Community Paul Renaud
Community
48
Forum Replies Created
-
48
236
0
1
0
Hi Andrew. Regrettably I don’t have a great answer for you but what I do know is that a number of factors seem to combine to make our part of the universe unique. Our solar system is located between two of the Milky Way’s spiral arms in a region that has relatively few stars. Nearly all the stars that we can see at night are so far from us that they remain mere points of light when viewed through the largest telescopes.
If our solar system were close to the center of the Milky Way, we would suffer the harmful effects of being among a dense concentration of stars. Earth’s orbit, for example, would likely be perturbed, and that would dramatically affect human life. As it is, the solar system appears to have just the right position in the galaxy to avoid this and other dangers, such as overheating when passing through gas clouds and being exposed to exploding stars and other sources of deadly radiation.
The sun is an ideal type of star for our needs. It is steady burning, long-lived, and neither too large nor too hot. The vast majority of stars in our galaxy are much smaller than our sun and provide neither the right kind of light nor the right amount of heat to sustain life on an earthlike planet. In addition, most stars are gravitationally bound to one or more other stars and revolve around one another. Our sun, by contrast, is independent. It is unlikely that our solar system would remain stable if we had to contend with the gravitational force of two or more suns?
Thank you for your post! ???? -
48
236
0
1
0
<div>Clue 1:</div>
– Wikipedia
-
48
236
0
1
0
Eliot, for me, it all happened during a school vacation, when I visited my father at a research lab. He allowed me to spend the day on the state-of-the-art IBM XT!
At the heart of this beast was a powerful Intel 8088 chip running at a blinding 4.77 MHz! 256 KB RAM. DOS 2 floppy drive disk bootup, a CGA monitor running an impressive 320 x 200 resolution. With GW-Basic or was it BasicA the world was placed at any young boy’s fingertips! Drawing a line on the screen provided all the motivation I needed to get into programming…hehehehe -
48
236
0
1
0
Here is another virtual tour for kids ????
The MET Museum offers audio guides for Kids (6-12) and Families with sample tours, as Egyptian arts, medieval arts.
https://www.metmuseum.org/visit/audio-guide/kids-and-families
https://www.metmuseum.org/art/online-features/metkids/explore/ -
48
236
0
1
0
If I recall, you were assembling
https://www.amazon.com/gp/product/B08MW36QCG/ref=ppx_yo_dt_b_asin_title_o03_s00?ie=UTF8&psc=1 ?
Did you get it off the ground? What were some of your challenges? How would you go about adjusting the code? Could you possibly break it all down into bite size chunks for children (and me of course!) to learn from your experience? -
48
236
0
1
0
Here is a great resource to introduce us to the ultrasonic sensor. It uses the Arduino Uno, however Uno’s smaller sibling, the Nano, works perfectly too!
This resource includes a fritzing wiring diagram, component listing (excluding USB cable), sample code and basic theory.
Upfront, my only caution would be to check and double check the wiring before powering it up. As for the rest – you can’t break it much ????
Next we can include the buzzer, RGB led and push button.I will gladly help anyone with troubleshooting.
-
48
236
0
1
0
Oh wow! That looks fantastic!
-
48
236
0
1
0
Appreciate the post Ryan, thanks! Will download the – Charts 3D, a Microsoft Garage Project – app on the MS Store and try it out ????
-
48
236
0
1
0
Voice of reason! Thanks Sam ???? I often wondered how to visually represent a portfolio using some sort of 3D data visualization tool. Maybe that endeavor in itself would provide a few great lesson plans for students?
Could we visually represent the distribution within money market, bonds, property and equity in a manner that would rather quickly indicate both ‘immediate’ growth, momentum and capital gains?
The aim of providing such a representation may be to take the ‘boring’ data to students in a format that permits them to discern the relationships between certain asset classes and their underlying distributions. If anyone knows of an existing tool then please post! Imagine if we could take valuable ‘distinction’ insights to the bright minds of our students????! -
48
236
0
1
0
Super suggestions! Thank you.
-
48
236
0
1
0
Woah! I love your analogy using nature. I can only imagine the fuel this type of comparison provides to class discussions. Shout if you have ‘observer’ seats in your class for any parents keen to bend learning curves????
-
48
236
0
1
0
Thanks Amir! It’s great that a student can then purchase Joe’s model – tried and tested – and use it as a ‘boilerplate’ to experiment further or possibly reverse engineer?
I wonder how we could go about packaging this into a cross curriculum lesson plan? Any ideas? -
48
236
0
1
0
Neat!????
Any ideas on how best we could provide an interest based approach to volatility, diversification and returns for young students? -
48
236
0
1
0
Great option!
Tell me, if I were a student interested in flipping residential real estate for pocket money, where should I begin? (Assume that my parents have already informed me to go about matters sensibly, practically and with sound financial backing!)Also, any suggestion on how you would build this little exercise into a lesson plan?
-
48
236
0
1
0
Neat! Your OpenMV appears to be able to serve as a most engaging base for project based learning. Employed as a curriculum transversal I wonder if it could broach STEM subjects comfortably, and whether we could push it a little further to include the arts, language, geography?
After downloading the Python based OpenMV IDE, I began exploring the OPENMV forum for a project to help others in a real world situation. To my surprise I came across this project : https://forums.openmv.io/t/weed-seeker-sprayer-project-proposal/452
“So I’m a farmer over here in Australia and we grow a heap of crops. We grow them through the winter, then through the summer, we have fallow (bare) paddocks with only left over wheat or canola stubble in them. We spray these paddocks for weeds in an effort to conserve moisture for the following crops as we are in a low rainfall area, and every little bit of moisture helps. Currently we blanket spray with herbicides, spraying every inch of the paddock trying to kill the growing weeds that suck moisture and nutrients from the soil. But there is a better way.”
Naturally there is more to it, yet could we develop this real world need into a valuable proposition for students?