Difference between heartwood and sapwood
Forest Products Laboratory (U.S.)
1919
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19 records were found.
In current education students have difficulty in applying and adapting their conceptions of energy to various situations. This may be due to the fact that the concept of energy is taught as an indisputable fact.
Because the new Dutch curriculum for the exact sciences advises a context-based approach in three try-outs we have designed an innovative teaching-learning sequence that combines contexts with guided reinvention to develop a versatile conception of energy conservation. The concept of energy conservation is developed in three consecutive learning steps each aiming at a different level of versatility. We have selected technological design and scientific practices as contexts in which we embedded this learning path.
Analysis of the learning process shows that for sixteen- and seventeen-year-old students every step in our approac...
A learning path on computational modelling, integrated into the Dutch lower secondary physics curriculum has been developed and tested in school practice. The instructional materials that have been developed cover the first two years of this curriculum. In the learning path, modelling has been systematically combined with experimenting and doing measurements. The graphical version of Forrester’s system dynamics has been used as a modelling approach. In this approach, model equations are represented by a graphical diagram consisting of a structure of icons. Important results of this developmental research project are the design principles that have evolved in the course of this project. Consequences of integration of modelling into the physics curriculum are discussed. It is shown that modelling requires a higher level of conceptual mat...
Changing mass phenomena, like a falling chain or a bungee jumper, might give surprising results, even for experienced physicists. They have resulted in hot discussions in journals, in which for instance Physics professors claim the impossibility of an acceleration larger then g in case of a bungee jumper. These phenomena are also interesting as topics for challenging student projects, and used as such by Dutch high school students. I will take these phenomena as the context in which I like to demonstrate the possibilities of ICT in the learning process of physics. Especially dynamical modeling enables us to describe these phenomena in an elegant way and with knowledge of high school mathematics. Furthermore tools for video-analysis and data from measurements with sensors allow us to study the phenomena in experiments. This example demo...
