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Sunday, November 14, 2010

Calculator

Posted by diEducation

A calculator is a small (often pocket-sized), usually inexpensive electronic device used to perform the basic operations of arithmetic. Modern calculators are more portable than most computers, though most PDAs are comparable in size to handheld calculators.
The calculator has its history in mechanical devices such as the abacus and slide rule. In the past, mechanical clerical aids such as abaci, comptometers, Napier's bones, books of mathematical tables, slide rules, or mechanical adding machines were used for numeric work. This semi-manual process of calculation was tedious and error-prone. The first digital mechanical calculator was invented in 1623 and the first commercially successful device was produced in 1820. The 19th and early 20th centuries saw improvements to the mechanical design, in parallel with analog computers; the first digital electronic calculators were created in the 1960s, with pocket-sized devices becoming available in the 1970s.
Modern calculators are electrically powered (usually by battery and/or solar cell) and vary from cheap, give-away, credit-card sized models to sturdy adding machine-like models with built-in printers. They first became popular in the late 1960s as decreasing size and cost of electronics made possible devices for calculations, avoiding the use of scarce and expensive computer resources. By the 1980s, calculator prices had reduced to a point where a basic calculator was affordable to most. By the 1990s they had become common in math classes in schools, with the idea that students could be freed from basic calculations and focus on the concepts.
Computer operating systems as far back as early Unix have included interactive calculator programs such as dc and hoc, and calculator functions are included in almost all PDA-type devices (save a few dedicated address book and dictionary devices).
In addition to general purpose calculators, there are those designed for specific markets; for example, there are scientific calculators which focus on operations slightly more complex than those specific to arithmetic – for instance, trigonometric and statistical calculations. Some calculators even have the ability to do computer algebra. Graphing calculators can be used to graph functions defined on the real line, or higher dimensional Euclidean space. They often serve other purposes, however.

(Taken from: Wikipedia.org Website: (http://en.wikipedia.org/wiki/Calculator))


Useful Links

Concept Maps

Posted by diEducation

A concept map is a diagram showing the relationships among concepts. They are graphical tools for organizing and representing knowledge.
Concepts, usually represented as boxes or circles, are connected with labeled arrows in a downward-branching hierarchical structure. The relationship between concepts can be articulated in linking phrases such as "gives rise to", "results in", "is required by," or "contributes to".




The technique for visualizing these relationships among different concepts is called "Concept mapping".

An industry standard that implements formal rules for designing at least a subset of such diagrams is the Unified Modeling Language (UML).

(From:  wikipedia website (http://en.wikipedia.org/wiki/Concept_map)).


Diagram of Concept Map:

Tuesday, November 9, 2010

Story Telling...

Posted by diEducation

3D Technology




A 3-D (three-dimensional) film or S3D (stereoscopic 3D) film is a motion picture that enhances the illusion of depth perception. Derived from stereoscopic photography, a special motion picture camera system is used to record the images as seen from two perspectives (or computer-generated imagery generates the two perspectives), and special projection hardware and/or eyewear are used to provide the illusion of depth when viewing the film. 3-D films are not limited to feature film theatrical releases; television broadcasts and direct-to-video films have also incorporated similar methods, primarily for marketing purposes.
3-D films have existed in some form since the 1950s, but had been largely relegated to a niche in the motion picture industry because of the costly hardware and processes required to produce and display a 3-D film, and the lack of a standardized format for all segments of the entertainment business. Nonetheless, 3-D films were prominently featured in the 1950s in American cinema, and later experienced a worldwide resurgence in the 1980s and '90s driven by IMAX high-end theaters and Disney themed-venues. 3-D films became more and more successful throughout 2000–10, culminating in the unprecedented success of 3-D presentations of Avatar in December 2009 and January 2010.


Eclipse method


With the eclipse method, a mechanical shutter blocks light from each appropriate eye when the converse eye's image is projected on the screen. The projector alternates between left and right images, and opens and closes the shutters in the glasses or viewer in synchronization with the images on the screen. 
A pair of LCD shutter glasses used to view XpanD 3D films.
A variation on the eclipse method is used in LCD shutter glasses. Glasses containing liquid crystal that will let light through in synchronization with the images on the computer display or TV, using the concept of alternate-frame sequencing. This is the method used by nVidia, XpanD 3D, and earlier IMAX systems. A drawback of this method is the need for each person viewing to wear expensive, electronic glasses that must be synchronized with the display system using a wireless signal or attached wire. The shutterglasses are heavier than most polarized glasses though lighter models are no heavier than some sunglasses or deluxe polarized glasses.

Concept Maps




Must Do:

1. Name the devices used by 3D Technology.
2. Name the devices to see 3D Movie


Should Do:

1. List the different between 2D and 3D.
2. Name the movie used 3D Technology.

Could Do:

1. Why people enjoy the 3D Technology?
2. Who are the people can not see the 3D Technology?

Science → Magnet




This practical will show you, how the magnet attract materials.

Q: Selecting which materials that can attract magnet.

A magnet is an object that has a magnetic field. A magnetic moment (also called magnetic dipole moment, and usually denoted μ) is a vector that characterizes the magnet's overall magnetic properties. For a bar magnet, the direction of the magnetic moment points from the magnet's south pole to its north pole, and the magnitude relates to how strong and how far apart these poles are. In SI units, the magnetic moment is specified in terms of A·m2.

A magnet both produces its own magnetic field and it responds to magnetic fields. The strength of the magnetic field it produces is at any given point proportional to the magnitude of its magnetic moment. In addition, when the magnet is put into an external magnetic field, produced by a different source, it is subject to a torque tending to orient the magnetic moment parallel to the field. The amount of this torque is proportional both to the magnetic moment and the external field. A magnet may also be subject to a force driving it in one direction or another, according to the positions and orientations of the magnet and source. If the field is uniform in space, the magnet is subject to no net force, although it is subject to a torque.



A wire in the shape of a circle with area A and carrying current I is a magnet, with a magnetic moment of magnitude equal to IA.
Therefore:

Let see how the magnet will grab the materials.

MUST DO
Q1: Name the two side of a magnets?

SHOULD DO
Q2: How can we use a magnet?

COULD DO
Q3: Explain how the magnets works as a compass?


Concepts Map


Monday, November 8, 2010

Virtual Experiment--> Science (Physical Processes)

Posted by diEducation



Changing Circuits



Q: Make a circuit with one very brightly lit bulb that can be turned on and off.

The circuit consist of choice of two types of battery, which is 1.5Volt or 3.0Volt, normal wire or twisted wire, choice of one bulb or two bulb and ON/OFF switch.


The bulb brightness depends on the battery voltage, if you put 1.5Volt battery the bulb is less bright. If you put 3Volt battery the bulb will be brighter. The reason, because with 3Volt the current flow is higher. Current is equal to voltage divided by resistor.


Assume the bulb resistor is two ohms


Therefore,


I = V/R = 3/2 = 1.5 Amps
I = V/R = 1.5/2 = 0.75 Amps
I = Current, V = Voltage and R = Resistor

So, according to ohms laws, the higher the current, the brighter the light.

Q1: Can you make the light bulbs working and see the difference if you put 1.5Volt battery or 3.0Volt battery.

Q2: Why do you think the light is not ON if you put the switch to OFF?

Q3: Why do you think that the light brightness is the same when you use normal wire and twisted wire?

Done By Group:

Haji Roslan --> 10D0005
Nor’izman --> 10D0001


Concept Map: (Copied from http://cmapspublic.ihmc.us/rid=1121811339066_1756205171_2783/Electricity.pdf)

Monday, September 27, 2010

Congruent Triangle

Posted by diEducation

This software where teach you the use of an angle. To Learn more on this software, i did the steps on how to used this software. Just Click on this link congruent triangle .

URL for the site : http://nlvm.usu.edu/



Congruent Triangle Software

 The Title of the Software and link of the software.
  
The software after you click on the link above. This software will ask question and the answer is by drag and rotate the lines on the platform.

Monday, September 13, 2010

Geogebra

Posted by diEducation

This video show the steps to used the Geogebra. The link below will redirect you the video. enjoy the video.

Tutorial for Geogebra Video