Cap a un sitema mundial

3er ESO

Continua Llegint

Phi a la pintura i escultura

2n ESO

Continua Llegint

El nombre Phi

Un grup d'alumnes de 2n d'ESO explica aquest nombre als seus companys i companyes, en acabar la presentació els resolt els dubtes que els hi han quedat.

Continua Llegint

Models d'orbitals atòmics i estructures cristal·lines

Els alumnes de 4t d'ESO que cursen l'optativa de física i química han estat muntant diverses maquetes d'orbitals atòmics i estructures cristal·lines. Marina Jaime ens descriu les seves principals característiques.

Continua Llegint

Newton’s three laws of motion

Sir Isaac Newton was a physicist and mathematician from the 17th century. He is famous, among other things, for his laws of motion. These laws explain why objects move (or don’t move) as they do.

First law:
Newton's first law, also known as the law of inertia, states that every object in motion or at rest remains in that state unless an unbalanced force is applied to it.
The following video from ESA (European Space Agency) explains very clearly this law:




Second law:
Newton's second law states that the force acting on an object is equal to the mass of that object times its acceleration. As the force acting upon an object is increased, the acceleration of the object is increased.

F=m·a


Watch this second video, also from ESA, to better understand the second law:

Watch this second video, also from ESA, to better understand the second law:



Third law:
This law is also known as the "action-reaction law". It says that all forces in the universe occur in equal but oppositely directed pairs. There are no isolated forces: when one body exerts a force on a second body (action), the second body simultaneously exerts a force equal in magnitude and opposite in direction on the first body (reaction).

Our students from the 4th year of ESO have produced this great video that illustrates the third law with an everyday event.

Enjoy it!

Continua Llegint

Visualizing DNA

In this experience we have been able to see DNA with a naked eye, i.e, without any kind of instrument. Even though, the quantity of DNA it has not been very high, at the end of the experiment we have got a whitish mass, the DNA from the cells of our buccal mucose, obtained simply rising mouth out.

As you can see in the video, we use different everyday products so as to break the membranes and let the exit of DNA from the nucleous of cells.

It is very easy! you can do it even at home!

Continua Llegint

Aspirador de pipeta de tres vàlvules

3r ESO ens explica el seu funcionament

Continua Llegint

Difusió en tinta

Teoria cinètica. tercer ESO

Continua Llegint

How is the Earth represented?

The pupils of 1r course explain the ways of representing the Earth and show how people orientate theirselves.

Continua Llegint

The 13 colonies and the 3 branches of the US government

As an introduction the pupils of 4t course talk about the foundation of the USA and its Constitution. Then, they interpret some dialogues about the composition of the power of the USA.

Continua Llegint

Population project

The class is divided into groups to look for the information about the population of some countries. Students make a flyer with all the information and, after that, they present their flyer to the class. Useful website includes: http://www.indexmundi.com/




THE FLYERS

EUA. https://www.smore.com/c8gcs/edit
ARGENTINA. https://www.smore.com/cj2pd/edit
AUSTRALIA. https://www.smore.com/tgwz1/edit
CUBA. https://www.smore.com/w01hy-cuba
RUSSIA. https://www.smore.com/k6dyq-russia
GERMANY. https://www.smore.com/z12rb-germany
INDIA. https://www.smore.com/nspd6-india
ITALY. https://www.smore.com/955vs-italy
MOROCCO. https://www.smore.com/g9n2f-morocco
MALI. https://www.smore.com/5gpkn/edit
BRAZIL. https://www.smore.com/8qh26/edit
CHINA. https://www.smore.com/pvr98-china

Continua Llegint

Taling about nuclear plants

Tercer ESO

Continua Llegint

Parlant de sobiranisme... i el Tibet?

Treball realitzat per l'alumnat de tercer d'ESO a Història de les religions.

Continua Llegint

Coneguem el Parlament de Catalunya

L'alumnat de tercer d'ESO realitza aquesta seqüència didàctica, la programació de la qual es troba a http://apliense.xtec.cat./arc/node/1582

.
S¡ha fet 6 grups a la classe i cada grup a treballat uns continguts i els exposat a la resta del companys/es ajudats d'una presentació feta amb Prezi.

1.-PRECEDENTS HISTÔRICS:


2.-LA GENERALITAT DE CATALUNYA I EL PARLAMENT DE CATALUNYA:


3.-ESTRUCTURA DEL PARLAMENT,1:


4.-ESTRUCTURA DEL PARLAMENT,2:


5.-LA FUNCIÓ LEGISLATIVA DEL PARLAMENT,1:


6-ALTRES FUNCIONS DEL PARLAMENT,2:

A títol d'exemple us deixem amb el vídeo de l'exosició oral del sisè grup.

Rúbrica d'autoavaluació i avaluació

Rúbrica Treball PARLAMENT by danielmangrane

Continua Llegint

Dissecció d'órgans

Els alumnes de 3r hem fet les pràctiques de biologia relacionades amb els temes de l'aparell urinari i circulatori. Han consistit en la dissecció d'órgans ( cors i ronyons de corder i porc).
Tot i que per a alguns ha resultat una mica dur o desagradable (sobretot pel que fa a les olors), podríem concloure que ha sigut interessant i motivador.
Aquí teniu algunes imatges.

Continua Llegint

Torricelli's barometric experiment

• Watch the video:

• Go to Museo Galileo to download video and audio

 

•   Listen the audio and read:

  (Text from Museo Galileo)

 Torricelli performed his celebrated experiment on argento vivo [quicksilver, i.e., mercury], in Florence in spring 1644. Torricelli filled a glass tube, open at one end, with mercury. Then, closing off the open end with a finger, he tipped the tube upside down and lowered it into a basin containing more mercury. He observed that the column of mercury descended only partially, stopping at a height of around 76 cm. Torricelli was convinced that the space created by the descent of the mercury in the tube was empty, and that the force holding up the column consisted of the pressure exerted by the air on the mercury in the basin. In a letter to Michelangelo Ricci of June 11, 1644, Torricelli declared that his experiment proved two fundamental concepts: first, that Nature did not abhor the void; second, that the air had weight. The results of the mercury experiment opened a period of revolutionary change, forcing a re-examination of doctrines accepted for centuries.

•  Observe the picture and learn

http://www.old-pz.gse.harvard.edu/ucp/curriculum/pressure/s1_lesson2_lessonplan.htm

• Explain the experiment

 

Continua Llegint

Periods – What are they? (Menstrual cycle)

This activity is the last part of a project, called “Women, hormones and applications”.

We introduced the topic with a text about the menstrual cycle and some hormones. This task is extended with a video where more hormones are mentioned. We talked about them and answered some questions.

Finally, the students have to elaborate their project, a triptych about one contraceptive method (either hormonal or non-hormonal) in order to show it to the rest of the class, as you can see in this link.

Continua Llegint

Ancient Egypt society

Read

Continua Llegint

Cell organelles

• Listen the cells songs

Living cells are divided into two types - procaryotic and eucaryotic

Eucaryotic Cell

ANIMAL CELL

PLANT CELL

• Go to Eucaryotic Cell Interactive Animation 
• Look and learn cell organelles
• Watch the following video to know more about cell organelles 

Now, in groups of three, make your own model and show it to your classmates.

Continua Llegint

Spaguetti tower: a race against the clock

Learning Goals:

• Engineering for structural strength
• Creative problem solving
• Determining variables and controlling them
• Team work
• Time management

 Learning outcomes

• Some shapes and materials are stronger than others.
• Weak materials can be made stronger with good design techniques.
• Distribution of mass is an important consideration when building structures.

Process

1.-Before

• Have a look at some famous towers
• Have a look at some of these crazy structures

The architects and engineers have to design it carefully so that it is safe and ful ls the required purpose.

• Read the instructions: "A race against the clock".
• Read the hints and tips below
  
• Practice.
• In your groups sketch, discuss and try ideas.

A race against the clock:

• You will be given a limited supplies of materials materials and set the challenge of building as high a tower as you can in a limited time: 30 minutes
• Materials: spaguetti (50 g/ team) and marshmallows (25 g/team).

The spaghetti provides the framework and support for the tower and mini marshmallows are used to make the connectors. Pieces of spaguetti may be broken into desired lenghts.

• Team size: three.
•  Rules:

          1. Only the materials provided may be used.

          2. The highest tower at the end of the class will be the winner.
          3.Once time is called a full minute will be waited before teacher measures height. This is to ensure tower stability.

          4. The judge's decision in all matters is final!

 Hints and Tips

• There will be most strain on the base of the tower – think about how you can add strength here.
• The more the marshmallow can grip the spaghetti, the stronger the joint.
• If you don’t use pieces of equal length on each side, your tower may start to twist and topple
• Use shorter pieces of spaghetti or put in braces to strengthen squares and rectangles in your structure. 

2.-The challenge and the winning  

3.- Afterwards

Discussion

• What was the biggest challenge you faced? How did you overcome it?
• What things put a limit on how tall your tower could be?
• How do you think you worked as a group? Did you assume different roles?

Conclusion

• What building techniques make the tower stronger?
• Does the size of the base alter the strength of the tower?
• Does the placing of the marshmallows affect the strength of the tower?

Continua Llegint