"Heat on the Move" Convection, Conduction, Radiation

I have been asked again to include information on conduction, convection and radiation. Here are some links for planning lessons on standards involving heat transfer (conduction, convection, radiation). Please also refer to earlier posts by using the search bar at the top left of the blog or clicking here.

Heat on the Move (www.powersleuth.org/docs/EHM%20Lesson%205%20FT.pdf)

Interactive Module (http://www.teachersdomain.org/asset/lsps07_int_heattransfer/)

The Biosphere (http://education.gsfc.nasa.gov/ess/Units/Unit6/U6L07A.html)

Research for High School (http://www.nasa.gov/offices/education/programs/descriptions/INSPIRE_Project.html).


You might also be interested in reading:

http://www.aip.org/history/einstein/essay-brownian.htm. Accessed November 1, 2009.

Adapted from David Cassidy's book, Einstein and Our World.

... especially, the chapter on: The Challenge of Heat

Do you know about LORs and are you using them?

Here's some recent research on LORs:
What Will Make Primary Educators Use LORs: A Better Interface or More Free Time? by Loreen Powell and Carl J. Chimi

Here are some examples LORs:

Read about it
www.read-about-it.blogspot.com
(This site...You are on a LOR. Please use the search bar, top left, or e-mail in your suggestions. or, leave a comment.)

Australia's free online network for educators
http://www.edna.edu.au/edna/go


Multimedia Educational Resource for Learning and Online Teaching
http://www.merlot.org/merlot/index.htm

Please add a comment or e-mail on LORs and your use or non-use of them. Tell us what you do and why. If you use other LORs, please add the links. Also, tell us when and how you use LORs. If you home school, do you use LORs? Parents, do you use LORs? If you are a museum or other organization, please add your LOR. Thanks.

Time to build immunity in your classroom?

"Immunity and You," Curriculum Available
This curriculum from Cornell will enable you and your students to learn about immunity.

I have posted related vocabulary words here. You can therefore double click on them for meanings and pronunciations. You might also want to use them to create a, "Word Wall," in your classroom. Perhaps each student could design a card and write the definition, too, for the wall.

AIDS Allergy Amino Acid Antibody Antigen Antihistamine Bacteria Disease Fungi Genes Histamine Genetic Recombination Homeostasis Immunity Immune System Insulin Lipid Microbes Organs Pancreas Parasites Pathogen Quarantine Receptor Molecule Recombination Synthesis Template Tissue Trait Tumor Vaccine Virus

Get rest, eat healthily, play healthily, and enjoy life. Build your immunity.

Batteries

At http://www.monkeysee.com/play/6354-how-to-make-a-potato-battery one can see a demonstration on making and using potato batteries to light an LED. The video does use a fair amount of vocabulary on basic electricity, however, it does show well how to use meters and how to connect batteries in parallel and in series.

An interesting activity is to show how common battery cells can be linked together inside of a larger battery container to make a battery with more voltage.

A tour to a battery factory would be a nice follow-up. It would help show real world applications for the lessons.

Potential New Crop Plants via Australian Portal

Here's a link to potential new crop plants

Have you thought about new crops?

What is the benefit of diversifying agriculture?

Do you need to think about, "invasive species," when introducing a plant to a new area?

Should a lawn be composed of several species? Why or why not?

What is a monoculture?

I've given you some open-ended questions for a brisk fall day's science discussion.

Have fun.

Dr. J

FYI: New Crops Authors

(c)2008 J S Shipman

Australian Ideas for Science Education

Here is a link to Australia K-6 ideas:
http://science.uniserve.edu.au/school/curric/k_6/ouroz.html

For example, you can take a virtual field trip to Australia.


You might like to compare and contrast Australian environmental weed control methods with Control of invasive species in your own country.

How do you think about science?

Often in science we think about specific topics such as osmosis or the Kreb's cycle. Today, let's examine how we think about topics in science.

First of all, pick a science topic that you are now studying and list it:
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Now, identify what you have done with that topic:
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Look over what you have just written. What thinking skills did you use?
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When working on this topic, were you studying, "history of science," or, were you, "doing science," or, both? Give examples.
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With parental or guardian(al) permission, look for new-to-you information on the internet or at the library on the topic you selected. Read and paraphrase (Put it in your own words), or, summarize (write the information in a short form covering major points) that information. Check what you've written for both spelling and grammar, and for accuracy.
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Analyze what you have read. Compare and contrast it with what you already know for example. Do you agree with what you found? Why, or, why not? Again review your work for spelling, grammar, and accuracy.
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Create an experimental design related to your topic. (An experimental design has an introduction (background information and what others have done and said on this topic---which you will cite), materials and methods (What you will do, with what, and how), blank data table, and literature cited (What references did you quote, paraphrase or get ideas from?). Again review your work for spelling, grammar, and accuracy.
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Share you work with other students or family members. Remember to concentrate a portion of your discussion on how you were thinking about your topic.

As an extra activity, you might try to find a refereed journal article that talks about that topic as a focus, or, as a small part of the article. Have fun doing this. Such articles will likely be difficult to read and will require you to use "reach reading" skills (trademark). Reach reading skills, just like using skills to find new treasure in a video game, help make such scientific library research fun.
(c) 2008 J S Shipman
trademark J S Shipman