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Current electricity
1) The document describes electrical circuits and their components, including batteries, resistors, switches, and how voltage, current, and resistance are related.
2) Key concepts covered include series and parallel circuits, and how voltage and current are distributed in each. Formulas for calculating total resistance, voltage, and current are also provided.
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This document discusses the key concepts of melting point, boiling point, phase changes, and the particle model of matter. It defines melting point as the temperature at which a solid changes to a liquid, and boiling point as the temperature at which a liquid changes to a gas. It also discusses how particle kinetic energy and intermolecular forces relate to phase changes, and how the states of matter differ in terms of particle arrangement and motion.
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The document discusses the earth's magnetic field and how it protects the planet. It describes how the earth's magnetic field deflects charged particles from the sun's wind away from earth, protecting life and infrastructure. These particles enter the magnetic field at the poles, where the field is strongest, and collide with gas molecules, ionizing them and causing them to emit light in the form of the auroras.
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This document discusses how objects become charged by gaining or losing electrons, and defines positive and negative charges. It explains that like charges repel and opposite charges attract. Methods for charging objects include friction, touch, and induction. The key rules are that charge cannot be created or destroyed, only transferred, and that when two charged objects touch, their total charge is distributed equally between them. Examples are provided to demonstrate calculating the new charges and number of electrons transferred when two charged spheres touch.
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This document provides information about the structure of atoms including:
- The basic subatomic particles that make up atoms are protons, neutrons, and electrons.
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- Isotopes are atoms with the same number of protons but different numbers of neutrons.
- Electrons occupy different energy levels in an atom according to specific rules. Atoms seek to fill their outer electron shells in order to achieve a stable noble gas configuration.
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1) The document describes electrical circuits and their components, including batteries, resistors, switches, and how voltage, current, and resistance are related.
2) Key concepts covered include series and parallel circuits, and how voltage and current are distributed in each. Formulas for calculating total resistance, voltage, and current are also provided.
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This document discusses the properties and classifications of metals, non-metals, and metalloids. Metals are good conductors of heat and electricity, can be molded, and have high melting points. Non-metals are poor conductors, brittle, and have low melting points. Metalloids have properties in between metals and non-metals, and their conductivity increases with temperature. The document also covers magnetic, thermal, and electrical properties and applications of different materials.
Projektielbeweging e
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If a net force acts on an object, it will accelerate in the direction of the force. The acceleration is directly proportional to the force and inversely proportional to the mass. An object at rest or moving at constant velocity will remain that way unless a net force acts on it. If object A exerts a force on object B, B will exert an equal and opposite force on A.
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The document discusses decreasing frequency. It suggests that as technology advances, the rate at which new products are developed accelerates. While this rapid pace of innovation benefits consumers with frequent access to new options, it may also contribute to increased electronic waste and shorter lifespans for devices. Managing expectations around how long products are designed to last could help address environmental and economic impacts of decreasing frequency.
Vektore 11 e
Vector quantities have both magnitude and direction, while scalar quantities only have magnitude. Examples of vectors include force, velocity, and displacement, while scalars include speed, distance, and mass. Vectors can be added using trigonometry and the parallelogram law to find the resultant vector, which represents the combined effect of all the individual vectors. Documents provide examples of calculating the magnitude and direction of resultant forces and displacements by resolving and drawing vectors to scale.
Kragte 11 e
- A force is a push or pull on an object due to its interaction with other objects. Common forces include gravity, normal force, tension, friction, electromagnetic force, and contact force.
- Forces are represented by arrows, with the length proportional to the magnitude. Forces can be added vectorially to find the net/resultant force. If the net force is nonzero, the object will accelerate. If it's zero, the object will maintain a constant velocity or remain at rest.
- For every action there is an equal and opposite reaction. The forces due to interactions between two objects are always equal in magnitude and opposite in direction.
Chemical nomenclature e
This document provides information on naming and writing formulas for ionic compounds:
- Ions are atoms or groups of atoms that have gained or lost electrons, giving them a positive or negative charge. Common ions and their charges should be memorized.
- Prefixes indicate the number of atoms in polyatomic ions or in compound names.
- To name ionic compounds, the cation (positively charged ion) is named first followed by the anion (negatively charged ion). Transition metals use Stock notation to indicate charge.
- To write formulas, the charges of ions are used to balance the total charge of the compound to be neutral, choosing ions that satisfy the smallest whole number ratio.
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The document defines key concepts in chemistry including physical and chemical properties of matter, types of mixtures and solutions, separation techniques like chromatography, and characteristics of pure substances and impure mixtures. It provides examples to illustrate concepts like homogeneous and heterogeneous mixtures, emulsions and suspensions, and explains processes like distillation and melting point determination that are used to separate or identify unknown substances.
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This document describes a method for simplifying numbers by moving the decimal point and multiplying by powers of ten. It explains that for numbers smaller than one, the decimal point moves to the right and the power is negative. For numbers larger than one, the decimal point moves to the left and the power is positive. It then provides examples of converting numbers between standard and scientific notation.
Mathematikunterricht in 1zu1 Ausstattungen.pptx
Wie geht guter Mathematikunterricht? Und jetzt auch noch mit Tablet/Laptop? In dieser Fortbildung soll es genau darum gehen.
Sebastian Schmidt kennt vielleicht nicht Ihre persönliche Antwort auf guten (digitalen) Mathematikunterricht, aber er hat seit 2013 versucht, mit digitalen Hilfsmitteln seinen Unterricht kompetenzorientierter zu gestalten. Die Digitalisierung von Unterricht hat immer die Problematik, das Lernen der Schülerinnen und Schülern aus dem Fokus zu verlieren. Diese sollen digital mündig werden und gleichzeitig Mathematik besser verstehen.
In dieser eSession werden zahlreiche Methoden, Konzepte und auch Tools vorgestellt, die im Mathematikunterricht des Referenten erfolgreich eingesetzt werden konnten. Nicht alles kann am nächsten Tag im Unterricht eingesetzt werden, aber man erhält einen Überblick, was möglich ist. Sie entscheiden dann selbst, worauf Sie Ihren Fokus legen und wie Sie selbst in die 1:1-Ausstattung starten.
Lassen Sie sich überraschen und nehmen Sie mit, was für Sie sinnvoll erscheint. Auf der Homepage von Sebastian Schmidt gibt es neben Links und Materialien zur Fortbildungen auch Workshops fürs eigene Ausprobieren. https://www.flippedmathe.de/fortbildung/mathe-ws/
Teaching and Learning Experience Design – der Ruf nach besserer Lehre: aber wie?
Der Ruf danach, dass es bessere Lehre geben muss oder das Lehre verbessert werden sollte, ist nicht neu. Es gibt auch schon seit längerer Zeit Rufe danach, dass Lehre der Forschung in Universitäten gleichgestellt werden soll. (Und in den letzten Jahren ist in Deutschland auch einiges an positiven Entwicklungen geschehen, z.B. durch die Aktivitäten des Stifterverbands). Wie kann die Verbesserung der Lehre weitergehen? Fehlt etwas in dieser Entwicklung? Ja, sagt dieser Beitrag, der zum Nachdenken und Diskutieren anregen soll. In diesem Beitrag wird ein forschungsbasierter Ansatz zur Diskussion gestellt. Es wird argumentiert, dass Lehre nur dann besser wird, wenn es mit den Prinzipen der Wissenschaft und Forschung angegangen wird (d.h. gestalten, Daten erheben, auswerten, verbessern). Es benötigt neue Verhaltensregeln oder -prinzipien bei der Gestaltung von Lehrveranstaltungen. Das bedeutet zum Beispiel das Prinzipien der Evidenzbasierung und wissenschaftliche Herangehensweisen im Lehr-Lerndesign als zentrales Fundament etabliert werden sollte. Evidenzbasierung hier meint, folgt man der Logik der Forschung, dass Lehrveranstaltungen als Intervention verstanden werden. Mit dieser Intervention werden Studierende befähigt, bestimmte vorab festgelegte Kompetenzen zu entwickeln. Und die Frage, die sich bei jeder Lehr-Lernveranstaltung dann stellt, ist, ob diese Objectives bzw. Learning Outcomes auch erreicht wurden. Klar ist, dass die subjektive Lehrevaluation der Studierenden oder auch die Notengebnung nicht ausreichen, um diese Frage zu beantworten. Hierfür gibt es eine Reihe von Methoden, die genutzt werden können, z.B. aus dem Bereich des User- / Learning Experience Design. Diese Methoden umfassen unter anderem Usability-Tests, Learner Experience Studies, Pre-/Post-Tests, und Follow-up Interviews. Diese können zur Gestaltung und Erfassung von effektiven, effizienten und ansprechenden digitalen Lerndesigns verwendet (Reigeluth 1983, Honebein & Reigeluth, 2022).
Der Beitrag will die Entwicklung zur Verbesserung von Lehre weiter pushen. Neue Ideen in die Bewegung bringen. Als Gründungsvizepräsidentin der UTN hab ich die Chance, hier ein neues Fundament für eine gesamte Uni zu legen. Wird das Gelingen? Ist dieser Ansatz, den ich hier vorstelle, eine erfolgsversprechende Option dafür? Hier können sich die TeilnehmerInnen an dieser Entwicklung beteiligen.
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Properties of matter e
This document discusses the properties and classifications of metals, non-metals, and metalloids. Metals are good conductors of heat and electricity, can be molded, and have high melting points. Non-metals are poor conductors, brittle, and have low melting points. Metalloids have properties in between metals and non-metals, and their conductivity increases with temperature. The document also covers magnetic, thermal, and electrical properties and applications of different materials.
Projektielbeweging e
1) Gravitational acceleration is the acceleration experienced by objects due to gravity in the absence of other forces like air resistance. On Earth, gravitational acceleration is approximately 9.8 m/s2 directed downward.
2) Formulas are provided for gravitational acceleration based on Newton's law of universal gravitation, as well as kinematic equations of motion involving displacement, velocity, acceleration, and time.
3) Several example problems are worked through applying the kinematic equations to situations like objects being dropped, thrown upwards, or moving upwards/downwards together to calculate values like time, velocity, displacement, and maximum height reached.
Momentum e
If a net force acts on an object, it will accelerate in the direction of the force. The acceleration is directly proportional to the force and inversely proportional to the mass. An object at rest or moving at constant velocity will remain that way unless a net force acts on it. If object A exerts a force on object B, B will exert an equal and opposite force on A.
Doppler effect e
The document discusses decreasing frequency. It suggests that as technology advances, the rate at which new products are developed accelerates. While this rapid pace of innovation benefits consumers with frequent access to new options, it may also contribute to increased electronic waste and shorter lifespans for devices. Managing expectations around how long products are designed to last could help address environmental and economic impacts of decreasing frequency.
Vektore 11 e
Vector quantities have both magnitude and direction, while scalar quantities only have magnitude. Examples of vectors include force, velocity, and displacement, while scalars include speed, distance, and mass. Vectors can be added using trigonometry and the parallelogram law to find the resultant vector, which represents the combined effect of all the individual vectors. Documents provide examples of calculating the magnitude and direction of resultant forces and displacements by resolving and drawing vectors to scale.
Kragte 11 e
- A force is a push or pull on an object due to its interaction with other objects. Common forces include gravity, normal force, tension, friction, electromagnetic force, and contact force.
- Forces are represented by arrows, with the length proportional to the magnitude. Forces can be added vectorially to find the net/resultant force. If the net force is nonzero, the object will accelerate. If it's zero, the object will maintain a constant velocity or remain at rest.
- For every action there is an equal and opposite reaction. The forces due to interactions between two objects are always equal in magnitude and opposite in direction.
Chemical nomenclature e
This document provides information on naming and writing formulas for ionic compounds:
- Ions are atoms or groups of atoms that have gained or lost electrons, giving them a positive or negative charge. Common ions and their charges should be memorized.
- Prefixes indicate the number of atoms in polyatomic ions or in compound names.
- To name ionic compounds, the cation (positively charged ion) is named first followed by the anion (negatively charged ion). Transition metals use Stock notation to indicate charge.
- To write formulas, the charges of ions are used to balance the total charge of the compound to be neutral, choosing ions that satisfy the smallest whole number ratio.
Classification of matter e
The document defines key concepts in chemistry including physical and chemical properties of matter, types of mixtures and solutions, separation techniques like chromatography, and characteristics of pure substances and impure mixtures. It provides examples to illustrate concepts like homogeneous and heterogeneous mixtures, emulsions and suspensions, and explains processes like distillation and melting point determination that are used to separate or identify unknown substances.
Basics
This document describes a method for simplifying numbers by moving the decimal point and multiplying by powers of ten. It explains that for numbers smaller than one, the decimal point moves to the right and the power is negative. For numbers larger than one, the decimal point moves to the left and the power is positive. It then provides examples of converting numbers between standard and scientific notation.
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Mathematikunterricht in 1zu1 Ausstattungen.pptx
Wie geht guter Mathematikunterricht? Und jetzt auch noch mit Tablet/Laptop? In dieser Fortbildung soll es genau darum gehen.
Sebastian Schmidt kennt vielleicht nicht Ihre persönliche Antwort auf guten (digitalen) Mathematikunterricht, aber er hat seit 2013 versucht, mit digitalen Hilfsmitteln seinen Unterricht kompetenzorientierter zu gestalten. Die Digitalisierung von Unterricht hat immer die Problematik, das Lernen der Schülerinnen und Schülern aus dem Fokus zu verlieren. Diese sollen digital mündig werden und gleichzeitig Mathematik besser verstehen.
In dieser eSession werden zahlreiche Methoden, Konzepte und auch Tools vorgestellt, die im Mathematikunterricht des Referenten erfolgreich eingesetzt werden konnten. Nicht alles kann am nächsten Tag im Unterricht eingesetzt werden, aber man erhält einen Überblick, was möglich ist. Sie entscheiden dann selbst, worauf Sie Ihren Fokus legen und wie Sie selbst in die 1:1-Ausstattung starten.
Lassen Sie sich überraschen und nehmen Sie mit, was für Sie sinnvoll erscheint. Auf der Homepage von Sebastian Schmidt gibt es neben Links und Materialien zur Fortbildungen auch Workshops fürs eigene Ausprobieren. https://www.flippedmathe.de/fortbildung/mathe-ws/
Teaching and Learning Experience Design – der Ruf nach besserer Lehre: aber wie?
Der Ruf danach, dass es bessere Lehre geben muss oder das Lehre verbessert werden sollte, ist nicht neu. Es gibt auch schon seit längerer Zeit Rufe danach, dass Lehre der Forschung in Universitäten gleichgestellt werden soll. (Und in den letzten Jahren ist in Deutschland auch einiges an positiven Entwicklungen geschehen, z.B. durch die Aktivitäten des Stifterverbands). Wie kann die Verbesserung der Lehre weitergehen? Fehlt etwas in dieser Entwicklung? Ja, sagt dieser Beitrag, der zum Nachdenken und Diskutieren anregen soll. In diesem Beitrag wird ein forschungsbasierter Ansatz zur Diskussion gestellt. Es wird argumentiert, dass Lehre nur dann besser wird, wenn es mit den Prinzipen der Wissenschaft und Forschung angegangen wird (d.h. gestalten, Daten erheben, auswerten, verbessern). Es benötigt neue Verhaltensregeln oder -prinzipien bei der Gestaltung von Lehrveranstaltungen. Das bedeutet zum Beispiel das Prinzipien der Evidenzbasierung und wissenschaftliche Herangehensweisen im Lehr-Lerndesign als zentrales Fundament etabliert werden sollte. Evidenzbasierung hier meint, folgt man der Logik der Forschung, dass Lehrveranstaltungen als Intervention verstanden werden. Mit dieser Intervention werden Studierende befähigt, bestimmte vorab festgelegte Kompetenzen zu entwickeln. Und die Frage, die sich bei jeder Lehr-Lernveranstaltung dann stellt, ist, ob diese Objectives bzw. Learning Outcomes auch erreicht wurden. Klar ist, dass die subjektive Lehrevaluation der Studierenden oder auch die Notengebnung nicht ausreichen, um diese Frage zu beantworten. Hierfür gibt es eine Reihe von Methoden, die genutzt werden können, z.B. aus dem Bereich des User- / Learning Experience Design. Diese Methoden umfassen unter anderem Usability-Tests, Learner Experience Studies, Pre-/Post-Tests, und Follow-up Interviews. Diese können zur Gestaltung und Erfassung von effektiven, effizienten und ansprechenden digitalen Lerndesigns verwendet (Reigeluth 1983, Honebein & Reigeluth, 2022).
Der Beitrag will die Entwicklung zur Verbesserung von Lehre weiter pushen. Neue Ideen in die Bewegung bringen. Als Gründungsvizepräsidentin der UTN hab ich die Chance, hier ein neues Fundament für eine gesamte Uni zu legen. Wird das Gelingen? Ist dieser Ansatz, den ich hier vorstelle, eine erfolgsversprechende Option dafür? Hier können sich die TeilnehmerInnen an dieser Entwicklung beteiligen.
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