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The head-to-tail method involves drawing a vector to scale on a sheet of paper beginning at a designated starting position. Where the head of this first vector ends, the tail of the second vector begins (thus, head-to-tail method). The process is repeated for all vectors that are being added. Once all the vectors have been added head-to-tail, the resultant is then drawn from the tail of the first vector to the head of the last vector; i.e., from start to finish. Once the resultant is drawn, its length can be measured and converted to real units using the given scale. The direction of the resultant can be determined by using a protractor and measuring its counterclockwise angle of rotation from due East.

A step-by-step method for applying the head-to-tail method to determine the sum of two or more vectors is given below.

1. Choose a scale and indicate it on a sheet of paper. The best choice of scale is one that will result in a diagram that is as large as possible, yet fits on the sheet of paper.

2. Pick a starting location and draw the first vector to scale in the indicated direction. Label the magnitude and direction of the scale on the diagram (e.g., SCALE: 1 cm = 20 m).

3. Starting from where the head of the first vector ends, draw the second vector to scale in the indicated direction. Label the magnitude and direction of this vector on the diagram.

4. Repeat steps 2 and 3 for all vectors that are to be added

5. Draw the resultant from the tail of the first vector to the head of the last vector. Label this vector as Resultant or simply R.

6. Using a ruler, measure the length of the resultant and determine its magnitude by converting to real units using the scale (4.4 cm x 20 m/1 cm = 88 m).

7. Measure the direction of the resultant using the counterclockwise convention discussed earlier

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1- Observe the images carefully
2- Name the organs you observe
3- Make a sentence in which you use the name of an organ you observed

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Subject: Instructional Design by Kae Nakaya

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Subject: Instructional Design by Kae Nakaya

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In today's class, you will learn "five categories of learning". You can learn them deeply with concrete examples.

1) Intellectual skills
e.g. discriminate quadrangles from triangles, write a essay, solve a math problem etc.

2) Cognitive strategies
e.g. learn an English word by heart by using a picture

3) Verbal information
e.g. Memorize an atomic symbol of atomic symbol (H)

4) Motor skills
e.g. jumping a rope, draw the shape of alphabets

5) Attitudes
e.g. use eco-friendly materials

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In this lab, you will work with your classmates to make a model of a plant cell.

Your classroom will represent a plant cell. You will make a model of an organelle or other cell part to place in your classroom “cell.”
1) Use the table on page 207 of your textbook to select a part to model.
2) Use the materials provided to build a three-dimensional model of your chosen cell part. Refer to other drawings in your textbook.
3) Label an index card with the name of your cell part, and list its main features and functions. Attach the card to your model.
4) Place your model at an appropriate location in your classroom.

Mauricio C.

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Getting to the core, the link between CO2 and temperature

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Maria Laura
-Read the experiment of Francico Redi and underline the hypothesis.
-Compare this experiment from the ones that Lazaro Spallanzani did sevreal times after.

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Experience in the laboratory:Seed Germination

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Experience in the laboratory:Seed Germination

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Main goal: The students will be able to learn seed germination and  the steps of germination.
This activity is a pairs work
Instructions:

1. Fill the container with soil.

2. Plant the seeds inside the soil.

3. Place the container somewhere warm, sunlight is good but try to avoid too much direct sunlight, a window sill is a good spot.

4. Keep the soil moist by watering it everyday (be careful not to use too much water).

5. Record your observations as the seeds germinate and seedlings begin to sprout from the seeds.

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rocks recognition

You are going to observe different type of rocks:

please observe the rocks and take some note about
which kind of mineral you could recognize;
which structure you will recognize
some particular useful in order to classify the rock

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Think of plant mitochondria and chloroplast structure and function, then build a table showing first structural and second functional similarities and differences between them both
Image taken from: https://owlcation.com/stem/Comparison-and-Contrast-Between-Chloroplasts-and-Mitochondria

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Human Population Dynamics - Cristian Ramírez

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Human Population Dynamics - Cristian Ramírez

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Biology:
Topic: Projection of the human population

- Compare population increases between developed and undeveloped countries and explain us what the reason are.

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Patricia CG
First of all, predict what will happen in the circuits drawn in the worksheet.
Use the chart given to write your answers.
Then, use the Crocodile program to check if your answers are right or wrong.

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We have talked about the features of renewable and non-renewable energy. So, now, please talk about in favour and against of renewable and non-renewable energy.

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Use Microscope to observe cells and calculate magnification
1) put an anther on the slide and cover it with covering glass
2) put it on mechanical stage and look at the sample in eyepiece and look for pollen grain
3) focus the sample with the least magnification
4) draw on the notebook two pictures one depicting what you've seen in microscope and another showing it as you can see by unaided eye
5) measure the size of pollen in magnified drawing and its original size
6) calculate ratio between magnified and original size: this is MAGNIFICATION

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by Barbara Scapellato
Today you are going to investigate  what happens when you mix two different substances in a glass tube.

Safety first:  wear your safety goggles and gloves.
After that take 5 ml of Pb (NO3 )2 and put them in a test tube. Next, take 5 ml of KI and pour into the test tube with Pb(NO3)2.

What's happened? Write down your observations.
According to you, have you observed a physical phenomenon or a chemical reactions? Use the evidence collected to answer this question.

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Biology and Geology 2nd Secondary Education
INSTRUCTIONS:
1.-Please, form groups formed by three or four students.
2.- You'll need to use your notebook and three different kind of colours,
3,. Try to draw a similar cell which should be useful in one of this twi different tissues: muscular or adipose and write under the picture your reason for drawing it that way.

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Jose Antonio Barea

Photosynthesis:

Complete task 1. If you have time, complete task 2.

task 1. What do plants use glucose for?

Instructions: Complete the sentences with the words given in the red box. Work in pairs.

task 2. How leaves have adapted for photosynthesis?

Instructions:

Match the leaves' adaptations (blue cards 1-4) with their function red cards e-d

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BIOTECHNOLOGY  Donatella Cortese                          If you do not have a Lab...

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BIOTECHNOLOGY  Donatella Cortese                          If you do not have a Lab...

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SOMATIC CELL NUCLEAR TRANSFER

MISSION: create a genetically identical clone of Mimi, a brown female mouse.
Mimi – mouse we will clone – brown

Megdo – egg cell donor – black

Momi – surrogate mother to grow Mimi clone – white.

STEPS

1)First of all,

Ø  isolate donor cells from Mimi and Megdo in the Petri dishes (pic 1)

Ø  remove a somatic cell from Mimi and an egg cell from Megdo.

Ø  place each one into the correct Petri dish

2) Secondly,

Ø  remove and discard the nucleus from the egg cell (pics 2-5)

3) Then,

Ø  transfer the somatic cell nucleus into the e-nucleated egg cell (pics 6-14)

Ø  move the e-nucleated egg cell from the Petri dish under the microscope to the    “Nuclear Transfer Dish”

Ø  move the somatic cell into the “Nuclear Transfer Dish”…

x) Finally,

Ø  Deliver the baby mouse clone of Mimi,you have created a baby mouse clone of Mimi!

WHAT COLOR IS THE NEW BABY MOUSE? White, brown or black?

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How the ISO created the OSI - Reading and comprehension working in pairs
After a general explanation about the OSI model for networks, I distribute a paper that explains how the model was created.
We are in the computer lab.
Instructions:
1) Work in pairs, share a computer
2) Go to the class shared folder and copy the OSI.docx file to your personal folder then rename it OSI_Surname1Surname2.docx.
3) Open the document: it contains some questions
4) Read the paper and then discuss and write the answers to the questions.
5) Don't forget to save the updated document!
6) If you came accross a word you don't know look it up in the dictionary app in your mobile phone because the lab's Internet connection isn't working today.

To make istructions easier to follow I use the projector in the lab to show:
2) the content of the shared folder and wihich is the document they have to copy
3) the content of the document
For point 6 while I speak I show wordreference app on the screen of my phone.

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1. Prepare the substances of the picture at home.
2. Mix them one by one. Eg. Water+sand, water+salt, oil+sugar...
3. Take notes of the results. What happens?
4.Classify the mixtures in Homogeneous and Heterogenous.

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by Doretta Ardu

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Silvia - MECHANICAL WORKING OF MATERIALS

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Silvia - MECHANICAL WORKING OF MATERIALS

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Work in pair

Look at the pictures and read short explanations on the presentation

Analyze the several and different mechanical working of materials

Describe how they work

Identify for each process the direct link with the technological properties of materials and explain why

Report if other material properties (Physical and chemical, mechanical properties) could be important for each mechanical working

Realize a mind map with all considered elements

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Bárbara Luciana Bedoya

Students are in the farm

First we are goint to take 10 element from the farm (that you want)
After my explanation you are going to clasify them in biotic or abiotic factors

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First we are going to go to the farm, there you have to take 10  elements from that environment.

Finnally clasify those elements in biotic or abiotic

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Subject: LABORATORY WORKSubject: serial connection ELECTRICAL CIRCUITObjective: Students will perform laboratory workInstructions:- LISTEN TO SAFETY- Examine the laboratory stand-Nachertit Working installation scheme-Podgotovit Table of experimental data.-SOBRAT Electrical circuit under the scheme- Recorded in the TABLE OF RESULTS- MAKE CALCULATIONS- Compare experiment with theory- Draw a vector diagram- DRAW CONCLUSIONS

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Subject: LABORATORY WORKSubject: serial connection ELECTRICAL CIRCUITObjective: Students will perform laboratory workInstructions:- LISTEN TO SAFETY- Examine the laboratory stand-Nachertit Working installation scheme-Podgotovit Table of experimental data.-SOBRAT Electrical circuit under the scheme- Recorded in the TABLE OF RESULTS- MAKE CALCULATIONS- Compare experiment with theory- Draw a vector diagram- DRAW CONCLUSIONS

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Activity 1: Ice-breaking.
Tell me which is your favourite fruit. What colour is it? Has it got seeds/pits? As they tell me the fruits I show their pictures. [We will probably have a situation with banana (genetically modified by humans) and strawberries, kiwis or figues as their common favourite fruits. Challenging in L2! Solution: let them say in L1 and then translate for all the class while showing pictures of those fruits 'without' seeds and pits. Until they reach conclusions with teacher's support. ]
Activity 2:
Let's make groups of 6 (I normally will have 4 groups, so I will need the materials 4 times).
Match each fruit (flashcard) with its name (label).
I mimicry 'match' and show them the materials.
Activity 3:
Let's play a game! I brought some seeds and pits in these plastic bags. I show them.
1) You can touch them and you can smell them.
2) You can't eat them! :)
3) Match the plastic bags with the fruits (flashcards)
4) Do you miss any fruit? Come to board and draw it. Now, draw its seed or pit.
5) Now, classify the seeds and pits from the smallest to the biggest.
6) Now, classify the seeds and pits in colours.
7) Now, classify the seeds and pits AS YOU WANT (they normally classify them according to the ones they like the most to the ones they don't like; by seasons, etc...)
Activity 4:
Let's make a 'Tutti Frutti' mind map in pairs.
0) Look at this checklist. Tick each step after you finish it. These are the steps:
1) Write a big title in the middle.
2) Draw as many branches as you need. You can organize them as you want: colours, sizes, seasons...
3) Write the fruits names.
4) Check the spelling in the labels. Remember 'Mr Spelling' (It's a policeman toy with an alphabet and he has got only one rule, they all know because I introduce him very early in the beginning of 1st Grade: we only hang on the walls the works without spelling mistakes. So they make sure the spelling is correct and I always provide them visual support or they ask me to check. It's only about the related vocabulary, not so hard).
5) Draw some pictures, if you want. You know I love pictures!
6) Trace the mind map with markers. You know I love colourful and organised mind maps!
7) Enjoy the music (I play Elvis Presley's 'Tutti Frutti' and other fruits songs for kids while they work in pairs).
8) Present your mind map in front of the class. (I would have provided them an example: 'This is our mind map. We classify the fruits in colours. Yellow fruits: banana, lemon and grapes, etc...) and extra vocabulary: here/there, size (big/small), seasons (spring, summer, autumn and winter), origin (trees, bushes), etc...
9) Vote for your favourite mind map in the box. I have a box where they can vote certain things. In this case I will place the most voted mind map in a special place (with a nice background, for example). This way I praise the effort on presentation and organizing ideas properly. They use to be really fair and they take the checklist as a reference to assess their classmates' works.

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- Fill a beaker with water and another with alcohol

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- Fill a beaker with water and another with alcohol

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- Add some drops of ink to each beaker
- Observe what happens. You can take photos or a video
-Explain the differences you observe between the alcohol and the water taking into account its properties
- Write down your conclusions about this experiment

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Irma Javashvili - Chemistry - Year 10 - Lab Practice:Testing for Ions 

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Irma Javashvili - Chemistry - Year 10 - Lab Practice:Testing for Ions 

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Purpose
Observe the characteristic colours produced by certain metallic ions when vaporised in a flame. Identify unknown metallic ion by means of its flame test.
Procedure
1. Light up the Bunsen Burner.
2.  Clean a nichrome wire by dipping it into 2M hydrochloric acid.
3. Hold the wire in a hot Bunsen flame.
4. Repeat steps 2 and 3 until the wire doesn't produce any colour in the flame.
5. Moisten the wire again with some of the acid.
6. Dip the wire into a small amount of the salt you are testing. Some crystals will stick to it.
7. Place the wire with crystals back in the flame again.
8. Observe the colour of the flame and record it.
9. Identify the metallic ion in the given salt.
10. Turn off the Bunsen Burner.

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Biology

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Darya - Measuring the Wavelength of a Light Source.

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Darya - Measuring the Wavelength of a Light Source.

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Instruction:

Please, look carefully at the scheme of geometric construction for describing Young's double-slit experiment.

Refresh your memory about the equation (37.5), which determines the location of the bright fringes. Look at the slide and check your notebooks.

Compare the scheme on the slide and the equation. Set a clear correspondence between the symbols in the equation and in the scheme.

Read the task on the board.

Let's write a short task, you will write in their notebooks, and I'm on board with your help.

Determine the wavelength of the light using the equation (37.5)

Classify this wave

Calculate the distance between adjacent bright fringes

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Daniela Piliarvu
Instructions for calibrating a thermometer

Calibrating a thermometer means adding a temperature scale to a glass tube.

First, mix pure water and melting ice in a beaker.

Then, put the bulb of the thermometer in the mixture.

Next, put pure water in a beaker. Heat the water until it boils.

Put the bulb of the thermometer in the water.

When the reading is constant, mark the level of the liquid.

After that label the two mark as 0°C and 100°C

Measure the distance along the thermometer between the two marks.

Calculate the distance represented by 100°C.

Divide the scale between 0 and 100 into 10 equals part .

Finally, divide each division into 10 smaller division.

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(Conchi)
Purpose
To determine whether a substance’s heat of vaporization depends on its molar mass, on the strength of its intermolecular forces, or both.
Procedure

1. Cover the top of the hot plate with aluminum foil.

2. Crimp the edges so that the foil is secured to the top of the hot plate. (The hot plate should not be turned on yet!)

3. Turn the hot plate to 100 and wait about five minutes for the hot plate to warm up

4. Have one group member place a small drop of the chemical you are testing on the foil. (Hint: some of the liquids have very little surface tension, so they tend to run out of the pipette even if you don’t squeeze it. Be careful with these.)

5. Have a different group member use a stopwatch to time how many seconds it takes for the drop to evaporate completely.

6. If five minutes pass and a drop still hasn’t evaporated, just write “>five min.” and stop timing. Record your data.

7. Repeat this process with the other chemicals.

8. Turn off and unplug the hot plate.

Information source : www.teachchemistry.org

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Task 1.

·        Goals: Getting to know the differences among the distinct types of digital integrated circuits: microprocessors, DSPs, ASICs, FPGAs.

·        Task type: theoretical

·        Development:

o   Search the Internet in order to find information about the type of circuit you have been assigned.

o   Create a Powerpoint presentation up to 7 minutes (10 slides), explaining the type of circuit you have been assigned and giving your opinion about what kind of applications this circuit is suitable for and why.

·        Results:

o   Follow-up discussion in class.

o   Final comparison table.

·        Hints:

Search for information regarding at least the following aspects: circuit complexity, circuit speed vs. application speed, cost (NRE costs, RE costs), application fields and any other aspect that you may consider important.

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Look carefully at the following image and identify the blocks of the process shown.
Next define the encryption and decryption functions.
After that try to figure out what is the blue key for.

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1) Remember the formula to calculate density.
2) Put the different samples on the balance and measure accuratately the masses.
3)Put the different samples in the water inside de measuring cup, then calculate accurately the volume.
4) Calculate the density.
6) Identify different materials.
Cristiano

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1. All groups to their workstation.
2. Note all materials, reagents and strument that you find on the table.
3. Read the operating instructions that you find on the paper.
4. Ask me that you undestand.
5. Follow the instructions in order.
6. Note what you observed.

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Scienze: Laboratory experience on Mendelian characters in humans 

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Scienze: Laboratory experience on Mendelian characters in humans 

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(Elena Fiorani)
In groups
Here a list  of common Mendelian characters in humans.
Each character is defined by a dominant and recessive allele as indicate in the list.
For each character  you have to define into the table below:
1. phenotype
2. possible genotype
3. number of members of the group that have recessive character and dominant ones
4. At the end of the observation characters, we will collect data for entire class for reprocess.

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The activity consists in exploring the sum of elastic forces by using a simulation that is available on the smartphone, that is https://phet.colorado.edu/sims/html/hookes-law/latest/hookes-law_en.html Learners work in pairs. I give the following instructions:

1. Open the simulation “Hooke’s law” from Colorado wesite.

2. Choose the step “System” from the three “Intro” (we have already explored), “System” and “Energy”.

3. Click on all squares in the grey label at right and the circle “Total”.

4. Choose a value different from 0 for the orange slider of the “Applied Force”.

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(Nelida Corredor)
After I have distributed  the material (a paper with images of animals) , I have explained the topic and I have asked for questions.

I ask students:
Cut out the pictures of animals. Then, paste the pictures onto the corresponding shadow. Finally write over the words.

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TASK: prepare a buffer solution and evaluate how the pH changes after acid or base addiction
1. Make the necessary calculations to prepare a 0.1M acetic acid solution and a 0.1M sodium acetate solution
2. Prepare carefully the two solutions: dont' forget to label them!
3. Guess the pH of the two solutions, then check it out using the litmus paper (to do that, you need to compare the colour of the indicator with the chromatic scale )
4. Then mix together an equal amount of the two solutions and measure the pH again
5. Predict how the pH of the two solutions and the mixture would be affected when adding two drops of HCl 1M or two drops of NaOH 1M
6. Justify your predictions writing the appropriate reaction schemes
7. On the bases of your experimental data and your hypotheses, draw conclusions on how pH is affected in every situations and why

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Giving instructions in the workshop. They work in groups and each group has an opened computer  on the workbench.

-Label the parts of the tower
- Write the function of each part on a separate sheet of paper. First of all, write all your group member names on the paper you will submit and the number of the computer you are working on.
- Use your textbook or your laptop to help you
- Extra points will be given if your group labels extra parts of the computer that weren't talked about in class or the unit
- Discuss in English!!

You can use the following structures:
- I think that this is the (name of a part).

- This (name of a part) does/serves (describe a function).

- (Disagreeing) No, actually, I think this here is the (part name) and that is the (other part name).

- (Disagreeing) No I think you are confused the (part name) actually (describe a function).

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Giving instructions before doing an experiment:
- You are going to work in groups (get them together)
- I'm going to give you some objects (show them one by one and say the name os the objects)
- In groups you are going to IDENTIFY which objects ARE magnetic. For that I'm gojng to give you a magnet to use.
- Then, you TICK your answers here (show worksheet). Ok?
- For example (show how to use the magnet and use one objects that is magnetic and other that is not)
- Which objects are magnetic?
- How can this be useful in our daily life? Think of two ideas and write them down (give time to think and share ideas within the group - here I can give them some help with vocabulary by walking around the groups).
(Then share with the whole class - these can be written on the board)
Cláudia Abreu