slide presentation

http://www.slideshare.net/fareedabeegumrs/energy-38909417

science related topic 2

science related topic 1

The faster you move, the heavier you get

If you run really fast, you gain weight. Not permanently, or it would make a mockery of diet and exercise plans, but momentarily, and only a tiny amount.

Light speed is the speed limit of the universe. So if something is travelling close to the speed of light, and you give it a push, it can’t go very much faster. But you’ve given it extra energy, and that energy has to go somewhere.

Where it goes is mass. According to relativity, mass and energy are equivalent. So the more energy you put in, the greater the mass becomes. This is negligible at human speeds –Usain Bolt is not noticeably heavier when running than when still – but once you reach an appreciable fraction of the speed of light, your mass starts to increase rapidly.

science related topic 1

science related effect 2

Black holes aren't black

They’re very dark, sure, but they aren’t black. They glow, slightly, giving off light across the whole spectrum, including visible light.

This radiation is called “Hawking radiation”, after the former Lucasian Professor of Mathematics at Cambridge University Stephen Hawking, who first proposed its existence. Because they are constantly giving this off, and therefore losing mass, black holes will eventually evaporate altogether if they don’t have another source of mass to sustain them; for example interstellar gas or light.

Smaller black holes are expected to emit radiation faster compared to their mass than larger ones, so if – as some theories predict – the Large Hadron Collider creates minuscule holes through particle collisions, they will evaporate almost immediately. Scientists would then be able to observe their decay through the radiation.

online assignment

Critical pedagogy

Critical pedagogy is a philosophy of education and social movement that combines education with critical theory. First described by Paulo Freire, it has since been developed by Henry Giroux and others as a praxis-oriented "educational movement, guided by passion and principle, to help students develop consciousness of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action."Among its leading figures are Michael Apple, bell hooks, Joe L. Kincheloe, Peter McLaren, Henry Giroux, and PattiLather.Critical pedagogue Ira Shor defines critical pedagogy as: Critical pedagogy 2"Habits of thought, reading, writing, and speaking which go beneath surface meaning, first impressions,dominant myths, official pronouncements, traditional clichés, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse."

Critical pedagogy includes relationships between teaching and learning. Its proponents claim that it is a continuous process of what they call "unlearning", "learning", and "relearning", "reflection", "evaluation", and the impact that these actions have on the students, in particular students whom they believe have been historically and continue to be disenfranchised by what they call "traditional schooling". Philosopher John Searle characterizes the goal of Giroux's form of critical pedagogy "to create political radicals," thus highlighting the contestable and antagonistic moral and political grounds of the ideals of citizenship and "public wisdom". These varying moral perspectives of what is "right" are to be found in what John Dewey has referred to as the tensions between traditional and progressive education.

Background

Critical pedagogy has several strands and foundations. Critical pedagogy was heavily influenced by the works of Paulo Freire, arguably the most celebrated critical educator. Freire heavily endorses students’ ability to think critically about their education situation; this way of thinking allows them to "recognize connections between their individual problems and experiences and the social contexts in which they are embedded."Realizing one’s consciousness ("conscientization") is a needed first step of "praxis," which is defined as the power and know-how to take action against oppression while stressing the importance of liberating education. "Praxis involves engaging in a cycle of theory, application, evaluation, reflection, and then back to theory. Social transformation is the product of praxis at the collective level." Post modern, anti-racist, feminist, postcolonial, and queer theories all play a role in further explaining Freire’s ideas of critical pedagogy, shifting its main focus on social class to include issues pertaining to religion, military identification, race, gender, sexuality, nationality, ethnicity, and age. Many contemporary critical pedagogues have embraced postmodern, anti-essentialist perspectives of the individual, of language, and of power, "while at the same time retaining the Freirean emphasis on critique, disrupting oppressive regimes of power/knowledge, and social change. Contemporary critical educators, such as bell hooks and Peter McLaren, discuss in their criticisms the influence of many varied concerns, institutions, and social structures, "including globalization, the mass media, and race/spiritual relations," while citing reasons for resisting the possibilities to change. McLaren has developed a social Movement based version of critical pedagogy that he calls revolutionary critical pedagogy, emphasizing critical pedagogy as a social movement for the creation of a democratic socialist alternative capitalism.

In education, postmodernism rejects the notion that the purpose of education is primarily to train a child’s cognitive capacity for reason in order to produce an adult capable of functioning independently in the world. That view of education is replaced with the view that education is to take an essentially indeterminate being and give it a social identity. Education’s method of molding is linguistic, and so the language to be used is that which will create a human being sensitive to its racial, sexual, and class identity. Our current social context, however, is characterized by oppression that benefits whites, males, and the rich at the expense of everyone else. That oppression in turn leads to an educational system that reflects only or primarily the interests of those in positions of power. To counteract that bias, educational practice must be recast totally. Postmodern education should emphasize works not in the canon; it should focus on the achievements of non-whites, females, and the poor; it should highlight the historical crimes of whites, males, and the rich; and it should teach students that science’s method has no better claim to yielding truth than any other method and, accordingly, that students should be equally receptive to alternative ways of knowing.

Examples in the classroom

As mentioned briefly in the background information, Ira Shor, a professor at the City University of New York, provides for an example of how critical pedagogy is used in the classroom. He develops these themes in looking at the use of Freirean teaching methods in the context of everyday life of classrooms, in particular, institutional settings. He suggests that the whole curriculum of the classroom must be re examined and reconstructed. He favors a change of role of the student from object to active, critical subject. In doing so, he suggests that students undergo a struggle for ownership of themselves. He states that students have previously been lulled into a sense of complacency by the circumstances of everyday life and through the processes of the classroom. They can begin to envision and strive for something different for themselves. Of course, achieving such a goal isn't automatic nor easy, as he suggests that the role of the teacher is critical to this process. Students need to be helped by teachers to separate themselves from unconditional acceptance of the conditions of their own existence. Once this separation is achieved, then students may be prepared for critical re-entry into an examination of everyday life. In a classroom environment that achieves such liberating intent, one of the potential outcomes is that the students themselves assume more responsibility for the class. Power is thus distributed amongst the group and the role of the teacher becomes much more mobile, not to mention more challenging. This encourages growth of each student’s intellectual character rather than a mere “mimicry of the Professorial style.”

LESSON TRANSCRIPT

 LESSON TRANSCRIPT

INDUCTIVE THINKING MODEL

Name of the school :                                        STANDARD :❾ Name of the teacher: Fareeda Beegum .R.S     DATE : Subject: Physics Unit : Fluid Topic :Viscosity

Name of the concept: Viscosity

Objectives:

· Pupils develop observation skills.

· Identification of different types of viscous liquids.

· Generalization about the property of viscous liquids.

· Pupils develop hypothesizing predictive result.

PHASE :1 Data Categorizations :

T: What is the common property of water, acid, honey, etc?

S: They are all liquids.

T: Can you name some of the liquids that we use in our daily life?

S: Yes. Coconut oil, ghee, shampoo, nail polish, spirit, viniger, well water, petrol etc.

T: Can you group examples and name according to their similarity?

GROUP A	GROUP B
Castor oil Coconut oil Ghee Shampoo Nail polish	Well water Spirit Viniger River water petrol

PHASE: 2 Interpretation of data :

T: Let me analyze each group of examples and know more about them.What is the peculiarity of liquids in group A?

S: They all are liquids.

T: Anything else.

S: They flow very slowly.

T: YES. You are right.They are called viscous liquids.what about group B?

S: Group B flow faster.

T: Yes. They are called mobile liquids. Can you identify the property of viscous liquids?

S: No teacher.

T: Yes. It is called viscosity. it is the property of liquids which opposes the relative motion between

Different layers of liquids. Thus viscous liquids have high viscosity and mobile liquids have low viscosity.

PHASE: 3 Application of generalization:

T: Now I will give you examples of different types of liquids .you must name its name its type. Dettol.

S: mobile liquids.

T: Why it is a mobile liquid?

S: It is because it got low viscosity.

T: Yes .now Starch.

S: It is viscous liquid.

T: Why it is a viscous liquid ?

S: It is because it got low Viscosity.

T: Yes. Tar.

S: viscous liquid.

T: Lemon water.

S: mobile liquid.

T: Yes. Viscosity is the property of liquids, which opposes the relative motion between

Different layers of liquids.Liquids having high viscosity are called viscous Liquids.

           Liquids having low viscosity are called mobile Liquids.