Search Virtual Teacher
Time saving tools, templates and ideas that I have written, trialled and tested, that work. Send in your best templates and ideas for teaching and I'll put them here to share.
So the question is - "How do you use all the information on the web to develop meaningful lessons?"
The answer is
Creativity & Inspiration
Videos Cleese, Jobs, Mitra, IB
Video2 Chomsky, Gilbert &
What if Money didn't matter ?
Video3 SHOCKING! The real purpose of your life!
FLOW, The SECRET to Happiness, How I fell in love with a FISH.
Video4 How a boy became an ARTIST
Infinite Thinking MACHINE
Video5 Shane Koyczan: "To This Day" ... for the bullied and beautiful.
Ken Robinson says SCHOOL KILLS CREATIVITY
What will be OBSOLETE in 2020
Video6 Dr Eric Topol & the SMART future Health care
Why Education in Finland Works
Finland's Revolutionary Education System
Flashmob, Jane Goodall
George Lucas Visual Literacy Martin Scorsese Visual Literacy
Video9 Ramsey Musallam Curiosity Comes First
Articles & Seminars
The Legend of Niels Bohr
This legend, the truth of which is not necessarily related to its value, concerns a question in a physics degree exam at the University of Copenhagen:
One student replied:
"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."
This highly original answer so incensed the examiner that the student was failed immediately.
He appealed on the grounds that his answer was indisputably correct, and the university appointed an independent arbiter to decide the case. The arbiter 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 provide a verbal answer which showed at least a minimal familiarity with the basic principles of physics. For five minutes the student sat in silence, forehead creased in thought.
The arbiter reminded him that time was running out, to which the student replied that he had several extremely relevant answers, but couldn't make up his mind which to use.
On being advised to hurry up the student replied as follows:
"FIRSTLY, you could take the barometer up to the roof of the skyscraper, drop it over the edge, and measure the time it takes to reach the ground. The height of the building can then be worked out from the formula H = 0.5g x t squared. But bad luck on the barometer.
OR if the sun is shining you could measure the height of the barometer, then set it on end and measure the length of its shadow. Then you measure the length of the skyscraper's shadow, and thereafter it is simple matter of proportional arithmetic to work out the height of the skyscraper.
BUT if you wanted to be highly scientific about it, you could tie a short piece of string to the barometer and swing it like a pendulum, first at ground level and then on the roof of the skyscraper. The height is worked out by the difference in the gravitational restoring force
T = 2 pi sq root(l / g).
OR if the skyscraper has an outside emergency staircase, it would be easier to walk up it and mark off the height of the skyscraper in barometer lengths, then add them up.
IF you merely wanted to be boring and orthodox about it, of course, you could use the barometer to measure the air pressure on the roof of the skyscraper and on the ground, and convert the difference in millibars into feet to give the height of the building.
OR since we are constantly being exhorted to exercise independence of mind and apply scientific methods, undoubtedly the best way would be to knock on the janitor's door and say to him 'If you would like a nice new barometer, I will give you this one if you tell me the height of this building."
The student was Niels Bohr, the only Dane to win the Nobel prize for Physics.