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Understanding Speed-Time Graphs in Kinematics: Key InsightsIn the realm of kinematics, speed-time graphs serve as an essential tool for visualizing and analyzing the motion of objects. These graphs, which plot speed on the vertical axis and time on the horizontal axis, provide critical insights into an object's motion, helping to simplify complex concepts into understandable visuals. Here are the key points to keep in focus: Interpreting Motion: Constant Speed: A horizontal line on a speed-time graph indicates that the object is moving at a constant speed. This implies zero acceleration. Acceleration: A positive slope (upward line) indicates acceleration, meaning the object is speeding up over time. Deceleration: A negative slope (downward line) shows deceleration, meaning the object is slowing down. Calculating Distance: Area Under the Curve: The area under the speed-time graph represents the distance traveled by the object. This is a crucial concept for understanding how far an object has moved over a period. Analyzing Complex Motions: Variable Speeds: Real-world scenarios often involve variable speeds. Speed-time graphs can effectively represent these changes, allowing for a detailed analysis of motion patterns over different intervals. Practical Applications: Diverse Uses: From vehicle dynamics to athletic performance, speed-time graphs are used across various fields to enhance understanding and improve outcomes. For educators, these graphs provide a visual method to teach students about motion in a more engaging way. Conclusion: Speed-time graphs are more than just lines on a chart; they are powerful tools that bring clarity to the study of motion. By interpreting these graphs accurately, we can gain deeper insights into the dynamics of moving objects, making them indispensable in both academic and practical applications. #science #career #education

"Egg-citing Physics Project: Can Your Design Save the Day?" #PhysicsFun #STEMChallenge #Newtonslaw #HandsOnLearning Having previously introduced a constructivist approach in the classroom, I initially found it challenging to facilitate students in constructing their own knowledge. One strategy that has proven effective in my Design and Engineering Design classroom during Project-Based Learning (PBL) is the use of "Parts, Purpose, and Complexities," a visible thinking technique that allows students to construct their understanding actively. "Parts, Purpose, and Complexities" (PPC) is a strategy from Project Zero's Visible Thinking framework that encourages students to analyze and understand complex ideas by breaking them down into their component parts. In the context of Design and Engineering Design, this technique is particularly powerful. When students are faced with a design challenge, I guide them to use PPC to deconstruct the problem. First, they identify the different parts or components of the challenge. This step helps them understand the problem's structure and identify the key elements they need to consider. Next, students consider the purpose of each part. Why is it included in the design? What function does it serve? This step encourages students to think critically about the problem and the design's requirements. Finally, students analyze the complexities of the problem. What are the challenges or constraints they need to consider? This step helps students develop a deeper understanding of the problem's nuances and think creatively about potential solutions. By using PPC, students not only construct their understanding of the design challenge but also develop essential skills such as critical thinking, problem-solving, and collaboration. They learn to approach complex problems systematically and develop the ability to communicate their ideas effectively. In conclusion, the "Parts, Purpose, and Complexities" strategy has been instrumental in helping students construct their own knowledge in my classroom. It has transformed the way students approach design challenges, enabling them to think more critically, creatively, and collaboratively.

I believe that limitation inspires creativity. I believe in using the power of Imagination to understand and acquire mathematics knowledge and abstract concepts. In courses that failed to strike students' imagination and curiosity, the students were not motivated to work hard. * Math learners must be aware the role of abstract concepts. They are the "building blocks of higher-order thinking, enabling us to grasp complex ideas, engage in symbolic reasoning, and formulate intricate theories. They are the essence of human creativity, fueling our ability to imagine, invent, and innovate." Design Match.

Build scientific skill development across the student learning journey with the Smart Worksheet Library 📈 Enhance workshops, labs, assessments and individual practice with a versatile, curated library of Smart Worksheets, covering topics in scientific numeracy, bioscience and chemistry. 🔁Randomised datasets for unlimited practise ⌛Immediate feedback, personalised to every student 🏆Instant, consistent grading, reducing manual marking time 📊Replay student learning and understand ability levels #ScientificSkills #STEMed

What to consider when investing in microscopes? 🔬 From construction quality to optical specifications, Silas covers it all in this in-depth guide on selecting the perfect microscope for your needs. Read now: https://lnkd.in/ezPeZSfP #Microscopy #ScienceEducation #STEM

Can we assess how students' internally visualize scientific concepts while learning engineering? 🧠🔧 The answer is YES! I'm excited to share my latest publication: "Development of an Intelligent Tutoring System that Assesses Internal Visualization Skills in Engineering Using Multimodal Triangulation"! Published in IEEE TLT, you can access it here: https://lnkd.in/eNzuTEYA. Please feel free to reach out to me if you need access. In many STEM domains, instruction relies heavily on visuals, yet students often struggle with the ability to mentally visualize concepts. To tackle this issue, we developed an intelligent tutoring system featuring interactive visual representations. We demonstrated that it is possible to assess students' internal visualization skills within engineering instruction using both formal and informal assessments. Through multimodal data triangulation—using students' gestures, interview data, log data, and test data—we validated our assessments. It was a pleasure working with Martina Rau and Barry Van Veen on this project. Thrilled to see how this work can enhance learning and teaching in STEM education fields! #STEMeducation #IntelligentTutoringSystem #Multimodal #Visualization #Engineeringeducation

As a person who has had successful experiences in dealing with GCE ALs, I would like to share this tip to almost any student out there; whatever educational journey you are on. Utilize your brain capacity to the fullest by making sure to use different forms of remembering things. If a person tends to use one method (say, memorizing by reading something) to study all of the content, the brain for sure will reject most information since it is, well actually overloaded. It retains only a small amount. What you can do is to diversify your methods of remembering your study materials. I suggest you use about 3 or more of these methods: - Study in the conventional way via reading on the spot - Mind maps - Flash cards (use these for areas you tend to easily forget) - Mnemonics (these ones always help) - Drawings that simplify the story or the subject matter (this helped me a lot) - Audio notes (listen a few times) - (for subjects like Chemistry, Physics, etc.) laboratory experience or experience with online simulation software What utilizing multiple methods such as above does is that you use your abilities like photographic memory and echoic memory in order to retain what you want. Plus since you have used multiple methods, and none of the methods are overly used (comparatively), you can retrieve information much faster and accurately. All the best!

New findings on Engineering Students’ Systems Thinking and Modeling in Online Learning. The new study delves into the impact of model-based learning on systems thinking (ST), considering students' prior knowledge and gender. Discover correlations between question types (textual, visual, mixed) and student achievements. Dive into rigorous academic discourse and deepen your understanding of ST in engineering education: Assessing Engineering Students’ Systems Thinking and Modeling Based on Their Online Learning https://lnkd.in/dFRvecHe Authors: Roee Peretz, Natali Levi-Soskin, Dov Dori, Yehudit Judy Dori   Explore further publications authored by Prof. Yehudit Dori on SNI's website: https://lnkd.in/dR6gxtV9   Yehudit Judy Dori #EngineeringEducation #STEM #OnlineLearning

📚 Study Hacks Part 3 📚 Using mnemonic devices are a great way for students to help them study more effectively. Mnemonic devices are tools that help us remember information by associating it with something familiar. For example, students can remember the order of the colors of the rainbow by using Roy G. Biv which stands for red, orange, yellow, green, blue, indigo, and violet. Another example is PEMDAS, or Please Excuse My Dear Aunt Sally, which stands for the order of operations when simplifying math expressions or solving equations. This stands for parenthesis, exponents, multiply, divide, add, and subtract. Students can better remember and recall information during their studies using mnemonic devices. I hope that this was helpful for you today! Please like and follow for more educational tips! www.iachievelearning.com