This document discusses using computers and interactive technology in the science classroom. It describes how computers allow students to perform virtual dissections, scientific investigations, and instructional videos. These activities provide hands-on learning experiences without expensive laboratory equipment. Computers also enable students to learn data analysis skills through programs like Microsoft Excel and PowerPoint for presenting their findings.
This document summarizes several student activities involving sensors. It describes 5 activities where students learned about motion detectors, different sensors and their inputs/outputs, making a microphone, exploring piezoelectric effects, and measuring piezoelectric response. It also summarizes a coin counter design project and a cavity detector project. The cavity detector project aimed to design a sensor that could detect dental cavities by triggering an alarm through a chemical reaction and thermal sensor.
Mobile apps for scientists were discussed, including types like dedicated apps, web apps, and where to find them. Apps are available for tasks like molecular design, interacting with databases, and calculations. Features of tablets versus phones were compared. Future developments may include more powerful platforms, easier data entry, and cross-platform apps. An example problem of tracking calf embryo biopsy samples was presented, and how a mobile app could provide an integrated solution by simplifying data entry and syncing information across devices.
8 Killer Project-Based Student Challenges in Earth ScienceIT'S ABOUT TIME®
Ìý
QUESTION: Why do geoscientists have the coolest careers on the planet and how can teachers prepare students for it? ANSWER: http://bit.ly/geoscience
EarthComm® is a comprehensive, project-based, secondary level Earth and space sciences program. It includes student learning materials, teacher resources, teacher-support networks, and assessment tools. EarthComm also features a robust Web site filled with student and teacher resources regularly updated by AGI.
EarthComm® promotes systems thinking.
In EarthComm®, students learn about the interactions among the various parts of the Earth system by reflecting on the ways in which matter and energy flow through the Earth system, and the different ways in which Earth’s processes occur over time and space.
EarthComm® fosters Earth stewardship.
With EarthComm®, students discover the wonder and importance of Earth and space science by studying it where it counts—in their community. EarthComm® utilizes local and regional issues and concerns to stimulate problem-solving activities, and to foster a sense of Earth stewardship by students in their communities.
This document discusses the challenges and opportunities biology faces with increasing data generation. It outlines four key points:
1) Research approaches for analyzing infinite genomic data streams, such as digital normalization which compresses data while retaining information.
2) The need for usable software and decentralized infrastructure to perform real-time, streaming data analysis.
3) The importance of open science and reproducibility given most researchers cannot replicate their own computational analyses.
4) The lack of data analysis training in biology and efforts at UC Davis to address this through workshops and community building.
Technology in Mathematics and Science IDT285psych369
Ìý
Technology can enhance mathematics and science education in several ways. Spreadsheets, graphing calculators, and interactive geometry software give students hands-on experience solving problems. Reasoning and skill-building software help increase sub-skills while developing logic and comprehension. Digital tools like simulations and imaging allow experiments to be observed more easily. Communication between students and teachers is improved through tools like interactive whiteboards, class websites, and email. Various instructional software, simulations, and online resources provide interactive learning experiences across math and science topics.
Making the introductory science lab accessible online apr 2012gregkp
Ìý
Presentation to the 5th Annual Student Success Mid-Atlantic Regional Conference, Apr 2012; a look at the state and use of simulations and otehr approaches to making science lab content available online.
This document summarizes a pilot program between PerkinElmer and the University of Illinois Springfield to test an online collaborative platform called Elements for science education. The platform aims to modernize the way students engage with and learn science in a way that is social and feels natural. It allows students to absorb materials, upload their own data, and coordinate research workflows. The pilot program tested Elements in chemistry courses, finding that it allowed sharing of experiments, integration of diagrams and spectra, and prevented lost or forgotten lab notebooks compared to traditional methods. Future enhancements could include more advanced spreadsheet, graphing, and analysis features.
This document discusses the development of an interactive iBook to teach visualization concepts related to computer tomography (CT) to high school students, college underclassmen, and industry scientists. The iBook aims to increase accessibility of CT and visualization tools by implementing free software that can run on portable devices. It will include example lessons demonstrating techniques like Beer's Law analysis and 3D model generation. Features of the iBook like check points, galleries, interactives, zooming and videos are designed to effectively teach concepts. The goal is to help audiences learn CT fundamentals and be able to observe and manipulate tomography data.
The document discusses STEM LAB, which provides hands-on STEM education programs for schools. It includes a robotics lab with Lego Mindstorm kits for building and programming robots. It also includes a 21st century science lab, with sensors and equipment for conducting experiments in various science areas. The goal is to engage students in experiential, hands-on learning that develops skills for future careers in STEM fields.
Calculate angle using tanθ = h/l
Slope of velocity vs time graph (m/s2)
Slope of acceleration vs time graph (m/s2)
Percentage error between slopes
Conclusion
From the results obtained, it can be concluded that:
1. The acceleration of the cart down the inclined track is constant as shown by the linear
acceleration-time graph.
2. The acceleration increases as the angle of inclined track increases. This is because the
component of gravitational acceleration parallel to the plane, gsinθ increases with
increasing angle θ.
3. The percentage error between the slopes of velocity-time and acceleration-time graphs is
small, within experimental error
1. The document discusses the challenges of widespread adoption of e-research technologies by everyday researchers. While early adopters found success, most researchers are not using the infrastructure services that have been created.
2. It argues that repositories and other e-research tools need to focus on the needs and perspectives of researchers. Researchers work with data, so tools should emphasize data sharing and metadata. They should also support collaboration and open participation in the scientific process.
3. For technologies to truly enable new forms of research, their use needs to become integrated into the everyday work of all researchers, not just a specialized few. Systems must be easy to use, empower researchers' autonomy, and intersect seamlessly with digital and physical
1. The document discusses the challenges of adopting e-research technologies by everyday researchers and moving from specialized scientists doing specialized science to widespread adoption.
2. It proposes a more data-centric and collaborative approach focused on the social process of science and empowering researchers.
3. Key lessons for repositories include understanding user needs, being open-minded about problems and solutions, embracing the web instead of creating barriers, and thinking of repositories as a cloud service instead of an institutional system.
Mobile learning- New Tools for a New CurriculumJohn Sloan
Ìý
This presentation was made at the Pearson Celebrating a 21st Century Education Conference, November 2010.
It gives background research and exemplars of how mobile devices can be used to enhance 21st Century Maths and Science learning
This document is a report on an experiment conducted using a data logger to investigate how the acceleration and velocity of an object moving down an inclined plane is affected by the angle of inclination. The experiment measured the acceleration and velocity of a cart moving down inclined planes of different angles. The results showed that acceleration and velocity increased with increasing angle of inclination due to the larger component of gravitational force acting parallel to the plane. Common applications of this concept, such as cycling downhill or moving goods up and down ramps, were also discussed. The data logger allowed accurate, real-time collection and analysis of position, velocity and acceleration data without extensive calculations.
SciFest is an annual science festival open to second-level students that encourages interest in science. Students can enter individually or in groups of up to 3 people. Projects can be from the categories of physical sciences, life sciences, or technology. The goal is to provide students an opportunity to display their scientific discoveries. SciFest includes judging of projects, awards ceremonies, and exhibits of student work. It aims to give students a fun experience that also deepens their understanding of science.
The document proposes virtual holographic STEM stations for K-12 students in the US to address shortcomings in science and math proficiency. It describes the large US education market and trends towards digital learning. The solution presented is an interactive 3D holographic device that delivers STEM curriculum through observation, experimentation, expert guidance and assessment. A business model is proposed where the hardware is produced by one company and content is developed and distributed through a separate company's platform to schools and individuals. The concept aims to be validated through a controlled study comparing learning outcomes.
Reproducible, Open Data Science in the Life SciencesEamonn Maguire
Ìý
The document outlines the workflow of a data scientist, from planning experiments and collecting data, to analyzing, visualizing, and publishing results. It emphasizes that data science involves formalizing hypotheses based on observations and testing them using collected data. A suite of open-source tools is presented to help data scientists in managing data and supporting open, reproducible life science research. The goal is to enable integration and sharing of experimental data and results.
This document summarizes two experiments that compare an eye gaze interaction technique for object selection to selection using a mouse. In the first experiment, participants selected highlighted circles from a grid using either eye gaze or a mouse, and in the second they selected letters from a grid. The results showed that the eye gaze technique was faster than using a mouse in both experiments. The eye gaze technique was effective because it leveraged an understanding of eye movements and preserved the natural quickness of the eye, despite latencies from the eye tracking hardware.
Robotics-Based Learning in the Context of Computer ProgrammingJacob Storer
Ìý
This document is a project report for research into whether robotics-based learning or simulation-based learning is more effective for teaching programming. It describes the objectives of developing tutorials for both an Arduino robot and visual basic simulation. Programming tasks for moving forwards/backwards and along shapes were developed. Tutorials and programs were implemented to teach these tasks. Surveys were given to test groups after using each method to collect data on their effectiveness for comparison. While results were mixed, all indicated learning was improved with a teacher. Due to the small sample size, no conclusive answer could be provided.
1) This curriculum vitae is for Anood Fayez Tubaishat, a Jordanian citizen living in Amman, Jordan.
2) He received a Bachelor's degree in Computer Engineering from Jordan University of Science and Technology in 2010 with good grades, and graduated high school from Yarmouk University Model School with honors.
3) His objectives include gaining experience to benefit both himself and his employer, and implementing innovative ideas and skills on projects.
This document discusses using the T-BioInfo platform to provide practical education in bioinformatics. It describes how the platform can integrate different types of omics data and analysis into intuitive, visual pipelines. This allows non-experts to analyze and interpret complex datasets. Example projects are provided, such as using RNA-seq data to identify genes involved in a disease. The goal is to teach bioinformatics through collaborative, project-based learning without requiring programming skills. Learners would reconstruct simulated biological processes and contribute to ongoing analysis of real scientific datasets.
PODSTEMIC: Changing the face of STEM curriculum with mobile devices
Did you know that all jobs of the future will require a basic understanding of math and science? The most recent ten year employment projections by the U.S. Labor Department show that of the 20 fastest growing occupations projected for 2014, 15 of them require significant mathematics or science preparation to successfully compete for a job. As educators, what can we do to ensure our students are ready for the future? ENTER PODSTEMIC.
In this session, attendees will learn 10 different innovative ways to integrate Apple’s iPod touch and iPad into STEM curriculum. Attendees will discover valuable resources on new ways to infuse mobile devices into tough STEM classes.Ìý This session will provide something for everyone, even if STEM content areas are not your focus.Ìý At Podstemic, you will find how to manage these devices, how to use third party equipment in conjunction with these devices, and much more! Come and ENTER PODSTEMIC!
This document provides a summary of science education apps for the iPad organized by subject and function. It lists apps for collecting data using the iPad's sensors, referencing science materials through digital textbooks and databases, analyzing videos and images, simulating labs and dissections, annotating and creating content, communicating information to students, and conducting formative assessments. Examples of specific apps are given for taking video and photos, keeping photo diaries, storytelling, drawing, recording audio, and more. The document also provides contact information for the author.
QuickBooks Desktop to QuickBooks Online How to Make the MoveTechSoup
Ìý
If you use QuickBooks Desktop and are stressing about moving to QuickBooks Online, in this webinar, get your questions answered and learn tips and tricks to make the process easier for you.
Key Questions:
* When is the best time to make the shift to QuickBooks Online?
* Will my current version of QuickBooks Desktop stop working?
* I have a really old version of QuickBooks. What should I do?
* I run my payroll in QuickBooks Desktop now. How is that affected?
*Does it bring over all my historical data? Are there things that don't come over?
* What are the main differences between QuickBooks Desktop and QuickBooks Online?
* And more
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Making the introductory science lab accessible online apr 2012gregkp
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Presentation to the 5th Annual Student Success Mid-Atlantic Regional Conference, Apr 2012; a look at the state and use of simulations and otehr approaches to making science lab content available online.
This document summarizes a pilot program between PerkinElmer and the University of Illinois Springfield to test an online collaborative platform called Elements for science education. The platform aims to modernize the way students engage with and learn science in a way that is social and feels natural. It allows students to absorb materials, upload their own data, and coordinate research workflows. The pilot program tested Elements in chemistry courses, finding that it allowed sharing of experiments, integration of diagrams and spectra, and prevented lost or forgotten lab notebooks compared to traditional methods. Future enhancements could include more advanced spreadsheet, graphing, and analysis features.
This document discusses the development of an interactive iBook to teach visualization concepts related to computer tomography (CT) to high school students, college underclassmen, and industry scientists. The iBook aims to increase accessibility of CT and visualization tools by implementing free software that can run on portable devices. It will include example lessons demonstrating techniques like Beer's Law analysis and 3D model generation. Features of the iBook like check points, galleries, interactives, zooming and videos are designed to effectively teach concepts. The goal is to help audiences learn CT fundamentals and be able to observe and manipulate tomography data.
The document discusses STEM LAB, which provides hands-on STEM education programs for schools. It includes a robotics lab with Lego Mindstorm kits for building and programming robots. It also includes a 21st century science lab, with sensors and equipment for conducting experiments in various science areas. The goal is to engage students in experiential, hands-on learning that develops skills for future careers in STEM fields.
Calculate angle using tanθ = h/l
Slope of velocity vs time graph (m/s2)
Slope of acceleration vs time graph (m/s2)
Percentage error between slopes
Conclusion
From the results obtained, it can be concluded that:
1. The acceleration of the cart down the inclined track is constant as shown by the linear
acceleration-time graph.
2. The acceleration increases as the angle of inclined track increases. This is because the
component of gravitational acceleration parallel to the plane, gsinθ increases with
increasing angle θ.
3. The percentage error between the slopes of velocity-time and acceleration-time graphs is
small, within experimental error
1. The document discusses the challenges of widespread adoption of e-research technologies by everyday researchers. While early adopters found success, most researchers are not using the infrastructure services that have been created.
2. It argues that repositories and other e-research tools need to focus on the needs and perspectives of researchers. Researchers work with data, so tools should emphasize data sharing and metadata. They should also support collaboration and open participation in the scientific process.
3. For technologies to truly enable new forms of research, their use needs to become integrated into the everyday work of all researchers, not just a specialized few. Systems must be easy to use, empower researchers' autonomy, and intersect seamlessly with digital and physical
1. The document discusses the challenges of adopting e-research technologies by everyday researchers and moving from specialized scientists doing specialized science to widespread adoption.
2. It proposes a more data-centric and collaborative approach focused on the social process of science and empowering researchers.
3. Key lessons for repositories include understanding user needs, being open-minded about problems and solutions, embracing the web instead of creating barriers, and thinking of repositories as a cloud service instead of an institutional system.
Mobile learning- New Tools for a New CurriculumJohn Sloan
Ìý
This presentation was made at the Pearson Celebrating a 21st Century Education Conference, November 2010.
It gives background research and exemplars of how mobile devices can be used to enhance 21st Century Maths and Science learning
This document is a report on an experiment conducted using a data logger to investigate how the acceleration and velocity of an object moving down an inclined plane is affected by the angle of inclination. The experiment measured the acceleration and velocity of a cart moving down inclined planes of different angles. The results showed that acceleration and velocity increased with increasing angle of inclination due to the larger component of gravitational force acting parallel to the plane. Common applications of this concept, such as cycling downhill or moving goods up and down ramps, were also discussed. The data logger allowed accurate, real-time collection and analysis of position, velocity and acceleration data without extensive calculations.
SciFest is an annual science festival open to second-level students that encourages interest in science. Students can enter individually or in groups of up to 3 people. Projects can be from the categories of physical sciences, life sciences, or technology. The goal is to provide students an opportunity to display their scientific discoveries. SciFest includes judging of projects, awards ceremonies, and exhibits of student work. It aims to give students a fun experience that also deepens their understanding of science.
The document proposes virtual holographic STEM stations for K-12 students in the US to address shortcomings in science and math proficiency. It describes the large US education market and trends towards digital learning. The solution presented is an interactive 3D holographic device that delivers STEM curriculum through observation, experimentation, expert guidance and assessment. A business model is proposed where the hardware is produced by one company and content is developed and distributed through a separate company's platform to schools and individuals. The concept aims to be validated through a controlled study comparing learning outcomes.
Reproducible, Open Data Science in the Life SciencesEamonn Maguire
Ìý
The document outlines the workflow of a data scientist, from planning experiments and collecting data, to analyzing, visualizing, and publishing results. It emphasizes that data science involves formalizing hypotheses based on observations and testing them using collected data. A suite of open-source tools is presented to help data scientists in managing data and supporting open, reproducible life science research. The goal is to enable integration and sharing of experimental data and results.
This document summarizes two experiments that compare an eye gaze interaction technique for object selection to selection using a mouse. In the first experiment, participants selected highlighted circles from a grid using either eye gaze or a mouse, and in the second they selected letters from a grid. The results showed that the eye gaze technique was faster than using a mouse in both experiments. The eye gaze technique was effective because it leveraged an understanding of eye movements and preserved the natural quickness of the eye, despite latencies from the eye tracking hardware.
Robotics-Based Learning in the Context of Computer ProgrammingJacob Storer
Ìý
This document is a project report for research into whether robotics-based learning or simulation-based learning is more effective for teaching programming. It describes the objectives of developing tutorials for both an Arduino robot and visual basic simulation. Programming tasks for moving forwards/backwards and along shapes were developed. Tutorials and programs were implemented to teach these tasks. Surveys were given to test groups after using each method to collect data on their effectiveness for comparison. While results were mixed, all indicated learning was improved with a teacher. Due to the small sample size, no conclusive answer could be provided.
1) This curriculum vitae is for Anood Fayez Tubaishat, a Jordanian citizen living in Amman, Jordan.
2) He received a Bachelor's degree in Computer Engineering from Jordan University of Science and Technology in 2010 with good grades, and graduated high school from Yarmouk University Model School with honors.
3) His objectives include gaining experience to benefit both himself and his employer, and implementing innovative ideas and skills on projects.
This document discusses using the T-BioInfo platform to provide practical education in bioinformatics. It describes how the platform can integrate different types of omics data and analysis into intuitive, visual pipelines. This allows non-experts to analyze and interpret complex datasets. Example projects are provided, such as using RNA-seq data to identify genes involved in a disease. The goal is to teach bioinformatics through collaborative, project-based learning without requiring programming skills. Learners would reconstruct simulated biological processes and contribute to ongoing analysis of real scientific datasets.
PODSTEMIC: Changing the face of STEM curriculum with mobile devices
Did you know that all jobs of the future will require a basic understanding of math and science? The most recent ten year employment projections by the U.S. Labor Department show that of the 20 fastest growing occupations projected for 2014, 15 of them require significant mathematics or science preparation to successfully compete for a job. As educators, what can we do to ensure our students are ready for the future? ENTER PODSTEMIC.
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This document provides a summary of science education apps for the iPad organized by subject and function. It lists apps for collecting data using the iPad's sensors, referencing science materials through digital textbooks and databases, analyzing videos and images, simulating labs and dissections, annotating and creating content, communicating information to students, and conducting formative assessments. Examples of specific apps are given for taking video and photos, keeping photo diaries, storytelling, drawing, recording audio, and more. The document also provides contact information for the author.
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If you use QuickBooks Desktop and are stressing about moving to QuickBooks Online, in this webinar, get your questions answered and learn tips and tricks to make the process easier for you.
Key Questions:
* When is the best time to make the shift to QuickBooks Online?
* Will my current version of QuickBooks Desktop stop working?
* I have a really old version of QuickBooks. What should I do?
* I run my payroll in QuickBooks Desktop now. How is that affected?
*Does it bring over all my historical data? Are there things that don't come over?
* What are the main differences between QuickBooks Desktop and QuickBooks Online?
* And more
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Recall various terms of computer and its part
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Explain about networking and elements based on internet
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2 Understand the meaning of software’s, operating system etc
3 Understanding the meaning and utility of database management system
4 Evaluate the various aspects of management information system
5 Generating more ideas regarding the use of internet for business purpose
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