This document outlines an educational science and technology project for children focused on forces and light. It describes several hands-on activities and experiments the children engaged in, such as building electromagnets, finding hidden magnets, constructing spring-powered "egg drop" devices, building pulley systems, making small light houses, experimenting with prisms and reflections, constructing water rockets, using telescopes, and more. It also includes feedback from the children, who enjoyed the hands-on projects, especially water rockets, but liked working in smaller groups.
Children on average receive less than 8 hours of quality time with parents each week according to a study. While family structures have changed, setting challenges for children, documenting their progress, sharing successes, and providing rewards can help apply learning in a fun way and strengthen family bonds. Mastering challenges provides opportunities to engage the whole family and social circle in a child's accomplishments.
CETPA INFOTECH PVT LTD is one of the IT education and training service provider brands of India that is preferably working in 3 most important domains. It includes IT Training services, software and embedded product development and consulting services.
http://www.cetpainfotech.com
This document provides an introduction to using concept cartoons and ConcepTests in conceptual science teaching. It discusses identifying common student misconceptions, designing concept cartoons and ConcepTests to address these misconceptions, and using techniques like class and group discussion to help students confront and resolve their misconceptions. Examples of concept cartoons and ConcepTests are provided for various science topics. Guidance is given on integrating these strategies into lesson plans to check for understanding and guide instruction.
Three sentences summarizing the document:
Light and sound energy are explored through hands-on activities using various materials to reflect, refract, and absorb light and produce different sounds. Students observe how light travels and can be blocked or bent using flashlights, mirrors, water, and prisms. A variety of instruments and objects are used to demonstrate how vibration creates different pitches and types of sounds.
This document describes a science fair project that tests the strength of eggshells. It outlines the scientific method process of asking questions, doing background research, developing a hypothesis, designing and conducting an experiment, analyzing results, and drawing conclusions. Specifically, it involves measuring how much weight different eggs can support by placing them in an arch structure and gradually adding weights. The experiment is intended to determine if the amount of weight supported depends on factors like the number of eggs or breed of hen. The document provides guidance on project roles, materials needed, the experimental procedure, and how to analyze results and prepare an oral presentation of conclusions.
The document discusses a project aimed at engaging children in science exploration through after school programs to boost interest in STEM fields. It notes that only 29% and 18% of US students are proficient in science in 4th/8th grade and 12th grade respectively. STEM jobs are growing 51% faster than other jobs. The project involves hands-on activities like making tops, testing how width and weight affect spin time, and making yo-yos to explore design changes. The goal is to develop an effective model for out-of-school science programs and encourage more students, especially underrepresented groups, to pursue STEM careers.
The document provides information for an introductory chemistry unit titled "Matter and Measurement". It includes:
1) Learning objectives around systems being organised and developing methods for classification, measurement, and hypothesis testing.
2) Details of assessment tasks involving a unit test, science communication activities, and laboratory experiments.
3) An orientation to lab safety rules and equipment.
4) An assignment for students to create a science demonstration on water changes of state for younger students.
5) Guidance on the scientific method and variables to consider in experimentation.
This week's objectives for the M.B.T.S. team included working on the plate scanner hardware and software, finishing a grant proposal, taking notes on requirements from Blue Origin, and collecting wild tardigrades. Kai redesigned the top plate belt of the plate scanner and found several types of tardigrades. Team members reported mixed progress and gave their projects and teamwork scores ranging from 7-8.5 out of 10 for the week.
Children on average receive less than 8 hours of quality time with parents each week according to a study. While family structures have changed, setting challenges for children, documenting their progress, sharing successes, and providing rewards can help apply learning in a fun way and strengthen family bonds. Mastering challenges provides opportunities to engage the whole family and social circle in a child's accomplishments.
CETPA INFOTECH PVT LTD is one of the IT education and training service provider brands of India that is preferably working in 3 most important domains. It includes IT Training services, software and embedded product development and consulting services.
http://www.cetpainfotech.com
This document provides an introduction to using concept cartoons and ConcepTests in conceptual science teaching. It discusses identifying common student misconceptions, designing concept cartoons and ConcepTests to address these misconceptions, and using techniques like class and group discussion to help students confront and resolve their misconceptions. Examples of concept cartoons and ConcepTests are provided for various science topics. Guidance is given on integrating these strategies into lesson plans to check for understanding and guide instruction.
Three sentences summarizing the document:
Light and sound energy are explored through hands-on activities using various materials to reflect, refract, and absorb light and produce different sounds. Students observe how light travels and can be blocked or bent using flashlights, mirrors, water, and prisms. A variety of instruments and objects are used to demonstrate how vibration creates different pitches and types of sounds.
This document describes a science fair project that tests the strength of eggshells. It outlines the scientific method process of asking questions, doing background research, developing a hypothesis, designing and conducting an experiment, analyzing results, and drawing conclusions. Specifically, it involves measuring how much weight different eggs can support by placing them in an arch structure and gradually adding weights. The experiment is intended to determine if the amount of weight supported depends on factors like the number of eggs or breed of hen. The document provides guidance on project roles, materials needed, the experimental procedure, and how to analyze results and prepare an oral presentation of conclusions.
The document discusses a project aimed at engaging children in science exploration through after school programs to boost interest in STEM fields. It notes that only 29% and 18% of US students are proficient in science in 4th/8th grade and 12th grade respectively. STEM jobs are growing 51% faster than other jobs. The project involves hands-on activities like making tops, testing how width and weight affect spin time, and making yo-yos to explore design changes. The goal is to develop an effective model for out-of-school science programs and encourage more students, especially underrepresented groups, to pursue STEM careers.
The document provides information for an introductory chemistry unit titled "Matter and Measurement". It includes:
1) Learning objectives around systems being organised and developing methods for classification, measurement, and hypothesis testing.
2) Details of assessment tasks involving a unit test, science communication activities, and laboratory experiments.
3) An orientation to lab safety rules and equipment.
4) An assignment for students to create a science demonstration on water changes of state for younger students.
5) Guidance on the scientific method and variables to consider in experimentation.
This week's objectives for the M.B.T.S. team included working on the plate scanner hardware and software, finishing a grant proposal, taking notes on requirements from Blue Origin, and collecting wild tardigrades. Kai redesigned the top plate belt of the plate scanner and found several types of tardigrades. Team members reported mixed progress and gave their projects and teamwork scores ranging from 7-8.5 out of 10 for the week.
The document provides instructions for a multi-week school project where students will work in groups to construct paper mache volcanoes. It outlines 11 steps for building an erupting volcano, including forming groups, researching volcanoes, constructing the volcano structure, adding paper mache layers, decorating, and creating an eruption. Students will then write a reflection report on their project before submitting their volcano model, research, and report for a grade. The project aims to authentically simulate the process of designing and carrying out a natural disaster-themed science project.
The document outlines steps for a challenge to design eco-friendly homes:
1. Teams brainstorm ideas for reducing energy consumption in home design.
2. Teams decide which ideas to pursue and how to present them, such as models or diagrams.
3. Teams delegate tasks among members using their different talents.
4. Teams complete their projects and presentations.
Science by inquiry learning approach.pptxMohd Mahatab
The document discusses the 5E instructional model, which is based on constructivist learning theory. The 5E model structures learning into five phases: Engage, Explore, Explain, Elaborate, and Evaluate. Each phase has a purpose - Engage piques student interest, Explore allows hands-on exploration, Explain introduces formal explanations, Elaborate extends understanding, and Evaluate assesses comprehension. Two sample science lesson plans are provided that demonstrate how activities in each phase can be designed to teach concepts like simple circuits and natural resources using an inquiry-based approach.
Savvy agile teams generate ideas, capture hard-won knowledge, and short-circuit potential team tensions with regular Retrospective meetings. In the few years since starting to use this powerful, flexible tool, the team I work with has made huge improvements in the way we communicate, build strategies, coordinate projects, structure our work week, review code, and more.
Your team can do it, too. Learn secrets for great Retros. Avoid the traps we stumbled through. Learn how to break the rules for Retros that work especially for you and your team. Learn how to get the whole team on board. Get on your way to a more productive and fun work life!
The document provides instructions for a science investigation involving groups of students. The investigation aims to determine which material - Styrofoam, metal, or plastic - best keeps ice cream cold. Students will observe butter samples in cups made of each material that have been placed in hot water. They must record melting times, complete an online reflection, and clean up afterwards. Proper procedures and safety are emphasized.
This document provides information about an egg drop challenge for 4th grade students. It outlines the timeline and requirements for the challenge. Students will design and build contraptions to safely transport an egg, which will be dropped from the school roof. They will go through various steps of brainstorming, constructing, testing, and modifying their designs. Teachers will also participate by creating their own entries. Entries will be evaluated on factors like ease of use, innovation, quality of construction, and whether the egg survives the drop. The challenge aims to engage students in problem solving and designing practical solutions under specific rules and constraints.
This document outlines an activity using LEGO bricks to promote teamwork, creative thinking, and playfulness in learning. The session goals are to build new connections, work in small teams, enhance prior learning, understand the importance of play, infuse play into the classroom, and have fun. Participants engage in warmup exercises with the bricks before tackling challenges to build structured based on prompts within a time limit and share their creations. The discussion emphasizes that play is a form of learning and encourages creative approaches to using the bricks to represent concepts.
The document describes 5 science experiments that students can conduct to learn about various scientific concepts:
1. The first experiment uses vinegar and eggs to demonstrate how the calcium carbonate in eggshells reacts with acetic acid in vinegar.
2. The second experiment involves creating a color spinning top to show how primary colors mix together and appear white when spun rapidly.
3. The third experiment uses magnets and toy cars to show the attraction and repulsion of opposite and similar magnetic poles.
4. The fourth experiment tests the conduction of heat through different materials like wood, plastic and metal spoons.
5. The fifth experiment transfers oil between cups using a playing card to demonstrate differences in density
This document provides an overview of a workshop on using hands-on activities to teach physics concepts to elementary school teachers. The workshop was presented by Drs. Dena Harshbarger and Mariana Lazarova and facilitated by Drs. Phu Vu and Dick Meyer. It was funded by a grant from the Nebraska Coordinating Commission for Postsecondary Education. The workshop engaged teachers in experiments on light, reflection, refraction, lenses, and other topics to build their conceptual understanding and experience hands-on activities they can use in their own classrooms.
This document provides guidance for students and parents on science fair projects. It outlines the typical steps of scientific investigation that students should follow, including developing a research question, hypothesis, experimentation, documentation, conclusions, and displaying results on a board. The document emphasizes allowing students to complete their own work, following safety guidelines, and ensuring projects represent the student's creativity and understanding. Overall, the goal is for students to have fun exploring science through hands-on learning and discovery.
1. The document describes an experiment where a student made a waterwheel out of a plastic water bottle, corks, and string that was able to lift a small lump of clay using the energy generated from running water.
2. Observations showed that as water flowed over the waterwheel, the wheel spun and turned the string, lifting the clay. The experiment was successful in demonstrating how flowing water can generate energy.
3. The student concluded that water power is a useful way to produce energy and learning about waterwheels can help understand how they generate electricity in dams without pollution, helping conserve energy and the environment.
1. The document describes an experiment to build a waterwheel that uses the flow of water to generate energy and lift a small piece of clay.
2. The student constructed the waterwheel out of plastic bottle pieces, corks, string, and clay. When water flowed over the wheel, it began to spin and lift the clay using the string.
3. The experiment was successful in demonstrating how flowing water can generate energy, though one of the plastic blades fell off. The student learned waterwheels can be used to produce electricity from dams in an environmentally friendly way.
1. The document describes an experiment to build a waterwheel that uses the flow of water to generate energy and lift a small piece of clay.
2. The student constructed the waterwheel out of plastic bottle pieces, corks, string, and clay. When water flowed over the wheel, it began to spin and lift the clay using the string.
3. The experiment was successful in demonstrating how flowing water can generate energy, though one of the plastic blades fell off. The student learned waterwheels can be used to produce electricity from dams in an environmentally friendly way.
1. The document describes an experiment to build a waterwheel that uses the flow of water to generate energy and lift a small piece of clay.
2. The student constructed the waterwheel out of plastic bottle pieces, corks, string, and clay. When water flowed over the wheel, it began to spin and lift the clay using the string.
3. The experiment was successful in demonstrating how flowing water can generate energy, though one of the plastic blades fell off. The student learned waterwheels can be used to produce electricity from dams in an environmentally friendly way.
The students participated in a Western STEM challenge where they had to build an insulated chamber to keep an ice cube from melting within 5 minutes. They were given materials and a budget to design and build their chamber. Each student had a role in the design process. The groups then built their chambers and tested them to see if they kept the ice frozen for the required time. They evaluated their designs and could improve and retest them if there was additional time. The goal was for the students to use STEAM skills to solve a problem faced by pioneers.
This document outlines a webquest on matter and materials. It includes activities and resources for students to learn about different states of matter through experiments, games and an outline. Students will also classify materials, do an experiment on building paper bridges, and learn about recycling through additional games and resources. They are asked to complete various questions and turn in their work by a set deadline, at which point the teacher will evaluate based on timely submission, completion of all activities, and presentation.
The document outlines an activity where students will:
1. Brainstorm environmental hardships in small groups and identify ones that could be removed from their list after watching a video.
2. Take part in an Earth Hour quiz to test their knowledge on sustainability topics.
3. Be given recycled paper and tasked with coming up with innovative ideas using the material in their groups.
This document provides instructions and guidance for leading students through four challenges involving building bridges out of paper. The challenges progress from making simple bridges to using techniques like rolled beams, accordion folds, and columns. The leader is encouraged to ask questions to stimulate critical thinking about design and engineering concepts. Testing bridges involves gradually adding weight until failure. Data is collected on strength. The goal is to help students understand what shapes and techniques make bridges stronger through an experiential learning process.
This document discusses solar energy as a sustainable energy source for the future. It begins by imagining being a ray of sunlight and how that energy could be harnessed. It then provides information on solar energy through quizzes and links, discussing how solar energy can be used to provide electricity and heat homes and businesses. It also notes that Australia is well positioned to develop and use solar energy due to its climate. Hands-on activities are suggested to demonstrate how solar energy can be used, and students are tasked with developing ideas for increasing solar energy use at their school.
This document outlines a research action plan to teach a unit on magnetism using active learning methods. It involves implementing student-centered activities over 6 lessons, including experiments, group projects, and presentations. Students will explore properties of magnets, magnetic fields, poles, and other concepts. They will predict, observe, analyze results, and communicate findings. Assessment involves student-created quizzes, cooperative work rubrics, and reflections on learning outcomes and ways to improve the plan. The goal is for students to develop higher-order thinking skills over memorization through hands-on lessons and real-world applications of magnetism concepts.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The document provides instructions for a multi-week school project where students will work in groups to construct paper mache volcanoes. It outlines 11 steps for building an erupting volcano, including forming groups, researching volcanoes, constructing the volcano structure, adding paper mache layers, decorating, and creating an eruption. Students will then write a reflection report on their project before submitting their volcano model, research, and report for a grade. The project aims to authentically simulate the process of designing and carrying out a natural disaster-themed science project.
The document outlines steps for a challenge to design eco-friendly homes:
1. Teams brainstorm ideas for reducing energy consumption in home design.
2. Teams decide which ideas to pursue and how to present them, such as models or diagrams.
3. Teams delegate tasks among members using their different talents.
4. Teams complete their projects and presentations.
Science by inquiry learning approach.pptxMohd Mahatab
The document discusses the 5E instructional model, which is based on constructivist learning theory. The 5E model structures learning into five phases: Engage, Explore, Explain, Elaborate, and Evaluate. Each phase has a purpose - Engage piques student interest, Explore allows hands-on exploration, Explain introduces formal explanations, Elaborate extends understanding, and Evaluate assesses comprehension. Two sample science lesson plans are provided that demonstrate how activities in each phase can be designed to teach concepts like simple circuits and natural resources using an inquiry-based approach.
Savvy agile teams generate ideas, capture hard-won knowledge, and short-circuit potential team tensions with regular Retrospective meetings. In the few years since starting to use this powerful, flexible tool, the team I work with has made huge improvements in the way we communicate, build strategies, coordinate projects, structure our work week, review code, and more.
Your team can do it, too. Learn secrets for great Retros. Avoid the traps we stumbled through. Learn how to break the rules for Retros that work especially for you and your team. Learn how to get the whole team on board. Get on your way to a more productive and fun work life!
The document provides instructions for a science investigation involving groups of students. The investigation aims to determine which material - Styrofoam, metal, or plastic - best keeps ice cream cold. Students will observe butter samples in cups made of each material that have been placed in hot water. They must record melting times, complete an online reflection, and clean up afterwards. Proper procedures and safety are emphasized.
This document provides information about an egg drop challenge for 4th grade students. It outlines the timeline and requirements for the challenge. Students will design and build contraptions to safely transport an egg, which will be dropped from the school roof. They will go through various steps of brainstorming, constructing, testing, and modifying their designs. Teachers will also participate by creating their own entries. Entries will be evaluated on factors like ease of use, innovation, quality of construction, and whether the egg survives the drop. The challenge aims to engage students in problem solving and designing practical solutions under specific rules and constraints.
This document outlines an activity using LEGO bricks to promote teamwork, creative thinking, and playfulness in learning. The session goals are to build new connections, work in small teams, enhance prior learning, understand the importance of play, infuse play into the classroom, and have fun. Participants engage in warmup exercises with the bricks before tackling challenges to build structured based on prompts within a time limit and share their creations. The discussion emphasizes that play is a form of learning and encourages creative approaches to using the bricks to represent concepts.
The document describes 5 science experiments that students can conduct to learn about various scientific concepts:
1. The first experiment uses vinegar and eggs to demonstrate how the calcium carbonate in eggshells reacts with acetic acid in vinegar.
2. The second experiment involves creating a color spinning top to show how primary colors mix together and appear white when spun rapidly.
3. The third experiment uses magnets and toy cars to show the attraction and repulsion of opposite and similar magnetic poles.
4. The fourth experiment tests the conduction of heat through different materials like wood, plastic and metal spoons.
5. The fifth experiment transfers oil between cups using a playing card to demonstrate differences in density
This document provides an overview of a workshop on using hands-on activities to teach physics concepts to elementary school teachers. The workshop was presented by Drs. Dena Harshbarger and Mariana Lazarova and facilitated by Drs. Phu Vu and Dick Meyer. It was funded by a grant from the Nebraska Coordinating Commission for Postsecondary Education. The workshop engaged teachers in experiments on light, reflection, refraction, lenses, and other topics to build their conceptual understanding and experience hands-on activities they can use in their own classrooms.
This document provides guidance for students and parents on science fair projects. It outlines the typical steps of scientific investigation that students should follow, including developing a research question, hypothesis, experimentation, documentation, conclusions, and displaying results on a board. The document emphasizes allowing students to complete their own work, following safety guidelines, and ensuring projects represent the student's creativity and understanding. Overall, the goal is for students to have fun exploring science through hands-on learning and discovery.
1. The document describes an experiment where a student made a waterwheel out of a plastic water bottle, corks, and string that was able to lift a small lump of clay using the energy generated from running water.
2. Observations showed that as water flowed over the waterwheel, the wheel spun and turned the string, lifting the clay. The experiment was successful in demonstrating how flowing water can generate energy.
3. The student concluded that water power is a useful way to produce energy and learning about waterwheels can help understand how they generate electricity in dams without pollution, helping conserve energy and the environment.
1. The document describes an experiment to build a waterwheel that uses the flow of water to generate energy and lift a small piece of clay.
2. The student constructed the waterwheel out of plastic bottle pieces, corks, string, and clay. When water flowed over the wheel, it began to spin and lift the clay using the string.
3. The experiment was successful in demonstrating how flowing water can generate energy, though one of the plastic blades fell off. The student learned waterwheels can be used to produce electricity from dams in an environmentally friendly way.
1. The document describes an experiment to build a waterwheel that uses the flow of water to generate energy and lift a small piece of clay.
2. The student constructed the waterwheel out of plastic bottle pieces, corks, string, and clay. When water flowed over the wheel, it began to spin and lift the clay using the string.
3. The experiment was successful in demonstrating how flowing water can generate energy, though one of the plastic blades fell off. The student learned waterwheels can be used to produce electricity from dams in an environmentally friendly way.
1. The document describes an experiment to build a waterwheel that uses the flow of water to generate energy and lift a small piece of clay.
2. The student constructed the waterwheel out of plastic bottle pieces, corks, string, and clay. When water flowed over the wheel, it began to spin and lift the clay using the string.
3. The experiment was successful in demonstrating how flowing water can generate energy, though one of the plastic blades fell off. The student learned waterwheels can be used to produce electricity from dams in an environmentally friendly way.
The students participated in a Western STEM challenge where they had to build an insulated chamber to keep an ice cube from melting within 5 minutes. They were given materials and a budget to design and build their chamber. Each student had a role in the design process. The groups then built their chambers and tested them to see if they kept the ice frozen for the required time. They evaluated their designs and could improve and retest them if there was additional time. The goal was for the students to use STEAM skills to solve a problem faced by pioneers.
This document outlines a webquest on matter and materials. It includes activities and resources for students to learn about different states of matter through experiments, games and an outline. Students will also classify materials, do an experiment on building paper bridges, and learn about recycling through additional games and resources. They are asked to complete various questions and turn in their work by a set deadline, at which point the teacher will evaluate based on timely submission, completion of all activities, and presentation.
The document outlines an activity where students will:
1. Brainstorm environmental hardships in small groups and identify ones that could be removed from their list after watching a video.
2. Take part in an Earth Hour quiz to test their knowledge on sustainability topics.
3. Be given recycled paper and tasked with coming up with innovative ideas using the material in their groups.
This document provides instructions and guidance for leading students through four challenges involving building bridges out of paper. The challenges progress from making simple bridges to using techniques like rolled beams, accordion folds, and columns. The leader is encouraged to ask questions to stimulate critical thinking about design and engineering concepts. Testing bridges involves gradually adding weight until failure. Data is collected on strength. The goal is to help students understand what shapes and techniques make bridges stronger through an experiential learning process.
This document discusses solar energy as a sustainable energy source for the future. It begins by imagining being a ray of sunlight and how that energy could be harnessed. It then provides information on solar energy through quizzes and links, discussing how solar energy can be used to provide electricity and heat homes and businesses. It also notes that Australia is well positioned to develop and use solar energy due to its climate. Hands-on activities are suggested to demonstrate how solar energy can be used, and students are tasked with developing ideas for increasing solar energy use at their school.
This document outlines a research action plan to teach a unit on magnetism using active learning methods. It involves implementing student-centered activities over 6 lessons, including experiments, group projects, and presentations. Students will explore properties of magnets, magnetic fields, poles, and other concepts. They will predict, observe, analyze results, and communicate findings. Assessment involves student-created quizzes, cooperative work rubrics, and reflections on learning outcomes and ways to improve the plan. The goal is for students to develop higher-order thinking skills over memorization through hands-on lessons and real-world applications of magnetism concepts.
Similar to Creative Science - Magnets, Springs, Pulleys, Light, Rockets (20)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Creative Science - Magnets, Springs, Pulleys, Light, Rockets
1. Forces and Light Enquiry School Project How can we improve our science/technology teaching to make it more child-centred, creative, imaginative and less teacher directed Brian Egles March 2011 [email_address] 07785 527324
6. Finding magnets Reed switch circuit Ready to assemble Assembled and tested Make a boat Fit the circuit Find “underwater” magnets And plot them on a chart
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8. Springs Build Mr Grinling’s Springy Safety System Any design you like Each team shows and tests Not all successful
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10. Pulleys (Knex) Build a pulley system to get Mr Grinling’s lunch across the gap between 2 tables (teams of 5)
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12. Lighthouse making Give teams of 2-3 the parts to make a “Pringles tube” lighthouse with a switch. Let them choose coloured acetate to make theirs different in the dark Can you identify yours?
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14. Prisms and reflections Line a tube with black paper and cut slits in some card. Make a lightbox by shining a torch through the slits. Draw the light rays as they reflect off mirrors and refract through various prisms/lenses
15.
16. Water rockets 2 x 2l carbonated drink bottles Cereal card for fins A4 thin card and clay for nose
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18. Telescopes Use kits to test objective lens onto a paper screen held over end. Then add eyepiece for real thing. Look at near + far for focus and read upside down
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Editor's Notes
School has all the parts still assembled – up to you to dismantle or reuse as you see fit. Base is 12mm MDF from Homebase. Supporting post is 100mm fencepost from challenge fencing. Screws and washers for base/post were from local hardware shop. Big tube is thick carpet tube scrounged from Milners in Ashtead. Light is B&Q LED battery light with 3xAAA batteries. Balcony was cut from plywood by a friend of mine – I’d quite like it back and I think you would be better letting the children make a balcony from thick card. Everything else is general scrap paper/tape/card just slapped on to a decent thickness by the children. Light is put into 2l coke bottle (put several down the hole until get the right height Used about half a tub of papier mache glue to make the 2 lighthouses – each took half a day to make and an hour or so to paint the next day when dry. Safety Mat can get slippery with glue Take care if you cut the coke bottle, especially sharp edges
Used school own magnets plus bought some additional strong ferrite magnets. Picked up Meccano and weighed it to find strongest – majority of meccano belongs to Mr Egles so borrow from him or buy a load of cheap steel nails or similar. Paper clips are too light – best to have heavier things to lift. Lifts up to just over 1kg so need quite a few weights: 1 x 1kg plus 2 or 3 x 500g Plenty of 100g, 20g and 10g Definitely need a set of scales per table. Electromagnets: Nails (steel) for the cores are in the bag Long lengths of wire (4 metres) are already fitted with crocodile clips and in the bag, wind around nails to make magnets (will only lift about 20-70g) 2 x AA batteries in PP3 clip are good, bared wires for attaching crocodile clips Cut the bare wires on the PP3 clip to different lengths to minimise the likelihood of short circuiting Safety If ferrite magnets break, edges can be sharp Don’t drop 1kg weights from height Don’t let the batteries short circuit or they can get hot
Reed switch circuits are in the bag (apart from those still assembled). Used 10 per class so they worked in 3s. Connections (forks, male, female) came from Rapid – there are spares in the plastic tub but most of the small ones have been used so might need some more Tiny tubes (ferrules) are in a film canister and are used to crimp on to end of reed switches to connect to wires (using pliers) – needs doing by adult before the lesson – quite fiddly so allow time to prep. PP3 clip for batteries also has connectors pre-crimped on and at different lengths to minimise chance of short circuit. Reed switches came from one of the school catalogues – plenty of spares in the bag – they seem very reliable and we only broke 1. School has plenty of bulb holders but likely to need more bulbs – the old ones were very unreliable so I suspect they were not 3.5v bulbs like it said on the bag – we bought more 2.5v bulbs and they were fine – likely to need more. Have given you some old Jenga blocks in the bag to hide with the real magnets. Played “hide the magnet” under the blue cloth – hid some school red&blue bar magnets with some Jenga so they couldn’t feel the difference. Safety - Just avoid short circuits making batteries hot
School has bags of small springs but large ones belong to Mr Egles so borrow from him – could still do with even more! Encourage the children to make additional “springs” by cutting rings of drinks bottles and lengths of card etc. Egg drop from on/near balcony – use plumb line to be accurate – good group feedback likely Safety Care cutting up bottles Clean up raw egg Springs are not especially sharp but do have pointed ends sometimes so take care
Rent K’nex from Satro for £50 for a couple of days. String for “rope” Jenga blocks for sandwich lunch (or could make real packed lunch in foil)
Lighthouses are still assembled so will need to dismantle to reuse – some spare bulbs, holders, wire, clips etc are in box. Coloured acetate A4 sheets were cut up for the light filters – came from school catalogue. Big card tubes for hiding them in the dark are cut up thin carpet tube scrounged from Milners in Ashtead. Screwdriver set is in Ali’s class. Need pringles tube between 2 or 3 – pre drilled with 2 holes in side for brass split pins (about a paperclip length apart) and 2 holes on the metal end for the lightbulb. Safety Avoid short circuits Drill not “stab” the holes in the metal end or the inside will be sharp
Same carpet tubes lined with school black paper and torches for lightbox – cut slits in cereal card for the end. Prisms and lenses (flat sided) plus rectangular prisms are in science cupboard – ideally need a couple more sets – came from school catalogue. Safety - Some prisms have hard corners so be careful not to stab in the eye if you look through it
Satro run water rockets and can rent ordinary launchers from them for £50. Much better to ask for Stan Stephens and his launcher (NPL champion in 2006 and 2010). Need 2 2litre carbonated drinks bottles per rocket. Cereal card, A4 card, 40-50g clay/plasticene and sellotape. Goof to have some balloons and hand/stomp rockets for the talk. Good to have stopwatches and a wheel for measuring distance. Bottle about 25% full of water then pumped to 60-80 psi with air to launch. Takes virtually a full day. Safety: Stand behind Wear safety glasses if near (e.g. doing the pumping) Plenty of distance for launch (can go 200m) NEVER use very old bottles, especially if been out in the sun as they can go brittle NEVER use still drinks bottles, they are not rated for pressure. Sparkling bottles are rated to around 200 psi so have a big safety margin. Could consider earplugs too but not really necessary
Telescope kits belong to Mr Egles so borrow from him. Start with just large objective lens, tubes, transparent “screen” paper over end to find focus (near light on lighthouse, distant trees outside). Add small eyepiece lens and use to focus on near and far objects, notice image is upside down, try to read a book from across the classroom. Safety: NEVER look at sun