- Universal design (UD) in architecture aims to make buildings and environments accessible to all by removing barriers rather than designing for the average user.
- UDL applies these UD principles to education by ensuring the learning environment (curriculum, materials, teaching) is accessible and beneficial to all students by considering diversity from the start of lesson planning rather than retrofitting afterwards.
- The UDL Guidelines provide a framework to help apply the three UDL principles of engagement, representation, and action and expression to educational practice through multiple means of representation, engagement, and expression.
1. Students measured the weight of objects on horizontal surfaces and on slopes of varying degrees of inclination using kitchen and person balances.
2. They found that as the inclination of the slope increased, the measured weight decreased, with steeper slopes showing smaller weights.
3. The conclusion is that placing an object on a sloped surface decreases the measured weight, and weight decreases more with increased slope inclination as the force of gravity has more of a parallel component to the slope.
Two groups of students, one in Italy and one in Belgium, conducted experiments with space suits and aluminum foil. They tested how aluminum foil affects electromagnetic signals by calling phones with and without foil. They also dropped balls on surfaces with and without aluminum protection to see how foil reduces impact. The results showed that aluminum foil can stop electromagnetic radiation and lessen the size and depth of impacts when enough layers are used.
- Universal design (UD) in architecture aims to make buildings and environments accessible to all by removing barriers rather than designing for the average user.
- UDL applies these UD principles to education by ensuring the learning environment (curriculum, materials, teaching) is accessible and beneficial to all students by considering diversity from the start of lesson planning rather than retrofitting afterwards.
- The UDL Guidelines provide a framework to help apply the three UDL principles of engagement, representation, and action and expression to educational practice through multiple means of representation, engagement, and expression.
1. Students measured the weight of objects on horizontal surfaces and on slopes of varying degrees of inclination using kitchen and person balances.
2. They found that as the inclination of the slope increased, the measured weight decreased, with steeper slopes showing smaller weights.
3. The conclusion is that placing an object on a sloped surface decreases the measured weight, and weight decreases more with increased slope inclination as the force of gravity has more of a parallel component to the slope.
Two groups of students, one in Italy and one in Belgium, conducted experiments with space suits and aluminum foil. They tested how aluminum foil affects electromagnetic signals by calling phones with and without foil. They also dropped balls on surfaces with and without aluminum protection to see how foil reduces impact. The results showed that aluminum foil can stop electromagnetic radiation and lessen the size and depth of impacts when enough layers are used.
An experiment was conducted with people standing on a scale in an elevator to measure changes in weight as the elevator moved up and down. When the elevator went up, participants' weight increased, and when it went down, their weight decreased. This is because as the elevator moves up, it pushes the person up, increasing the force they exert on the scale, while moving down does not provide that additional pushing force, so the measured weight is less.
1) The document describes an experiment to investigate how the weight of a magnet changes when another magnet is brought near it.
2) When the magnets attract each other, the weight of the lower magnet decreases, and when they repel each other, the weight increases.
3) The Belgian and Italian schools that performed the experiment found similar results, though they used different distances.
1. The experiment measured how the buoyant force of different liquids affected the weight of objects by submerging a cube and nuts in distilled water, salt water, and oil and measuring the resultant force.
2. The results showed that the resultant force was always smaller than gravity, with salt water producing the greatest reduction in weight.
3. This demonstrated that salt water best simulates the lower gravity conditions on Mars out of the three liquids, as it most reduced the apparent weight of the objects.
This document summarizes a student experiment to simulate gravity on a spacecraft. The experiment involved spinning glass tubes with attached masses to measure the time taken to make 10 revolutions. Heavier masses took less time to complete 10 revolutions than lighter masses. The results supported the theory that centrifugal force from spinning a spacecraft can generate artificial gravity for astronauts by pushing them towards the outer hull. The document also explained how circular motion and centripetal acceleration relate to creating gravity in space.
1) Students conducted an experiment to measure changes in weight when riding in an elevator.
2) They used a balance, elevator, camera, and chronometer to record weight while the elevator moved up and down.
3) The results showed that weight increased when the elevator moved down due to gravitational acceleration, and weight decreased when moving up due to deceleration.
The document summarizes two experiments conducted by Belgian and Italian students to test whether aluminum can protect astronauts from solar radiation and micrometeorites.
The first experiment tested whether aluminum foil could block electromagnetic waves by making phone calls to phones with and without aluminum wrapping. The second experiment dropped balls made of different materials into containers of sand with and without overlying aluminum foil to compare impact sizes.
Both groups found that aluminum blocked electromagnetic waves like solar radiation. They agreed aluminum reduced impact size but the Italians concluded it could fully protect against micrometeorites while the Belgians weren't certain it provided full protection.
Two groups of students - one from Belgium and one from Italy - conducted an experiment to measure the effect of slope on measured weight. They used kitchen scales and a balance scale to measure the weight of objects and people on slopes of varying angles. Both groups found that measured weight decreased with increased slope steepness. However, the Italian group found a greater change in measured weight over different slopes compared to the Belgian group, indicating the slopes in the Italian school were generally steeper.
The students conducted an experiment to determine how the weight of a magnet is affected when another magnet is held above it. They found that if two magnets of the same polarity are held above each other, they repel and the weight increases, while if two magnets of opposite polarity are held above each other, they attract and the weight decreases. The results were the same in both Belgium and Italy because they can be explained by the Law of Universal Gravitation.
- Students conducted an experiment to investigate how to generate artificial gravity by spinning a spacecraft. They measured how the time it took to spin rubber caps attached to different masses changed when the mass or spin velocity was altered.
- The Belgian group found that heavier masses required faster spin speeds to remain attached to the rubber caps. The Italian group found that increasing the spin velocity allowed heavier masses to be elevated and that larger spin radii required lighter masses to remain attached.
- The experiment demonstrated that artificial gravity can be generated on a spacecraft by spinning and that both spin speed and radius impact the amount of gravity generated.
The document describes an experiment to measure the effect of different liquids on the apparent weight of objects. Cubes and nuts were measured in distilled water, salt water, and oil. The results showed weight decreased most in oil due to its lower density, similar to how gravity is lower on Mars. While results matched theory, some differences occurred in practice between salt water and oil. The pulling up force from liquids causes apparent weight to decrease as buoyancy increases.
This document discusses several physics experiments related to weight and gravity. It describes experiments to determine how weight is affected by an elevator's movement, slope, nearby magnets, and different liquid environments. The document also explores how centrifugal force from a spinning mass can generate gravity and how aluminum foil can block electromagnetic signals and reduce impact. Key conclusions are that weight increases in an upward elevator, decreases on slopes and near attracting magnets, and is lowest in salt water due to buoyancy.
This physics experiment tested how buoyancy changes with different liquids using a force sensor to measure the weight of objects submerged in distilled water, salt water, and oil. The experiment measured the weight of a cube and nuts in air and then in each liquid. As the density of the liquid increased from distilled water to salt water to oil, the measured weight of the submerged objects decreased, showing that buoyancy increases with the density of the surrounding liquid.
1) The document discusses Newton's third law of motion and how it applies to Brand escaping the black hole in the movie Interstellar.
2) It explains that Cooper detaches his ship, applying a force, which by Newton's third law pushes Brand's ship in the opposite direction, allowing her to escape in a slingshot motion.
3) However, the third law requires equal and opposite forces, and escaping the black hole's strong gravity would require a large force from fuel, which they had already used up. Therefore, the third law alone could not be used to escape the black hole without an additional energy source like fuel.
The document discusses the huge waves seen on the water planet near the black hole Gargantua in the film Interstellar. It explains that the massive gravitational pull of Gargantua, being over 100 million times more massive than the sun, causes intense tidal forces that generate seismic activity and gigantic waves over 1 kilometer high on the planet's surface, in a similar way that the moon's gravity causes Earth's tides. While Gargantua itself is fictional, the science behind its tidal effects on the water planet are based on real physics involving black hole tidal forces.
A black hole is a region of space where gravity is so strong that not even light can escape. It forms during the collapse of a massive star and contains a singularity, where all laws of physics break down, within an event horizon boundary that allows matter to enter but not exit the black hole. Black holes can continue growing by absorbing surrounding matter and merging with other black holes.
The document discusses wormholes and who first theorized about them. Albert Einstein and Nathan Rosen first theorized about electromagnetic field energy connecting different points in spacetime, which became known as Einstein-Rosen bridges. John Wheeler later coined the term "wormhole" in 1957. While wormholes are theoretically possible according to Einstein's theory of general relativity, most scientists agree there is no evidence they exist in reality and it is unlikely they could be traversed.
This document discusses drones and solar panels. It begins by asking questions about how drones work and their purposes. It then explains that drones have components like flight controllers, GPS, motors, electronic speed controllers, and propellers that work together to keep the drone stable and in flight. Drones can be used for filming, entertainment, inspection, security, transport, aid, and defense. Regarding the drone in the movie, it discusses that while it could theoretically fly for 10 years using solar energy during the day and batteries at night, real batteries cannot last that long without replacement. The document also provides formulas for calculating power and the power output of solar panels. Finally, it summarizes how solar panels work by using silicon crystals that generate
Black holes are formed when massive stars collapse in on themselves, creating an extremely strong gravitational pull that not even light can escape from. Albert Einstein's theory of relativity established that time is relative based on reference frames, and massive objects like black holes deform both time and space in their vicinity. Near a black hole, time would flow more slowly relative to distant observers due to the extreme gravitational effects predicted by general relativity.
The document contains summaries from students in Belgium and Italy about concepts around time travel from the movie Interstellar. Some key points discussed are:
- While traveling into the future is possible due to time dilation near objects with strong gravity like black holes, traveling into the past is not possible based on current scientific theories.
- In the movie, Cooper is able to influence the past by giving his daughter key information through gravitational anomalies.
- The reason Cooper is younger than his daughter at the end of the movie is because time passed slower for him near the black hole Gargantua, so only minutes passed for him while decades passed on Earth.
- While strictly traveling into the past may not be possible,
The document discusses several topics:
1) It lists the names of four people involved in an eTwinning project: Wassim Belgdour, Greta Moretti, Simon Dejonghe, and Julie Van Overschelde.
2) It defines Newton's third law of motion as "To every action there is always opposed an equal reaction" and explains that the mutual actions of two bodies on each other are always equal and directed in opposite directions.
3) It provides a definition of an inertial navigation system as a navigation aid that uses sensors and computers to continuously calculate an object's position, orientation, and velocity without external references by using dead reckoning.
An experiment was conducted with people standing on a scale in an elevator to measure changes in weight as the elevator moved up and down. When the elevator went up, participants' weight increased, and when it went down, their weight decreased. This is because as the elevator moves up, it pushes the person up, increasing the force they exert on the scale, while moving down does not provide that additional pushing force, so the measured weight is less.
1) The document describes an experiment to investigate how the weight of a magnet changes when another magnet is brought near it.
2) When the magnets attract each other, the weight of the lower magnet decreases, and when they repel each other, the weight increases.
3) The Belgian and Italian schools that performed the experiment found similar results, though they used different distances.
1. The experiment measured how the buoyant force of different liquids affected the weight of objects by submerging a cube and nuts in distilled water, salt water, and oil and measuring the resultant force.
2. The results showed that the resultant force was always smaller than gravity, with salt water producing the greatest reduction in weight.
3. This demonstrated that salt water best simulates the lower gravity conditions on Mars out of the three liquids, as it most reduced the apparent weight of the objects.
This document summarizes a student experiment to simulate gravity on a spacecraft. The experiment involved spinning glass tubes with attached masses to measure the time taken to make 10 revolutions. Heavier masses took less time to complete 10 revolutions than lighter masses. The results supported the theory that centrifugal force from spinning a spacecraft can generate artificial gravity for astronauts by pushing them towards the outer hull. The document also explained how circular motion and centripetal acceleration relate to creating gravity in space.
1) Students conducted an experiment to measure changes in weight when riding in an elevator.
2) They used a balance, elevator, camera, and chronometer to record weight while the elevator moved up and down.
3) The results showed that weight increased when the elevator moved down due to gravitational acceleration, and weight decreased when moving up due to deceleration.
The document summarizes two experiments conducted by Belgian and Italian students to test whether aluminum can protect astronauts from solar radiation and micrometeorites.
The first experiment tested whether aluminum foil could block electromagnetic waves by making phone calls to phones with and without aluminum wrapping. The second experiment dropped balls made of different materials into containers of sand with and without overlying aluminum foil to compare impact sizes.
Both groups found that aluminum blocked electromagnetic waves like solar radiation. They agreed aluminum reduced impact size but the Italians concluded it could fully protect against micrometeorites while the Belgians weren't certain it provided full protection.
Two groups of students - one from Belgium and one from Italy - conducted an experiment to measure the effect of slope on measured weight. They used kitchen scales and a balance scale to measure the weight of objects and people on slopes of varying angles. Both groups found that measured weight decreased with increased slope steepness. However, the Italian group found a greater change in measured weight over different slopes compared to the Belgian group, indicating the slopes in the Italian school were generally steeper.
The students conducted an experiment to determine how the weight of a magnet is affected when another magnet is held above it. They found that if two magnets of the same polarity are held above each other, they repel and the weight increases, while if two magnets of opposite polarity are held above each other, they attract and the weight decreases. The results were the same in both Belgium and Italy because they can be explained by the Law of Universal Gravitation.
- Students conducted an experiment to investigate how to generate artificial gravity by spinning a spacecraft. They measured how the time it took to spin rubber caps attached to different masses changed when the mass or spin velocity was altered.
- The Belgian group found that heavier masses required faster spin speeds to remain attached to the rubber caps. The Italian group found that increasing the spin velocity allowed heavier masses to be elevated and that larger spin radii required lighter masses to remain attached.
- The experiment demonstrated that artificial gravity can be generated on a spacecraft by spinning and that both spin speed and radius impact the amount of gravity generated.
The document describes an experiment to measure the effect of different liquids on the apparent weight of objects. Cubes and nuts were measured in distilled water, salt water, and oil. The results showed weight decreased most in oil due to its lower density, similar to how gravity is lower on Mars. While results matched theory, some differences occurred in practice between salt water and oil. The pulling up force from liquids causes apparent weight to decrease as buoyancy increases.
This document discusses several physics experiments related to weight and gravity. It describes experiments to determine how weight is affected by an elevator's movement, slope, nearby magnets, and different liquid environments. The document also explores how centrifugal force from a spinning mass can generate gravity and how aluminum foil can block electromagnetic signals and reduce impact. Key conclusions are that weight increases in an upward elevator, decreases on slopes and near attracting magnets, and is lowest in salt water due to buoyancy.
This physics experiment tested how buoyancy changes with different liquids using a force sensor to measure the weight of objects submerged in distilled water, salt water, and oil. The experiment measured the weight of a cube and nuts in air and then in each liquid. As the density of the liquid increased from distilled water to salt water to oil, the measured weight of the submerged objects decreased, showing that buoyancy increases with the density of the surrounding liquid.
1) The document discusses Newton's third law of motion and how it applies to Brand escaping the black hole in the movie Interstellar.
2) It explains that Cooper detaches his ship, applying a force, which by Newton's third law pushes Brand's ship in the opposite direction, allowing her to escape in a slingshot motion.
3) However, the third law requires equal and opposite forces, and escaping the black hole's strong gravity would require a large force from fuel, which they had already used up. Therefore, the third law alone could not be used to escape the black hole without an additional energy source like fuel.
The document discusses the huge waves seen on the water planet near the black hole Gargantua in the film Interstellar. It explains that the massive gravitational pull of Gargantua, being over 100 million times more massive than the sun, causes intense tidal forces that generate seismic activity and gigantic waves over 1 kilometer high on the planet's surface, in a similar way that the moon's gravity causes Earth's tides. While Gargantua itself is fictional, the science behind its tidal effects on the water planet are based on real physics involving black hole tidal forces.
A black hole is a region of space where gravity is so strong that not even light can escape. It forms during the collapse of a massive star and contains a singularity, where all laws of physics break down, within an event horizon boundary that allows matter to enter but not exit the black hole. Black holes can continue growing by absorbing surrounding matter and merging with other black holes.
The document discusses wormholes and who first theorized about them. Albert Einstein and Nathan Rosen first theorized about electromagnetic field energy connecting different points in spacetime, which became known as Einstein-Rosen bridges. John Wheeler later coined the term "wormhole" in 1957. While wormholes are theoretically possible according to Einstein's theory of general relativity, most scientists agree there is no evidence they exist in reality and it is unlikely they could be traversed.
This document discusses drones and solar panels. It begins by asking questions about how drones work and their purposes. It then explains that drones have components like flight controllers, GPS, motors, electronic speed controllers, and propellers that work together to keep the drone stable and in flight. Drones can be used for filming, entertainment, inspection, security, transport, aid, and defense. Regarding the drone in the movie, it discusses that while it could theoretically fly for 10 years using solar energy during the day and batteries at night, real batteries cannot last that long without replacement. The document also provides formulas for calculating power and the power output of solar panels. Finally, it summarizes how solar panels work by using silicon crystals that generate
Black holes are formed when massive stars collapse in on themselves, creating an extremely strong gravitational pull that not even light can escape from. Albert Einstein's theory of relativity established that time is relative based on reference frames, and massive objects like black holes deform both time and space in their vicinity. Near a black hole, time would flow more slowly relative to distant observers due to the extreme gravitational effects predicted by general relativity.
The document contains summaries from students in Belgium and Italy about concepts around time travel from the movie Interstellar. Some key points discussed are:
- While traveling into the future is possible due to time dilation near objects with strong gravity like black holes, traveling into the past is not possible based on current scientific theories.
- In the movie, Cooper is able to influence the past by giving his daughter key information through gravitational anomalies.
- The reason Cooper is younger than his daughter at the end of the movie is because time passed slower for him near the black hole Gargantua, so only minutes passed for him while decades passed on Earth.
- While strictly traveling into the past may not be possible,
The document discusses several topics:
1) It lists the names of four people involved in an eTwinning project: Wassim Belgdour, Greta Moretti, Simon Dejonghe, and Julie Van Overschelde.
2) It defines Newton's third law of motion as "To every action there is always opposed an equal reaction" and explains that the mutual actions of two bodies on each other are always equal and directed in opposite directions.
3) It provides a definition of an inertial navigation system as a navigation aid that uses sensors and computers to continuously calculate an object's position, orientation, and velocity without external references by using dead reckoning.
6. Verschillen loofbos – naaldbos
OPBOUW
LOOFBOS
Bomen, struiken, kruiden,
mossen, weinig strooisel
NAALDBOS
Bomen, paar struikjes, paar
kruidjes, beetje mos, veel
strooisel
7. Verschillen loofbos – naaldbos
BIODIVERSITEIT planten
LOOFBOS
Groot; veel verschillende soorten
bomen, struiken, kruiden, mossen
NAALDBOS
Klein: Alleen naaldbomen, geen tot
weinig struiken en kruiden, wel mos
8. Verschillen loofbos – naaldbos
BODEM
LOOFBOS
Voedselrijk: bladverliezende
bomen en struiken, makkelijk te
verteren
NAALDBOS
Voedselarm en zuur; naalden zijn
taai en zuur, moeilijk te verteren
9. Verschillen loofbos – naaldbos
BIODIVERSITEIT kleine beestjes
LOOFBOS
Groot; veel verschillende soorten
NAALDBOS
Klein; weinig verschillende soorten
16. HYPOTHESE
Wat verwacht je? En waarom
Loofbos <-> naaldbos
Strooiselzakjes met grote of kleine diameter
Naaldstrooisel in loofbos en andersom
Bv: Het loofstrooisel breekt sneller af in loofbos dan in
naaldbos omdat de biodiversiteit van strooisel-
afbrekende organismen in het loofbos groter is dan in
het naaldbos.
Of: Het strooisel breekt sneller af in de strooiselzakjes
met 5x5mm maaswijdte dan in 1x1 mm maaswijdte,
omdat hier grotere strooisel-afbrekende dieren het
strooisel kunnen verkleinen, waardoor het sneller door
de strooisel-afbrekende micro-organismen verteerd kan
worden.
19. Wat hebben wij gedaan
10 groepjes
8 strooiselzakjes; 4 van 1 mm (grijs) en 4 van 5 mm (geel)
10 gram gedroogd strooisel; naaldbos en loofbos
Genummerd 1L1N of 7N5L,
Groepsnummer
Loofstrooisel of Naaldstrooisel
Maaswijdte zakje 1 mm of 5 mm (grijs of geel zakje)
Begraven in Loofbos of Naaldbos (plek 1 of plek 2)
29. CONCLUSSIE ?
Onze hypotheses worden niet bewezen, maar de
resultaten zijn niet betrouwbaar genoeg om uitspraken
te doen.
30. DISCUSSIE
Wat zouden we volgend jaar ander moeten doen?
De strooiselzakjes voorzichtiger behandelen zodat er
minder strooisel uit valt.
Grotere plastic zakjes waar het strooiselzakje plat in
past.
Meer weegschalen en dichter bij de plek in het bos
wegen, om strooisel verlies te voorkomen.
Alleen hele loofbladen en lange naalden als strooisel
gebruiken om het strooiselverlies in ieder geval aan het
begin van het experiment te beperken.
Voor het bepalen van de biodiversiteit invullijsten
maken met de verwachte beestjes zodat je kunt turven.
Deze presentatie vooraf geven zodat het duidelijk is
wat het onderzoek inhoud en waar op gelet moet
worden.