When you accidentally cut yourself while helping your mother peel potatoes or when you gain a bruise after playing football, you are actually witnessing blood at work.

The Conscious Discipline Brain State Model becomes a framework for us to understand the internal brain-body states that are most likely to produce certain behaviors in children and in ourselves

"The superintendent is trying to decide the fate of middle school labs. He’s not convinced that middle school students can be trusted to do labs safely.

Engage with this Newton's Laws Exploratory that consists of a "smorgasbord" of twelve fun and simple activities.

A new school year is right around the corner which means tests. Try this study game using sticky notes to make studying fun again.

Learn about water filtration and make your own water filter at home or in the classroom. All you need is a few supplies for this STEM project.

Hi there! Welcome to my shiny, new, amazingly designed blog, courtesy of the extremely talented Alexis at Laugh Eat Learn Designs. I am so excited for this new adventure! A blog debut calls for sharing one of my all-time favorite projects to do with my kiddos, so here goes!! I first learned about this project, Electric City, from a wonderful hands-on science gal named Maureen at the Orange County Dept. of Education. When I was teaching science, I would do this with the fourth grade classes, and after 2 years of 7 or 8 classes, I worked out some kinks and now have a pretty fine-tuned system! This was previously a culminating project tied to our 4th grade “Magnets and Electricity” unit, but it transfers so well to the new NGSS engineering standards. I begin by teaching or reviewing the concepts of electricity and circuits – conductors, insulators, schematic design, open and closed circuits, etc. The interactive notebook set from The Science Penguin is perfect for this! Once the students have a solid background of circuits, we jump right in and put our knowledge together to create our awesome city! With my science classes, I was able to complete this project in 3 one-hour class periods. With my 5th grade homeroom, we stretched it out a bit and did shorter periods throughout one week. I was also SO grateful for parent helpers this year – cutting windows and stripping Christmas lights is a daunting, callous-inducing task!! Totally worth it, though! Our first step is to bring in empty cereal or large cracker boxes, and turn them inside out. The students then choose a large panel on the blank side to design their home or storefront. They are so creative! I let the students know they can choose 3 – 4 spots for us to cut out as windows, and they mark each one with an “X”. With an X-acto knife or box cutter, parent volunteers and I cut out the windows and cut open the doors. Once our boxes are designed and cut, we review circuits. I then hand out the 3-bulb strand of Christmas lights (pre-stripped by a wonderful parent volunteer!) as well as a 9V battery and a snap cap (available at Radio Shack or in bulk from various online retailers). *Note: I have found that the Dollar Tree 9V batteries pictured above work best for me! I bought them because I could get a class set for under $20, but asked for parent donations of batteries one year. The big brand names were too powerful for our little homes, and were getting really hot! I would recommend just being extra careful with the powerful batteries! Once the students have their supplies, I ask them to use their electrical engineering skills to design a working circuit. As this is a basic series circuit, most get it within a minute or two. I then pose the predicament: How might this simple circuit be problematic once our box is all sealed up? We discuss and come to the conclusion that we need a switch, since this presently has to be turned off by disconnecting wires. I pass out a small piece of an index card, 2 brass brads, and a paperclip and ask them to go through the Engineering Design Process to see if they can use the provided materials and incorporate a switch into their circuit. They swing the paperclip (attached to only one brad) to touch or release the 2nd brad, closing and opening the circuit. We then transfer all of this knowledge into our Electric City project, and affix their circuits into their boxes using masking tape. If a length of their circuit does not reach their switch, we add in the extra pieces of wire that came loose from the light strands. I also post an “expert list” on the whiteboard, and as students successfully complete their boxes, they add their names to the list. This helps the traffic jam usually coming to me, since they must ask each other for help first, and frees me up to monitor the room. Ta-Da! Here is our finished city. Isn’t it gorgeous?! I’m happy to answer any questions about this project, and I hope it inspires some STEAM in your room!

Input - Output Computer Devices helps young students understand the function of computer peripheral devices. Includes Answer sheet.

Connect with your kids and teach binary coding at the same time in this fun coding bracelets activity for kids! This is one of our favorite technology activities for kids! “What if the other kids

You won’t believe how easy it is to whip up this hot ice science experiment! Just like all of our favorite science projects for kids.

See a collection of many basic electronic circuit experiment makes you learn electronics with fun. And clear understanding. Let's get them here!

This craft stick harmonica is fun to play, and you can adjust the pitch by moving the straws! It’s a neat project, and a good one to make with a group because the materials are very inexpensive. You can fit in a little science learning too – see the bottom of the post for ways […]

As a nurse, you probably already do many things that boost your intellectual wellness. You might work with new patients every day, learn about new procedures and protocols, and be asked to handle different respon¬sibilities or work a different shift with little time to adjust.

With this math project based learning unit your students will design a dream bedroom and apply the skills of area and perimeter, surface area, scale factor, adding decimals and multiplication. This highly engaging math pbl unit will show your students the real world applications of what they are learning in class! ** Now includes METRIC and CUSTOMARY versions of all measurement pages! Please open the PREVIEW to see what is included in this fun project! This math PBL includes: Project overview Outline of suggested daily plans Helpful hints for teachers Student pages for all activities (includes metric and customary versions of all measurement pages) 2 student reflection pages 3D model pieces for beds and dressers Extra grid paper for students to build their own 3D models of additional furniture Rubric for project Photo examples Your students will: learn about scale factor and apply it to drawing a floor plan learn how to draw blue print symbols to identify where they will put their door and window(s) use furniture dimensions to calculate the area and perimeter of their furniture use furniture dimensions to draw their furniture to scale on their floor plan calculate the area of their bedroom floor and the surface area of their bedroom walls and use this information to make decisions about flooring and wall treatments draw a final floor plan to show where all of their furniture will be in their room Extensions included in this resource Dream bedroom expenses: students will keep a running tab of how much money they spend on their dream bedroom design 3D Model: students will create a 3D model, to scale, of the dream bedroom they have designed. They will use the provided floor/wall templates to "build" the room, use the bed and dresser templates to get started with furniture, and then create nets to "build" any additional furniture they include. This is the perfect math PBL project for kids to practice using their math skills in a real world situation while incorporating art and design into your math class. Skills Included in This Project: scale area perimeter multiplication, division, addition surface area 3D nets of solids (furniture) organization visual spatial skills Customary and Metric versions are included for: walls, doors and window measurements and planning floor plan drawing sheet furniture dimensions list paint/wallpaper dimensions and costs flooring dimensions and costs 3D model templates for: floors, walls, beds, dressers You may also like my: Design a Food Truck Project Based Learning Million Dollar Math Project Geometry City Angles and Lines Project Follow me and be notified when new products are added to my store. New products are always 50% off for the first 24 hours they are posted! Thanks! Dawn - Hello Learning ⭐⭐ Did you know that leaving feedback on your TpT purchases earns you credits that will save you money? Go to your ‘My Purchases’ page and leave feedback on the resources you’ve purchased to earn TPT credits toward future purchases!

This engineering teacher tip helps OST educators easily simulate an earthquake using a "shake table" from our free "Shake Things Up" unit.

Faults are much more complex and compound features that can accommodate large amounts of strain in the upper crust. The term fault is used in different ways, depending on geologist and context. A simple and traditional definition states: A fault is any surface or narrow zone with visible shear displacement along the zone. This definition is almost identical to that of a shear fracture, and some geologist use the two terms synonymously. Sometimes geologists even refer to shear fractures with millimeter- to centimeter-scale offsets as microfaults. However, most geologists would restrict the term shear fracture to small-scale structures and reserve the term fault for more composite structures with offsets in the order of a meter or more. The thickness of a fault is another issue. Faults are often expressed as planes and surfaces in both oral and written communication and sketches, but close examination of faults reveals that they consist of fault rock material and subsidiary brittle structures and therefore have a definable thickness. However, the thickness is usually much smaller than the offset and several orders of magnitude less than the fault length. Whether a fault should be considered as a surface or a zone largely depends on the scale of observation, objectives and need for precision. Faults tend to be complex zones of deformation, consisting of multiple slip surfaces, subsidiary fractures and perhaps also deformation bands. This is particularly apparent when considering large faults with kilometerscale offsets. Such faults can be considered as single faults on a map or a seismic line, but can be seen to consist of several small faults when examined in the field. In other words, the scale dependency, which haunts the descriptive structural geologist, is important. This has led most geologists to consider a fault as a volume of brittlely deformed rock that is relatively thin in one dimension: A fault is a tabular volume of rock consisting of a central slip surface or core, formed by intense shearing, and a surrounding volume of rock that has been affected by more gentle brittle deformation spatially and genetically related to the fault. The term fault may also be connected to deformation mechanisms (brittle or plastic). In a very informal sense, the term fault covers both brittle discontinuities and ductile shear zones dominated by plastic deformation. This is sometimes implied when discussing large faults on seismic or geologic sections that penetrate much or all of the crust. The term brittle fault (as opposed to ductile shear zone) can be used if it is important to be specific with regard to deformation mechanism. In most cases geologists implicitly restrict the term fault to slip or shear discontinuities dominated by brittle deformation mechanisms, rendering the term brittle fault redundant: A fault is a discontinuity with wall-parallel displacement dominated by brittle deformation mechanisms. By discontinuity we are here primarily referring to layers, i.e. faults cut off rock layers and make them discontinuous. However, faults also represent mechanical and displacement discontinuities. A kinematic definition, particularly useful for experimental work and GPS-monitoring of active faults can therefore be added: Faults appear as discontinuities on velocity or displacement field maps and profiles. The left blocks in the undeformed map a) and profile (b) are fixed during the deformation. The result is abrupt changes in the displacement field (arrows) across faults. A fault is a discontinuity in the velocity or displacement field associated with deformation. Faults differ from shear fractures because a simple shear fracture cannot expand in its own plane into a larger structure. In contrast, faults can grow by the creation of a complex process zone with numerous small fractures, some of which link to form the fault slip surface while the rest are abandoned. Geometry of faults Normal (a), strike-slip (sinistral) (b) and reverse (c) faults. These are end-members of a continuous spectrum of oblique faults. The stereonets show the fault plane (great circle) and the displacement vector (red point). Non-vertical faults separate the hanging wall from the underlying footwall. Where the hanging wall is lowered or down thrown relative to the footwall, the fault is a normal fault. The opposite case, where the hanging wall is up thrown relative to the footwall, is a reverse fault. If the movement is lateral, i.e. in the horizontal plane, then the fault is a strike-slip fault. Strike-slip faults can be sinistral (left-lateral) or dextral (right-lateral) (from the Latin words sinister and dexter, meaning left and right, respectively). Although some fault dip ranges are more common than others, with strike-slip faults typically occurring as steep faults and reverse faults commonly having lower dips than normal faults, the full range from vertical to horizontal faults is found in naturally deformed rocks. If the dip angle is less than 30 the fault is called a low-angle fault, while steep faults dip steeper than 60 . Low-angle reverse faults are called thrust faults, particularly if the movement on the fault is tens or hundreds of kilometres. Listric normal fault showing very irregular curvature in the sections perpendicular to the slip direction. These irregularities can be thought of as large grooves or corrugations along which the hanging wall can slide. A fault that flattens downward is called a listric fault, while downward-steepening faults are sometimes called antilistric. The terms ramps and flats, originally from thrust fault terminology, are used for alternating steep and sub-horizontal portions of any fault surface. For example, a fault that varies from steep to flat and back to steep again has a ramp-flat-ramp geometry. Irregularities are particularly common in the section perpendicular to the fault slip direction. For normal and reverse faults this means curved fault traces in map view, as can be seen from the faults of the extensional oil field. Irregularities in this section cause no conflict during fault slippage as long as the axes of the irregularities coincide with the slip vector. Where irregularities also occur in the slip direction, the hanging wall and/or footwall must deform. For example, a listric normal fault typically creates a hanging-wall rollover. The main faults in the North Sea Gullfaks oil field show high degree of curvature in map view and straight traces in the vertical sections (main slip direction). Red lines represent some of the well paths in this field. A fault can have any shape perpendicular to the slip direction, but non-linearity in the slip direction generates space problems leading to hanging or footwall strain. The term fault zone traditionally means a series of sub-parallel faults or slip surfaces close enough to each other to define a zone. The width of the zone depends on the scale of observation – it ranges from centimetres or meters in the field to the order of a kilometre or more when studying large-scale faults such as the San Andreas Fault. The term fault zone is now also used inconsistently about the central part of the fault where most or all of the original structures of the rock are obliterated, or about the core and the surrounding deformation zone associated with the fault. This somewhat confusing use is widespread in the current petroleum related literature, so any use of the term fault zone requires clarification. A horst (a), symmetric graben (b) and asymmetric graben (c), also known as a half-graben. Antithetic and synthetic faults are shown. Two separate normal faults dipping toward each other create a down thrown block known as a graben. Normal faults dipping away from each other create an up thrown block called a horst. The largest faults in a faulted area, called master faults, are associated with minor faults that may be antithetic or synthetic. An antithetic fault dips toward the master fault, while a synthetic fault dips in the same direction as the master fault. These expressions are relative and only make sense when minor faults are related to specific larger-scale faults. Displacement, slip and separation Illustration of a normal fault affecting a tilted layer. The fault is a normal fault with a dextral strike-slip component (a), but appears as a sinistral fault in map view (b, which is the horizontal section at level A). (c) and (d) show profiles perpendicular to fault strike (c) and in the (true) displacement direction (d). Displacement, slip and separation The vector connecting two points that were connected prior to faulting indicates the local displacement vector or net slip direction. Ideally, a strike-slip fault has a horizontal slip direction while normal and reverse faults have displacement vectors in the dip direction. In general, the total slip that we observe on most faults is the sum of several increments (earthquakes), each with its own individual displacement or slip vector. The individual slip events may have had different slip directions. We are now back to the difference between deformation sensu stricto, which only relates the undeformed and deformed states, and deformation history. In the field we could look for traces of the slip history by searching for such things as multiple striations. Classification of faults based on the dip of the fault plane and the pitch, which is the angle between the slip direction (displacement vector) and the strike. A series of displacement vectors over the slip surface gives us the displacement field or slip field on the surface. Striations, kinematic indicators and offset of layers provide the field geologist with information about direction, sense and amount of slip. Many faults show some deviation from true dip-slip and strike-slip displacement in the sense that the net slip vector is oblique. Such faults are called oblique-slip faults. The degree of obliquity is given by the pitch (also called rake), which is the angle between the strike of the slip surface and the slip vector (striation). Unless we know the true displacement vector we may be fooled by the offset portrayed on an arbitrary section through the faulted volume, be it a seismic section or an outcrop. The apparent displacement that is observed on a section or plane is called the (apparent) separation. Horizontal separation is the separation of layers observed on a horizontal exposure or map, while the dip separation is that observed in a vertical section. In a vertical section the dip separation can be decomposed into the horizontal and vertical separation. Note that this horizontal separation is different from. These two separations recorded in a vertical section are more commonly referred to as heave (horizontal component) and throw (vertical component). Only a section that contains the true displacement vector shows the true displacement or total slip on the fault. The relationship between a single fault, a mapped surface and its two fault cutoff lines. Such structure contour maps are used extensively in the oil industry where they are mainly based on seismic reflection data. A fault that affects a layered sequence will, in three dimensions, separate each surface (stratigraphic interface) so that two fault cut off lines appear. If the fault is non-vertical and the displacement vector is not parallel to the layering, then a map of the faulted surface will show an open space between the two cut-off lines. The width of the open space, which will not have any contours, is related to both the fault dip and the dip separation on the fault. Further, the opening reflects the heave (horizontal separation) seen on vertical sections across the fault. Stratigraphic separation (a) Missing section in vertical wells (well C) always indicates normal faults (assuming constant stratigraphy). (b) Repeated section (normally associated with reverse faults) occurs where the normal fault is steeper than the intersecting well bore (well G). Drilling through a fault results in either a repeated section or a missing section at the fault cut (the point where the wellbore intersects the fault). For vertical wells it is simple: normal faults omit stratigraphy (figure a), while reverse faults cause repeated stratigraphy in the well. For deviated wells where the plunge of the well bore is less than the dip of the fault, such as the well G (figure b), stratigraphic repetition is seen across normal faults. The general term for the stratigraphic section missing or repeated in wells drilled through a fault is stratigraphic separation. Stratigraphic separation, which is a measure of fault displacement obtainable from wells in subsurface oil fields, is equal to the fault throw if the strata are horizontal. Most faulted strata are not horizontal, and the throw must be calculated or constructed. Credits: Haakon Fossen (Structural Geology)

In this lab, students explore the connection between the mass of an object, and the object's kinetic energy. I used ramps and Hall's Carriages for this, but toy cars can be supplemented if the carriages are not available. The lab includes all steps of the scientific method, along with a full rubric to assess students' learning. All you need to do is gather the materials. **Find the Dual Language Spanish version here: http://www.teacherspayteachers.com/Product/Kinetic-Energy-Mass-Lab-DUAL-LANGUAGE-SPANISH-1020082

Over 4000 NCLEX questions, Free Digital Books Study Sheets and Digital Books. Nursing resources for students and nurses.

Along with Virtual Reality, Augmented Reality is quickly becoming popular in the classroom. One of the most popular AR experiences right now is the Merge Cube. With a recent hot dollar deal on the Merge Cube at local Walmarts, many teachers caught the craze and bought out entire stocks of this amazing AR tool! But now what? What do you do with all those Merge Cubes in your possession and how can they be useful in the classroom? Let’s dig a little deeper and find out!

Laboratory chemicals are expensive, at least if you buy them from specialty lab supply vendors. Fortunately, there are many alternative sources for good quality, useful chemicals at reasonable prices. In fact, it's possible to stock a home lab pretty comprehensively while buying only a few chemicals from specialty sources.

Try this algae and pollution experiment with your kids when you're studying ecology. All you need is pond water, jars, and some pollutants to add to it.

What do you do in your free time? What hobbies do you have?. Let's learn Free Time and Leisure Activities Vocabulary in English

Vivemos em uma época em que é preciso que inovemos cada vez mais rápido. Dessa maneira, existe a necessidade de ampliar a quantidade de formas de interação para a concepção…

If you're performing a flame test, it helps to know what the colors look like. Here's a photo gallery of flame test colors to compare your results.

Short note For network engineer #nikoye_mctech #tomorrowstarthere