Joseph P. @tonic@qoto.org

@freemo @rbreich this sort of argument deserves examples because otherwise it’s just “both sides ism” and in my opinion , there is no equivalent levels of funding from oligarchs or otherwise between the democrats and republicans and you can see this both in the number of awful billionaires that identify as republican and the absolute amount of money which is different and looks different . There’s a pretty huge difference between trump and Biden also with who supports them with what

@cpep wow , you just it … so much nonsense so necessary to get a straightforward answer … and of course write complete sentences giving lots of info really helps 🚀

@cpep works great doesn’t it , it got this far based on folks like you’d feedback , I hope it saves many a plant 🚀

@cpep in between your two messages I tweaked it a bit to give a bit of a better answer 😉🚀

@cpep thank you so much for this, make sure you share it with your friends and close circle of folks that might appreciate it , and dont forget to share the url with me :-) i'm always keen on feedback like this !

@meduza_en I wonder what will be stable about it 🤔

@Autumm https://cookup.ai/o/let-the-closed-interval-a-b-be-the-domain-of-mnhzyfvuw0/
https://cookup.ai/o/let-the-interval-a-infinity-be-the-range-of-qmfbtjdgrs/

@Autumm plus it actually works great as a calculator : it's all about the right "prompt" , there's a bit of technique to getting to do schoolwork style exercises , but it does do them , try it out for yourself you tell me https://cookup.ai/o/fx-3x-3-for-x-real-and-gt-3t-3-for-t-fcap3rjn83/

TEAM ONE FIST :
Operation Turn Ruzzia Off successfully demolished 316 Metro and Edge routers across Orcland, and disabled another 944! 🔥#OpRussia #foss #cyberwar #cyber #infosec

@edutooters feedback on AI output : it's more so to inspire you when you're low on mental capacity ;-) outputs below 👇 #gpt3 #gtp #lesson #plan #sciencefair #project

@Dimestorehalo hey! Thanks for the glowing feedback 🤩 that’s what it’s all about : inspiring folks and give them that little nudge they need when brain capacity isn’t there 😉 here’s a thread with some of the tools for education https://qoto.org/@tonic/109637850241849728 don’t be shy to share it with some close friends , I’m always taking feedback these days

@Dimestorehalo got this from ai :

1. Create a model of the water cycle
2. Design a solar-powered car
3. Investigate the effect of different fertilizers on plant growth
4. Construct a model of the digestive system
5. Compare the effects of different types of soil on plant growth
6. Explore the effects of different temperatures on the growth of bacteria
7. Investigate the effects of different types of light on plant growth
8. Design a wind turbine
9. Examine the effects of acid rain on plant growth
10. Research the effects of different types of music on plant growth

I liked the #4 one so i put it through an app here :

https://cookup.ai/o/construct-a-model-of-the-digestive-system-4th-gr-fbfmyz4vgu/

you can generate your own ;-)

Then i put it through the lesson planner :
https://cookup.ai/o/digestive-system-4th-grade-science-fair-projec-7dwyjnpqka/

even though this isnt the greatest idea of all time, i do hope it helps , feedback welcome

objectives:
1. Explain the components of the digestive system and their roles.
2. Demonstrate the progression of digestion through the digestive system.
3. Analyze the data collected from the experiment.
**Materials**
- Model of the digestive system
- Simulated food item (e.g. cracker or bread)
- Labels and markers
- Chart or graph paper
**Procedure**
1. Begin by explaining the components of the digestive system and their roles.
2. Label the model of the digestive system with its components.
3. Place the simulated food item in the model of the digestive system.
4. Over the course of an hour, track the progression of the food item through the digestive system, making note of its location in each component.
5. At the end of the hour, record the data in a chart or graph.
6. Analyze the data collected, and draw conclusions about the digestive system.
**Conclusion**
By completing this experiment, students should have a better understanding of the components of the digestive system and their roles in digestion. They should also be able to explain the progression of food through the digestive system, and draw conclusions about the digestive system based on their data.

# Digestive System 4th Grade Science Fair Project
**Experimental Design**
For this experiment, I will be using a model of the digestive system to demonstrate the steps in digestion. I will be using a simulated stomach, small intestine, and large intestine, as well as a simulated food item (e.g. a cracker or a piece of bread). I will track the progress of the food item as it is digested by the model.
**Protocols**
1. Gather materials: model of the digestive system, simulated food item, measuring tools (e.g. ruler, timer)
2. Set up the model of the digestive system according to the instructions.
3. Place the simulated food item in the simulated stomach.
4. Measure the size of the simulated food item, and record your findings.
5. Begin the timer, and record the amount of time it takes for the food item to move from the simulated stomach to the simulated small intestine.
6. Measure the size of the simulated food item after it has moved to the simulated small intestine, and record your findings.
7. Begin the timer again, and record the amount of time it takes for the food item to move from the simulated small intestine to the simulated large intestine.
8. Measure the size of the simulated food item after it has moved to the simulated large intestine, and record your findings.
9. Compare the size of the simulated food item before it was placed in the model, to the size of the simulated food item after it has moved through the digestive system.
10. Analyze the results and draw conclusions.
**Reasoning**
The purpose of this experiment is to demonstrate the steps in digestion by using a model of the digestive system. By measuring the size of the simulated food item before and after it moves through the digestive system, I can demonstrate how digestion breaks the food down into smaller pieces. This will help to illustrate the process of digestion and how it works.

Kinda random but i made this prolog evaluator, so i put the whole thing through it :

1. Step 1: Food enters the stomach and is churned by stomach acid.
Prolog Evaluator Input: assert(food(stomach)).
2. Step 2: The food is broken down into smaller pieces.
Prolog Evaluator Input: assert(breakdown(stomach)).
3. Step 3: The pieces travel to the small intestine, where digestive enzymes break them down further.
Prolog Evaluator Input: assert(travel(stomach, small_intestine)).
4. Step 4: Nutrients from the food are absorbed into the small intestine.
Prolog Evaluator Input: assert(absorb(small_intestine)).
5. Step 5: The remaining waste passes through the large intestine, where more water and electrolytes are absorbed.
Prolog Evaluator Input: assert(travel(small_intestine, large_intestine)).
6. Step 6: The waste is expelled from the body as feces.
Prolog Evaluator Input: assert(expel(large_intestine)).
Prolog Script:
% This prolog script is used to evaluate the assertions of the simulation of the digestion process.
% Food enters the stomach
food(stomach).
% The food is broken down into smaller pieces
breakdown(stomach).
% The pieces travel to the small intestine
travel(stomach, small_intestine).
% Nutrients from the food are absorbed into the small intestine
absorb(small_intestine).
% The remaining waste passes through the large intestine
travel(small_intestine, large_intestine).
% The waste is expelled from the body as feces
expel(large_intestine).
Complete Prolog Evaluator Input:
assert(food(stomach)).
assert(breakdown(stomach)).
assert(travel(stomach, small_intestine)).
assert(absorb(small_intestine)).
assert(travel(small_intestine, large_intestine)).
assert(expel(large_intestine)).