This document outlines a multi-day unit plan on motion and design. On day 1, students create a chart on motion, design, and force and complete a scavenger hunt. They explore with K'NEX pieces and learn Newton's First Law of Motion. Subsequent days cover Newton's Second and Third Laws, designing and drawing vehicles, exploring force and gravity, testing vehicles carrying loads, evaluating design, and investigating friction. Students build propeller-driven vehicles, discuss cost considerations, and participate in a design challenge to apply their learning. The unit incorporates hands-on activities, group work, and homework to teach key concepts in physics and engineering design.
Hösten 2009 kommer boken om marknadsföring och kommunikation i sociala medier. Här följer några smakprov ur bokens innehåll. Hur kan man egentligen använda bloggar, Facebook, Twitter, YouTube, podcast med mera i sin marknadsföring? Och till vilken nytta?
Hösten 2009 kommer boken om marknadsföring och kommunikation i sociala medier. Här följer några smakprov ur bokens innehåll. Hur kan man egentligen använda bloggar, Facebook, Twitter, YouTube, podcast med mera i sin marknadsföring? Och till vilken nytta?
Motion and Time Class 7 Worksheet is for Class 7 Science, comprising the topic of Motion and Time It will help students develop a better understanding of Motion and Time
This is a complete lesson plan on friction and the effect it has upon moving objects, This free teaching resource is from Innovative Teaching Resources. You can access hundreds of their excellent resources here. https://www.teacherspayteachers.com/Store/Innovative-Teaching-Ideas
Dear Students, remember that you have to be something characterized in the life!! because you are able to do that.
{My Thanks to All of You because you helped me to show this PPT in a very famous company of Smart Boards}. You can watched in YouTube Channel!
Observing Features on the SunDeveloped by Kendra SibbernsenMC.docxarnit1
Observing Features on the Sun
Developed by
Kendra Sibbernsen/MCC
Big Idea
: The sun has surface features in different wavelengths
and
those features have
predictable patterns of movements that can be observed and described.
Goal
: Students will conduct a series of inquiries about the nature and motion of features in different wavelengths on the Sun using prescribed Internet
applications that use current
solar images.
Computer Setup
:
Access
-
http://helioviewer.org/
Phase I: Exploration
1)
Make sure that you
can
se
e the full disk of the sun in the viewer.
2)
Under the
Time
frame click the word
latest
next to the calendar.
What does
the
Date:
read
?
{Fill in your answers with a different color of text.}
What does the
Time:
read? _____________________
What does the
Time-step:
read? ____________________
The time is listed in
UTC
. This is a standard coordinated universal time and used to be referred to as GMT (Greenwich mean time). Convert this time in UTC to your time zone. This website can help you with your conversion -
http://www.dxing.com/utcgmt.htm
For example, to convert to Central Standard Time (CST), you subtract 6 hours.
What is the time of this latest image in your time zone? _____________________
How long ago was that image t
aken from
your current time? _____________________
3)
Under the
Images
frame, you can select from 4 satellite observatories: SOHO, SDO, STEREO-A and STEREO-B.
Each of these has choices of Instrument, Detector, and Measurement (most of which is wavelength as measured in Angstroms).
Select:
Observatory:
SDO
Instrument:
AIA
Detector:
AIA
Measurement:
4500
This is in the visible region of the
electromagnetic spectrum.
How many sunspots do you see in this image? ________________
If you do not see any sunspots in your image, step the viewer back by a few days until you can find sunspots.
Use the Zoom slider bar and click and drag the image until you can see the sunspot well.
Click the
Screenshot
option at the top of the main viewing
frame and select
Full Viewport.
Once you have downloaded your image, copy and paste it into the document below.
Phase II – Does the Evidence Match the Conclusion?
The diameter of the Sun is about 100 times the diameter of the Earth.
If a student proposed a generalization that “
An average sunspot is approximately the width of 10 Earths
,” would you agree or disagree with the generalization based on the evidence you collected?
Explain your reasoning and provide
specific
evidence either from the above questions or from evidence you yourself generate
using
Helioviewer
.
Phase III – What Conclusions Can You Draw From the Evidence?
You can view two different wavelength images at the same time. For example, if one of the images was viewing:
Observatory:
SDO
Instrument:
AIA
Detector:
AIA
Measurement:
4500
You can s
elect
[Add]
and set the options to:
Observatory:
SDO
Instrument:
AIA
Detector:
AIA
Measurement.
Motion and Time Class 7 Worksheet is for Class 7 Science, comprising the topic of Motion and Time It will help students develop a better understanding of Motion and Time
This is a complete lesson plan on friction and the effect it has upon moving objects, This free teaching resource is from Innovative Teaching Resources. You can access hundreds of their excellent resources here. https://www.teacherspayteachers.com/Store/Innovative-Teaching-Ideas
Dear Students, remember that you have to be something characterized in the life!! because you are able to do that.
{My Thanks to All of You because you helped me to show this PPT in a very famous company of Smart Boards}. You can watched in YouTube Channel!
Observing Features on the SunDeveloped by Kendra SibbernsenMC.docxarnit1
Observing Features on the Sun
Developed by
Kendra Sibbernsen/MCC
Big Idea
: The sun has surface features in different wavelengths
and
those features have
predictable patterns of movements that can be observed and described.
Goal
: Students will conduct a series of inquiries about the nature and motion of features in different wavelengths on the Sun using prescribed Internet
applications that use current
solar images.
Computer Setup
:
Access
-
http://helioviewer.org/
Phase I: Exploration
1)
Make sure that you
can
se
e the full disk of the sun in the viewer.
2)
Under the
Time
frame click the word
latest
next to the calendar.
What does
the
Date:
read
?
{Fill in your answers with a different color of text.}
What does the
Time:
read? _____________________
What does the
Time-step:
read? ____________________
The time is listed in
UTC
. This is a standard coordinated universal time and used to be referred to as GMT (Greenwich mean time). Convert this time in UTC to your time zone. This website can help you with your conversion -
http://www.dxing.com/utcgmt.htm
For example, to convert to Central Standard Time (CST), you subtract 6 hours.
What is the time of this latest image in your time zone? _____________________
How long ago was that image t
aken from
your current time? _____________________
3)
Under the
Images
frame, you can select from 4 satellite observatories: SOHO, SDO, STEREO-A and STEREO-B.
Each of these has choices of Instrument, Detector, and Measurement (most of which is wavelength as measured in Angstroms).
Select:
Observatory:
SDO
Instrument:
AIA
Detector:
AIA
Measurement:
4500
This is in the visible region of the
electromagnetic spectrum.
How many sunspots do you see in this image? ________________
If you do not see any sunspots in your image, step the viewer back by a few days until you can find sunspots.
Use the Zoom slider bar and click and drag the image until you can see the sunspot well.
Click the
Screenshot
option at the top of the main viewing
frame and select
Full Viewport.
Once you have downloaded your image, copy and paste it into the document below.
Phase II – Does the Evidence Match the Conclusion?
The diameter of the Sun is about 100 times the diameter of the Earth.
If a student proposed a generalization that “
An average sunspot is approximately the width of 10 Earths
,” would you agree or disagree with the generalization based on the evidence you collected?
Explain your reasoning and provide
specific
evidence either from the above questions or from evidence you yourself generate
using
Helioviewer
.
Phase III – What Conclusions Can You Draw From the Evidence?
You can view two different wavelength images at the same time. For example, if one of the images was viewing:
Observatory:
SDO
Instrument:
AIA
Detector:
AIA
Measurement:
4500
You can s
elect
[Add]
and set the options to:
Observatory:
SDO
Instrument:
AIA
Detector:
AIA
Measurement.
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.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter 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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Day 1: What is Motion and Design? Set up Interactive Notebooks. INTRODUCTION TO UNIT: http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/inertia.htm Activity: 1.Create a 3 column chart to list what we know about Motion, design and force. (Page 1) 2. Complete the Scavenger Hunt . Use your Sciencesaurus to complete the handout. (Page 2) Fin 3. Exploration with K’NEX pieces. Review guidelines. Be sure you sign your safety contract! This needs to be placed on the front inside cover of your notebook. 4. Copy down Newton’s First Law of Motion (Page 3) http://www.youtube.com/results?search_query=force+and+motion+physics&aq=0
5. Newton’s second law states that when a force acts upon an object, the object will start to move, speed up, slow down, or change direction. The greater the force, the greater the change of motion; the greater the mass of the object, the smaller the change of motion.
6. Newton’s third law states that if an object exerts a force on a second object, the second object exerts an equal and opposite force on the first object.http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/action-and-reaction.htm
8. Lesson 1: Designing Vehicles Activity: Discuss Newton’s First Law 1. Review lesson 1 in Student Resource booklet. 2. Assign science roles within collaborative groups: Moderator Materials manager Reporter Recorder Investigator 3. Your job is to build a vehicle that will travel 100 cm. 4. Complete Lesson 1 recording handout (Page 4) Homework: Vocabulary (Page 6) Use Vocabulary Chart 1-3
10. Lesson 2: Technical Drawings Activity: Review definitions . Groups will use colored pencils and graph paper to draw their designs from lesson 1.( Page 6) Remember your roles. Use the provided blueprint/ technical drawing to build the standard vehicle (We will use these in the next few lessons.) 5. Compare your blueprint with the one that was provided to build the standard vehicle. 6. Complete the lesson 2 recording sheet. Homework: Read: The Race That Wasn’t Run and answer questions (Page 7) Be sure to check the TABLE OF CONTENTS page to keep your notebook up to date.
11. Day 4 Part 1: Looking at Force http://www.brainpop.com/science/motionsforcesandtime/force/ http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/force-and-motion.htm
12. Newton’s Second Law of Motion Newton’s second law of motion state that when a force is exerted on an object, the force acts to increase the speed of that object, to change its direction, or to slow or stop its motion. BrainPOP | Newton's Laws of Motion
13. Day 4 Part 2: Exploring Newton’s Second Law of Motion Activity: Falling Weight System Complete Lesson 3 recording sheet. Vocabulary: Inertia, gravity, momentum
15. Lesson 4: Testing the Motion of Vehicles Carrying a Load Vocabulary: Mass- the amount of material in an object Weight- the amount of force gravity exerts on an object’s mass. How does force affect the motion of lighter and heavier vehicles? Activity: Graphing Data: How load affects the time a vehicle travels Complete the Falling Weight Investigation with load Using the lesson 4 recording handout ( page )
17. Lesson 5: Evaluating Vehicle Design Design Challenge! Use the challenge cards to complete the task. Homework: Enter in your notebook Read Lunar Rover: Making Tracks on the Moon and complete Q&A (teacher resource pg. 52-53)
19. Lesson 6&7: Looking at Rubber Band Energy Vocabulary: Copy in you notebook Energy- the capacity to do work Potential- is energy ready to be released (stored) Kinetic- energy of motion This will take two class periods. Complete Investigation and the lesson 6 recording sheet. Complete Investigation and the lesson 7 recording sheet Homework: How are energy and work related? Use your Science text to answer The questions on handout.
21. Lesson 8: Evaluating Vehicle Design Activity: Complete the Design Cards for Observing Friction (One group per card may be necessary due to time) Card 1: Wheels and Tan Hub Connectors Complete the Observation handout 8-A Card 2: Tires Complete the Observation handout 8-A Card 3: Frame and crossbars Complete the Observation handout 8-A Homework: Self Assessment A
27. Lesson 13 Discuss cost and how it affects how well a product sell. Student Resource Book pg. 15. Read and highlight relevant information. Use the next clean page in your notebook to list ways to reduce cost in vehicle Production. Be prepared to share with the class.
