Electrical energy can be transformed or changed into heat, light, and sound energy, as well as the energy of motion. When an electrical current passes through a light bulb, the electrical energy is transformed into light energy, causing the bulb to glow. In a toaster, electrical energy is converted into heat energy, which warms the bread. An electric fan transforms electrical energy into kinetic energy as the blades spin and move air around a room. Electrical devices are also able to produce sound through the transformation of electrical energy. The law of conservation of energy states that energy cannot be created or destroyed, only changed from one form to another.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. Benchmark: SC.5.P.10.4 Investigate and explain that electrical
energy can be transformed into heat, light, and sound energy, as
well as the energy of motion.
Objective: Students will explain that electrical energy can be
transformed into heat, light, and/or sound energy, as well as
energy of motion.
Essential Question: How can electrical energy be transformed
into other forms of energy?
Home Learning:
4. ENERGY TRANSFORMATION
The law of conservation of energy
states that the energy can neither be
created nor destroyed.
Energy can move from one object to
another object.
When energy changes from one form to
another, it is called transformation.
Every time an energy change occurs
some heat energy is released.
5. TRANSFORMATION OF ELECTRICAL ENERGY
Electricity is a form of energy that is produced
when electrons move from one place to another
place.
Electrical Energy can be transformed or changed
into heat, light, and sound energy, as well as
energy of motion.
Heat Light Sound
6. Benchmark: SC.5.P.10.3 Investigate and explain that an
electrically-charged object can attract an uncharged object
and can wither attract or repel another charged object
without any contact between forces.
Objective: Students will explain that an electrically-charged
object can attract an uncharged object and/or either attract or
repel another charged object without any contact between the
objects.
Essential Question: How will an electrically charged object
interact with other charged objects?
Home Learning:
7. Electric Charges
+ +
_
_+
_
Like charges repel each other.
Unlike charges attract each other.
Attract means to pull on. Repel means to push against.
8. An electrically charged object can attract an
uncharged object and/or repel another charged
object without any contact between the objects.
ELECTRICALLY CHARGED OBJECTS
Attraction Attraction
Repulsion/Repel
10. Discussion Point
Partner A
Answer the following question:
What are 3 ways in which electrical energy can be
transformed? Give an example of each.
Partner B
Answer the following question:
What is the difference between attraction and
repulsion? What happens to like charges and what
happens to unlike charges?
11. Benchmark: SC.5.P.11.1 Investigate and illustrate the
fact that the flow of electricity and materials that do not.
Objective: Students will determine that the flow of
electricity requires a closed circuit.
Essential Question: How can electrical energy be
transformed into other forms of energy?
Home Learning:
12. Electric current flows through a path called a circuit.
A circuit is like a big loop.
In order for the current to flow through the loop, the path
must have no breaks; in other words, it must be closed.
A closed circuit has no breaks in it.
An open circuit has a break.
ELECTRIC CIRCUITS
Closed circuit – Light bulb is on Open circuit – Light bulb is off
13. Benchmark: SC.5.P.11.2 Identify and classify materials
that conduct electricity and materials that do not.
Objective: Students will identify and/ or classify materials
that conduct electricity and materials that do not.
Essential Question: How will an electrically charged
object interact with other charged objects?
Home Learning:
14. Anything that allows heat/thermal energy or electricity to
move through it easily is a conductor.
Anything that slows the movement of heat/thermal energy
or electricity is an insulator.
CONDUCTORS AND INSULATORS
The cookie sheet is a conductor.
Metals are good conductors of
heat/thermal energy and electricity.
The oven mitt the mom is wearing is
an insulator. Thick fabrics, plastics,
and rubber are not good conductors
of heat/thermal energy and
electricity.
15. Heat is the transfer of thermal
energy between objects of
different temperatures.
Heat travels from a warmer
object to a cooler object.
The heat will continue to flow
until the temperature of the
two objects has equalized, or
reached the same
temperature.
FLOW OF HEAT
16. Energy from the sun can be used to heat objects.
ENERGY FROM THE SUN
Solar energy mostly passes through the atmosphere and this heat
is absorbed by all objects, such as humans, trees, flowers, roads,
etc. These objects will then warm up. Dark objects, such as asphalt
roads, will absorb and warm faster than light colored objects.
When sunlight is not present, heat may be lost.
18. Discussion Point
With your shoulder partner, have a discussion
about the following:
Discuss the difference between open and
closed circuits.
Discuss conductors and insulators and give
examples.
Discuss what you have learned about the flow
of heat.
19. Checks for Understanding
1. Benny’s family bought a new electric stove.The stovetop had several
large circles on it.When Benny’s father turned on the stove, the circles
glowed with a red color.What can you infer about these circles?
A.The circles gave off both heat and light.
B.The circles gave off only light to show where to place the pans.
C.The circles gave off light but not heat.
D.The circles gave off light to help the cook see the stove.
20. The electrical energy from the stove was
converted into heat energy to cook the
food. When the metal rings on the stove
become extremely hot, they glow a
reddish orange color which is light
energy.
21. 2. It was a hot, sunny day when Marsha’s family was visiting
the beach. Marsha took off her sandals and headed for the
water.The sand was so hot, she had to run so her feet would
not burn.Which of the following best explains why the sand
was so hot?
A. People running in the sand made the sand hot.
B. Heat and light from the Sun made the sand hot.
C.Wind blowing over the sand made the sand hot.
D.The temperature that day made the sand hot.
Checks for Understanding
22. The solar energy (light energy) passes through
the atmosphere and this heat is absorbed by
all objects including the sand Marsha was
walking on.Therefore, heat and light from the
Sun made the sand hot.
23. 3. Alex turned on the light in his room so he could do
his homework.What type of energy transformation
is taking place in Alex’s room?
A. electrical to light
B. light to mechanical
C. mechanical to heat
D. heat to electrical
Checks for Understanding
24. When the switch is flipped on, the circuit is
closed allowing the electrical energy to
flow to the lamp, which lights up.
Electrical Energy Light Energy
25. Write a summary paragraph explaining
your understanding of one of the
following topics:
How electricity transforms into other forms of
energy?
The difference between conductors and insulators.
The flow of heat.
The difference between open and closed circuits.
Editor's Notes
Teacher: Introduce the topic to students. Please review the information below for your own clarification.
*** Note – SC.5.P.10.4 is the annually assessed benchmark (otherwise known as the parent benchmark), the daughter benchmarks will also be addressed throughout this PowerPoint. Thus this can be used throughout the teaching of these benchmarks as well as for review after having taught all of the benchmarks. Please use it as it suits your teaching style.
Benchmark Clarifications
Students will explain that electrical energy can be transformed into heat, light, and/or sound energy, as well as the energy of motion.
Students will explain that energy from the Sun can be used to heat objects, and that when sunlight is not present, heat may be lost.
Students will identify the flow of heat between hot and cold objects and/or that heat may cause objects to change temperature.
Students will identify common materials that conduct heat well or poorly.
Students will explain that an electrically charged object can attract an uncharged object and/or either attract or repel another charged object without any contact between the objects.
Students will determine that the flow of electricity requires a closed circuit.
Students will identify and/or classify materials that conduct electricity and materials that do not.
Content Limits
Items will not assess parallel and series circuits.
Items assessing electricity will not refer to electrons or the movement of electrons in producing electrical charge.
Items that refer to positive and negative charges in attraction and repulsion properties must be in the context of static electricity.
Items will not use more than two energy conversions.
Stimulus Attribute
Scenarios are limited to abiotic systems.
Scenarios referring to energy from the Sun will not use the term radiant.
Teacher: Review the common board configurations with students. Please fill in the home learning as you deem appropriate. Explain to students that by the end of the lesson, they will be able answer the essential questions. Their objective will be to identify and/or describe some basic forms of energy.
***Please see Item Bank Specifications p. 103 for further Benchmark Clarifications and Content Limits as well as Science Test Item Specifications p. 58 for additional information. Keep in mind that this standard builds upon third and fourth grade benchmarks. Students will need to comprehend these additional benchmarks, thus addressing them with your class or small groups as needed is essential. Benchmarks listed under SC.5.P.10.4 are SC.3.E.6.1, SC.4.P.11.1, SC.4.P.11.2, SC.5.P.10.3, SC.5.P.11.1, and SC.5.P.11.2. Please see the FCAT Test Specs for benchmark clarifications and content limits.
Teacher: Introduce / revisit vocabulary. Make sure these words are part of your interactive word wall.
Teacher: Explain the concept of transformation with students. Use the example to model the think aloud process and perhaps demonstrate an energy transformation.
Example: Point to a light switch, a computer and any other item that uses electrical energy. Tell students that all of these objects transform energy.
Teacher: Address electricity / electrical energy with students and then explain that electrical energy can be transformed into heat, light, and sound energy, as well as energy of motion. Provide a think aloud about how each one of these transform from electrical to the picture displayed. During the think aloud make sure to note that in every transformation a small amount of heat is released.
Teacher: Review the common board configurations with students. Please fill in the home learning as you deem appropriate. Explain to students that by the end of the lesson, they will be able answer the essential questions. Their objective will be to identify and/or describe some basic forms of energy.
***Please see Item Bank Specifications p. 101 for further Benchmark Clarifications and Content Limits as well as Science Test Item Specifications p. 55 for additional information.
SC.5.P.10.4 is the parent benchmark / annually assessed benchmark for SC.5.P.10.3. Please remember students must understand this information as well to be successful.
Teacher: Use this display to discuss electric charges. Relate the information to magnets as students should be more comfortable with this topic (magnets have been discussed since 2nd grade). A suggestion would be to use magnets to show the relationship of the like charges and unlike charges.
***Note: This slide relates to SC.5.P.10.3 Investigate and explain that an electrically charged object can attract an uncharged object and can either attract or repel another charged object without contact between objects.
Teacher: Lead a class discussion based on the following demonstrations.
You can rub a balloon on your hair. This removes some of the electrons from your hair and gives the balloon a slight negative charge. Now put the balloon against a wall. It will stick (if the weather is dry) since the negative charges in the balloon will re-orient the atoms of the wall, and a weak electrical force will hold the balloon in place on the wall. Opposite charges attract.
*Charge a plastic comb with static electricity from your hair and use it to bend a stream of water. Again, opposites attract.
*Two like-charged balloons hang from a common point from the ceiling. The repulsion effects cause them to hang at an angle from their usual vertical alignment. A plastic tube is charged by rubbing with synthetic fur. The plastic tube is inserted into the space between the balloons, causing even further repulsion.
Items that refer to positive and negative charges in attraction and repulsion properties must be in the context of static electricity.
***Note: This slide relates to SC.5.P.10.3 Investigate and explain that an electrically charged object can attract an uncharged object and can either attract or repel another charged object without contact between objects.
Teacher: This slide indicates time for accountable talk. Please use a collaborative structure of your choice to determine groups of four for the discussion on the next slide.
Teacher: Choose a collaborative strategy of your choice to pair students up.
Partner A should say: Electrical energy can be transformed into heat, light, and sound. Examples: stove, light bulb, telephone
Partner B should say: Attract means to pull on and repel means to push against. Like charges will repel and unlike charges will attract.
Teacher: Review the common board configurations with students. Please fill in the home learning as you deem appropriate. Explain to students that by the end of the lesson, they will be able answer the essential questions. Their objective will be to identify and/or describe some basic forms of energy.
***Please see Item Bank Specifications p. 101 for further Benchmark Clarifications and Content Limits as well as Science Test Item Specifications p. 55 for additional information.
SC.5.P.10.4 is the parent benchmark / annually assessed benchmark for SC.5.P.11.1. Please remember students must understand this information as well to be successful.
Teacher: Discuss the flow of electricity. Make sure to differentiate between a closed circuit and an open circuit. Circuits must be closed for the energy to flow through.
Items will not assess parallel and series circuits.
Items assessing electricity will not refer to electrons or the movement of electrons in producing electrical charge.
***Note – This slide addresses SC.5.P.11.1 Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop).
Teacher: Review the common board configurations with students. Please fill in the home learning as you deem appropriate. Explain to students that by the end of the lesson, they will be able answer the essential questions. Their objective will be to identify and/or describe some basic forms of energy.
***Please see Item Bank Specifications p. 101 for further Benchmark Clarifications and Content Limits as well as Science Test Item Specifications p. 55 for additional information.
SC.5.P.10.4 is the parent benchmark / annually assessed benchmark for SC.5.P.11.2. Please remember students must understand this information as well to be successful.
Teacher: When creating close circuits, you must use objects that will allow the energy to flow through and complete the loop. Conductors allow energy to flow through easily where as insulators do not. Review the example displayed on the slide.
***Note – This slide discusses SC.5.P.11.2 Identify and classify materials that conduct electricity and materials that do not.
Teacher: Explain the flow of heat between objects. Then utilize the picture to provide an example for students: Suppose you place an ice cube in a glass of water. Because the water is warmer than the ice, heat flows from the water to the ice until the two reach the same temperature. Point out the direction of the arrows. Students usually have a misconception about the direction of heat flow. Heat does not flow from the ice to the water.
Teacher: Explain the information from the slide for energy from the sun. Discuss how dark and light objects absorb the sun’s rays differently.
Teacher: This slide indicates time for accountable talk. Please use a collaborative structure of your choice to determine groups of four for the discussion on the next slide.
Teacher: Utilize a collaborative strategy of your choice or determine a way to partner / group students. Then allow students time to discuss the three talking points presented on the slide. After allowing partners to discuss, go back to the slides and review/check answers.
Open/Closed Circuits – slide 7
Conductors/Insulators – slide 8
Flow of heat – slide 9
Teacher: Utilize a collaborative strategy of your choice or determine a way to partner / group students (or simply allow students to work with their shoulder partner. Allow students time to discuss the question and determine an answer. The answer will be presented on the next slide.
Teacher: Refer back to slides 3-4 or the text pages p. 240-243 to discuss electrical transformation if students have difficulty.
Teacher: Utilize a collaborative strategy of your choice or determine a way to partner / group students (or simply allow students to work with their shoulder partner. Allow students time to discuss the question and determine an answer. The answer will be presented on the next slide.
Teacher: Refer back to slide 11 to discuss electrical transformation if students have difficulty.
Teacher: Utilize a collaborative strategy of your choice or determine a way to partner / group students (or simply allow students to work with their shoulder partner. Allow students time to discuss the question and determine an answer. The answer will be presented on the next slide.
Teacher: Refer back to slides 3-4 or the text pages p. 240-243 to discuss electrical transformation if students have difficulty.
Teacher: Emphasize the importance of writing when assigning this task. Encourage students to write in complete sentences and use evidence to support their thinking.