Monday, 26 November 2012

Interactive Whiteboard

An interactive whiteboard (IWB), is a large interactive display that connects to a computer and projector. A projector projects the computer's desktop onto the board's surface where users control the computer using a pen, finger, stylus, or other device. The board is typically mounted to a wall or floor stand. They are used in a variety of settings, including classrooms at all levels of education, incorporate board rooms and work groups, in training rooms for professional sports coaching, in broadcasting studios and others.

There are some uses for interactive whiteboards may include:
  • Running software that is loaded onto the connected PC, such as a web browsers orproprietary software used in the classroom.
  • Capturing and saving notes written on a whiteboard to the connected PC
  • Capturing notes written on a graphics tablet connected to the whiteboard
  • Controlling the PC from the white board using click and drag, markup which annotates a program or presentation
  • Using OCR software to translate cursive writing on a graphics tablet into text
  • Using an Audience Response System so that presenters can poll a classroom audience or conduct quizzes, capturing feedback onto the whiteboard

In some classrooms, interactive whiteboards have replaced traditional whiteboards or flipcharts, or video/media systems such as a DVD player and TV combination. Even where traditional boards are used, the IWB often supplements them by connecting to a school network digital video distribution system. In other cases, IWBs interact with online shared annotation and drawing environments such as interactive vector based graphical websites. Brief instructional blocks can be recorded for review by students — they will see the exact presentation that occurred in the classroom with the teacher's audio input. This can help transform learning and instruction.


Sunday, 25 November 2012




Stella, a computer program available in three versions (Great Stella,Small Stella and Stella4D), was created by Robert Webb of Australia. The programs contain a large library of polyhedra which can be manipulated and altered in various ways.

Stella provides a configurable workspace comprising several panels. Once a model has been selected from the range available, different views of it may be displayed in each panel. These views can also include measurements, symmetries and unfolded nets. A variety of operations may be performed on any polyhedron. In 3D these include: Stellation, faceting, augmentation, excavation, drilling and dualising. Other features include spring network relaxation, generation of the convex hull, and generation of cupolaic blends and related figures.

Education and research are most exciting when they move out of the lecture hall and library and provide opportunity to create, experience, and see. STELLA® offers a practical way to dynamically visualize and communicate how complex systems and ideas really work.

Whether they are first-time or experienced modelers, teachers, students, and researchers use STELLA to explore and answer endless questions like:

  • How does climate change influence an ecosystem over time?
  • Would Hamlet’s fate have changed if he’d killed Claudius earlier?
  • How do oil prices respond to shocks in supply and/or demand?
  • What will happen when the ozone layer is gone?
  • How do basic macroeconomic principles affect income and consumption?

The Gold Standard
Easy-to-use, STELLA models provide endless opportunities to explore by asking "what if," and watching what happens, inspiring the exciting ah-ha moments of learning.
Thousands of educators and researchers have made STELLA the gold standard; using it to study everything from economics to physics, literature to calculus, chemistry to public policy. K-12, college, and research communities have all recognized STELLA’s unique ability to stimulate learning.

Shared Learning
You know that your students have learned when they can, in turn, explain. STELLA models allow you to communicate how a system works – what goes in, how the system is impacted, what are the outcomes.
STELLA supports diverse learning styles with a wide range of storytelling features. Diagrams, charts, and animation help visual learners discover relationships between variables in an equation. Verbal learners might surround visual models with words or attach documents to explain the impact of a new environmental policy.

Use STELLA to:
  • Simulate a system over time
  • Jump the gap between theory and the real world
  • Enable students to creatively change systems
  • Teach students to look for relationships – see the Big Picture
  • Clearly communicate system inputs and outputs and demonstrate outcomes

Key Features
Mapping and Modeling
Intuitive icon-based graphical interface simplifies model building
Click to Enlarge Screenshot pop
Modeling helps student understand systems like sustainable shrimping.
Stock and Flow diagrams support the common language of Systems Thinking and provide insight into how systems work
Enhanced stock types enable discrete and continuous processes with support for queues, ovens, and enhanced conveyors
Causal Loop Diagrams present overall causal relationships
Model equations are automatically generated and made accessible beneath the model layer
Built-in functions facilitate mathematical, statistical, and logical operations
Multi-dimensional arrays simply represent repeated model structure
Modules support multi-level, hierarchical model structures that can serve as “building blocks” for model construction
XML-based model files support the new industry standard for common interchange of system dynamics models

Simulation and Analysis
Simulations "run" systems over time
Sensitivity analysis reveals key leverage points and optimal conditions
Partial model simulations focus analysis on specific sectors or modules of the model
Results presented as graphs, tables, animations, QuickTime movies, and files
Data Manager archives and recalls simulation run data stored in a separate SQLite database file
Dynamic data import/export links to Microsoft® Excel or CSV files
Flight simulators and dashboards describe model components and facilitate manipulationSTELLA
Click to Enlarge Screenshot pop

Dashboards bridge the gap
between theory and reality.
Input devices include knobs, sliders, switches, and buttons
Output devices highlight outcomes with warning flashers, text, graphs, tables, and reports
Storytelling supports step-by-step model unveiling
Causal Loop Diagrams present dominant feedback loops within structure
Export for NetSim supports publishing and sharing model over the web using
isee NetSim add-on software
isee Runtime options support full-screen presentation of models so they can be easily shared or commercially distributed
Multimedia support for graphics, movies, sounds, and text messages
Model security features allow locking or password protection


Video Movie Maker

Today is about how to make a movie by using window movie maker.

Firstly, find the window movie maker on your computer/lappy. You can find it by click on All Program and then browse until you see window movie maker.

This is how your movie maker looks like. It's depend on every lappy/computer. This is an old version of movie maker. I'm just have this one. So, I just further my movie making by using this free software. Before start to make a video, you should take a look at the box list at the upper side. This may help you in producing an interesting video.

Then you may click 'click here to browse for videos and pictures'. This may brought you to your files, you can choose any pictures of yours.

This is how it's look like when you've done inserting your favorite pictures. Now, we can start to animate the pictures.

Just Click at the light pink box to edit the sentence. You may used your creativity to make a title to your video.

 Now click format and choose one of word animation.

This is the step to animate your pictures.

When you just finishing animate your pictures, just click at 'Save movie' to save your hardwork.

This a video that I'm produce by using this software, it is save in wmm format. The quality of the video is not so satisfied. Then I'll produce another video by using the same software by in another format.

This software is free, just can browse All Program and click the Window Movie Maker


Saturday, 24 November 2012

Data Logging

1.0          Introduction
Heat transfer is a common phenomenon encountered in many areas in daily life. Therefore it is an important subject in natural sciences and even more so in engineering and the field of environmental physics. Often one is interested in the various possible ways to cut down on energy use. To economize on home heating for example one will have to optimize insulation, i.e. minimize heat transfer. Economizing on cooling on the other hand implies maximizing heat transfer to some coolant. Other examples of problems concerning heat transfer in engineering may be found in the application of materials that cannot sustain extreme temperatures and the like. This implies again that heat transport towards this material is to be minimized, whereas the transport away from this material is to be maximized. One is often dealing with minimization or maximization of heat transfer.
To be able to perform calculations like these, one will have to be familiar with the concept of heat transfer and the various mechanisms that result in heat transfer.
These mechanisms are:
      I.        Conduction      :           on a microscopic or atomic scale kinetic energy is transferred                                 through collisions between the atoms so that on a macroscopic                               scale thermal energy is transferred
    II.        Convection      :           if the carrier of thermal energy is mobile the thermal energy                                    may be transferred through mass transfer
   III.        Radiation         :           thermal energy may be transformed into electromagnetic                                        energy, emitted and then absorbed so that it is transformed                                     into thermal energy again.
            Heat transfer through radiation takes place in the form of electromagnetic waves, mainly in the infrared region. Some body because of the thermal agitation of its composing molecules emits the radiation. In a first approach, the radiation is described for the case that the emitting body is a so-called 'black' body. A black body is defined as a body that absorbs all radiation that falls on its surface. Actual black bodies do not exist in nature though its characteristics are approximated by the well-known hole in a box filled with highly absorptive material. This heat transfer takes place only if the medium between the two bodies is transparent for the relevant spectral region. Furthermore, the radioactive transfer may be accompanied by other transfer mechanisms. Particularly convection will be of importance and this mechanism is therefore discussed in the following section.
            Heat transfer through convection arises when a moving fluid absorbs heat from some surface and transports this heat to some other location such that the fluid acts as a carrier. Two forms of convection are distinguished. In the first place, convection may arise naturally. If for example a hot object at temperature T1 is in contact with a cooler fluid of temperature T2, heat is transported from the object to the boundary layer through conduction. This leads to density changes in the boundary layer and as a result, the fluid in the boundary layer will rise and be replaced by cooler fluid that is heated again etc. This phenomenon is called free convection.
            The second form of convection arises if the flow is brought about by for example a pump or a fan. In principle, this form of convection, known as forced convection, is generally more efficient since the period of contact between the hot object and the fluid is shortened. This effectively comes down to an increase of the temperature difference between the solid and the fluid and with that, an increase of the heat transfer to the boundary layer through conduction.

2.0          Engage
DrDAQ is being used here as a dual temperature probe. In both KS3 and KS4, science students have to be aware of the heat loss from objects due to radiation. Radiation is an electromagnetic wave, which can travel through a vacuum. You cannot see it with the human eye but the fire brigade use special cameras, which can see this type of radiation. All hot objects will lose energy in this way. We wear white or light-coloured clothes in summer because they are poor absorbers and good reflectors of heat. This way they keep us cool. On the contrary, we prefer to wear dark-coloured clothes in winters because they absorb most of the heat of sun and keep our body warm. In hot countries, the people wear light coloured clothes and if you wear black on a hot day, you seem to feel hotter. This experiment is examining whether colour can affect how heat is lost. There are some questions regarding this experiment.

Situation          :          
I can remember as a kid having one dull black thermos bottle that came with my lunch box. One day my mother might put grape juice in it and at lunch, I would have nice, cold grape juice. The next day she would put hot soup in it and I would have hot soup for lunch. Moreover, I can remember asking, "How does it know whether to keep stuff hot or cold?" Where's the switch, in other words, similarly, "You heat things up in an oven and cool them down in a refrigerator. How come this thing can do both?"

Question          :
How the thermos bottles keep the food warm and cool?
How a thermos bottle prevents heat transfer to the outside by using a vacuum between the walls of the bottle?
What is a link between the colour of the flask and how quickly the heat was lost?
Why one coloured flask cooled more quickly than another did?
What made up the wall of the flask?

3.0          Empower

An experiment

Objective         : To investigate how colour can affect the heat lost through radiation.

Hypothesis      : Black colour absorbed more heat than light colour. The light colour reflect                          more heat.

Equipment required
              I.        DrDAQ data logger connected to a PC
            II.        Two external temperature probes (DD100)
           III.        One 250 ml conical flask painted black and one with silver foil around it
          IV.        A kettle or other resource to boil water
            V.        Two pieces of insulating material to place over the top of the flasks be (these will have to be made with a small hole to let the temperature probe into the flask)
          VI.        Two clamp stands

Experiment Procedure
1.    Both the conical flasks is filled with boiling water
2.    The insulating covers is placed over the top of the flask
3.    The temperature probes is placed in the flasks
4.    The temperatures of the flasks is started recording. (15 minutes should be long enough)
Figure 1: diagram showing the experiment set up

Safety precaution       : Safety is paramount here. Take great care when transferring and                                        handling boiling water. Please clamp the flasks down to avoid the                              risk of spillage.

Result                          :

Questions        :
1.    Which flask dropped in temperature the quickest?
2.    Can you suggest a link between the colour of the flask and how quickly the heat was lost?
3.    Use textbooks and/or the internet to find some scientific reasons why one coloured flask cooled more quickly than another does.
Discussion of results
            All hot objects lose energy by radiation. Radiation is an electromagnetic wave. Radiation can travel through a vacuum, this is how the energy from the sun reaches the earth. Other types of energy transfer are conduction, convection and radiation. Based on the graph, we can see that, the dull black flask (external 2) lost heat more quickly than the silver flask (external 1). The dull black surfaces lose energy more quickly as they are better radiators. Bright polished surfaces act as good reflectors of heat. Such surfaces absorb very little heat and reflect towards us most of the heat radiations. These surfaces remain cool even after continuous use of heat. This is because conduction, convection and radiation of heat are minimum. Example, base of cooking utensils is made black. Such a black surface absorbs more heat from the surroundings. The highly polished surfaces of spacecraft reflect most of the heat radiated from the sun.

4.0       Enhance
In this part, we are going to improve the product. It is important to ensure that heat lost due radiation is not too much. As we need heat to cooking and heat food and drinks. On the other hand, we also sometimes need to keep the food or drinks cool or warm. Hence, the thermos bottle is very important in our daily routine especially for household. Kids are like to bring lunch box to school so that they can enjoy their homemade lunch. However, to keep the food or drinks in the same condition as it prepared at home, thermos bottles or box is needed to keep the food warm or cool. Funky and attractive the thermos bottles are suitable for kid. Hence, how we can improve the thermos bottles into more interesting packaging without alter it function. Can we replace the cover on the top of the flask with colourful plastic material? These questions below help us to find the solution how to improve this product to be more attractive and funky.
·         Can you design an experiment to discover if different coloured flasks full of water would heat up more quickly than others would? Show your teachers your design
·         Why was an insulating cover placed over the top of the flask?

Conducting an experiment to investigate if different coloured flasks full of water would heat up more quickly than other would.

Planning a further experiment.
Objective            : To investigate if different coloured flasks full of water would heat up more           quickly than other would.
Hypothesis         : The darker the object, the better its emission of heat because, it is a better           absorber of heat.
Procedure          :
1.    Four conical flasks are wrapped with same material (paper) but of different colours.
2.    The conical flasks are filled with boiling water
3.    The insulating covers is placed over the top of the flask
4.    The temperature probes is placed in the flasks
5.    The temperature of the flasks is started recording. (15 minutes should be long enough)

Result              :
Question             :
1.    Is different coloured flasks full of water would heat up more quickly than others would?
2.    Why was an insulating cover placed over the top of the flask?

Discussion          :
This experiment works first time, based on the graph every time we will see clearly that the rate of absorption and radiation of heat energy for the black flask is greater than the other three. The different coloured sheets absorb different parts of the light spectrum and emit thermal radiation. The more light energy that is absorbed, the more thermal energy is emitted. The second highest rate of absorption and radiation of heat energy green flask, followed by blue flask and red flask. From this pattern, we can see the darker colour absorb and radiate more heat than the lighter colour. This because colour the colour of an object depends on the wavelengths of colours reflected from the object.
                           A red paper is red because red wavelengths in white light are reflected and other wavelengths are absorbed. If a red paper were to be illuminated by light that had no red wavelengths, the paper would appear almost black. When a black object is illuminated by white light, all wavelengths are absorbed and none are reflected. That is why the object appears black. When a black object absorbs light, the energy carried by the light does not just disappear. Rather, it raises the energy of the object doing the absorbing. The object, in turn, releases the absorbed energy by emitting longer wavelength, lower energy infrared (heat). This transformation of light into heat is the key to understanding the process because it accounts for the law of conservation of energy. Light just does not disappear when it strikes a black object, it is transformed into another kind of radiation that is either radiated from or retained within the black object.
                           Insulating cover is placed on the top of the flask so that no heat is released or absorbed. Hence it will not affect the result of this experiment.

Conclusion         : The darker the object, the better its emission of heat because, it is a better          absorber of heat.

5.0                      Extension


Certificate of Persatuan Mahasiswa Sains


Certificate of Sekretariat Rukun Tetangga


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