T.P. Away
What's a quick way to unroll a roll of toilet paper? This material is part of a series of hands-on science activities designed to arouse student interest. Here students use Bernoulli's principle and an electric leaf blower to force air over the top of the toilet paper to quickly unroll it. The activity includes a description, a list of science process skills and complex reasoning strategies being used, and a compilation of applicable K-12 national science education standards. Also provided are c
Science Sampler : Reading science
Nonfiction books have the power to excite students about learning and fuel their desire to know more about a topic or person. Using a variety of books can differentiate instruction and provide suitable reading to students at all levels and for almost any interest. This article provides a list of recommended reading and some lesson ideas that correspond with the material.
Energy in-depth timeline
The history of energy usage provides an interesting view of the development of technology over time. This informational piece, part of a series on the future of energy, introduces students to the advancement of technology through the use of energy. Students read how energy needs and uses have affected the production of power, manufacturing industries, and transportation methods. This piece focuses on energy systems based on fossil fuels, geothermal, hydrogen, nuclear, solar, and wind energy, and
Bookxor
5 minute pitch for the Spring 2011 iCampus Prize First Round competition.
Bookxor was selected as one of five First Round iCampus Student Prize winners for Spring 2011. See http://icampusprize.mit.edu/ for more information.
4.3 Optical networking
Optical-fibre communications became commercially viable in the 1970s and innovation continues today. This unit will illustrate how very high data rates can be transmitted over long distances through optical fibres. You will learn how these fibres are linked, examine the technology used and assess the future direction of this continually developing area of communication.
360 degree feedback
The new Postgraduate Diploma in Entrepreneurship will help you shape your business idea with 360 degree feedback!
6.1.2 Using a screen reader with PDFs
Frightened of the internet? This unit will help you make effective use of the internet, giving you the basic skills required for using web-based resources. Useful tricks and tips are provided as well as information on web browsers, the main features of a browser window, how to look at websites, using hyperlinks, searching for information on the internet, copying text, avoiding computer viruses, and using PDFs.
3: Testing the limits
In this unit we explore questions of access to community services. To make what might be quite a dry task more challenging we use a fictionalised case study of two people for whom access to community services is particularly problematic. Jim and Marianne are both long-term heroin addicts. Additional problems associated with their addiction are homelessness and physical illness. Their situation raises both practical questions, about how services can be accessed, and moral questions, about entitle
The Little Mouse, The Red-Ripe Strawberry and the Big Hungry Bear by Don and Audrey Wood Read A Loud
First published in 1984, a picture book in which the Little Mouse will do all he can to save his strawberry from the Big, Hungry Bear, even if it means sharing it with the reader. Each page of the book is shown as narrator reads it aloud. This is a good companion teaching resource to help bring literary characters to life. Content is appropriate for younger elementary students. (2:23)
1 Developing information literacy skills This Key Skill Assessment Unit offers an opportunity for you to select and prepare work that demonstrates your key skills in the area of information literacy. This unit provides you with advice and information on how to go about presenting your key skills work as a portfolio. In presenting work that demonstrates your key skills you are taking the initiative to show that you can develop and improve a particular set of skills, and are able to use your skills more generally in your
Next steps
Your course might not include any maths or technical content but, at some point during your course, it’s likely that you’ll come across information represented in charts, graphs and tables. You’ll be expected to know how to interpret this information. This unit will help you to develop the skills you need to do this. This unit can be used in conjunction with the ‘More working with charts, graphs and tables’ unit, which looks into more ways to present statistical information and shows y
Internet access
Your course might not include any maths or technical content but, at some point during your course, it’s likely that you’ll come across information represented in charts, graphs and tables. You’ll be expected to know how to interpret this information. This unit will help you to develop the skills you need to do this. This unit can be used in conjunction with the ‘More working with charts, graphs and tables’ unit, which looks into more ways to present statistical information and shows y
China and the Middle East - Discussions on the relationship between China and the Middle East in lig
China and the Middle East: Discussions on the relationship between China and the Middle East in light of recent events
The Australia-China Youth Association and the ANU Middle East Learning Community present:
China and the Middle East
Discussions on the relationship between China and the Middle East in light of recent events, featuring:
Professor Peter Drysdale (Head of East Asian Bureau of Economic Research, ANU)
Professor Amin Saikal (Director of the Centre for Arab & Islamic Studies, ANU
Wiggle Wiggle Wiggle
Children's video for the song "Wiggle, Wiggle, Wiggle" challenges kids coordination skills with wiggling nose and toes at the same time. (03:10)
What Is A Constellation?
This is a four minute video that does a good job of explaining why we have constellations and their purpose. Compares the constellations and learning about them to studying a map of the world. Teachers may want to stop the video at times so that the students can better understand the patterns.
7.5.2 Title Being able to understand and use a range of numerical, graphical, algebraic and other mathematical techniques is a central feature of number skills. Use the following list to help you identify the areas you may need to work on. Will you need to: make observations, measurements, and express and combine the units of measurement correctly? read and interpret scale drawings, graphs, tables and charts? If so, do you need to learn about the
2.2 Present-day energy use
Energy resources are essential for any society, be it one dependent on subsistence farming or an industrialised country. There are many different sources of energy, some well-known such as coal or petroleum, others less so, such as tides or the heat inside the Earth. Is nuclear power a salvation or a nightmare? This unit provides background information to each resource, so that you can assess them for yourself.
3.8.1 Select and bring together effective ways to present outcomes The most appropriate method to present your work may depend on what you are required to do either for your course, or for a work-related project. For example you could be submitting a written assignment, making a presentation to work colleagues, or putting together a collection of designs. You also need to look back at your notes and comments and take time to consider what you have learned while completing this key skill. Bring together what you have learned into a synthesis. A synthesi
3.2 Developing a strategy In developing a strategy for this key skill you need to: review your current capabilities and identify what you hope to achieve in the future; identify opportunities for using skills to improve your own learning and performance and the resources you might need, for example, training manuals and people; and draw up a plan of action. Except for third party materials and 3.1 Introduction to improving own learning and performance This key skill is about helping you understand how you learn; think about how you can improve your own learning and performance, and consider how you might generalise the principles and processes for future learning. You saw in our discussion of ‘A framework for learning’, improving your learning and performance could be considered to be a ‘meta-skill’, that is the skill of learning how to learn. This section, then, is a little different from the other skills sections
