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Based on the familiar movement of manually squeezing a piece of citrus fruit, the interaction with the Acidable reaches a new level of playful experience. Depending on the pH value of the freshly pressed citrus juice, the machine creates a rhythm, and the music is modified by the motion of squeezing the fruit.

This work is an interactive experiment to bring back food production into our daily life. The visitor is invited to try out the new playful device and enjoy the freshly pressed orange juice.


The Digital HourGlass is an abstracted hourglass form set in granite and extending an antenna towards the sky. Like sands running to the lower bulb, the Digital HourGlass will change states when the upper bulb expires. The viewer may touch the frame of the hourglass, changing the power configuration and increasing the stress on the bulb. Symbolically, it represents the consciously marked passage of time and energy, providing no reference point to gauge the amount of time or energy remaining or previously spent.

The only known value is that as a physical and familiar device it must degrade and expire, the moment of transition is pure serendipity, unpredictable to both the author and the viewer. This consciousness of time, energy and decay is accentuated by the physicality of the high-consumption, antiquated Edison bulbs used. It is a simple reminder that although time and energy is always flowing, we have the opportunity and the capability to use it or alter its path.

The communicative and ritual aspects of eating undergo continuous changes. Fast food and convenience food have radically changed our eating behavior. One of the consequences is that individual snacks replace ritual meals within a family. Even if we eat high quality foods, we still lack the time for a proper meal. The installation quotes a traditional Austrian dining table, but it is squeezed in between walls and can only be used by one person at a time.

Snacks are available next to it, and they have to be placed on the table to activate the Suppenbrunzer and start the interaction. The whole procedure only takes a few seconds, in this way the Suppenbrunzer adapts to the prevalent food culture. Cioran, The New Gods. Starting at sunrise, the pages of an empty book are turned by an airflow. At midday, the amount of the pages that have been turned roughly equals the ones that are still left.

At sunset, the end of the book is reached. An unexpected usage of a book takes place in this installation. It is blank, but can still be read. In an intuitive way, without the torturous precision of the signs and by the invisible power of the wind. It reveals the time passed since the morning and the time left till dusk.

It is reminiscent of a bygone era in which the active life was restricted to the daytime hours. Have you ever thought that microscopic organisms could be something more then a scientific specimen or feared disease? Something you could care for and even grow to love? The Micro Pets project looks into the unthinkable, considering microbes of infinitesimal size as endearing and captivating creatures—as playful companions with personality and charm.

So far one can see a design of a toy and a digital simulation of the interaction between the Micro Pets and their toys. The next aim of the artists is to develop the design further and subsequently produce the toys. These bit-poems are created by rules of poetry applied to bits. The contemporary world demands a different way of perceiving the digital aesthetic.

For this reason, this project aims to transfer a concept of the non-digital world to the digital world and observe the result. The starting point is something created by humans: poetry. One of the main goals of poetry is to communicate. The poetry form follows a series of rules and conditions. Communication, rules and conditions are the settings of a protocol in the digital world. Visualizing this protocol can create a better non-digital understanding of it. This allows us to explore and discover the result of the translation of such a concept.

Schizophrenia Taiwan 2. Technology revolutionizes the world by breaking down the traditional narrative structure and placing media at the center of the economy. These artists are fully aware of the risks and of the potential of globalization and cybernetics and their works reflect the challenges facing Taiwan and the world as a whole.

Interview with the curators at the Ars Electronica Blog. Tabakfabrik Opening: Thu 5. Since , the Japan Media Arts Festival has been honoring outstanding achievement in a broad spectrum of genres including animation, comics, media art and games. In , more than 3, works from 70 countries were submitted for prize consideration. A selection of prizewinning works from the 16th Japan Media Arts Festival shows how Japanese media artists deal with remembering and the origin of memories.

And trauma is a form of remembering. As this exhibition shows, artists have been endeavoring to come to terms with this trauma—and presumably will continue to do so for years to come. Dolls are an established part of Japanese culture and tradition. Supporting testimony to this effect is provided by virtual singer Miku Hatsune and the techno-pop group Perfume with choreography on the basis of motion-capture data. Thu 5. And the source we draw upon most frequently in going about this is our original habitat—first nature, so to speak, the flora and fauna of the Blue Planet.

This is what we aim to understand, control and improve. Among the participants in this effort is a new type of artist with very highly developed aesthetic, scientific and social skills. Thus, the already densely populated metropolises, their complexity already almost beyond comprehension, will soon be facing daunting challenges. In addition to images, videos, texts, maps and infographics, the exhibition features a walk-through interactive database. Touching surfaces with a digital pen launches book pages, city maps, wall displays and other objects.

Comparing Linz with megalopolises like Beijing enables installation visitors to playfully experience local and global development processes in the city of the future. This exhibition is in the Ars Electronica Center, find out more at ars. His imaging technique is an intentional deceleration of high-speed digital photography. The subjects have to freeze and maintain their pose for one to two minutes. Otherwise usually the preserve of advertising, this high-impact media infrastructure is now available to media artists and urban activists too.

In numerous instances, the interactive contents featuring artistic positions and sociopolitical commentary are mutually referential or are displayed simultaneously in several cities. Yavuz TR. In this construction by designer Cocky Eek, the Dutch group Synergetica Lab will present a series of performances and installations. While addressing different senses, they all have one thing in common: each refers in some way to the field of synthetic biology, and is the result of an artistic search for the origin of life connected with an attempt to rewrite its code.

Architecture and Sound. Whether in the form of the spoken word, sounds and noise, music or silence: the interrelationships among architecture, space and sound are essential elements of life. The variables entail such heterogeneous fields as psychoacoustics, environmental acoustics, spatial acoustics and structural engineering, and involve questions of architectural design as well as sociopolitical issues. After all, both architecture and sound have social functions, and both are embedded in the balance of power prevailing in society.

For this show marking the centennial of its founding in , the MAERZ artists association is opening up for the first time the archive it has maintained since the s. The collection includes invitations, catalogs, correspondence with many famous members and, above all, posters. Over the course of several decades, poster art was the expression of how MAERZ defined itself artistically, emblematic of an attitude that manifested itself mostly beyond the realm of conventional aesthetic conceptions.

Gamestage AEC. Game Jam is a compact demonstration of how digital games are produced and what steps developers go through on the way from concept to playable prototype. Creative work within prescribed limitations, spontaneity and teamwork are the characteristics of joint improvisation in the computer game medium.

Participants come from various disciplines: visual arts, the audio field, interaction design and software development. The point of departure is a brainstorming session, the immediate result of which is the formation of crews. During the Jam, festivalgoers are invited to drop in to get a glimpse at game development, see how things are coming along, and try out the final products. Game Jam — Program in detail. Media are bearers of cultural memory. It shows how important it is to conserve, restore and reconstruct gaming systems as a means of avoiding digital amnesia.

The objects on display allow for a profound substantive encounter with the history of technology and with the visual, auditory and hapitic aspects of the gaming experience. Computer games have undergone a considerable metamorphosis over the past 40 years of their digital existence, progressing from moving points of light as an entertaining test of dexterity to complex and artistically interesting interactive productions.

Technological constraints imposed by the respective hardware have played a significant role in the conception and implementation of novel game ideas. At the same time, there has always been a constant demand for higher-performance hardware that effectively redefines the bounds of the possible. Due to frequent media discontinuities and the failures of technical innovations, many of these devices have morphed into artifacts. Arranged on a timeline, the items on display—classics such as Pong, original arcade games, and the first networked home consoles—can be experienced and played.

For selected games, the exhibition offers the authentic experience of playing on the original device, and also juxtaposes it to playing an emulated version on a modern processor. Instead of filming the goings-on at the festival as neutrally, as objectively as possible, the focus this time around is going to be on a subjective, personal festival experience. What they cover and how they do it is completely up to them. They should go out and capture what appeals to them, which is not necessarily the stuff that producers, curators and artists consider interesting and worthy of digital immortality.

Here, they can turn in their SD cards, upload all the data, and finally view their material on jumbo screens. Accordingly, Ishiguro built a more mobile version, Geminoid HI This lightweight model can converse with humans, and has 12 servomotors for facial expressions as well as eye and head movements. Ishiguro and Geminoid HI-4 are usually not at the same place at the same time. While one of the two is out delivering a speech somewhere, the other is at work, maybe in Japan. Or vice-versa. An accessory tray is provided for easy storage of your accessories.

Raffles will take place in the AAPT exhibit hall. Tickets can be purchased at the AAPT registration desk. Tickets must be purchased 30 minutes before the raffle. Must be present to win. See the world through the eyes of a bird on your phone. Easy, stable flight experience makes this a perfect drone for beginners, kids, starters, newbies, etc. Raffle will take place in the AAPT exhibit hall. Must be present to win.. There are several frameworks that focus on the dearth of women in physics, which take into account motivational characteristics , e.

We performed a longitudinal analysis of these motivational characteristics of female and male college students in large physics courses along with their performance in those courses. Among other findings, our data suggest that female students had lower physics self-efficacy than male students, even when controlling for performance. Moreover, this self-efficacy gap continued to grow throughout the college introductory physics course sequence. Based upon these findings, we implemented short in-class activities that were designed to improve the inclusivity in the physics courses and address issues related to students' sense of belonging, self-efficacy and intelligence mindset.

We found that female students in physics classes who participated in these activities performed significantly better than those who did not, and they were also less likely to withdraw from the courses. We thank the National Science Foundation for support. We describe some initiatives that combine art, science and research to change the conversation and build awareness that can lead to a more inclusive science community. Recognizing the under-representation of certain groups, th e programs look to identify barriers to participation and to use evidence-based research to create models of good practice that break down these barriers and encourage and engage diverse groups.

For more than 25 years there has been little change in the proportion of girls studying physics post Only around a fifth of final year high school students are girls, despite similar success between the genders in previous physics qualifications. We will discuss the extensive research and evidence-based resources and action developed by the Institute of Physics.

Holmes Type: Invited At Cornell University, we are in the process of transforming the labs for the calculus-based introductory physics sequences. The redesign aligns with the Laboratory Guidelines by AAPT and has focused on shifting the labs from ones that reinforce physics c ontent to ones that emphasize experimentation. In this talk, I will discuss results from a single course where all students attended the same lecture and discussion sections, had the same homework and exams, but attended one of the two types of labs.

Assessing Scientific Practices and Concepts! This elevation of doing physics to the same level of importance as the concepts of physics is significantl y shifting the way we think about what we want students to learn. This change in learning goals pushes us to think differently about what we assess: It's not just what students know, but also what they can do with their knowledge. Lab courses provide an opportunity to assess what our students can do with their physics knowledge, sometimes in ways that we can't assess them in a lecture course.

In this talk, I will discuss the idea of scientific practices, how we can assess them when paired with physics concepts in a lab, and what this implies about how we might change lab instruction. The learning outcomes were rewritten around the AAPT Laboratory Guidelines as well as our own set of outcomes for specific scientific reasoning abilities. This presentation will showcase the variety of formative and summative assessments used throughout the course. These include scoring rubrics provided to students to guide their in-class lab records and lab report writing, pre-lab quizzes, final lab course exam, and a scientific reasoning assessment.

We are focusing on the control of variables COV sub-skill because it is foundational for engaging in scientific inquiry as well as for decision making. We will present a set of nine COV questions that were tested at an R-1 institution and a two-year college. As we develop ways of teaching these skills, we must also consider ways of e valuating them. I will introduce the Physics Lab Inventory of Critical thinking PLIC , a closed-response assessment for probing student development of critical thinking skills as related to introductory physics experimentation.

I will outline the development and validation of the PLIC and present preliminary results of data collected from thousands of students across the country. The approach allows to afford a better equipment, simplifies modernization of the curriculum, an d promotes engaging and collaborative learning. Specific details will be shared during the presentation. What does teaching look like in the se contexts? How do instructors change their teaching practices as students transition from proposing project topics to carrying out experiments and reporting on results?

To answer these and related questions, we conducted a multiple case study of group project implementations in upper-division labs at five universities. In this presentation, we draw on data from interviews and surveys with instructors and students to identify a variety of teaching practices. We further describe the intended purposes and perceived impacts of these practices. Preliminary data analysis suggests that group projects may be a shared endeavor in which students and instructors have asymmetric apprenticeship-style roles and responsibilities.

However, developing or modifying a n assessment plan for a course or program can be a daunting task, especially if it is the first time doing so. In-house rubrics for lab courses developed by the author, together with external measures like E-CLASS: Colorado Learning Attitudes about Science Survey for Experimental Physics , help evaluate student performance in upper-level physics labs. Suggestions for those starting to assess lab courses will also presented.

The challenge in the process stems from the choice of the assessment tool, the interpretation of the output metrics, and the mechanisms to re-design each iteration of the course based on assessment outcomes. At Creighton University, we have implemented a standalone lab IPLS course that incorporates best practices from physics education research and recommendations from the American Association of Physics Teachers. The students enrolled in the course score at or above the historical average in our physics department in standardized assessment tests and show a positive outlook of the physics lab course as indicated by attitudinal surveys.

The course has demonstrated to be instructor transferable. I will discuss the strategies implemented to reach the current level of course transformation with an emphasis on the role of assessment. Does it Stick? Although assessment of whether these goals are accomplished has been done within IPLS courses, little has been done of the long-term impact of an IPLS course.

In this talk we describe results from the first year of an exploratory three-year study that examines student reasoning from written biology coursework and attitudes from surveys and case study interviews in intermediate biology courses, comparing students with and without IPLS. Preliminary results suggest that the skills and attitudes that IPLS is designed to cultivate do persist into later courses, although the sample size from one year of data is small.

We eliminated topics with little or no connection to biology e. Whenever possible the class activities make use of authentic biological data. Assessment in this course includes a variety of formative and summative measures. Student learning gains on concept inventories show significant improvement over those in the previous version of the courses.

Feedback from students and instructors has been generally positive, and student performance on course exams has met or exceeded that in previous years. Details of these assessment practices and instructional materials will be shared in this talk and are also available for use at other institutions. Devising assessment strategies that provide timely and useful feedback to st udents about progress in these skills in a time-efficient manner is challenging, primarily due to the unique content and nature of student approaches in these self-directed works.

To that end, the study specifically look ed at the ways students participated in and interacted with the planetarium; how they described their experiences; what connections to outside events or experiences could they make after participating in the program; and in what ways were their experiences educative, miseducative, or noneducative. The findings showed that students interacted with the planetarium program in a variety of ways that allowed them to develop an understanding of the content.

Participants also made several connections between the planetarium lesson and their prior life experiences, which led to new insights. The data showed that the majority of experiences were educative, which resulted in participants having improved perceptions of astronomy, and engaging in related activities independently of the lesson. In a two-stage exam, students first complete the exam individually , then retake all or part of the exam within a group, where peer discussion ensues before arriving at a common answer.

Over the past decade, an average of 2, students completed the series of laboratory exercises in conjunction with their class lectures. Included within my presentation will be examples of how we hope to expand using internet technology blended with face-to-face, hands on experiences. Also, researchers have shown that astronomical observations can contribute to science dissemination and teaching of Astronomy and Physics and can support teachers and students. In this way, the de bate on the topic is important and should be instigated both in an non-academic scope as well as in the scope of teachers and students training.

Based on this, a popular project about astronomy has been in development since More than people with different levels of scientific knowledge have attended the activities. This article's main objective is to identify elements that can culminate with the effectiveness of the observation activities performed with a lay audience. In addition, it seeks to share empirical knowledge obtained with the development of the project and to encourage groups, academic or otherwise, to develop similar astronomical activities in formal and non-formal educational environments.

Using accessible astronomy software, and coupled with a critical evaluation of the historical record to locate where Kepler may have been when he wrote Galileo, we began to explore the night sky as Kepler would have seen it. This presentation will share the tenets of this activity, and briefly share the student experiences within it. The presenter will also be showing a couple of model rockets that was built by the students and share some best practices of how to start, support, keep track, and successfully maintain the sustainability of the effective student recruitment for students team.

Artifacts recovered from Mound No. Ongoing assessment of the architecture of Enclosures No. Specifically, a child that is introduced to a concept at a young age is more prepared to receive it in its entirety lat er. Astronomy4Kids was created to bring science, technology, engineering, and math STEM concepts to the youngest learners those under the age of eight, or those from pre-school to about second-grade.

The online video series are presented in a succinct, one-on-one manner, and provide a creative learning environment for the viewers. We believe presenting the material in this manner will make it engaging for even the youngest scholar and available to any interested party. The videos can be freely accessed at www. With many students planning to pursue a career in medicine, it is the responsibility of physics teachers to instruct upon the concepts of Magnetic Resonance Imaging.

In this talk we investigate the physics and clinical details of MRI. I provide an overview of Nuclear Magnetic Resonance and discuss how nuclei interact with magnetic fields to produce images. I also share my results from working on a desktop MRI apparatus and demonstrate how it can be used to create MR Images with students during a single class period. Included are answers to common questions, a review of safety hazards, and interesting facts that only insiders know.

Writing Introductory Physics Simulations in a Year? In this talk, I will report on whether I reached that goal of , show some examples of the simulations, and discuss how they are used at Boston University. Uses include bringing physics to life in the classroom, incorporating them into homework assignments, integrating them into an e-book on the TopHat platform, and also adding to the interactive nature of a free online course for high school students on edX.

These insights were distilled into a rubric for professional prac tice in computational physics, which enabled us to design a course intended to allow students to acquire these skills. We will report on the initial iterations of the class and identify items for further improvement. Additionally, broader implications for how teaching computation can be informed by professional practice will be discussed.

They have been also used as learning tools to aid school assignments as a calculator, clicker or timer. In this presentation, we will share different smartphone physics experiments, which can be done at home or during class time by students. The students showed their creativity not only during the experiment design process but also during the video presentation phase. During the presentation, we will share how students can use smart phones to collect data and data analysis process. In addition to that, the experiment list will be shared which includes the lab activities of elevator acceleration measurement, free fall calculation, pendulum analysis, circular motion and, centrifugal acceleration.

The lack of sufficient funding for proper lab equipment and qualified teachers disadvantages students. The pedagogical approach of our curriculum is student-centered and inquiry-based. These activities utilize smartphone sensors in place of typical laboratory sensors. The use of existing smartphones in an educational setting serves to engage students and encourages them to explore physics in their everyday lives without adding any financial burden to school budget.

The curriculum includes student activities with instructor manuals and instructions for both class demonstrations and construction of DIY apparatuses. This paper presents pedagogical reflections from a first-y ear physics course combining the application of CAD, 3D-printing and oral communication.

Claire Eamer is a freelance writer, reporter and an award-winning children's author with a long-standing interest in science, particularly environmental science. She has authored 10 children's books, including five books on science and history and three books on evolution, biodiversity and adaptation and one picture book. Claire Caldwell is an Associate Editor at Annick Press, where she acquires fiction and non-fiction books for young readers. Claire joined Annick in after five years at Harlequin. She is also a writer: her first poetry collection, Invasive Species, was published in Since unconscious bias is not the result of a conscious decision, we ma y not realize that we are treating others in an inappropriate manner based on our cultural assumptions.

However, once people are made aware of their own implicit biases, they can begin to consider ways in which to address them. They can cause employers to overlook great ideas, undermine individual potential, and create a less than ideal work experience. This talk will illuminate the chal lenges and chances of using VR for this purpose by giving an overview of the technology itself and its use at the University of Cologne.

Therefore, a brief introduction into VR will be given, and a carefully chosen subset of the current VR hardware will be discussed. We will show educational projects at the university of cologne with a focus on Physics in Biology and Engineering Context, including fluid dynamics simulation and customized collaboration techniques for heterogeneous hardware configurations. Finally, we will provide examples that a modern Game Engine that can be downloaded and used for free is actually a simple and very powerful way to get started in Virtual Reality.

Once expensive toys, they rapidly became serious tools for filmmakers and hobbyists. Currently, we see them entering the mass market as a lifestyle device, supplying countless numbers of youtube channels with video footage. Their attractivity for students makes them a good tool for teachers to deliver lessons in physics. We use the Airblock Drone in introductory courses of mechanics to apply Newton's Laws to win a classroom competition, the "Drone Petanque". Students can measure the speed and mass of the airflow that is necessary to keep the drone maintaining altitude, and put it in relation to its mass.

In hovercraft mode, they can measure the trust that the fans produce directly and put it in relation to its mass and acceleration. Using Vernier Video Physics or another videography tool, students can estimate the acceleration, cruise speed, and braking distance of the drone. The task is to program the drone to fly along a course using only "dead reckoning", alas flying a given direction for a given time, and land as close as possible to a target. Since no GPS and optic guidance is available, student's knowledge about speed, acceleration, and thrust manipulation is essential to win.

Rather than bringing students to a high bridge or struc ture, we took to the skies by unleashing the power and control of commercially available drones. Student payloads included balls of different masses, student designed parachutes, Arduino imaging equipment, and a Doppler Effect demonstration.


The results are lively and exciting outdoor experiments that students enjoy and remember, contributing significantly to their learning outcomes. With GPU-based shaders used for graphics in ga ming, relativistic effects can be simulated for objects undergoing arbitrary motion. What Is Relativity is intended as a formal and informal educational tool to teach special relativity using laboratory-like experiences, with the speed of light and progression of time controllable to allow for detailed examination of relativistic effects.

Here, we present some details of the What Is Relativity engine's adaptation from OpenRelativity and describe the development and initial educational efficacy test results of instructional scenes built in the engine. What experiences have been the most rewarding, or the most challenging? What aspects of their physics teacher preparation have turne d out to be the most valuable, or the least valuable? What advice do they have for physics teacher candidates?

What advice do they have for faculty working in physics teacher preparation? This applies to technical writing as well as any other form of writing. Yet, on writing assignments in physics classes, such as lab reports, students often receiv e little usable feedback. In this talk, I will demonstrate how to use video comments captured by the software Snagit to give students direct feedback on their lab report. Video comments take approximately the same amount of time as written comments, while giving much more detailed comments, allowing students the opportunity to make more significant strides in their technical writing skills.

Recently, physlets have been developed for many areas of physics. Their applicability and online accessibility makes them easy to include in lectures. Providing upfront their web links enables the students to use the physlets during class, on their mobile devices, to extend case studies and explore different applications of the new concepts by varying physical quantities such as, for example, speed, gravitation, friction, mass, and graphing the results. As a result, interactive pedagogical tools have revolutionized the way that physics and astronomy are both taught and learned.

One such tool that is becoming more prominent in classrooms is the iPad. If used thoughtfully, iPads can facilitate student learning by affording students the opportunity to explore astronomy in new and interactive ways. In this talk, I will present how this technology can be used in combination with lecture tutorials to encourage students to deeply connect with course material and gain a lasting understanding of astronomy concepts. Some examples are: Black holes and neutron stars spiraling into collision producing gravitational waves, trains speeding off tracks on turns, til ting single passenger cars, dancers dancing in circles, spinning X game athletes, orbiting satellites, orbiting asteroids and comets, orbiting exoplanets,etc.

This idea has been employed in a slightly different format in an algebra-based lower division physics classroom, where students create their own videos. Students have the opt ion of choosing any concept from the topics taught during the semester. This exercise is integrated in the syllabus and graded. The development of this idea over the past few years and student feedback about the activity is presented here. Addressing these key physics principles with a kinesthetic approach has been sh own to have powerful effects in various ways, from positive learning outcomes to the development of inclusive and engaging classroom environments.

With this as our goal, we have developed kinesthetic laboratory exercises using a local positioning system, allowing students to act out various position, velocity, and acceleration vs. The presented activities promote the growth of scientific reasoning through the practice of making predictions and observations, as well as establishing qualitative models that apply to their everyday experience. The mobile AR-application allows to see the current time, the time after the start and until the end of the lecture, subtitles or the lesson plan, procedural recommendations, text-notifications; it permits to operate the timetable, the list of students, the list of problems with solutions, the list of animated models, and any texts, pictures, videos, etc.

The model-based inquiry was conducted for a total of 17 hours, beginning with a lesson on the development of the model's scientific history. We analyzed the changes of meta-modeling knowledge of four students who completed the whole process and analyzed the change of modeling ability through model output and students' language. Some of the most important and useful applications of 3D Printing technology in physics education are as a tool in the teaching and research laboratory. In this presentation we examine some of the potential benefits of 3D printing technology as a focus of instruction, a supplement to instruction, and a supplement to research.

Computer proficiency is strengthened via Computer-Aided Design CAD tools for designing objects to be printed and through programming the microcontrollers used to control the printer itself.

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Electronics and mechanical knowledge can be enhanced through the building improving and maintenance of DIY printers. Unique objects that can be used in the classroom and laboratory can be printed. Some designs are for a specific use and others are more broadly applicable. Most designs presented are available on Thingiverse.

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In this study, we investigated the acoustic characteristics of cylindrical tubes straight tubes , conical tubes, and bell-shape tube made of silicon tubes and 3D printers. In order to analyze the acoustic characteristics, we used an oscilloscope and an excel program for Fourier transformation, and investigated the acoustic characteristics of transmission vs frequency graphs and Fourier transforms.

Larger diameter tube shows smaller Q-factor. Bell-shape tube shows transmission in broader frequency range. By understanding the acoustic characteristics of a pipe with a simple structure, it will be possible to expect the acoustic characteristics of many surrounding wind instruments. We have 3D Printer, Now What? Early last year a few former students still at EMCC approached me and asked if they could help me and use the engineering design skills they had been learning.

So we embarked on working together to create lab equipment to enhance existing labs, repair broken equipment even though Vernier would have they students wanted to try. This talk will share what they have made and provide access to the. Michael Gillin of the Proton Therapy Center, one of the most technologically advanced cancer treatment centers. You will see the proton treatment gantries, the clinics, the dosimetry treatment planning area , simulation area and the new photon therapy Truebeam machine.

Samuel Einstein, Medical Physics Fellow. You are responsible for transportation. Building is ADA Compliant. A short MR screening form will need to be completed before tours. Please inform tour guides if you have a pacemaker, neurostimulator, insulin pump, or other non-removable medical devices. Photographs are not allowed. We will send you the exact meeting location days prior to the event.

Hanson will discuss how living and working in the extreme environment of microgravity aboard the International Space Station ISS challenges the human body in extraordinary ways, and the great measures NASA astronauts must take to protect their physi ology to complete physically demanding tasks in space and return safely back to Earth. Results from recent research focused on increased effectiveness and efficiency to optimize exercise countermeasures to will be shared. She will discuss lessons learned from the use of wearable technologies, virtual reality, and robots to help keep astronauts fit while working in space.

Hanson will also provide an overview of the challenges associated with maintaining exercise systems in the smaller space vehicles NASA will use to travel to the moon and Mars. As humans, we still need to eat, sleep, and exercise in space much the same way we do on earth to main tain physical and mental health. And what we do know — the instruments, medicines, and tools that have been proven to maintain human health on earth, we must adapt for use in space.

With the help of our consortium partners, the California Institute of Technology, and the Massachusetts Institute of Technology, we are transforming health for humans on and off the planet. In the s it became apparent that bones demineralized and muscles atrophied, presumably due to reduction of gravity-associated skeletal loading. Since then, many other physiological systems have been studied on missions, and in virtually every case, in-flight changes were measured.

Research now attempts to determine if spaceflight-associated physiological changes might be problematic and require countermeasures to maintain crew health. Of current interest are needs for human exploration of deep space, so crewmembers remain healthy and productive in spaceflight for 3 years. Not every astronaut is a physicist, so it is crucial to create curriculum to engage students from a myriad of backgrounds. For students of this course, a knowledge of physics alone is not sufficient. However, in an increasingly technological world, this classic amusement ride is becoming less familiar with students.

In this talk, I will present how the results of an experiment to determine the effect of simulated gravitational fields on plant growth have been used to teach students the concept of centripetal acceleration in the physics classroom. Both consciously and unconsciously crafted, laboratories have worked as part of a larger process of shaping the identities of the students. The laboratory has also functioned as a gatekeeping mechanism for scientific occupations.

In this presentation I will outline how the gendering of educational laboratories in the physical sciences has changed over time, covering trends from the 19th through the midth century. I will argue that certain metaphors, such as the laboratory as a frontier, have been particularly exclusionary. We will conclude this presentation with a reflective discussion of how engagement with laboratory materials in the secondary physics classroom may re produce gendered pedagogic practices.

In college physics labs, we have identified gender differences in the ways groups coordinate the equipment , computers, and notebooks along with their ideas. We have also found that as labs become less structured and students are making more of the experimental decisions higher agency , the need for coordinated decision making adds a layer of complexity to the group dynamics and the equity of those groups. We will also discuss how these roles are being allocated in these high-agency activities and present questions as to the associated issues and solutions.

Research has shown that men outperform women on concept inventories. We modified the scale, which was created for traditional physics classrooms, to fit the studio environment. The principal goal of the course is to deepen a student's understanding of the structure of basic physical theories mostly Newton's second law, waves, and electromagnetic theory by expressing them in a new language. The language has types so that scalars, vectors, and vector fields, for example, each have a distinct type that help to organize and clarify our thinking.

The language also has higher-order functions functions that take other functions as input , which eases the syntax needed to express ideas like numerical integration and the Euler method. A book in progress that develops Haskell from scratch and uses it to express basic physical theories is available at the author's web site see footnote. The plans are well under way, with a first course in computational methods currently offered, computational methods incorporated to some degree in all courses, and the computational track approved at the college level.

This talk will stress the change process in the department, major decisions taken, internal and external resources that have supported our efforts, assessment plans, and preliminary results. However, what is it I hope students get out such problems and more importantly how do I know what students get out of them. I will share my answers to these questions and examples of both activities and how I assess the students. In a calculus-based introductory physics course that integrates computationa l modeling, portions of our lab practical exams at the end of both first and second semester focused on computational modeling.

We discuss our goals for student learning and the tasks we used to assess them, and compare the performance of students with no previous computing experience with that of experienced computer science majors. Our computational modeling project aims to research the use of computational modeling as an additional representational tool. In our project, teachers learned evidence-based Modeling Instruction pedagogy for teaching physics with representations while also learning to write programs with Bootstrap:Algebra see bootstrapworld.

This style of outreach can have many forms ranging from engineering exercises such as bridge building and egg drops to traveling hands- on science museums. In this panel discussion, practitioners of Hands-on On the Road will share their experience about such programs including topics such as how to get started, the type of activities that they include, how they run and maintain their program, as well as others. Sample activities from the Austin Community College Hands-on Science program will be available for exploration.

To get in and ride, one year at Dallas Motor Speedway, one year cross country, from Dallas to California. This is a real challenge for team members where they learn t eam work, apply electric circuits, apply dynamics, torque, energy The car really stays in between physics and real world engineering. It requires 3D design and calculation approaches and skills, of course welding, precise measurement..

Even the project's name and advertisement fire student curiosity. And when they finish, they are full with vast knowledge and self confidence of achieving to create a working dynamic system. An overarching goal of the OnRamps program is to increase the number and diversity of students who are prepared to excel at the university level.

OnRamps currently offers two 3-credit-hour introductory physics courses through distance education that are delivered with their respective HS equivalents. Student learning is driven by Peer Instruction and Modeling Instruction pedagogies, with college assignments administered and submitted online. Course content, developed by UT-Austin Physics faculty members, aligns to the residential university course and the expectations of leading universities. We will discuss the logistics and challenges of delivering a distance learning UT course alongside a corresponding HS course.

For the academic year, OnRamps has partnered with approximately HS physics instructors enrolling nearly physics students across Texas. Using GlowScript, fundamentals of programming in Python can be learned while creating models that produce three dimensional representations and simulations that also include graphs and data tables.

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