1. The document describes a capstone project for an elementary science electricity unit where students work in pairs to design and build circuits in shoe box models of rooms.
2. In the project, students choose a room to model, design a circuit blueprint, test the blueprint, install the final circuit in their shoe box room, decorate it, and write a report.
3. The goal is for students to apply their understanding of concepts like series and parallel circuits, switches, and bulb brightness from the unit to successfully design circuits that meet given requirements.
This document contains exam questions and solutions from the 2012 academic year for Jean-Paul NGOUNE's electrical engineering students at GTHS Kumbo in Cameroon. The questions cover topics in digital circuits, analog circuits, and electrical technology. NGOUNE provides the questions, his proposed solutions, and a brief introduction and acknowledgements. The document is intended as a study aid for his students.
This document discusses using technology like Edmodo and iPads to enhance literature circles. It describes how students can use Edmodo to organize roles and reading goals, and tools on iPads like VoiceThread and Coveritlive for multimedia discussions. Various literature circle roles like Discussion Director and Cunning Connector are examined in the context of completing tasks digitally. The document argues this preparation improves the quality of discussions and allows participation from absent students. While literature circles can be done without technology, these digital tools may enhance the experience by facilitating more creative contributions and collaborative preparation work.
اکسیژن در سال 1771 توسط ژوزف پریستلی کشف شد
ریشه نام آن از کلمه فرانسوی به نام مولد اسید گرفته شده
مکان این عنصر در جدول دوره دوم گروه ششم اصلی است
موارد استفاده :در معدن ،ذوب آهن ،در کارخانه های شیمیایی مایع آن بعنوان ماده منفجره بکار می رودودر لحیم کاری نقش عمده را دارا است. از راه تجزیه آب و در طبیعت توسط کلروفیل گیاهان تأمین می شود
Certain animal behaviors and plant responses can indicate upcoming weather changes, including horses running before storms, redbirds chattering before rain, and dandelion blossoms closing before storms. Beavers also build heavier lodges than usual before storms, and soot falling or leaves being slow to fall may signal colder weather is coming.
The document provides descriptions of various aspects of life during the Revolutionary War era, including locations in Chadds Ford, weapons and other military items used during that time, daily life on a farm such as kitchen implements and furniture, and natural landscapes along the Brandywine River. It uses questions to prompt the reader to think about different historical sites, objects, and scenarios that would have been part of that period in American history.
A Problem-Solving Model Of Students Construction Of Energy Models In PhysicsAnn Wera
- ModelCHENE is a problem-solver that models how students construct models of energy (called "energy chains") when solving physics problems. It aims to understand how students form links between a theoretical energy model and experimental situations.
- Students use an interface called CHENE to build energy chains for different experiments based on information provided about reservoirs, transformers, and transfers of energy. Their problem-solving process is analyzed.
- ModelCHENE can model variations in students' problem-solving approaches and solutions. It explains these variations in terms of students' knowledge, their ability to abstract concepts, and which information sources they refer to.
Students will explore simple, series, and parallel electric circuits using batteries, bulbs, buzzers, switches, and wires. They will experiment to understand how circuits work and the differences between series and parallel circuits. Key characteristics include: in series circuits, if one component fails the entire circuit fails, while in parallel circuits each component's circuit is independent. Students will record their findings and identify patterns in how circuits behave when different components are added or removed.
This document contains exam questions and solutions from the 2012 academic year for Jean-Paul NGOUNE's electrical engineering students at GTHS Kumbo in Cameroon. The questions cover topics in digital circuits, analog circuits, and electrical technology. NGOUNE provides the questions, his proposed solutions, and a brief introduction and acknowledgements. The document is intended as a study aid for his students.
This document discusses using technology like Edmodo and iPads to enhance literature circles. It describes how students can use Edmodo to organize roles and reading goals, and tools on iPads like VoiceThread and Coveritlive for multimedia discussions. Various literature circle roles like Discussion Director and Cunning Connector are examined in the context of completing tasks digitally. The document argues this preparation improves the quality of discussions and allows participation from absent students. While literature circles can be done without technology, these digital tools may enhance the experience by facilitating more creative contributions and collaborative preparation work.
اکسیژن در سال 1771 توسط ژوزف پریستلی کشف شد
ریشه نام آن از کلمه فرانسوی به نام مولد اسید گرفته شده
مکان این عنصر در جدول دوره دوم گروه ششم اصلی است
موارد استفاده :در معدن ،ذوب آهن ،در کارخانه های شیمیایی مایع آن بعنوان ماده منفجره بکار می رودودر لحیم کاری نقش عمده را دارا است. از راه تجزیه آب و در طبیعت توسط کلروفیل گیاهان تأمین می شود
Certain animal behaviors and plant responses can indicate upcoming weather changes, including horses running before storms, redbirds chattering before rain, and dandelion blossoms closing before storms. Beavers also build heavier lodges than usual before storms, and soot falling or leaves being slow to fall may signal colder weather is coming.
The document provides descriptions of various aspects of life during the Revolutionary War era, including locations in Chadds Ford, weapons and other military items used during that time, daily life on a farm such as kitchen implements and furniture, and natural landscapes along the Brandywine River. It uses questions to prompt the reader to think about different historical sites, objects, and scenarios that would have been part of that period in American history.
A Problem-Solving Model Of Students Construction Of Energy Models In PhysicsAnn Wera
- ModelCHENE is a problem-solver that models how students construct models of energy (called "energy chains") when solving physics problems. It aims to understand how students form links between a theoretical energy model and experimental situations.
- Students use an interface called CHENE to build energy chains for different experiments based on information provided about reservoirs, transformers, and transfers of energy. Their problem-solving process is analyzed.
- ModelCHENE can model variations in students' problem-solving approaches and solutions. It explains these variations in terms of students' knowledge, their ability to abstract concepts, and which information sources they refer to.
Students will explore simple, series, and parallel electric circuits using batteries, bulbs, buzzers, switches, and wires. They will experiment to understand how circuits work and the differences between series and parallel circuits. Key characteristics include: in series circuits, if one component fails the entire circuit fails, while in parallel circuits each component's circuit is independent. Students will record their findings and identify patterns in how circuits behave when different components are added or removed.
The document summarizes a lesson plan for a Computer System Servicing class taught by Reynaldo Glendro. The lesson plan covers the topic of electronic components, with the objectives of identifying basic electronic components, differentiating between passive and active components, and appreciating the importance of electronic components. The lesson includes teacher demonstrations, student activities to classify components, and assessments to evaluate learning. The lesson plan follows the standard format of establishing objectives, presenting content, student engagement, and reflection.
This document provides instructions for an activity where students will build a basic electrical circuit with a battery, light bulb, and wires. They will then modify the circuit by adding a switch to turn the light on and off. Students will draw their circuit design, list materials, and experiment with different options to construct a working switch. They will explain how the switch interacts with the rest of the circuit as an assessment of their understanding.
The document is a daily lesson log for a Grade 11 physics class. It outlines the objectives, content, learning resources, and procedures for four class periods on the topics of:
1) Alternating current, LC circuits and their applications (Day 1)
2) Electric charge, Coulomb's law, and electric fields and flux (Day 2)
3) Reflection, refraction, total internal reflection, and applications of geometric optics (Day 3)
4) Reflection, refraction, dispersion, and polarization (Day 4)
The log provides details on the standards, competencies, examples, group activities, and concepts that will be discussed to teach the physics principles for each day.
This document outlines the syllabus for the VT ECE 2204 Electronics-1 course, which will be taught summer term on weekday mornings. The course will introduce students to basic electronic devices like diodes and transistors through lectures and in-class activities. Students will complete homework assignments, a circuit simulation project, and weekly exams to assess their understanding of device operating principles and ability to analyze electronic circuits under DC and switching conditions. Academic integrity and accommodations for students with disabilities are also addressed.
This lesson plan outlines a lesson on electric circuits that will be taught on May 18, 2015. The objectives are for students to be able to define electric circuit, recognize the two types of circuits, connect an actual circuit, and understand the importance of each component. The lesson will begin with a review of electricity sources and distribution. Students will then learn about electric circuits, including defining them, discussing the four essential components (source, conducting path, controlling device, and load), and explaining the differences between series and parallel circuits. To apply the concepts, students will assemble electric circuits using provided materials and their work will be evaluated.
Now remove one of the light bulbs from the circuit. What happens?
Why do you think this happened?
Circuit Center #2- Parallel Circuits:
Have one member of your team read this passage aloud to the group:
The other way we can wire multiple loads together is in parallel to make a
parallel circuit. Let's learn about what a parallel circuit is!
Directions:
Make a parallel circuit with the materials in the bag. You will be connecting
three light bulbs to the battery, but each light bulb will have its own separate
path back to the battery. Use the picture as a model.
Now, draw a picture of your parallel circuit and label it on your worksheet.
Another
This unit covers flip-flop circuits including SR, D, T and JK flip-flops. Truth tables and waveforms are used to express the functionality of these components. The unit is intended for grades 11-12 and will take approximately 5 hours. Students will learn to interpret truth tables and waveforms to determine the modes of operation and outputs of flip-flops. They will also distinguish between different types of flip-flops and latches.
Aplicaciones de espacios y subespacios vectoriales en Electrónica y automatiz...WiliamMauricioCahuat
- The document discusses applications of vector spaces and subspaces in the career of electronics and automation. It aims to recognize how vector spaces are used, identify the best applications in linear algebra, and analyze problems using the Wronskian theorem.
- Vector spaces are important in engineering fields like electricity and electronics to represent mathematical calculations like power calculations using vectors. Vector representations allow graphical demonstrations that make calculations simpler.
- Vector spaces also allow engineering problems to be represented through artificial intelligence generated graphics, relating problems in new ways and making them more intuitive to understand. Functions, circuits, and electromagnetic fields in electronics make use of vector spaces and subspaces.
lesson plan in grade 8 electricity.
Learning Competencies: infer the relationship between current and charge.
OBJECTIVE:
At the end of the session/activity, the student should be able to:
1. Explain the relationship between current, voltage and resistance.
This document outlines an activity to characterize a solar cell using a simple circuit model. Students will:
1) Determine the solar cell's open circuit voltage, short circuit current, and internal resistance under varying light intensities.
2) Test the circuit model by measuring current and power for different load resistances and comparing to predictions.
3) Conclude that decreasing light intensity lowers current and power output but not voltage, fitting the photoelectric effect model. The internal resistance model approximates but does not perfectly predict performance. Maximum power transfer occurs when the load resistance matches the internal resistance.
CoolJunk designs hands-on learning kits for STEM subjects like electronics. It conducted successful workshops for 1500 students from 22 schools using its electronics kit. The workshops allowed students to gain practical experience building projects with the kits. CoolJunk also trained teachers from 30 schools on using the kits to teach physics concepts. It aims to make textbook science more practical through do-it-yourself kits.
DiscoversNet is an adaptive simulation-based learning environment for designing neural networks. It contains a knowledge-based neural network consultant module to provide educational guidance during the neural network design process. The consultant module represents domain knowledge using a knowledge-based neural network and provides advice to users based on their current understanding level. The system allows users to build neural network simulators through interactive manipulation of neural network components and receives feedback to correct misconceptions.
The document describes DiscoverNet, an adaptive simulation-based learning environment for designing neural networks. DiscoverNet allows users to build neural network simulators by manipulating neural objects. It includes a consultant module to provide educational guidance during the design process. The consultant reproduces the user's initial neural network design and identifies any issues to help the user correct misconceptions. Experimental results show that DiscoverNet supports learning and helps users develop an understanding of neural network mechanisms.
Understanding Large Social Networks | IRE Major Project | Team 57 Raj Patel
This document summarizes an undergraduate project to build a model that can efficiently represent nodes in large social networks as low-dimensional vectors. The project uses the LINE algorithm from the baseline paper as a starting point. Specifically, the project implements LINE's first-order and second-order proximity models in Torch and combines the learned embeddings, unlike the baseline paper which trains the models independently. The project aims to represent over 10,000 nodes from the BlogCatalog dataset within a scalable neural network model written in Lua using the Torch framework.
TLE CES NC II Y2 - Module 1 - Using Basic Electronic Hand Tools.docGirlyPedregosa1
TLE CES NC II CBLM
Y2 - Module 1 - Using Basic Electronic Hand Tools
Unit of Competency: USE BASIC ELECTRONIC HAND TOOLS
Module No. 1 Module Title: USING BASIC ELECTRONIC HAND TOOLS
Welcome to the Module “Using Basic Electronic Hand Tools”. This module contains training materials and activities for you to complete.
The unit of competency “Use Basic Electronic Hand Tools” contains the knowledge, skills and desirable attitudes required for a Consumer Electronic Servicing required to obtain the National Certificate (NC) level II.
You are required to go through a series of learning activities in order to complete each of the learning outcomes of the module. In each learning outcome there are Information Sheets, Job Sheets, Assignment Sheets, and Activity Sheets. Follow these activities on your own and answer the Self-Check at the end of each learning activity.
This document provides information about a lesson plan for teaching SR flip flops. The lesson will take place at the RCT College for 12 trainees studying electronics. The lesson objectives are for trainees to understand how SR flip flops work, be able to draw their symbol and circuit, describe the differences between SR and clocked SR flip flops, and design digital circuits using logic gates. The lesson will begin with an interactive activity where trainees use their phones to research SR flip flops, and will include a lecture, individual work, and a classroom discussion to engage the trainees and assess their understanding.
The document describes adding object-oriented programming capabilities to the Euclideus programming language. It had previously only supported procedural programming. Both class-based and prototype-based object orientation are now supported. Key elements like classes, objects, inheritance, and encapsulation are defined. Classes serve as recipes for creating object instances and can also have their own static members. Objects gain data and methods via their class.
This document provides a summary of the contents of a textbook on complex analysis. It includes:
1) An overview of the textbook's 7 chapters which cover topics such as complex numbers, functions, mappings, derivatives, integrals, series, residues and conformal mappings.
2) Details on the intended audience which is undergraduate students majoring in fields like mathematics, physics, engineering and computer science who have completed calculus.
3) Notes on the style which aims to be accessible but still include theory and proofs, driven by examples rather than formal definitions.
The document provides an overview of the Network Theory syllabus for the 2020-21 academic year. It discusses the course details including credits, contact hours, assessments, pre-requisites and outcomes. The syllabus covers topics such as basic circuit concepts, network theorems, resonant circuits, transient behavior, Laplace transforms, and two-port networks. It also introduces some basic concepts of network theory including different electrical elements, circuit analysis techniques, and passive elements like resistors, capacitors, and inductors.
This document provides homework assignments for the week of August 27, 2012. It includes daily assignments for Wordly Wise lessons and tests on Fridays, 20 minutes of daily reading and bringing reading books to class, reviewing science and math worksheets and links, and due dates for a summer reading project and Take a Walk in My Shoes project on Friday, August 31st. Parents are asked to sign Wordly Wise tests which students will bring back to school.
The document provides a weekly schedule for Monday through Thursday. It includes assignments and tests for various subjects such as Wordly Wise, History, Scrapbook Checklist, Math, Reading, Spanish, and Science. Important reminders and dates are also listed, such as a Living History Museum on Tuesday, a party on Thursday, Farmer's Day on Friday, and Honors Night the following Wednesday.
The document summarizes a lesson plan for a Computer System Servicing class taught by Reynaldo Glendro. The lesson plan covers the topic of electronic components, with the objectives of identifying basic electronic components, differentiating between passive and active components, and appreciating the importance of electronic components. The lesson includes teacher demonstrations, student activities to classify components, and assessments to evaluate learning. The lesson plan follows the standard format of establishing objectives, presenting content, student engagement, and reflection.
This document provides instructions for an activity where students will build a basic electrical circuit with a battery, light bulb, and wires. They will then modify the circuit by adding a switch to turn the light on and off. Students will draw their circuit design, list materials, and experiment with different options to construct a working switch. They will explain how the switch interacts with the rest of the circuit as an assessment of their understanding.
The document is a daily lesson log for a Grade 11 physics class. It outlines the objectives, content, learning resources, and procedures for four class periods on the topics of:
1) Alternating current, LC circuits and their applications (Day 1)
2) Electric charge, Coulomb's law, and electric fields and flux (Day 2)
3) Reflection, refraction, total internal reflection, and applications of geometric optics (Day 3)
4) Reflection, refraction, dispersion, and polarization (Day 4)
The log provides details on the standards, competencies, examples, group activities, and concepts that will be discussed to teach the physics principles for each day.
This document outlines the syllabus for the VT ECE 2204 Electronics-1 course, which will be taught summer term on weekday mornings. The course will introduce students to basic electronic devices like diodes and transistors through lectures and in-class activities. Students will complete homework assignments, a circuit simulation project, and weekly exams to assess their understanding of device operating principles and ability to analyze electronic circuits under DC and switching conditions. Academic integrity and accommodations for students with disabilities are also addressed.
This lesson plan outlines a lesson on electric circuits that will be taught on May 18, 2015. The objectives are for students to be able to define electric circuit, recognize the two types of circuits, connect an actual circuit, and understand the importance of each component. The lesson will begin with a review of electricity sources and distribution. Students will then learn about electric circuits, including defining them, discussing the four essential components (source, conducting path, controlling device, and load), and explaining the differences between series and parallel circuits. To apply the concepts, students will assemble electric circuits using provided materials and their work will be evaluated.
Now remove one of the light bulbs from the circuit. What happens?
Why do you think this happened?
Circuit Center #2- Parallel Circuits:
Have one member of your team read this passage aloud to the group:
The other way we can wire multiple loads together is in parallel to make a
parallel circuit. Let's learn about what a parallel circuit is!
Directions:
Make a parallel circuit with the materials in the bag. You will be connecting
three light bulbs to the battery, but each light bulb will have its own separate
path back to the battery. Use the picture as a model.
Now, draw a picture of your parallel circuit and label it on your worksheet.
Another
This unit covers flip-flop circuits including SR, D, T and JK flip-flops. Truth tables and waveforms are used to express the functionality of these components. The unit is intended for grades 11-12 and will take approximately 5 hours. Students will learn to interpret truth tables and waveforms to determine the modes of operation and outputs of flip-flops. They will also distinguish between different types of flip-flops and latches.
Aplicaciones de espacios y subespacios vectoriales en Electrónica y automatiz...WiliamMauricioCahuat
- The document discusses applications of vector spaces and subspaces in the career of electronics and automation. It aims to recognize how vector spaces are used, identify the best applications in linear algebra, and analyze problems using the Wronskian theorem.
- Vector spaces are important in engineering fields like electricity and electronics to represent mathematical calculations like power calculations using vectors. Vector representations allow graphical demonstrations that make calculations simpler.
- Vector spaces also allow engineering problems to be represented through artificial intelligence generated graphics, relating problems in new ways and making them more intuitive to understand. Functions, circuits, and electromagnetic fields in electronics make use of vector spaces and subspaces.
lesson plan in grade 8 electricity.
Learning Competencies: infer the relationship between current and charge.
OBJECTIVE:
At the end of the session/activity, the student should be able to:
1. Explain the relationship between current, voltage and resistance.
This document outlines an activity to characterize a solar cell using a simple circuit model. Students will:
1) Determine the solar cell's open circuit voltage, short circuit current, and internal resistance under varying light intensities.
2) Test the circuit model by measuring current and power for different load resistances and comparing to predictions.
3) Conclude that decreasing light intensity lowers current and power output but not voltage, fitting the photoelectric effect model. The internal resistance model approximates but does not perfectly predict performance. Maximum power transfer occurs when the load resistance matches the internal resistance.
CoolJunk designs hands-on learning kits for STEM subjects like electronics. It conducted successful workshops for 1500 students from 22 schools using its electronics kit. The workshops allowed students to gain practical experience building projects with the kits. CoolJunk also trained teachers from 30 schools on using the kits to teach physics concepts. It aims to make textbook science more practical through do-it-yourself kits.
DiscoversNet is an adaptive simulation-based learning environment for designing neural networks. It contains a knowledge-based neural network consultant module to provide educational guidance during the neural network design process. The consultant module represents domain knowledge using a knowledge-based neural network and provides advice to users based on their current understanding level. The system allows users to build neural network simulators through interactive manipulation of neural network components and receives feedback to correct misconceptions.
The document describes DiscoverNet, an adaptive simulation-based learning environment for designing neural networks. DiscoverNet allows users to build neural network simulators by manipulating neural objects. It includes a consultant module to provide educational guidance during the design process. The consultant reproduces the user's initial neural network design and identifies any issues to help the user correct misconceptions. Experimental results show that DiscoverNet supports learning and helps users develop an understanding of neural network mechanisms.
Understanding Large Social Networks | IRE Major Project | Team 57 Raj Patel
This document summarizes an undergraduate project to build a model that can efficiently represent nodes in large social networks as low-dimensional vectors. The project uses the LINE algorithm from the baseline paper as a starting point. Specifically, the project implements LINE's first-order and second-order proximity models in Torch and combines the learned embeddings, unlike the baseline paper which trains the models independently. The project aims to represent over 10,000 nodes from the BlogCatalog dataset within a scalable neural network model written in Lua using the Torch framework.
TLE CES NC II Y2 - Module 1 - Using Basic Electronic Hand Tools.docGirlyPedregosa1
TLE CES NC II CBLM
Y2 - Module 1 - Using Basic Electronic Hand Tools
Unit of Competency: USE BASIC ELECTRONIC HAND TOOLS
Module No. 1 Module Title: USING BASIC ELECTRONIC HAND TOOLS
Welcome to the Module “Using Basic Electronic Hand Tools”. This module contains training materials and activities for you to complete.
The unit of competency “Use Basic Electronic Hand Tools” contains the knowledge, skills and desirable attitudes required for a Consumer Electronic Servicing required to obtain the National Certificate (NC) level II.
You are required to go through a series of learning activities in order to complete each of the learning outcomes of the module. In each learning outcome there are Information Sheets, Job Sheets, Assignment Sheets, and Activity Sheets. Follow these activities on your own and answer the Self-Check at the end of each learning activity.
This document provides information about a lesson plan for teaching SR flip flops. The lesson will take place at the RCT College for 12 trainees studying electronics. The lesson objectives are for trainees to understand how SR flip flops work, be able to draw their symbol and circuit, describe the differences between SR and clocked SR flip flops, and design digital circuits using logic gates. The lesson will begin with an interactive activity where trainees use their phones to research SR flip flops, and will include a lecture, individual work, and a classroom discussion to engage the trainees and assess their understanding.
The document describes adding object-oriented programming capabilities to the Euclideus programming language. It had previously only supported procedural programming. Both class-based and prototype-based object orientation are now supported. Key elements like classes, objects, inheritance, and encapsulation are defined. Classes serve as recipes for creating object instances and can also have their own static members. Objects gain data and methods via their class.
This document provides a summary of the contents of a textbook on complex analysis. It includes:
1) An overview of the textbook's 7 chapters which cover topics such as complex numbers, functions, mappings, derivatives, integrals, series, residues and conformal mappings.
2) Details on the intended audience which is undergraduate students majoring in fields like mathematics, physics, engineering and computer science who have completed calculus.
3) Notes on the style which aims to be accessible but still include theory and proofs, driven by examples rather than formal definitions.
The document provides an overview of the Network Theory syllabus for the 2020-21 academic year. It discusses the course details including credits, contact hours, assessments, pre-requisites and outcomes. The syllabus covers topics such as basic circuit concepts, network theorems, resonant circuits, transient behavior, Laplace transforms, and two-port networks. It also introduces some basic concepts of network theory including different electrical elements, circuit analysis techniques, and passive elements like resistors, capacitors, and inductors.
This document provides homework assignments for the week of August 27, 2012. It includes daily assignments for Wordly Wise lessons and tests on Fridays, 20 minutes of daily reading and bringing reading books to class, reviewing science and math worksheets and links, and due dates for a summer reading project and Take a Walk in My Shoes project on Friday, August 31st. Parents are asked to sign Wordly Wise tests which students will bring back to school.
The document provides a weekly schedule for Monday through Thursday. It includes assignments and tests for various subjects such as Wordly Wise, History, Scrapbook Checklist, Math, Reading, Spanish, and Science. Important reminders and dates are also listed, such as a Living History Museum on Tuesday, a party on Thursday, Farmer's Day on Friday, and Honors Night the following Wednesday.
The document provides a weekly schedule for a student that includes assignments for different subjects each day from Monday to Thursday. It also lists important reminders and dates at the bottom, including events like the Living History Museum, Pinchaser's party, and early dismissal for Farmer's Day.
The homework for the week of April 30th includes:
- Finishing a Reading Counts goal and Bingo card by May 17th
- Completing a moon journal due Tuesday
- Studying Wordly Wise Lesson 18 and practicing a Quia site
- Finishing a character biography and cut-out for "Westward Ho!" due Friday and Thursday
- Studying math Links lessons for the week
- Reading for 25 minutes each day to reach reading goals
- Important dates include a spelling bee on May 7th, a living history museum on May 22nd, a field trip on May 24th, and a half day for Farmer's Day on May 25th.
The document provides the homework schedule for the week of April 16, 2012. It lists assignments and tests for each subject each day, including a Wordly Wise test on Tuesday, a math test on Wednesday covering area and perimeter, written paragraphs due in history/science on Friday, and ERB testing scheduled for the following week. It also provides reminders about reading goals, an upcoming living history museum with parents as guests, and encourages students to eat breakfast before their ERB tests.
This document provides the homework schedule for the week of April 16, 2012. It lists the assignments and tests due each day, including a Wordly Wise test on Tuesday, a math test on area and perimeter on Thursday, and ERB testing scheduled for the following week. It also notes upcoming events like a living history museum on May 22nd and reminds students to eat breakfast before their ERB tests.
The document outlines a student's class schedule and assignments for Monday through Wednesday. It includes reading assignments from Wordly Wise Lesson 17, assignments from StudyLinks math lessons 8.1 through 8.3, an Electricity and Magnetism project due on Thursday for Science, and reminders about upcoming school events and tests.
This student's schedule for the week includes taking a Wordly Wise test on Tuesday, planning what to read over Spring Break on Wednesday, studying for and taking a math Unit 7 test on Thursday, and having parent conferences this Friday with no school for students. They are reminded to wear green on Thursday.
This homework assignment for the week of March 5th includes the following:
1) Completing exercises in Wordly Wise Lesson 16 on Monday and Tuesday and taking a test on Lesson 15.
2) Finishing the electricity webhunt in science class and working at home if needed.
3) Having a unit test on energy in Spanish lab on Friday where notebooks can be used.
4) Practicing math, reading, and basic aid training assignments each day and checking in on Bingo goals.
This homework assignment for the week of March 5th includes the following:
1) Completing exercises in Wordly Wise Lesson 16 on Monday and Tuesday and taking a test on Lesson 15.
2) Finishing an electricity webhunt in science class and completing any remaining work at home.
3) Having a unit test on energy in Spanish lab on Friday where notebooks can be used.
4) Practicing Spanish vocabulary through Quia games for 15 minutes each evening from Monday through Thursday.
5) Meeting bingo reading and math goals each day.
The fourth grader has the following homework assignments for the week of 2-27-11: On Monday they will participate in Biz Town, read for 25 minutes, and study Wordly Wise Lesson 15. On Tuesday they will read for 25 minutes, study Links 7.3 on probability, and read Stiegler Unit 6. On Wednesday they will read for 25 minutes, study Links 7.4 on fractions using pattern blocks, and finish half of section E. On Thursday they will study for a test, read for 25 minutes, study Links 7.5 on fraction addition/subtraction, and wear their discovery t-shirt. They are also reminded to practice Brain Flips for Lesson 15 online.
This document outlines the homework schedule for fourth grade students for the week of February 20, 2012. It notes that Monday is President's Day so there is no school or homework, and Tuesday is a teacher in-service day with also no school or homework. The rest of the week includes completing tests and assignments in various subjects like math, science, and reading in preparation for Biztown the following week.
This document outlines the homework schedule for fourth grade students for the week of February 20, 2012. It notifies students that there is no school on Monday for President's Day and Tuesday for a teacher in-service day. It also reminds students that Biztown, a simulated town visit, is taking place next week and to prepare by selecting an outfit and memorizing their salary. Various tests and assignments are due throughout the week.
Fourth grade homework for the week of February 13th includes:
1) Completing various math, reading, and language arts assignments each day including tests on Friday.
2) Having permission forms signed for upcoming events.
3) Preparing for a field trip to JA Biztown the following week by ensuring proper attire is arranged.
The document contains a weekly schedule for Monday through Thursday. It includes exercises to complete for different subjects on different days of the week. It also lists reading assignments and minutes to read each day. Tests are scheduled for Wednesday in Wordly Wise and Thursday in Math. Reminders are provided for upcoming events including an author visit, Grandparent's Day, class photos, and a field trip later in the month.
This document provides a weekly schedule for Monday through Thursday that includes assignments and activities for various subjects like Wordly Wise, Everyday Math, Reading-Literature, and Biztown. It notes that there will be no Discovery groups this week, students should take the Biztown Unit 1 Quia test by Wednesday at the provided link, and the author Henry Cole will be visiting next Thursday.
This homework schedule outlines the assignments for a fourth grade class for the week of January 2nd, 2012. It includes assignments for online reading packets, math links to study, reading for twenty minutes each day, and studying vocabulary words. It also lists upcoming projects such as basic aid training and learning about life during the American Revolution through reading "If You Lived at the Time of the American Revolution".
This homework schedule outlines the assignments for a fourth grade class for the week of January 2nd, 2012. It includes assignments for online reading packets, math links to study, reading for twenty minutes each day, and studying vocabulary words. It also lists upcoming projects such as basic aid training and learning about life during the American Revolution through reading "If You Lived at the Time of the American Revolution".
This homework schedule outlines assignments for the week of November 28th, including completing parts of a homework assignment each day, reading for 20 minutes per day, studying various math and language lessons, taking a test on Friday, and bringing a gift for a "Wrap-In" event also on Friday. Students are also reminded to share their colonial book with their family one night this week and bring it back to school.
This homework schedule outlines assignments for the week of November 28th, including completing parts of a homework assignment each day, reading for 20 minutes per day, studying various math and language lessons, taking a test on Friday, and bringing a gift for a "Wrap-In" event also on Friday. Students are also reminded to share their colonial book with their family one night this week and bring it back to school the next day.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
1. may be, electricity units sometimes don’t quite ac-
A design-and-build capstone complish the final critical step of science learning: the
project helps students connect clear connection of the classroom content to the sci-
entific phenomena in students’ everyday lives. This is
science with everyday life. why the preservice teachers in my elementary science
internship course—in which the interns teach inquiry-
based science weekly in elementary classrooms—now
By Cody Sandifer regularly round out their teaching of a six-hour elec-
S
tricity unit with a capstone project that summarizes
tudents’ eyes grow wide with wonder as they and extends the original unit.
get a motor to work or make a bulb light for the In this project, elementary students work in pairs to de-
first time. As these daunting feats of electrical sign and wire a shoe box “room” that meets well-defined
engineering remind us, teaching electricity is circuit requirements. In so doing, the students solidify
invariably rewarding and worthwhile. During a typi- their understandings of electricity and gain a better un-
cal inquiry-based upper elementary electricity unit, derstanding of the ways in which electricity concepts are
students explore an array of concepts and activities related to the electrical circuits in their homes.
as they attach wires to batteries, install and use elec- Here we describe the five-phase three-hour proj-
trical switches, and explain the workings of different ect for fourth- or fifth-grade students. The project
circuits. Yet as engaging as these learning experiences involves simple circuits, and even teachers new to
electricity instruction have been able to implement
this project successfully.
PhotograPhs courtesy of the author
20 Science and Children
2. Addressing Concepts
Figure 1.
To have the greatest potential for success, students should
complete a hands-on electricity unit just prior to the proj- Circuit component cutouts.
ect to develop basic concepts related to conductivity, series
and parallel circuits, bulb brightness, and switches. These
concepts, which will be reinforced as the students plan and
build their shoe box circuits, are the following:
• Circuit components such as bulbs, wires, and switches
have two distinct ends (connection points), and both
ends must be connected to the circuit for the compo- + + + +
_
_
_
_
nent to function properly.
+ + + +
_
_
_
_
• Working circuits consist of closed loops that contain
an energy or voltage source.
• Switches turn bulbs and other circuit components on
and off by completing and breaking, respectively, the + +
_
_
circuit loop.
• When bulbs are connected one after the other in the
same loop (i.e., in series), each additional component + +
_
_
results in less current, and therefore, dimmer bulbs.
Switches in a series circuit affect all bulbs in the cir-
cuit loop.
• When bulbs are connected to the same voltage source all circuit loops should contain at least one circuit com-
via their own separate (parallel) loops, each bulb expe- ponent (i.e., a loop should not consist solely of wires) and
riences the entire voltage of the battery and therefore all bulbs should be kept in their bulb holders. Students
maintains nearly full brightness. Switches in one loop aren’t allowed to build their circuits until their plans are
of a parallel circuit do not significantly affect the bulbs approved by the teacher.
in other loops. Finally, metal wire ends and scissor points are sharp, so
safety glasses or safety goggles must be worn when doing
Project Overview the “installing the circuit” activity. Remind students to
In the project, pairs of students engage in a five-phase pro- use caution when handling wires and scissors to prevent
cess in which they: (1) choose a real-life room (e.g., bed- skin scratches and punctures.
room, kitchen) to model and generate a circuit blueprint
for their model room, (2) test their circuit blueprint to Necessary Materials
be sure that their planned circuit functions properly (and
Each pair of students needs a shoe box (or similarly sized
revise and retest if necessary), (3) install the final version
box), one or two knife switches, three miniature bulbs,
of the circuit into their shoe box room, (4) decorate the
three bulb holders, two D-cell batteries, two battery hold-
newly wired room, and (5) engage in a class discussion
ers, 10 connecting wires (alligator clip wires work well),
and write a brief summative report. Each phase should
masking tape, scissors, decorating materials, a resealable
take approximately 30 minutes, with the exception of the
plastic bag containing cutouts of the circuit components
class discussion and brief written report, which will take
(except the wires; Figure 1), a circuit blueprint worksheet
approximately 60 minutes.
(see NSTA Connection), and goggles.
Students should be warned before beginning
Most of the circuit materials should be available in an
the project that the open exploration of electric
electricity kit, if you have one available. Any materials not
circuits is only safe when done in a supervised school en-
readily available can be ordered from educational retailers
vironment. It is not safe for students to conduct this sort
(see Internet Resources).
of electricity exploration with switches and wall sockets
at home. In the classroom, students might inadvertently
create a short circuit by having the current bypass the Making a Blueprint
bulbs and travel solely through the wires. This action Once students choose the type of room that they want to
could potentially cause wires to heat up significantly. model with their shoe box, they use cutout circuit compo-
The resulting safety concern is heat injury, not a serious nents (Figure 1; see NSTA Connection) to design a circuit
electrical shock, and is avoidable. Remind students that blueprint that meets certain bulb brightness, battery place-
December 2009 21
3. ment, and switch functionality requirements. We provide
circuit requirements to ensure that students apply their Figure 2.
understanding of electricity concepts in the design pro- Sample circuits.
cess, rather than simply use trial-and-error methods to
build circuits that are not sufficiently challenging.
• Both batteries should be connected together and
placed in the same location.
• One of the bulbs should be significantly brighter than
the other two bulbs.
• A switch should turn only the brighter bulb on and off.
• Optional: A second switch should act as an emergency
breaker switch that can turn all three bulbs on and off.
Students draw in the wires to complete the blueprint.
+ +
The optional circuit requirement—one that includes
_
_
a second switch acting as a breaker switch—can be in-
cluded for those groups desiring a greater design chal- Circuit meeting single-switch requirements
lenge. Once the blueprint has been checked by the teacher
(for completion and safety, not accuracy), materials are pro-
vided. Sample circuits that meet the original and more chal-
lenging circuit requirements can be found in Figure 2.
Testing and Revising
After the circuit is built, students then use the materials to
confirm whether their proposed blueprint meets the cir-
cuit requirements. If it does not, the students can use the
materials to revise and retest the circuit until the require-
ments are met. The time dedicated to revising and retest- + +
_
_
ing has been included in the overall project timeframe.
A shoe box is distributed to students only when the
+ +
_
_
teacher has verified that the pair’s final circuit accurately Circuit meeting double-switch requirements
meets the circuit requirements. The circuit cutouts should
be glued in place on the blueprint once the final version of
the circuit has been approved. toys from home (e.g., building bricks, dollhouse furniture)
to decorate their rooms. Students should be as creative as
possible in their decorative endeavors—although be sure to
Installing the Circuit keep an eye on the clock! Students will spend all day deco-
Now that the final circuit has been approved by the teach- rating their projects if you give them the chance.
er, the students jointly install the circuit in their shoe box
room in any manner that they deem fit. Typically, stu- Class Discussion and Report
dents cut holes in the shoe box to allow lights to hang
Once the model rooms have been fully wired and deco-
from the walls and ceiling of the model room, with the
rated, the class discusses the ways their circuits are simi-
wires and bulbs attached to the inside or outside of the
lar to or different from the circuits in their homes. For
shoe box with tape. The batteries are most often allowed
example, possible similarities between shoe box circuits
to remain outside the shoe box, because they would take
and at-home circuits include the use of closed loops, par-
up too much room inside the box.
allel wiring, and most of the same circuit components.
Possible differences include that shoe box circuits use
Shoe box Decoration batteries as a power source, whereas at-home circuits
Students love decorating their model rooms with miniature are powered by the utility company; in addition, in at-
beds, mirrors, chandeliers, and wallpaper. Construction pa- home circuits, differences in brightness are the result of
per is provided so that students can cut out and build their different bulb wattages rather than the wiring of bulbs
decorations, although some students prefer to bring in small in series.
22 Science and Children
4. Shoe Box Circuits
It is not unusual for students to
identify many of these similarities Connecting to the Standards
and differences on their own, al- This article relates to the following National Science
though they are more likely to iden- Education Standards (NRC 1996):
Keywords: Electricity tify the differences I’ve listed if the
www.scilinks.org Teaching Standards
teacher (a) asks students to explicitly
Enter code: SC120901
consider the source of the electricity Standard D: Teachers of science design and man-
age learning environments that provide students with
in their homes, and (b) brings in common household bulbs
the time, space, and resources needed for learning
of different wattages and asks the students to compare
science.
these bulbs to the bulbs that are used in their shoe box
circuits (which are all identical). Content Standards
One thing to note: the battery-driven circuits used in Grades K–4
science kits are unlike the circuits in our homes in that Standard B: Physical Science
electricity provided from real-life power lines is driven by • Light, heat, electricity, and magnetism
alternating current (AC) rather than direct current (DC);
however, the vast majority of basic concepts apply to both
Grades 5–8
AC and DC circuits. Standard B: Physical Science
For assessment, students write a brief summative • Transfer of energy
report. Teachers can use the following prompts for the National Research Council (NRC). 1996. National
written report: science education standards. Washington, DC:
National Academies Press.
• Explain what you did in your circuit to make one bulb
brighter than the other two bulbs. In your explana- bell. These additions, however, may require their own
tion, be sure to include any electricity concepts that separate battery sources.
are important. Sample answer: “The brighter bulb I cannot overemphasize how much elementary students
was hooked up to the batteries in its own loop. The enjoy the shoe box circuit project. Even better, this project
two dimmer bulbs were hooked together to the batter- effectively reinforces their understanding of electricity con-
ies in a separate parallel loop.” cepts and the relevance of these concepts to real-life circuits
• Explain why, in your circuit, you put the switch (or in their homes. As the teacher, it’s satisfying to hear students
switches) where you did. In your explanation, be sure announce to their partner during the design process that
to include any electricity concepts that are important. “you need to close that loop for the bulb to light” or “this
Sample answer: “A circuit has to be a closed loop to switch works just like the ones at my house”—statements
work properly. We placed the switch in the loop with that speak volumes about the project’s effectiveness.
the single bulb so the loop could be opened and closed, I encourage you to try this capstone project after you
which turns the bulb off and on.” conclude one of your electricity units. After all, who knew
• How is your shoe box circuit similar to how a real-life that such tremendous work could be accomplished without
room might be wired? Sample answer: “Like my room at an electrician’s certification and a contractor’s license? n
home, the shoe box circuit has wires, bulbs, and switch-
Cody Sandifer (csandifer@towson.edu) is an associate
es. My room also uses parallel loops like the shoe box cir-
professor of science education in the Department of Phys-
cuit so that different things can be turned on and off.”
ics, Astronomy, and Geosciences at Towson University
• How is your shoe box circuit different from how a
in Towson, Maryland.
real-life room might be wired? Sample answer: “In a
real-life room, the electricity comes from the power Internet Resources
company rather than batteries. Also, bulbs aren’t put Delta Education
in series to make them dimmer. Different bulbs with www.delta-education.com
different wattages are used instead.” Elenco Electronics
www.elenco.com
Enhancing the Shoe Box Project Fisher Scientific
www.fishersci.com
If you are comfortable with the shoe box project, there
are many ways the project might be enhanced. For ex-
ample, a motor with an attached propeller can be used as NSTA Connection
Download circuit component cutouts and the
a ceiling fan, knife switches can be replaced with genuine
project worksheet at www.nsta.org/SC0912.
wall-type switches, and a buzzer can be used as a door-
December 2009 23