The document discusses using social media like Skype, blogs, Twitter, YouTube and TED talks to connect students and teachers worldwide for learning purposes. It describes how teachers can introduce new material through blogs and videos, while students learn from peers abroad and provide feedback to each other. The goal is self-paced, differentiated learning where students progress individually and teachers track their development. Examples are provided of how schools in Norway and Lesotho collaborated using these tools to share resources and expertise.
The document provides instructions for students to complete computing projects in English involving animation, stop motion, poster making, and creating an interactive iBook. It outlines 6 steps for the animation project which include designing characters, creating a story, adding scenes and backgrounds, animating in Keynote, adding sound in GarageBand. It also outlines 4 steps for the stop motion project and 7 steps for creating an iBook, which involves researching a topic, writing content, creating 5 interactive media elements, and designing the iBook layout. The purpose is for students to authentically use technology skills and apply various skills like art, English and creativity.
This document provides instructions and materials for an activity to determine the characteristics of images formed by plane mirrors. Students will use coins, modeling clay, a mirror, and graph paper to measure the height, width, and distance from the mirror of real objects and their mirror images. They will then answer questions to define reflection, describe the characteristics of mirror images, and compare the characteristics of objects to their images. Guidelines are provided for conducting the activity, discussing objectives and procedures, distributing materials, and ensuring student safety.
Enhancing language learning through ict matefl november 2013Caroline Campbell
This document provides an overview of various ICT tools that can be used to enhance language learning, both inside and outside the classroom. It describes tools such as cameras, mobile phones, interactive whiteboards, computers, websites and apps that allow students to use language in interactive ways. The document also discusses how ICT tools can be used to address different levels of Bloom's Taxonomy and provides specific examples of digital storytelling, photo editing, and classroom management apps and websites that teachers can use with students.
A snapshot inside one elementary school and their Maker Lab Experience to share with other educators about what it is and why it's empowering to students.
Project title TEXTURES aims to create artworks in response to the theme of TEXTURES. Students are asked to complete 6 activities exploring textures using a variety of materials and techniques. Students should document their ideas, plans, experiments and creative process in an art journal/sketchbook. The goal is to develop students' art skills, show their creative thinking and interests, and demonstrate their ability to notice and express themselves visually. Students are provided guidance on setting up their sketchbook/journal and given 6 practical tasks to explore textures through various drawing exercises using observation and imagination.
The document discusses using social media like Skype, blogs, Twitter, YouTube and TED talks to connect students and teachers worldwide for learning purposes. It describes how teachers can introduce new material through blogs and videos, while students learn from peers abroad and provide feedback to each other. The goal is self-paced, differentiated learning where students progress individually and teachers track their development. Examples are provided of how schools in Norway and Lesotho collaborated using these tools to share resources and expertise.
The document provides instructions for students to complete computing projects in English involving animation, stop motion, poster making, and creating an interactive iBook. It outlines 6 steps for the animation project which include designing characters, creating a story, adding scenes and backgrounds, animating in Keynote, adding sound in GarageBand. It also outlines 4 steps for the stop motion project and 7 steps for creating an iBook, which involves researching a topic, writing content, creating 5 interactive media elements, and designing the iBook layout. The purpose is for students to authentically use technology skills and apply various skills like art, English and creativity.
This document provides instructions and materials for an activity to determine the characteristics of images formed by plane mirrors. Students will use coins, modeling clay, a mirror, and graph paper to measure the height, width, and distance from the mirror of real objects and their mirror images. They will then answer questions to define reflection, describe the characteristics of mirror images, and compare the characteristics of objects to their images. Guidelines are provided for conducting the activity, discussing objectives and procedures, distributing materials, and ensuring student safety.
Enhancing language learning through ict matefl november 2013Caroline Campbell
This document provides an overview of various ICT tools that can be used to enhance language learning, both inside and outside the classroom. It describes tools such as cameras, mobile phones, interactive whiteboards, computers, websites and apps that allow students to use language in interactive ways. The document also discusses how ICT tools can be used to address different levels of Bloom's Taxonomy and provides specific examples of digital storytelling, photo editing, and classroom management apps and websites that teachers can use with students.
A snapshot inside one elementary school and their Maker Lab Experience to share with other educators about what it is and why it's empowering to students.
Project title TEXTURES aims to create artworks in response to the theme of TEXTURES. Students are asked to complete 6 activities exploring textures using a variety of materials and techniques. Students should document their ideas, plans, experiments and creative process in an art journal/sketchbook. The goal is to develop students' art skills, show their creative thinking and interests, and demonstrate their ability to notice and express themselves visually. Students are provided guidance on setting up their sketchbook/journal and given 6 practical tasks to explore textures through various drawing exercises using observation and imagination.
This document discusses challenges in designing LEGO models of a Christmas wreath, box lunch, and Mini Cooper using original LEGO parts. Specifically, it is difficult to make circular shapes like a wreath from square LEGO blocks. Models with many small or unique parts like leaves, ribbons, or food items are also very challenging to assemble. The Mini Cooper is complex on the inside so replicating it accurately would be difficult. The document also provides tips for using a 3D scanning app, including walking around the object to scan it, waiting for the app to process the scan, and limitations like requiring a flat space and maintaining a reasonable distance during scanning.
How to learn sketching and drawing step-by-step for beginnersBhanu Chander
In this slide, learn how to learn sketching and drawing right from the scratch using the step-by-step procedure given - helpful for beginners as well as particularly for CEED and other design exam aspirants
This document discusses potential difficulties in designing and assembling machines and Pokemon models out of LEGO blocks due to their circular shapes not fitting well with square blocks. It also discusses challenges in assembling a space battleship model including complexity, many special parts, creating opening and closing doors, and weight. The document recommends making instructions before assembly, understanding what each part is used for, and buying a product kit if unable to make it from scratch. It demonstrates using a 3D scanning app to scan a product and notes difficulties in taking pictures while moving around the product and setting up the model.
The document summarizes the process of creating a music box enclosure called the "Music Box-Box". It describes how the creator bought a music box kit but found it lacked an enclosure. They then decided to design and build their own box to house the mechanism and sheet music. The creator details the multiple prototypes required, as precisely measuring the irregularly shaped mechanism proved challenging. Through perseverance and careful remeasuring, adjustments were made in each iteration to improve the design until a final transparent red acrylic version was achieved. Key lessons learned included not giving up on the first failed attempt, making the most of limited resources, and always seeking ways to improve a working design.
21st Century Artist: Technology in the Art RoomDorieMishael
This document summarizes a presentation about using technology in the art room given by Dorie Mishael and Angelica Bigsby. It outlines their backgrounds and credentials in art education. The presentation covers using iPads, apps, SmartBoards, the internet, class websites/blogs, and Google tools to engage students. Specific apps and websites are highlighted that can be used for student research, documentation, video creation, and digital portfolios. The goals are to encourage media literacy while allowing accessibility for all students.
1) The document provides instructions for Year 6 art students on various portrait drawing activities and techniques. It discusses elements of art, taking self-portrait photos from different angles, and developing technical skills in portrait drawing.
2) Students are instructed to experiment with portrait drawing styles like caricatures and observational drawings using a selfie as a reference. They also take photos of each other from different angles to incorporate into a digital collage.
3) The final activity has students beginning their main portrait drawing on A3 paper, with the goal of having the portrait be roughly A4 in size. Throughout, the document emphasizes developing skills in different portrait styles and techniques.
The document provides instructions for students to practice blind contour line drawings of objects like hands and shoes. It defines contour as the outline or edge of an object and includes links to video tutorials demonstrating the blind contour technique. Students are instructed to use a hand or shoe as a model, squint their eyes to focus on the object's contour, and draw its outline on paper without looking at the page. The goal is to practice observing and capturing an object's shape through this exercise.
This document provides instructions for an art class. It outlines procedures for the class including bringing necessary supplies and cleaning up. It discusses elements of art like texture, color, shape, and line. It describes several portrait drawing activities where students will take photos of themselves, draw self-portraits using different techniques, and experiment with warping photos. Charcoal techniques are also practiced. The goal is for students to create a front cover design and main self-portrait drawing in their visual diaries.
This document summarizes a presentation on integrating technology to assess and enrich student learning using various apps and tools. It discusses the purpose of using technology for formative and summative assessment as well as enrichment. Several apps are then presented, including Flowboard, Haiku Deck, Nearpod, PicCollage, Tackk, Zondle, and Zooburst. For each app, examples of student work are shown, and tips and tricks are provided, such as positives and negatives of each app as well as helpful hints for using them effectively.
This document discusses the procedures and techniques for making origami. It outlines 10 specific steps for folding paper, including checking that the paper is square, folding slowly and firmly, following written instructions, and seeing steps as interconnected. It also explains various origami folding symbols like lines to indicate creases and folds. Students are expected to discuss different origami methods and follow procedures to make origami projects. They will complete an activity analyzing pictures, discuss what they learned, identify origami symbols, and prepare materials for an origami assignment.
Origami is the art of paper folding that originated in Japan. It involves folding a single sheet of paper into a finished sculpture without cuts or glue through folding techniques. The most basic origami model is the paper crane. There are different types of origami including action origami that moves, modular origami with identical pieces, and wet folding using damp paper for curves. Traditional origami from Japan often did not use square paper or prohibit cuts like modern origami.
Setting up your iPad classroom: tips for teachersMmeNero
This document provides guidance for teachers on setting up an iPad classroom. It recommends organizing iPad usage through a school calendar, assigning each student the same iPad number for the year, and having students sign an iPad usage contract. It also suggests creating a Dropbox account for students to submit projects, teaching students basic iPad functions through a scavenger hunt, and sharing keyboard options for different language classes. Finally, it discusses several apps that can be used to engage students, including Book Creator, Comic Life, Puppet Pals, iMovie, and Google Docs.
This document outlines a lesson plan for students to draw self-portraits. The objectives are for students to know the basic steps of drawing and draw a self-portrait following the steps provided. The lesson begins with engaging students by having them look in a mirror and think about what features need to be included in a self-portrait. It then provides explanations and demonstrations of how to draw a self-portrait in 11 steps. Students are guided through exploring the process, practicing drawing themselves, and sharing their portraits with peers to get feedback.
I made these DIY frames on which to stretch some painted canvases. The frames are constructed from some scraps of 1" thick oak stair treads and joined using half lap joints. I recommend using a softer wood than oak.
This took a little bit of practice, but the frames are easy and cheap to make.
Start with some painted or blank canvases. I recommend making two or three at the same time, because this project is made faster with repeat cuts.
This document outlines lessons on drawing with chalk. It includes 4 tasks: 1) Watch a tutorial video on chalk drawing techniques and take notes; 2) Create an A4 chalk drawing of fruit using shadow, tone and highlights; 3) Complete drawings, peer assess each other's work, and provide feedback; 4) Reproduce an image on black sugar paper using chalk, filling the page and showing improved technique from peer feedback. Homework includes creating step-by-step drawing guides, individual fruit drawings with color/shadow, and a portrait of a family member using representative fruit.
The document outlines the key aspects of a 3D modeling course. It will last 8 weeks and cover topics like 3D Studio Max, drawing, building models, and game art theory. Students will complete assignments to create a crate, barrel, palm tree, and post-apocalyptic car. The instructor will teach how to use 3D Studio Max, make low-poly models, create textures, and place textures on models. Students are expected to develop a portfolio in the course's style that demonstrates their modeling skills and attention to style, texture, and story for each product. Proper presentation is emphasized as it can lead to job opportunities. Modeling techniques like box modeling and plane modeling will be covered, along with
This document outlines procedures and responsibilities for students in art class, including bringing necessary supplies, cleaning up, and being respectful of tools and other students' artwork. It also discusses elements of art like line, shape, color and texture that are building blocks of art. Several portrait drawing activities are described where students will take self-portrait photos, draw facial features and proportions, and experiment with techniques like continuous line drawing and using charcoal to create shades and highlights. The goal is for students to create a final self-portrait drawing on A3 paper using these techniques.
This document provides an overview and instructions for a collaborative educational technology project between October and May. It introduces the project founders and outlines monthly activities focused on integrating various digital tools into classroom lessons. Participants will create and share content using tools for presentations, interactive media, coding, surveys, and more. Instructions are provided for collaborating on the project twinspace, including uploading work to shared pads and forums.
The document provides guidance on using the features and tools available on the TwinSpace online platform for eTwinning projects. It explains how to set up pages, forums, and multimedia galleries to organize project content and discussions. Instructions are given for inviting students and teachers, setting permissions, and using chat and other communication features.
This document provides information about Małgorzata Garkowska, a math teacher of 25 years who has been involved with eTwinning since 2006. It discusses tools she uses for teaching like Google Maps, Google Earth, Google Tour Builder, and GeoGebra. It provides examples of student activities and projects that can be done with these tools including creating maps, virtual field trips, and interactive math constructions. Hands-on instructions are given for students to collaboratively create maps, tours, and complete math tasks using the tools.
This document discusses challenges in designing LEGO models of a Christmas wreath, box lunch, and Mini Cooper using original LEGO parts. Specifically, it is difficult to make circular shapes like a wreath from square LEGO blocks. Models with many small or unique parts like leaves, ribbons, or food items are also very challenging to assemble. The Mini Cooper is complex on the inside so replicating it accurately would be difficult. The document also provides tips for using a 3D scanning app, including walking around the object to scan it, waiting for the app to process the scan, and limitations like requiring a flat space and maintaining a reasonable distance during scanning.
How to learn sketching and drawing step-by-step for beginnersBhanu Chander
In this slide, learn how to learn sketching and drawing right from the scratch using the step-by-step procedure given - helpful for beginners as well as particularly for CEED and other design exam aspirants
This document discusses potential difficulties in designing and assembling machines and Pokemon models out of LEGO blocks due to their circular shapes not fitting well with square blocks. It also discusses challenges in assembling a space battleship model including complexity, many special parts, creating opening and closing doors, and weight. The document recommends making instructions before assembly, understanding what each part is used for, and buying a product kit if unable to make it from scratch. It demonstrates using a 3D scanning app to scan a product and notes difficulties in taking pictures while moving around the product and setting up the model.
The document summarizes the process of creating a music box enclosure called the "Music Box-Box". It describes how the creator bought a music box kit but found it lacked an enclosure. They then decided to design and build their own box to house the mechanism and sheet music. The creator details the multiple prototypes required, as precisely measuring the irregularly shaped mechanism proved challenging. Through perseverance and careful remeasuring, adjustments were made in each iteration to improve the design until a final transparent red acrylic version was achieved. Key lessons learned included not giving up on the first failed attempt, making the most of limited resources, and always seeking ways to improve a working design.
21st Century Artist: Technology in the Art RoomDorieMishael
This document summarizes a presentation about using technology in the art room given by Dorie Mishael and Angelica Bigsby. It outlines their backgrounds and credentials in art education. The presentation covers using iPads, apps, SmartBoards, the internet, class websites/blogs, and Google tools to engage students. Specific apps and websites are highlighted that can be used for student research, documentation, video creation, and digital portfolios. The goals are to encourage media literacy while allowing accessibility for all students.
1) The document provides instructions for Year 6 art students on various portrait drawing activities and techniques. It discusses elements of art, taking self-portrait photos from different angles, and developing technical skills in portrait drawing.
2) Students are instructed to experiment with portrait drawing styles like caricatures and observational drawings using a selfie as a reference. They also take photos of each other from different angles to incorporate into a digital collage.
3) The final activity has students beginning their main portrait drawing on A3 paper, with the goal of having the portrait be roughly A4 in size. Throughout, the document emphasizes developing skills in different portrait styles and techniques.
The document provides instructions for students to practice blind contour line drawings of objects like hands and shoes. It defines contour as the outline or edge of an object and includes links to video tutorials demonstrating the blind contour technique. Students are instructed to use a hand or shoe as a model, squint their eyes to focus on the object's contour, and draw its outline on paper without looking at the page. The goal is to practice observing and capturing an object's shape through this exercise.
This document provides instructions for an art class. It outlines procedures for the class including bringing necessary supplies and cleaning up. It discusses elements of art like texture, color, shape, and line. It describes several portrait drawing activities where students will take photos of themselves, draw self-portraits using different techniques, and experiment with warping photos. Charcoal techniques are also practiced. The goal is for students to create a front cover design and main self-portrait drawing in their visual diaries.
This document summarizes a presentation on integrating technology to assess and enrich student learning using various apps and tools. It discusses the purpose of using technology for formative and summative assessment as well as enrichment. Several apps are then presented, including Flowboard, Haiku Deck, Nearpod, PicCollage, Tackk, Zondle, and Zooburst. For each app, examples of student work are shown, and tips and tricks are provided, such as positives and negatives of each app as well as helpful hints for using them effectively.
This document discusses the procedures and techniques for making origami. It outlines 10 specific steps for folding paper, including checking that the paper is square, folding slowly and firmly, following written instructions, and seeing steps as interconnected. It also explains various origami folding symbols like lines to indicate creases and folds. Students are expected to discuss different origami methods and follow procedures to make origami projects. They will complete an activity analyzing pictures, discuss what they learned, identify origami symbols, and prepare materials for an origami assignment.
Origami is the art of paper folding that originated in Japan. It involves folding a single sheet of paper into a finished sculpture without cuts or glue through folding techniques. The most basic origami model is the paper crane. There are different types of origami including action origami that moves, modular origami with identical pieces, and wet folding using damp paper for curves. Traditional origami from Japan often did not use square paper or prohibit cuts like modern origami.
Setting up your iPad classroom: tips for teachersMmeNero
This document provides guidance for teachers on setting up an iPad classroom. It recommends organizing iPad usage through a school calendar, assigning each student the same iPad number for the year, and having students sign an iPad usage contract. It also suggests creating a Dropbox account for students to submit projects, teaching students basic iPad functions through a scavenger hunt, and sharing keyboard options for different language classes. Finally, it discusses several apps that can be used to engage students, including Book Creator, Comic Life, Puppet Pals, iMovie, and Google Docs.
This document outlines a lesson plan for students to draw self-portraits. The objectives are for students to know the basic steps of drawing and draw a self-portrait following the steps provided. The lesson begins with engaging students by having them look in a mirror and think about what features need to be included in a self-portrait. It then provides explanations and demonstrations of how to draw a self-portrait in 11 steps. Students are guided through exploring the process, practicing drawing themselves, and sharing their portraits with peers to get feedback.
I made these DIY frames on which to stretch some painted canvases. The frames are constructed from some scraps of 1" thick oak stair treads and joined using half lap joints. I recommend using a softer wood than oak.
This took a little bit of practice, but the frames are easy and cheap to make.
Start with some painted or blank canvases. I recommend making two or three at the same time, because this project is made faster with repeat cuts.
This document outlines lessons on drawing with chalk. It includes 4 tasks: 1) Watch a tutorial video on chalk drawing techniques and take notes; 2) Create an A4 chalk drawing of fruit using shadow, tone and highlights; 3) Complete drawings, peer assess each other's work, and provide feedback; 4) Reproduce an image on black sugar paper using chalk, filling the page and showing improved technique from peer feedback. Homework includes creating step-by-step drawing guides, individual fruit drawings with color/shadow, and a portrait of a family member using representative fruit.
The document outlines the key aspects of a 3D modeling course. It will last 8 weeks and cover topics like 3D Studio Max, drawing, building models, and game art theory. Students will complete assignments to create a crate, barrel, palm tree, and post-apocalyptic car. The instructor will teach how to use 3D Studio Max, make low-poly models, create textures, and place textures on models. Students are expected to develop a portfolio in the course's style that demonstrates their modeling skills and attention to style, texture, and story for each product. Proper presentation is emphasized as it can lead to job opportunities. Modeling techniques like box modeling and plane modeling will be covered, along with
This document outlines procedures and responsibilities for students in art class, including bringing necessary supplies, cleaning up, and being respectful of tools and other students' artwork. It also discusses elements of art like line, shape, color and texture that are building blocks of art. Several portrait drawing activities are described where students will take self-portrait photos, draw facial features and proportions, and experiment with techniques like continuous line drawing and using charcoal to create shades and highlights. The goal is for students to create a final self-portrait drawing on A3 paper using these techniques.
This document provides an overview and instructions for a collaborative educational technology project between October and May. It introduces the project founders and outlines monthly activities focused on integrating various digital tools into classroom lessons. Participants will create and share content using tools for presentations, interactive media, coding, surveys, and more. Instructions are provided for collaborating on the project twinspace, including uploading work to shared pads and forums.
The document provides guidance on using the features and tools available on the TwinSpace online platform for eTwinning projects. It explains how to set up pages, forums, and multimedia galleries to organize project content and discussions. Instructions are given for inviting students and teachers, setting permissions, and using chat and other communication features.
This document provides information about Małgorzata Garkowska, a math teacher of 25 years who has been involved with eTwinning since 2006. It discusses tools she uses for teaching like Google Maps, Google Earth, Google Tour Builder, and GeoGebra. It provides examples of student activities and projects that can be done with these tools including creating maps, virtual field trips, and interactive math constructions. Hands-on instructions are given for students to collaboratively create maps, tours, and complete math tasks using the tools.
This document provides information about Małgorzata Garkowska, a math teacher with over 20 years of experience who has been involved with eTwinning since 2006. It then discusses several free online tools that can be used for educational purposes: Google My Maps for creating customized maps; Google Earth for virtual exploration of places; Google Tour Builder for creating geographic storytelling tours; and GeoGebra for interactive math learning. Instructions are provided on features and functions of each tool. The document concludes with directions for partners to work together using the hands-on tasks of creating maps and tours with Google tools, and constructing geometric shapes and graphs with GeoGebra.
The European Commission has selected the 2012-1-ES1-COM06-52752 project "Why Maths?" as a "success story" based on its impact, contribution to policy-making, innovative results, and creative approach. As a result of this selection, the project will receive increased visibility on Commission websites and social media, and at conferences. The project coordinator may also be contacted by ECORYS, the Commission's contractor for disseminating and exploiting project results, to provide additional materials about the project. The selection recognizes the commitment, enthusiasm, and high-quality work of the project partners.
1) Se presentan ecuaciones diferenciales ordinarias que involucran funciones trigonométricas como seno, coseno y sus derivadas.
2) Se resuelven las ecuaciones aplicando técnicas como separación de variables y sustitución de funciones.
3) Se obtienen expresiones para las funciones desconocidas en términos de constantes.
1) Se presentan ecuaciones diferenciales ordinarias que involucran funciones trigonométricas como seno, coseno y sus derivadas.
2) Se resuelven las ecuaciones aplicando propiedades de las funciones trigonométricas y técnicas de resolución de ecuaciones diferenciales.
3) Se obtienen las soluciones en función de constantes arbitrarias y el intervalo de definición indicado para cada una.
THIS BROCHURE WAS PREPARED
AS A PART OF THE COMENIUS PROJECT
WHY MATHS?
by the students and the teachers from:
BERKENBOOM HUMANIORA BOVENBOUW, IN SINT-NIKLAAS
( BELGIUM)
EUREKA SECONDARY SCHOOL IN KELLS (IRELAND)
LICEO CLASSICO STATALE CRISTOFORO COLOMBO IN GENOA (ITALY)
GIMNAZJUM IM. ANNY WAZÓWNY IN GOLUB-DOBRZYŃ (POLAND)
ESCOLA SECUNDARIA
COM
3.º CICLO D. MANUEL I IN BEJA (PORTUGAL)
IES ÁLVAREZ CUBERO IN PRIEGO DE CÓRDOBA (SPAIN)
THIS EBOOK WAS PREPARED
AS A PART OF THE COMENIUS PROJECT
WHY MATHS?
by the students and the teachers from:
BERKENBOOM HUMANIORA BOVENBOUW, IN SINT-NIKLAAS
( BELGIUM)
EUREKA SECONDARY SCHOOL IN KELLS (IRELAND)
LICEO CLASSICO STATALE CRISTOFORO COLOMBO IN GENOA (ITALY)
GIMNAZJUM IM. ANNY WAZÓWNY IN GOLUB-DOBRZYŃ (POLAND)
ESCOLA SECUNDARIA COM 3.º CICLO D. MANUEL I IN BEJA (PORTUGAL)
IES ÁLVAREZ CUBERO IN PRIEGO DE CÓRDOBA (SPAIN)
THIS EBOOK WAS PREPARED
AS A PART OF THE COMENIUS PROJECT
WHY MATHS?
by the students and the teachers from:
BERKENBOOM HUMANIORA BOVENBOUW, IN SINT-NIKLAAS
( BELGIUM)
EUREKA SECONDARY SCHOOL IN KELLS (IRELAND)
LICEO CLASSICO STATALE CRISTOFORO COLOMBO IN GENOA (ITALY)
GIMNAZJUM IM. ANNY WAZÓWNY IN GOLUB-DOBRZYŃ (POLAND)
ESCOLA SECUNDARIA COM 3.º CICLO D. MANUEL I IN BEJA (PORTUGAL)
IES ÁLVAREZ CUBERO IN PRIEGO DE CÓRDOBA (SPAIN)
THIS EBOOK WAS PREPARED
AS A PART OF THE COMENIUS PROJECT
WHY MATHS?
by the students and the teachers from:
BERKENBOOM HUMANIORA BOVENBOUW, IN SINT-NIKLAAS
( BELGIUM)
EUREKA SECONDARY SCHOOL IN KELLS (IRELAND)
LICEO CLASSICO STATALE CRISTOFORO COLOMBO IN GENOA (ITALY)
GIMNAZJUM IM. ANNY WAZÓWNY IN GOLUB-DOBRZYŃ (POLAND)
ESCOLA SECUNDARIA COM 3.º CICLO D. MANUEL I IN BEJA (PORTUGAL)
IES ÁLVAREZ CUBERO IN PRIEGO DE CÓRDOBA (SPAIN)
Maths in Art and Architecture Why Maths? Comenius projectGosia Garkowska
THIS EBOOK WAS PREPARED
AS A PART OF THE COMENIUS PROJECT
WHY MATHS?
by the students and the teachers from:
BERKENBOOM HUMANIORA BOVENBOUW, IN SINT-NIKLAAS ( BELGIUM)
EUREKA SECONDARY SCHOOL IN KELLS (IRELAND)
LICEO CLASSICO STATALE CRISTOFORO COLOMBO IN GENOA (ITALY)
GIMNAZJUM IM. ANNY WAZÓWNY IN GOLUB-DOBRZYŃ (POLAND)
ESCOLA SECUNDARIA COM 3.º CICLO D. MANUEL I IN BEJA (PORTUGAL)
IES ÁLVAREZ CUBERO IN PRIEGO DE CÓRDOBA (SPAIN)
This document contains trivia questions and answers about mathematics, art, geography, and astronomy related to the Comenius project involving schools from Portugal, Spain, Italy, Belgium, Poland, and Ireland. There are over 100 multiple choice and short answer questions covering topics like the capital cities and populations of the countries involved, famous artists and their use of mathematical concepts in works of art, properties of planets and galaxies, and principles of map making and geography.
Maths and Astronomy Why Maths Comenius projectGosia Garkowska
This document discusses various topics related to math and astronomy. It begins by introducing distance units used in space like astronomical units (AU), light years, parsecs and larger multiples. It then discusses how to calculate acceleration due to gravity on different planets using Newton's law of universal gravitation. Next, it examines weight on other planets and how gravity differs based on planetary characteristics. The document concludes by calculating the orbital speeds of planets around the sun.
The document provides information and examples about calculating density in chemistry. It defines density as the mass of a substance divided by its volume. Several examples are given of how to calculate density using the mass, volume, and known density of different substances like silver, ethanol, gasoline, ice, and lithium. The last example calculates the mass of air in a room given its dimensions and the known density of air.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
1. tASK
ORIGAMI KUsUDAMA CONTEST
C6 - STEAM like Leonardo
Leonardo the Mathematician and the
Scientist
Coordinating countries:
Spain, Romania, Belgium, Poland, Italy
2. lESSON PLAN ORIGAMI KUSUDAMA CHALLENGE STEAM like Leonardo -
C6 Leonardo the Mathematician and the Scientist
Aim:
You will have to build
5 different shapes
using origami kusudama
technique/procedure.
Organisation:
Every partner involves how many students would like to
accept the challenge
Activities:
5 international challenges
Final products:
Photos of the shapes,
videos
ACTIVITIES:
- ACT 1: BE challenge
- ACT 2: IT challenge
- ACT 3: PL challenge
- ACT 4: RO challenge
- ACT 5: SP challenge
The task will be presented on eTwinning
(Twinspace) and on the project website
Assessment: Relaxing moments and a lot of fun
STEAM:
2
4. CHALLENGEs description
Our dear students, this time you will have to prove your hand work
ability in folding the paper so that it turns into a special shape.
Your patience will be challenged as you will not probably succeed from
your first attempt. But we trust you and encourage you to go on even if
sometimes it is easier to give up.
Your reward will be the pleasure of the participation and your success!
To win you have to post a photo with all 5 products on the facebook
page of our project, https://www.facebook.com/search/top/?q=steam%20like%20leonardo&epa=SEARCH_BOX
Ask you teacher to help you, if you cannot post it on the page!
Good luck!
4
5. GENERAL TIPS
● use 10 cm squares, even bigger if possible
● do not use thin paper, find a thicker one
● fold the paper on a table(flat surface), respecting
the lines very carefully
● use sometimes paper clips to keep pieces tightly to
get them assembled easier
● use no sticky post-it squares when possible because
they are perfectly cut
● be patient, do not give up, you will succeed!
KUSUDAMA
● an ancient form of art, it
is not well known around
the world as much as it is
in Asia
● The Japanese kusudama (薬
玉; lit. medicine ball) is
a paper model that is
usually created by sewing
multiple identical
pyramidal units square
paper together through
their points to form a
spherical shape.
Tools: youtube tutorials
5
Culture fact:
The kusudama is important in origami particularly as a
precursor to the modular origami genre. It is often
confused with modular origami, but is not such because
the units are strung or pasted together, instead of
folded together as most modular construction are made.
6. ACTIVITY 1 - Part 1: BE challenge
Cube with holes
Follow the link and be ready
to be a handywoman/handyman!
https://youtu.be/pkt4AXooj1U
TIP: use 12 cm squares of 2 different colours
When you finish it post your photo with it on the Facebook page of our project,
STEAM like Leonardo, under the topic BE_Challenge 1
STARTING DAY 15th April 2020
DEADLINE: 17th April 2020
RESOURCES: Youtube tutorial
6
7. ACTIVITY 2 - Part 2: IT challenge
Kusudama Shape
Follow the link and be ready
to be a handywoman/handyman!
https://youtu.be/y2nz_Rw5yw0
When you finish it post your photo with it on the Facebook page
of our project, STEAM like Leonardo, under the topic
IT_Challenge 2
STARTING 20th April 2020
DEADDLINE: 22nd April 2020
RESOURCES: Youtube tutorial
7
8. ACTIVITY 3 - Part 3: PL challenge
Kusudama triangular origami
Follow the link and be ready to be
a handywoman/handyman!
https://youtu.be/AczkSalt88U
TIP: to be more spectacular use paper with 2 different colour surfaces
When you finish it post your photo with it on the Facebook page of our project,
STEAM like Leonardo, under the topic PL_Challenge 3
STARRING DAY 23rd April 2030
DEADLINE: 25th April 2020
RESOURCES: Youtube tutorial
8
9. ACTIVITY 4 - Part 4: RO challenge
Origami cube of pyramids
Follow the link and be ready
to be a handywoman/handyman!
TIP: use squares at least of 15 cm (not smaller)
https://youtu.be/pxvy11evb9g
When you finish it post your photo with it on the Facebook page of our project,
STEAM like Leonardo, under the topic RO_Challenge 4
STARTING DAY 27th APRIL 3030
DEADLINE: 29th April 2020
RESOURCES: Youtube
9
10. ACTIVITY 5 - Part 5: SP challenge
Octahedron Origami
Follow the link and be ready
to be a handywoman/handyman!
TIP: use three different colours
https://youtu.be/ksosmt1ARtU
When you finish it post your photo with it on the Facebook page of our project,
STEAM like Leonardo, under the topic SP_Challenge 5
STARTING DAY 30th April 2020
DEADLINE 2nd May 2020
RESOURCES: Youtube
10