The document introduces the characteristics of waves, including that they are rhythmic disturbances that transfer energy without matter. It describes two main types of waves: mechanical waves, which need a medium to transfer energy examples including sound and ocean waves; and electromagnetic waves, which do not need a medium and include visible light, radio waves, and x-rays. The document also discusses the defining features of transverse and longitudinal waves, such as their direction of motion, examples of each type, and their basic parts including wavelength, amplitude, compression and rarefaction.
NASA has some information based on more than fifty years of research and exploration of the moon. Impact theory says that two planets collided billions of years ago causing parts of both to combine and form a smaller sphere that orbits the larger one.
NASA has some information based on more than fifty years of research and exploration of the moon. Impact theory says that two planets collided billions of years ago causing parts of both to combine and form a smaller sphere that orbits the larger one.
Learn the basic introductory about Waves.
Key Slides & Points:
1. Intro
2. Definition
3. Appearance & Behaviour
4. Types of Waves
5. Parts of a Wave
6. Dimensional Waves
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
4. Types of Waves
• Mechanical Waves – need matter (or
medium) to transfer energy
• A medium is the substance through
which a wave can travel. Ex. Air; water;
particles; strings; solids; liquids; gases
• Electromagnetic Waves – DO NOT NEED
matter (or medium) to transfer energy
• They do not need a medium, but they
can go through matter (medium), such as
air, water, and glass
5. Mechanical Waves
Waves that need matter
(medium) to transfer energy:
Examples: Sound waves, ocean
waves, ripples in water,
earthquakes, wave of people at
a sporting event
7. Distributed Summarizing
Answer the following question with an
elbow partner:
Look back at the examples of
mechanical waves. If waves transfer
energy, which type of mechanical
wave do you think transferred the
most energy? Why?
8. Transverse
(Mechanical) Waves
• Energy causes the matter in the medium to
move up and down or back and forth at right
angles to the direction the wave travels.
• Examples: Plucking a guitar,
• tsunami waves,
• Earthquakes,
• Ripples in a pond
9. Use the next four slides and your Wave
Diagram sheet to label and define the
parts of a Transverse wave.
11. Parts of a
Transverse Wave
The trough is
the valley
between two
waves, is the
lowest point.
12. Parts of a Transverse Wave
The wavelength is the horizontal
distance, either between the crests or
troughs of two consecutive waves.
13. Parts of a Transverse Wave
The amplitude is the peak (greatest) value
(either positive or negative) of a wave. The
distance from the undisturbed level to the
trough or crest.
14. An ocean wave is an example of
a mechanical transverse wave
15.
16. Compressional Wave (longitudinal)
• A mechanical wave in which matter in the medium
moves forward and backward along the same
direction that the wave travels.
• Ex. Sound waves
A slinky is a good illustration
of how a compressional wave
moves
17. Use the next three slides and your Wave
Diagram sheet to label and define the
parts of a Compressional wave.
18. Parts of a Compressional
Wave (Longitudinal)
The compression is the part of the
compressional wave where the particles
are crowded together.
19. Parts of a Compressional
Wave (Longitudinal)
The rarefaction is the part of the
compressional wave where the particles
are spread apart.
20. Parts of a Compressional
Wave (Longitudinal)
The wavelength is the distance from
compression to compression or rarefaction to
rarefaction in a compressional wave.
21.
22. Electromagnetic Waves
Waves that DO NOT NEED matter
(medium) to transfer energy
Examples: radiation, TV & radio waves,
X-rays, microwaves, lasers, energy from
the sun, visible light
Electromagnetic waves are considered
transverse waves because they have
similar characteristics; therefore, they
have the same parts.
More to come on Electromagnetic waves…
24. Electromagnetic Spectrum Sheet
1. Which of the following has the longest wavelength? Microwave Gamma Ray Radio Wave Ultraviolet Light
2. Which of the following has the highest frequency? Microwave Gamma Ray Radio Wave Ultraviolet Light
3. Compare the wavelength and frequency of a radio wave to the wavelength and frequency of a gamma ray.
4. Compare the wavelength of infrared light to the wavelength of ultraviolet light.
Editor's Notes
Instructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question
Instructional Approach(s): The teacher should give each student the Waves Notes sheet to use to record important information throughout the lesson
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes
Instructional Approach(s): The teacher should use the animations on the slide to reinforce mechanical waves.
Instructional Approach(s): Have students turn to a partner and discuss the question on the slide. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 30 seconds to 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes. The teacher should use the link to provide examples of mechanical waves.
Instructional Approach(s): The teacher should give each student the Waves Notes sheet to use to record important information throughout the lesson. Students will be working with both graphic organizers.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes. Make sure that students are labeling the wave on the graphic organizer.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes. Make sure that students are labeling the wave on the graphic organizer.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes. Make sure that students are labeling the wave on the graphic organizer.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes. Make sure that students are labeling the wave on the graphic organizer.
Instructional Approach(s): The teacher should use the illustration on the slide to reinforce parts of a mechanical waves.
Instructional Approach(s): The teacher should use the illustration on the slide to reinforce parts of a mechanical waves.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes. Make sure that students are labeling the wave on the graphic organizer.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes. Make sure that students are labeling the wave on the graphic organizer.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes. Make sure that students are labeling the wave on the graphic organizer.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes. Make sure that students are labeling the wave on the graphic organizer.
Instructional Approach(s): The teacher should use the illustration on the slide to reinforce parts of a compressional wave.
Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their notes.
Instructional Approach(s): The teacher should present the information. Teacher may use the electromagnetic spectrum sheet on the resource page to introduce electromagnetic spectrum.
Instructional Approach(s): The teacher should present the information. Teacher may use the electromagnetic spectrum sheet on the resource page to introduce electromagnetic spectrum.
