to infer characteristics of past organisms, such as their weight, speed, and gait. These fossils can also indicate behaviors, such as whether an organism traveled alone or in a group.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define trace fossils.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List examples of trace fossils.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Infer from trace fossils the characteristics and behaviors of animals that lived in the past.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify various trace fossils.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000060","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000060.jpg","PUBLIC_BANNER_IMG":"vb000060.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000060.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/exSCFFAXEEw","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Trace fossils are the fossilized marks or imprints of the activities and movements of organisms that lived in the past. These fossils include footprints, trails, nests, and eggs. Trace fossils help biologists to infer characteristics of past organisms, such as their weight, speed, and gait. These fossils can also indicate behaviors, such as whether an organism traveled alone or in a group.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define trace fossils.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List examples of trace fossils.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Infer from trace fossils the characteristics and behaviors of animals that lived in the past.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify various trace fossils.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Trace Fossils","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"699","CONT_TITLE":"Populations and Communities","CONT_SLUG":"populations-and-communities","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA population is a group of individuals belonging to the same species that lives together in an area in a particular time. Community is an association of two or more different populations living together in an area for a specified period of time. For example, in a lake all of the fish belonging to the same species constitute a population whereas, the grasses, turtles, and insects living together in the lake constitute a community.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define population and community.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify populations and communities in an ecosystem.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000109","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000109.jpg","PUBLIC_BANNER_IMG":"vb000109.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000109.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/uSQ4rxVu_TY","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;A population is a group of individuals belonging to the same species that lives together in an area in a particular time. Community is an association of two or more different populations living together in an area for a specified period of time. For example, in a lake all of the fish belonging to the same species constitute a population whereas, the grasses, turtles, and insects living together in the lake constitute a community.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning objectives:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define population and community.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify populations and communities in an ecosystem.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Populations and Communities","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"698","CONT_TITLE":"Types of Adaptations","CONT_SLUG":"types-of-adaptations","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EBehavioural, structural, and functional are three types of adaptation in organisms. Behavioural adaptations involve actions or responses, such as hibernating, playing dead, migrating, or hunting at night. Structural adaptations involve physical characteristics, such as internal structures, body shapes, or external coloring. Functional adaptations involve internal systems that affect the biochemistry or physiology of an organism.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe behavioral, functional, and structural types of adaptations.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List examples of adaptations.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify adaptations in different organisms.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000066","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000066.jpg","PUBLIC_BANNER_IMG":"vb000066.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000066.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/rrqGJf3r7Dg","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Behavioural, structural, and functional are three types of adaptation in organisms. Behavioural adaptations involve actions or responses, such as hibernating, playing dead, migrating, or hunting at night. Structural adaptations involve physical characteristics, such as internal structures, body shapes, or external coloring. Functional adaptations involve internal systems that affect the biochemistry or physiology of an organism.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe behavioral, functional, and structural types of adaptations.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List examples of adaptations.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify adaptations in different organisms.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Types of Adaptations","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"697","CONT_TITLE":"Genetic Engineering","CONT_SLUG":"genetic-engineering","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EGenetic engineering is the process in which a desired gene from one organism is artificially inserted into the genome of another organism. For example, genetic engineering can be used to modify corn plants to be resistant to corn cutworms.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Define genetic engineering.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List examples of genetically modified organisms.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Perform the steps involved in genetic modification of other organisms.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000058","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000058.jpg","PUBLIC_BANNER_IMG":"vb000058.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000058.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/PaX6OFQ2CmE","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Genetic engineering is the process in which a desired gene from one organism is artificially inserted into the genome of another organism. For example, genetic engineering can be used to modify corn plants to be resistant to corn cutworms.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning objectives:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define genetic engineering.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List examples of genetically modified organisms.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Perform the steps involved in genetic modification of other organisms.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Genetic Engineering","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"696","CONT_TITLE":"Responses to Stimuli","CONT_SLUG":"responses-to-stimuli","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAll living beings respond to changes in the environment. The changes that evoke reactions in living organisms are called stimuli. Stimuli can be of two types: external stimuli and internal stimuli. \u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Define internal and external stimuli.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Differentiate between internal and external stimuli.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List various types of external and internal stimuli.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000020","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000020.jpg","PUBLIC_BANNER_IMG":"vb000020.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000020.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/jYZSGtSX-7c","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;All living beings respond to changes in the environment. The changes that evoke reactions in living organisms are called stimuli. Stimuli can be of two types: external stimuli and internal stimuli.\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define internal and external stimuli.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Differentiate between internal and external stimuli.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List various types of external and internal stimuli.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Responses to Stimuli","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"695","CONT_TITLE":"Abiotic and Biotic Factors","CONT_SLUG":"abiotic-and-biotic-factors","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAn ecosystem refers to all the nonliving and living components of an area. All of the nonliving components that affect the living organisms and the ecosystem are called abiotic factors. These factors include soil, sunlight, heat, water, and stones. The living components of an ecosystem, such as animals, plants, and microorganisms, are called biotic factors. The functioning of biotic factors depends upon the abiotic factors.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Define population, community, biotic factors, and abiotic factors.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Differentiate between abiotic and biotic factors.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify abiotic and biotic factors.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000091","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000091.jpg","PUBLIC_BANNER_IMG":"vb000091.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000091.mp4","PUBLIC_VIDEO_URL":"https:\/\/www.youtube.com\/watch?v=BI8eTuKmjvg\u0026feature=youtu.be","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;An ecosystem refers to all the nonliving and living components of an area. All of the nonliving components that affect the living organisms and the ecosystem are called abiotic factors. These factors include soil, sunlight, heat, water, and stones. The living components of an ecosystem, such as animals, plants, and microorganisms, are called biotic factors. The functioning of biotic factors depends upon the abiotic factors.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define population, community, biotic factors, and abiotic factors.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Differentiate between abiotic and biotic factors.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify abiotic and biotic factors.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Abiotic and Biotic Factors","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"694","CONT_TITLE":"Dichotomous Keys","CONT_SLUG":"dichotomous-keys","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA dichotomous key is a tool used for the identification of unknown organisms or species. This key is comprised of a series of paired statements. These statements describe the characteristics of known species. Each statement ends with the identity of a species or a link to another pair of statements.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Define a dichotomous key.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the step-by-step procedure to read and use a dichotomous key to identify a species.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify various beetle species using a dichotomous key.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000021","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000021.jpg","PUBLIC_BANNER_IMG":"vb000021.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000021.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/WgHqcwGuoVw","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;A dichotomous key is a tool used for the identification of unknown organisms or species. This key is comprised of a series of paired statements. These statements describe the characteristics of known species. Each statement ends with the identity of a species or a link to another pair of statements.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define a dichotomous key.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain the step-by-step procedure to read and use a dichotomous key to identify a species.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify various beetle species using a dichotomous key.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Dichotomous Keys","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"693","CONT_TITLE":"Variations in Species","CONT_SLUG":"variations-in-species","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EVariation refers to the slight change in the inherited trait of the members of a species. For example, snails in a population might have variations in their shells. In populations, variations arise naturally. The causes of variations are sexual reproduction and random mutations in genes.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe variations in species.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the variations among the members of a species.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List the causes of variations.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000065","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000065.jpg","PUBLIC_BANNER_IMG":"vb000065.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000065.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/wOlXGBX0TXQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Variation refers to the slight change in the inherited trait of the members of a species. For example, snails in a population might have variations in their shells. In populations, variations arise naturally. The causes of variations are sexual reproduction and random mutations in genes.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe variations in species.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify the variations among the members of a species.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List the causes of variations.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Variations in Species","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"692","CONT_TITLE":"Fermentation","CONT_SLUG":"fermentation","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EFermentation is a chemical process in which molecules such as glucose are broken down anaerobically. It occurs both in prokaryotic and eukaryotic cells, in the absence of oxygen. Two types of fermentation include lactic acid fermentation and alcoholic fermentation. \u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define fermentation.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Name two types of fermentation and their respective end products.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Give examples of organisms carrying out each type of fermentation.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify useful commercial products obtained from each type of fermentation.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000040","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000040.jpg","PUBLIC_BANNER_IMG":"vb000040.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000040.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/x9m4xSHCg8Q","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Fermentation is a chemical process in which molecules such as glucose are broken down anaerobically. It occurs both in prokaryotic and eukaryotic cells, in the absence of oxygen. Two types of fermentation include lactic acid fermentation and alcoholic fermentation.\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define fermentation.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Name two types of fermentation and their respective end products.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Give examples of organisms carrying out each type of fermentation.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify useful commercial products obtained from each type of fermentation.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Fermentation","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"691","CONT_TITLE":"Homologous Structures","CONT_SLUG":"homologous-structures","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EBody parts of organisms that differ in function, but are similar in position and structure, are called homologous structures. For example, the forelimb of a bird, bat, cat, frog, and human are homologous structures. Species relatedness is suggested by homologous structures. Species with homologous structures are more likely to have evolved from a recent common ancestor than species without homologous structures.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define homologous structures.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List examples of homologous structures.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify organisms showing structural similarities.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe homologous structures might be related to evolution.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000062","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000062.jpg","PUBLIC_BANNER_IMG":"vb000062.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000062.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/YHFo1i9IvoY","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Body parts of organisms that differ in function, but are similar in position and structure, are called homologous structures. For example, the forelimb of a bird, bat, cat, frog, and human are homologous structures. Species relatedness is suggested by homologous structures. Species with homologous structures are more likely to have evolved from a recent common ancestor than species without homologous structures.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define homologous structures.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List examples of homologous structures.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify organisms showing structural similarities.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe homologous structures might be related to evolution.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Homologous Structures","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"690","CONT_TITLE":"Renewable Resources","CONT_SLUG":"renewable-resources","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ERenewable resources are natural resources that can be constantly replenished by natural processes at least as quickly as they are used. Examples of renewable resources include gases in the air, nutrients in the top soil, and water.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define renewable resources.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Cite examples of renewable resources.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe various natural processes through which renewable resources are replenished.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000116","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000116.jpg","PUBLIC_BANNER_IMG":"vb000116.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000116.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/P1g8f5K6xBc","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Renewable resources are natural resources that can be constantly replenished by natural processes at least as quickly as they are used. Examples of renewable resources include gases in the air, nutrients in the top soil, and water.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define renewable resources.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Cite examples of renewable resources.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe various natural processes through which renewable resources are replenished.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Renewable Resources","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"689","CONT_TITLE":"Positive Feedback Mechanisms","CONT_SLUG":"positive-feedback-mechanisms","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EPositive feedback is part of a control system in which signals are sent for increasingto stimulate a response. An example of positive feedback is blood clotting. Bleeding is a stimulus that signals for platelets to move to the wound site and form a plug which helps to control bleeding. \u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define positive feedback.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the mechanism of positive feedback.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List examples of positive feedback mechanisms in the human body.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000084","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000084.jpg","PUBLIC_BANNER_IMG":"vb000084.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000084.mp4","PUBLIC_VIDEO_URL":"https:\/\/www.youtube.com\/watch?v=LlTdDWOeoWo\u0026feature=youtu.be","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Positive feedback is part of a control system in which signals are sent for increasingto stimulate a response. An example of positive feedback is blood clotting. Bleeding is a stimulus that signals for platelets to move to the wound site and form a plug which helps to control bleeding.\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define positive feedback.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe the mechanism of positive feedback.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List examples of positive feedback mechanisms in the human body.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Positive Feedback Mechanisms","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"678","CONT_TITLE":"Feeding and Digestion in Amoebas","CONT_SLUG":"feeding-and-digestion-in-amoebas","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAmoebas eat microscopic organisms present in their surroundings. When an amoeba senses food in its surroundings, it produces pseudopodia around the food particle and engulfs it by forming a food vacuole. The food vacuole contains digestive enzymes that separate the food into nutrients and undigested food particles. The nutrients are absorbed in the cytoplasm and the undigested food is expelled out of the body through a rupture.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- List the organisms that amoebas eat.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe how an amoeba captures its food.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Discuss the process of feeding and digestion in amoebas.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe how an amoeba removes its undigested food.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000008","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000008.jpg","PUBLIC_BANNER_IMG":"vb000008.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000008.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/8GzbA7LJIOs","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Amoebas eat microscopic organisms present in their surroundings. When an amoeba senses food in its surroundings, it produces pseudopodia around the food particle and engulfs it by forming a food vacuole. The food vacuole contains digestive enzymes that separate the food into nutrients and undigested food particles. The nutrients are absorbed in the cytoplasm and the undigested food is expelled out of the body through a rupture.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List the organisms that amoebas eat.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe how an amoeba captures its food.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Discuss the process of feeding and digestion in amoebas.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe how an amoeba removes its undigested food.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Feeding and Digestion in Amoebas","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"677","CONT_TITLE":"Sexual Reproduction in Plants","CONT_SLUG":"sexual-reproduction-in-plants","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIn plants, sexual reproduction takes place in the flowers. During pollination pollen garins containing male gametes are transferred to the stigma. The pollen grain germinates to form a pollen tube, and two male gametes move to the ovule through it. One of the male gametes fertilizes the egg to form a zygote. The zygote develops into an embryo. \u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the structures of a flower that are involved in sexual reproduction.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Name, recognize, and locate male and female gametes.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Trace the path of the pollen from its formation on the stigma to its entry inside the ovule.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Locate the site where male and female gametes fuse.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Name the end product of fertilization in plants.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Organize the events that lead to fertilization in plants.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000007","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000007.jpg","PUBLIC_BANNER_IMG":"vb000007.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000007.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/UcwyXvV3Lzg","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;In plants, sexual reproduction takes place in the flowers. During pollination pollen garins containing male gametes are\u0026amp;nbsp; transferred to the stigma. The pollen grain germinates to form a pollen tube, and two male gametes move to the ovule through it. One of the male gametes fertilizes the egg to form a zygote. The zygote develops into an embryo.\u0026amp;nbsp;\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify the structures of a flower that are involved in sexual reproduction.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Name, recognize, and locate male and female gametes.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Trace the path of the pollen from its formation on the stigma to its entry inside the ovule.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Locate the site where male and female gametes fuse.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Name the end product of fertilization in plants.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Organize the events that lead to fertilization in plants.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Sexual Reproduction in Plants","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"665","CONT_TITLE":"Human Excretory System Organs","CONT_SLUG":"human-excretory-system-organs","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe organs of the human excretory system remove waste materials from the body in the form of urine. These organs are the kidneys, ureters, urinary bladder, and urethra.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Name, recognize, and locate the organs of the excretory system.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the function of each organ of the excretory system.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Label the organs of the excretory system.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000006","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000006.jpg","PUBLIC_BANNER_IMG":"vb000006.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000006.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/ytX4M6ddIOg","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;The organs of the human excretory system remove waste materials from the body in the form of urine. These organs are the kidneys, ureters, urinary bladder, and urethra.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Name, recognize, and locate the organs of the excretory system.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe the function of each organ of the excretory system.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Label the organs of the excretory system.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Human Excretory System Organs","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"663","CONT_TITLE":"Blood Flow in the Human Heart","CONT_SLUG":"blood-flow-in-the-human-heart","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe human heart is a muscular organ that serves as a pump for transporting blood and other substances throughout the human body. Blood that is rich in carbon dioxide enters the right side of the heart through the vena cava and travels to the lungs through the pulmonary artery. Blood that has a high oxygen content travels from the lungs through the pulmonary vein into the left side of the heart. This oxygen rich blood leaves the heart through the aorta is is transported to various parts of the body. \u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the flow of blood through the heart.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the type of blood that each blood vessel carries.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the locations from where the blood vessel carries the blood.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000005","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000005.jpg","PUBLIC_BANNER_IMG":"vb000005.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000005.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/6QFHQ63x25c","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;The human heart is a muscular organ that serves as a pump for transporting blood and other substances throughout the human body. Blood that is rich in carbon dioxide enters the right side of the heart through the vena cava and travels to the lungs through the pulmonary artery. Blood that has a high oxygen content travels from the lungs through the pulmonary vein into the left side of the heart. This oxygen rich blood leaves the heart through the aorta is is transported to various parts of the body.\u0026amp;nbsp;\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe the flow of blood through the heart.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify the type of blood that each blood vessel carries.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe the locations from where the blood vessel carries the blood.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Blood Flow in the Human Heart","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"661","CONT_TITLE":"The Human Heart","CONT_SLUG":"the-human-heart","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe human heart is a muscular organ located inside the chest cavity. It is as big as your fist. It is slightly tilted toward the left at its lower tip. The heart has four chambers: left atrium, left ventricle, right atrium, and right ventricle. The partition between the chambers prevents blood rich in carbon dioxide from mixing with blood rich in oxygen. \u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Locate the position of heart in the human body.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List various parts of the human heart.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the parts of the human heart.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Recognize and label the parts of the human heart.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000004","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000004.jpg","PUBLIC_BANNER_IMG":"vb000004.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000004.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/IZUPfVL4ajU","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;The human heart is a muscular organ located inside the chest cavity. It is as big as your fist. It is slightly tilted toward the left at its lower tip. The heart has four chambers: left atrium, left ventricle, right atrium, and right ventricle. The partition between the chambers prevents blood rich in carbon dioxide from mixing with blood rich in oxygen.\u0026amp;nbsp;\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Locate the position of heart in the human body.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List various parts of the human heart.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe the parts of the human heart.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Recognize and label the parts of the human heart.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"The Human Heart","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"659","CONT_TITLE":"Types of Human Blood Vessels","CONT_SLUG":"types-of-human-blood-vessels","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe blood flowing in the human body is transported by a special network of tubes called blood vessels.There are several types of blood vessels in the body.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- List the main types of blood vessels.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the function of blood vessels.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000003","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000003.jpg","PUBLIC_BANNER_IMG":"vb000003.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000003.mp4","PUBLIC_VIDEO_URL":"https:\/\/www.youtube.com\/watch?v=h5CgaP08ygI\u0026feature=youtu.be","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;The blood flowing in the human body is transported by a special network of tubes called blood vessels.There are several types of blood vessels in the body.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List the main types of blood vessels.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain the function of blood vessels.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Types of Human Blood Vessels","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"650","CONT_TITLE":"Human Respiratory System Organs","CONT_SLUG":"human-respiratory-system-organs","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe parts of the respiratory system work together during breathing. These parts are the nostrils, nasal cavity, pharynx, trachea, lungs, and diaphragm. When we inhale, oxygen-rich air enters the nostrils and passes through the pharynx and trachea before reaching the lungs. When we exhale, air contining carbon dioxide from the lungs first passes through the trachea, then through the pharynx, and finally reaches the nasal cavity. This air is expelled out of the body through the nostrils.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Name, recognize, and locate various parts of the respiratory system.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Trace the path of air through the parts of the respiratory system.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Organize and label the parts of the respiratory system.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000002","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000002.jpg","PUBLIC_BANNER_IMG":"vb000002.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000002.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/gIzArW4x0XQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;The parts of the respiratory system work together during breathing. These parts are the nostrils, nasal cavity, pharynx, trachea, lungs, and diaphragm. When we inhale, oxygen-rich air enters the nostrils and passes through the pharynx and trachea before reaching the lungs. When we exhale, air contining carbon dioxide from the lungs first passes through the trachea, then through the pharynx, and finally reaches the nasal cavity. This air is expelled out of the body through the nostrils.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Name, recognize, and locate various parts of the respiratory system.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Trace the path of air through the parts of the respiratory system.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Organize and label the parts of the respiratory system.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Human Respiratory System Organs","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"649","CONT_TITLE":"The Human Skeletal System","CONT_SLUG":"the-human-skeletal-system","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe skeleton or skeletal system is the internal framework of bones and cartilage that supports human and animal bodies.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define the skeletal system.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Name the parts of the skeletal system.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Recognize and locate the bony structures present in various parts of the body.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define and locate cartilage.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.vb000001","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vb000001.jpg","PUBLIC_BANNER_IMG":"vb000001.jpg","PUBLIC_VIDEO":"en_us_pvideo_vb000001.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/ad7-a7zNoZc","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;The skeleton or skeletal system is the internal framework of bones and cartilage that supports human and animal bodies.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define the skeletal system.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Name the parts of the skeletal system.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Recognize and locate the bony structures present in various parts of the body.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define and locate cartilage.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"The Human Skeletal System","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"567","CONT_TITLE":"Binary Fission","CONT_SLUG":"binary-fission","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EBinary fission is a type of asexual reproduction mainly seen in prokaryotes. In this process, genetic material replicates and cells divide into nearly two equal-sized daughter cells. Genetic material is also split equally.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the different steps of binary fission in bacteria.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Perform the steps involved in binary fission in bacteria.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100055","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100055.jpg","PUBLIC_BANNER_IMG":"MS100055.jpg","PUBLIC_VIDEO":"pvideo_ms100055.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/0muRLKaplYU","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Binary fission is a type of asexual reproduction mainly seen in prokaryotes. In this process, genetic material replicates and cells divide into nearly two equal-sized daughter cells. Genetic material is also split equally.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;- Describe the different steps of binary fission in bacteria.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Perform the steps involved in binary fission in bacteria.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Binary Fission","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"530","CONT_TITLE":"Natural Selection","CONT_SLUG":"natural-selection","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ENatural selection is a process by which organisms having desirable variations that help them survive in their respective environments tend to live longer, adapt better, compete better and also reproduce in greater numbers than their other counterparts lacking those particular genetic variations.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the basic principles of natural selection.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the role of variation in natural selection.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Analyze how environmental change and competition drive natural selection.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":"ms100344.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100344","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100344.jpg","PUBLIC_BANNER_IMG":"MS100344.jpg","PUBLIC_VIDEO":"pvideo_ms100344.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/XEf8cpyWelI","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Natural selection is a process by which organisms having desirable variations that help them survive in their respective environments tend to live longer, adapt better, compete better and also reproduce in greater numbers than their other counterparts lacking those particular genetic variations.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the basic principles of natural selection.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the role of variation in natural selection.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Analyze how environmental change and competition drive natural selection.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Natural Selection","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"529","CONT_TITLE":"Nonrenewable Resources","CONT_SLUG":"nonrenewable-resources","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ENonrenewable resources are the natural resources that are consumed faster than they can be replaced by natural processes. Examples of nonrenewable resources include: fossil fuels (coal, petroleum and natural gas) and minerals (gypsum, copper, uranium and silicon).\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify various sources of nonrenewable resources.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Cite examples of nonrenewable resources.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the uses of nonrenewable resources.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify and categorize resources into different sources of nonrenewable resources.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100238","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100238.jpg","PUBLIC_BANNER_IMG":"MS100238.jpg","PUBLIC_VIDEO":"pvideo_ms100238.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/EFj-JPDXSs8","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Nonrenewable resources are the natural resources that are consumed faster than they can be replaced by natural processes. Examples of nonrenewable resources include: fossil fuels (coal, petroleum and natural gas) and minerals (gypsum, copper, uranium and silicon).\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify various sources of nonrenewable resources.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Cite examples of nonrenewable resources.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the uses of nonrenewable resources.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify and categorize resources into different sources of nonrenewable resources.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Nonrenewable Resources","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"528","CONT_TITLE":"Energy Pyramids","CONT_SLUG":"energy-pyramids","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAn energy pyramid is the graphical representation that shows the amount of energy available to each organism in a food chain. It shows the flow of energy at each trophic level and loss of energy at each transfer to another trophic level in an ecosystem.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define ecological pyramids.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe how energy flows through different levels in a food chain.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Construct an energy pyramid to illustrate the flow of energy.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100237","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100237.jpg","PUBLIC_BANNER_IMG":"MS100237.jpg","PUBLIC_VIDEO":"pvideo_ms100237.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/g8xKArFz5F8","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;An energy pyramid is the graphical representation that shows the amount of energy available to each organism in a food chain. It shows the flow of energy at each trophic level and loss of energy at each transfer to another trophic level in an ecosystem.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define ecological pyramids.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe how energy flows through different levels in a food chain.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Construct an energy pyramid to illustrate the flow of energy.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Energy Pyramids","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"527","CONT_TITLE":"Competition","CONT_SLUG":"competition","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ECompetition is a negative interaction that occurs among organisms or species for the same limited resources i.e., food, water and territory. For example, hawk and eagle both compete for the same food- rats.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Discuss the phenomenon of competition in an ecosystem.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the role of limited resources in competition. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe examples of competition.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100236","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100236.jpg","PUBLIC_BANNER_IMG":"MS100236.jpg","PUBLIC_VIDEO":"pvideo_ms100236.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/nMSlHjHVHJw","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Competition is a negative interaction that occurs among\u0026amp;nbsp; organisms or species for the same limited resources i.e., food, water and territory. For example, hawk and eagle both compete for the same food- rats.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Discuss the phenomenon of competition in an ecosystem.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the role of limited resources in competition.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe examples of competition.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Competition","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"526","CONT_TITLE":"Second Generation (Hybrid) Crosses","CONT_SLUG":"second-generation-hybrid-crosses","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe offspring produced by crossing two individuals of first generation constitute the second generation. When two first generation pea plants with green pods were crossed, plants with green pods and plants with yellow pods appeared in the second generation in the ratio of 3:1. It suggests that the parental character that were missing in the first generation, reappears in the second generation.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain second generation crosses. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Predict the traits that would be produced as a result of two first generation crosses.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100224","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100224.jpg","PUBLIC_BANNER_IMG":"MS100224.jpg","PUBLIC_VIDEO":"pvideo_ms100224.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/zsDwwcF_bUU","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;The offspring produced by crossing two individuals of first generation constitute the second generation. When two first generation pea plants with green pods were crossed, plants with green pods and plants with yellow pods appeared in the second generation in the ratio of 3:1. It suggests that the parental character that were missing in the first generation, reappears in the second generation.\u0026amp;nbsp; \u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;After completing this module, you will be able to:\u0026lt;br\u0026gt;\u0026amp;nbsp;- Explain second generation crosses.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Predict the traits that would be produced as a result of two first generation crosses.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Second-Generation (Hybrid) Crosses","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"525","CONT_TITLE":"Mutations","CONT_SLUG":"mutations","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe changes in the sequence of nitrogenous bases in DNA is known as mutation. Mutation can occur due to mistakes when DNA is copied or due to environmental factors such as UV rays, X rays and chemicals.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Define mutation. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Give examples of agents of mutations. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the changes caused by the agent of mutations in DNA.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100221","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100221.jpg","PUBLIC_BANNER_IMG":"MS100221.jpg","PUBLIC_VIDEO":"pvideo_ms100221.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/hOfBFBp7xos","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;The changes in the sequence of nitrogenous bases in DNA is known as mutation. Mutation can occur due to mistakes when DNA is copied or due to environmental factors such as UV rays, X rays and chemicals. \u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;After completing this module, you will be able to:\u0026lt;br\u0026gt;\u0026amp;nbsp;- Define mutation.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Give examples of agents of mutations.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Identify the changes caused by the agent of mutations in DNA.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Mutations","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"524","CONT_TITLE":"Sex-Linked Traits","CONT_SLUG":"sex-linked-traits","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ESex-linked traits are the traits which are controlled by the alleles present on X or Y sex chromosome. The inheritance pattern of these sex-linked traits differs in males and females. Examples of such traits are: color blindness in humans and eye color in fruit fly.\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the pattern of inheritance of sex-linked traits.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Give examples of sex-linked traits.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Construct and interpret a Punnett square for sex-linked traits.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Predict the genotypes of individuals from a cross showing the inheritance of sex-linked traits.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100213","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100213.jpg","PUBLIC_BANNER_IMG":"MS100213.jpg","PUBLIC_VIDEO":"pvideo_ms100213.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/cuV9rH-iNaw","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Sex-linked traits are the traits which are controlled by the alleles present on X or Y sex chromosome. The inheritance pattern of these sex-linked traits differs in males and females. Examples of such traits are: color blindness in humans and eye color in fruit fly. \u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the pattern of inheritance of sex-linked traits.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Give examples of sex-linked traits.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Construct and interpret a Punnett square for sex-linked traits.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Predict the genotypes of individuals from a cross showing the inheritance of sex-linked traits.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Sex-Linked Traits","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"523","CONT_TITLE":"Modeling Energy Flow","CONT_SLUG":"modeling-energy-flow","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAll living organisms in an ecosystem are connected by the food they eat. Energy flow can be modeled through a food chain and a food web. 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Energy flow can be modeled through a food chain and a food web. A food web shows all the energy transfers in an ecosystem, that cannot be shown in a single food chain.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;After completing this module, you will be able to:\u0026lt;br\u0026gt;\u0026amp;nbsp;- Explain how living organisms are connected to each other in an ecosystem.\u0026lt;br\u0026gt;\u0026amp;nbsp;- View energy flow in an ecosystem through a food chain and a food web.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Modeling Energy Flow","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"522","CONT_TITLE":"The Body\u0027s Organization","CONT_SLUG":"the-bodys-organization","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe human body is organized at different levels starting with macromolecules like lipid, carbohydrate, nucleic acid and protein. Different macromolecules are organised to form organelles which in turn, form a cell, the basic structural and functional unit of life. A group of similar cells forms a tissue and different tissues form an organ. Different organs unite to form an organ system.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Recognize different structures in the human body as per their organisation. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify their position in the hierarchy of body\u0026#039;s organisation in humans.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify and arrange the different structures of human body in the order of their organisation.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":"hs100192.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.hs100192","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS100192.jpg","PUBLIC_BANNER_IMG":"HS100192.jpg","PUBLIC_VIDEO":"pvideo_hs100192.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/lMbhtw6mkMc","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;The human body is organized at different levels starting with macromolecules like lipid, carbohydrate, nucleic acid and protein. Different macromolecules are organised to form organelles which in turn, form a cell, the basic structural and functional unit of life. A group of similar cells forms a tissue and different tissues form an organ. Different organs unite to form an organ system.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;After completing this module, you will be able to:\u0026lt;br\u0026gt;\u0026amp;nbsp;- Recognize different structures in the human body as per their organisation.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Identify their position in the hierarchy of body\u0026#039;s organisation in humans.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Identify and arrange the different structures of human body in the order of their organisation.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"The body\u0027s organization","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"521","CONT_TITLE":"Oxygen Cycle","CONT_SLUG":"oxygen-cycle","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe atmosphere contains about 21% of oxygen. Living organisms take up the atmospheric oxygen through the process of respiration and breathe out carbon dioxide. Whereas the plants take in carbon dioxide from the atmosphere and utilize it along with water to form sugar, in the presence of sunlight and chlorophyll, through the process of photosynthesis.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Establish the relationships between living organisms, oxygen, and carbon dioxide. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the gas needed by the plants and animals.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.hs100191","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS100191.jpg","PUBLIC_BANNER_IMG":"HS100191.jpg","PUBLIC_VIDEO":"pvideo_hs100191.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/5G8lEy8pc6s","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;The atmosphere contains about 21% of oxygen. Living organisms take up the atmospheric oxygen through the process of respiration and breathe out carbon dioxide. Whereas the plants take in carbon dioxide from the atmosphere and utilize it along with water to form sugar, in the presence of sunlight and chlorophyll, through the process of photosynthesis.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;After completing this module, you will be able to:\u0026lt;br\u0026gt;\u0026amp;nbsp;- Establish the relationships between living organisms, oxygen, and carbon dioxide.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Identify the gas needed by the plants and animals.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Oxygen Cycle","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"520","CONT_TITLE":"Cellular Respiration","CONT_SLUG":"cellular-respiration","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ECellular respiration is a series of chemical reactions through which the energy present in the food is converted into ATP. It is initiated in the cytoplasm and is completed in the mitochondria. Oxygen is required during the process, while carbon dioxide and water are produced as waste products.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain cellular respiration. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the steps of cellular respiration.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Determine the site of occurrence of the steps. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the products of cellular respiration.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":"ms100187.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100187","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100187.jpg","PUBLIC_BANNER_IMG":"MS100187.jpg","PUBLIC_VIDEO":"pvideo_ms100187.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/DkljU7-DK2Q","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Cellular respiration is a series of chemical reactions through which the energy present in the food is converted into ATP. It is initiated in the cytoplasm and is completed in the mitochondria. Oxygen is required during the process, while carbon dioxide and water are produced as waste products.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;After completing this module, you will be able to:\u0026lt;br\u0026gt;\u0026amp;nbsp;- Explain cellular respiration.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Describe the steps of cellular respiration.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Determine the site of occurrence of the steps.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Identify the products of cellular respiration.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Cellular Respiration","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"519","CONT_TITLE":"Photosynthesis","CONT_SLUG":"photosynthesis","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EPhotosynthesis is a process by which plants make their own food. They require carbon dioxide from air, and water from the soil to make their food in the form of sugar. This process occurs in the presence of sunlight, and chlorophyll present in the plant\u2019s leaf. The whole process takes place in the chloroplasts of the mesophyll cells of the leaf, and gets completed in two steps: capturing light energy and making sugars.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- List the requirements for photosynthesis.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe how a plant meets the requirements of photosynthesis.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Name the site where photosynthesis occurs in a leaf cell.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the steps involved in photosynthesis.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Write the chemical equation for photosynthesis.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100186","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100186.jpg","PUBLIC_BANNER_IMG":"MS100186.jpg","PUBLIC_VIDEO":"pvideo_ms100186.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/xsdFKwKCAEM","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Photosynthesis is a process by which plants make their own food. They require carbon dioxide from air, and water from the soil to make their food in the form of sugar. This process occurs in the presence of sunlight, and chlorophyll present in the plant\u2019s leaf. The whole process takes place in the chloroplasts of the mesophyll cells of the leaf, and gets completed in two steps: capturing light energy and making sugars.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- List the requirements for photosynthesis.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe how a plant meets the requirements of photosynthesis.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Name the site where photosynthesis occurs in a leaf cell.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the steps involved in photosynthesis.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Write the chemical equation for photosynthesis.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Photosynthesis","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"518","CONT_TITLE":"Types of Mutations","CONT_SLUG":"types-of-mutations","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EMutation is any change in the nucleotide sequence of a DNA. This change can occur due to removal, addition or replacement of one or more nitrogen bases in the DNA. Such changes form the basis for classification of mutations into three types - deletion, insertion and substitution.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Name different types of mutations in DNA.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Distinguish between different types of mutations in DNA.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the region of DNA possessing a mutation by comparing it with the original DNA sequence.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100183","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100183.jpg","PUBLIC_BANNER_IMG":"MS100183.jpg","PUBLIC_VIDEO":"pvideo_ms100183.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/w5GWtQdo0lo","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Mutation is any change in the nucleotide sequence of a DNA. This change can occur due to removal, addition or replacement of one or more nitrogen bases in the DNA. Such changes form the basis for classification of mutations into three types - deletion, insertion and substitution.\u0026amp;nbsp; \u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Name different types of mutations in DNA.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Distinguish between different types of mutations in DNA.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the region of DNA possessing a mutation by comparing it with the original DNA sequence.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Types of Mutations","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"517","CONT_TITLE":"How DNA Replicates","CONT_SLUG":"how-dna-replicates","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EDNA replication is the process by which a DNA molecule is copied to produce another DNA molecule. The process initiates with the separation of both the strands of DNA from each other in many places. This exposes the individual nitrogen bases, to which nucleotides are added. Thus, two identical DNA strands are produced.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Locate DNA inside a cell. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the stages of DNA replication.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100182","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100182.jpg","PUBLIC_BANNER_IMG":"MS100182.jpg","PUBLIC_VIDEO":"pvideo_ms100182.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/j0M9_R0k71E","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;DNA replication is the process by which a DNA molecule is copied to produce another DNA molecule. The process initiates with the separation of both the strands of DNA from each other in many places. This exposes the individual nitrogen bases, to which nucleotides are added. Thus, two identical DNA strands are produced. \u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;After completing this module, you will be able to:\u0026lt;br\u0026gt;\u0026amp;nbsp;- Locate DNA inside a cell.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Describe the stages of DNA replication.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"How DNA Replicates","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"516","CONT_TITLE":"Multiple Alleles","CONT_SLUG":"multiple-alleles","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EMultiple allelism is a type of inheritance pattern that involves more than two alleles for a certain characteristic in a species. Human blood type is an example of multiple alleles in which the genotype for each of the blood group A,B,O and AB, varies.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the inheritance pattern of multiple alleles. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Predict the genotypes and phenotypes of individuals where more than two alleles are present for a trait.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100179","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100179.jpg","PUBLIC_BANNER_IMG":"MS100179.jpg","PUBLIC_VIDEO":"pvideo_ms100179.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/lDcDCUfYvAo","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Multiple allelism is a type of inheritance pattern that involves more than two alleles for a certain characteristic in a species. Human blood type is an example of multiple alleles in which the genotype for each of the blood group A,B,O and AB, varies.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;After completing this module, you will be able to:\u0026lt;br\u0026gt;\u0026amp;nbsp;- Explain the inheritance pattern of multiple alleles.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Predict the genotypes and phenotypes of individuals where more than two alleles are present for a trait.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Multiple Alleles","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"515","CONT_TITLE":"Codominance","CONT_SLUG":"codominance","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ECodominance is the type of interaction in which both the alleles of a gene are observed in a phenotype. Coat color in some cows is an example of codominance. A cow in which one allele for red coat color is inherited from one parent, and one allele for white coat color is inherited from another parent, will have both red and white hair.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning objectives\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain codominance. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Give examples of codominance. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Set up crosses exhibiting codominance.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":"ms100178.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100178","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100178.jpg","PUBLIC_BANNER_IMG":"MS100178.jpg","PUBLIC_VIDEO":"pvideo_ms100178.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/0jB3WPf0HVQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Codominance is the type of interaction in which both the alleles of a gene are observed in a phenotype. Coat color in some cows is an example of codominance. A cow in which one allele for red coat color is inherited from one parent, and one allele for white coat color is inherited from another parent, will have both red and white hair.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;br\u0026gt;\u0026amp;nbsp;- Explain codominance.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Give examples of codominance.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Set up crosses exhibiting codominance.\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Codominance","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"514","CONT_TITLE":"Incomplete Dominance","CONT_SLUG":"incomplete-dominance","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIncomplete dominance is a type of inheritance pattern in which an allele controlling a particular phenotype is not completely dominant over the other allele controlling another phenotype in heterozygous genotype. As a result, phenotype of heterozygous genotype is the combination of phenotypes of the homozygous phenotypes.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the inheritance pattern of traits exhibiting incomplete dominance.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Give examples of incomplete dominance.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Set up and analyze crosses exhibiting incomplete dominance.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Predict the genotypes of the parents and offspring for the trait exhibiting incomplete dominance.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100177","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100177.jpg","PUBLIC_BANNER_IMG":"MS100177.jpg","PUBLIC_VIDEO":"pvideo_ms100177.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/stz7RzN-AnQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Incomplete dominance is a type of inheritance pattern in which an allele controlling a particular phenotype is not completely dominant over the other allele controlling another phenotype in heterozygous genotype. As a result, phenotype of heterozygous genotype is the combination of phenotypes of the homozygous phenotypes. \u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain the inheritance pattern of traits exhibiting incomplete dominance.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Give examples of incomplete dominance.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Set up and analyze crosses exhibiting incomplete dominance.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Predict the genotypes of the parents and offspring for the trait exhibiting incomplete dominance.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Incomplete Dominance","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"513","CONT_TITLE":"Dominant and Recessive Alleles","CONT_SLUG":"dominant-and-recessive-alleles","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe alternate forms of a gene are called alleles. Alleles are either dominant or recessive depending on the trait associated with them. Dominant allele is able to express itself even in the presence of its recessive allele. While recessive allele expresses itself only in the presence of similar allele.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the concept of dominant and recessive alleles. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Differentiate between dominant and recessive allele. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify dominant and recessive phenotype on the basis of the genotype. \u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100176","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100176.jpg","PUBLIC_BANNER_IMG":"MS100176.jpg","PUBLIC_VIDEO":"pvideo_ms100176.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/dekBHFtVGHE","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;The alternate forms of a gene are called alleles. Alleles are either dominant or recessive depending on the trait associated with them. Dominant allele is able to express itself even in the presence of its recessive allele. While recessive allele expresses itself only in the presence of similar allele.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;After completing this module, you will be able to:\u0026lt;br\u0026gt;\u0026amp;nbsp;- Explain the concept of dominant and recessive alleles.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Differentiate between dominant and recessive allele.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Identify dominant and recessive phenotype on the basis of the genotype.\u0026amp;nbsp; \u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Dominant and Recessive Alleles","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"512","CONT_TITLE":"Negative Feedback","CONT_SLUG":"negative-feedback","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ENegative feedback is a type of control system in which a signal is sent to stop a response in order to maintain body homeostasis. A person starts eating when signals for eating are received by the digestive system. In the body, the amount of nutrients increases by the functioning of both circulatory and digestive systems together. During the processing of nutrients, signals are sent from the stomach to the brain to stop the body from eating.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define negative feedback.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the mechanism of negative feedback.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Give examples of negative feedback mechanisms in the body.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100174","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100174.jpg","PUBLIC_BANNER_IMG":"MS100174.jpg","PUBLIC_VIDEO":"pvideo_ms100174.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/FdIswEWFhko","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Negative feedback is a type of control system in which a signal is sent to stop a response in order to maintain body homeostasis. A person starts eating when signals for eating are received by the digestive system. In the body, the amount of nutrients increases by the functioning of both circulatory and digestive systems together. During the processing of nutrients, signals are sent from the stomach to the brain to stop the body from eating.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define negative feedback.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the mechanism of negative feedback.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Give examples of negative feedback mechanisms in the body.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Negative Feedback","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"511","CONT_TITLE":"Vegetative Reproduction","CONT_SLUG":"vegetative-reproduction","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EVegetative reproduction is a type of asexual reproduction in plants in which a new plant grows from the vegetative parts of plants such as stems, roots and leaves. For example, stem cutting in rose plant, stolon in strawberry plant and eye buds in potato are all the vegetative parts from which a new plant grows.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain vegetative reproduction. \u003C\/div\u003E \r\n\u003Cdiv\u003E- List different vegetative parts of plants. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify and explain various examples of vegetative reproduction by stem, leaves and roots.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.hs100173","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS100173.jpg","PUBLIC_BANNER_IMG":"HS100173.jpg","PUBLIC_VIDEO":"pvideo_hs100173.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/hPWIlxVx44c","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Vegetative reproduction is a type of asexual reproduction in plants in which a new plant grows from the vegetative parts of plants such as stems, roots and leaves. For example, stem cutting in rose plant, stolon in strawberry plant and eye buds in potato are all the vegetative parts from which a new plant grows.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;After completing this module, you will be able to:\u0026lt;br\u0026gt;\u0026amp;nbsp;- Explain vegetative reproduction.\u0026lt;br\u0026gt;\u0026amp;nbsp;- List different vegetative parts of plants.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Identify and explain various examples of vegetative reproduction by stem, leaves and roots.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Vegetative Reproduction","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"510","CONT_TITLE":"The Greenhouse Effect","CONT_SLUG":"the-greenhouse-effect","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EGreenhouse effect is a natural process that maintains the Earth\u0026#039;s temperature at an average constant. It occurs when greenhouse gases such as water vapors, carbon dioxide and methane present in the atmosphere absorb the infrared radiations and re-emit the thermal energy in all the directions. This thermal energy warms the Earth\u2019s surface.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- List various greenhouse gases. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the effect of greenhouse gases in the atmosphere. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate the glasshouse effect.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":"ms100172.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100172","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100172.jpg","PUBLIC_BANNER_IMG":"MS100172.jpg","PUBLIC_VIDEO":"pvideo_ms100172.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/vLpvZBovhIU","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Greenhouse effect is a natural process that maintains the Earth\u0026#039;s temperature at an average constant. It occurs when greenhouse gases such as water vapors, carbon dioxide and methane present in the atmosphere absorb the infrared radiations and re-emit the thermal energy in all the directions. This thermal energy warms the Earth\u2019s surface.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;After completing this module, you will be able to:\u0026lt;br\u0026gt;\u0026amp;nbsp;- List various greenhouse gases.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Explain the effect of greenhouse gases in the atmosphere.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Demonstrate the glasshouse effect.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"The Greenhouse Effect","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"509","CONT_TITLE":"Punnett Squares","CONT_SLUG":"punnett-squares","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA Punnett square is a genetic model that helps to predict possible genotypes and phenotypes of the progeny. The possible genotypes involved in a cross can be easily tracked by Punnett squares.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Construct a Punnett square for a cross between two heterozygous parents.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Predict the expected genotypes and phenotypes of the progeny through a Punnett square.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the genotypic and phenotypic ratios of the progeny through a Punnett square.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.hs100041","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS100041.jpg","PUBLIC_BANNER_IMG":"hs100041.jpg","PUBLIC_VIDEO":"pvideo_hs100041.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/0WtjTv8aYEs","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;A Punnett square is a genetic model that helps to predict possible genotypes and phenotypes of the progeny. The possible genotypes involved in a cross can be easily tracked by Punnett squares.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Construct a Punnett square for a cross between two heterozygous parents.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Predict the expected genotypes and phenotypes of the progeny through a Punnett square.\u0026lt;\/div\u0026gt;- Identify the genotypic and phenotypic ratios of the progeny through a Punnett square.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Punnett Squares","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"389","CONT_TITLE":"Nucleus","CONT_SLUG":"nucleus","CONT_TITLE_AR":"Nucleus","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ENucleus is found in all the eukaryotic and mesokaryotic cells. It is an organelle enveloped by a double-layered membrane called nuclear membrane. It is studded with numerous pores called nuclear pores. The nuclear membrane encloses the genetic material, a dense round body called nucleolus and the fluid called nucleoplasm.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- List and name the different parts of a nucleus.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Locate the position of those parts in the nucleus.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Assemble those parts to construct the nucleus.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Label those parts in the nucleus.\u003C\/div\u003E","CONT_DESC_AR":"Nucleus is found in all the eukaryotic and mesokaryotic cells. It is an organelle enveloped by a\u0026amp;nbsp;double-layered membrane called nuclear membrane. It is\u0026amp;nbsp;studded with numerous pores called nuclear pores. The nuclear membrane encloses the genetic material, a dense round body called nucleolus and the fluid called nucleoplasm.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- list and name the different parts of a nucleus\u0026lt;br \/\u0026gt;\n- locate the position of those parts in the nucleus\u0026lt;br \/\u0026gt;\n- identify the shapes of the different parts of a nucleus","BACKING_FILE":"ss100120.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ss100120","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS100120.jpg","PUBLIC_BANNER_IMG":"ss100120.jpg","PUBLIC_VIDEO":"pvideo_ss100120.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/BoHki9-Ml8I","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Nucleus is found in all the eukaryotic and mesokaryotic cells. It is an organelle enveloped by a double-layered membrane called nuclear membrane. It is studded with numerous pores called nuclear pores. The nuclear membrane encloses the genetic material, a dense round body called nucleolus and the fluid called nucleoplasm.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- List and name the different parts of a nucleus.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Locate the position of those parts in the nucleus.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Assemble those parts to construct the nucleus.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Label those parts in the nucleus.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Nucleus","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"374","CONT_TITLE":"Moss","CONT_SLUG":"moss","CONT_TITLE_AR":"Moss","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EMosses are small flowerless plants that generally grow in dense green clumps or mats, often in damp or shady locations. The individual plants are composed of simple leaves, attached to a stem that may be branched or unbranched.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify various parts of a moss.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Assemble those parts to construct a moss.\u003C\/div\u003E","CONT_DESC_AR":"Mosses are small flowerless plants that generally grow in dense green clumps or mats, often in damp or shady locations. The individual plants are composed of simple leaves, attached to a stem that may be branched or unbranched.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify various parts of a moss\u0026lt;br \/\u0026gt;\n\u0026amp;bull; assemble those parts to construct a moss","BACKING_FILE":"ms100117.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100117","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100117.jpg","PUBLIC_BANNER_IMG":"MS100117.jpg","PUBLIC_VIDEO":"pvideo_ms100117.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/uR-utPunNn4","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Mosses are small flowerless plants that generally grow in dense green clumps or mats, often in damp or shady locations. The individual plants are composed of simple leaves, attached to a stem that may be branched or unbranched.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify various parts of a moss.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Assemble those parts to construct a moss.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Moss","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"361","CONT_TITLE":"Ribosome","CONT_SLUG":"ribosome","CONT_TITLE_AR":"rRNA","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ERibosomes are small cellular structures that help in protein synthesis in all living cells. Ribosomes possess three distinct sites known as A site, P site, and E site, where tRNA may be located during protein synthesis.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Recognize the different subunits of a ribosome.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the sites possessed by the ribosome.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Label the different subunits and sites present in the ribososme.\u003C\/div\u003E","CONT_DESC_AR":"Ribosomal RNA is the predominant material within the ribosome which is essential for protein synthesis in all living organisms. r RNA has these sites, namely: E site, P site and A site.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; list different components of rRNA\u0026lt;br \/\u0026gt;\n\u0026amp;bull; locate those components in rRNA","BACKING_FILE":"ms100104.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100104","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100104.jpg","PUBLIC_BANNER_IMG":"MS100104.jpg","PUBLIC_VIDEO":"pvideo_ms100104.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/-nycwYZiGIE","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Ribosomes are small cellular structures that help in protein synthesis in all living cells. Ribosomes possess three distinct sites known as A site, P site, and E site, where tRNA may be located during protein synthesis.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Recognize the different subunits of a ribosome.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the sites possessed by the ribosome.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Label the different subunits and sites present in the ribososme.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Ribosome","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"358","CONT_TITLE":"Reproductive Parts of a Flower","CONT_SLUG":"reproductive-parts-of-flower","CONT_TITLE_AR":"Reproductive Parts of Flower","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EStamens and pistils are the male and female reproductive parts of a flower. Stamen contains anthers and filaments while pistils contains style, stigma and ovary.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify and name the male and female reproductive parts of a flower.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the structure of those parts.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Locate the positions of those parts.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Differentiate between the male and female reproductive parts of a flower.\u003C\/div\u003E","CONT_DESC_AR":"Stamens and pistil are the male and female reproductive parts of a flower. Stamen contains anthers and filaments while pistil contains style, stigma and ovary.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify and name the male and female reproductive parts of a flower\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the structure of those parts\u0026lt;br \/\u0026gt;\n\u0026amp;bull; locate the position of those parts","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100027","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100027.jpg","PUBLIC_BANNER_IMG":"MS100027.jpg","PUBLIC_VIDEO":"pvideo_ms100027.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/YO70tgtiutM","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;Stamens and pistils are the male and female reproductive parts of a flower. Stamen contains anthers and filaments while pistils contains style, stigma and ovary.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify and name the male and female reproductive parts of a flower.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the structure of those parts.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Locate the positions of those parts.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Differentiate between the male and female reproductive parts of a flower.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Reproductive Parts of Flower","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"351","CONT_TITLE":"Plasma Membrane","CONT_SLUG":"plasma-membrane","CONT_TITLE_AR":"Plasma Membrane","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe plasma membrane is a biological membrane that separates the interior of cells from outside environment. It contains lipids and proteins which form the external boundary of the cytoplasm and regulates the passage of molecules in and out of the cytoplasm.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- List various components of a plasma membrane.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Assemble those components to construct plasma membrane.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Label those components of plasma membrane.\u003C\/div\u003E","CONT_DESC_AR":"\u0026lt;p\u0026gt;The plasma membrane is a biological membrane that separates the interior of cells from outside environment. It contains lipids and proteins which form the external boundary of the cytoplasm and regulates the passage of molecules in and out of the cytoplasm\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; list various components of a plasma membrane\u0026lt;br \/\u0026gt;\n\u0026amp;bull; rearrange and label those parts of the plasma membrane\u0026lt;\/p\u0026gt;\n","BACKING_FILE":"ms100088.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100088","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100088.jpg","PUBLIC_BANNER_IMG":"MS100088.jpg","PUBLIC_VIDEO":"pvideo_ms100088.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/DhKz0moc0_Y","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The plasma membrane is a biological membrane that separates the interior of cells from outside environment. It contains lipids and proteins which form the external boundary of the cytoplasm and regulates the passage of molecules in and out of the cytoplasm.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- List various components of a plasma membrane.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Assemble those components to construct plasma membrane.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Label those components of plasma membrane.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Plasma membrane","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"331","CONT_TITLE":"Photosynthesis in Green Plants","CONT_SLUG":"photosynthesis-in-green-plants","CONT_TITLE_AR":"Photosynthesis in green plants","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIn the process of photosynthesis, green plants absorb sunlight to synthesise nutrients from carbon dioxide and water, and generate oxygen as a by-product.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the steps involved in photosynthesis.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Recall the factors involved in photosynthesis.\u003C\/div\u003E","CONT_DESC_AR":"In the process of photosynthesis, green plants absorb sunlight to synthesise nutrients from carbon dioxide and water, and generate oxygen as a by-product.\u003Cbr \/\u003E\u003Cbr \/\u003E\r\n\u003Cstrong\u003ELearning Objectives\u003C\/strong\u003E\u003Cbr \/\u003E\u003Cbr \/\u003E\r\nIn this simulation, you will be able to :\u003Cbr \/\u003E\r\n\u25cf explain the steps involved in photosynthesis\u003Cbr \/\u003E\r\n\u25cf recall the factors involved in photosynthesis","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ss100006","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS100006.jpg","PUBLIC_BANNER_IMG":"SS100006.jpg","PUBLIC_VIDEO":"pvideo_ss100006.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/V3iK2k4wS0o","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;In the process of photosynthesis, green plants absorb sunlight to synthesise nutrients from carbon dioxide and water, and generate oxygen as a by-product.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the steps involved in photosynthesis.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Recall the factors involved in photosynthesis.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Photosynthesis in Green Plants","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"330","CONT_TITLE":"Cell Wall","CONT_SLUG":"cell-wall","CONT_TITLE_AR":"Cell wall","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA cell wall is a part of a plant cell, fungi and bacteria that lies outside the plasma membrane. It provides the cell with both structural support and protection.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the different components of a plant cell wall.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Assemble those components to construct a cell wall.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify and label those components.\u003C\/div\u003E","CONT_DESC_AR":"A cell wall is a part of a plant cell, fungi and bacteria that lies outside the plasma membrane. It provides the cell with both structural support and protection.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u25cf describe different components of a cell wall\u0026lt;br \/\u0026gt;\n\u25cf identify and name those components","BACKING_FILE":"ms100085.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100085","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100085.jpg","PUBLIC_BANNER_IMG":"ms100085.jpg","PUBLIC_VIDEO":"pvideo_ms100085.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/6Ppyq7Xb8u8","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A cell wall is a part of a plant cell, fungi and bacteria that lies outside the plasma membrane. It provides the cell with both structural support and protection.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the different components of a plant cell wall.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Assemble those components to construct a cell wall.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify and label those components.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;p\u0026gt;\u0026lt;\/p\u0026gt;\r\n","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Cell wall","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"176","CONT_TITLE":"tRNA","CONT_SLUG":"trna","CONT_TITLE_AR":"tRNA","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ETransfer Ribonucleic Acid (tRNA) is a type of RNA molecule that helps decode a messenger RNA sequence into a protein. It is composed of a DHU arm, amino acid arm, anticodon arm and T\u03a8C arm. \u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Recognize different parts of tRNA.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Label the parts of tRNA.\u003C\/div\u003E","CONT_DESC_AR":"Transfer RNA is a type of RNA molecule that helps decode a messenger RNA sequence into a protein. It is composed of a DHU arm, amino acid arm, anticodon arm and T\u0026amp;Psi;C arm.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation,\u0026amp;nbsp;you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull;recognise the different components of tRNA\u0026lt;br \/\u0026gt;\n\u0026amp;bull;construct tRNA\u0026lt;br \/\u0026gt;\n\u0026amp;bull;label the parts of tRNA\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;","BACKING_FILE":"ms100103.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100103","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100103.jpg","PUBLIC_BANNER_IMG":"ms100103.jpg","PUBLIC_VIDEO":"pvideo_ms100103.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/g-6J84lVcqM","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;Transfer Ribonucleic Acid (tRNA) is a type of RNA molecule that helps decode a messenger RNA sequence into a protein. It is composed of a DHU arm, amino acid arm, anticodon arm and T\u03a8C arm.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Recognize different parts of tRNA.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Label the parts of tRNA.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"tRNA","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"174","CONT_TITLE":"Animal Regeneration","CONT_SLUG":"animal-regeneration","CONT_TITLE_AR":"Animal Regeneration","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThere are few animals that have the ability to regenerate their lost body parts. A starfish, for example, has the ability to regenerate its lost arm. Also a Planarian can regenerate itself into a complete organism through its fragments.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the animals that have the ability to regenerate lost body parts.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Match the newly regenerated part with its appropriate animal.\u003C\/div\u003E","CONT_DESC_AR":"There are few animals that have the ability to regenerate their lost body parts. A starfish, for example, has the ability to regenerate its lost arm. Also the Planaria can regenerate itself in a complete organism through its fragments.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify the animals that have the ability to regenerate their lost body parts.\u0026lt;br \/\u0026gt;\n\u0026amp;bull; match the newly regenerated part with its related animal\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;","BACKING_FILE":"ms100118.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100118","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100118.jpg","PUBLIC_BANNER_IMG":"MS100118.jpg","PUBLIC_VIDEO":"pvideo_ms100118.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/dQw86CP98zg","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;There are few animals that have the ability to regenerate their lost body parts. A starfish, for example, has the ability to regenerate its lost arm. Also a Planarian can regenerate itself into a complete organism through its fragments.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the animals that have the ability to regenerate lost body parts.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Match the newly regenerated part with its appropriate animal.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Animal regeneration","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"171","CONT_TITLE":"Structure of Bone","CONT_SLUG":"structure-of-bone","CONT_TITLE_AR":"Structure of Bone","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EBone is the substance that forms the skeleton of the body. It is a type of connective tissue. The main parts of a bone are compact bone, spongy bone, red marrow, yellow marrow and periosteum.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- List various parts of a bone.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Assemble those parts to construct a bone.\u003C\/div\u003E","CONT_DESC_AR":"A bone is a rigid organ which is a part of the skeleton system. The main parts of a bone are compact bone, spongy bone, red marrow, yellow marrow and periosteum.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; list various parts of a bone\u0026lt;br \/\u0026gt;\n\u0026amp;bull; assemble those parts to construct a bone\u0026lt;br \/\u0026gt;\n\u0026amp;bull; assemble those parts to construct a bone","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100099","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100099.jpg","PUBLIC_BANNER_IMG":"MS100099.jpg","PUBLIC_VIDEO":"pvideo_ms100099.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/D7prJJEw-l4","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Bone is the substance that forms the skeleton of the body. It is a type of connective tissue. The main parts of a bone are compact bone, spongy bone, red marrow, yellow marrow and periosteum.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- List various parts of a bone.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Assemble those parts to construct a bone.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Structure of Bone","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"161","CONT_TITLE":"Seed Germination","CONT_SLUG":"seed-germination","CONT_TITLE_AR":"Seed Germination","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EGermination of seed and bulbs allows for the formation of new plants. The basic requirements of seed and bulbs for their germination are sunlight, water and a proper temperature. \u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the factors required for seed germination.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Arrange the stages of seed germination in the order of their sequence.\u003C\/div\u003E","CONT_DESC_AR":"Germination of seed and bulbs allows for the formation of new plants. The basic requirements of seed and bulbs for their germination are sunlight, water and a proper temperature.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify the factors required for seed germination\u0026lt;br \/\u0026gt;\n\u0026amp;bull; recall the sequence of stages of seed germination\u0026lt;br \/\u0026gt;\n\u0026amp;bull; assess your knowledge on the requirements of seed germination","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100095","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100095.jpg","PUBLIC_BANNER_IMG":"MS100095.jpg","PUBLIC_VIDEO":"pvideo_ms100095.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/EnXOBzlEp90","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Germination of seed and bulbs allows for the formation of new plants. The basic requirements of seed and bulbs for their germination are sunlight, water and a proper temperature.\u0026amp;nbsp;\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the factors required for seed germination.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Arrange the stages of seed germination in the order of their sequence.\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Seed Germination","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"160","CONT_TITLE":"Seed","CONT_SLUG":"seed","CONT_TITLE_AR":"Seed","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ESeed is formed from the fertilized ovule. It encloses the embryo. Seed encloses the food for the embryo in the form of endosperm. The outer covering of a seed is called pericarp. The plumule in the seed develops into shoot part of the plant and radicle develops into root.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify different parts of a seed.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Arrange and label those parts of seed.\u003C\/div\u003E","CONT_DESC_AR":"Seed is formed from the fertilised ovule. It encloses the embryo. Seed encloses the food for the embryo in the form of endosperm. Outer covering of seed is called pericarp. The plumule in the seed develops into shoot part of the plant and radicle develops into root.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify different parts of a seed\u0026lt;br \/\u0026gt;\n\u0026amp;bull; arrange and label those parts of seed\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100091","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100091.jpg","PUBLIC_BANNER_IMG":"MS100091.jpg","PUBLIC_VIDEO":"pvideo_ms100091.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/E4YBZNisANE","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Seed is formed from the fertilized ovule. It encloses the embryo. Seed encloses the food for the embryo in the form of endosperm. The outer covering of a seed is called pericarp. The plumule in the seed develops into shoot part of the plant and radicle develops into root.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify different parts of a seed.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Arrange and label those parts of seed.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Seed","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"158","CONT_TITLE":"Structure of DNA","CONT_SLUG":"structure-of-dna","CONT_TITLE_AR":"Structure of DNA","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EDNA is a macromolecule which carries genetic information from one generation to another generation. Its basic structural units are nucleotides. Each nucleotide is composed of a nitrogenous base, deoxyribose sugar and phosphate group.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify different components of DNA.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Construct the DNA by assembling those components. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Label those components of DNA.\u003C\/div\u003E","CONT_DESC_AR":"DNA is a macromolecule which carries genetic information from one generation to another generation. Its basic structural units are nucleotides. Each nucleotide is composed of a nitrogenous base, deoxyribose sugar and phosphate group.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify different components of DNA\u0026lt;br \/\u0026gt;\n\u0026amp;bull; construct and label those components of DNA","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100089","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100089.jpg","PUBLIC_BANNER_IMG":"MS100089.jpg","PUBLIC_VIDEO":"pvideo_ms100089.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/4oZQqELUPVQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;DNA is a macromolecule which carries genetic information from one generation to another generation. Its basic structural units are nucleotides. Each nucleotide is composed of a nitrogenous base, deoxyribose sugar and phosphate group.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify different components of DNA.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Construct the DNA by assembling those components.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Label those components of DNA.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Structure of DNA","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"155","CONT_TITLE":"Animal Cell","CONT_SLUG":"animal-cell","CONT_TITLE_AR":"Animal Cell","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAn animal cell is a eukaryotic cell containing membrane bound organelles. Cell organelles present in animal cells are endoplasmic reticulum, Golgi body, ribosomes, cytoplasm, mitochondria and the nucleus.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the different organelles of an animal cell.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List the names of those organelles.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Construct the animal cell by assembling those organelles.\u003C\/div\u003E","CONT_DESC_AR":"An animal cell is a eukaryotic cell containing membrane bound organelles. Cell organelles present in animal cells are endoplasmic reticulum, Golgi body, ribosomes, cytoplasm, mitochondria and the nucleus.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify the different organelles of an animal cell\u0026lt;br \/\u0026gt;\n\u0026amp;bull; list the names of those organelles\u0026lt;br \/\u0026gt;\n\u0026amp;bull; construct the animal cell by assembling those organelles","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100002","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100002.jpg","PUBLIC_BANNER_IMG":"MS100002.jpg","PUBLIC_VIDEO":"pvideo_ms100002.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/Rc6NU7o-aG8","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;An animal cell is a eukaryotic cell containing membrane bound organelles. Cell organelles present in animal cells are endoplasmic reticulum, Golgi body, ribosomes, cytoplasm, mitochondria and the nucleus.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the different organelles of an animal cell.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- List the names of those organelles.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Construct the animal cell by assembling those organelles.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Animal Cell","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"152","CONT_TITLE":"Plant Cell","CONT_SLUG":"plant-cell","CONT_TITLE_AR":"Plant Cell","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe structural and functional unit of a plant is the plant cell. Cell organelles present in plant cells are nucleus, Golgi body, ribosomes, chloroplast, endoplasmic reticulum, vacuole, cytoplasm and mitochondria. The plant cell is enclosed by a cell membrane and cell wall.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- List the different organelles of a plant cell.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Label those organelles.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Construct a plant cell by assembling its organelles.\u003C\/div\u003E","CONT_DESC_AR":"The structural and functional unit of a plant is the plant cell. Cell organelles present in plant cells are the nucleus, Golgi body, ribosomes, chloroplast, endoplasmic reticulum, vacuole, cytoplasm and mitochondria. The plant cell is enclosed by a cell membrane and cell wall.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026amp;nbsp; \u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; list the different organelles of a plant cell\u0026lt;br \/\u0026gt;\n\u0026amp;bull; label those organelles\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026amp;bull; construct a plant cell by assembling those organelles","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100026","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100026.jpg","PUBLIC_BANNER_IMG":"MS100026.jpg","PUBLIC_VIDEO":"pvideo_ms100026.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/eldPJFNgDzE","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The structural and functional unit of a plant is the plant cell. Cell organelles present in plant cells are nucleus, Golgi body, ribosomes, chloroplast, endoplasmic reticulum, vacuole, cytoplasm and mitochondria. The plant cell is enclosed by a cell membrane and cell wall.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- List the different organelles of a plant cell.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Label those organelles.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Construct a plant cell by assembling its organelles.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Plant Cell","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"145","CONT_TITLE":"Flower","CONT_SLUG":"flower","CONT_TITLE_AR":"Flower","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIn plants, a flower is the structure responsible for sexual reproduction. The main parts of a flower are: sepals, petals, stamen, pistil and receptacle.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Recognize different parts of a flower.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Locate those parts in the flower.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Name the parts of a flower.\u003C\/div\u003E","CONT_DESC_AR":"In plants, a flower is the structure responsible for sexual reproduction. The main parts of a flower are sepals, petals, stamen, pistil and receptacle.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u25cf recognise different parts of a flower\u0026lt;br \/\u0026gt;\n\u25cf locate those parts in the flower\u0026lt;br \/\u0026gt;\n\u25cf name the parts of a flower\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100086","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100086.jpg","PUBLIC_BANNER_IMG":"MS100086.jpg","PUBLIC_VIDEO":"pvideo_ms100086.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/yizSb6YVFaY","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;In plants, a flower is the structure responsible for sexual reproduction. The main parts of a flower are: sepals, petals, stamen, pistil and receptacle.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Recognize different parts of a flower.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Locate those parts in the flower.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Name the parts of a flower.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Flower","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"139","CONT_TITLE":"Water Cycle","CONT_SLUG":"water-cycle","CONT_TITLE_AR":"Water Cycle","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe water cycle is a continuous cycle in which water evaporates, condenses, and finally falls down on earth as precipitation. The process continues cyclically, thus it is called the water cycle.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the processes involved in the water cycle such as evaporation, transpiration, condensation, and precipitation. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Design and conduct an indoor experiment of the water cycle.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify objects exhibiting different processes involved in water cycle in the designed indoor activity of water cycle.\u003C\/div\u003E","CONT_DESC_AR":"The water cycle is a continuous cycle in which water evaporates, condenses, and finally falls down to earth as precipitation. The process continues cyclically, thus it is called the water cycle.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026amp;nbsp; \u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; describe the stages of the water cycle such as evaporation, transpiration,condensation and precipitation\u0026lt;br \/\u0026gt;\n\u0026amp;bull; design and conduct an indoor experiment of the water cycle\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100032","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100032.jpg","PUBLIC_BANNER_IMG":"MS100032.jpg","PUBLIC_VIDEO":"pvideo_ms100032.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/tuAfn5Ic_a0","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The water cycle is a continuous cycle in which water evaporates, condenses, and finally falls down on earth as precipitation. The process continues cyclically, thus it is called the water cycle.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the processes involved in the water cycle such as evaporation, transpiration, condensation, and precipitation.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Design and conduct an indoor experiment of the water cycle.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify objects exhibiting different processes involved in water cycle in the designed indoor activity of water cycle.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Water Cycle","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"136","CONT_TITLE":"Carbon Cycle","CONT_SLUG":"carbon-cycle","CONT_TITLE_AR":"Carbon Cycle","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe carbon cycle is the process in which carbon travels from the atmosphere into organisms and the earth, and then back into the atmosphere. The process includes photosynthesis, respiration, feeding, excretion, decay, fossilization and combustion.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain various processes involved in the carbon cycle.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Interconnect the processes involved in the carbon cycle.\u003C\/div\u003E","CONT_DESC_AR":"The carbon cycle is the process in which carbon travels from the atmosphere into organisms and the earth, and then back into the atmosphere. The process includes photosynthesis, respiration, feeding, excretion, decay, fossilisation and combustion.\u003C\/br\u003E\u003C\/br\u003E\r\n\u003Cstrong\u003ELearning Objectives\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nIn this simulation, you will be able to:\u003C\/br\u003E\r\n\u2022 explain various steps involved in the carbon cycle\u003C\/br\u003E\r\n\u2022 interconnect the steps of the carbon cycle\u003C\/br\u003E\r\n\u2022 explain the importance of the carbon cycle in maintaining the amount of carbon in the biosphere","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100044","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100044.jpg","PUBLIC_BANNER_IMG":"MS100044.jpg","PUBLIC_VIDEO":"pvideo_ms100044.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/vnw3-fdPoTQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The carbon cycle is the process in which carbon travels from the atmosphere into organisms and the earth, and then back into the atmosphere. The process includes photosynthesis, respiration, feeding, excretion, decay, fossilization and combustion.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain various processes involved in the carbon cycle.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Interconnect the processes involved in the carbon cycle.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Carbon Cycle","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"131","CONT_TITLE":"Human Brain","CONT_SLUG":"human-brain","CONT_TITLE_AR":"Human Brain","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe human brain is one of the most complex organs of the human body. The brain has four major regions: the cerebrum, diencephalon, brainstem, and cerebellum, and the brain stem. The brain is divided into regions that control specific functions.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify different parts of the human brain. \u003C\/div\u003E \r\n\u003Cdiv\u003E- List the functions of those parts of the brain.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Classify parts of the brain on the basis of their function.\u003C\/div\u003E","CONT_DESC_AR":"The human brain is one of the complex organs of the human body. The brain has three main parts, the cerebrum, the cerebellum and the brain stem. The brain is divided into regions that control specific functions.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify different parts of a human brain\u0026lt;br \/\u0026gt;\n\u0026amp;bull; list the functions of those parts of the brain\u0026lt;br \/\u0026gt;\n\u0026amp;bull; classify those parts on the basis of their function\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;","BACKING_FILE":"ms100057.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100057","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100057.jpg","PUBLIC_BANNER_IMG":"MS100057.jpg","PUBLIC_VIDEO":"pvideo_ms100057.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/nllEflkl__w","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The human brain is one of the most complex organs of the human body. The brain has four major regions: the cerebrum, diencephalon, brainstem, and cerebellum, and the brain stem. The brain is divided into regions that control specific functions.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify different parts of the human brain.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- List the functions of those parts of the brain.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Classify parts of the brain on the basis of their function.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Human Brain","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"129","CONT_TITLE":"Structure of a Leaf","CONT_SLUG":"structure-of-leaf","CONT_TITLE_AR":"Structure of Leaf","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA leaf is the structure responsible for photosynthesis in plants. The main parts of a leaf are the blade, petiole, midrib, vein and small netted vein.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the structure of a leaf. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify and label the parts of the leaf. \u003C\/div\u003E","CONT_DESC_AR":"A leaf is the structure responsible for photosynthesis in plants. The main parts of a leaf are the blade, petiole, midrib, vein and small netted vein.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the shape and structure of a leaf\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify and label different parts of a leaf","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100087","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100087.jpg","PUBLIC_BANNER_IMG":"MS100087.jpg","PUBLIC_VIDEO":"pvideo_ms100087.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/vj8dSIFzz68","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A leaf is the structure responsible for photosynthesis in plants. The main parts of a leaf are the blade, petiole, midrib, vein and small netted vein.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the structure of a leaf.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify and label the parts of the leaf.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Structure of Leaf","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"126","CONT_TITLE":"Chloroplast","CONT_SLUG":"chloroplast","CONT_TITLE_AR":"Chloroplast","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EChloroplasts are specialized organelles found in green plant cells and algal cells. Chloroplasts contain chlorophyll and act as sites of photosynthesis.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E  \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the different parts of a chloroplast.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Arrange and label the parts of the chloroplast.\u003C\/div\u003E","CONT_DESC_AR":"Chloroplasts are specialised organelles found in green plant cells and algal cells. Chloroplasts contain chlorophyll and acts as a site of photosynthesis.\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u25cf identify the different components of a chloroplast\u0026lt;br \/\u0026gt;\n\u25cf arrange and label the components of the chloroplast","BACKING_FILE":"ms100082.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100082","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100082.jpg","PUBLIC_BANNER_IMG":"MS100082.jpg","PUBLIC_VIDEO":"pvideo_ms100082.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/NEfsd0n2Vas","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Chloroplasts are specialized organelles found in green plant cells and algal cells. Chloroplasts contain chlorophyll and act as sites of photosynthesis.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the different parts of a chloroplast.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Arrange and label the parts of the chloroplast.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Chloroplast","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"123","CONT_TITLE":"Parts of a Plant","CONT_SLUG":"parts-of-a-plant","CONT_TITLE_AR":"Parts of a Plant","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA plant comprises roots, a stem, leaves, flowers and fruit. The region on a plant from which a new bud or branch originates is termed as a node and the distance between two buds is termed as internode.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe various parts of a plant.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Locate those parts in the plant.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List the functions of those parts.\u003C\/div\u003E","CONT_DESC_AR":"A plant comprises roots, a stem, leaves, flowers and fruit. The region on a plant from which a new bud or branch originates is termed as a node and the distance between two buds is termed as internode.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u25cf describe various parts of a plant\u0026lt;br \/\u0026gt;\n\u25cf locate those parts in the plant\u0026lt;br \/\u0026gt;\n\u25cf list the functions of those parts","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100025","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100025.jpg","PUBLIC_BANNER_IMG":"MS100025.jpg","PUBLIC_VIDEO":"pvideo_ms100025.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/jc3xDVNEjGw","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A plant comprises roots, a stem, leaves, flowers and fruit. The region on a plant from which a new bud or branch originates is termed as a node and the distance between two buds is termed as internode.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe various parts of a plant.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Locate those parts in the plant.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- List the functions of those parts.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Parts of a Plant","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"121","CONT_TITLE":"Budding","CONT_SLUG":"budding","CONT_TITLE_AR":"Budding","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EBudding is a type of asexual mode of reproduction in which a new organism develops as a bud on the body of an existing organism (parent). The new organism detaches itself from the body of the parent only when it is capable of surviving as an individual on its own.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Recognize various stages of budding in hydra.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Arrange the stages of budding in hydra in the order of their sequence.\u003C\/div\u003E","CONT_DESC_AR":"Budding is a type of asexual mode of reproduction in which a new organism develops as a bud on the body of an existing organism (parent). The new organism detaches itself from the body of the parent only when it is capable of surviving as an individual on its own.\u0026amp;nbsp;\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; recognise the various steps of budding in hydra\u0026lt;br \/\u0026gt;\n\u0026amp;bull; comprehend the sequence of events occurring in the process of budding in hydra","BACKING_FILE":"ms100052.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100052","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100052.jpg","PUBLIC_BANNER_IMG":"MS100052.jpg","PUBLIC_VIDEO":"pvideo_ms100052.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/kxFIcF_uDJY","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;Budding is a type of asexual mode of reproduction in which a new organism develops as a bud on the body of an existing organism (parent). The new organism detaches itself from the body of the parent only when it is capable of surviving as an individual on its own.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Recognize various stages of budding in hydra.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Arrange the stages of budding in hydra in the order of their sequence.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Budding","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"118","CONT_TITLE":"Parts of the Digestive System","CONT_SLUG":"parts-of-digestive-system","CONT_TITLE_AR":"Parts of Digestive System","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe digestive system is one of the major organ systems in our body. Its main parts are mouth, esophagus, stomach, liver, gallbladder, small intestine, large intestine and pancreas.\u003C\/div\u003E \r\n\u003Cdiv\u003E\u003Cbr\u003E\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E\u003Cbr\u003E\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Locate various organs of the human digestive system.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Assemble digestive organs to construct the digestive system.\u003C\/div\u003E","CONT_DESC_AR":"The digestive system is one of the major organ systems in our body. Its main parts are the mouth, oesophagus, stomach, liver, gall bladder, small intestine, large intestine and pancreas.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; locate various organs of the human digestive system\u0026lt;br \/\u0026gt;\n\u0026amp;bull; assemble digestive organs to construct the digestive system","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100015","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100015.jpg","PUBLIC_BANNER_IMG":"MS100015.jpg","PUBLIC_VIDEO":"pvideo_ms100015.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/Gfgn1YvIGkM","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;The digestive system is one of the major organ systems in our body. Its main parts are mouth, esophagus, stomach, liver, gallbladder, small intestine, large intestine and pancreas.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Locate various organs of the human digestive system.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Assemble digestive organs to construct the digestive system.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Parts of Digestive System","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"115","CONT_TITLE":"Teeth","CONT_SLUG":"teeth","CONT_TITLE_AR":"Teeth","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA tooth has three parts. The outermost visible part is called the crown. The region which is hidden in gums is called the root. The region between the crown and root is called the neck.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Locate teeth in the human body.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify and label the different parts of a tooth.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Construct the tooth by assembling its parts.\u003C\/div\u003E","CONT_DESC_AR":"A tooth has three parts. The outermost visible part is called the crown. The region which is hidden in gums is called the root. The region between the crown and root is called the neck.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to :\u0026lt;br \/\u0026gt;\n\u0026amp;bull; locate teeth in the human body\u0026lt;br \/\u0026gt;\n\u0026amp;bull; illustrate the internal structure of a tooth","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100029","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100029.jpg","PUBLIC_BANNER_IMG":"MS100029.jpg","PUBLIC_VIDEO":"pvideo_ms100029.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/LdQ3UxR3QJU","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;A tooth has three parts. The outermost visible part is called the crown. The region which is hidden in gums is called the root. The region between the crown and root is called the neck.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Locate teeth in the human body.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify and label the different parts of a tooth.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Construct the tooth by assembling its parts.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Teeth","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"109","CONT_TITLE":"Human Digestive System","CONT_SLUG":"digestive-system","CONT_TITLE_AR":"Digestive System","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe digestive system is one of the major organ systems of the human body. The main parts of the digestive system are the mouth, oesophagus, stomach, small intestine, large intestine and anus.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the organs of the human digestive system.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Assemble those organs to construct the digestive system.\u003C\/div\u003E","CONT_DESC_AR":"The digestive system is one of the major organ systems of the human body. The main parts of the digestive system are the mouth, oesophagus, stomach, small intestine, large intestine and anus.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026amp;nbsp; \u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u25cf identify the organs of the human digestive system\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u25cf assemble those organs to construct the digestive system","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100047","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100047.jpg","PUBLIC_BANNER_IMG":"MS100047.jpg","PUBLIC_VIDEO":"pvideo_ms100047.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/xqtN5H0RQWE","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The digestive system is one of the major organ systems of the human body. The main parts of the digestive system are the mouth, oesophagus, stomach, small intestine, large intestine and anus.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the organs of the human digestive system.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Assemble those organs to construct the digestive system.\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Digestive System","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"106","CONT_TITLE":"Excretory System","CONT_SLUG":"excretory-system","CONT_TITLE_AR":"Excretory System","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe excretory system consists of kidneys, ureter, urethra and urinary bladder. It helps the body in filtration and excretion of metabolic waste and unwanted materials from the blood.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Name the organs that constitute the human excretory system.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the functions of those organs.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the internal structure of a kidney.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List the names of the different parts of a nephron.\u003C\/div\u003E","CONT_DESC_AR":"The excretory system consists of the kidney, ureter, urethra and urinary bladder. It helps the body in filtration and excretion of metabolic waste and unwanted materials from the blood.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u25cf name the organs that constitute the human excretory system\u0026lt;br \/\u0026gt;\n\u25cf explain the function of those organs\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100020","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100020.jpg","PUBLIC_BANNER_IMG":"MS100020.jpg","PUBLIC_VIDEO":"pvideo_ms100020.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/P37WY2ac0Wo","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The excretory system consists of kidneys, ureter, urethra and urinary bladder. It helps the body in filtration and excretion of metabolic waste and unwanted materials from the blood.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Name the organs that constitute the human excretory system.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the functions of those organs.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the internal structure of a kidney.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- List the names of the different parts of a nephron.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Excretory System","ADMSUBJECT_ID":"566","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Life Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Life Science","SUBJECT_NAME":"Life Science","SUBJECT_NAME_AR":"Life Science","SUBJECT_DESC":"\u003Cdiv style=\u0022text-align: justify;\u0022\u003EIn middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"68","CONT_TITLE":"Mitochondrion","CONT_SLUG":"mitochondrion","CONT_TITLE_AR":"Mitochondrion","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EMitochondrion is a double membrane organelle found in most eukaryotic cells, in which the biochemical processes of respiration and energy production occur. Mitochondria are composed of an outer membrane and an inner membrane, matrix, and cristae.\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Recognize a mitochondrion.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Name different parts of a mitochondrion.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Construct a mitochondrion.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Label various parts of a mitochondrion.\u003C\/div\u003E","CONT_DESC_AR":"Mitochondrion is a double membrane organelle found in most eukaryotic cells, in which the biochemical processes of respiration and energy production occurs. Mitochondria are composed of an outer membrane and\u0026amp;nbsp;an\u0026amp;nbsp;inner membrane, matrix,\u0026amp;nbsp;and cristae.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- recognise the structure of a mitochondrion\u0026lt;br \/\u0026gt;\n- name the different components of a mitochondrion\u0026lt;br \/\u0026gt;\n- label various parts of a mitochondrion\u0026lt;br \/\u0026gt;\n- construct a mitochondrion","BACKING_FILE":"hs100083.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.hs100083","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS100083.jpg","PUBLIC_BANNER_IMG":"HS100083.jpg","PUBLIC_VIDEO":"pvideo_hs100083.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/EcHFmvLudqw","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-18 09:46:59","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Mitochondrion is a double membrane organelle found in most eukaryotic cells, in which the biochemical processes of respiration and energy production occur. 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There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.\u003C\/div\u003E","SUBJECT_DESC_AR":"In middle school Life Sciences, performance expectations focus on students developing an understanding of key concepts to help them make sense of the structure and behaviour of living organisms. There are four disciplinary core ideas in middle school life sciences: 1) From Molecules to Organisms: Structures and Processes 2) Ecosystems: Interactions, Energy, and Dynamics 3) Heredity: Inheritance and Variation of Traits 4) Biological Evolution: Unity and Diversity. The performance expectations in middle school blend core ideas with scientific and engineering practices, and crosscutting concepts to support students in developing useable knowledge across science disciplines.","SUBJECT_IMG":"566.jpg","SUBJECT_BANNER_IMG":"566.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"}],"levelObject":["Human Digestive System","Alimentary Canal","Associated Glands","Mouth","Esophagus","Stomach","Liver","Pancreas","Small Intestine","Large Intestine","Rectum","Anus"],"contData":{"CONT_ID":"109","CONT_TITLE":"Human Digestive System","CONT_SLUG":"digestive-system","CONT_TITLE_AR":"Digestive System","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe digestive system is one of the major organ systems of the human body. The main parts of the digestive system are the mouth, oesophagus, stomach, small intestine, large intestine and anus.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the organs of the human digestive system.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Assemble those organs to construct the digestive system.\u003C\/div\u003E","CONT_DESC_AR":"The digestive system is one of the major organ systems of the human body. The main parts of the digestive system are the mouth, oesophagus, stomach, small intestine, large intestine and anus.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026amp;nbsp; \u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u25cf identify the organs of the human digestive system\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u25cf assemble those organs to construct the digestive system","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms100047","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS100047.jpg","PUBLIC_BANNER_IMG":"MS100047.jpg","PUBLIC_VIDEO":"pvideo_ms100047.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/xqtN5H0RQWE","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"0","CREATED_ON":"2017-01-22 06:18:17","CREATED_BY":"1","UPDATED_ON":"2023-05-24 06:40:35","UPDATED_BY":"9","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The digestive system is one of the major organ systems of the human body. 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