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GeekGirlCon 2011 / Computer Engineer Barbie: Attracting Girls to STEM Careers
GeekGirlCon 2011 / Computer Engineer Barbie: Attracting Girls to STEM CareersCheryl Platz
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Why don't young girls choose careers in science and technology fields? How can we make a difference? We explore the damaging effects of stereotypes and outdated curricula, and cover ways that you can make a difference in evangelizing STEM careers to girls in your life, today.
Originally delivered at the first annual GeekGirlCon on Oct 9, 2011 in Seattle, WA.
This is a longer, more general-purpose version of the original talk I gave at Interaction '11 in Boulder, CO (also available on ºÝºÝߣshare).Effective us of tablets in the classroom
Effective us of tablets in the classroomMatt Britland
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This is a presentation I gave for Government Knowledge as part of their "How to Deliver and Effective Computing Curriculum" day.Brain fingerprinting
Brain fingerprintingSai Mahesh
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Brain fingerprinting is a technique that uses brain wave responses to determine if a person has information related to a crime stored in their brain. It presents words or images from a crime to a suspect and measures the brain's P300 response, which occurs when the brain recognizes something significant. It has been over 100% accurate in tests. The technique involves presenting targets, irrelevant stimuli, and probes to a subject and using brain wave analysis to detect if a memory encoding response differs for probes related to a crime. If the analysis finds information present, it could help identify perpetrators in a scientific, accurate way.Computer Technology In The Classroom
Computer Technology In The Classroomstnovak
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This document discusses three controversies around educational technology:
1. It describes introducing technology into classrooms as an "invading species" and discusses teachers' resistance to changes in practice.
2. It examines gender differences in computer use, finding historical gaps that have narrowed but teacher attitudes and confidence remaining an issue.
3. A study of teachers given laptops for every student found mixed adoption of the technology into lessons and a need for teacher collaboration on technology integration.Cyber Crime
Cyber Crimearitraranjan
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Cyber crime is evolving from traditional organized crime to include online criminal activities. The document defines cyber crime and categories it into crimes against persons, property, government and society. It discusses the weapons used in cyber crimes such as hacking, viruses, and phishing. India is experiencing increased cyber crime due to its growing internet user base, and the document provides statistics on common cyber crimes in India as well as safety tips and cyber security measures.Cyber crime ppt
Cyber crime pptMOE515253
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Cyber crime is a growing problem in India. Some common cyber crimes reported in India include phishing, hacking of government websites, and identity theft. India ranks 11th globally for reported cyber crimes, which are increasing due to factors like rapid growth of internet users. Common cyber crimes involve unauthorized access to systems, data theft and alteration, and using computers to enable other illicit activities. While laws like the IT Act 2000 have been enacted to tackle cyber crimes, enforcement remains a challenge as only a small percentage of crimes are reported. Techniques like antivirus software, firewalls, and educating users can help address the problem.Cyber crime and security ppt
Cyber crime and security pptLipsita Behera
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This document provides an overview of cyber crime and security. It defines cyber crime as illegal activity committed on the internet, such as stealing data or importing malware. The document then covers the history and evolution of cyber threats. It categorizes cyber crimes as those using the computer as a target or weapon. Specific types of cyber crimes discussed include hacking, denial of service attacks, virus dissemination, computer vandalism, cyber terrorism, and software piracy. The document concludes by emphasizing the importance of cyber security.Being a Digital Leader... for College Students and Everyone
Being a Digital Leader... for College Students and EveryonePaul Brown
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Originally presented to a college student audience at the University of Delaware. This presentation provides an overview of important concepts of digital reputation and digital identity as well as key developmental aspects.
Bacteria food borne psa (1)
Bacteria food borne psa (1)ddegennaro
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This document provides instructions for a student project on bacteria and food safety. Students are asked to research a specific foodborne illness caused by bacteria by addressing several key points: (1) Identify the type of bacteria that causes the disease; (2) Describe the symptoms of the disease; and (3) Discuss methods of preventing bacterial growth in food, such as through food preservation techniques like dehydration, refrigeration, or cooking. Students are also asked to describe how the disease is medically treated and the conditions created by food preservation methods that kill bacteria. The goal is for students to create a public service announcement to educate others about the disease and food safety.Activity 38 c microbes, plants, and you
Activity 38 c microbes, plants, and youddegennaro
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Scientists have observed cells in every living organism. This activity examines cheek cells from the inside of the mouth, plant cells from green leaves, and amoeba cells under a microscope. The cells are observed and their structures, such as the cell membrane, nucleus, cytoplasm and different organelles, are compared. Evidence is found that human bodies and plant cells contain various internal structures besides the nucleus.Activity 36 c looking for signs of micro life
Activity 36 c looking for signs of micro lifeddegennaro
Ìý
1) The document describes an activity where students look at microbes under a microscope and record their observations. They examine things like pond water to find microbes and look at their characteristics.
2) Common microbes found include bacteria, which have a cell wall, cell membrane, cytoplasm, ribosomes, and genetic material in the cytoplasm. They can be rod-shaped, spherical, or spiral.
3) Microbes are found almost everywhere on Earth and play important ecological roles as decomposers, producers, and parts of the food web.Activity 42 c a closer look
Activity 42 c a closer lookddegennaro
Ìý
This document is a lesson plan on cell biology that focuses on a closer look at cells. It introduces the key discoveries that cells are the basic unit of life and most organisms are made of many cells. The purpose is to learn more about cell structures and their functions. Students will read about cells, summarize the challenge question, and complete activities including a double bubble map, cell diagrams, and reflection on why membranes are important to cells.Activity 35 c a license to learn; parts a and b
Activity 35 c a license to learn; parts a and bddegennaro
Ìý
The document discusses a cell biology activity that involves using a microscope to view samples and learn about different parts of the microscope. Students will be viewing samples under the microscope and identifying different parts of the microscope based on a diagram. The activity teaches about how microscopes have helped scientific discoveries such as identifying the cause of bubonic plague.Race ca r rubric
Race ca r rubricddegennaro
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This document is a rubric for grading argumentative essays. It evaluates students on identifying an issue, stating a claim, citing evidence to support the claim, explaining how the evidence supports the claim, presenting a counterargument, and rebutting the counterargument. Stronger essays clearly identify the issue, state the claim, cite and explain two pieces of evidence, present a counterargument, and rebut it, while weaker essays are missing one or more of these components.Activity 17 b gas exchange
Activity 17 b gas exchangeddegennaro
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This document summarizes a science lab activity about gas exchange. The activity involves using an indicator called BTB to test for the presence of carbon dioxide in exhaled breath. In part A, students test samples of air, sodium hydroxide solution, and their own exhaled breath to see how the BTB indicator changes color in response to carbon dioxide. In part B, students measure the number of drops of BTB needed to detect carbon dioxide levels in the exhaled breath of their classmates. The document includes the procedure, data tables to record results, analysis questions, and a reflection question about how respiratory diseases may impact breathing ability.17 b gas exchange
17 b gas exchangeddegennaro
Ìý
This document outlines an activity to investigate gas exchange through human respiration. Students are asked to complete anticipation guides and data tables to measure the carbon dioxide levels in exhaled breath using an indicator solution. They observe that exhaled breath turns the solution color, indicating the presence of carbon dioxide. Students then measure the amount of carbon dioxide in samples from different classmates. Finally, they analyze the experiment results and compare the compositions of inhaled and exhaled air.Activity 15 b digestion an absorbing tale ccss science&literacy
Activity 15 b digestion an absorbing tale ccss science&literacyddegennaro
Ìý
1. The document discusses the process of digestion, including both mechanical and chemical breakdown of food as it passes through the digestive system.
2. It explains that the digestive system is responsible for breaking down everything consumed, such as food, drink, and medicine, and describes some of the major organs involved like the esophagus, stomach, and intestines.
3. As food travels through the body, the document aims to explain how the digestive system works through absorption of nutrients and elimination of waste.Activity 14 b breakdown
Activity 14 b breakdownddegennaro
Ìý
The document describes an activity about the human digestive system. Students will conduct an experiment to test how the size of food pieces affects the speed of chemical breakdown during digestion. They will give some students whole candy pieces and others broken up pieces, then time how long it takes each student to finish their candy. This will model how chewing food into smaller pieces increases the surface area and allows for faster chemical breakdown in the digestive system.Activity 14 b breakdown
Activity 14 b breakdownddegennaro
Ìý
The document describes an activity about the human digestive system. Students will conduct an experiment to test how the size of food pieces affects the speed of chemical breakdown during digestion. They will give some students whole candy pieces and others broken up pieces, then time how long it takes each student to finish their candy. This models how chewing food into smaller pieces increases the surface area exposed to digestive acids and enzymes, speeding up breakdown.Activity 12 b what's happening inside
Activity 12 b what's happening insideddegennaro
Ìý
The document describes an activity to teach students about the human body's organ systems. Students will:
1) Brainstorm what they know about organ systems and write questions. They will then classify organ cards into different systems like digestive and circulatory.
2) Draw an outline of the human body and label organs and their functions. They will ask each other questions about the diagrams.
3) Use clay to model organs and discuss if the sizes are accurate. They will review how organs relate to actual body structures.Activity 1 saving fred
Activity 1 saving fredddegennaro
Ìý
This document provides instructions for an activity that teaches problem solving through having students save a character named Fred using the scientific method. Students will work through various steps: forming a hypothesis to save Fred, following a procedure to test their hypothesis, recording their results, and analyzing their methods and results. The goal is to introduce students to how scientists systematically solve problems by forming and testing hypotheses in a structured process.Activity 2 a the pellagra story
Activity 2 a the pellagra storyddegennaro
Ìý
1) Dr. Goldberger studied the disease pellagra by experimenting on prisoners and orphans. He fed some prisoners and orphans diets lacking in nutrients to see if they developed pellagra.
2) Through this experiment, Dr. Goldberger found evidence that pellagra was caused by nutritional deficiencies rather than germs.
3) However, others did not believe Dr. Goldberger's conclusion because they questioned whether it was ethical to experiment on humans, and thought the evidence from prisoners and orphans was not scientifically valid.More Related Content
More from ddegennaro (15)
Bacteria food borne psa (1)
Bacteria food borne psa (1)ddegennaro
Ìý
This document provides instructions for a student project on bacteria and food safety. Students are asked to research a specific foodborne illness caused by bacteria by addressing several key points: (1) Identify the type of bacteria that causes the disease; (2) Describe the symptoms of the disease; and (3) Discuss methods of preventing bacterial growth in food, such as through food preservation techniques like dehydration, refrigeration, or cooking. Students are also asked to describe how the disease is medically treated and the conditions created by food preservation methods that kill bacteria. The goal is for students to create a public service announcement to educate others about the disease and food safety.Activity 38 c microbes, plants, and you
Activity 38 c microbes, plants, and youddegennaro
Ìý
Scientists have observed cells in every living organism. This activity examines cheek cells from the inside of the mouth, plant cells from green leaves, and amoeba cells under a microscope. The cells are observed and their structures, such as the cell membrane, nucleus, cytoplasm and different organelles, are compared. Evidence is found that human bodies and plant cells contain various internal structures besides the nucleus.Activity 36 c looking for signs of micro life
Activity 36 c looking for signs of micro lifeddegennaro
Ìý
1) The document describes an activity where students look at microbes under a microscope and record their observations. They examine things like pond water to find microbes and look at their characteristics.
2) Common microbes found include bacteria, which have a cell wall, cell membrane, cytoplasm, ribosomes, and genetic material in the cytoplasm. They can be rod-shaped, spherical, or spiral.
3) Microbes are found almost everywhere on Earth and play important ecological roles as decomposers, producers, and parts of the food web.Activity 42 c a closer look
Activity 42 c a closer lookddegennaro
Ìý
This document is a lesson plan on cell biology that focuses on a closer look at cells. It introduces the key discoveries that cells are the basic unit of life and most organisms are made of many cells. The purpose is to learn more about cell structures and their functions. Students will read about cells, summarize the challenge question, and complete activities including a double bubble map, cell diagrams, and reflection on why membranes are important to cells.Activity 35 c a license to learn; parts a and b
Activity 35 c a license to learn; parts a and bddegennaro
Ìý
The document discusses a cell biology activity that involves using a microscope to view samples and learn about different parts of the microscope. Students will be viewing samples under the microscope and identifying different parts of the microscope based on a diagram. The activity teaches about how microscopes have helped scientific discoveries such as identifying the cause of bubonic plague.Race ca r rubric
Race ca r rubricddegennaro
Ìý
This document is a rubric for grading argumentative essays. It evaluates students on identifying an issue, stating a claim, citing evidence to support the claim, explaining how the evidence supports the claim, presenting a counterargument, and rebutting the counterargument. Stronger essays clearly identify the issue, state the claim, cite and explain two pieces of evidence, present a counterargument, and rebut it, while weaker essays are missing one or more of these components.Activity 17 b gas exchange
Activity 17 b gas exchangeddegennaro
Ìý
This document summarizes a science lab activity about gas exchange. The activity involves using an indicator called BTB to test for the presence of carbon dioxide in exhaled breath. In part A, students test samples of air, sodium hydroxide solution, and their own exhaled breath to see how the BTB indicator changes color in response to carbon dioxide. In part B, students measure the number of drops of BTB needed to detect carbon dioxide levels in the exhaled breath of their classmates. The document includes the procedure, data tables to record results, analysis questions, and a reflection question about how respiratory diseases may impact breathing ability.17 b gas exchange
17 b gas exchangeddegennaro
Ìý
This document outlines an activity to investigate gas exchange through human respiration. Students are asked to complete anticipation guides and data tables to measure the carbon dioxide levels in exhaled breath using an indicator solution. They observe that exhaled breath turns the solution color, indicating the presence of carbon dioxide. Students then measure the amount of carbon dioxide in samples from different classmates. Finally, they analyze the experiment results and compare the compositions of inhaled and exhaled air.Activity 15 b digestion an absorbing tale ccss science&literacy
Activity 15 b digestion an absorbing tale ccss science&literacyddegennaro
Ìý
1. The document discusses the process of digestion, including both mechanical and chemical breakdown of food as it passes through the digestive system.
2. It explains that the digestive system is responsible for breaking down everything consumed, such as food, drink, and medicine, and describes some of the major organs involved like the esophagus, stomach, and intestines.
3. As food travels through the body, the document aims to explain how the digestive system works through absorption of nutrients and elimination of waste.Activity 14 b breakdown
Activity 14 b breakdownddegennaro
Ìý
The document describes an activity about the human digestive system. Students will conduct an experiment to test how the size of food pieces affects the speed of chemical breakdown during digestion. They will give some students whole candy pieces and others broken up pieces, then time how long it takes each student to finish their candy. This will model how chewing food into smaller pieces increases the surface area and allows for faster chemical breakdown in the digestive system.Activity 14 b breakdown
Activity 14 b breakdownddegennaro
Ìý
The document describes an activity about the human digestive system. Students will conduct an experiment to test how the size of food pieces affects the speed of chemical breakdown during digestion. They will give some students whole candy pieces and others broken up pieces, then time how long it takes each student to finish their candy. This models how chewing food into smaller pieces increases the surface area exposed to digestive acids and enzymes, speeding up breakdown.Activity 12 b what's happening inside
Activity 12 b what's happening insideddegennaro
Ìý
The document describes an activity to teach students about the human body's organ systems. Students will:
1) Brainstorm what they know about organ systems and write questions. They will then classify organ cards into different systems like digestive and circulatory.
2) Draw an outline of the human body and label organs and their functions. They will ask each other questions about the diagrams.
3) Use clay to model organs and discuss if the sizes are accurate. They will review how organs relate to actual body structures.Activity 1 saving fred
Activity 1 saving fredddegennaro
Ìý
This document provides instructions for an activity that teaches problem solving through having students save a character named Fred using the scientific method. Students will work through various steps: forming a hypothesis to save Fred, following a procedure to test their hypothesis, recording their results, and analyzing their methods and results. The goal is to introduce students to how scientists systematically solve problems by forming and testing hypotheses in a structured process.Activity 2 a the pellagra story
Activity 2 a the pellagra storyddegennaro
Ìý
1) Dr. Goldberger studied the disease pellagra by experimenting on prisoners and orphans. He fed some prisoners and orphans diets lacking in nutrients to see if they developed pellagra.
2) Through this experiment, Dr. Goldberger found evidence that pellagra was caused by nutritional deficiencies rather than germs.
3) However, others did not believe Dr. Goldberger's conclusion because they questioned whether it was ethical to experiment on humans, and thought the evidence from prisoners and orphans was not scientifically valid.