Quadratic Equation Solver

En el siguiente enlace puedes comprobar las soluciones de ecuaciones de segundo grado.
Sólo tienes que introducir los coeficientes a, b y c.

http://www.mathsisfun.com/quadratic-equation-solver.html

Quadratic Equation

This is a Quadratic Equation:

(a, b, and c can have any value, except that a can't be 0.)
The letters a, b and c are the coefficients (you know these)
The letter "x" is the variable or unknown (you don't know it yet)

The name Quadratic comes from "quad" meaning square, because the highest exponent is a square.

Quadratic equations can be solved using a special formula called the Quadratic Formula:

De http://www.mathsisfun.com/algebra/quadratic-equation.html

Equations Test

In this 6-week math benchmark test you will solve one- and two-step equations as well as word problems involving equations.

http://www.math-tests.com/6-Week-Math-Benchmark-Test.html

Games

En el siguiente enlace encontrarás un juego para practicar el cálculo de valores numéricos.

http://www.bbc.co.uk/education/mathsfile/shockwave/games/postie.html

En este otro enlace, encontrarás un juego sobre ecuaciones sencillas de primer grado.

http://www.bbc.co.uk/education/mathsfile/shockwave/games/equationmatch.html

Equations

En el siguiente enlace, encontrarás varios vídeos en inglés sobre resolución de ecuaciones:

http://www.math-videos-online.com/teaching-linear-equations.html

NARRATED VIDEO: A PLANT STORY

POLLINATION

La polinización es muy importante. Lleva a la creación de nuevas semillas que, al crecer, se convierten en nuevas plantas.

Pero, ¿cómo se produce? Todo comienza en la flor. Las flores constan de varias partes, todas importantes en este proceso. La parte masculina de la flor se llama estambre (stamen) donde se produce el polen (pollen). La parte femenina de la flor es el pistilo (pistil), cuya parte superior es el estigma (stigma). Las semillas se producen en la base del pistilo, en los óvulos (ovules).

Para que se produzcan las semillas el polen debe moverse del estambre - stamen - al estigma - stigma.

De http://www.mbgnet.net/bioplants/

PARTS OF A PLANT

Órganos vegetales.

Roots: raíces
Stem: tallo
Leaf/leaves: hoja/s
Flower: flor













Pulsa sobre la imagen para ver como crece la planta.

Introduction to Plants - Basic Overview

En esta presentación veréis un resumen bastante completo de este tema tan interesante. Echad un vistazo, comparándolo con vuestros libros de texto, aprended nuevo vocabulario en inglés (como veréis, el vocabulario científico es similar en muchas lenguas) e intentad hacer los ejercicios finales de la presentación.

View more presentations from Catherine Patterson.

USO DIDÁCTICO DEL SLIDE DEL UNIVERSE

A veces, los profesores y profesoras, nos cuestionamos constantemente cómo motivar a nuestros y nuestras alumnos y alumnas.
Tal vez las proposiciones que aquí colgamos, puedan o no, ser efectivas, pero sí es evidente, que cuando las hemos usado en el aula, los alumnos y alumnas se han sentido más atraidos, más interesados, hacia el estudio de los planetas, ya sea en inglés o español, a la espera de este puzle que se está formando.
Para nosotros, mostrar los contenidos de forma atractiva y motivadora para el estudiante es muy importante en el proceso de enseñanza aprendizaje.
Además, el hecho de estar elaborando este blog, nos está motivando a nosotras a usar las NNTT. ¿A que este puzle del universo atrae?

FROM JEREZ TO THE SOLAR SYSTEM

ACROSS THE UNIVERSE 3

FOTO SACADA DEL BANCO DE CNICE ,
REALIZADA POR JOSE ALBERTO BERMUDEZ

EXERCISE YOUR KNOWLEDGE:
The word SUN...appears in words like sunday, suntan, sunshine... Can you write down words which contain this word?
and words related to some others: mars- martians
moon, system, day, mars, saturn, ...
Do you use words related to the Solar System when you speak?

ACROSS THE UNIVERSE 2

FOTO SACADA DEL BANCO DE CNICE ,REALIZADA POR JOSE ALBERTO BERMUDEZ
THE PLANETS:
WRITE DOWN THE NAMES OF THE PLANETS OF THE SOLAR SYSTEM

ACROSS THE UNIVERSE

ACROSS THE UNIVERSE
FOTOS SACADAS DEL BANCO DE CNICE Y ESTA REALIZADAS POR JOSE ALBERTO BERMUDEZ

SECOND STEP: PROJECT COMPARISON

When every student has done their project, a comparison will be made.
Probably, some of them were born outside Guadalcacín or Jerez. They will have the probability of compare landscape in Spain or in andalucia at least.
Teachers can show pictures of very different landscape in Andalucía, focussing attention to:

1. Beaches: different ones in the Mediterranean sea and Atlantic ocean
2. desert: in Almería
3. Snow: in Granada
4. dry/wet weather conditions
5. climatic change and influences

ON BEHAVIOUR ABOUT LANDSCAPES

STUDENTS MUST THINK ABOUT THESE QUESTIONS TO CREATE A GROUP PROJECT:

1. type of landscape they were born
2. type of lanscape they are just living now
3. influence of landscape in food: type of cooking
4. influence of landscape in cultural traditions and dates: i.e. if it rains, do you celebrate festivities in the steet? if it was cold in August, would you go to the beach? if the beach is really far from your city, would you go frequently?
5. climatic change

PROJECTS MUST BE DONE IN A TWO WEEKS' TIME
THEY WILL BE DONE IN HARD PAPER AND THE SELECTED ONES WILL BE SHOWN, STICKED IN THE WALLS OF THE CLASS(AISLES) OF OUR SCHOOL
STUDENTS WILL SELECT THE PROJECTS TO BE SHOWN

THINKING ABOUT LANDSCAPES

1- VOCABULARY NEEDED TO DECSRIBE THE LANDSCAPE: STUDENTS MUST CREATE THEIR OWN LIST OF VOCABULARY NEEDED
2- SELF-REFLEXION ON VOCABULARY(LANGUAGE):
HOW MANY WORDS DO I NEED TO KNOW ?
HOW MANY WORDS DID I KNOW BEFORE THE EXERCISE?
WAS IT DIFFICULT/EASY TO FIND THEM?
WAS IT DIFFICULT/EASY TO MEMORISE THEM?
3- COMBINATION ON BASIC COMPETENCES:
ENVIRONMENTAL BASIS: MY OWN LANDSCAPE: DO WE CARE ABOUT THE PALCE WE ARE LIVING?
LANGUAGE BASIS: ON VOCABULARY AND TOPICS/MAKING OUR REFLEXION ON OUR OWN LANGUAGE BY COMPARISON
CULTUREBOUND BASIS: MY PLACE OF LIVING WHNE COMPARED WITH SOME OTHERS. MY WAY OF LIVING AND THE LANSCAPE INFLUENCES ON IT.
COMPUTER BASIS: USE THE PC TO CREATE EACH STUDENT'S SLIDE
PERSONAL GROWING BASIS: ME AND MY ENVIRONMENT: FEELINGS OF RESPECT AND UNDERSTANDING TOWARDS OTHERS
SECOND LANGUAGE BASIS: USE OF ENGLISH

EXERCISES ON LEARNING ABOUT LANDSCAPES

1- TAKE SOME PICTURES OF THE LANDSCAPES THAT SURROUND YOUR LIVING PLACE
2- MAKE YOUR OWN SLIDE HELPED BY YOUR TEACHER
3- COMPARE YOUR LANDSCAPE AND THE LANSCAPES YOU HAVE SEEN HERE
4- MAKE A COMPOSITION (10 lines) IN WHICH YOU DECRIBE YOUR LANDSCAPE

LEARNING ABOUT LANDSCAPES

EXPERIENCIAS CON LOS ALUMNOS EN EL AULA

TRABAJAMOS A TRAVÉS DE ESTE BLOG ACTIVIDADES INTERACTIVAS EN INGLES DE AMBAS MATERIAS.
SE IRAN NARRANDO LAS EXPERIENCIAS EN EL AULA CON DICHAS ACTIVIDADES.