At this level, students are expected to understand a functional structure and identify the various processes and components of a system (e.g., robot, front-end loader/backhoe). The students should also be able to calculate the mechanical advantage (MA = force needed without a simple machine divided by force needed with a simple machine) of various mechanical systems (e.g., a robotic arm transfers force through the fulcrum or a simple fixed pulley system redirects the effort force). This activity will provide a concrete example of how a robotic arm functions, thus describing systems that could potentially improve the productivity of various industries (e.g., robotic systems have increased the rate of production in factories that assemble the fine parts of wristwatches).
Written by Gordon Trites, a 2015 Galbraith winner from the University of Toronto.
Students will understand that using salt on roads and sidewalks in the winter makes transportation safer and easier for drivers and pedestrians.
Students will be able to
- Identify the four seasons in relation to temperature and time of year (calendar).
- Identify matter as being solid or liquid based on properties and characteristics.
- Read and record temperature using a thermometer.
- Develop and test a hypothesis.
- Compare the effects of different solids on ice/water.
Specializing in one sport is key risk factor; spotting diseases early; batteries that don’t need to be replaced; converting nitrogen to a consumable form; feeling objects that aren’t there; will we know extraterrestrial life when we see it? – just a few of the themes in today’s eclectic collection of SciNews. Share these stories with your students and get them excited about science.
Each month Carolina Biological Supply Company posts very useful science teaching strategies. Have a look at the April edition:
This video shows how to make liquid carbon dioxide using a plastic pipette.
Written by Nicholas Lessard, a 2015 STAO Galbraith Award winner.
In my practicum, I was fortunate to have had the chance to teach a very small class of grade 12 biology students. I wanted my very first class to be a fun one to help build rapport with the students before delving into the more challenging material of the molecular genetics unit that I was teaching. The activity that I chose to do was a strawberry DNA extraction. This activity is quite simple and can even be done with younger students to get them interested in DNA structure. For the grade 12 university biology class, this activity most directly addressed specific expectation D2.3 of the molecular genetics strand: Conduct an investigation to extract DNA from a specimen of plant or animal protein.
Where are the aliens?; heart tissue easier and cheaper to make; Canada gets a “D” on protecting the environment; UBC’s “pot breathalyzer”; auroras as seen from space; ‘singing’ gravitational waves; which planets are most likely to harbour life?- just a few of the themes in today’s eclectic collection of SciNews. Share these stories with your students and get them excited about science.