Multiple IntelligenceS Essays - Educational Psychology,

Multiple Intelligence'S Josh Lahmers Dr. Gannon November 5, 2001 Multiple Intelligences Thought out our lives, we are faced with many different learning experiences. Some of these experiences have made a better impact than others. This can be attributed to everyones different multiple intelligences or learning styles. A persons learning style is the method though which they gain information about their environment. As a teacher, it is our responsibility to know these styles, so we can reach each of our students and use all of the necessary methods. Howard Gardner, a professor at Harvard, introduced his theory of multiple intelligences in 1983. Multiple intelligences is a theory about the brain that says human beings are born with single intelligence that cannot be changed, and is measurable by a psychologist. Gardner believes that there are eight different intelligences in humans. The eight are verbal linguistic, visual spatial, bodily kinesthetic, mathematical logic, musical, intrapersonal, interpersonal, and naturalist. Understanding these intelligences will help us to design our classroom and curriculum in a way that will appeal to all of our students. We might also be able to curve discipline problems by reaching a student in a different way. One that will make more sense to them and more enjoyable. We can include all of the intelligences in lessons to accommodate all of the students different learning styles at once. By reaching each students intelligence we can assume that a student will perform better which, could mean s tudents retaining more important information. A students learning style can also help lead them into a more appropriate career direction. As a teacher you can also learn your own personal learning style or intelligence to help improve the way you learn and teach. Gardners first intelligence is verbal-linguistics. A linguistic learner thinks in words. This person uses language to express and understand meaning. These learners pay attention to words and often express themselves through writing. Verbal linguists are skilled readers and speaking I one of their most important strengths. The traditional curriculum usually appeals best to this type of learners. Art is an area were verbal linguist excel because they are able to express their ideas on paper. The students who learn best visually are visual spatial learners. These students usually sit towards the front of a classroom. We rely on them to be aware of the big picture with the knowledge that each element relies on one another. They always seem to know what is going on around them and are wonderful navigators, mechanics, engineers, architects, and inventors. The bodily kinesthetic learner can often be a problem causer in the classroom. This person has problems sitting still and even does their best work will up and moving around. Activities that involve movement are the best way for these learners to absorb information. They often excel in physical education and enjoy becoming involved in sporting activities. The second most common intelligence is logical mathematical. It involves the ability to use numbers, logic, and reason. These learners learn conceptually, in logic and number patterns. Includes inductive and deductive reasoning skills, as well as critical and creative problem solving. Students who learn logically often ask lots of questions and enjoy doing experiments. Excel especially in mathematics and science. You must help these students in other classes by using groupings and similar characteristics to learn the information. Musical learners obviously have the ability to produce and appreciate music, they think in rhythms, sounds, and patterns. Learners of this nature often critique what they hear. They are sensitive to all sounds they hear, especially what they hear in the environment. Using instruments or their voice, musical learners are capable of reproducing a sound. Musical learners often have difficulty in a regular classroom, so you often find these students using music to help memorizing something. Gardner is especially fond of the musical learner because when he was younger he was an aspiring pianist. An intrapersonal learner will often keep to himself or herself in a classroom. They enjoy thinking and meditating over an idea, very good planners. Intrapersonal learners often find themselves doing such things as journal writing, fiction writing, and self-assessment. It is important for these people to think things out thoroughly and are comfortable expressing their own

Red, White and Blue Electrolysis Chemistry Demonstration

Red, White and Blue Electrolysis Chemistry Demonstration Here is a perfect electrochemistry chem demo for the 4th of July or other patriotic holiday. Use salt bridges to connect three beakers of liquids (clear, red, clear). Apply a voltage and watch the solutions turn red, white and blue. Patriotic Colors Electrolysis Demo Materials 500 mL 1M potassium nitrate, KNO3 (make this)1 mL thymolphthalein indicator solution (make this)2 mL phenolphthalein solutionapproximately 2 mL 0.1M sodium hydroxide, NaOH (make this)approximately 1 mL 0.1M sulfuric acid, H2SO4 (make this)3 250-mL beakers3 8-mm x 200-mm carbon rods25-cm uninsulated 14-ga copper wire10-cm rubber tubing, approximately 5-mm outside diameter#6 rubber stopper, 1-hole2 U-tubes, 100-mm, 13-mm outside diameter4 cotton balls3 20-cm glass stirring rodsadjustable DC power supply that can produc 1 amp at 10 volts (e.g., automotive battery charger)clip leads Prepare the Red, White, and Blue Demonstration Pour 150 mL of 1.0M KNO3 into each of the three beakers.Line the beakers up in a row. Place a carbon electrode in each beaker.Wrap one end of the copper wire around one the carbon electrodes at the end of the row. Slip rubber tubing over the copper wire to cover the exposed wire that will be between the electrodes. Wrap the other end of the copper wire around the third carbon electrode, at the end of the row of beakers. Skip the center carbon rod and be sure no exposed copper touches it.Fill the two U-tubes with 1M KNO3 solution. Plug the ends of each tube with cotton balls. Invert one of the U-tubes and hang it over the rim of the left and center beaker. The arms of the U-tube should be immersed in the liquid. Repeat the procedure with the second U-tube and the center and right beakers. There should not be an air bubble in either U-tube. If there is, remove the tube and re-fill it with KNO3 solution.Place a glass stirring rod in each beaker.Make certain the power supply is off and t hen connect the positive () terminal to the central carbon electrode and the negative (-) terminal to one of the outer carbon electrodes. Add 1 mL of thymolphthalein solution to the beaker on the right and 1 mL of phenolphthalein indicator to each of the other two beakers.Add 1 mL of 0.1M NaOH solution to the middle beaker. Stir the contents of each beaker. From left to right, the solutions should be: clear, red, clear.These solutions may be stored in sealed containers and may be re-used to repeat the demonstration. If the colors become faint, more indicator solution may be added. Perform the Demonstration Turn on the power supply. Adjust it to 10 volts.Wait 15 minutes. Turn off the power supply and stir each solution.At this point, the solutions should now appear red, colorless and blue. You may wish to place a white sheet of paper or posterboard behind the beakers to display the colors. Also, this makes the center beaker appear white.You can return the solutions to their original colors by reversing the connections to the power supply adjusting it to 10 volts, and allowing 20 minutes before turning off the power and stirring the solutions.Another way to return the solutions to their original colors is to add 0.1 M H2SO4 to the beakers on the end until the liquids turn colorless. Add 0.1 M NaOH to the middle beaker until the liquid turns from clear to red. Disposal When the demonstration is complete, the solutions may be rinsed down the drain with water. How It Works The chemical reaction in this demonstration is simple electrolysis of water: The color change is a result of the pH shift accompanying electrolysis acting on the pH indicators, which were selected to produce the desired colors. The anode is located in the center beaker, where water is oxidized to produce oxygen gas. Hydrogen ions are produced, decreasing the pH. 2 H2O(l) → O2(g) 4 H(aq) 4 e- Cathodes are located on either side of the anode. In these beakers, water is reduced to form hydrogen gas: 4 H2O(l) 4 e- → 2 H2(g) 4 OH-(aq) The reaction produces hydroxide ions, which increase the pH. Other Patriotic Chem Demos Red, White and Blue Density ColumnColored Fireworks DemonstrationFireworks in a Glass - Safe Demo for Kids References B. Z. Shakhashiri, 1992, Chemical Demonstrations: A Handbook for Teachers of Chemistry, vol. 4, pp. 170-173.R. C. Weast, Ed., CRC Handbook of Chemistry and Physics, 66th ed., p. D-148, CRC Press: Boca Raton, FL (1985).

What does it mean to say that the Jews are Gods chosen people Discuss Essay

What does it mean to say that the Jews are Gods chosen people Discuss with reference to the concept of covenant - Essay Example ir demographics and any other factor or variable, it is one of their religious beliefs that is more attention catching and debatable than anything else in the case of Jews. It is an observation that Jews have repeatedly emphasised on their superiority over all other creatures based on their religion. In specific, they call themselves as the covenants of God. According to the definition of the term ‘covenant’, it refers to any mutual agreement or understanding between two parties in the light of some terms and conditions enclosing some do’s and don’ts (Jospe, Madsen & Ward, pp. 52-59). Quite understandably, Jews hold the belief, based on religious historical events and their scriptures that they have an agreement with the God, which binds the God to prefer them on others. In return, Jews would have to follow the laws, rules, and regulations of the God through the prophets that He sent. In this regard, this paper is an attempt to analyse and examine the same belief of Jews as God’s chosen people based on scrutiny of the concept of covenants. In addition, this paper would not merely discuss the reasons for this belief but would also try to explore the alternative views and criticism on this idea. Like any other monotheistic religion of the world, quite understandably, Jewish people believe in one God. However, they, at the same time, also are of the view that there is some sort of special pact or agreement between them and God, and that Jews are obliged to abide by the laws of God than any other people. The major reason of such belief being that it would be the Jews, leading from the front when Messiah would come back to bring order in the world near the Day of Judgment (Solomon, pp. 256-260). Moreover, for all this activity, Israel would be the center and Jews would be the vehicle. According to Jewish traditions, Abraham was first one with whom God made a covenant. According to the chapter 12 of Book of Genesis, God told Abraham, â€Å"I will make you a