cat3https://www.scientix.eu/c/message_boards/find_category?p_l_id=588349&mbCategoryId=02024-08-15T16:21:48Z2024-08-15T16:21:48ZRE: Share your classroom ideas hereStella Magidhttps://www.scientix.eu/c/message_boards/find_message?p_l_id=588349&messageId=6070622017-05-03T23:52:18Z2017-05-03T23:52:18Z<div class="quote"><div class="quote-content">Robert BaldurssonThank you Stella for a very detailed and structured idea for a lesson game based on the Ender's Game! Have you already tried it in class or are you planning to? We would be interested to know how it worked out.</div></div><br />Dear Robert!<br />I have already tried some of the lessons and I will trry soon others. I tried jicsaw activities where every student read different chapter of the book and then share the summarry with other students. Of corse it is better that everybody read hole book, but if the time is limited, jicsaw activity can be a good solution. I like that this method encourage responsibility skills (students must prepare their summary on time).<br />Also, i tried the lesson, where students prepare one scence from the book by creative way. Students like this activity. " The sky is the limit", they can be as creative as they want....and their presentation where great.<br />Aother very important lesson-discussion about genocide. I think its very important lesson. Through this activity students can be exposed to genocide through history .A teacher must lead this discussion with sensitivity.....At the end of the discussion students made a suggestion on how genocide can be prevented in the future......<br />Best regards!<br />StellaStella Magid2017-05-03T23:52:18ZRE: Classroom ideas about: "Uncle Tungsten: Memories of a chemical boyhood"Noelia Velasco Pérezhttps://www.scientix.eu/c/message_boards/find_message?p_l_id=588349&messageId=6054502017-05-01T17:25:16Z2017-05-01T17:25:16ZHi Robert,<p style="text-align: justify">With regard to your question, I began to read this book since I knew it in the Scientix competition. Also it encourage me to look for others books, which could be interesting as educational resources, especially I have searched Spanish publications, such as the book I commented in "RE:Forum", "<em>Ciencia para Nicolás</em>".<br />Another practical book to work in the classroom is: "<em>Breakthroughs in Science</em>" by Isaac Asimov, it contains abstracs about the biography of the most important scientist in history. In my classroom, a group of students have used this source to make a video report, recording some interviews with famous scientists; it is an enjoyable and fascinating report,which can be found on their youtebe channel of scientific outreach: Queirugersjm.</p>I leave here the link of the specific video:<br /> <a href="https://www.youtube.com/watch?v=4gcY8cQ3huE">https://www.youtube.com/watch?v=4gcY8cQ3huE </a>Noelia Velasco Pérez2017-05-01T17:25:16ZRE: Share your classroom ideas hereCOSTANTINA COSSUhttps://www.scientix.eu/c/message_boards/find_message?p_l_id=588349&messageId=6054142017-05-01T10:12:51Z2017-05-01T10:12:51ZDear,<br />I tried to use it for gravity but I found it too complex for my students ( they study astronomy at 14 years old)<br />In my opinion is very interesting the part of black holes even because the scientists is the best expert in the world ......at moment. ;)<br />Thank you for giving me new ideas<br /><br />CosatntinaCOSTANTINA COSSU2017-05-01T10:12:51ZRE: Share your classroom ideas hereMaria Melniciuchttps://www.scientix.eu/c/message_boards/find_message?p_l_id=588349&messageId=6054022017-05-01T00:57:19Z2017-05-01T00:51:21ZI love Ender'S Game book and I reread it after 20 years.<br /><strong>Activities</strong><br />1-What is imponderability?<br />The students will watch parts of the Ender’s game movie about imponderability<br /><a href="https://www.youtube.com/watch?v=p0Pf-sevOc0">https://www.youtube.com/watch?v=p0Pf-sevOc0</a> <br />What is imponderability? Fun in space and life on international space stations<br /><strong>Some other video resources </strong><br /><strong><a href="https://www.youtube.com/watch?v=rBQNn0prRpw">https://www.youtube.com/watch?v=rBQNn0prRpw</a> <a href="https://www.youtube.com/watch?v=rhuMfo321RQ">https://www.youtube.com/watch?v=rhuMfo321RQ</a> <a href="https://www.youtube.com/watch?v=Yhr8NugDMPI">https://www.youtube.com/watch?v=Yhr8NugDMPI</a> </strong><br /><strong><a href="https://www.youtube.com/watch?v=SGP6Y0Pnhe4">https://www.youtube.com/watch?v=SGP6Y0Pnhe4</a> <br /></strong><em>Imponderable</em> <span style="color: #000000"><span style="font-family: "Helvetica Neue", Helvetica, Arial, sans-serif"><span style="font-size: 14px;"> <span style="font-family: arial, helvetica, sans-serif"><span style="font-size: 12px;">In physics, a thing which has no weight: a term formerly applied to heat, light, electricity, and magnetism, on the supposition that they were material substances, and still used of the hypothetical universal medium, ether.</span></span><br /></span></span></span><a href="https://pwayblog.com/2016/04/11/track-design-limits-of-vertical-acceleration/">https://pwayblog.com/2016/04/11/track-design-limits-of-vertical-acceleration/</a><span style="color: #000000"><span style="font-family: "Helvetica Neue", Helvetica, Arial, sans-serif"><span style="font-size: 14px;"><br /><br /><img src="https://upload.wikimedia.org/wikipedia/commons/0/08/Physicist_Stephen_Hawking_in_Zero_Gravity_NASA.jpg" style="height: 200px; width: 300px;" /><br /><br /></span></span><strong>Activity 2<br /></strong>Create a multiplayer game to fight with your spaceships against the enemie! <br />Depending on students age different software may be used: <em>Scratch</em> and <em>Alice</em> for the little ones, <em>Unity</em> for those who know to code and want to create their own characters, objects and backgrounds.<br />The students will create their own games and test with the other colleagues.<br /><strong>Activity 3<br /></strong>Bullying at school<br />The students will read chapters 1 and 5 from Ender's Game book.There are a lot of agressive behaviors in the book and Ender is a 6 old year boy and he must be tough. <br />I think the students will identify those behaviors and we could discuss about bullying in our school, how to limit it and how to get help with.<br /><a href="https://www.stopbullying.gov/what-is-bullying/">https://www.stopbullying.gov/what-is-bullying/</a> Maria Melniciuc2017-05-01T00:51:21ZRE: Share your classroom ideas hereMaria Melniciuchttps://www.scientix.eu/c/message_boards/find_message?p_l_id=588349&messageId=6053992017-05-01T00:13:21Z2017-05-01T00:06:57Z<strong>Activity 1- Cosmological theories</strong><br />The groups (3 students in a group) will research information and create Google Slides presentations on Cosmological theories for different periods (B.C., A.C. including the 16 th century, 17th and 18 th centuries, 19th and 20th centuries, nowadays). Infographics with the most important scientist and their theories will be created too.Resources: <a href="http://www.physicsoftheuniverse.com/cosmological.html">http://www.physicsoftheuniverse.com/cosmological.html</a> and the first chapter of Stephen Hawking’s book<br /><br /><strong>Activity 2- Distance calculator <br /> </strong>The groups will continue the research to find how the distance between planets are calculated. Each group will create a sheet in Google Sheets and will calculate the mean distance from Sun to our system’s planets , the distance from Earth to other planets and nearest star(Proxima Centauri) in AU, light years , km , miles and Parsec. Automatic conversions will be made between astronomical distance units and charts will be created.More about how distances are measured in Astronomy <a href="http://www.telescope.org/nuffield_21_sci/astrounits.htm">http://www.telescope.org/nuffield_21_sci/astrounits.htm</a> <br /><br /><strong>Activity 3- Big Bang and Big Crunch<br /></strong>A Padlet will be created by the teacher and all students will add information about these theories (videos, documents, links, pictures).Resources:<a href="https://www.universetoday.com/37018/big-crunch/">https://www.universetoday.com/37018/big-crunch/</a><a href="https://science.nasa.gov/astrophysics/focus-areas/what-powered-the-big-bang">https://science.nasa.gov/astrophysics/focus-areas/what-powered-the-big-bang<br /></a><strong><br />Activity 4-Stories about remarkable scientists<br /></strong>Students, two by two, will research different stories and jokes about scientists and they will create short presentations. There are some examples in the end of Stephen Hawking’s book and I think that they will be engage to discover the men/women behind the theories and formulas. <br /><strong>Students age</strong>- 16-19 Maria Melniciuc2017-05-01T00:06:57ZRE: "Uncle Tungsten" PROBLEM BASED STEM CLASS ACTIVITYErhan sahinhttps://www.scientix.eu/c/message_boards/find_message?p_l_id=588349&messageId=6053722017-04-30T23:02:37Z2017-04-30T23:02:37Z<span style="font-family: monospace"><span style="font-size: 14px;">Middle school 7th and 8th grade students</span></span>Erhan sahin2017-04-30T23:02:37ZRE: Share your classroom ideas hereMaria Melniciuchttps://www.scientix.eu/c/message_boards/find_message?p_l_id=588349&messageId=6053632017-04-30T23:01:55Z2017-04-30T23:00:40Z<strong>Activity 1 </strong>(6 hours)<br />The students will work in groups of 3 on the next topics<br />-Robots: early beginnings<br />-Robots in the 19 th century<br />-Robots in the 20 th century<br />-Robots nowadays<br />-Robots in the space<br />-Industrial robots<br />-Humanoid robots<br />-Robots in literature<br />-Robots in movies<p style="text-align: justify">Each group will make researches on the topic and will create a Padlet which will contain different informations including the documents and presentations they created, videos and links for this subjects. Posters and infographics will be created too. For better results in collaboration the students will use GoogleDocs.The groups will present their work in front of the classroom.Each group will create a quiz in Google Forms and all the students will answer the questions . The teacher will create an evaluation form and each group will be grading others groups work.</p> <br /><strong>Activity 2 </strong><span style="color: #000000">(2 hours)</span><p style="text-align: justify">Starting from the 3 laws of robotics formulated by Asimov and the Tedex video <a href="https://www.youtube.com/watch?v=-KaGZhB0WkI">https://www.youtube.com/watch?v=-KaGZhB0WkI</a> students will debate about the future of robots and if we should be afraid by robots evolution.</p><strong>Practical activity </strong>(12 hours)<br />The students will create a robotic hand <a href="https://www.youtube.com/watch?v=hLxWBVZ25rk">https://www.youtube.com/watch?v=hLxWBVZ25rk</a> using the Microsoft Education lesson plan <a href="https://onedrive.live.com/view.aspx?resid=D1EAAFC0BDFA320E!1171&ithint=onenote%2c&app=OneNote&authkey=!AByHJXUeyR8LDRM">https://onedrive.live.com/view.aspx?resid=D1EAAFC0BDFA320E!1171&ithint=onenote%2c&app=OneNote&authkey=!AByHJXUeyR8LDRM</a> . We have the list with the materials needed ,too (<a href="https://www.microsoft.com/en-us/education/education-workshop/january.aspx">https://www.microsoft.com/en-us/education/education-workshop/january.aspx</a>) .Maria Melniciuc2017-04-30T23:00:40ZRE: "Uncle Tungsten" PROBLEM BASED STEM CLASS ACTIVITYErhan sahinhttps://www.scientix.eu/c/message_boards/find_message?p_l_id=588349&messageId=6053592017-04-30T22:57:53Z2017-04-30T22:57:53Z<div class="lfr-code"><table><tbody><tr><td class="line-numbers" data-line-number="1"></td><td class="lines"><div class="line">Middle school 7th and 8th grade students</div></td></tr></tbody></table></div>Erhan sahin2017-04-30T22:57:53ZRE: UNCLE TUNGSTEN: MEMORIES OF A CHEMICAL BOYHOODLidia Risteahttps://www.scientix.eu/c/message_boards/find_message?p_l_id=588349&messageId=6053542017-04-30T22:32:38Z2017-04-30T22:32:38ZElectricity is an " run out " source, solar energy is one of the energies of the future. Using energy light bulbs, can reduce power consumption. Students can make an energy consumption analysis in some classrooms where are incandescent bulbs (with wolfram filament) and other classroom rooms where there are led bulbs for a period of one month. Economic Calculations.<br />Case studies, research, material search for bulbs.Lidia Ristea2017-04-30T22:32:38ZScenarioRumjana Angelovahttps://www.scientix.eu/c/message_boards/find_message?p_l_id=588349&messageId=6053452017-04-30T22:30:03Z2017-04-30T22:30:03Z How to be a teacher, who inspired yours students?!! How to create an emotional situation to teach Mathematics? How to show …? How to expline...? How to organise the lessons, the activities?<br /> Most of the educational approaches are inspired from examples and books.<br />“The Number Devil” – this are at liest 12 great ideas!<br /> This scenario presents an example of teachers view. First, this teachers view is a key factor in improving classroom motivation to learn mathematics. Second, this is a vehicle for increasing knowledge from research into classrooms.<br />How I organise the lesson?<br /> In the role of the Devil of the numbers comes in a student, who is in a larger class than the others.<br /><br /><br /><strong>“Rabbits and numbers”</strong><br /> <br />The Number Devil tells: "A young couple of rabbits after one month becomes an elderly couple and after another month they have a generation and become two…. 1; 1; 2; 3; 5….<br /> <br /><strong>"Jumping" Numbers</strong><br /><br />High on the walls, around the room - there is a line with Fibonacci Numbers on it. The Student, who plays the rolle of the Devil of the numbers shows two consecutive numbers. When they hold hands and jump together the rest of the Students have to find which Number they make. <br />1;1;2;3;5;8;13;21;34;55;89;144;233;377;610;……..<br />And then the Devil shows a number of Fibonacci and after then two Students jump. 610=<img src="" height="25" width="32" />+<img src="" height="25" width="29" /><br /><br /><strong>“Other properties of Fibonacci numbers”</strong><br />The Devil shows with magic stick two consecutive numbers – first the larger then the lesser, and he says: “Divide them! How much is it? ”<br />O-oooooooooo Golden Ratio!<br /><br /><br /><strong>Math factor</strong><br />The competition regulation is a follows:<br />- Every participant, within 3 minutes has to present one chapter of the book in attractive and popular way. <br /> <br />This activities show how the stories of the book (12 chapters) are based on an in‐depth analysis of science and mathematics education, as well as how those modules structure the motivation development of the students. Finally, we provide an overview of the evaluation of the book - the students expline yours favorite numbers .<br /> <br /> All students will follow the seven phases below for their participation:<br /><ul><li>Read the book and decide on a project type.</li><li>Develop an initial plan.</li><li>Have the plan approved by the teacher.</li><li>Create the first draft of the plan.</li><li>Have the first draft approved by the teacher.</li><li>Create the final draft.</li><li>The final presentation will then be evaluated.</li></ul>Each project will be rated on its own merits based on the requirements detailed above. The grade will ultimately be determined according to the following chart.<br /><table><tr><td><strong>Factor</strong></td><td><strong>Weak ---- Strong</strong></td></tr><tr><td>Creativity<br /></td><td>0 1 2 3 4 5<br /></td></tr><tr><td>Difficulty Rating<br /></td><td>0 1 2 3 4 5<br /></td></tr><tr><td>Math Content<br /></td><td>0 1 2 3 4 5<br /></td></tr><tr><td>Presentation<br /></td><td>0 1 2 3 4 5<br /></td></tr><tr><td></td></tr></table> Creativity is a measure of originality. The difficulty rating is based on the type of project that is chosen. Math content is a value determined by the amount of subject matter that is within the project. Presentation is determined by the report that is given in front of the class.<br /> <br /><strong>Objectives:</strong><br /><strong>-</strong> <strong>to rise the students awareness of their own style in the classroom and to enhance their natural abilities in giving positive feedback and understanding Mathematics;</strong><br /><strong>-to increase students’ confidence in their skills;</strong><br /><strong>-</strong> <strong>to promote the use mediation and learning through theatre;</strong><br /><strong>-to enable students to find at least 3 methods and techniques for their own context to inquiry the world of the numbers;</strong><br /><strong>-</strong> <strong>to develop the students competences of ensuring harmonious group building and transforming the class as a group into a team by usage of non-formal group dynamics;</strong><br /><strong>-to direct students to reading;</strong><br /><strong>-</strong> <strong>to share best practices and transfer practical knowledge on classroom management and mathematics teaching.</strong><br /> <br /> <br /> <br /> <br /> <br /> Rumjana Angelova2017-04-30T22:30:03ZRE: Share your classroom ideas hereNatalija Budinskihttps://www.scientix.eu/c/message_boards/find_message?p_l_id=588349&messageId=6053372017-04-30T22:15:53Z2017-04-30T22:15:53ZMy name is Natalija Budinski, and I am a math teacher in Primary and secondary school "Petro Kuzmjak" in Ruski Krstur in Serbia. I have become a Scientix ambassador in March 2017. In my opinion STEM is the future of education and I am giving my best to implement it as much as possible to my classes. Also, I am sharing my ideas with colleagues on my blog www.math4all4math.blogspot.com. There is one of the example how could Denis Guedj's book "Parrot Theorem" be applied in math classes in order to teach students the fundaments of mathematics, and open new frontiers to them, as well.<br />There is no doubt that Pythagoras and Euclid are two important figures of both, ancient and contemporary mathematics. The book describes many interesting facts about their lives, but also reveals that their teaching was approach similar to STEM principles. In the chapter dedicated to the Pythagoras, students can learn about the connection between fractions and music, or area and space object called lunule. <br />The main topic that I would teach my students following the book chapters would be irrational numbers. This real numbers troubled Pythagoras and during his time it was an unexplored topic. Besides the fact that the hypotenuse of right isosceles triangle is represented with square root of two, not much was known. The book describes the proof of the fact that the square root is an irrational number in the form of dialog, which is easy to follow and useful in the today classroom.<br />As the story in book develops, Euclid "tamed" irrational numbers. The Euclid's comprehensive work assembled in thirteen books called "Elements" is still relevant. Basics of Euclid's geometry are part of mathematical curriculums worldwide. Among many concepts that Elements elaborate, they provide the explanation how to find the square root of a number. Even though, Elements are rich well of mathematical concepts, they fail in solving problems such as doubling the cube or trisection of an angle.<br />Mr Ruche noted in the book: "Consider later three major problems of Greek mathematics, squaring the circle, doubling the cube and angle trisection". And later on, at the end of the book, mr Ruche officially announced that those problems are not solvable with compass and straightedge. That can lead lesson to the process of examining Euclidian geometry limitation.<br />Inspired by the book, I would tackle students with a question if the doubling the cube or trisection of an angle are really unsolvable? Or maybe there are solutions of three famous problems? The story developed in the book would be an excellent introduction to the contemporary mathematical research which provides the solution for mentioned unsolvable problems. What is more the solutions are elegant and can be followed with the high school- mathematical knowledge. They rely on origami techniques and paper folding. At the end of 20th century, origami was axiomatized which made him a mathematical discipline. What is more, origami axioms and theorems provided the solutions for problems of doubling the cube and angle trisection. That means that construction of third root of two became possible with origami.<br />On the one hand, Euclid's quotation in the book that "There are not royal road to mathematics", reminds us how sometimes mathematics can be hard, but on the other hand, there are interesting ways to explore mathematics. The "Parrot's theorem" led as through history of mathematics, but also opens the door for new enquires which can provide us with interesting lessons based on contemporary mathematical discoveries. Natalija Budinski2017-04-30T22:15:53ZRE: Share your classroom ideas hereMaria Melniciuchttps://www.scientix.eu/c/message_boards/find_message?p_l_id=588349&messageId=6053142017-04-30T21:49:26Z2017-04-30T21:42:55Z<p style="text-align: justify">I read this book for the first time and I think it could be easily read and understand by students beginning from 6th grade. The number devil explain in a fun and informal way a lot of Maths concepts and I think that will engage children.Because I teach Informatics I will suggest some activities based on the book which are related to the subject I teach: prime numbers, triangular numbers , Fibonacci numbers.The students will write the algorithms and code in a programming language for the next requirements:</p><ul><li><p style="text-align: justify"> Giving a number <strong>a</strong> (a>1) find the prime numbers in the interval [a, 2*a]</p></li><li><p style="text-align: justify"> Write the number <strong>a</strong> read from the keyboard (a>5) as a sum of prime numbers: if the number is even it will be the sum of two prime numbers and if the number is odd it will be the sum of 3 prime numbers.</p></li><li><p style="text-align: justify"> Write in the file<em> sum_prime.out</em> the prime numbers used to decompose each number from the <em>number.in</em> file . <em>These 3 requirements are based on the third night discussions that Robert had with the Number Devil.<br /></em></p></li><li><p style="text-align: justify"><em></em>Write all triangular numbers in the interval [a,b].</p></li><li><p style="text-align: justify"> Write each number from the file <em>number.in </em>as a sum of triangular numbers . <em>Requirements based on the 5th night discussions.<br /></em></p></li></ul><p style="text-align: justify"><em></em>6. How many rabbits will be at the <strong>x</strong> hour rabbit's clock (take care that you will deal with a lot of rabbits so <strong>x</strong> must be a little number). <em>The students are previous informed by Fibonacci sequence and the story with the rabbits as in the sixth night. This is a short and funny chapter so it's better if students will read it by themselves and the teacher will clear the misunderstandings.<br /></em>7. Calculate the factorial of a number <strong>x</strong> read from the keyboard.</p><p style="text-align: justify">8. For each number from the number.in file write it's factorial in the factorial.out number. <em>(Take care which number will be in the number.in file as the factorial numbers are bigger and bigger as you observed in the 8th night meeting with the Number Devil)</em>.<br /></p><p style="text-align: justify">For ICT classes I'd like students to create <em>presentations</em> about remarkable mathematicians as seen by Robert in the 12 th night (Teplotaxl, Lord Russell,Euler, Fibonacci...) and of course in the end they will create a diploma for a <em>Maths apprentice</em>.</p>Maria Melniciuc2017-04-30T21:42:55ZRE: Share your classroom ideas hereBosiljko Derekhttps://www.scientix.eu/c/message_boards/find_message?p_l_id=588349&messageId=6053032017-04-30T21:46:20Z2017-04-30T20:29:15ZHi,<br />I`m a math and physics teacher from Croatia.Well..<br />First, book was very interesting to me, I`m a math teacher, it would be strange if it was not ;)..<br />Second, It was so interesting to me that I have decided to associate and cooperate with language teachers in my school(Yes, it is not tanslated into Croatian!!), in trying to translate parts of particular chapters.<br />I like the "new" names that are designed in the book, because math language is too often sterile, boring and over-complicated for our students(sorry math teachers-it`s true). There is no room for humor in math at all..<br />In Croatian schools there are lesson called: Binomial theorem-as you know already- it is hard to learn for students(as well as everything else).<br />(a + b)^n=???<br />Basicaly, it is hard to remember the coefficients in equation, in its disaggregation, as well as everything else connected to this devilish theorem.<br />Somethimes teachers use Pascal`s triangle, in clarification, but mostly not..The seventh chapter of this book mentions it, but in a different way..starting with the triangular numbers. In this way number get new"dimensions", they become closer to the students-they can see the simple intuitive side of mathematics. Everything in math has its meaning. Nothing came down-fall from the heaven, or form down below...you know..in HELL.<br /><br />The school hour/hours, in which the binomila theorem is thought in school can be done as a workshop for students. This workshop will cover and connects different school subjects.<br />Foreigh language-each student will translate part of the text. <br />Craft: prepare small balls or small cubes that will be used for "making" triangular numbers(numbers get 3D)<br />Art: every triangular number/number in Pascal`s triangle get his own design-so numbers get extra personality (I like this expresion"numbers with extra personality")<br />Music: they could design musical composition-numbers are associated to notes-if you do not see-then you can hear sound of numbers and this numbar patterns.<br />The hisorian and chemist can tell the story of Pascal-he was not just a mathematician..he was so many more..Just like me..I`m also not just math teacher..I`m a father, healer, rock star..;)<br />Eventualy, this workshop could become a whole project day, and at the end of day students/mathematicians would finaly get a Pascal`s triangle and binomial theorem(and also the Fibonacci numbers-hiden inside Pascal`s triangle)<br /><br />The Number Devil would help all students to adopt the binomial teorem<br /><br />Best <br />BosiljkoBosiljko Derek2017-04-30T20:29:15ZRE: Share your classroom ideas hereMaria Melniciuchttps://www.scientix.eu/c/message_boards/find_message?p_l_id=588349&messageId=6052882017-04-30T20:24:21Z2017-04-30T20:22:51Z<p style="text-align: justify"></p><p style="text-align: justify"><span style="font-size: 14px;">The activities are based on the chapter 9 Recover <em>Petroleum Engineering </em>from Janice's VanCleave book.<br /></span></p><span style="font-size: 14px;"><strong>Activity 1</strong></span><p style="text-align: justify"><span style="font-size: 14px;">Individually the students will search on the Internet the topic: <em>What is the petroleum used for?</em><br />A Padlet will be created by the teacher and the students will complete with the examples they find (links, pictures or videos about petroleum and petroleum products).</span></p><span style="font-size: 14px;"><br /><strong>Activity 2</strong></span><p style="text-align: justify"><span style="font-size: 14px;">Students will watch together the video with the experiment <span style="color: #000000"><span style="font-family: "YouTube Noto", Roboto, arial, sans-serif">Mixing Oil & Water Science Experiment</span></span> (<a href="https://www.youtube.com/watch?v=neS6Tm_HXKE">https://www.youtube.com/watch?v=neS6Tm_HXKE</a> ) <span style="font-family: arial, helvetica, sans-serif">and after that will try to answer the questions in the video.</span></span></p><span style="font-size: 14px;"> <br /><strong>Activity3</strong><br />The teacher will explain the <em>miscibility</em> and <em>density</em> notions using the <strong>Tedex lesson</strong> <a href="http://ed.ted.com/lessons/why-don-t-oil-and-water-mix-john-pollard#watch">http://ed.ted.com/lessons/why-don-t-oil-and-water-mix-john-pollard#watch</a> (the video has aRomanian subtitle too) and some other videos <a href="https://www.youtube.com/watch?v=D6aoJNqt1MQ">https://www.youtube.com/watch?v=D6aoJNqt1MQ</a> (<em>Oil and water mixed in slow motion</em>), <a href="https://www.youtube.com/watch?v=7AwUeeBMcRk">https://www.youtube.com/watch?v=7AwUeeBMcRk</a> (<em>SchoolFreeware Science Video 5 - Density of Salt Water, Fresh Water And Oil</em>) and <a href="https://www.youtube.com/watch?v=Z50jEi1igNQ">https://www.youtube.com/watch?v=Z50jEi1igNQ</a> (<em>Denser Than You Think - Science Experiment</em>).<br /><br /><strong>Activity4</strong><br />The students will try to answer the questions in the <strong>Think </strong>part of the Tedex lesson <a href="http://ed.ted.com/lessons/why-don-t-oil-and-water-mix-john-pollard#review">http://ed.ted.com/lessons/why-don-t-oil-and-water-mix-john-pollard#review<br /></a></span><p style="text-align: justify"><span style="font-size: 14px;"><a href="http://ed.ted.com/lessons/why-don-t-oil-and-water-mix-john-pollard#review"></a>Teacher will help with additional questions (the exercises in Janice's vanCleave book) and an extra activity in the <strong>Dig Deeper</strong> section of the Tedex lesson (Additional Resources for you to Explore) <a href="http://ed.ted.com/lessons/why-don-t-oil-and-water-mix-john-pollard#digdeeper">http://ed.ted.com/lessons/why-don-t-oil-and-water-mix-john-pollard#digdeeper <br /></a><br /><strong>Homework</strong><br />Groups of 3 students will be formed and they will have to try the experiment at home and they will <em>film </em>the experiment trying to explain the results. <br /><em>A report </em>on the experiment will be written by every group using the structure that Janice VanCleave suggests in Guide to the Best Science Fair Projects: <em>Introduction, Experiment, Discussion, Conclusion, Acknowledgements and References</em>.<br /> <br /> <br /><br /><br /><span style="color: #000000"><span style="font-family: verdana, helvetica, sans-serif"> <br /></span></span></span></p>Maria Melniciuc2017-04-30T20:22:51ZRE: Share your classroom ideas hereMladen Sljivovichttps://www.scientix.eu/c/message_boards/find_message?p_l_id=588349&messageId=6051652017-04-30T19:23:00Z2017-04-30T19:10:02ZHello here is my idea of a workshop RPG for ender's game.<br /><br /><strong>Problem description:</strong><p style="text-align: justify">Preparing students for final exams can be hard and challenging. Most of them are already motivated as final exam is a way of entering college. Recent changes in Serbia’s education defined standards for education for science subjects such as chemistry, physics, biology… However, most teachers still haven’t adopted new ways in their educational methods to help students fully prepare for what awaits them. </p> <br />Ender’s game RPG can be use as fun way to discuss new ideas and test your students at same time. It also helps in motivating students. <br /> <br /><strong>START</strong><br /><p style="text-align: justify">At start students are being introduced to a book written by Orson Scott. Teacher says a few words about book and author and then he announces that he will read a part of a book then ask a few questions. At one point he will organize his class in to groups who will compete at certain tasks.<strong>FIRST ENCOUNTER WITH CLASS</strong><strong>PART 1</strong>Teacher reads a part of a book. Class is asked not to take any notes and to just listen. "<em>Andrew, I suppose by now you're just absolutely sick of having that horrid monitor. Well, I have good news for you. That monitor is going to come out today. We're going to just take it right out, and</em><em>it won't hurt a bit."</em><em>Ender nodded. It was a lie, of course, that it wouldn't hurt a bit. But since adults always said it when it was going to hurt, he could count on that statement as an accurate prediction of the future. Sometimes lies were more dependable than the truth.</em><em>The doctor was twisting something at the back of Ender's head. Suddenly a pain stabbed through him like a needle from his neck to his groin. Ender felt his back spasm, and his body arched violently backward; hi head struck the bed. He could feel his legs thrashing, and his hands were clenching each other, wringing each other so tightly that they ached.</em>Teacher now gives assignments.</p><p style="text-align: justify">(<strong>For teachers</strong>: <span style="color: #ff0000">First set of question is based on correlation between physics and biology, this can be used in every class as all questions are based on school curriculum for physics)</span></p><p style="text-align: justify">In this section Ender had his monitor removed. Monitor is a device surgically insert in children and used to follow them and record everything they see and hear. In next few task we will concentrate on such, still imaginary at this time, object.TEACHER CAN CHANGE QUESTIONS AS THEY THINK IT WOULD BE MORE SUITABLE FOR CLASS. I have only given examples of few.Q1Suppose that we can look at signals going true human nerves as one-way electric current. This current is in form of signal with magnitude of 75mV. An electric current needed to be detected is in order of 10e-12 A. How much resistance can monitor have in order to achieve this current? Q2In order to work monitor has to have power source. In this case specially designed source is used and it has been labeled with following 0.5kAh 2V. If maximum current it use is 1E-3 A how many hour can it last before it need to be replaced? If Ender is six at present and monitor has been inserted at his birth will battery last or will it have to be replaced at some time?Q3Thru monitor has ability to record everything Ender see. On this chart (shown at board) we can see sensitivity of human eye to different wavelengths at night and at day. At what wavelength human eye is most sensitive at day? Bonus calculate the frequency of that wavelength.Q4To give Ender even less privacy monitor has ability to record everything he hears. Considering that human can hear from sounds from 20Hz to 20000 Hz (more or less) what is the minimum wavelength of sound monitor can record?<strong>BONUS (for those who like to discus ethics as well as science)<br /><br /></strong>Now class can be free to discuss about ethics of using monitors. After they set their opinions explain to them that in this world humans are often attacked by other humans and monitor can be use to protect children. Read them the part right after Ender had his monitor removed.<em>His monitor wasn't perched on his neck, hearing what heard and seeing what he saw. They could say what they liked. They might even hit him now-- no one could see anymore, and so no one would come to Ender's rescue. There were advantages to the monitor, and he would miss them.</em><em> It was Stilson, of course. He wasn't bigger than most other kids, but he was bigger than Ender. And he had some others with him. He always did.</em><em> "Hey, Third."</em><em> Don't answer. Nothing to say.</em><em> "Hey, Third, we're talkin to you, Third, hey bugger-lover, we're talkin to you."</em> <em> Can't think of anything to answer. Anything I say will make it worse. So will saying nothing.</em><em>"Hey, Third, hey, turd, you flunked out, huh? Thought you were better than us, but you lost your little birdie, Thirdie, got a bandaid on your neck."</em><em> "Are you going to let me through?" Ender asked.</em><em> "Are we going to let him through? Should we let him through?" They all laughed. "Sure we'll let you through. First we'll let your arm through, then your butt through, then maybe a piece of your knee."</em> Discus with class now about using monitors. Explain to them that in this future world an alien race of insects attacked humans and now after many years people have changed society rules in other to create better soldiers. Ask if they knew any other way technology changed society.<strong>PART 2</strong> This part is again based on same scenarios. Teacher reads a part of book and then asks a question based on that. (For teachers: <span style="color: #ff0000">this part is set on gravity and free fall. It will also be used to check how well did students understood First Newton’s law, as well how well do they read charts</span>) In this part we will find that Ender is on his way to Battle school. Him and other boys are currently on space shuttle waiting for launch…<em>The other boys were belted in place, those who hadn't done as Ender did. Then they waited for an hour while a TV at the front of the shuttle introduced them to shuttle flight, the history of space flight, and their possible future with the great starships of the IF. Very boring stuff. Ender had seen such films before. Except that he had not been belted into a seat inside the shuttle. Hanging upside down from the belly of Earth. The launch wasn't bad. A little scary. Some jolting, a few moments of panic that this might be the first failed launch in the history of the shuttle. The movies hadn't made it plain how much violence you could experience, lying on your back in a soft chair. Then it was over, and he really was hanging by the straps, no gravity anywhere.<br /><br /></em>Q1When launching a spaceship in order to get speed shuttle will accelerate with rate of 10m/s2 . During the lunch will mass of Ender be</p><ul><li>Twice as normal</li><li>Same</li><li>Zero</li><li>None of the above</li></ul>Q2<br />Mass has not changed but weight (amount of force he is pushing his seat) did. How did weight changed<br /><ul><li>Twice as normal</li><li>Same</li><li>Zero</li><li>None of the above</li></ul>Q3<br />"<em>Most of you are going to ice out. Get used to that, little boys. Most of you are going to end up in Combat School, because you don't have the brains to handle deep-space piloting. Most of you aren't worth the price of bringing you up here to Battle School because you don't have what it takes. Some of you might make it. Some of you might be wotth something to humanity. But don't bet on it. I'm betting on only one." </em><br /><em>Suddenly Graff did a backflip and caught the ladder with his hands, then swung his feet away from the ladder. Doing a handstand, if the floor was down. Dangling by his hands, if the floor was up. Hand over hand he swung himself back along the aisle to his seat.</em><br /><em> "Looks like you've got it made here," whispered the boy next to him.</em><br /><em> Ender shook his head. </em><br /><em>"Oh, won't even talk to me?" the boy said. </em><br /><em>"I didn't ask him to say that stuff," Ender whispered. He felt a sharp pain on the top of his head. Then again. Some giggles from behind him. The boy in the next seat back must have unfastened his straps. Again a blow to the head. Go away, Ender thought. I didn't do anything to you.</em><br /><em>Again a blow to the head. Laughter from the boys. Didn't Graff see this? Wasn't he going to stop it? Another blow. Harder. It really hurt. Where was Graff? </em><br /><em>Then it became clear. Graff had deliberately caused it. It was worse than the abuse in the shows. When the sergeant picked on you, the others liked you better. But when the officer prefers you, the others hate you. </em><br /><em>"Hey, fart-eater," came the whisper from behind him. He was hit in the head again. "Do you like this? Hey, super-brain, this is fun?" Another blow, this one so hard that Ender cried out softly with the pain.</em><br />While being atacked by other students Ender had to defend himself. At one point he grabed a boy who was about to hit him and trow him with all force. Since there was no gravity boy flew with high sped and broke his arm. Next couple of question we will use to duscuss a non weight state.<br /><br />Q4<br />While on Earth gravity surround us. We are used to it. However, people do want to feel weightless state. Imagine we are standing in giant elevator. In which way and by how much would he need to accelerate in order for us to feel weightless state<br /><br />Q5<br />In Q4 we had not very safe way to experience zero gravity. Here is a safer. Now imagine a plane who orbiting around Earth at 10km. How fast does it have to go in order for us to feel zero gravity?<br /> <br />Q6<br />It would be cool to have such a fast plane, but for now we have to use something called parabolic flights. Here are some videos of what happens in such a plane, and here is trajectory of one plain. Can you explain how does parabolic flights work?<br /> <br />Q7<br />Now we are off to space. However, gravity is still following us, weaker yes but not at zero. Given mass of Earth, her radius and gravitational constant can you calculate free fall acceleration at height equivalent to Earth’s radius?<br /><br />Q8<br />Suppose alien race leave on planet which is twice the size of earth and has 3 times bigger mass. Would gravity for them<br /><ul><li>stronger</li><li>weaker</li><li>same</li><li>depends on their mass</li></ul>Q9<br />Ender is only six but on Earth he can use his muscles to throw a rock weighting 5kg. If he uses same force on boy that attack him what acceleration will other boy have if he has a mass of 40kg.<br /><br />Q10<br />Draw a graph describing change of speed if a rock is thrown with 10m/s in downward direction on Earth. Disregard air resistance<br /><br />Q11<br />Draw a graph describing change of speed if a rock is thrown with 10m/s in any direction at zero gravity. Disregard air resistance.<br /> <br />Q12<br />In real life we cannot disregard air resistance. Which of this graph describes speed over time of a ball falling on earth?<br />(teacher has to prepare this in advance)<br /><br />Q13<br />If we were to consider air resistance in zero gravity would terminal velocity of a ball (speed after very long time) be greater in zero gravity or on Earth? Which of this graph describes speed over time of a ball falling in zero gravity?<br /><br /><strong>PART 3</strong><br />Same as before teacher reads from a book. He has to explain that now we are watching Ender as he is trained to be a soldier in specially designed arena with zero gravity.<br />Ender is now training to be a soldier. We will now listen about two of his newly discovered things.<br /> <br /><em>Ender took his pistol and demonstrated what he had learned about the two thumb buttons. "What does it do when you aim at a person?" asked Alai. "I don't know." "Why don't we find out?" Ender shook his head. "We might hurt somebody." "I meant why don't we shoot each other in the foot or something. I'm not Bernard, I never tortured cats for fun." "Oh." "It can't be too dangerous, or they wouldn't give these guns to kids." "We're soldiers now." "Shoot me in the foot." "No, you shoot me." "Let's shoot each other." They did. Immediately Ender felt the leg of the suit grow stiff, immobile at the knee and ankle joints.</em><br /> <br /><em>.</em><br /><em>Petra was waiting in the corridor that led to the battleroom. </em><br /><em>"Wait a minute," she said to Ender. "Rabbit Army just went in, and it takes a few minutes to change to the next battleroom." </em><br /><em>Ender sat down beside her. </em><br /><em>"There's more to the battleroom than just switching from one to the next," he said. "For instance, why is there gravity in the corridor outside the room, just before we go in?"</em><br /> <br />As we can see Ender’s light suit is made to show where he has been hit. All the battles between armies will be held at battleroom. Let’s talk about this room and about pistols use for this game.<br /> <br />Q1<br />As we all know gravity is important for human body to function normally. Many astronauts have been known to have medical issues after a long period at zero G. Imagine all the normal functions you would not be able to do with no gravity and describe them.<br /> <br />Q2<br />One way to create gravity is to rotate space ship. Imagine if space station, in which Ender is currently living, is about 2km in diameter. With what angular speed it should rotate to create acceleration equal to one G? <br /> <br />Q3<br />As we move to center of this space station does this artificially created gravity raises or decreases?<br /> <br />Q4<br />Now we shall take a look at Ender’s pistol. When part of light suit is hit it freezes. Suppose that pistol use light as a way to signalize this. If Ender shoot at his target 500m away , and as a result of hit bell rungs, how much time will pass until Ender hear the sound?<br /> <br />Q5<br />To freeze suit signal has to be of minimum intensity I. Once it leaves pistol signal has 2cm in dimeter and is spreading 1mm every 50 meters. Calculate maximum distance Ender can shoot at his target given that signal has intensity 2P at start. How much would distance change if intensity at start would be 4I?<br /><br />Q6<br />Space shis is moving in zero gravity with constant speed. At point A space ship is turning on his rockets . Which of folowing trajectories is posible?<br /><br /><strong>PART 4</strong><br /><br />At this point teacher reads from book about ender becoming a comander of his own army.<br /><br /><em>At the end of the week Dragon Army had fought seven battles in seven days. The score stood 7 wins and 0 losses. Ender had never had more losses than in the battle with Phoenix Army, and in two battles he had suffered not one soldier frozen or disabled. No one believed anymore that it was a fluke that put him first in the standings. He had beaten top armies by unheard-of margins. It was no longer possible for the other commanders to ignore him. A few of them sat with him at every meal, carefully trying to learn from him how he had defeated his most recent opponents. He told them freely, confident that few of them would know how to train their soldiers and their toon leaders to duplicate what his could do. And while Ender talked with a few commanders, much larger groups gathered around the opponents Ender had defeated, trying to find out how Ender might be beaten. There were many who who hated him. Hated him for being young, for being excellent, for having made their victories look paltry and weak</em><br /><br /><strong></strong>Now teacher divides hiss class in to 4 to 5 studnets army. number of armies depends form siye of class. it should ne boticed here that when working in pairs it has been proven that best practice is to team up more advance studnets with less advanced one. That way learning expirience has highest eficiency. EACH ARMY MEMBER HAS A NUMBER FROM 1 to 5.<br /><br /><br /><br />Teacher explains to them that now each army has a homwork. Comanders have to give task to their soldiers to create as much questions as possible. All question have to be from class program, and in form of test questions. In next seasion armies will be set to pairs and compete with thees rules.<br />1. First army asks a question. memebers of opiste team answer in order from 1 to 5<br />2. Person who was asked has a right to consulate with his teammates and then answers. LEader of a team has a right to choose to answer a question himself and save his team member but before consultations. <br />3. If answer is corect team wins 2 points, if consulted only 1.<br />4. If team answers wrongly first army has to explain answer . In case that they fail to do so first army looses 2 points.<br />5. Proces is repeated for second army after which round is over.<br />6. Rounds are reapting untill by the end of round one team has 10 points. in case both team have 10 points game is countinued untill one team by the end of round has one point more then oposite.<br />7. At each time team can call for teacher as judge.<br />8. Teacher can give one negative point to team if he judges that question was unfair or passes over class level (For example teams gives a problem from state championship in physics which is considered as faul play)<br /><br /><strong>SECOND ENCOUNTER WITH CLASS</strong><br /><br />Game is played. At this time teacher monitors and looks what parts of subjects his students did not understand... As a help teacher can provide to his students test from final exams, PISA, and one more of mz favorite books PEAR TEACHING by Eric Mazur<br />HAVE FUN.Mladen Sljivovic2017-04-30T19:10:02ZRE: Share your classroom ideas hereNely Stoyanovahttps://www.scientix.eu/c/message_boards/find_message?p_l_id=588349&messageId=6051522017-04-30T18:50:38Z2017-04-30T18:50:38ZHello. My name is Nelly Stoyanova. I am from Bulgaria and I am a teacher in Mathematics, Informatics and Information Technologies. The book "THE NUMBER DEVIL" provokes many ideas for working with students. I will share some of them I hope you will like them.<br />When I told my students about the characters in the book The number devil, some of their reactions were "I also want to have a devil of the numbers," "Let's go hunting for devils," "This book is very cool," " Are there Devils in Physics and Chemistry? " I was delighted by their desire to study and the fact that they liked the idea for the devil, but my ambition was not to find a devil, but to provoke them to become the devil of the numbers.<br />I used different options to get them to take on the role of the devil. I divided them into pairs - Robert and the devil, into teams - devils and boys (Roberts), one Robert and all the others - devils and etc. In the role of Robert, the kids "called" or "waited" the devil for the numbers to help them with a particular material.<br />I really liked the suggestion of one of the devil children. He said that when he was a devil, he first wanted to get to know his Robert and then explain to him the mathematical issues, exactly with examples from the things Robert likes or likes to do.<br />His "Robert" is an athlete and has many medals in racing. He is also interested in cars. He said he had problems with circles. Using this information, the devil linked the circle to the shape of the tires, rims and the shape of some of the medals. He sat down in a chair, grabbed one end of his shawl, handed the other end to Robert, and made him walk around the chair by holding the shawl stretched, and fence for his favorite devil a protected area around the chair. So he tried to explain to him how to draw a circle and what is a radius.<br />When I leave the children to determine on their own for what they want to meet with the devil, I get information about the material(s) which is (are) difficult for them. Every child experiences satisfaction when he is in the role of the devil of the numbers. Sometimes the Robert children themselves start looking for ways to explain things - they move from one role to another and these are very nice moments of my work.<br />I'll tell you some of our devilish ideas about figure numbers. The Devil Girls had ideas to draw triangular numbers on their nails, plant flower beds - in each bed the number of flowers would be a different triangular / quadrangle number, decorate cupboards or dishes with points representing different figures, and so on.<br />The child athlete replaced the coconuts with medals. He said that once he gathers more medals he would invite his classmates at his home. He will arrange the medals like the devil of the numbers from the book arranges the coconuts. He will first explain why they are arranged this way and then will tell about his achievements.<br />Another child offered to open a store. People could buy things with banknotes which values are triangular numbers.<br />I intend to execute this idea by organizing a Charity Sale with items made by the children. Every buyer will exchange a real currency with ours and then will go shopping. He will also solve a problem related to representing a number as a sum of triangular numbers.<br />We played the role of devil IT specialists with my older students. We have created dynamic software with Geogebra to help other students learn different facts about figure numbers. Some of the created files are:<br />• A puzzles with which small students exercise the finding of face of a rectangle and formulate hypotheses to find the N-th triangle number.<br /><a href="https://l.facebook.com/l.php?u=https%3A%2F%2Fggbm.at%2FNFfV7RA6&h=ATNXsUfMzNoZ5zoXkfEyrCVBwiI5uHCBwUuMPhCB9rWYGStC8kWxCljm0j663SsNcm20jxr2aG5J5QHb2I9MSpxanV4KbS8jnq30qWtJqYRt1PryN7V8lzu9tc3nxuNB3mD6vAo">https://ggbm.at/NFfV7RA6</a><br /><a href="https://l.facebook.com/l.php?u=https%3A%2F%2Fggbm.at%2FSNS2qQ2d&h=ATNXsUfMzNoZ5zoXkfEyrCVBwiI5uHCBwUuMPhCB9rWYGStC8kWxCljm0j663SsNcm20jxr2aG5J5QHb2I9MSpxanV4KbS8jnq30qWtJqYRt1PryN7V8lzu9tc3nxuNB3mD6vAo">https://ggbm.at/SNS2qQ2d</a><br />• A puzzle in which students find dependencies related to the array of triangular numbers and construct square numbers.<br /><a href="https://l.facebook.com/l.php?u=https%3A%2F%2Fggbm.at%2FjvjPFMWA&h=ATNXsUfMzNoZ5zoXkfEyrCVBwiI5uHCBwUuMPhCB9rWYGStC8kWxCljm0j663SsNcm20jxr2aG5J5QHb2I9MSpxanV4KbS8jnq30qWtJqYRt1PryN7V8lzu9tc3nxuNB3mD6vAo">https://ggbm.at/jvjPFMWA</a><br />Congratulations on choosing these books and thank you for the opportunity to share experience related to their use.Nely Stoyanova2017-04-30T18:50:38ZRE: WelcomeMaria Melniciuchttps://www.scientix.eu/c/message_boards/find_message?p_l_id=588349&messageId=6051452017-04-30T18:47:24Z2017-04-30T18:47:24ZHello,<br />I teach ICT and Informatics at the Technical College Latcu Voda in Siret, Romania. I like reading but it is the first time that I will create some activities for my students going from literature books. Some of the books for the competition aren't translated in Romanian yet and a lot of the Scientix colleagues presented as very interesting so I' ll try to read them later in English.Maria Melniciuc2017-04-30T18:47:24ZRE: WelcomeNely Stoyanovahttps://www.scientix.eu/c/message_boards/find_message?p_l_id=588349&messageId=6051342017-04-30T18:40:50Z2017-04-30T18:40:50Z<span style="font-size: 14px;">Hello. My name is Nelly Stoyanova. I am from Bulgaria and I am a teacher in Mathematics, Informatics and Information Technologies. The book "THE NUMBER DEVIL" provokes many ideas for working with students. I will share some of them at the forum and I hope you will like them. I will be happy to learn about your ideas and will try to accomplish them.</span>Nely Stoyanova2017-04-30T18:40:50ZRE: Share your classroom ideas hereRobert Baldurssonhttps://www.scientix.eu/c/message_boards/find_message?p_l_id=588349&messageId=6051072017-04-30T18:02:08Z2017-04-30T18:02:08ZThank you for sharing Konstantinos <img alt="emoticon" src="https://www.scientix.eu/o/scientix-theme/images/emoticons/happy.gif" >Robert Baldursson2017-04-30T18:02:08ZRE: Share your classroom ideas hereRobert Baldurssonhttps://www.scientix.eu/c/message_boards/find_message?p_l_id=588349&messageId=6051042017-04-30T17:57:35Z2017-04-30T17:57:35ZThank you for sharing Tullia <img alt="emoticon" src="https://www.scientix.eu/o/scientix-theme/images/emoticons/happy.gif" >Robert Baldursson2017-04-30T17:57:35Z