ANALOGY

ANALOGY

ANALOGY: A CELL AND A PRISON

• Cell has a wall similar to the wall of a prison.

• Cell wall protects and supports the inside of a cell similar to a prison wall.

• Cell wall is in brick shape similar to the bricks of the prison wall.

BREAK IN THE ANALOGY 

• Cell is living but a prison is a non living thing.

QUESTIONNAIRE

QUESTIONNAIRE ON USE OF TECHNOLOGY

GENERAL DETAILS:

Name of the student: ______________________________________

Age: ___________________________________________________

Sex: ___________________________________________________

Address: ________________________________________________

ANSWERING THE QUESTIONNAIRE: 

• Questions to be answered are expected in yes or no format only. Encircle the option you choose in the section A.
•  Answers should be in descriptive format at the space provided below in the section B.

TIME:

There is no time limit for completing the questionnaire. Work quickly without careless. Make sure you answer each and every question.

SECTION A:

1.	Do you own a smart phone or laptop?	Yes     No
2.	Do you carry your smart phone or laptop to school regularly?	Yes     No
3.	Do you use technology frequently?	Yes     No
4.	Was any of the technology device gifted to you?	Yes     No
5.	Do you use internet for doing your projects and assignments?	Yes     No
6.	Do you have access to internet regularly?	Yes    No
7.	Is your technology device update with latest version software?	Yes     No
8.	Do you use social media sites?	Yes     No
9.	Do you play online games?	Yes     No

SECTION B:

           10.    What do you say about internet and its uses?

________________________________________________________________________________________________________

11.     Do you at time feel that social media is good but wastes lots of precious time?

________________________________________________________________________________________________________

12.     Do you find difficulty in using latest gadgets with its features and to access internet?

________________________________________________________________________________________________________

13.     Are you addicted to technology? Which of the technology device do you use often?

________________________________________________________________________________________________________

☺☺☺ THANK YOU ☺☺☺

SCIENCE AND TECHNOLOGY

SCIENCE AND TECHNOLOGY

The history of Science and Technology (HST) is a field of history which examines how humanity's understanding of the natural world (science) and ability to manipulate it (technology) have changed over the centuries. This academic discipline also studies the cultural, economic, and political impacts of scientific innovation.

Histories of science were originally written by practicing and retired scientists, starting primarily with William Whewell, as a way to communicate the virtues of science to the public.

SCIENCE & TECHNOLOGY IN AGRICULTURE

   Agriculture has a rich tradition of embracing technology to improve crop production, increase efficiency, minimize environmental impacts, and more. Innovations ranging from the invention of the plow, and the development of genetically modified crops all have played pivotal roles in helping farmers become the most productive in the world, revolutionizing how farmers run their business, while also changing the face of rural communities.

    Science and technology have played a role in agriculture since the first crops were planted. This continues today with genetic engineering, robotics, GPS, and other developments quickly changing the face of agriculture.

SCIENCE & TECHNOLOGY IN DEVELOPMENT 

Developments in science and technology are fundamentally altering the way people live, connect, communicate and transact, with profound effects on economic development. To promote tech advance, developing countries should invest in quality education for youth, and continuous skills training for workers and managers.

Science and technology are key drivers to development, because technological and scientific revolutions underpin economic advances, improvements in health systems, education and infrastructure.

The technological revolutions of the 21st century are emerging from entirely new sectors, based on micro-processors, tele-communications, bio-technology and nano-technology. Products are transforming business practices across the economy, as well as the lives of all who have access to their effects. The most remarkable breakthroughs will come from the interaction of insights and applications arising when these technologies converge.

SCIENCE & TECHNOLOGY IN INDUSTRIES

Industrial technology is the use of engineering and manufacturing technology to make production faster, simpler and more efficient.The industrial technology field employs creative and technically proficient individuals who can help a company achieve efficient and profitable productivity.

Industrial Technology programs typically include instruction in optimization theory, human factors, organizational behavior, industrial processes, industrial planning procedures, computer applications, and report and presentation preparation.

Planning and designing manufacturing processes and equipment is a main aspect of being an industrial technologist. An Industrial Technologist is often responsible for implementing certain designs and processes. Industrial Technology involves the management, operation, and maintenance of complex operation systems.

SCIENCE & TECHNOLOGY IN MEDICINE

The history and evolution of the fields of science and medicine are symbiotically linked and thus are mutually dependent. Discoveries in one domain have allowed for progress in the other, and it is nearly impossible to study one area in isolation. The influence of science and technology discoveries on medicine has profoundly impacted the way physicians practice and has resulted in an extended life expectancy and quality of life that our ancestors never dreamed possible. 

SCIENCE & TECHNOLOGY IN COMMUNICATION

Developing countries today face a wide range of needs, from more secure food supplies to cheap and effective medicines. One factor that almost all these needs have in common is that satisfying them adequately will not occur without the use of modern science. These same countries also face a range of political dilemmas such as whether to accept the growing of genetically modified crops or how to adapt to the impact of climate change that also require a knowledge of science, albeit of a slightly different nature. From both points of view, development can be characterized as the process of putting scientific and technical knowledge into practice. Conversely, it is important that building the capacity to absorb and make use of scientific and technical knowledge must be placed at the heart of the development aid efforts if these are to be successful in achieving their goals.

DISCREPANT EVENTS IN SCIENCE

DISCREPANT EVENTS IN SCIENCE

          Discrepant events are occurrences which defy our understanding of the world by presenting unexpected outcomes. These phenomenon are often used in science demonstrations to grab the attention of an audience and engage visual learners particularly young children. Always encourage students to discuss what will happen before the experiment takes place; allow them to convince themselves they know what will happen before surprising them with a discrepant event.

JUMPING FLAME

      

      This discrepant event science experiment will allow you to light a candle without touching the wick. First, light two candles with a match or lighter. Allow them to burn for a full minute to build some heat. Blow out one candle and hold the second candle's flame just above the wick in the smoke that billows from the unlit wick. The flame from the second candle will use the smoke as fuel and connect with the first wick, relighting the candle. This occurs because all three requirements for creating fire are in place: heat, oxygen and fuel (the solid particles in the smoke vapor).

AIR PRESSURE: BALLOON

Insert a deflated balloon into a plastic soda bottle and stretch the mouth piece to fit over the mouth of the bottle. Blow air into the bottle. The balloon will not be able to inflate because there is air trapped in the bottle around the balloon. Prepare a second bottle and secretly poke a hole in the bottom of the bottle. You will easily be able to inflate the balloon. Moreover, if you cover the hole after inflating the balloon, the balloon will remain inflated.

EXPANDING MARSHMALLOW

Place a mini marshmallow inside of a 7 pieces. (200 ml) plastic syringe. Pull the plunger out so that the marshmallow has enough space to move freely. Plug the tip of the syringe with a cap or small piece of clay. Depress the plunger; the marshmallow will decrease in size even though the plunger is not touching it. Extract the plunger and the marshmallow will grow because there is less pressure on it allowing more air to fill the puffy sweet.

BERNOULLI EFFECT

Place 12 to 15 straight straws in a parallel line on a table top. Leave about 1/2 inch space between each straw. Set two empty aluminum soda cans on top of the straws a few inches apart. Blow air between the cans. Although is seems like the cans will be blown apart, they will actually be pulled together. This happens because the airflow creates a low pressure zone between the cans. The normal air pressure on the left and right sides of the cans will force them together.

NUMERICAL RATING SCALE

NUMERICAL RATING SCALE FOR IN SCIENCE

Indicate the degree to which the student contributes to class discussion by encircling the appropriate number.

The numbers represent the following values:

        1.Never     2. Seldom     3. Occasionally     4. Frequently     5. Always

CONTENT	RATING SCALE
Keeps notebook complete.	1      2      3      4      5
Interest in doing science activities.	1      2      3      4      5
Attentive in class.	1      2      3      4      5
Followed directions and formats set by the teacher.	1      2      3      4      5
Clears doubts and difficulty.	1      2      3      4      5
Homework completion.	1      2      3      4      5
Answers the teacher in class.	1      2      3      4      5
Submits notebooks for corrections.	1      2      3      4      5
Reasoning on content taught in class.	1      2      3      4      5
Understands better when visual aids are used.	1      2      3      4      5

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CHECKLIST

CHECKLIST FOR ASSESSMENT IN THE SCIENCE LAB

NAME OF STUDENT: _____________________________ ROLL NO: ____

STANDARD AND DIVISION: ____________________ DATE: __________

Use the appropriate symbol (ü) in the box of Yes / No according to your observation in class.

CHARACTERISTIC	YES	NO
Follows appropriate direction gives by teacher.
Complete allotted task given by teacher
Handles the apparatus with care when using it
Keeps apparatus in place
Pays attention when demonstration on the experiment is shown
Maintains discipline in the lab
Keeps the chairs in place after practical class
Keeps the workstations clean after practical class
Ask for help when unable to perform the task
Keeps moving out of the workstation
Gets distracted during practical class

RUBRICS

RUBRICS FOR EVALUATE OF STUDENT AT PRESENTATIONS IN SCIENCE SUBJECT.

Name of Student: _____________________ Standard and division: ____________________ Date: _____________________

NOTE: - The teacher will use this rubric to evaluate each student’s presentation. Students can look at this rubric so they may understand what they are being graded on. The Rubric will determine the total marks along with the teacher’s comments for appreciation or improvement.

CATEGORY	1	2	3	4	TOTAL
ORGANIZATION	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around.	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.
SUBJECT KNOWLEDGE	Student does not have grasp of information; student cannot answer questions about subject	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student is at ease with expected answers to all questions, but fails to elaborate.	Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.
GRAPHICS	Student uses superfluous graphics or no graphics.	Student occasionally uses graphics that rarely support text and presentation.	Student's graphics relate to text and presentation.	Student's graphics explain and reinforce screen text
MECHANICS	Student's presentation has four or more spelling errors and/or grammatical errors.	Presentation has three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings or grammatical errors.
EYE CONTACT	Student reads all of report with no eye contact.	Student occasionally uses eye contact, but still reads most of report.	Student maintains eye contact most of the time but frequently returns to notes.	Student maintains eye contact with audience, seldom returning to notes.
MANNER OF SPEAKING	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.	Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.
				TOTAL POINTS

COMMENTS:

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