From New Scientist Magazine
One minute Physics
Tuesday, September 13th, 2011 | KEV KNOWLES | No Comments
Te Kohanga Pūtaiao o Te Whare Wānanga o Otāgo
Tuesday, September 13th, 2011 | KEV KNOWLES | No Comments
From New Scientist Magazine
Friday, September 2nd, 2011 | STEPHEN BRONI | No Comments
TRIPLE HELIX RESOURCES
is focused on the provision of quality biology and general science teaching materials.
Their aim is to produce resources that will not only help teachers to teach and students to learn but will also encourage a lifelong fascination with science and the living world
Friday, September 2nd, 2011 | hamvi58p | No Comments
You’ll obvioulsy know by now if you are doing Biology Scholarship at the end of the year. If so, as you’ll know already your best preparation is to read as widely as possible on all things biology related. Here is the link to guidelines and exemplars from the NZQA website.
Also, as mentioned in an earlier post, the website that I would most recommend to teachers and students alike is the Teachers Domain site: http://www.teachersdomain.org/collection/k12/sci/. Make some time to have a look at the resources for wider reading, animations, powerpoints etc on all manner of science related topics. This site will really help you with developing wider thinking skills to get your responses in exams up to that Merit and Excellence level that you are all striving for!
Tell your science teacher about the Teachers Domain site and this OUASSA site and make their day!
Friday, August 26th, 2011 | KEV KNOWLES | No Comments
Great resource pages from Physclips, covers pretty much everything you need to know about AC circuits…
Friday, August 26th, 2011 | KEV KNOWLES | No Comments
From the “Einstein Year” website.
Good linking material for all you need to know about the photoelectric effect. Remember, this is what Einstein got his Nobel Prize for, NOT for relativity…
Thursday, August 18th, 2011 | STEPHEN BRONI | No Comments
The archaeology of human evolution in depth.
Fresh voices in the field speak out on relevant topics.
Extensive reference guide and extremely thorough glossary.
http://www.archaeologyinfo.com/
Thursday, August 18th, 2011 | STEPHEN BRONI | No Comments
Statistics may be defined as “a body of methods for making wise decisions in the face of uncertainty.” W.A. Wallis
How confident are you with Statistical theory and practice?
Would you like to use state of the art analytical software on real problems to hone your skills?
Otago University has made a series of video clips of researchers talking about using statistics in their research. The clips include examples from zoology, nutrition, psychology, chemistry, physiology within the university and DoC and AgResearch Ruakua outside the University.
But wait there’s more….!!!!!
The videos come with matching data sets and a powerful, free-to-use menu-driven schools version of the statistical package GenStat .
A FREE school version of this software has been developed for New Zealand Schools. You can even access the software freely at home once your school is registered.
The video clips and data sets come with lessons using `GenStat Schools’ and all of the resources are available from the department’s website www.maths.otago.ac.nz/videos/statistics
A school can apply for a FREE GenStat Schools Licence at www.vsni.co.uk/software/genstat-teaching
If you haven’t heard of GenStat take this to your Maths Teacher right away and start making use of this great resource.
Tuesday, August 16th, 2011 | hamvi58p | No Comments
http://www.teachersdomain.org/resource/tdc02.sci.life.evo.lacewings/
Check out the section called ‘Background Essay’….. brilliant for your revision, here is a sneak peak.
‘When explaining a breakup, couples will often say, “We grew apart,” or “We both changed in different ways.” That’s a good metaphor for how species are formed: members of a population somehow begin to diverge, usually as a result of being geographically separated from each other. Eventually, they can no longer interbreed, and at that point a new species has formed.
Yet if the two groups continued to live near each other, it’s likely that mating attempts between naturally varying members of the two populations would tend to allow the species to merge again. This is called “gene flow” between the two groups. What keeps this from happening, and what allows new species to arise and endure, are what are known as “isolating mechanisms.” These are either behavioral or structural differences between species that make mating impossible……’ see website for remainder of article.
Discussion Questions:
Tuesday, August 16th, 2011 | hamvi58p | No Comments
The Origin of Species
This is a great website for those wanting to apply themselves to what has been taught in the classroom. The extract below is the background reading, there are applictaion questions as well as the interactive slide show. A must for serious Biologists and Excellence/Schol. candidates!
http://www.teachersdomain.org/resource/tdc02.sci.life.evo.anorigin/
The term evolution refers to the cumulative change that occurs in populations of organisms over time. Sometimes evolutionary change is so dramatic that different populations of the same species diverge to become two or more distinct species. In the case of a group of birds called honeycreepers, for example, a single species that colonized the Hawaiʻian Islands about 5 million years ago ultimately diverged into 57 different species.
This process, which evolutionary biologists call speciation or adaptive radiation, can happen anywhere. However, it is most clearly demonstrated on geologically young land masses, such as newly formed islands or mountains. In these environments a population of organisms will typically find a set of environmental opportunities and pressures very different from the conditions they experienced in their place of origin. These environmental differences come in many forms and often cause sweeping evolutionary changes in a founding population.
Several environmental factors affect the process of speciation. The structural habitat of an area determines the ease with which creatures are able to move around and find shelter from weather and other organisms. Food, both the type and its availability, dictates the ease with which animals are able to acquire the energy they need to survive and reproduce.
Competition for various resources is another factor that can drive the process of speciation. Competitive pressure can come from organisms of the same species or from organisms of different species. Generally, in highly competitive environments, traits that minimize competition — traits that, for example, allow two different populations to feed on very different types of food — are advantageous.
Another factor that can influence speciation is predation. Predators typically reduce the rate of speciation because they limit other organisms’ access to resources. On newly formed land masses, however, the number of predators is typically lower than on older continents. These younger environments, therefore, provide more opportunities for species to evolve into new and different species
Sunday, August 7th, 2011 | STEPHEN BRONI | No Comments
Thursday, July 21st, 2011 | STEPHEN BRONI | No Comments
Doubt:
to be uncertain about; consider questionable or unlikely; hesitate to believe. 2 . to distrust
It’s an individual thing, right? We read something `we’ decide .
But can doubt also be `manufactured’ , promulgated by orchestrated action?
I would strongly recommend you listen to podcast of recent Michael King Memorial Lecture here in New Zealand entitled Science and Doubt by American Professor of History & Science Studies Naomi Oreskes.
Download it to your Ipod and listen to it on your way down to camp.
Then make up your own mind
Tuesday, July 12th, 2011 | hamvi58p | No Comments
Lisa and the Zoology Team have asked that the Zoology students read through the following information prior to their project work.
Dear Zoology students
You will find some activities attached here to help prepare you for the Zoology project during this camp. We will be focusing on invasive species, in particular species found within urban areas. As I’m sure you are all aware, this topic can be quite emotive, particularly when addressing issues of impact on native communities and management and control methods. We have asked you to research a couple of questions related to invasive species, gather some viewpoints on invasive species and control, and then finally to do a bit of research into a specific role. At the end of the project we will be undertaking a role play activity where you will be taking on a specific persona and have to argue your case for control. We do realise that the role you are assigned may not reflect your own personal view point, but sometimes they are actually the easiest to argue!
Just a reminder to make sure you bring warm clothes, sturdy boots and a torch or headlamp for our early morning excursion on the tuesday. Remember its COLD in Dunedin and snow is predicted this week already.
Looking forward to working with you all again.
The Zoology team.
Questions to think about over the holidays
There are many introduced species in New Zealand: >2,000 plant species, 32 mammals, and 33 birds have been introduced. But not all of them are considered to be invaders.
Can you think about the following, and be prepared to discuss when we meet.
2. What makes an invasive species a pest?
Here are two quotes about possums: think about the implications of these different viewpoints of possums and be prepared to discuss them.
1. This quote is by S. Bracegirdle of Egmont Skins and Hides, in the Taranaki Daily News (June 2011), describing his business which collects dead possums, plucks them for fur to sell to wool factories for possum/wool garments:
“We’re turning a pest into something creative”
2. This quote is by Potts (2009, Society and Animals Vol 17: pp 1-20):
“Possums are positioned not only as unwanted and dangerous foreign invaders but also as unworthy of compassion and deserving of persecution: it is as if possums are responsible for the prejudice and malice they now face”
Finally, please gather three viewpoints from your family or acquaintances on possums as pests and their knowledge of current methods of possum control.
1.
2.
3.
Role Play Exercise
Management and control of invasive species is often a very emotive subject resulting in a wide range of very different viewpoints. It is important that we consider all of these different views when planning and implementing management programmes. This exercise is designed to give you an opportunity to explore some very divergent view points.
Scenario:
It has been proposed by a group of local environmentalists that an area of land, which includes a cluster of farms (some dairy), significant remnants of native vegetation, and including some small urban areas, be managed to be predator-free with the purpose of improving its biodiversity value. Given that it has been recommended that possum management strategies should include the development of community processes that can assist in the design of appropriate strategies, the leader of the group proposing this plan has organised a meeting at which local stakeholders can express their opinions about the concept of the plan and the control methods used.
Each of you has been assigned an identity. Be prepared to make a statement based on your identity and defend your point of view. You need to agree on whether the eradication should go ahead, and the methods used to carry out the eradication. Feel free to immerse yourself in your role!
Roles:
Thursday, July 7th, 2011 | STEPHEN BRONI | No Comments
When I was a wee lad back in Scotland one of my favourite films was a movie called `Fantastic Voyage’.
Based on an Issac Asimov novel it’s about a group of scientists who, along with their hi-tech sub are miniaturised and injected into the body of an emminent scientist. Their mission:- to perform some very targeted brain surgery from within using lasers.
(The film is often most remembered by film reviewers for a scene where our hero has to rip ‘giant’ (to them) `phagocytosing’ white blood cells from a wetsuit-clad Raquel Welsh. At the time I was way too young to understand why `that scene’ was so appealing to grown-ups! Especially when there were so many other cool scenes of them travelling through the blood stream, lungs, inner ear and finally in the brain surrounded by hanging neurones!).
Anyway, when I read this article on `Optogenetics’ -a new technology that potentially allows scientists to switch individual neurones on and off by means of light – the movie leapt into my mind and I became intrigued to read on.
It’s a facinatating concept and another example of 21st century ingenuity from the rapidly expanding world of nanotechnology.
Check it out here:-
http://the-scientist.com/2011/07/01/optogenetics-a-light-switch-for-neurons/
or read full article here
http://the-scientist.com/2011/07/01/the-birth-of-optogenetics/
P.S. For all the film buffs out there, a remake of ‘Fantastic Voyage’ in rumoured to be one of James Cameron’s latest projects.
Friday, July 1st, 2011 | KEV KNOWLES | No Comments
I’ve set up a virtual lab for you to investigate how a capacitor charges and discharges.
Monday, June 20th, 2011 | KEV KNOWLES | No Comments
Good SHM applet with a pendulum showing phasors and their link to the reference circle and the sin/cos traces of d, v, a with respect to time.
http://canu.ucalgary.ca/map/content/shm/pendulum/simulate/page2.html
Monday, June 20th, 2011 | KEV KNOWLES | No Comments
Nice applet where you can control the mach no. of the object emitting the waves.
http://galileoandeinstein.physics.virginia.edu/more_stuff/flashlets/doppler.swf
Monday, June 20th, 2011 | KEV KNOWLES | No Comments
Simple police car applet from the Physics 200 site.
Animation is a bit dodgy for the background but the wave-fronts are OK.
Monday, June 20th, 2011 | KEV KNOWLES | No Comments
This website outlines gene interactions. Of particular interest are co-dominant alleles, incomplete dominance, multiple alleles, epistasis, polygenic inheritance (well illustrated), and pleiotropy.
Monday, June 20th, 2011 | KEV KNOWLES | No Comments
A website that has tests on monohybrid and dihybrid crosses and sex linkage. Wrong answers are explained in a tutorial. Suitable for NCEA level 2 and 3.
http://www.biology.arizona.edu/mendelian_genetics/
mendelian_genetics.html
Monday, June 20th, 2011 | KEV KNOWLES | No Comments
This website has a wealth of information to do with genetics so move around the site. There are 41 clips to choose from and each one has a number of problems to attempt. Answers are marked and explained.
Monday, June 20th, 2011 | KEV KNOWLES | No Comments
The ‘Studyit’ website has great resources and links for all curriculum areas. Great for review of material covered in class… spend some time looking back through what you know and have a strong understanding of and take time to identify areas requiring more review.
http://www.studyit.org.nz/subjects/biology/biology3/3/subjectcontent/
Monday, June 20th, 2011 | hamvi58p | No Comments
Monday, June 20th, 2011 | hamvi58p | No Comments
Keeping on track
Friday, June 17th, 2011 | STEPHEN BRONI | No Comments
There’s no more stimulating way to end a busy week than a good scientific controversy!
And we are NOT talking Global Warming this time!
“More than a dozen researchers voice their concerns about a 2010 paper that claims bacteria can use arsenic in place of phosphorus in its DNA and other biomolecules”
Check out this story in Science from June 2, 2011 and associated links
http://the-scientist.com/2011/06/02/arsenic-based-life-debate-continues/
So, which side are you on ????
Monday, June 13th, 2011 | KEV KNOWLES | No Comments
Monday, June 13th, 2011 | KEV KNOWLES | No Comments
These teacher guides were developed to provide topic-specific organization of BioInteractive resources optimized for classroom use. The guides offer detailed instructions for both online and DVD access, time lengths, and summaries of each resource. The resources include animations, video clips, virtual labs, lecture chapters, and interactive Click and Learns specific to each topic – Biotechnology, DNA, gene expression, gene regulation etc
Monday, June 13th, 2011 | KEV KNOWLES | No Comments
Monday, June 13th, 2011 | KEV KNOWLES | No Comments
Friday, June 10th, 2011 | KEV KNOWLES | No Comments
From the Phet site, shows historical models of the Hydrogen up to and beyond what is required for L3. [we stop at the Bohr model].
View the energy transitions of the electron and the emitted photons.
http://phet.colorado.edu/sims/hydrogen-atom/hydrogen-atom_en.jnlp
Wednesday, June 8th, 2011 | STEPHEN BRONI | No Comments
Do you have a favourite science website?
Why not share it with us?
Just post the link and tell us why you like the site.
Here’s one of mine:-
http://blogs.discovermagazine.com/notrocketscience/
Great wee articles. Headlines that catch your interest. Great images and links to other science web and blog sites. Check it out!
Wednesday, June 1st, 2011 | KEV KNOWLES | No Comments
Got to be seen to be believed…
Tuesday, May 31st, 2011 | STEPHEN BRONI | No Comments
A more sedate way to get to grips with Protein synthesis
than Kev’s recent link to DNA Rap song on Youtube
This set of animated slides with View Again and Go-back options allows you to get to grips with the process at your own pace.
http://www.wisc-online.com/objects/ap1302/ap1302.swf
More animated `learning objects’ can be found at www.wisc-online.com
Tuesday, May 31st, 2011 | KEV KNOWLES | No Comments
Peer reviewed article on the concensus within scientists on the topic of climate change.
Monday, May 30th, 2011 | KEV KNOWLES | No Comments
Having trouble remembering the order, names and overall process of DNA replication and protein synthesis? This Youtube clip is great, you’ll be reminded of what you know already and have stored away in your brain…. The D.N.A!!!
http://www.dnatube.com/video/3446/BioRap-DNA-Replication-and-Protein-Synthesis-with-a-Beat
Monday, May 30th, 2011 | KEV KNOWLES | No Comments
Nice guide to the EM spectrum.
Click on the various parts to compare and contrast.
http://school.discoveryeducation.com/lessonplans/interact/electromagneticspectrum.html
Monday, May 30th, 2011 | KEV KNOWLES | No Comments
All singing and dancing LRC applet.
You can control all basic values L, R, C , V0 [peak V] & f [omega].
The applet will display the voltage traces for resistor, inductor and capacitor, plus the current in the circuit. It also calculates the reactances and impedance [showing the vector sum as well] showing them as phasors for good measure.
All you need to know.
Monday, May 30th, 2011 | KEV KNOWLES | No Comments
Simple applet showing Impedance v frequency for an LCR circuit.
Slider controls for R, L, C,& f
Friday, May 27th, 2011 | STEPHEN BRONI | No Comments
Ever heard of James Gleick?
James Gleick is an American author, journalist, and biographer.
His first book, Chaos: Making a New Science (1987) chronicled the development of chaos theory, and his subsequent books include Faster: The Acceleration of Just About Everything (1999), and biographies of Richard Feynman and Isaac Newton. His new book is The Information: a History, a Theory, a Flood (Fourth Estate, ISBN: 978-0-00-742311-8).
He is being interviewed by Kim Hill on RadioNZ National at 9 am tomorrow
28th May.
and/or
Check him out at http://around.com/
Thursday, May 26th, 2011 | STEPHEN BRONI | No Comments
Struggling to get your head around role of polyploidy in speciation, adaptive radiation and such like?
This page brings those concepts into focus using New Zealand examples.
http://sci.waikato.ac.nz/evolution/NZevidence.shtml
Check out the rest of the Evolution for Teaching site for information on ‘Human Evolution’, `Darwin & Religion’, Earth’s History & Evolution’ and `Theories, Hypotheses, & Laws’.
A good authoratative site from University of Waikato with a links to glossary & a useful FAQ page.
Thursday, May 26th, 2011 | STEPHEN BRONI | No Comments
Link to a Chemistry Home lab site with 16 experiments ranging from sampling air quaility to energy efficiency, to water and soil testing, to making snow, and `ghost-buster’ slime. Step by step instructions with good illustrations.
Monday, May 23rd, 2011 | STEPHEN BRONI | No Comments
This web site is intended to provide an overview of the study of human evolution, and of the currently accepted fossil evidence. It also contains a very comprehensive treatment of creationist claims about human evolution. If you are not interested in creationism, you can easily skip those pages. If you are interested in creationism, you can go directly to the pages on creationist arguments; they contain links to the fossils under discussion when necessary.
Monday, May 23rd, 2011 | STEPHEN BRONI | No Comments
Start finding out how it all happened.
Very readable and accessible style with latest news comment and analysis
Monday, May 23rd, 2011 | STEPHEN BRONI | No Comments
Interactive multimedia, research and scholarship come together with this site to promote greater understanding of the course of human evolution
Monday, May 23rd, 2011 | KEV KNOWLES | No Comments
This achievement standard involves knowledge and understanding of phenomena, concepts, principles and/or relationships related to translational; circular and rotational; and simple harmonic motion; and the use of appropriate methods to solve related problems.
Translational Motion
Circular and Rotational Motion
Simple Harmonic Motion (SHM)
Monday, May 23rd, 2011 | KEV KNOWLES | No Comments
This achievement standard involves knowledge and understanding of phenomena, concepts, principles and/or relationships related to atoms, photons and nuclei, and the use of appropriate methods to solve related problems.
Monday, May 23rd, 2011 | KEV KNOWLES | No Comments
This achievement standard involves knowledge and understanding of phenomena, concepts, principles and/or relationships related to wave systems, and the use of appropriate methods to solve related problems.
Monday, May 23rd, 2011 | KEV KNOWLES | No Comments
This achievement standard involves knowledge and understanding of phenomena, concepts, principles and/or relationships related to direct current (DC) circuits, capacitance, electromagnetic induction, alternating current (AC) circuits, and the use of appropriate methods to solve related problems.
DC Circuits and Capacitance
Electromagnetic Induction and AC Circuits
Monday, May 23rd, 2011 | KEV KNOWLES | No Comments
This achievement standard involves describing properties of atoms, molecules, and ions, and thermochemical principles.
Properties of particles include:
Thermochemical principles include:
Monday, May 23rd, 2011 | KEV KNOWLES | No Comments
This achievement standard involves describing properties of aqueous systems using equilibrium principles.
Aqueous systems are limited to those in which proton transfer occurs and those involving a sparingly soluble ionic solid.
Properties of aqueous systems are related to the nature and the concentration of the species present in the solution. Description, explanation and application, or discussion of these properties may be qualitative and/or quantitative.
Qualitative evidence may include
Quantitative evidence includes calculations involving
Monday, May 23rd, 2011 | KEV KNOWLES | No Comments
This achievement standard involves describing the structure, physical properties, and reactions of organic compounds.
Aspects of organic chemistry includes:
Organic compounds are limited to those containing one or more of the following functional groups: alkene, haloalkane, amine, alcohol, aldehyde, ketone, ester, carboxylic acid, acyl chloride, amide.
Structures and names of organic compounds are limited to those compounds containing no more than eight carbons.
Physical properties of organic compounds are limited to solubility, melting point, boiling point, rotation of plane-polarised light.
Reactions of organic compounds include acid-base, oxidation, elimination and substitution reactions. Substitution reactions include esterification, hydrolysis, and polymerisation.
Monday, May 23rd, 2011 | KEV KNOWLES | No Comments
This achievement standard involves describing oxidation-reduction processes.
Processes involve reactions and calculations, which may include electrochemical cells and their properties, the use of reduction potentials, and spontaneity of oxidation-reduction reactions.
Calculations may include determination of oxidation numbers, mole ratios and those related to electrochemical cells.
Monday, May 23rd, 2011 | KEV KNOWLES | No Comments
This achievement standard involves the description of trends in human biological evolution, cultural evolution, and patterns of dispersal.
Trends refers to progressive change over a period of time in relation to:
Trends in human biological evolution begin with early bipedal hominins and may require comparison with living hominids (apes). Trends are limited to:
Trends in human cultural evolution will be limited to evidence relating to: use of tools (stone, wood, bone), fire, shelter, clothing, abstract thought (communication, language, art), food-gathering, and domestication of plants and animals.
Monday, May 23rd, 2011 | KEV KNOWLES | No Comments
This achievement standard involves the description of processes and patterns of evolution.
Processes of evolution are limited to
Patterns of evolution will be selected from: convergent evolution, divergent evolution (including adaptive radiation), co-evolution, punctuated equilibrium, gradualism.
Monday, May 23rd, 2011 | KEV KNOWLES | No Comments
This achievement standard involves the description of animal behaviour and plant responses in relation to environmental factors.
Animal behaviour and plant responses will be selected from those relating to:
The relationship of environmental factors to behaviour/response may be in terms of the process involved or the adaptive significance.
Saturday, May 14th, 2011 | STEPHEN BRONI | No Comments
This presentation by Keith Burrows is designed for teachers to use in schools or with their local community.
It contains reasonably ‘heavy’ science aimed at senior students or serious adults.
http://www.vicphysics.org/documents/teachers/ClimateSciNov08.ppt#256,1,The Physics of our Climate
A ‘lighter’ version is in the pipeline and will be put on vicphysics.org soon. In the meantime, for younger students some sections of this presentation could be omitted.
Friday, May 13th, 2011 | STEPHEN BRONI | No Comments
Dr. James Hansen, world renowned climate scientist and described as the ..”scientist with the most powerful and consisitent voice calling for intelligent action….”, is in NZ giving a series of public lectures around the country.
He will also be interviewed by Kim Hill on RadioNZ National tomorrow morning. So if can’t get to one of his public talks have a listen or download podcast of his interview.
8:15 Sat 14th May James Hansen
Dr James Hansen is the Director of NASA’s Goddard Institute for Space Studies in New York and Adjunct Professor at Columbia University’s Earth Institute, and one of the best-known climate scientists in the world. He is visiting New Zealand to give a public lecture, Climate Change: a Scientific, Moral and Legal Issue, in Auckland, Palmerston North, Wellington, Dunedin, Gore and Christchurch, from 12 to 21 May. He will also participate in the Symposium on the Future of Coal (17 May, Wellington), and the Festival for the Planet (21 May, Auckland).
http://www.columbia.edu/~jeh1/
http://www.facebook.com/JamesHansenNZTour#!/JamesHansenNZTour?sk=events
http://ips.ac.nz/events/downloads/2011/CoalSymposium_2011.pdf
http://planetfestival.org.nz/
Wednesday, May 4th, 2011 | STEPHEN BRONI | No Comments
Hi Everyone
Hope none of you were anywhere near the Albany Tornado this week. Check out this ` How stuff works’ link on Tornados . http://science.howstuffworks.com/nature/climate-weather/storms/tornado.htm
Friday, April 15th, 2011 | KEV KNOWLES | No Comments
Faraday’s Electromagnetic Lab – PhET – Link – 15 Apr 11
Invesigate magnets, faraday and Lenz’s Laws. Electromagnets and generators.
Shows you a load of electromagnetic induction concepts.
[wiggle the magnet in and out of the coil to see what happens…!]
Friday, April 15th, 2011 | KEV KNOWLES | No Comments
Capacitor Lab – PhET – Link – 15 Apr11
Construct your own capacitor, change the plate area and/or separation. Add in a dielectric material and see what changes.
Connect it to a battery or charge it up.
Friday, April 15th, 2011 | KEV KNOWLES | No Comments
Circuit Construction Kit [AC] – PhET – Link – 15 Apr 11
Great site that can simulate all of the LCR circuits you might want to create.
Add in ammeters or oscilloscopes to find conditions for resonance as you change the source frequency.
I find it essential for teaching…
Monday, April 11th, 2011 | KEV KNOWLES | No Comments
From Lecture Online
Demonstration of sinusoidal displacement curve for a SHM spring system.
Link – http://lectureonline.cl.msu.edu/~mmp/kap13/cd361a.htm
Monday, April 11th, 2011 | KEV KNOWLES | No Comments
From Lecture Online
Simple applet showing the collision between two identical mass billiard balls. You can control the initial velocity and the angle of collision.
Friday, April 8th, 2011 | KEV KNOWLES | No Comments
From Walter Fendt
Simple applet showing the mechanical resonance of a mass and spring. You can change the driver frequency.
Friday, April 8th, 2011 | KEV KNOWLES | No Comments
From Robert Hart
Nice applet showing longitudinal wave [sound] standing wave patterns. Also shows links to transverse wave model.
Can change order and whether the ends are open or closed.
Link – http://www.physics.smu.edu/~olness/www/05fall1320/applet/pipe-waves.html
Thursday, March 3rd, 2011 | KEV KNOWLES | No Comments
From Web Physics
Simple beats applet with SOUND
Link – http://webphysics.davidson.edu/faculty/dmb/JavaSounddemos/beats.htm
Thursday, March 3rd, 2011 | KEV KNOWLES | No Comments
From Surendranath Reddy
Simple beats applet showing wave traces of two sources and the combined wave.
Can change the source frequencies
Link – http://www.surendranath.org/Applets/Waves/Beats/BeatsApplet.html
Thursday, March 3rd, 2011 | KEV KNOWLES | No Comments
From PhET
Link – http://phet.colorado.edu/sims/wave-interference/wave-interference_en.jnlp
Friday, January 21st, 2011 | KEV KNOWLES | No Comments
Really good step-by-step animation of mitosis and meiosis.
Steps shown side-by-side to show similarities/differences.
Friday, January 21st, 2011 | KEV KNOWLES | No Comments
Timeline animation of ‘Out of Africa’ hypothesis. Lots of extra information to click on. Evidence from mitochondrial dna etc…
Link – http://www.bradshawfoundation.com/journey/timeline.swf
Friday, January 21st, 2011 | KEV KNOWLES | No Comments
Introduction to speciation [allopatric, sympatric, parapatric].
Good intro, a bit American…
Link here
Friday, January 21st, 2011 | KEV KNOWLES | No Comments
Simulation to show make-up of strong/week acid & alkalis.
Shows pH using meter, paper strips and conductivity experiment.
Customisable with initial conditions.
Link – http://phet.colorado.edu/en/simulation/acid-base-solutions
Friday, January 21st, 2011 | KEV KNOWLES | No Comments
Interactive notes covering the alkane family of organic molecules.
Covers
Finishes with a knowledge test with answers.
Friday, January 21st, 2011 | KEV KNOWLES | No Comments
Neat animation of the processes involved in an electro-chemical cell.
Link – http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/galvan5.swf
Friday, January 21st, 2011 | KEV KNOWLES | No Comments
Simple app where you can alter the mass and/or spacing between two masses and use this to get a value for ‘big’ G the universal gravitational constant.
Link – http://phet.colorado.edu/en/simulation/gravity-force-lab
Friday, January 21st, 2011 | KEV KNOWLES | No Comments
Applet to explore the control of the photoelectric effect.
You can…
Friday, January 21st, 2011 | KEV KNOWLES | No Comments
Basic wave properties, velocity, amplitude, relections at fixed and free ends.
Also covers damping.
Most useful way to use this is to use pulses with damping set to 0. Investigate velocity relative to tension and also superposition [send a pulse into a reflected pulse.
Link – http://phet.colorado.edu/en/simulation/wave-on-a-string
Friday, January 21st, 2011 | ouassa | No Comments
Useful for exploring all of the year 12 electric circuit work as a refresher before starting the year 13 circuit theory.
Good visualisation of electron flow.
Try
Link http://phet.colorado.edu/en/simulation/circuit-construction-kit-dc
Saturday, January 1st, 2011 | ouassa | No Comments
This achievement standard involves the description of the role DNA has in relation to gene expression and the determination of phenotype.
The role of DNA includes DNA structure and replication, the control of gene expression, protein synthesis, and the determination of phenotype.
The structure of DNA includes the molecular components and their role in carrying the genetic code. The replication of DNA includes the processes involved in replication and the role that enzymes have in producing accurate copies.
Control of gene expression is limited to factors that operate at transcription level:
Protein synthesis includes the role of DNA in determining the structure of a protein and how that protein is produced (transcription and translation).
The determination of phenotype includes:
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