Energy Resources and Systems
Several activities are included to teach and research the differences between renewable and non-renewable resources and various energy resources. The students work with a quantitative, but simple model of energy resources to show how rapidly a finite, non-renewable energy sources can be depleted, whereas renewable resources continue to be available. The students then complete a homework assignment or a longer, in-depth research project to learn about how various technologies that capture energy
Biomedical Devices for the Eyes
Students examine the structure and function of the human eye, learning some amazing features about our eyes, which provide us with sight and an understanding of our surroundings. Students also learn about some common eye problems and the biomedical devices and medical procedures that resolve or help to lessen the effects of these vision deficiencies, including vision correction surgery.
Sound Booth Construction
Students explore the sound dampening ability of numerous materials by designing and prototyping model sound booths. As a result, students learn about how sound is reflected, absorbed and travels through various materials, thus giving them an overview of sound dampening, energy absorption and sound propagation in the context of engineering. Students also create blueprints and document their findings in a formal lab report.
Cell Celebration!
Students look at the components of cells and their functions. The lesson focuses on the difference between prokaryotic and eukaryotic cells. Each part of the cell performs a specific function that is vital for the cell’s survival. Bacteria are single-celled organisms that are very important to engineering. Engineers can use bacteria to break down toxic materials in a process called bioremediation, and they can also kill or disable harmful bacteria through disinfection.
All Caught Up
Commercial fishing nets often trap unprofitable animals in the process of catching their target species. In the following activity, students will experience the difficulty that fishermen experience while trying to isolate a target species when a variety of animals are found in the area of interest. The class will then discuss the large magnitude of this problem. Students will practice their data acquisition and analysis skills, through the collection of data and processing of this information to
Compare Fabric Materials
Students will look at different types of fabric and their respective individual properties. Using a magnifying glass and sandpaper they will test and observe the weave of fabrics and the wear quality of sample fabrics. By comparing the qualities of different fabrics they will better understand why there are so many different types of fabric and be able to recognize or suggest different uses for them.
Do as the Romans: Construct an Aqueduct!
In this activity, students work with specified materials to create aqueduct components that will transport 2 liters of water across a short distance in their classroom. The goal is to build an aqueduct that will supply Aqueductis, a Roman city, with clean water for private homes, public baths, and glorious fountains.
Sound for Sight
Echolocation is the ability to orient by transmitting sound and receiving echoes from objects in the environment. As a result of a Marco-Polo type activity and subsequent lesson, students learn basic concepts of echolocation. They use these concepts to understand how dolphins use echolocation to locate prey, escape predators, navigate their environment, such as avoiding gillnets set by commercial fishing vessels. Students will also learn that dolphin sounds are vibrations created by vocal organs
Do Different Colors Absorb Heat Better?
Students test whether the color of a material affects how much heat it absorbs. Students will place an ice cube in a box made of colored paper (one box per color; white, yellow, red and black), which they will place in the sun. The students will make prediction as to which color will melt the ice cube first. They will record the order and time required for the ice cubes to melt.
A House is a House for Me
Students brainstorm and discuss the different types of materials used to build houses in various climates. They build small models of houses and test them in different climates.
Testing the Caverns - Optional
This activity provides a fun, activity-based closure to the Asteroid Impact unit. Students build model caverns using paper mache or clay and bury them in a tray of sand. Next, they test the models by dropping balls onto them to simulate an asteroid hitting the earth. By molding paper mache around a balloon to form a dome, or around a small cardboard box to form a rectangular structure, students will be able to build their caverns.
Learn with Pictures #20 - Marine Animals
Learn Spanish with SpanishPod101.com! Here at SpanishPod101.com, we’ve discovered the easiest way for you to learn Spanish vocabulary words. Put us to the test with this video tutorial designed to teach you about something that you can’t live without. In this Spanish video tutorial, you’ll learn the words for all [...]
Hoekenfestival Deze presentatie gaat over driehoeken en hoeken in het algemeen.
Todadri's lecture 2 part A
By: icamvideo Boulder summer school 2014 videos
7.1 Evidence required This part is about showing you can develop a strategy for using and improving your skills in working with others, that you can monitor your progress and can evaluate your overall performance and strategy. The evidence you present must show what you have done as you worked through the processes of planning strategically, monitoring, evaluating and presenting your work. Part A must relate directly to the work you have selected for Part B. You must present evidence to show you can:<
Management Innovation Lab NU-International-10.wmv 3 Work on your own mathematics 2 Your own mathematics 1 Forces for development
Julian Birkinshaw, Co-founder of the Management Innovation Lab discusses why management innovation is a largely unexplored source of competitive advantage
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This unit focuses on your initial encounters with research. It invites you to think about how perceptions of mathematics have influenced you in your prior learning, your teaching and the attitudes of learners.
This unit focuses on your initial encounters with research. It invites you to think about how perceptions of mathematics have influenced you in your prior learning, your teaching and the attitudes of learners.
This unit focuses on your initial encounters with research. It invites you to think about how perceptions of mathematics have influenced you in your prior learning, your teaching and the attitudes of learners.
