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| | {{Color-box|11|Welcome to the Science Portal|Science, as a body of knowledge as we know it today, is remarkably young, not more than a few hundred years old. And what we know also as science largely relates to the facts and explanations of everyday life. There is a need to examine what constitutes science as a process, the discipline of doing science. What are those elements of study and practice that distinguish science as an endeavour? What are the social dynamics that influence the practice of science? What are the limits of science itself? These are questions that have to be considered by a student of science. Science is also often understood as learning science as a subject and this involves the teaching and learning science and the pedagogy that must be adopted to develop a scientific bent of mind and to prepare the learner for doing science. This is a portal for students and teachers to understand and share resources on both these areas. }} | | {{Color-box|11|Welcome to the Science Portal|Science, as a body of knowledge as we know it today, is remarkably young, not more than a few hundred years old. And what we know also as science largely relates to the facts and explanations of everyday life. There is a need to examine what constitutes science as a process, the discipline of doing science. What are those elements of study and practice that distinguish science as an endeavour? What are the social dynamics that influence the practice of science? What are the limits of science itself? These are questions that have to be considered by a student of science. Science is also often understood as learning science as a subject and this involves the teaching and learning science and the pedagogy that must be adopted to develop a scientific bent of mind and to prepare the learner for doing science. This is a portal for students and teachers to understand and share resources on both these areas. }} |
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| + | {{Color-box|6|Classroom resources|This section will feature resources for classroom teaching including online, digital and other hands-on activities. |
| − | {{Color-box|1|Interesting news| | |
| − | '''Did you know?'''
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| − | ''Frog Eyes!!''
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| − | [[File:frogeyes.jpg|500px]]<br> | + | [[File:Simulation.png|left|100px]]Click [[Science:_Topics|here]] for mind maps, activities, video and multimedia resources for science lessons in Class 9.The resources have been developed to help build conceptual understanding and have been arranged according to the chapters in the textbook. <br><br> |
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| − | 1: Pedostibes tuberculosus, Ghatophryne ornata, Duttaphrynus melanostictus, Hylarana sp., Hylarana sp., Clinotarsus curtipes<br>
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| − | For more information click [http://karnatakaeducation.org.in/KOER/en/index.php/Portal:Science/News#Frog_Eyes.21.21 here]
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| − | *Each of these images is cropped from a macro image of a live frog photographed in the wild.
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| − | *None of them were harmed.
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| − | ''Tiktaalik roseae - Between fish and land animal''
| + | # [[Light]] |
| | + | # [[Gravitation]] |
| | + | # [[Heat]] |
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| − | Tiktaalik is a new species that was disovered in 2006 that has fish like features and features like a land animal. They have features of fish as well as tretrapods. Several fossils have been discovered of this fish. An extant fish [http://en.wikipedia.org/wiki/File:Alligator_gar.png Alligator Gar] resembles the Tiktaalik most. Click [http://karnatakaeducation.org.in/KOER/en/index.php/Interesting_News_Science#Tiktaalik_roseae_-_Between_fish_and_land_animal here] for more details.
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| − | ''Why the platypus will never have a stomach''
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| − | Researchers have found that the animals without stomachs have completely lost the complex genes required for gastric digestion. Click [http://www.mnn.com/earth-matters/animals/stories/why-the-platypus-will-never-have-a-stomach here] to read more.
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| − | ''Hexagonal North Pole of Saturn''
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| − | There is a hexagonal cloud over the North Pole of Saturn. This was first discovered in 1980s and astronomers are trying to understand why this is happening. Click [http://saturn.jpl.nasa.gov/news/newsreleases/newsrelease20131204/ here] to read more.
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| − | ''More news''
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| − | *[http://www.ncert.nic.in/departments/nie/desm/publication/pdf/SLSMEE-2014-15%E2%80%93GuidelinesEnglish.pdf NCERT guidelines of science exhibition 2014-15]
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| − | *[http://karnatakaeducation.org.in/KOER/en/index.php/Interesting_News_Science#Gene_Circuits Gene Circuits]
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| − | *[http://karnatakaeducation.org.in/KOER/en/index.php/Interesting_News_Science#BRCA_gene_for_breast_cancer BRCA Gene]
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| − | *[http://karnatakaeducation.org.in/KOER/en/index.php/Interesting_News_Science#What_is_in_a_black_hole What is in a Black Hole]
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| − | ''HOW OUR BRAIN WORKS AND HOW SMART IS YOUR RIGHT FOOT''
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| − | *[https://lh3.googleusercontent.com/-kF2x6TIen2c/UwNxdDoDcTI/AAAAAAAABpk/Zrj8Todsmeo/w506-h553/IMG_9914915624794.jpeg-HOW
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| − | {{Color-box|2|Articles by Teachers| | + | <div style="float:left; width:49%;">{{Color-box|3|Famous Scientists|A question in a Physics exam at the University of Copenhagen, Denmark several decades ago said: "Describe how to determine the height of a skyscraper with a barometer." One student replied: "You tie a long piece of string to the neck of the barometer, then lower the barometer from the roof of the skyscraper to the ground. The length of the string plus the length of the barometer will equal the height of the building." |
| − | '''Ozone day'''
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| − | Ozone day Article shared by LP nayak sir GHS Kengeri bengaluru south [http://karnatakaeducation.org.in/KOER/en/images/8/87/Ozone_day_information_lpnayak.odt Ozone Day]
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| − | {{Color-box|3|Famous Scientists|
| + | This highly original answer so incensed the examiner that the student was failed. |
| − | A question in a Physics exam at the University of Copenhagen, Denmark several decades ago said: "Describe how to determine the height of a skyscraper with a barometer." One student replied: "You tie a long piece of string to the neck of the barometer, then lower the barometer from the roof of the skyscraper to the ground. The length of the string plus the length of the barometer will equal the height of the building."
| + | (Read More).... |
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| − | This highly original answer so incensed the examiner that the student was failed. The student appealed on the grounds that his answer was indisputably correct, and the university appointed an independent arbitrator to decide the case.
| + | The student appealed on the grounds that his answer was indisputably correct, and the university appointed an independent arbitrator to decide the case. |
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| | The arbitrator judged that the answer was indeed correct, but did not display any noticeable knowledge of physics. To resolve the problem it was decided to call the student in and allow him six minutes in which to show a minimal familiarity with the basic principles of Physics. | | The arbitrator judged that the answer was indeed correct, but did not display any noticeable knowledge of physics. To resolve the problem it was decided to call the student in and allow him six minutes in which to show a minimal familiarity with the basic principles of Physics. |
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| | {{Color-box|4|Book Shelf|[[Blogs on science | Blogs on Science]] | | {{Color-box|4|Book Shelf|[[Blogs on science | Blogs on Science]] |
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| − | {{Color-box|5|Categories|<categorytree depth="1" mode="pages">Science</categorytree>
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| | </div> | | </div> |
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| − | <div style="width:49%; float:right;"> | + | <div style="width:49%; float:right;">{{Color-box|7|Resources for hands-on activities|This is a collection of hands-on activities that can be used for Vidyagama program. Check regularly for updates. |
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| − | {{Color-box|6|Topics| | |
| − | [[File:Simulation.png|left|100px]]Click [[Science:_Topics|here]] for mind maps, activities, video and multimedia resources for science lessons in Class 9.The resources have been developed to help build conceptual understanding and have been arranged according to the chapters in the textbook. <br><br>
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| − | # [[Light]]
| + | [http://www.arvindguptatoys.com/arvindgupta/david4.pdf Let's discover science is a handbook full of several exploratory activities for doing science. Many of these can be done independently by children as well and can be an useful addition for the Vidyagama program. }} |
| − | # [[Gravitation]]
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| − | # [[Heat]]
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| − | [[Science:_Topics|More]]
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| − | {{Color-box|7|From the forum|
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| − | __NOTOC__
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| − | '''Some interesting exchanges from the STF mailing forum.'''
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| − | ===Fun and magical science experiments in school===
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| − | Contributed by Praveen Kamath (Kodagu), this is a compilation of simple and fun science experiments for school.
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| − | [[Science:_From_the_forum#Fun_and_magical_science_experiments_in_school|Read More]]
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| − | === Some biology teasers ===
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| − | Some questions and answers on biology. [[Science:_From_the_forum#Answer_these_questions|Read More]]
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| − | === Can scientists follow religious festivals ===
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| − | Read this interesting exchange on science teachers and religious observances. This was posted on the occasion of Varamahalakshmi Pooja.
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| − | [[Science:_From_the_forum#Can_scientists_follow_religious_festivals|Read More]]
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| − | === Speed of light ===
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| − | A discussion on the nature of speed of light
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| − | [[Science:_From_the_forum#Why_is_the_speed_of_light_constant|Read More]]
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| − | === Sankranthi and Summer Solstice ===
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| − | This is an interesting exchange on the dates of the Sankranthi festival and the calendar calculations. [[Science:_From_the_forum#Sankranthi_and_summer_solstice|Read More]]
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| − | ===. What actually is electric current? ===
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| − | A discussion on what is electric current. [[Science:_From_the_forum#What_is_electric_current? | Read More]]
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| − | }} | |
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| | {{Color-box|8|Fun corner| | | {{Color-box|8|Fun corner| |
