From the Headlines to your Flipchart – Les Paul

Author: Administrator  //  Category: Classroom

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Sadly there have been many celebrities who have passed away in the past few weeks. But there is one death that did not receive much attention, yet he probably had more effect on your students life than most would realize, Les Paul.

In the 2007 Speak Up study done by Project Tomorrow, the number one use of technology outside of school for high school and middle school students was downloading music. Yet, even without the statistics to back it up, I think it is fair to say that students enjoy music. However, many of them do not realize that many of the songs they hear today would not have the same sound were it not for the inventions of Les Paul.

Almost every major band uses the Les Paul solid-body electric guitar . From Eric Clapton to the current day heart-throbs, The Jonas Brothers, they all use a Les Paul guitar. (Although for me, it still doesn’t make The Jonas Brothers sound or play any better! How a group can sell that many records without the seeming ability to sing or skillfully play their instruments is beyond me.)

Why not use this story as a reason to bring sound into your classroom? In Inspire, adding sound is as easy as going to Insert>Media. You could play some songs from bands that have used a Les Paul Guitar in the background of your lesson. In an English setting, use Les Paul as a starter for a short writing assignment. While some music is playing, ask the class to write as Les Paul and how he would view music today.

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You could use Les Paul as a way to teach electricity and Thomas Edison or Nichola Tesla. Les Paul saw a problem with the current day electric guitars and recording processes, so he created a solution with his solid-body electric guitar and the multi-tracking recorder. This is an opening for teaching problem-solving, starting with music.

I’m sure that you can also think of many other ways to weave Les Paul into your classroom. And when you do, make sure to insert some music to go along with it. As stated above, we agree that students enjoy music, so it is fair to assume that they are going to enjoy lessons with music more than lessons without. And if your students are engaged and enjoying the lessons, you are going to see their achievement rise.

Though while it is nice to connect with your students, I would still suggest picking more Clapton and less Jonas Brothers!

GPS, Mobile Phones, Spell Check – Is Technology Changing the Way We Think?

Author: Administrator  //  Category: Classroom

How many of you can still read a road map? Or do you rely on your GPS to ensure your timely arrival at an appointment? What do we do on those “searching for satellite” days? Even my five year old niece inquisitively asked,  “what is that folded piece of paper (map) on the table and what does it do?”

What about phone numbers? As a kid I recall committing to memory all important phone numbers. Today it seems the only numbers I have committed to memory is 911 and 411. And now, sadly, I must use my mobile phone’s address book to recite my own home phone number to store cashiers.

I even vaguely remember grade school providing me with countless spelling lessons and tests. Unfortunately I would not have made it through this blog post without the handy use of spell check! What did we do before the time of Word aiding us in our grammar?

So, I ask you all – Has technology changed the way we think? Recalling basic information is no  longer the first step in my process of thought. (Explore Bloom’s Digital Taxonomy by Andrew Churches).

Is Google Making Us Stupid?

I recently read a wonderful article titled: Is Google Making us Stupid? by Nicholas Carr and can’t help but ponder these thoughts on a different level. Nicholas makes wonderful points about the use of the internet and how it is changing the way we read and ultimately think.

Google and other search engines have given us a new perspective on skimming text. We have honed our skimming skills as we scan results looking for keywords and phrases that might lead us to that perfect website. Newspapers have quickly caught onto this phenomenon as you can often locate short summaries of events within the first few pages of a paper in lieu of lengthy detailed articles that we are less inclined to read.

Yes, some of you are saying that this is just a sign of the changing times. However, perhaps the most eye-opening point that Nicholas makes is the link between reading and thinking: “its a different kind of reading, and behind it lies a different kind of thinking.” Reading and how we read shapes thinking and how we think.

Connecting Lessons to Teaching

So as I ponder this thought and try to connect its lessons to teaching and learning, I can’t help but wonder where this leads us in the 21st Century classroom. Sure we’ve made physical changes from chalkboards to interactive white boards, but where do we notice the shift in learning and knowledge? I recall often telling my chemistry and physical science students not to memorize the elements on the periodic table, but rather learn how to use the table.

This is quite a shift from when I was in school and had to memorize the elements. Cursive penmanship taught in the 3rd grade here in Pennsylvania is often not reinforced beyond that year. Over the years I have had quite a few 8th grade students who could not read the cursive instructions I had written on the board.

Will the day come that spelling lessons and penmanship are gone with the chalkboards? I don’t think the question is one of will but when. Perhaps more importantly – how will these changes reprogram the way we think?

Free In-House Professional Development for All Schools!

Author: Administrator  //  Category: Classroom

I recently visited a school district in suburban Philadelphia and encountered a very rare and wonderful experience. I was scheduled to meet with two of the district technology coaches (teachers who also have a supplemental position as a liaison for the teachers and the technology department) to show them the features and functions of ActivInspire.

Prior to the meeting, I thought that during the meeting I would be conducting most of the presentation and demonstration. To my surprise and delight, it turns out the coaches had a fully created flipchart presentation developed and that they just wanted to consult with me to find out if I thought any additional information should be included. I was very impressed and asked that they post their presentation on Promethean Planet so that other coaches/teachers could use the flipchart for in-house professional development.

The Ultimate Goal In My Work

This may not sound like a very miraculous event but as a Teaching and Learning Consultant for Promethean, this type of meeting was the ultimate goal in my work.

This district has coaches who can provide FREE professional development to all of their staff on the schedule of the district and they do not have to rely on anyone else to make this happProfessional Development on Planeten. The coaches gain their knowledge of Promethean through attending regional workshops that I host, utilizing the many free courses and webinars on Promethean Planet, and they take their own time to practice and develop their skills relative to the software so that they are able to present to the staff in their schools.

Learning From Other Teachers

With tight budgets and cut-backs everywhere, schools want training for their staff at no cost when they purchase expensive technology equipment. From a business perspective, providing on-going free professional development does not make sense. What does make sense is using the internal resources that every school has – their own staff!

Every school has at least one or two teachers who are technologically inclined and interested in learning how to effectively utilize the technology they are given. These are the teachers who should be attending free regional workshops (where available) or going to the Train-the-trainer courses offered through Promethean’s Professional Development Department.

“From face-to-face training to online Activtips, webcasts with key industry educationalists to group workshops, our Professional Development options are both flexible & comprehensive.”

Once a few key teachers have the training, they are able to present on in-service days, during staff development workshops, at staff meetings…where and whenever it is appropriate for that particular school/district.  And the best part is, it is always FREE!

The bat and the moth, and the ant and the butterfly

Author: Administrator  //  Category: Science

What better way to resume blogging after a break than with a couple of fascinating stories from the natural world, about predator and prey, defensive arms races and survival cues?
ResearchBlogging.org
Bats invoke a variety of emotions from people, ranging from disgust and (unfounded) fear to “they’re cool”. At least the Batman sometimes did some good in helping kids get rid of their fear or paranoia of bats. But while bats might look like silly rats with wings, they are indeed supremely efficient hunting machines. While some bats eat fruit, a majority of them hunt flying insects in the dark, and eat vast quantities of moths, locusts, flies, mosquitoes and any other bug that flies. In order to do this efficiently in the dark, they have a fabulously developed system of “echolocation”, a better sonar system than most battleships. This is great for the bat, and allows them to locate flying insects with pin-point accuracy. But what about the insects? Obviously, they have a pressing need to survive and need to escape bats. Therefore many insects have evolved remarkable ways to evade their hunters.

Some insects have developed evasive flying maneuvers, others just taste bad and the bats learn to avoid them, while others yet have evolved a neuronal auditory system that can detect the bat sonar frequency and allow them to escape. So there is this constant fight between bat and insect in evolving better sonar or ways to evade it. But, taking a cue from standard defense technology, do any insects actually jam or disrupt bat sonar? It appears that a certain species of tiger moth can do precisely this.

The tiger moth is a perfectly edible snack for the echolocating bat. But some tiger moths emit specific ultrasonic clicks in the presence of attacking bats. These clicks could potentially serve as a warning sound, or perhaps be used to startle bats (thus giving the moth time to escape), or perhaps affect the bat sonar. A group of researchers decided to investigate this phenomenon in a tiger moth species called B. trigona, and used an ingenious test to determine what role these ultrasonic clicks were playing. They pitted moths against bats in a closed chamber and precisely observed what the bats did. If the click was a warning sound (for say a poisonous or distasteful insect), the bat would at first attack the insect, but drop it or spit it out, and then learn to avoid the insect. If it was a startling sound, the bat would at first be startled, but would learn to avoid it. If the click was indeed a sonar jamming sound, the bats would continue to be confused by the clicking over time. In their experiments, the researchers used a bunch of juvenile or adult bats and presented them with either the clicking moths, or other moths of the same size that didn’t click, or just a different type of edible, non-clicking moth. What they found was fascinating. The bats indeed did eat the clicking moths. However, the bats were 400% more likely to eat a non-clicking moth than the clicking B. trigona. But what if these clicking moths just tasted worse? To make sure that this wasn’t the case, the researchers disrupted the clicking mechanisms of these moths, and then let them out with the bats. This time, the bats hunted them down as well as the other non-clicking moths. It became very apparent that the moths used the clicking sound in order to disrupt the bat sonar.

As far as the moths go, the evolutionary race for survival is pretty simple. Out in the wild, they don’t need to develop a fantastic sonar jamming device to completely disrupt the bat sonar. All they need to do to get a huge survival edge is to be able to disrupt the bat echolocator just a little bit (but more than any other insect around), so that they can get away and the other insect gets eaten. To do this, they only needed to develop a simple tymbal structure, and this structure is now widespread amongst some tiger moth species. And by doing that, they haven’t evolved to escape all bats, but have just enough to gain that much needed survival edge over other bat prey.

(Original reference: Corcoran, A., Barber, J., & Conner, W. (2009). Tiger Moth Jams Bat Sonar Science, 325 (5938), 325-327 DOI: 10.1126/science.1174096)

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This next story is just as fascinating, though more incomplete and raising more questions. Plants obviously are under constant risk of being eaten by some herbivore or the other. So some plants have a very effective defense strategy. They secrete sugars onto their stem or leaves so that they can attract ants. These ants then stay on the plant, and serve as a nice, natural defense against other plant eating insects or animals. Butterflies, on the other hand, are insects that plants share a love-hate relationship with. On one hand, the butterfly pollinates the flowers, allowing the transfer of genetic material from one plant to the other, thus enabling reproduction. On the other hand, butterflies lay their eggs on plant leaves and the caterpillars then devour the leaves. And for the butterfly itself, the last place it wants to lay eggs on is a leaf full of predatory ants which would eat up the eggs or caterpillars.

But can a butterfly, a mere non-thinking insect, know not to lay eggs on leaves with ants? The answer, surprisingly, is yes. In this little paper in The American Naturalist, some researchers devised ingenious experiments to see if butterflies would distinguish between leaves that had ants, or didn’t have ants on them, in order to decide which leaves to lay their eggs on. In their experiment, the researchers took dead specimens of three species of ants, two of which were predatory (and would eat the eggs/caterpillars) and one of which was a bug of a similar size and shape, but a harmless herbivores. Then, they pinned these ants on different leaves, and let the butterflies decide where they laid their eggs. What they saw was surprising, to say the least. The butterflies not only avoided the leaves with the predatory ants, but also didn’t mind laying eggs on the leaves which had the harmless bug on them. So it wasn’t as if the butterfly was just laying eggs on leaves with no ants on them, but actually seemed to know that laying eggs on leaves with the herbivorous bug wouldn’t hurt their eggs and so ignored the innocuous bug. Clearly, it appears that butterflies can use visual clues and decide where to lay their eggs.

What is particularly fascinating to me though is not the fact that butterflies can distinguish between predatory and non-predatory ants, but the fact that they know how to do so without any prior “training”. After all, butterflies are far away from animals or birds which care for their young and potentially teach them about predators or food. Butterflies aren’t even social insects, to have groups to collectively “learn” from. So what is the internal wiring they are born with that tells them some ants are dangerous, while others aren’t? What neuronal and signaling pathways do visual cues of predatory ants activate, while those of innocuous bugs do not? And how does that happen? Do other things, like smell, also influence the butterflies? There is a whole world of questions out there, waiting to be answered.

Original reference: Sendoya, S., Freitas, A., & Oliveira, P. (2009). Egg‐Laying Butterflies Distinguish Predaceous Ants by Sight The American Naturalist, 174 (1), 134-140 DOI: 10.1086/599302)

The Regifting Game

Author: Administrator  //  Category: Maths

My sister Connie sent this clever mathematical magic puzzle to me. Our cousin Judie, sent it to her. The puzzle is called Regifting Robin. You can find it at http://www.regiftable.com/regiftingrobinpopup.html

Try it now. Try it a few times. Then we’ll break it apart and see how it works.

The game starts by asking you to pick a two-digit number.

Each two-digit number is composed of a digit in the one’s place and a digit in the 10’s place. The digit in the 10’s place is ten times the value of the ten’s digit.

For example, the two-digit number 47 is composed of two individual digits, 4 and 7.

The digit 7 occupies the one’s place and indicates the presence of seven ones. 7 \cdot 1

The digit 4 occupies the ten’s place and indicates the presence of ten fours. 4 \cdot 10

Thus, the number 47 represents 4 tens and 7 ones.

We don’t normally think of 47 this way, but it can be expressed as

\begin{array}{clclcl}<br /><br /> 47  &= 40 + 7   \\<br /><br />  &= 4 \cdot 10 + 7 \cdot 1<br /><br />  \end{array}

Now think about representing a two-digit number in the following way.

Let y be the digit that goes into the one’s place. See Figure 1.

Figure 1Figure 1

In our example, y represents 7.

The digit that goes into the ten’s place is represented by 10x since whatever number we choose for x, putting it in the ten’s position indicates there are 10 of those numbers.” The word “of” translates to the arithmetic operation “times.” So we have 10 \cdot x. In our example, the 4 in the ten’s place indicates there are 4 tens present.

Figure 2Figure 2

So our two-digit number can be represented as 10x + y. In our example, 47 can be represented as 10 \cdot 4 + 7 \cdot 1. See Figure 3.

Figure 3Figure 3

So, step 1 in the regifting game asks us to choose any two-digit number. All two-digit numbers can be represented by 10x+y.

Step 2 asks us to subtract both the first and second digits from our number. The first digit is x and the second digit is y, so we now have 10x+y-x-y.

In our example using 47 as our number, we get 47=10 \cdot 4 + 7 \cdot 1.

Combine like terms.

\begin{array}{clclcl}<br /><br /> 10x+y-x-y  &= 9x+0y   \\<br /><br />  &= 9x<br /><br />  \end{array}

Now we are getting a clue. The 9x is just the number x multiplied by 9. That means it is a multiple of 9.

Multiples of 9 are:

9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99

Now look back at the 10-by-10 square board in step 2 of the game. Notice that all the “multiples-of-9” squares have the same gift! Clever.

The names in the squares change each time the game is played, but the same names always appear in the squares numbered.

9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99