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The document discusses Natalie Ferrara's plan to transition her classroom (Classroom 1.0) into a more technology-integrated classroom (Classroom 2.0). She will implement new technologies gradually, starting with small changes like using PowerPoint for instruction and Excel for data visualization. Going forward, she hopes to facilitate international collaboration projects for subjects like culture and weather. She also wants students to start blogging about readings and commenting on each other's posts. Ultimately, Natalie aims to provide students engaging technology-rich learning experiences through mediums like podcasts.
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Automatic tempearture controlled fan
Here is a circuit through which the
speed of a fan can be linearly controlled
automatically, depending
on the room temperature. The circuit is
highly efficient as it uses thyristors for
power control. Alternatively, the same
circuit can be used for automatic temperature
controlled AC power control.
In this circuit, the temperature sensor
used is an NTC thermistor, i.e. one having
a negative temperature coefficient. The
value of thermistor resistance at 25°C is
about 1 kilo-ohm.
Op-amp A1 essentially works as
I to V (current-to-voltage) converter
and converts temperature variations
into voltage variations. To amplify
the change in voltage due to change in
temperature, instrumentation amplifier
formed by op-amps A2, A3 and A4
is used. Resistor R2 and zener diode
D1 combination is used for generating
reference voltage as we want to amplify
only change in voltage due to the
change in temperature.
Op-amp μA741 (IC2) works as a
comparator. One input to the comparator
is the output from the instrumentation
amplifier while the other input
is the stepped down, rectified and
suitably attenuated sample of AC voltage.
This is a negative going pulsating
DC voltage. It will be observed that
with increase in temperature, pin 2 of
IC2 goes more and more negative and
hence the width of the positive going
output pulses (at pin 6) increases linearly
with the temperature. Thus IC2
functions as a pulse width modulator
in this circuit. The output from the
comparator is coupled to an optocoupler,
which in turn controls the AC
power delivered to fan (load).
The circuit has a high sensitivity and
the output RMS voltage (across load) can
be varied from 120V to 230V (for a temp.
range of 22°C to 36°C), and hence wide
variations in speed are available. Also
note that speed varies linearly and not
in steps. Besides, since an optocoupler is
used, the control circuit is fully isolated
from power circuit, thus providing added
safety. Note that for any given temperature
the speed of fan (i.e. voltage across
load) can be adjusted to a desired value
by adjusting potmeters VR1 and VR2
appropriately.
Potmeter VR1 should he initially kept
in its mid position to realise a gain of approximately
40 from the instrumentation
amplifier. It may be subsequently trimmed
slightly to obtain linear variation of the
fan speed.
Temperature Based Fan Controller
Temperature Based Fan Controller can be used for reducing the power consumption & also to assist people who are disabled and are unable to control the speed of fan.It may also be used for monitoring changes in environment.
Body Temperature Regulation
The document discusses body temperature regulation in humans. It notes that core body temperature normally fluctuates about 1 degree Celsius daily and is lowest in the morning and highest in the late evening. It also outlines the various mechanisms the body uses to regulate temperature, including heat production and loss processes like radiation, conduction, convection, evaporation, and sweating.
Temperature Controlled Fan Report
This document describes a temperature controlled fan project. It contains a block diagram showing the main components: an 8051 microcontroller, temperature sensor, ADC, motor driver, fan motor, and 7-segment displays. It also provides details on the working, which involves measuring temperature, displaying it on the 7-segment displays, and varying the fan speed based on the temperature using PWM. Simulation results and hardware implementation snapshots are included. The project aims to automatically control fan speed based on sensed temperature.
Temperature based speed control of fan
This document describes a temperature controlled fan speed controller circuit. The circuit uses an LM35 temperature sensor to monitor temperature. It sends the analog temperature reading to an ADC which converts it to a digital signal for a microcontroller. The microcontroller compares the temperature to set limits and controls the speed of a DC fan motor using PWM to vary the duty cycle and fan speed. It aims to efficiently cool components by increasing fan speed as temperature rises and decreasing it as temperature falls.
Process Instrumentation & Control
Introduction to electrical circuit theory and process instrumentation and control as it applies to the day to day operation in a Chemical plants.
Internet of Things
The document describes various smart and connected devices for homes and consumers. It provides examples of Internet of Things devices such as a smart fork that monitors eating habits, a smart cup that tracks liquid consumption, and a smart toothbrush that engages users in their oral hygiene routine. It also lists devices for other activities like gardening, sports training, home security, pet care, and more that connect to smartphones and the Internet to provide remote access and data collection. The devices demonstrate how almost any everyday object can be made smart and integrated into the growing Internet of Things ecosystem.
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This document summarizes a webinar on transformative technology integration in education. The webinar goals were to understand the purpose of technology integration, explore examples through the SAMR framework, and introduce Web 2.0 tools. Attendees participated in polling, discussions in breakout groups, and reflected on how the session might impact their thinking about creating engaging learning environments with technology. Presenter contact information and opportunities for continued connection were provided.
Developing Research Questions
The document provides guidance for writing a graduate paper on the topic of technology use in colleges and universities. It suggests making the topic more specific and developing sub-questions to address the main research question. Keywords are identified from the questions and searched individually and in combinations on Google Scholar to find relevant articles. Other research resources mentioned include the university library catalog and databases, as well as interviews and online sources.
Technology in Education
This document discusses three articles about using technology to enhance learning in the classroom. It summarizes that effective technology use in the classroom involves:
1) Setting up computers, networks, and projection systems to allow instructors to demonstrate lessons and show websites.
2) Teachers preparing lessons that incorporate technology to interact with students and help them learn.
3) Students having access to computers and networks in the classroom to actively participate and interact.
Technology in Education
This document discusses three articles about using technology to enhance learning in the classroom. It summarizes that effective technology use in the classroom involves:
1) Setting up computers, networks, and projection systems to allow instructors to demonstrate lessons and materials.
2) Teachers preparing lessons that incorporate technology to interact with students and help them learn.
3) Students having access to computers and networks during class to encourage participation and hands-on learning.
PowerPoint: Technology in Education
This document discusses three articles about using technology to enhance learning in the classroom. It summarizes that effective technology use in the classroom involves:
1) Setting up computers, networks, and projection systems to allow instructors to demonstrate lessons and materials.
2) Teachers preparing lessons that incorporate technology to interact with students and help them learn.
3) Students having access to computers and networks during class to encourage participation and hands-on learning.
technology user instruction
Sildes for LS 408 User Instruction class at GSLIS at Simmons College, Spring 2008, Instructor: Piroli.
H800 tTMA03
The document discusses the use of two digital technologies - blogging and thought sharing applications - for teaching and learning. It provides details on how the technologies will be implemented in lessons with secondary school students. Blogging will be used to have students reflect on and summarize course content. Thought sharing applications will be used for students to share ideas before, during and after lessons to develop their understanding. Potential barriers like accessibility and cultural diversity will be addressed. Both individual and collaborative learning are seen as useful, but using both is most effective for understanding.
Educational technology
The document discusses three articles about using technology in the classroom to enhance learning. The first article talks about optimal classroom setups that allow instructors to integrate technology into their lessons. The second article examines how youth are leading technology use and initiatives like instant messaging in tutoring can boost interaction. The third article notes that teachers must develop various computer and online skills to keep education relevant as technology rapidly advances. Overall, the document emphasizes that incorporating engaging technology strategies can help students learn better in today's digital world.
TPACK powerpoint
This document reflects on a student's learning about the TPACK framework for effectively integrating technology, pedagogy, and content knowledge in teaching. Through their education course, the student has realized that while technology can help or hinder learning, it must be carefully balanced with pedagogical and content considerations. Examples are provided of both effective and ineffective uses of technology in the classroom, and the student's own TPACK diagram evaluates their developing knowledge across the three domains.
Eileen Whittle Final project instructional technology
The document discusses the integration of technology in education. It notes that students expect interactive classrooms where they can engage in tools like web 2.0 and project-based learning. It also discusses how one's experience with technology impacts how they use it, with digital immigrants taking more time to learn new tools. Teachers need to understand how digital native students view technology in learning.
Computer Technology In The Classroom
This document discusses three controversies around educational technology:
1. It describes introducing technology into classrooms as an "invading species" and discusses teachers' resistance to changes in practice.
2. It examines gender differences in computer use, finding historical gaps that have narrowed but teacher attitudes and confidence remaining an issue.
3. A study of teachers given laptops for every student found mixed adoption of the technology into lessons and a need for teacher collaboration on technology integration.
Week 5 Reflections
The document discusses a course the author took on technology in education. The author achieved the outcomes they envisioned, which were to become more proficient in technology and learn about current tools. However, the extensive discussion board requirements prevented deeper engagement with course materials. The author gained confidence in their technology and leadership skills but felt overwhelmed by the workload. Blogs can effectively communicate with stakeholders but require safeguards around student privacy and information credibility.
Technology philosophy
Technology integrated classrooms use the latest technology such as interactive whiteboards, iPads, and document cameras to convey mathematics concepts. This aids student learning by moving away from traditional lecture and note-taking. Technology helps students visualize concepts better than drawings on a whiteboard. However, overreliance on calculators can cause students to forget manual methods. The author wants students to understand when technology is appropriate versus relying on basic skills, and to identify the best problem-solving method for different situations.
Tech
The document discusses the benefits of integrating technology into math instruction. It argues that technology allows students to make and test conjectures and work at higher levels of abstraction. It notes that technology skills will be important for students' future careers. The document provides examples of how different technologies like podcasts, GPS, art software, and online collaboration can be used to enhance math learning and engage students. It emphasizes that technology should not replace the teacher but rather be used to enhance students' mathematical thinking.
Technology Use Vs Technology Integration
This document discusses the difference between technology use and technology integration in education. Technology use involves employing technology as a resource in the classroom, but it is not meaningfully integrated into lesson plans. Technology integration refers to using technology to actively engage students in learning core subject content through activities like using software to collaborate on presentations. The document advocates for technology integration over mere use, as integration supports constructive, authentic, cooperative learning when students apply technology to real-world tasks.
Power Up Review
This document provides information about a unit on geometry in art that incorporates various assessments and technology integration. The unit focuses on identifying geometric relationships in art, architecture, and nature. Students will research an assigned area, present their findings to the class via a wiki, and create a quiz over their topic. Assessments include pre/post-tests, quizzes, observations of student presentations and discussions. Technology like PowerPoint, blogs, and online concept maps are used to support student learning and demonstrate understanding of geometric relationships.
Technology in the classroom
The document discusses three articles about incorporating technology into classrooms, with a focus on social networking sites. One article describes classroom management software that allows teachers to monitor student computer usage. Another addresses how schools can utilize social networking's benefits while enforcing usage policies. The last discusses a national education plan that emphasizes using everyday technologies like social networking to spark student engagement and learning.
Needs assessment results
The needs assessment survey of teachers at South Terrebonne High School found that:
1) 32 out of 41 teachers responded, with some skipping questions,
2) Teachers were most interested in training on interactive whiteboards and student response systems, though few have access to these, and
3) Most teachers were not satisfied with technology availability and would prefer professional development on staff development days, but none were scheduled for the rest of the year.
Technologyusevsintegration[1]
The document discusses the difference between technology use and technology integration in education. The presenter argues that there is no difference, as any use of technology in the classroom to support learning becomes integrated into the curriculum. Several examples are provided to support this view, such as using tools like blogs, interactive whiteboards, and the internet to enhance student assignments and studies. It is concluded that if a technology tool helps students succeed, it has become an integrated part of the classroom.
Technology+Use+Vs+Integration+[1]
The document discusses the difference between technology use and technology integration in education. The presenter argues that there is no difference, as any use of technology in the classroom to support learning becomes integrated into the curriculum. Several examples are provided to support this view, such as using concept mapping tools to study, classroom blogging, interactive whiteboards, and accessing the internet for research projects. It is concluded that if a technology tool helps students succeed in their work, it has become an integrated part of the classroom.
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