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Transcript of SRD Brochure
Science CentresSecondary SchoolPrimary SchoolKindergartenParents
Science CentresSecondary SchoolPrimary SchoolKindergartenParents
Wondering Mastering EnjoyingSRDWondering Mastering Enjoying
WHO WE ARE
CSO Vegard Stornes Farstad manages development of products and services through international and local projects. His educational background is an M.Sc. and a postgraduate teaching certificate in physics and mathematics from NTNU in Trondheim.
Our vision is to make complicated issues simple. We aim to bridge the gap between scientific exper-tise and scientific literacy with an active or minds-on learning philosophy. Masters of science com-munication like Carl Sagan provide inspiration.
SRD was founded in 2010. Our founders have more than a decades experience from both national and international development projects for in-service training of teachers with new learning materials.
CEO Aasrun Engstrm oversees administration, lo-gistics, suppliers and customers. Daily operations are complemented by translation / proofreading of teacher guides and other documents.
SCIENCE / PHYSICS
During the projects we worked with institutions like the National Centre for Mathematics Education, the National Association for Mathematics Teachers, the Science Centre in Troms, the Swedish National Centre for Mathematics Education and others.
Norwegian projects from 2000 to 2009 allowed us to develop mathematics kits, technology kits and an elearning concept continued in an EU project.
Leonardo da Vinci EU projects from 2001, 2003, 2004, 2007 and 2008 for training science teachers included an average of 30 partners per project.
Recently we developed a unique Mbius-shaped track to show superconducting magnetic levitation.
Over a period of 7 years we developed a series of 8 different math kits covering the curriculum of the first 11 years of primary and secondary school. Spe-cially authored teacher guides describe learning activities using the kit materials. We also developed online and board games, and other products.
We link general science communication with in-service teacher training, ref. the Lisbon treaty and other guiding documents on the European level. Through interactive experiments we let learners discover phenomena challenging their curiosity.
Superconductivity and electromagnetism are the key topics of teacher guides, teacher seminars and Minds-on Experimental Equipment Kits providing rich opportunities for conceptual learning as well as calculations and data logging. Electronic materials include both qualitative animations and quantitative models and simulations.
We can now offer more than 100 different Science Centre exhibits from Exhibits.nl, covering topics from mathematics , physics, chemistry and biology. As the Exhibits.nl representative in the Nordic and Baltic countries as well as in Poland and Ukraine, we hope to provide positive science experiences for thousands of visitors to science centres in these co-untries.
The NITO Technology Bag was developed in 2006 with the Norwegian Society of Engineers and Technologists. In 2010 we also developed a new plastic bending machine for this equipment kit.
We would be happy to further develop this concept for technology education in other countries.
tallus.no (NO)penguinclub.no polarbearclub.no
oppdragmars.no (NO)satellitter.no (NO)
Simplicatus Research and Development
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CTO Morten Sandberg developed and manages the IT systems. We use web 2.0 tools for marketing, project management as well as daily operations.
WHAT WE DO
SRD improves science and mathematics education with teacher training seminars and guides for using experimental equipment and interactive exhibits.
We deliver a large range of learning materials for science and mathematics in schools and science centres. Teacher guides and seminars accompany the materials. Pedagogical research is our guide when developing quality products and services.
We advocate learner-centered activities rather than teacher-centered activities. Constructing their knowledge, students understand and deduct ab-stract principles from practical experience as the need for theoretical frameworks appears naturally.
Exploring problems, experiments and data with proper guidance from the teacher is key to this process. All learners should encounter challenges suited to train and extend their abilities.
partnersLeaders in physics education from 15 EU countries have participated in our series of European projects developing teacher seminars, guides and learning materials in electromagnetism.
Universities in Amsterdam, Antwerpen, Brno, Daugavpils, Graz, Lille, Lisboa, Ljubljana, London, Loughborough, Ludwigsburg, Mnchen, Murcia, Nottingham, Ostrava, Palermo, Paris, Ruse, Udine, Torun, Trondheim and Wroclaw, as well as Polish, Norwegian, Romanian and UK companies and more than 20 secondary schools have taken part.
Three main national associations for teachers and engineers, science centres in Trondheim, Troms and the National Centre for Science Education in Oslo were Norwegian partners, as well as the Polish National Association for Science Teachers.
HOW WE DO IT
Combining pedagogical expertise with scientific knowledge and information technology to bring the subject materials to life. It might sound easy, but making the complicated seem easy is in fact a dif-ficult task. However, we like challenges!
We work with creative teams and partners to find new approaches or improve previous efforts to promoting the public understanding of science. Wide experience from writing, editing, publishing, designing, modelling, welding, assembling, quality assuring and managing allows a flexible approach.
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Physics Interactive ExhibitsSRD
Mbius Maglev Track with a Superconducting Train
Our so-called Mbius maglev track employs the flux pinning phenomenon to keep the train on track. The Mbius band geometry makes the train turn around its own axis while circling the track.
This proves that levitation with flux pinning is highly stable and different from levitation by simple magnetic repulsion that will only work on horizontal tracks.
We are working on smaller and larger designs, and we can customize this unique maglev track concept to your specifications.
Video at http://moebius.youtube.mosem.eu
More infomation at http://mosem.eu
A world-first flux pinning demonstrator in three dimensions with a levitating superconducting train rotating about its own axis as it runs along the track
The world-first Mbius-shaped magnetic track for a superconducting levitating train was developed in the MOSEM project, designed and produced by a group of students at Vestfold University Col-lege over the academic year 2008-2009.
The idea arrived as an extension of the MOSEM Superconductivity Experimental Kit containing a straight track as well as point-shaped tracks for demonstration of two types of levitation; utilizing the Meissner effect or utilizing flux pinning.
Two superconducting trains levitate 3mm and 12mm above the track. If the superconductors inside the trains are kept at a temperature colder than about 190 degrees below zero, the trains will keep levitating forever.
Track diameter 98 cm
Track width 4 cm
Magnet size 30 x 10 x 5 mm3
# magnets 820
Total weight ~15 kg
Superconductor 64 x 32 x 16 mm3
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Interactive Exhibits for Science Centres
Simplicatus Research and Development represents Exhibits.nl in Norway, Sweden, Denmark, Finland, Estonia, Latvia, Lithuania, Poland and Ukraine.
We currently offer more than 100 different Science Centre exhi-bits covering topics from mathematics, physics, chemistry, earth science, biology, computers and arts.
Our wish is that these will give positive science experiences for thousands of science centre visitors.
You will find updated information, drawings, photos and videos of available exhibits at http://exhibits.nl
We can customize the exhibits according to your request, with different colour schemes or even specially designed furniture.
Some examples from our catalogue of exhibits are shown on the right. Please contact us for a quote on selected items or if you have any questions.
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Science Centre Exhibits.nlSRD
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Physics Teacher Guides
Each of the EU projects developed a teacher guide as part of the deliverables. The guide explains the learning philosophy and pedagogical concepts we promote. Also included are an expla-nation of superconductivity and descriptions of teacher seminars for how to use the Online Learning Modules to help conceptual understanding of electromagnetism and superconductivity.
The first two projects focused on e-learning using conceptual animations to understand electromagnetism and superconducti-vity, hence the name SUPERCOnductivity Multimedia Educational Tool SUPERCOMET.
The Online Learning Modules that we developed as a resource for students are freely available at http://online.supercomet.eu
You can find an overview of the entire series of SUPERCOMET and MOSEM projects at http://supercomet.eu
SUPERCOMET Superconductivity Multimedia Educational Tool, phase 2
Introduction Teaching with SUPERCOMET2 Use of ICT in science teaching
The Modules Prerequisites, Objectives, Knowledge Testing
Experiments Low-tech, High-tech, Teacher Seminar
Examples of activities Suggested lessons
Evaluation Reviews, Teachers comments, Pupils comments
Physics of Superconductivity Background information
Further Resources Books, Weblinks
ICT in science teaching Ways of using ICT in the classroom
Superconductivity Multimedia Educational Tool
Guida per linsegnante
Prirocnik za ucitelje
SUPERCOMETCurrently these 4 Teacher Guides are available in English. The MOSEM Teacher Guide has been particallly translated and adapted to Norwegian (only the part about electro-magnetism, not the part about superconductivity).
All of our materials are available at http://mosem.eu
The current editions of the Teacher Guides are as follows:
MOSEM (2011 English) ISBN 978-82-8130-058-3
MOSEM (2010 English, 2nd edition) ISBN 978-82-8130-059-0
MOSEM (2010 Norwegian) ISBN 978-82-8130-057-6
SUPERCOMET 2 (2007 English) ISBN 978-82-8130-055-2
SUPERCOMET (2005 English/Italian/Norw./Slovenian) ISBN 978-82-8130-045-3
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Physics Teacher GuidesSRD
Going from conceptual e-learning we moved on to produce the actual conceptual experiments depicted by the animations. We coined the term Minds-On to point out the importance of cognitive activity when working physically with Hands-On equipment or experiments. This led to the project name Minds-On experimental equipment kits in Superconductivity and Electro-Magnetism MOSEM.
In the last project we went from from qualitative to quantitative. We introduced data logging to complement the conceptual ex-periments, and the animations were enriched by mathematical modelling and simulations.
To emphasize this new dimension of our work, we named the last project MOdelling and data acquisition for continuing vocational training of upper secondary school physics teachers in pupil-acti-ve learning of Superconductivity and ElectroMagnetism based on Minds-On Simple ExperiMents MOSEM
MOSEM simulations are at http://simulations.mosem.eu
MOSEM experiment videos are at http://youtube.mosem.eu
All our results and materials can be found at http://mosem.eu
(2011-EN) ISBN 978-82-8130-058-3 (2011-EN, 2nd ed.) ISBN 978-82-8130-059-0 (2010-NO) ISBN 978-82-8130-057-6
(2007-EN) ISBN 978-82-8130-055-2 (2004-EN/IT/NO/SI) ISBN 978-82-8130-045-3
Minds-on experiments in Superconductivity and
A Leonardo project for continuing vocational training of upper secondary school physics teachers
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Superconductivity Kit Upper Secondary School
Physics Experimental EquipmentSRD
The prototype Superconductivity Experiment Kit was developed in the MOSEM Project and contains selected equipment and materials for performing a number of experiments with superconductivity and second-order phase changes.
More detailed descriptions of equipment and experiments can be found in the MOSEM Teacher Guide, and the MOSEM Teacher Seminar goes into detail about using these experiments in Minds-On teaching and lear-ning of superconductivity at the upper se-condary school level.
The prototype kit weighs about 20 kg and contains a total of 104 parts. The list of contents in the MOSEM Teacher Guide identifies which experiment(s) each part is used for.
The main parts are:
Hard-case trolley with wheels, tele-scope handle, 5 locks and keys
Two foam trays with instruments, magnets and equipment
Box with smaller items, including superconductors
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Electromagnetism Kit Upper/Lower Secondary School
Physics Experimental EquipmentSRD
The MOSEM Project also developed an Electromagnetism Experiment Kit.
The prototype contains a large collection of equipment and materials that can be used to carry out different experiments with electricity, magnetism and electro-magnetic induction. Both the materials and experiments are described in further details in the MOSEM Teacher Guide.
The MOSEM Teacher Seminar explains how these experiments can be used to promote Minds-On teaching and learning of magnetism, electrical conduction and electromagnetic induction at the upper secondary school level.
The prototype kit weighs about 23 kg and contains a total of 374 parts. The list of contents in the MOSEM Teacher Guide identifies which experiment(s) each part is used for. The main parts are:
Box with small non-magnetic items
Small box with strong magnets, etc
Small box with wires, etc
Two upper trays with inclined plane, experiment table etc.
A main compartment with equipment, tools, tubes, magnets and 3 boxes
Trolley with wheels, telescope handle, lock and keys
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In connection with the latest curriculum reform in Norway, Technology and Design became a cross-disciplinary topic within the general science course in primary and lower secondary school.
NITO, the Norwegian Society of Engineers and Technologists, wanted to strengthen this topic, and contacted us for developing a Technology kit with equipment for practical experiments with design and production.
The technology kit contains all necessary parts and tools for the planned activities, and a teacher guide presenting each activity with graphics, equipment list and suggested modifications or extensions.
Aiming to combine theory and practice, activities included in the kit are related to learning goals in the curriculum while also allowing individual creativity within each project.
Two eager students building a catapult following instructions in the included Technology and Design book.
Technology Kit Lower Secondary School
Technology Experimental Equipment
Tool sets for each student group are included in the kit.
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The teacher guides (one for each math kit) offer examples of learning and problem solving activities as well as games using materials contained in the math kit. The activities are thoroughly worked out and linked to the Norwegian na-tional curriculum. Classroom testing with students ensure quality and make it easy for teachers to implement activi-ties.
The teacher guides describe a total of 67 different learning activities for primary school, 52 examples for the interme-diate stage, 71 examples for the secondary school and 43 examples for the upper secondary school using the materi-al in the corresponding math kits. There are still many more variations and extensions mentioned in connection with the different learning activities.
Each learning activity gives a short description of its purpose, recommended student age/school year, how it fits with other curriculum topics, required amount of time, working methods and necessary equipment.
All guides contain an article about the students inner motiva-tion when learning, useful tips when using minds-on learning materials and other important advice and tips. There is also an alphabetical list of the minds-on materials with cross-references to the learning activities. In the back of each teacher guide you will find worksheets for copying and distributing among the stu-dents where necessary for the learning activities.
The learning activity descriptions are meant to function as a user guide, helping teachers get started without spending too much time figuring out how to use the ma-terials. Therefore we have included such information as which topics and goals from the L06 curriculum are co-vered by each activity, making it easier to fit it into the teaching plan for each group.
We describe preparations, practical implementation, minds-on questions for asking along the way, as well as specific indicators to be observed by the teacher. By add-ressing students discoveries as they experiment mathe-matically with the materials, teachers may function more as mentors in a conceptual learning process than tutors possessing the correct answers that students need to me-morize.
Mathematics Teacher GuidesSRD
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upper secondary schoolThe latest Norwegian curriculum change in 2006 set up new subject divisions for upper secondary school. Learning goals for each subject are combined with five basic skills across all subjects: Being able to express oneself orally and in writing, reading, arithmetic and being able to use digital tools.
Our math kit was developed by some of the same experts at the National Centre for Mathematics Education who were behind the guidance document to the curriculum. These individuals also have been involved in the process of the curriculum and development of national tests in math-ematics.
The various experimental activities are designed towards learning goals as set out in the Norwegian curriculum, but since they are clearly described it would be relatively straight forward to map them over to any other curriculum.
We look forward to work with you to develop a specific kit for your needs.
Teacher guides, 2 pcsAlgebra ModelsClinometer Altitude Finder Color Squares, transparentCounters, transparent 3/4 Dice, different number of sidesGeoboards, 11x11 pin w/elastic bandsGeometry setOrigami paperPattern Blocks, plastic, cmPlaying cardsOverhead versions of the materials
Math Kit 1 Upper Secondary School
Mathematics Experimental EquipmentSRD
The teacher guide that comes with the kit contains 43 learning activities, quality assured by the National Centre for Mathematics Education. These activities span different parts of the learning goals from the curriculum.
Several of the learning activities provide the basis for mod-elling with digital tools.
The teacher guides contain numerous and detailed de-scriptions of teaching, problem-solving, puzzles and games
You could work without a textbook in selected topics, and let students do creative activities leading to mathematical insights.
Teacher guides bring up relevant questions teachers can ask, things they should observe, tips for continuationand differentiation.
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Lower secondary school comes at a tough time in life for many, students must find their role both in and out of school. Motivation for learning mathematics can be low when school mathematics seems of little practical use. Discovering the beauty of mathematics around them, and that math is something they need in their daily lives, can improve the situation.
By working practically with mathematics and trying out for themselves, students can gain a deeper understanding. Ex-ploratory learning activities allow students to experience mathematics as a meaningful and fun subject. Positive experiences through practical lessons and student activity lead to increased motivation.
lower secondary school
Teacher guides, 2 pcsCounters, transparent 3/4 Cuisenaire rodsDice, different number of sidesFraction diceFraction tiles, 6 embossed PentominoesPlaying cards, whole numbers and fractionsOverhead versions of the material
Math Kit 2 Lower Secondary School
Teacher guides, 2 pcsColor Squares, transparentCounting sticks, woodenGeoboard 11x11 pin w/rubber bandsGeometric templatesMeasuring jars/pitchersRulersSpinners, blankTangramsThermometersOverhead versions of the materials
Math Kit 1 Lower Secondary School
Full of mathematical
revelations!- Andenes Ungdomsskole
Mathematics Experimental EquipmentSRD
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upper primary schoolIn upper primary school, the introduction of symbols and a higher level of abstraction causes many to lose interest for mathematics. It is difficult to remember algorithms without understanding their purpose. Practical learning activities with manipulatives often make it easier for students to give the concepts meaningful content.
By exploring and discovering patterns, we want to give students positive experiences with mathematics. This in turn leads to increased curiosity and an eagerness to find out more. This can also be characterized as intrinsic mo-tivation, and mathematics will be experienced as fun and worth the effort.
NYTT BILDETeacher guides, 2 pcsCounters, transparent 3/4 Counting sticks, woodenHundreds boardsMetric Trundle WheelNumber tiles Rainbow fraction circlesRope for distance measurementUnit cubesOverhead versions of the materials
Math Kit 1 Upper Primary School
Teacher guides, 2 pcsCounters, transparent 3/4 DiceDice, different number of sidesFraction tiles, 6 embossed Geoboards, 5x5 pin w/elastic bandsHundreds boardsNorwegian banknotes and coinsTangramsOverhead versions of the materials
Math Kit 2 Upper Primary School
Our mathematics experimental kits contain selected manipulatives for up to 30 students and in-depth teacher guides.
The guides are designed to be practical for teachers with less experience in exploratory and active learn-ing approaches, and can be used for inspiration by more experienced teachers who feel secure about their role as guide and mentor among the challenges students encounter when working practically.
Mathematics Experimental EquipmentSRD
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lower primary schoolAt the beginning of primary school students wonder and are excited about patterns and structures in mathematics. This is the way they experience and discover the diversity mathematics has to offer. By experimenting and playing with manipulatives and numbers, students gain an inner motivation for the subject. In all mathematics topics it is important to allow students to know and understand the concepts and relationships before they begin to automate. An algorithm makes no sense if the students do not under-stand its purpose and why it is the way it is.
Teacher guides, 2 pcsCuisenaire rodsRod track, 50 cmOverhead Cuisenaire rods
Math Kit 3 Lower Primary School
Teacher guides, 2 pcsBase 10 materialsColor squares, transparent Counters transparent 3/4 DiceGiant number cardsOverhead versions of the materials
Math Kit 1 Lower Primary School
Teacher guides, 2 pcsAttribute blocksAttribute diceGrouping circles, 20 diam.Multilink cubesPupils clock faces and HourglassesUnit cubesOverhead versions of the materials
Math Kit 2 Lower Primary School
Mathematics Experimental EquipmentSRD
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data and observations a
organising these provide
formation describing the
where and when in natur
Everything should be done as simple as possible, but not simpler.
We hope that science
and education may lead us
to make wise decisions.
Evaluating and reflecting on knowledge, alone or in peer dis-cussions, leads to understanding why nature behaves like it does.
Understanding allows taking a wider perspective. Ethical con-siderations and exploring different scenarios for our interaction with nature may lead to wisdom.
Analyzing information to identify patterns and looking at these in context gives us knowledge about how nature interacts, both with us and within itself.