MERLOT Materials
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MERLOT MaterialsCopyright (C) 2018 MERLOT Some Rights ReservedTue, 24 May 2016 09:09:40 GMTMERLOThttps://www.merlot.org/merlot/images/merlot_column.png
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-1-1ASEE Engineering K12 Center
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At this site it gives examples of how engineers have a hand in designing, creating, or modifying nearly everything we touch, wear, eat, see, and hear in our daily lives. It not only gives information to students but also to educators. It contains materials from science, technology, engineering, and mathematics. It is maintained on a regular basis and is easy to navigate threw.Mon, 17 Dec 2007 21:35:56 GMTAmerican Society for Engineering EducationModeling Chemistry
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The Modeling Method has been developed to correct many weaknesses of the traditional lecture-demonstration method, including the fragmentation of knowledge, student passivity, and the persistence of naive beliefs about the physical world.
Coherent Instructional Objectives
* To engage students in understanding the physical world by constructing and using scientific models to describe, to explain, to predict and to control physical phenomena.
* To provide students with basic conceptual tools for modeling physical objects and processes, especially mathematical, graphical and diagrammatic representations.
* To familiarize students with a small set of basic models as the content core of physics.
* To develop insight into the structure of scientific knowledge by examining how models fit into theories.
* To show how scientific knowledge is validated by engaging students in evaluating scientific models through comparison with empirical data.
* To develop skill in all aspects of modeling as the procedural core of scientific knowledge.
Student-Centered Instructional Design
* Instruction is organized into modeling cycles which move students through all phases of model development, evaluation and application in concrete situations -- thus promoting an integrated understanding of modeling processes and acquisition of coordinated modeling skills.
* The teacher sets the stage for student activities, typically with a demonstration and class discussion to establish common understanding of a question to be asked of nature. Then, in small groups, students collaborate in planning and conducting experiments to answer or clarify the question.
* Students are required to present and justify their conclusions in oral and/or written form, including a formulation of models for the phenomena in question and evaluation of the models by comparison with data.
* Technical terms and concepts are introduced by the teacher only as they are needed to sharpen models, facilitate modeling activities and improve the quality of discourse.
* The teacher is prepared with a definite agenda for student progress and guides student inquiry and discussion in that direction with "Socratic" questioning and remarks.
* The teacher is equipped with a taxonomy of typical student misconceptions to be addressed as students are induced to articulate, analyze and justify their personal beliefs.Thu, 04 Dec 2008 18:57:53 GMTBrenda Royce Larry DukerichJust a technic ,not a proof .
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<p>Just a technic ,not a proof .</p><p>One of the students asked me if he could calculate lim sin(x)/x (x---> 0) by Hopital’s law as following. lim sin(x)/x (x---> 0) = lim (sin(x))’/(x)’ (x---> 0) = lim cos(x)/1 (x---> 0) = 1. I answered him “that is only a technic not a proof .To prove that derivative of sin(x) is equal to cos (x) ,it is necessary to know that lim sin(x)/x (x---> 0)=1,in other words in a logical ordering ,we can’t use Hopital’s law . Not only in this case but also generally we must be careful about logical ordering of mathematical predicates. ”</p>Thu, 06 May 2010 12:38:03 GMTMohammad MazaheriMathematics lesson plans
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<p>3 KS3 and KS4 mathematic lesson plans covering the following topics:</p><p>KS3 - <a href="http://www.essay.uk.com/mean-median-modal-averages/">MEAN, MEDIAN, AND MODAL AVERAGES</a> - <span>Learners will be able to recognise the difference between different types of average, i.e. mean, median, and mode, and know how to calculate each variant accurately. They will be able to understand the statistical implications of the different types of average, and assess their usefulness/appropriateness in different situations.</span></p><p>KS3 - <a href="http://www.essay.uk.com/percentages/">PERCENTAGES</a> - <span>Learners will be able to calculate percentage decreases and increases.</span></p><p>KS4 - <a href="http://www.essay.uk.com/area-perimeter-volume/">AREA, PERIMETER AND VOLUME</a> - <span>Learners will be able to estimate/calculate the Area and Perimeter of 2D shapes and Volume of 3D shapes.</span></p><p>Each 1 hour with a range of activities and national cirriculum level descriptors.</p><p> </p>Sat, 29 Dec 2012 23:09:53 GMTJen WissTeaching mysteries lesson plans
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<p>How using mysteries supports science learning</p>Tue, 24 May 2016 09:09:40 GMTPropedéutico INACAP: una estrategia para reducir la brecha entre la educación media y la educación superior
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<p align="left"> <span style="font-size: small;">En la presentación se analizarán diversas estrategias para hacerse cargo de las carencias que traen los estudiantes referidas a sus competencias de ingreso a la educación superior y, en particular, la experiencia de INACAP con su programa propedéutico.</span></p><p align="justify">En la primera parte se entrega una revisión de algunas iniciativas a las que han recurrido diversas universidades tanto a nivel nacional como internacional para reducir estas brechas entre la educación media y la educación superior.</p><p align="justify"> </p><p>En la segunda parte se describe la experiencia de INACAP con su programa propedéutico, el cual nace inspirado en la necesidad de los estudiantes provenientes de la formación técnico–profesional de contar con espacios para desarrollar sus destrezas y habilidades en Lenguaje, Matemática y Autogestión que les permitan desempeñarse con éxito en la educación superior.</p><p align="justify"> </p>Tue, 24 Sep 2013 13:32:18 GMTSonia Zavando Benítez INACAP