Science TBC

Many electrical devices are used as early warning systems such as burglar alarms, electric fencing systems and many more. Don”t you think it will be useful to have an early warning system for rain to warn you to close the windows and bring in the clothes from the clothesline? In the following science experiment you will build a device that can detect rain as soon as the first drops start to fall:

WHAT YOU NEED:

“9 Volt battery
“Plastic coated copper wire
“9 Volt buzzer or bell
“Clothespin
“Effervescent tables
“Wire cutters
“Rubber cement

HOW TO PROCEED:

1.Cut two pieces of thin plastic coated wire of about 2m – 3m each (or long enough to reach from the outside of your window to the inside of your bedroom where the buzzer and battery will be positioned). Use wire cutters to strip clean the ends of both wires. Make sure that one end of each wire has at least 30mm clean stripped, and the other side of each wire about 100mm clean stripped.
2.Push the 100mm stripped clean ends of both wires through a small opening in your bedroom window, and connects the other ends to the terminals of a 9-V battery, and an electrical buzzer or a bell. Use another shorter piece of wire to connect the battery and the bell to each other as in the diagram above.
3.On the outside of your window, connect a wooden or plastic clothespin to the other ends of the wires by winding it several times over each of the front ends of the clothespin. This will be your two contact pieces to complete the electrical circuit.
4.Place a small effervescent-type of tablet in between the two prongs with the contact pieces of the clothespin to prevent them from touching. You may need to experiment with several types of tables to find the most suitable one, which degenerate the fastest when coming in contact with water or “rain”.
5.Place the clothespin and tablet configuration on the sill of your window (you can use rubber cement to hold it in position).
6.When it starts to rain, the buzzer will go off and warn you that your clothes or curtains might get wet!

The power or “electrical energy” stored in a battery can only be released and allowed to flow when a complete circuit is made out of wires or other “conductors” that conduct electricity. In the above experiment, the electrical circuit is not complete until the prongs of the clothes pins with the wires wrapped around it are pressed together. When the rain drops degenerate and melt the effervescent tablet, the prongs with the wire contact pieces are pressed together, making a circular path between the battery and the bell. The current flows in a complete “loop” from the battery through the “rain detector” on the window sill to the buzzer and battery in your room. When the circuit is complete and the current is flowing, the buzzer sounds to warn you of the rain that started to fall!

Homeowners today are constantly faced with maintenance and repair projects on their home. With an estimated 125,000,000 housing units in the USA, one can only imagine the number of hours, material and labor force required to maintain and protect the quality of these homes.

An ever increasing number of homeowners are discovering the advantages of learning simple and not-so-simple repairs around the house and the cost saving benefits of, doing it yourself.

Tile grout repair has been placed in the homeowners category of do not attempt for far too long and for those homeowners with willingness to learn and repair items around the house, its really not rocket science!

Although a complete tile or stone installation is best performed by a professional in the trade, homeowners can take on the ensuing maintenance and small repairs necessary for the longevity of their tile and grout.

Some of the most common grout problems homeowners face is around the sinks, tubs and showers. Where grout abuts differing materials like porcelain, sheetrock, metal or wood, this scenario introduces a set of factors that can affect the strength and foundation of the grout at those particular points. Expansion and contraction of the differing materials can cause cracking and chipping of the grout. The settling and movement of the house and foundation through the years can also cause cracking and splintering of grout joints as well as the tile itself.

A thorough investigation of the tiled surfaces in your home should include all the edges or ends of the tile and grout, all corners (where grout is likely to crack), tile and grout around windows, ledges and fixtures, and where tile grout meets various other building materials.

Repairing these cracks and chips can save you money in the long run, especially in the wet areas where water can seep through the damaged grout and rot the wood framing or underlayment. Home inspectors always look around the tub and shower for these water problems because its such a common problem, and when selling your house can be a very expensive repair.

If you can clean your grout, you can repair your grout! Its as simple as that. With the proper instructions, tools and products available today, homeowners no longer have to wait for a repairman or spend big bucks on a tile-man. They can now, Do-It-Themselves!

There are a lot of different colleges which offer to earn the associate degrees in various fields. In this article we should mention one of them in which you can earn the associate of applied science degree. This college is called The College of Southern Idaho. This college is situated in the state of Idaho in Twin Falls. This institution is a public college in which you have to study for two years to receive your associate degree. The college offers an associates degree in main fields and provides a lot of programs. One of such programs which can be completed is an Associates in Science Degree in Horse Management. During this program students are prepared to work in the all aspects of the equine industry and cope with all the work which is needed while taking care of horses. Also it will prepare students to be ready for the management of their own horses. Besides they will be given all the instructions about difficulties in their behavior.

While studying at this college on the department of Horse Management Students will have a lot of courses and subjects. They have to complete several basic classes. Actually they are as follows:

– The Classes of Fundamentals of Oral Communication (these classes are provided for learning the language which will help students to speak with their animals. There will be given instructions how to speak with them, what to say, in what way and with what intonation)

– The Classes of English Composition (these classes are studied for learning the English and the right composition of words and sentences)

– General Math Courses (it is the general course which is required to study general rules and tasks in mathematics)

– General Social Science Courses (these courses provide the general knowledge in social sciences. Here it is given the basic information about different sciences and their general tasks and investigations)

Actually above mentioned courses are the general ones and to be more skillful and developed in this field you have to be able to attend some more specific courses in the equine industry. There courses will give you more knowledge and you will become more experienced. Some of such classes which students have to complete are as follows:

– Classes of Equine Nutrition During these courses students will have an opportunity to be given the information about the anatomy and physiology of horses. This will include the structure of the digestive system of the animals, the abilities of this system, the way in which the system digests and accepts the food. What food is accepted by the system of digestion. Also you will be given the information about different diseases and complications of the digestive system of the horses. Besides you will be taught about the ability of the organism to metabolism.

– Study of Equine Reproduction This course will provide the students with the information about the reproductive system of the animals. During this course students will study the reproductive organs of horses, their ability for reproduction. Also they will study their hormone control which guarantees the successful reproductive efficacy. Also you will be informed about various diseases of the reproductive system and the way of treatment which will be needed. Besides there will be given some useful information about the processes of reproductive failure, artificial insemination and embryo transfer which are available for these animals.

Everyone has heard of the classic volcano science project using vinegar, baking soda, and a little bit of red food coloring. This little experiment, however, is a little more extreme, and a little more realistic (do not worry, it is not actually dangerous!). This guide will teach you how to create a volcano project that really erupts with some force.
Unfortunately, the fake lava is not going to be quite so realistically red, but sometimes compromise means sacrifices! Here we go:
Gather your building supplies. For this project, you are going to need to start with a volcano. A prepackaged paper mache kit is recommended. Next, you need a two-liter bottle of diet cola. Use your paper mache kit to build a mountainous, volcanic structure around the bottle, leaving a hole at the top large enough to facilitate opening the soda bottle. Give your paper mache plenty of time to dry before you attempt the next step, or else you will end up with a sticky mess on your hands.
Paint your volcano. This is where you can get pretty creative, even though most volcanic mountains look pretty much the same. You can go for the standard black and brown color of rocks and dirt, or you can get a little artsy. Why not make a tie-dye themed volcano? It is just a science experiment, and science should be fun! After applying your paint, make sure that it is completely dry before you begin the next stage: Explosion!
Now it is time to add the trigger to the equation. Go to your local convenience store and buy a roll of mint Mentos. It is very important that you buy these in particular, as nothing else will work correctly.
Ready your presentation in a clear, outdoor space (trust me; you do not want this volcano erupting indoors!). Carefully take the cap off your diet cola, which, if you have followed directions, should be housed securely in your paper mache volcano. Commence with a dramatic countdown, and at its conclusion, drop a couple of the Mentos into the cola.
ERUPTION!
This is a fun experiment to do at school or at home, but if you are planning to attempt it, there are a few safety precautions to take. The reaction of the cola to the mints is very strong, and you definitely do not want to put your face near the opening of the soda bottle for the initial eruption. It is recommended that you wear goggles or some type of protective eyewear if you are going to be the one tossing the mints in the soda. Other than that, enjoy the spectacle!

Abstract This is a review paper that identified factors causing students’ poor performance in science as teachers’ method of teaching, students’ interest, class size, poor laboratory facilities among other factors. Recommendations were made at the end of the paper; one of such recommendations was that teachers should be more dedicated to their duties

Introduction Science is different from other disciplines by its processes which are; observation, classification, measurement, prediction, problem identification, collection, analysis and interpretation of data, drawing conclusion, experimentation etc. In Nigeria research has shown that students’ performance in science has not been encouraging due to some factors. The table below shows percentage of students’ performance in May/ June Examination from 2006 to 2011 in Nigeria. YearPercentage of pass 200622 200720 200826 200926 201023 201130 Source: The sun news 2011

Factor influencing students’ performance Adegboye (2003) believed the main factor that is responsible for poor performance in mathematics is the fear of mathematics. Okooboh, Afolabi and Asilika (2004) stressed that the unimpressive response to science and technical education is particularly evident in students’ poor performance in science subjects at secondary school level. In the words of Ajileye (2006) insufficient resources for the teaching and learning of science constitute a major cause of student underachievement. The insufficient resources include laboratories, science equipment, and specimens to be used as teaching aids. Onuoha (1997) identified shortage of qualified and dedicated teachers as the factor affecting student performance in science and that poor practical orientation will lead to poor understanding of the theory. In his opinion teachers are no more dedicated to their assignments. They give more time to trading, petty contracts, farming etc. They sneak in and out of the classrooms and laboratories at will. Ukwuma (1990) in his investigation of factor impair science education confirmed that over 80% of failure in science and technology are due to the inability of students to perform well in practical. Akinola (2006) believed that causes of mass failure of students in senior secondary Chemistry Examination include teacher’s methodology, structuring of the curriculum, the concentration of examination questions on few topics and the inability of students to perform enough practical before their examination. Ladanu (1991) observed that most of the textbooks used in secondary schools are written by foreign authors. Languages used in some of the texts are complex and ambiguous. Hence, it becomes difficult for students to comprehend. In the opinion of Akanbi (2003) poor performance in Physics may be due to a number of fundamental reasons, which could be due to shortage of science teachers in quality and quantity, inadequate laboratory equipment and facilities, poor motivated teaching strategies, shortage of suitable Physics textbooks and other factors. Bamidele (2004) observed lack of interest in physics by students due to preconceived idea that physics is a difficult subject has affected the enrolment and performance of students in physics. Ogunbiyi (1986) investigated that many secondary school students are unfamiliar with more than half of laboratory apparatus and are unable to know in what experiment they are used. Garba (2004) conducted a research on the relationship between classroom control and students’ performance; his findings revealed that teachers who are sufficiently equipped with strategies that assist in classroom control adequately will automatically enable the students have full concentration and lead to positive academic performance of the students. In the opinion of Ojo (2001) lack of qualified teachers, lack of facilities and poor teaching method are factors to be considered when it comes to student performance in science. He said the success of any science education programme depends to a large extent on the teacher. Olonade (2000) and Fatola (2005) in their different studies both agreed that school location and school size influences students’ performance in sciences. In a study carried out by Owolabi (2004) on a diagnosis of students’ difficulties in Physics, he revealed that poor performance of students in Physics could have emanated from student’s lack of full understanding of Physics concepts Aiyelabegan (2003) identified attitude, approach of students and teacher to Physics, inadequacy of practical equipment, unconducive environment and lack of qualified hands to handle practical works as factors affecting student performance in Physics. Apata (2007) confirmed that students taught by qualified and experienced teachers performed better than students taught by unqualified and inexperienced teachers. Conclusion and recommendations Poor students’ performance in science is due to poor teaching method, poor textbooks, students’ interest, class size, poor laboratory facilities, teacher attitude to work and poor condition of service. In view of the above conclusion it is suggested that teachers should be more dedicated to their duties, provision of laboratory equipment and reduction of students’ number per class.

REFRENCES

Adegboye, A.O &Adegboye,O.A(2003).An investigation into Secondary School students’ performance in SSCE Mathematics. Lafiagi Journal of science Education 5 (1& 2), 25-31.

Aiyelabegan,A.T (2003). Effect of physics practical on Students’ Academic performance in Senior School Certificate Physics Examination in kwara state. Lafiagi Journal of Science Education 5 (1& 2), 84-89.

Akinola, B.M.A (2006). Causes of Mass Failure in senior secondary school Chemistry in Ijebu East Local Government Area of Ogun State. Oro Science Educational journal. 4(5&6),19.

Ajileye , O.O (2006).Towards Effective Science Education: Issues in Universal Basic Education Programme. Journal of Sports Management and Educational Research. 1 (2), 337.

Akanbi A.O (2003). Trend in Physics Education in Secondary School in Kwara State. Lafiagi Journal of science education. 5(1& 2), 69- 75.

Apata, S.F (2007). Influence of Teachers -Academic Qualification and Experience on Students’ Performance in Senior Secondary School Physics In Kwara State. (Unpublished master thesis). University of Ilorin,Ilorin

Bamidele, L (2004). Students’ Poor Performance in Physics. A Bane to our Nation’s Technological Development. Nigerian Journal of Science Education and Practice. 2(1), 174

Garba,R.B(2004). Teachers’Classroom Control and Students’ Academic Achievement (Unpublished master’s thesis). University of Ilorin,Ilorin. Ladanu, G.A (1991). Students’ Performance in Biology- Factors and remedies. Journal of Education Students’ Association, University of Ilorin. 7, 8.

Ogunniyi, M.B (1986). Teaching science in Africa. Ibadan: University press.

Ojo M. O (2001). Problems of teaching Science and Mathematics in Nigeria.A paper presented at the Train- the Trainers workshop for Science and Mathematics teachers in Colleges of Education in Six Geo – political zone of Nigeria.

Okooboh, M.A, Afolabi, M.A, & Asilika, D.A (2004). Science and technical Education in a Democratic Government for Sustainable National Development The Conference: Journal of Contemporary Educational Thoughts. 1 (1), 44, 45.

Olonade, G.B(2000). Influence of School Location, School Size, Sex DifferenceAnd Teachers Variables on Mathematics Achievement of Secondary Student In Kwara State. (Unpublished master’s thesis). University of Ilorin, Ilorin.