What's your passion? Social entrepreneur Noeline Kirabo reflects on her work helping out-of-school young people in Uganda turn their passions into profitable businesses -- and shares the two questions you can ask yourself to begin doing the same.
In this video David explains the concepts in Work and Energy and does an example problem for each concept. Link for document: https://www.dropbox.com/s/t1w6xlnkozzel17/Energy%20review.pdf?dl=0. Created by David SantoPietro.
In this lesson, students learn about work as defined by physical science and see that work is made easier through the use of simple machines. Already encountering simple machines everyday, students will be alerted to their widespread uses in everyday life. This lesson serves as the starting point for the Simple Machines Unit.
This site features motion pictures that showcase work, school, and leisure activities in the U.S. in the late 19th and early 20th century. The site includes films of the U.S. Postal Service from 1903, cattle breeding, fire fighters, ice manufacturing, logging, calisthenics and gymnastic exercises in schools, amusement parks, boxing, expositions, football, parades, swimming, and other sporting events.
What happens when the ground under your feet is ice and it's moving? This video segment adapted from NOVA features some of the dangers faced by scientists conducting research in Antarctica.
In this activity, students will be practicing the home vocabulary with a special focus on how they would use the verbs, استطيع، اعود. They will be having a small discussion with each other asking and answering questions.Can-Do Statements:I recognize most of the “Home” vocabulary to describe my home.I can use both verbs اسْتَطَاعَ، عَادَ conjugated with subject pronouns.I can talk about my favorite spot at my home.
In this activity, students will practice talking about their family members, their ages, and what they do. they will also ask questions about family, and talk about their favorite place at home.Can-Do Statements:I can talk about the number of family members and their ages.I can ask others about their family members.I can talk about my favorite place at home and my family's.I can talk about what each of my family members does/work.
In this activity, students will practice the names of the jobs in Arabic, they will practice writing a full sentence describing what a character work. they will also talk about what they want to be in the future, and ask people about their jobs.Can-Do Statements:I can recognize most of the jobs in Arabic.I can say/write a full sentence in Arabic saying what I or someone works.I can talk about what I want to be in the future.I can ask someone about his/her job.
In this Activity, students will practice asking and answering interview questions. They will also practice using vocabulary surrounding careers and the workplace and speaking about hypothetical situations.Can-Do Statements:I can discuss my career and discuss if I like it or not.I can answer interview questions and speak about my answer.I can talk about my strength and weakness.
In this activity, students will practice asking and answering interview questions. They will also practice using vocabulary surrounding careers and the workplace and speaking about hypothetical situations.Can-Do Statements:I can discuss my career and discuss if I like it or not.I can answer interview questions and speak about my answer.I can talk about my strength and weakness.
Students learn how forces are used in the creation of art. They come to understand that it is not just bridge and airplane designers who are concerned about how forces interact with objects, but artists as well. As "paper engineers," students create their own mobiles and pop-up books, and identify and use the forces (air currents, gravity, hand movement) acting upon them.
Experiment with a helium balloon, a hot air balloon, or a rigid sphere filled with different gases. Discover what makes some balloons float and others sink.
This rubric includes three scenarios (one for the classroom, one for the workplace, and one for career-technical student organizations) that can be implemented to assess students' abilities to demonstrate ethical work habits. It also includes a comprehensive rubric and instructions for using the rubric to assess student performance. A downloadable document containing the full set of activities, instructions, and rubrics can be found in the Resource Library. For more rubrics and other instructional tools, visit https://mbastatesconnection.mbaresearch.org/.
In this two-part activity, students design and build Rube Goldberg machines. This open-ended challenge employs the engineering design process and may have a pre-determined purpose, such as rolling a marble into a cup from a distance, or let students decide the purposes.
This course will explore the relation of women and men in both pre-industrial and modern societies to the changing map of public and private (household) work spaces, examining how that map affected their opportunities for both productive activity and the consumption of goods and leisure. The reproductive strategies of women, either in conjunction with or in opposition to their families, will be the third major theme of the course. We will consider how a place and an ideal of the “domestic” arose in the early modern west, to what extent it was effective in limiting the economic position of women, and how it has been challenged, and with what success, in the post-industrial period. Finally, we will consider some of the policy implications for contemporary societies as they respond to changes in the composition of the paid work force, as well as to radical changes in their national demographic profiles. Although most of the material for the course will focus on western Europe since the Middle Ages and on the United States, we will also consider how these issues have played themselves out in non-western cultures.
Demos and activities in this lesson are intended to illustrate the basic concepts of energy science -- work, force, energy, power etc. and the relationships among them. The "lecture" portion of the lesson includes many demonstrations to keep students engaged, yet has high expectations for the students to perform energy related calculations and convert units as required. A homework assignment and quiz are used to reinforce and assess these basic engineering science concepts.
Learn about conservation of energy with a skater dude! Build tracks, ramps and jumps for the skater and view the kinetic energy, potential energy and friction as he moves. You can also take the skater to different planets or even space!
Learn about conservation of energy with a skater dude! Build tracks, ramps and jumps for the skater and view the kinetic energy, potential energy and friction as he moves. You can also take the skater to different planets or even space!
Students will: Predict the kinetic and potential energy of objects Design a skate park Examine how kinetic and potential energy interact with each other
This lesson covers concepts of energy and energy transfer utilizing energy transfer in musical instruments as an example. More specifically, the lesson explains the two different ways in which energy can be transferred between a system and its environment. The law of conservation of energy will also be taught. Example systems will be presented to students (two cars on a track and a tennis ball falling to the ground) and students will be asked to make predictions and explain the energy transfer mechanisms. The engineering focus comes in clearly in the associated activity when students are asked to apply the fundamental concepts of the lesson to design a musical instrument. The systems analyzed in the lesson should help a great deal in terms of discussing how to apply conservation of energy and energy transfer to make things.