Lesson plan(Chithra v.m)

  INDUCTIVE THINKING MODEL

Name of school        :                                                                                                  Standard  :  X Name of teacher       :       Chithra V.M.                                                                      Date    :   10-3-14             Subject         :        Physics             Unit              :        Energy Management             Topic            :        Renewable and Non-renewable energy resources

NAME OF CONCEPT     :     Renewable and non-renewable resource

OBJECTIVES                   :   

Ø     Pupil develops observation skills

Ø     Identification of different type of renewable and non-renewable resources

Ø     Generalization about property of renewable and non-renewable resources

Ø     Pupil develops hypothesis predicting result

PHASE 1: DATA CATEGORISATION

T   :     What is the common property of petrol, kerosene and wood?

S   :      They are all fuels.

T   :      Can you name some other fuels that we use in our daily life?

S   :      Diesel, CNG, biogas, biomass, gober gas, cow dung cake, LPG.

T   :      Can you group them based on their similarity?

A	B
Biogas Wood Cow dung cake	Petrol CNG LPG

PHASE 2:   INTERPRETATION OF DATA

T     :      Now let us analyze the above mentioned examples. How did you classify them?

                              S     :      Items in group A can be produced at home. But in B can’t.

T     :      Very good. Anything else?

S     :      Items in group B are easy to handle.

T     :      Yes. Are there any more differences?

S     :      Group A items are easily available in nature and can be replaced once they are used.

T     :      Absolutely right. Can you name them?

S     :       No teacher.

T     :      They are renewable and non-renewable resources. Non-renewable resources are those resources that can’t be replaced once they are used up. Renewable resources are those resources that can be replaced as they are used up.

 PHASE 3: APPLICATION TO GENERALISATION

T      :       Now I will give you some examples. Identify them-sunlight

S      :       Renewable.

T      :       Right. Why is it renewable?

S      :       Because it can be replaced once they are used up.

T      :      Yes. Then coal.

S      :        Non-renewable.

T      :       Very good. Air

S      :       Renewable.

T      :       Yes. So renewable resources are those resources that can be replaced as they are used. Non-renewable resources are those resources that can’t be replaces once they are used up.

                                                   --------------------------

ASSIGNEMENT

TOPIC :

Graduate Aptitude Test in Engineering

INTRODUCION

The Graduate Aptitude Test in Engineering (GATE) is an all-India examination that primarily tests the comprehensive understanding of various undergraduate subjects in engineering and science. GATE is conducted jointly by the Indian Institute of Science and seven Indian Institutes of Technology (IIT Bombay, IIT Delhi, IIT Guwahati, IIT Kanpur, IIT Kharagpur, IIT Madras and IIT Roorkee) on behalf of the National Coordination Board – GATE, Department of Higher Education, Ministry of Human Resources Development (MHRD), Government of India.

The GATE score of a candidate reflects the relative performance level of a candidate. The score is used for admissions to various post-graduate programs (e.g. Master of Engineering, Master of Technology, Doctor of Philosophy) in Indian higher education institutes, with financial assistance provided by MHRD and other government agencies. Recently, GATE scores are also being used by several Indian public sector undertakings (i.e., government-owned companies) for recruiting graduate engineers in entry-level positions. It is one of the most competitive examinations in India.

GATE MORE DETAILS

Financial assistance in post-graduate programs

A valid GATE score is essential for obtaining financial assistance during Master’s programs and direct Doctoral programs in Engineering/Technology/Architecture, and Doctoral programs in relevant branches of Science in Institutes supported by the Ministry of Human Resources Development (MHRD) or other Government agencies. As per the directives of MHRD, the following procedure is to be adopted for admission to the post-graduate programs (Master’s and Doctoral) with MHRD scholarship/assistant-ship: Depending upon the norms adopted by a specific institute or department of the Institute, a candidate may be admitted directly into a course based on his/her performance in GATE only or based on his/her performance in GATE and an admission test / interview conducted by the department to which he/she has applied and/or the candidate’s academic record. If the candidate is to be selected through test/interview for post-graduate programs, the minimum of 70% weightage is given to the performance in GATE and the remaining 30% weight age can be given to the candidate’s performance in test/interview and/or academic record. The admitting institutes can, however, prescribe a minimum passing percentage of marks in the test/interview. Some colleges/institutes specify GATE qualification as the mandatory requirement even for admission without MHRD scholarship/assistant-ship.

To avail the financial assistance (scholarship), the candidate must first secure admission to a program in these Institutes, by a procedure that could vary from institute to institute. Qualification in GATE is also a minimum requirement to apply for various fellowships awarded by many Government organizations. The criteria for postgraduate admission with scholarship/assistant-ship could be different for different institutions.^[1]

Eligibility to take GATE

The following are eligible to take GATE:

• Bachelor’s degree holders in Engineering/ Technology/ Architecture (4 years after 10+2/ Post-B.Sc./ Post-Diploma) and those who are in the final year of such programs.
• Master’s degree holders in any branch of Science/ Mathematics/ Statistics/ Computer Applications or equivalent and those who are in the final year of such programs.
• Candidates in the second or higher year of Four-year integrated Master’s degree programs (Post-B.Sc.) in Engineering/ Technology.
• Candidates in the fourth or higher year of Five-year integrated Master’s degree programs or Dual Degree programs in Engineering/Technology.
• Candidates with qualifications obtained through examinations conducted by professional societies recognized by UPSC/AICTE (e.g. AMIE by iE(i), AMICE(i) by the institute of Civil Engineers (India)-iCE(i)) as equivalent to B.E./B.Tech.

Those who have completed section A or equivalent of such professional courses are also eligible.

GATE disciplines and structure

At present, GATE is conducted in the following 22 disciplines. A candidate can select any one of these.

GATE Paper	Code	GATE Paper	Code
Aerospace Engineering	AE	Geology and Geophysics	GG
Agricultural Engineering	AG	Instrumentation Engineering	IN
Architecture and Planning	AR	Mathematics	MA
Biotechnology	BT	Mechanical Engineering	ME
Civil Engineering	CE	Mining Engineering	MN
Chemical Engineering	CH	Metallurgical Engineering	MT
Computer Science and Information Technology	CS	Physics	PH
Chemistry	CY	Production and Industrial Engineering	PI
Electronics and Communication Engineering	EC	Textile Engineering and Fiber Science	TF
Electrical Engineering	EE	Engineering Sciences	XE*
Ecology and Evolution	EY	Life Sciences	XL**

* Engineering Sciences (XE) Paper Sections (A and any 2 of B to G)	Code	** Life Sciences (XL) Paper Sections (H and any 2 of I to M)	Code
Engineering Mathematics (Compulsory)	A	Chemistry (Compulsory)	H
Fluid Mechanics	B	Biochemistry	I
Materials Science	C	Botany	J
Solid Mechanics	D	Microbiology	K
Thermodynamics	E	Zoology	L
Polymer Science and Engineering	F	Food Technology	M
Food Technology	G

General aptitude questions

Each subject's test contains 10 questions that test the "general aptitude" (language and analytic skills), apart from the core subject of the discipline.

Duration and examination type

The GATE examination consists of a single test of 3-hour duration that contains a total of 65 questions, worth a maximum of 100 marks. The questions consist of both multiple choice questions (MCQs) and numerical answer type questions. Numerical answer type questions^[9] does not contain any options for the answers, the candidate has to solve the numerical and write the answer in the spec given.

From 2014 onward, the examination for all the papers is carried out in an online Computer Based Test (CBT) mode where the candidates are shown the questions in a random sequence on a computer screen. The candidates are required to either select the answer (for multiple-choice question type) or enter the answer for numerical answer type question using a mouse on a virtual keyboard (keyboard of the computer is disabled). Candidates are provided with blank paper sheets for rough work and these have to be returned after the examination. At the end of the 3-hour window, the computer automatically closes the screen from further actions.

Result and test score

GATE results are usually declared about one month after the examinations are over. The results show the total marks scored by a candidate, the GATE score, the all-India rank and the cut off marks for various categories in the candidate's paper. The score is valid for 3 years from the date of announcement of the results. The score cards are issued to only the qualified candidates.

Normalized GATE Score (new procedure)

Calculation of "normalized marks" for subjects held in multiple sessions (CE, CS, EC, EE and ME):

Graph showing the linear relationship between "actual marks" and "normalized marks" of a candidate, in a multiple-session subject (CE, EE, ME, EE or CE) of GATE.
M^g_t = average marks of top 0.1 % of the candidates in all sessions of that subject.
M^g_q = mean + standard deviation, of marks of all candidates in all sessions of that subject.
M_ti = average marks of top 0.1 % of candidates in the i^th session of that subject.
M_iq = mean + standard deviation, of marks of candidates in the i^thsession of that subject.

In 2014, examination for CE, CS, EC, EE and ME subjects is being held in multiple sessions. Hence, for these subjects, a suitable normalization is applied to take into account any variation in the difficulty levels of the question sets across different sessions. The normalization is done based on the fundamental assumption that"in all multi-session GATE papers, the distribution of abilities of candidates is the same across all the sessions". According to the GATE committee, this assumption is justified since "the number of candidates appearing in multi-session subjects in GATE 2014 is large and the procedure of allocation of session to candidates is random. Further it is also ensured that for the same multi-session subject, the number of candidates allotted in each session is of the same order of magnitude."

Based on the above, and considering various normalization methods, the committee arrived at the following formula for calculating the normalized marks, for CE, CS, EC, EE and ME subjects:

Normalized mark (︿M_ij) of j^th candidate in i^th session, is given by
︿M_ij = M^g_t - M^g_q/M_ti - M_iq ( M_ij - M_iq ) + M^g_q
where,

M_ij is the actual marks obtained by the j^th candidate in the i^th session,

M^g_t is the average marks of the top 0.1 % of the candidates in all sessions of that subject,

M^g_q is the sum of mean and standard deviation of marks of all candidates in all sessions of that subject,

M_ti is the average of marks of top 0.1 % of candidates in the i^th session of that subject,

M_iq is the sum of mean and standard deviation of marks of candidates in the i^th session of that subject.

After evaluation of the answers, normalized marks based on the above formula will be calculated using the raw (actual) marks obtained by a candidate in the CE, CS, EC, EE or ME subject. The "score" will be calculated using these normalized marks. For all other subjects (whose tests are conducted in a single session), the actual marks obtained by the candidates will be used in calculating the score.

Calculation of GATE Score for all subjects (both single-session and multiple-session):

Graph showing the linear relationship between marks and score in GATE.
M_q = Qualifying marks for general category candidates.
M_t = Average marks of top 0.1 % or top 10 (whichever is higher) candidates.
S_q = 350.
S_t = 900.
Note: In case of multiple-session subjects (EC, CS, ME, EE and CE), "marks" considered are the "normalized marks".

From GATE 2014 onward (and year 2014-15 of the 2-year validity period of GATE 2013 score), a candidate's GATE score is computed by the following new formula.^[10]

where,

S = Score (normalized) of a candidate,

M = Marks obtained by a candidate ("normalized marks" in case of multiple-session subjects CE, CS, EC, EE and ME),

M_q = Qualifying marks for general category candidates in that subject (usually 25 or μ + σ, whichever is higher),

μ = Average (i.e. arithmetic mean) of marks of all candidates in that subject,

σ = Standard deviation of marks of all candidates in that subject,

M_t = Average marks of top 0.1 % or top 10 (whichever is higher) candidates in that subject,

S_t = 900 = Score assigned to M_t,

S_q = 350 = Score assigned to M_q.

Percentile:

A candidate's percentile denotes the percentage of candidates scoring lower than that particular candidate. It is calculated as:

Percentile = ( 1 - All India rank/No. of candidates in that subject ) x 100%

Old formula[edit]

Till GATE 2012 (and year 2013-14 of the 2-year validity period of GATE 2013 score), the score was calculated using the formula:^[11]

GATE score = 

where,

m = Marks obtained by the candidate,

a = Average of marks of all candidates who appeared in that subject, in that year, with marks less than zero converted to zero,

S = Standard deviation of marks of all candidates who appeared in that subject, in that year, with marks less than zero converted to zero,

a_g = Global average of marks of all candidates who appeared across all subjects in current and past 3 years (i.e. 2010 to 2013 for GATE 2013), with marks less than zero converted to zero,

s_g = Global standard deviation of marks of all candidates who appeared across all subjects in current and past 3 years (i.e. 2010 to 2013 for GATE 2013), with marks less than zero converted to zero.

Qualifying marks

The rules for qualifying marks have varied from year to year. The qualifying marks (out of 100) are different for different subjects as well as categories.

Category	Qualifying mark (out of 100)
General (GN)	25 or μ + σ, whichever is higher.
Other backward classes (OBC)	90% of general category's qualifying mark.
Scheduled castes (SC) and scheduled tribes (ST)	2/3 (i.e., 66.67%) of general category's qualifying mark.

Here μ is the average (i.e., arithmetic mean) of marks of all candidates in the subject (with negative marks converted to zero) and σ is the standard deviation of all marks in that subject.

Usually, the general category's qualifying mark is in the 25 to 50 range.

The Government of India implemented reservations for other backward classes (non-creamy layer) in college admissions and public sector job recruitment in the year 2008. Before that, all OBC candidates were included in the "general" category. There was no separate OBC category then.

Statistics

The total number of candidates appearing in GATE (across all subjects) increased till 2013. In 2014, it decreased slightly.

Total number of candidates appearing in GATE

Year	Number of candidates appearing
2014	889,156
2013	984,855
2012	686,614
2011	553,000
2010	414,000
2009	230,000
2008	180,000

Year	Total number of candidates appearing	Reference(s)
2014	889,156	[12]
2013	984,855	[13]
2012	686,614	[14]
2011	Approximately 553,000 *
2010	Approximately 414,000 *
2009	Approximately 230,000 *	[15]
2008	Approximately 170,000 to 180,000 *	[15][16]

^* Precise figures unavailable right now.

The following line chart shows the variation of the number of candidates appeared in the top 5 subjects, since GATE 2010:

  Electronics and Communication Engineering (EC)

  Computer Science and Information Technology (CS)

  Mechanical Engineering (ME)

  Electrical Engineering (EE)

  Civil Engineering (CE)

  All other subjects

ATE APTITUDE TEST IN ENGINEERING)

MANGALYAAN(Chithra.V.M)

  

Mangalyaan

                                                       

                       

The Mars Orbiter Mission (MOM), informally called Mangalyaan (Sanskrit for "Mars-Craft"), is a Mars orbiter launched into Earth orbit on 5 November 2013 by the Indian Space Research Organization (ISRO).It is expected to enter orbit around Mars on 24 September 2014. The mission is a "technology demonstrator" project aiming to develop the technologies required for design, planning, management, and operations of an interplanetary mission

. The Mars Orbiter Mission probe lifted-off from the First Launch Satish Dhawan Space Centre SHAR, Sriharikota, Andhra Pradesh, using a Polar Satellite Launch Vehicle (PSLV) rocket C25 at 09:08 UTC (14:38 IST) on 5 November 2013. The launch window was approximately 20 days long and started on 28 October 2013.It is India's first interplanetary mission and, if successful, ISRO would become the fourth space agency to reach Mars, after the Soviet space program, NASA, and the European Space Agency. The spacecraft is currently being monitored from the Spacecraft Control Centre at ISRO Telemetry, Tracking and Command Network (ISTRAC) in Bangalore with support from Indian Deep Space Network (IDSN) antennae at Byalalu.

Objectives

The primary objective of the Mars Orbiter Mission is to showcase India's rocket launch systems, spacecraft-building and operations capabilities. Specifically, the primary objective is to develop the technologies required for design, planning, management and operations of an interplanetary mission, comprising the following major tasks:

·        design and realization of a Mars orbiter with a capability to perform Earth-bound manoeuvres, cruise phase of 300 days, Mars orbit insertion / capture, and on-orbit phase around Mars;

·        deep-space communication, navigation, mission planning and management;

·        Incorporate autonomous features to handle contingency situations.

The secondary objective is to explore Mars' surface features, morphology, mineralogy and Martian atmosphere using indigenous scientific instruments.

Payload

The 15 kg  scientific payload consists of five instruments:

Atmospheric studies

Ø     Lyman-Alpha Photometer (LAP) – a photometer that measures the relative abundance of deuterium and hydrogen from Lyman-alpha emissions in the upper atmosphere. Measuring the deuterium/hydrogen ratio will allow an estimation of the amount of water loss to outer space

Ø     Methane Sensor For Mars (MSM) – will measure methane in the atmosphere of Mars, if any, and map its sources.

Particle environment studies

Ø     Mars Exospheric Neutral Composition Analyser (MENCA) – is a quadrupole mass analyser capable of analysing the neutral composition of particles in the exosphere.

Surface imaging studies

Ø     Thermal Infrared Imaging Spectrometer (TIS) – will measure the temperature and emissivity of the Martian surface, allowing for the mapping of surface composition and mineralogy of Mars.

Ø     Mars Colour Camera (MCC) – will provide images in the visual spectrum, providing context for the other instruments.

science fact 3 (Lekshmi Mohan.N )

science fact 2 (Lekshmi Mohan.N)

SCIENCE FACT1(LEKSHMI A S)

https://docs.google.com/document/d/14XezvZPOQKuD6FdXSTyDTxGMvqv5PaTa1K1MAO9zKs0/edit?usp=sharing

Assignment ( Lekshmi Mohan.N)

ONLINE LEARNING

e-Learning is the use of technology to enable people to learn anytime and anywhere. e-Learning can include training, the delivery of just-in-time information and guidance from experts. E-learning (or eLearning) is the use of electronic media, educational technology and information and communication technologies (ICT) in education. E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underly many e-learning processes.

TYPES OF ONLINE LEARNING

Synchronous and asynchronous

E-learning may either be synchronous or asynchronous. Synchronous learning occurs in real-time, with all participants interacting at the same time, while asynchronous learning is self-paced and allows participants to engage in the exchange of ideas or information without the dependency of other participants′ involvement at the same time.

Synchronous learning refers to the exchange of ideas and information with one or more participants during the same period of time. Examples are face-to-face discussion, online real-time live teacher instruction and feedback, Skype conversations, and chat rooms or virtual classrooms where everyone is online and working collaboratively at the same time.

Asynchronous learning may use technologies such as email, blogs, wikis, and discussion boards, as well as web-supported textbooks, hypertext documents, audio video courses, and social networking using web 2.0. At the professional educational level, training may include virtual operating rooms. Asynchronous learning is particularly beneficial for students who have health problems or have child care responsibilities and regularly leaving the home to attend lectures is difficult.

PURPOSES OF ONLINE LEARNING

A Flexi-Time Approach

An e-Learning offers a flexible time and location approach by changing the learning environment. It enables learning to take place in a variety of different places, both physical and virtual. Learners now have a choice and as a result increasingly wish to combine the options, choosing when and where they study and learn.

A Mixed-Mode, Blended Approach

E-Learning was misinterpreted after it was first introduced. It was oversimplified and wildly optimistic. Some described e-Learning as putting all learning on computers. They felt that e-Learning could result in savings in instructor salaries, and could keep students out of the classroom. They felt students could learn anywhere, whenever they wanted, and could save time by studying only what they needed, and could learn at an optimal pace, neither to be held back nor bypassed by the rest of the class. But they forgot that learning is a social experience. Even in the classroom much learning takes place informally in exchanges between students. Most people learn better when computer-mediated lessons are combined with virtual classes, study groups, team exercises, mentors and help desks, off-line events, and online coaches. The act of learning itself has not changed. Computers can make aspects of learning more convenient, but they do not eliminate the need for human intervention.

A Student-Centred Approach

An e-Learning package not only provides a marriage of Internet, digital technology, and learning, it also facilitates student/ learner centred learning. In recent years, there has been a shift from the teacher/ instructor-centred approach to a student-centred approach.

In this approach, students gain expertise not only in the content area being studied, but also in learning process itself – i.e., how to learn through discovery, inquiry, and problem solving. Thus it was felt that a student-centred e-Learning package would be appropriate for the new generation.

How to create new email ID step by step

1.Open a  Web browser ( internet explorer or google chrome or mozilla etc)

write in address bar www.gmail.com and you will get a window

2.  Now click on "CREATE AN ACCOUNT".Now you will get a window , contain a number of fields such as

Ø  Name

Ø  Choose your username

Ø  Create a password

Ø  Confirm your password

Ø  Birthday

Ø  Gender

Ø  Mobile phone

Ø  Your current email address

3. Fill all the details, here the user name is the desired user ID which you want to create.
after filling all the details click on "Next step" Button

4. after next step it will ask for Phone number for verification, enter cell phone number and click on next

5. now almost you ID id completed there is a option for upload you image.

6. now click on "next step " button and you will get you inbox .

 Now you have created your new gmail ID.

BLOG

A blog (a truncation of the expression weblog) is a discussion or informational site published on the World Wide Web and consisting of discrete entries ("posts") typically displayed in reverse chronological order (the most recent post appears first). Until 2009 blogs were usually the work of a single individual, occasionally of a small group, and often covered a single subject. More recently "multi-author blogs" (MABs) have developed, with posts written by large numbers of authors and professionally edited.

Variations of the term blog :

·         Blogging: The act of writing a post for a blog

·         Blogger: A person who writes content for a blog

·         Blogosphere: The online community of blogs and bloggers

Types

There are many different types of blogs, differing not only in the type of content, but also in the way that content is delivered or written.

    

      Personal blogs

The personal blog is an ongoing diary or commentary written by an individual.

Microblogging

Microblogging is the practice of posting small pieces of digital content—which could be text, pictures, links, short videos, or other media—on the Internet. Microblogging offers a portable communication mode that feels organic and spontaneous to many and has captured the public imagination. Friends use it to keep in touch, business associates use it to coordinate meetings or share useful resources, and celebrities and politicians (or their publicists) microblog about concert dates, lectures, book releases, or tour schedules. A wide and growing range of add-on tools enables sophisticated updates and interaction with other applications, and the resulting profusion of functionality is helping to define new possibilities for this type of communication. Examples of these include Twitter, Facebook, Tumblr, and by far the largest WeiBo.

Corporate and organizational blogs

A blog can be private, as in most cases, or it can be for business purposes. Blogs used internally to enhance the communication and culture in a corporation or externally formarketing, branding or public relations purposes are called corporate blogs. Similar blogs for clubs and societies are called club blogs, group blogs, or by similar names; typical use is to inform members and other interested parties of club and member activities.

By genre

Some blogs focus on a particular subject, such as political blogs, health blogs, travel blogs (also known as travelogs), gardening blogs, house blogs, fashion blogs, project blogs, education blogs, niche blogs, classical music blogs, quizzing blogs and legal blogs (often referred to as a blawgs) or dreamlogs. How To/Tutorial blogs are becoming increasing popular. Two common types of genre blogs are art blogs and music blogs. A blog featuring discussions especially about home and family is not uncommonly called a mom blog and one made popular is by Erica Diamond who created Womenonthefence.com which is syndicated to over two million readers monthly. While not a legitimate type of blog, one used for the sole purpose of spamming is known as a Splog.

By media type

A blog comprising videos is called a vlog, one comprising links is called a linklog, a site containing a portfolio of sketches is called a sketchblog or one comprising photos is called a photoblog. Blogs with shorter posts and mixed media types are called tumblelogs. Blogs that are written on typewriters and then scanned are called typecast or typecast blogs; see typecasting (blogging).

By device

Blogs can also be defined by which type of device is used to compose it. A blog written by a mobile device like a mobile phone or PDA could be called a moblog. One early blog was Wearable Wireless Webcam, an online shared diary of a person's personal life combining text, video, and pictures transmitted live from a wearable computer andEyeTap device to a web site. This practice of semi-automated blogging with live video together with text was referred to as sousveillance. Such journals have been used as evidence in legal matters

Reverse blog

A Reverse Blog is composed by its users rather than a single blogger. This system has the characteristics of a blog, and the writing of several authors. These can be written by several contributing authors on a topic, or opened up for anyone to write. There is typically some limit to the number of entries to keep it from operating like a Web Forum.

Edublog

An edublog is a blog created for educational purposes. Edublogs archive and support student and teacher learning by facilitating reflection, questioning by self and others,collaboration and by providing contexts for engaging in higher-order thinking. Edublogs proliferated when blogging architecture became more simplified and teachers perceived the instructional potential of blogs as an online resource. The use of blogs has become popular in education institutions including public schools and colleges. Blogs can be useful tools for sharing information and tips among co-workers, providing information for students, or keeping in contact with parents. Common examples include blogs written by or for teachers, blogs maintained for the purpose of classroom instruction, or blogs written about educational policy.

Importance of Teacher Blogging

It is necessary for teachers to be writers and to share their strategies, lessons, and resources with one another, as they are able to provide glimpses into our daily lives, while sharing effective ideas that are realistic and classroom-tested.  In the past, teachers would submit articles to various teaching journals, wait several months for approval, then finally see their work published.  Now, blogging has become a fast, effective, and easy way for teachers to become writers and publish content. 

When blogs first began in the 1990s, they were mainly used to share interests and hobbies or to become an online journal.  But times have changed, and you can now find a blog on practically any topic. According to NM Incite, by the end of 2011, there were “over 181 million blogs around the world, up from 36 million only five years earlier in 2006.”  This dramatic increase in the number of blogs and blog readers shows how significant blogging has become for people to learn new things, share ideas, and express their thoughts. 

Top  Science Teacher Blogs

Bringing the subject of science to life for students is the challenge shared by the teachers who author amazing and insightful science education blogs. Sharing narratives set within and beyond the classroom walls, these next generation educators embrace technology but are never so dazzled by it that they lose sight of their common goal.

Ø  Teach science right

Ø  Science for kids

Ø  Action-Reaction

Ø  Science education on the edge

Ø  Teach science for all

Ø  Teaching/ chemistry

Ø  Think Thank Thunk

Ø  Science teacher

Ø  Teach Science

Ø  Quantum progress