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QEP POLs for secondary cycle 1 relevant to the concept of material resource |
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Raw materials: Materials: |
Use new technology in your classrooms with Atomic force microscopy (afm). Students can look at different types of material using this technology to determine the characteristics of materials. Students often have a hard time distinguishes between different types of material because they may appear to be the same with the naked eye. With this technological device the students will be able to see more than just the surface of the material. This article goes through a step-by-step process in order to explain how to use this technological device in a classroom. For more information read the full article: Lee, I.-S., Byeon, J.-H., & Kwon, Y.-J. (February 01, 2013). Convergent Inquiry in Science & Engineering: The Use of Atomic Force Microscopy in a Biology Class. American Biology Teacher, 75(2), 121-126.
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QEP POLs for secondary cycle 1 relevant to the concept of diagram of principles |
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Diagram of principles (design plan): i. Defines a diagram of principles as a representation used to effectively explain the operation of a technical object ii. Associates the functional elements of a technical object with the appropriate diagram of principles iii. Explains the operation of a simple technical object by drawing a diagram illustrating the active forces and the resulting motion iv. Names the subassemblies and parts essential to the operation of a technical object v. Indicates certain principles of simple machines illustrated in a technical object (e.g. a lever in a wheelbarrow, a wedge in an axe) |
Help students understand how to make a design plan through the help of an inquiry-based learning. This activity uses knitting, a well-known textile technology, to design structures, create fabric shapes, setting the knitting parameters, etc. Since students have a hard time learning about the different aspects of design plan, this activity uses an educational platform called “Course Lab” which provides students with 3D images of what they are doing. To learn more about this software, please read the article below. Ciobanu, A., & Blaga, M. (2012). E- Learning Tools For Computer Aided Design of Knitted Fabrics. Conference proceedings of »eLearning and Software for Education« (eLSE), (1): 461-466. |
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Use multimedia technical documents to teach students about the design plan of how gears function. Read this article to understand how you can teach design plans in a way where it will be easily comprehended by the students. This article focuses on illustration format, signaling cues, learner-control of information delivery. To learn more on how to clearly teach design plans, please read the article below: Boucheix, J.-M., & Guignard, H. (2005). What animated illustrations conditions can improve technical document comprehension in young students? Format, signaling and control of the presentation. European Journal of Psychology of Education: A Journal of Education and Development, 20(4), 369-388. |
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Bring robotics into your classroom today. This article demonstrates how you can get started with robotics in your classroom. The first step in robotics is to design the robot. This hands-on activity will help students understand how to draw a technical drawing and understand how to explain simple technical objects. Students have a hard time visualizing technical objects, and this activity is a great way to get student engaged in engineering and technology. Mataric, M. J., Koenig, N. P., & Feil-Seifer, D. (2007). Materials for Enabling Hands-On Robotics and STEM Education. In AAAI spring symposium: Semantic scientific knowledge integration (pp. 99-102). |
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Use the famous Egg Drop experiment in your classroom today to teach students about design plans. Student often have a hard time with design plan, especially if there is no purpose to their design. In this activity the students will use computer simulations to explore the effects of the different design parameters . Once they have use this computer simulator, they will chose the best design and use it to build they egg drop device and see the effect of force and motion on this device. To read more on how you can use this experiment in your classroom, please read the following article: Jones, R. K., & Wang, E. (2001). Experiences with an engineering technology course for education majors. In Frontiers in Education Conference, 2001. 31st Annual (Vol. 1, pp. TIE-4). IEEE. |
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Have you ever wanted to incorporate robotics into your lessons, learn how you get your students excited about robotics. This article will provide you with information on how you can implement a successful robotics activity. In addition, this article demonstrates how you can use the LEGO MINDSTROMS NXT kits in your classroom. This is a fun and interactive way to get the students engaged about STEM and robotics. To read this article in detail please visit the reference below: Karp, T., & Maloney, P. (2013). Exciting Young Students in Grades K-8 about STEM through an Afterschool Robotics Challenge. American Journal of Engineering Education, 4(1), 39-54. |
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QEP POLs for secondary cycle 1 relevant to the concept of forces and motion |
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Types of motion: Effects of a force: |
Use Physlets, a computer-based learning software, to introduced student-centered learning when teaching about force and motions. This computer program helps students understand the abstract concepts about force and motion. This application helps students visualize scientific phenomenon about force and motion that are difficult to perform in a laboratory setting. Students are able to manipulate the different variable and see how the variables can affect motion and force. For details, please access the article below. Wu, H.-K., & Huang, Y.-L. (2007). Ninth-Grade Student Engagement in Teacher-Centered and Student-Centered Technology-Enhanced Learning Environments. Science Education, 91(5), 727-749. |
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Bring robotics into your classroom today with LEGO Mindstorms Robotics Invention System. Many students have a hard time identifying which parts move in technical objects. This hands-on activity will help students create their own technical object and help them visualize how their technical object moves. Students will be able to identify the different types of motion that the robot can perform. Please read this article for more information: Goldman, R., Eguchi, A., & Sklar, E. (2004, June). Using educational robotics to engage inner-city students with technology. In Proceedings of the 6th international conference on Learning sciences (pp. 214-221). International Society of the Learning Sciences. |
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Get your students interested about force and motion by teaching them about super heroes. The purpose of this activity is to investigate gravity by learning about Capitan America, the Avengers, or the X-men––“fictitious, gravity-defying characters during an investigation about the downward direction of Earth’s gravitational force” (p. 68). This activity uses the 5Es : engage, explore, explain, elaborate, and evaluate. This activity will catch the students’ attention because superheroes are relevant in many of the students’ lives. This article also provides examples of student’s work so that teachers can have an idea of what to expect when teaching this activity. This is a perfect anchoring activity to get students engaged about motion and force. Please refer to the reference below in order to read the details on how to incorporate this into your classroom. Gross, L. A., Bradbury, L. U., Frye, E. M., & Watkins, B. (2016). What makes a superhero "super"? Science and Children, 53(6), 68-75. |