Students will conduct a scientific investigation exploring the chemical reaction between baking soda and vinegar. They will observe and document the reaction through experiments like making rockets out of plastic bottles or blowing up balloons. Students will keep individual journals of the process and collaboratively create a digital documentary presenting their findings. The lesson incorporates standards around scientific inquiry, communication, and applying chemistry concepts to everyday activities like baking and cleaning.
This is a lecture focused on differentiating the traditional curriculum and the inquiry-based approach in laboratory teaching.
This talk was delivered in the plenary session of the Regional Science Competency, Instructional Empowerment, and Capability Enhancement (SCIENCE) Training (Series I) at DMMMSU-SLUC, Agoo, La Union, sponsored by the DEpED Division of La Union, Provincial Government of La Union, Municipality of Agoo, DMMMSU-SLUC College of Graduate Studies and College of Arts and Sciences.
The document describes ScienceDemo, a program that allows LSU science students to earn extra credit by sharing science demonstrations with K-12 students. Students can choose from various demos, coordinate with a school, practice their presentation, and check out a demo kit. The 12-step process provides tips for effective demonstrations, including preparing thoroughly, practicing safety, engaging students, and getting feedback. The goal is for LSU students to improve their skills while inspiring younger students about science.
Science plays an important role in our lives through various means such as sports, medicine, music, movies and communication. It is very significant for our lives. The document asks if the reader enjoys science.
1) The purpose of the experiment was to observe how energy transforms from one form to another.
2) The hypothesis was that the baking soda and vinegar would produce a chemical reaction, releasing carbon dioxide gas that would provide thrust to launch the rocket.
3) The first two trials failed to launch the rocket but the third trial, using more vinegar, was successful as the chemical reaction produced enough thrust to overcome gravity and launch the rocket into the air.
The student conducted an experiment to observe the energy transformations from a vinegar and baking soda powered rocket. In the first two attempts, the rocket either was screwed on too tightly or loosely to the launch pad and did not launch properly. However, on the third attempt when it was screwed on with the right amount of tightness, the rocket launched high into the air as hypothesized. When the vinegar and baking soda mixed, a chemical reaction produced carbon dioxide gas that provided thrust to convert the chemical energy into kinetic energy to launch the rocket upwards, until gravitational energy pulled it back down.
The document provides information and guidelines for students participating in the Swansfield Elementary School Science Fair, which will have a green theme. It outlines an 8-step process for developing a science fair project: 1) selecting a topic, 2) asking a question, 3) finding information, 4) making a hypothesis, 5) planning an experiment, 6) completing the experiment and collecting data, 7) writing a conclusion, and 8) creating a display. Students are encouraged to choose green-themed topics related to areas like recycling, energy conservation, and habitat restoration. The science fair will be held on May 23rd, where students will explain their projects to families.
This is a lecture focused on differentiating the traditional curriculum and the inquiry-based approach in laboratory teaching.
This talk was delivered in the plenary session of the Regional Science Competency, Instructional Empowerment, and Capability Enhancement (SCIENCE) Training (Series I) at DMMMSU-SLUC, Agoo, La Union, sponsored by the DEpED Division of La Union, Provincial Government of La Union, Municipality of Agoo, DMMMSU-SLUC College of Graduate Studies and College of Arts and Sciences.
The document describes ScienceDemo, a program that allows LSU science students to earn extra credit by sharing science demonstrations with K-12 students. Students can choose from various demos, coordinate with a school, practice their presentation, and check out a demo kit. The 12-step process provides tips for effective demonstrations, including preparing thoroughly, practicing safety, engaging students, and getting feedback. The goal is for LSU students to improve their skills while inspiring younger students about science.
Science plays an important role in our lives through various means such as sports, medicine, music, movies and communication. It is very significant for our lives. The document asks if the reader enjoys science.
1) The purpose of the experiment was to observe how energy transforms from one form to another.
2) The hypothesis was that the baking soda and vinegar would produce a chemical reaction, releasing carbon dioxide gas that would provide thrust to launch the rocket.
3) The first two trials failed to launch the rocket but the third trial, using more vinegar, was successful as the chemical reaction produced enough thrust to overcome gravity and launch the rocket into the air.
The student conducted an experiment to observe the energy transformations from a vinegar and baking soda powered rocket. In the first two attempts, the rocket either was screwed on too tightly or loosely to the launch pad and did not launch properly. However, on the third attempt when it was screwed on with the right amount of tightness, the rocket launched high into the air as hypothesized. When the vinegar and baking soda mixed, a chemical reaction produced carbon dioxide gas that provided thrust to convert the chemical energy into kinetic energy to launch the rocket upwards, until gravitational energy pulled it back down.
The document provides information and guidelines for students participating in the Swansfield Elementary School Science Fair, which will have a green theme. It outlines an 8-step process for developing a science fair project: 1) selecting a topic, 2) asking a question, 3) finding information, 4) making a hypothesis, 5) planning an experiment, 6) completing the experiment and collecting data, 7) writing a conclusion, and 8) creating a display. Students are encouraged to choose green-themed topics related to areas like recycling, energy conservation, and habitat restoration. The science fair will be held on May 23rd, where students will explain their projects to families.
The document provides requirements and guidelines for students participating in the science fair. It outlines that students must submit a notebook, display board, and multimedia presentation. The notebook sections include an introduction, lab report on the experiment, research, bibliography, and technology component. The display board should visually present the title, data/graphics, problem, hypothesis, procedure, results, and conclusions. Important due dates are provided.
The teacher reviewed classroom norms and objectives. Students then participated in activities to practice differentiating between inquiry and research, and to discuss the importance of research in daily life. They were asked to invent helpful devices, share ideas about research, and present how research affects society. The teacher emphasized that research is an active learning process that develops critical thinking. It is important as it builds knowledge, helps understand issues, and aids business. Research also helps prove truths and find opportunities.
This document provides information about science fair projects for students. It discusses that science fair projects involve asking a scientific question and conducting an experiment to answer it. The process teaches students real-world skills like critical thinking, organization, and presentation abilities. Successful science fair projects require partnership between students, teachers, and parents. Students must follow the scientific method, which includes asking a question, researching background information, developing a hypothesis, experimentation, analyzing data, and drawing a conclusion. The document outlines the categories of projects, tips for choosing good topics, and important dates for upcoming science fairs.
Why is P.E.E.L the Barry Crier of Education?DKMead
The document discusses PEEL (Project for Enhancing Effective Learning), an educational approach founded in 1985 by teachers concerned about passive student learning. PEEL promotes more active, independent, and reflective learning through classroom approaches that stimulate intellectual engagement and metacognition. It provides a list of teacher concerns about student learning and good learning behaviors. PEEL principles encourage sharing control over learning with students and using diverse teaching procedures to promote quality learning and metacognition.
This document outlines a cross-school collaboration project where students from two elementary schools work together in partnerships to conduct science experiments online. The project involves students researching topics, planning experiments through video chats, conducting experiments simultaneously and comparing results to deepen understanding of science concepts and the nature of science. Students document the process using blogs, data collection, graphs and digital stories to share their learning.
This document outlines a cross-school collaboration project where students from two elementary schools work together in partnerships to conduct science experiments online. The project involves students researching topics, planning experiments through video chats, conducting experiments simultaneously and comparing results to explore scientific concepts and the nature of science. Students document their work in blogs and create a digital story to share their findings. The goal is for students to develop collaboration skills while deepening their understanding of science.
This is the 8th in a series of 15 webinar modules reference material for Pedagogical Content Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines.
This document outlines the key information for a 1oESO science course. It includes the six units that will be covered: A Small Blue Planet in the Endless Space; Are We Similar to Animals?; Inmobile, but Alive; Microbes Everywhere!!; The Earth Around Us: Geosphere Atmosphere and Hydrosphere; and Everything Is Made of Energy. It details the required materials, assessment criteria based on MYP standards, laboratory expectations and safety rules, and classroom rules. Consequences for breaking rules include point deductions, detention, and loss of credit for exams involving cheating.
This document outlines the curriculum, materials, assessments, labs, and rules for a 2nd year Natural Science class. The curriculum includes 6 units covering topics like nutrition, interaction and reproduction, the Earth's energy, and motion and force. Students will need a notebook, laptop, and lab coat. Assessment will be continuous and include exams, projects, lab activities, online tests, and classroom participation. Labs will take place weekly and lab reports are a major part of the grade. The class will follow MYP assessment criteria around knowledge, inquiry, processing, and impacts of science. Materials include an online textbook and notes. Classroom rules emphasize participation, organization, and respect. Infractions will result in lost points or detention.
Here are the key components of a science fair report:
- Title Page
- Abstract
- Introduction/Background
- Hypothesis
- Materials and Methods
- Results
- Discussion/Analysis
- Conclusion
- Bibliography
The report should clearly explain the purpose, methods, results and conclusions of the experiment in a logical, organized manner. Tables, graphs and images can be included to effectively convey results. Proper citations and a bibliography are also important components. Taking time to proofread and format the report professionally will help maximize the overall score.
The document summarizes a teacher's lesson plan on research and inquiry. The teacher begins with an energizer activity where students draw inventions. They then discuss the nature of inquiry and research through group presentations. Students analyze the difference between inquiry and research, noting they both involve investigation but research requires additional stages. The lesson emphasizes the importance of research in daily life for building knowledge, understanding issues, and aiding business. Students generalize their learning by differentiating inquiry from research and discussing how research improves daily life.
This document outlines a web quest for grade 6 students about great explorers. It introduces students to various explorers through reading biographies and creating timelines. Students work in pairs to research an explorer using provided websites. They then create a presentation and biography about their explorer. The web quest aims to improve students' writing, speaking, and collaboration skills while teaching them about explorers. It guides students through research, planning, writing, and reflection phases. Upon completing the project, students will have learned about the lives and accomplishments of famous explorers.
The document summarizes the scientific method, which is a logical and organized process used by scientists to investigate phenomena and acquire new knowledge. It involves five basic steps: 1) making an observation, 2) developing a hypothesis, 3) conducting an experiment to test the hypothesis, 4) analyzing the results, and 5) drawing a conclusion. An example is provided of using this method to investigate which conditions cause Alka-Seltzer tablets to dissolve the fastest. Key aspects of experiments are also defined, such as variables, controls, and the difference between a hypothesis and a scientific theory.
The document outlines the scientific method, which is a process used by scientists to investigate natural phenomena through observation, experimentation, and reasoning. It involves formulating a question, conducting research, developing a hypothesis, designing experiments to test the hypothesis, analyzing data, drawing conclusions, and communicating results. The goal of science is to understand the natural world by using evidence-based explanations and predictions. The scientific method aims to provide orderly and systematic processes for gathering empirical evidence to develop and test hypotheses.
The document discusses two models for effective science learning: the 3-element learning cycle from 1962 and the 5E learning model from 1987. The 3-element cycle includes exploration, concept introduction, and concept application. The 5E model promotes active learning through 5 phases - engage, explore, explain, elaborate, and evaluate. It is most effective for new concepts over 2-3 weeks, allowing a complete learning cycle for each phase.
EDUCARNIVAL 2016 at IIT DELHI - Presentation by Anuradha MathurEduexcellence
This document provides suggestions for developing effective lesson plans. It discusses the need to change traditional teaching methods to account for differences in today's students and environment. It emphasizes using a variety of methodologies, understanding each student, and focusing on informal, exploratory, and backward-designed lessons. Key aspects include identifying learning objectives, choosing appropriate content and activities, continuously assessing students, and involving students in teaching each other.
Problem-based learning promotes guidance for teachers and education on how to apply effectively in their field of teaching problem based teaching and learning
This document provides instructions for students participating in a science fair. It outlines the required elements for the display board [1] and encourages parents to assist their children while maintaining a supportive role [2]. Students are expected to follow a specific order for the scientific method slides and can make their presentations unique [3]. The science fair is intended to be fun and help prepare students for standardized testing [4].
The document discusses planning lessons and pacing instruction over an academic year. It provides guidance on creating a lesson plan calendar, estimating time needed for units, and including brain-based principles in lesson planning. The 7-stage model of brain-based learning is also introduced, with examples of strategies for each stage like preparing students, immersing them in new content, providing time for reflection, and celebrating learning. Primacy-recency effect and breaking lessons into shorter periods are also addressed to maximize student retention.
You will be creating an online information point about special diets for your final major project. This will involve investigating different restricted diets, designing recipes, testing dishes, and evaluating your work. You must follow all deadlines and show your work in progress to receive feedback. The goal is to inform others about special diets and provide recipe suggestions. You will be assessed on a modified MYP rubric focusing on the design process.
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
The document provides requirements and guidelines for students participating in the science fair. It outlines that students must submit a notebook, display board, and multimedia presentation. The notebook sections include an introduction, lab report on the experiment, research, bibliography, and technology component. The display board should visually present the title, data/graphics, problem, hypothesis, procedure, results, and conclusions. Important due dates are provided.
The teacher reviewed classroom norms and objectives. Students then participated in activities to practice differentiating between inquiry and research, and to discuss the importance of research in daily life. They were asked to invent helpful devices, share ideas about research, and present how research affects society. The teacher emphasized that research is an active learning process that develops critical thinking. It is important as it builds knowledge, helps understand issues, and aids business. Research also helps prove truths and find opportunities.
This document provides information about science fair projects for students. It discusses that science fair projects involve asking a scientific question and conducting an experiment to answer it. The process teaches students real-world skills like critical thinking, organization, and presentation abilities. Successful science fair projects require partnership between students, teachers, and parents. Students must follow the scientific method, which includes asking a question, researching background information, developing a hypothesis, experimentation, analyzing data, and drawing a conclusion. The document outlines the categories of projects, tips for choosing good topics, and important dates for upcoming science fairs.
Why is P.E.E.L the Barry Crier of Education?DKMead
The document discusses PEEL (Project for Enhancing Effective Learning), an educational approach founded in 1985 by teachers concerned about passive student learning. PEEL promotes more active, independent, and reflective learning through classroom approaches that stimulate intellectual engagement and metacognition. It provides a list of teacher concerns about student learning and good learning behaviors. PEEL principles encourage sharing control over learning with students and using diverse teaching procedures to promote quality learning and metacognition.
This document outlines a cross-school collaboration project where students from two elementary schools work together in partnerships to conduct science experiments online. The project involves students researching topics, planning experiments through video chats, conducting experiments simultaneously and comparing results to deepen understanding of science concepts and the nature of science. Students document the process using blogs, data collection, graphs and digital stories to share their learning.
This document outlines a cross-school collaboration project where students from two elementary schools work together in partnerships to conduct science experiments online. The project involves students researching topics, planning experiments through video chats, conducting experiments simultaneously and comparing results to explore scientific concepts and the nature of science. Students document their work in blogs and create a digital story to share their findings. The goal is for students to develop collaboration skills while deepening their understanding of science.
This is the 8th in a series of 15 webinar modules reference material for Pedagogical Content Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines.
This document outlines the key information for a 1oESO science course. It includes the six units that will be covered: A Small Blue Planet in the Endless Space; Are We Similar to Animals?; Inmobile, but Alive; Microbes Everywhere!!; The Earth Around Us: Geosphere Atmosphere and Hydrosphere; and Everything Is Made of Energy. It details the required materials, assessment criteria based on MYP standards, laboratory expectations and safety rules, and classroom rules. Consequences for breaking rules include point deductions, detention, and loss of credit for exams involving cheating.
This document outlines the curriculum, materials, assessments, labs, and rules for a 2nd year Natural Science class. The curriculum includes 6 units covering topics like nutrition, interaction and reproduction, the Earth's energy, and motion and force. Students will need a notebook, laptop, and lab coat. Assessment will be continuous and include exams, projects, lab activities, online tests, and classroom participation. Labs will take place weekly and lab reports are a major part of the grade. The class will follow MYP assessment criteria around knowledge, inquiry, processing, and impacts of science. Materials include an online textbook and notes. Classroom rules emphasize participation, organization, and respect. Infractions will result in lost points or detention.
Here are the key components of a science fair report:
- Title Page
- Abstract
- Introduction/Background
- Hypothesis
- Materials and Methods
- Results
- Discussion/Analysis
- Conclusion
- Bibliography
The report should clearly explain the purpose, methods, results and conclusions of the experiment in a logical, organized manner. Tables, graphs and images can be included to effectively convey results. Proper citations and a bibliography are also important components. Taking time to proofread and format the report professionally will help maximize the overall score.
The document summarizes a teacher's lesson plan on research and inquiry. The teacher begins with an energizer activity where students draw inventions. They then discuss the nature of inquiry and research through group presentations. Students analyze the difference between inquiry and research, noting they both involve investigation but research requires additional stages. The lesson emphasizes the importance of research in daily life for building knowledge, understanding issues, and aiding business. Students generalize their learning by differentiating inquiry from research and discussing how research improves daily life.
This document outlines a web quest for grade 6 students about great explorers. It introduces students to various explorers through reading biographies and creating timelines. Students work in pairs to research an explorer using provided websites. They then create a presentation and biography about their explorer. The web quest aims to improve students' writing, speaking, and collaboration skills while teaching them about explorers. It guides students through research, planning, writing, and reflection phases. Upon completing the project, students will have learned about the lives and accomplishments of famous explorers.
The document summarizes the scientific method, which is a logical and organized process used by scientists to investigate phenomena and acquire new knowledge. It involves five basic steps: 1) making an observation, 2) developing a hypothesis, 3) conducting an experiment to test the hypothesis, 4) analyzing the results, and 5) drawing a conclusion. An example is provided of using this method to investigate which conditions cause Alka-Seltzer tablets to dissolve the fastest. Key aspects of experiments are also defined, such as variables, controls, and the difference between a hypothesis and a scientific theory.
The document outlines the scientific method, which is a process used by scientists to investigate natural phenomena through observation, experimentation, and reasoning. It involves formulating a question, conducting research, developing a hypothesis, designing experiments to test the hypothesis, analyzing data, drawing conclusions, and communicating results. The goal of science is to understand the natural world by using evidence-based explanations and predictions. The scientific method aims to provide orderly and systematic processes for gathering empirical evidence to develop and test hypotheses.
The document discusses two models for effective science learning: the 3-element learning cycle from 1962 and the 5E learning model from 1987. The 3-element cycle includes exploration, concept introduction, and concept application. The 5E model promotes active learning through 5 phases - engage, explore, explain, elaborate, and evaluate. It is most effective for new concepts over 2-3 weeks, allowing a complete learning cycle for each phase.
EDUCARNIVAL 2016 at IIT DELHI - Presentation by Anuradha MathurEduexcellence
This document provides suggestions for developing effective lesson plans. It discusses the need to change traditional teaching methods to account for differences in today's students and environment. It emphasizes using a variety of methodologies, understanding each student, and focusing on informal, exploratory, and backward-designed lessons. Key aspects include identifying learning objectives, choosing appropriate content and activities, continuously assessing students, and involving students in teaching each other.
Problem-based learning promotes guidance for teachers and education on how to apply effectively in their field of teaching problem based teaching and learning
This document provides instructions for students participating in a science fair. It outlines the required elements for the display board [1] and encourages parents to assist their children while maintaining a supportive role [2]. Students are expected to follow a specific order for the scientific method slides and can make their presentations unique [3]. The science fair is intended to be fun and help prepare students for standardized testing [4].
The document discusses planning lessons and pacing instruction over an academic year. It provides guidance on creating a lesson plan calendar, estimating time needed for units, and including brain-based principles in lesson planning. The 7-stage model of brain-based learning is also introduced, with examples of strategies for each stage like preparing students, immersing them in new content, providing time for reflection, and celebrating learning. Primacy-recency effect and breaking lessons into shorter periods are also addressed to maximize student retention.
You will be creating an online information point about special diets for your final major project. This will involve investigating different restricted diets, designing recipes, testing dishes, and evaluating your work. You must follow all deadlines and show your work in progress to receive feedback. The goal is to inform others about special diets and provide recipe suggestions. You will be assessed on a modified MYP rubric focusing on the design process.
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
GraphSummit Singapore | The Art of the Possible with Graph - Q2 2024Neo4j
Neha Bajwa, Vice President of Product Marketing, Neo4j
Join us as we explore breakthrough innovations enabled by interconnected data and AI. Discover firsthand how organizations use relationships in data to uncover contextual insights and solve our most pressing challenges – from optimizing supply chains, detecting fraud, and improving customer experiences to accelerating drug discoveries.
Maruthi Prithivirajan, Head of ASEAN & IN Solution Architecture, Neo4j
Get an inside look at the latest Neo4j innovations that enable relationship-driven intelligence at scale. Learn more about the newest cloud integrations and product enhancements that make Neo4j an essential choice for developers building apps with interconnected data and generative AI.
Encryption in Microsoft 365 - ExpertsLive Netherlands 2024Albert Hoitingh
In this session I delve into the encryption technology used in Microsoft 365 and Microsoft Purview. Including the concepts of Customer Key and Double Key Encryption.
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
zkStudyClub - Reef: Fast Succinct Non-Interactive Zero-Knowledge Regex ProofsAlex Pruden
This paper presents Reef, a system for generating publicly verifiable succinct non-interactive zero-knowledge proofs that a committed document matches or does not match a regular expression. We describe applications such as proving the strength of passwords, the provenance of email despite redactions, the validity of oblivious DNS queries, and the existence of mutations in DNA. Reef supports the Perl Compatible Regular Expression syntax, including wildcards, alternation, ranges, capture groups, Kleene star, negations, and lookarounds. Reef introduces a new type of automata, Skipping Alternating Finite Automata (SAFA), that skips irrelevant parts of a document when producing proofs without undermining soundness, and instantiates SAFA with a lookup argument. Our experimental evaluation confirms that Reef can generate proofs for documents with 32M characters; the proofs are small and cheap to verify (under a second).
Paper: https://eprint.iacr.org/2023/1886
How to Get CNIC Information System with Paksim Ga.pptxdanishmna97
Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
Dr. Sean Tan, Head of Data Science, Changi Airport Group
Discover how Changi Airport Group (CAG) leverages graph technologies and generative AI to revolutionize their search capabilities. This session delves into the unique search needs of CAG’s diverse passengers and customers, showcasing how graph data structures enhance the accuracy and relevance of AI-generated search results, mitigating the risk of “hallucinations” and improving the overall customer journey.
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
Enchancing adoption of Open Source Libraries. A case study on Albumentations.AIVladimir Iglovikov, Ph.D.
Presented by Vladimir Iglovikov:
- https://www.linkedin.com/in/iglovikov/
- https://x.com/viglovikov
- https://www.instagram.com/ternaus/
This presentation delves into the journey of Albumentations.ai, a highly successful open-source library for data augmentation.
Created out of a necessity for superior performance in Kaggle competitions, Albumentations has grown to become a widely used tool among data scientists and machine learning practitioners.
This case study covers various aspects, including:
People: The contributors and community that have supported Albumentations.
Metrics: The success indicators such as downloads, daily active users, GitHub stars, and financial contributions.
Challenges: The hurdles in monetizing open-source projects and measuring user engagement.
Development Practices: Best practices for creating, maintaining, and scaling open-source libraries, including code hygiene, CI/CD, and fast iteration.
Community Building: Strategies for making adoption easy, iterating quickly, and fostering a vibrant, engaged community.
Marketing: Both online and offline marketing tactics, focusing on real, impactful interactions and collaborations.
Mental Health: Maintaining balance and not feeling pressured by user demands.
Key insights include the importance of automation, making the adoption process seamless, and leveraging offline interactions for marketing. The presentation also emphasizes the need for continuous small improvements and building a friendly, inclusive community that contributes to the project's growth.
Vladimir Iglovikov brings his extensive experience as a Kaggle Grandmaster, ex-Staff ML Engineer at Lyft, sharing valuable lessons and practical advice for anyone looking to enhance the adoption of their open-source projects.
Explore more about Albumentations and join the community at:
GitHub: https://github.com/albumentations-team/albumentations
Website: https://albumentations.ai/
LinkedIn: https://www.linkedin.com/company/100504475
Twitter: https://x.com/albumentations
Essentials of Automations: The Art of Triggers and Actions in FMESafe Software
In this second installment of our Essentials of Automations webinar series, we’ll explore the landscape of triggers and actions, guiding you through the nuances of authoring and adapting workspaces for seamless automations. Gain an understanding of the full spectrum of triggers and actions available in FME, empowering you to enhance your workspaces for efficient automation.
We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdfPaige Cruz
Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
While the dev and ops silo continues to crumble….many organizations still relegate monitoring & observability as the purview of ops, infra and SRE teams. This is a mistake - achieving a highly observable system requires collaboration up and down the stack.
I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
GraphSummit Singapore | The Future of Agility: Supercharging Digital Transfor...Neo4j
Leonard Jayamohan, Partner & Generative AI Lead, Deloitte
This keynote will reveal how Deloitte leverages Neo4j’s graph power for groundbreaking digital twin solutions, achieving a staggering 100x performance boost. Discover the essential role knowledge graphs play in successful generative AI implementations. Plus, get an exclusive look at an innovative Neo4j + Generative AI solution Deloitte is developing in-house.
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
2. Students will explore acids and bases through
experimentation, observation, predictions and questioning to describe
observable chemical changes of matter through kitchen chemistry with
baking soda and vinegar.
3. • State Standard
• Fourth Grade Nature of Science
• Indicator 2: Apply the skills necessary to
conduct scientific investigation.
• Common Core
• Writing Standard Grade 4
• 3: Write narratives to develop real or
imagined experiences or events using
effective techniques descriptive details, and
clear event sequences.
• ISTE NETS
• 2. Communication and Collaboration
• d. Contribute to project teams to produce
original works or solve problems.
• 4. Critical Thinking, Problem Solving, and
Decision Making
• b. Plan and manage activities to develop a
solution or complete a project.
4. • Outcome
• Use scientific investigation to
question, predict, develop a plan, manage
data, make an evidence based conclusion, reflect
and apply to everyday activities. Share findings
through a digital documentary.
• Meaningful Learning
• Active – Plan and manipulate conditions of the
experiment to draw conclusions about the power
of chemical reactions.
• Cooperative – Work as a group to
document, explore, and explain the chemical
reaction.
• Authentic – Apply what learned to baking of quick
bread/cake and household cleaning.
• Activities & Final
Project
• Conduct an investigation to explore the power of
the chemical reaction between baking soda and
vinegar with a group. Keep an individual
scientific journal of the process on Spiderscribe.
Produce, as a group, a multimedia documentary
5. • Teacher
• Piece of cake or quick bread
• Safety Equipment (eye protection)
• Bar cookie pan/ plate/ foil pan
• Baking soda
• Vinegar
• 3 small cups
• Food coloring
• Medicine/eye dropper
• Medium & small clear glass
container
• 5 popcorn kernels
• Student
• Safety Equipment (eye protection)
• Small foil pan (per group)
• Medicine dropper (per group)
• Colored vinegar (3 colors per group)
• Baking soda
• Vinegar
• Funnels (2 for each balloon group)
• Tissue paper (for rocket groups)
• Variety of plastic shaped container
for each groups
• Balloons (for balloon groups)
• Other bases and acids as requested
• Art supplies as needed
• Items to clean with baking soda and
vinegar
• Baking supplies
• pH indicators if requested
6. • Teacher
• Spider Scribe
• Smartboard
• Student
• Spider Scribe
• Camera or video recorder
• Audio recording equipment
• Computer
• Microsoft Word or Google Docs
• Powerpoint, Prezi, slideshare
7. • Preparations
Try all experiments ahead of time.
Students should be familiar with the use on Spiderscribe and
scientific journaling.
Students should have working knowledge of
powerpoint, perzi, and/or slideshare.
Students should be familiar with a camera or video cameras.Preparations
Procedures
Assessments
Extensions
Web Links
8. • Procedures
Gain Attention –class activity
• Experiment 1: Spread baking soda on a plate. Have 2 to 4 small
cups of vinegar colored with different colors of food coloring. Drop
colored vinegar on to soda with a medicine or eye dropper and
watch the reaction.
What happens? Why does it happen? What does it look like? What
happens when the different colors touch? Is there any energy or power
in the reaction? How strong is it?
• Experiment 2: Fill glass with 1 cup of water. Place ¼ cup of vinegar
in the glass and stir. Add 1 teaspoon baking soda to the glass and
immediately toss in 5 kernels of popcorn. Popcorn will dance on
carbon dioxide bubbles. Experiment with different sized and shaped
glasses.
During class experiments model scientific journaling techniques using
Spiderscrib.
Use pretest to determine students prior knowledge. Introduce acids and
bases to class, exploring ideas of pH and chemical reactions.
Review safety guidelines when conducting an experiment, expectations
of group work and journaling procedures. Introduce final project
requirements.
Explain that it is a documentary of whole investigation that is to include
still images or video. Small groups should be assigned so that they can
discuss a plan of action to capture the investigation. Action report
should be presented to the teacher so that any questions or
clarifications maybe made prior to beginning experiment and to make
sure the appropriate equipment is available.
As a class discuss the question/problem/purpose of the experiment.
Introduce or assign any additional research information as required.
Break into small groups to complete either the rocket or balloon
experiment. Both experiments should be equally represented so that
the teams can collaborate on the experiments. Individual teams should
make predictions and formulate a plan of action including a supply list.
Preparations
Procedures
Assessments
Extensions
Web Links
9. • Small Group Experiments:
• Rockets
• Baking Soda, 16 oz. plastic bottle (and other bottle of various
sizes and shapes), Vinegar & Tissue Paper, eye protection,
outside location
• Fill the bottle with around an inch of vinegar. Pour some
baking soda into a piece of tissue paper. Place paper into
bottle and replace the cap. Shake bottle, place on ground
upside down standing on the cap, stand back. The pressure
will build up causing the bottle cap to pop off and the bottle
into the sky. Experiment with different quantities of vinegar
and baking soda and rotate the bottle so that the cap is up.
Document results.
• Balloons
• Baking Soda, Vinegar, plastic bottles (various sizes and
shapes), balloon, 2 funnels, eye protection, outside location
• Fill about 1/3 of bottle with vinegar using the first funnel.
Using the other dry funnel pour baking soda into your balloon
so that it is about ½ full. Cover the top of the bottle with the
balloon being careful not to dump soda into the vinegar
prematurely. When ready lift the balloon and let the baking
soda fall into the vinegar. Watch balloon expand and blow
up. Experiment with different sized balloons, bottles and
quantities of vinegar and baking soda. Document results.
Preparations
Procedures
Assessments
Extensions
Web Links
10. • Scientific Journal
• Components
• 1. Questions, Problem, Purpose
• What is a chemical reaction? How do you know a chemical reaction has taken
place?
• How much power does the chemical reaction between baking soda and vinegar
have? How can we measure it?
• What is baking soda and vinegar and why do they react?
• Can this reaction be useful to me personally?
• 2. Prediction
• Based on what I know now, what will happen and why when baking soda and
vinegar are mixed together? Does this reaction have enough power to make a
plastic bottle shoot into the sky or expand (blow up) a balloon?
• 3. Planning
• Create an action plan for beginning the experiment. Revisit as necessary and
adjust as new information becomes available.
• 4. Observations, Data, Graphs, Drawing, Video, Audio
• What did we do and how did we do it? Additional information, expanded and
interesting topics researched to help gather data.
• 5. Claims and Evidence
• Make an evidence based explanation regarding their investigation.
• What claim can we deduct from the investigation and what supporting evidence
did we find.
• 6. Conclusion
• What is our “final answer”?
• 7. Reflection
• Share with classmates, evaluate process, new questions, why is this important
to me?
Preparations
Procedures
Assessments
Extensions
Web Links
11. • Once the experiment is complete and data collected and put into
graphs, charts or drawings. Have the groups that did the same
experiment share their findings with each other and discuss
similarities and differences between the procedures and findings.
Claims and evidence should be recorded in their journals, as well
as, any discussion notes.
• As a large group discuss the investigations and what evidence the
small groups have found. Break into small groups to discuss
individual investigation conclusions.
• As a large group discuss individual conclusions and reflect on the
investigation, what was learned, how it applies to everyday life.
• Provide time to groups to review the investigation and create a
documentary of the experience using
powerpoint, perzi, slideshare, or other presentation format.
• Share presentations and have group answer questions from the
audience.
• As a large group discuss the usefulness of this investigation in daily
life. Make a plan to investigate further baking and/or cleaning with
baking soda and vinegar.
• Reflect as a large group on the whole experience of creating a
documentary.
Preparations
Procedures
Assessments
Extensions
Web Links
12. • Assessments
• Pre-Test
• What is an acid? What is a base? What happens when
the two are mixed together? Do you think that this
reaction could blow up a balloon or fuel a plastic bottle
rocket?
• Self Assessment of Group Participation
• Evaluate your participation in you group by answer the
following questions with: All of the time, Most of the
time, Some times or Not at all.
• Did you stay focused on the task and be counted on by
your fellow team members?
• Did you complete all your assigned tasks without
depending on others to do the work?
• Were you respectful during discussions, when asking
questions, and interacting with team members to
problem solve?
• Did you help in gathering information and sharing ideas
that match the group’s goal?
• Did you have a positive attitude about the project and
the work of others?
• Individual Assessment of Scientific Journal
• Are all the components of the journal clearly presented
in an organized and easy to understand format using
Spiderscribe.
• Group Assessment of Multimedia
Documentary of Investigation
• Presentation Rubric
Preparations
Procedures
Assessments
Extensions
Web Links
13. Presentation
Rubric
Beginning Developing Accomplished Exemplary
Introduction
Does not give any
information about what the
documentary is about or is
missing.
Gives very little information
about what documentary is
about.
Gives too much information
(summary)
Presents a concise lead-in
to the documentary.
Purpose/Problem
Does not address the
chemical reaction between
baking soda and vinegar.
Addresses a chemical
reaction that is unrelated to
baking soda and vinegar.
Addresses an issue
somewhat related to the
chemical reaction.
Addresses a real issue
directly related to the
chemical reaction
Procedure
Not sequential, most steps
are missing or are
confusing.
Some of the steps are
understandable, most are
confusing and lack detail.
Most of the steps are
understandable, some lack
detail or are confusing.
Steps are easy to follow
that are logical and
adequately detailed.
Data & Results
Data is missing or doesn’t
match experimental
findings.
Data is complete, minor
inaccuracies or is only
verbally represented.
Data is complete and
visually represented but is
unorganized or confusing.
Data is complete, accurate,
visually represented
organized and easy to
follow.
Conclusion
Presents an illogical
explanation for findings that
are not based on evidence
collected during the
investigation .
Presents an explanation of
the findings that are
somewhat based on the
evidence collected during
the investigation.
Presents an explanation of
findings based on evidence
collected during the
investigation but is not well
organized or confusing.
Presents a logical
explanation of findings
based on evidence
collected during the
investigation and is well
organized.
Reflection
Does not reflect on the
investigation.
Reflects only on the
investigation and doesn’t
present a question for
further study.
Reflects on the
investigation and presents
a question for further study.
Reflects on the
investigation, includes
personal significances and
presents a question for
further study.
Grammar & Spelling
There are more than 5
grammar and spelling
errors
There are 4-5 grammar and
spelling errors
There are 1-3 grammar and
spelling errors
Free of grammar and
spelling errors.
Technical
Presentation disorganized
or not working properly.
Doesn’t include any video
or audio material.
Presentation Includes video
and/or audio material. Only
includes part of
investigation
Presentation is complete.
Transitions are choppy.
Doesn’t engage the
audience.
Presentation is complete
has nice transitions, in
organized and has nice flow
and is engaging for the
audience.
One team member did most
of the work, no clear Few members did most of On task most of the time,
Focused and on task,
Shared tasks and
14. • Authentic Extensions
• Explore the Chemical reaction between baking soda
and vinegar in baked goods such as quick breads
and cakes.
• Explore recipes for the use of baking soda and vinegar.
What are common ingredient combinations with baking soda
and/or vinegar? What roll does heat play in baking? Why
use baking soda and vinegar in baking?
• Bake a recipe that uses baking soda and vinegar and a
recipe that uses yeast. What is the difference in texture of
the baked product? What similarities are there?
• Create an original recipe using baking soda and vinegar.
Bake it and troubleshoot ingredients for improvements.
Revise recipe and bake to determine if the revision was
successful.
• Explore the use of baking soda and vinegar in
household cleaning.
• Interview family members, friends, other teachers, neighbors
about how they use baking soda and vinegar in household
cleaning.
• Check ingredient list of household cleaners (soaps,
toothpaste, detergents, disinfectants) for baking soda and
vinegar in the ingredient labels. What other names are used
for baking soda and vinegar?
• Try a cleaning technique found through interviews or
research (internet, books, magazines). Did it work? What
do you think causes the cleaning power? Share with class.
As a class pick out techniques to try and report back on.
Preparations
Procedures
Assessments
Extensions
Web Links
15. • Web Links
• Bill Nye the science guy -
http://youtu.be/PlwuxpMh8nk - 7F Simple
Chemical Reactions
• BBC-KS3 bitesized Science – Chemical and
material behavior -
http://youtu.be/PlwuxpMh8nk
• GEMS Alien Juice Bar game -
http://sv.berkeley.edu/showcase/flash/juicebar.
html
• Colorful Chemistry of Acids and Bases -
http://youtu.be/Ko5iDMYzwWE
• Joy of Baking.com
http://www.joyofbaking.com/bakingsoda.html
• 1001 uses for White Vinegar
http://www.vinegartips.com/scripts/pageViewS
ec.asp?id=7
• 5 best Baking Soda and Vinegar Cleaning
Solutions http://www.rd.com/slideshows/5-
best-baking-soda-and-vinegar-cleaning-
solutions/
Preparations
Procedures
Assessments
Extensions
Web Links
16. • Fizzy Drops http://kidsactivitiesblog.com/18076/baking-soda-
and-vinegar-experiment
• Teaching Chemistry Through Cooking
http://www.brighthubeducation.com/lesson-plans-grades-3-
5/32227-teaching-chemistry-through-cooking-yeast-and-bread/
• Baking Soda and Vinegar Rocket
http://www.instructables.com/id/baking-soda-and-vinegar-
rocket/
• Baking Soda Rocket
http://www.brighthubeducation.com/lesson-plans-grades-3-
5/32227-teaching-chemistry-through-cooking-yeast-and-bread/
• Dancing Popcorn http://www.letstalkscience.ca/programs-
and-services/hands-on-activities/chemistry/how-can-you-
make-popcorn-kernels-dance.html
17. • Elementary Team Work Rubric
http://www2.uwstout.edu/content/profdev/rubrics/elemtea
mworkrubric.html
• Scientific Report Rubric
http://edweb.sdsu.edu/triton/tidepoolunit/Rubrics/reportru
bric.html