277client

=Jan Otto 277 2013-2014=

back to the toppage
__WS1__ From the very begining of my education I'd an access to PCs with OS's from Windows series (Win 3.1 - first to have the Polish language version). In secondary school I used to prepare larger written homeworks in MS Office and print them, started to use searchers and wikipedia more widely, thanks to the fact we switched from dial-up connection to dedicated line at home. In high school I programmed in C.

At my university laboratory with PC's is available 24h/day. Access to specific devices like grids, supercomputers, smartphones or microcontrollers is limited, but possible to gain.

__WS2__ My middle school was in mid/high-tech category. Some of the teachers tried to involve usage of ICT. I remember repeating past tense of irregular verbs and phrasal verbs with the application for the English class and using interactive visualizations of oxidation and reduction reactions for chemistry. There were 3 classrooms fully adapted for the multimedial lessons and no dedicated on-site technical support, but the employees of the school library were clever enough to sustain the possibility of usage on anterior demand. With cooperation of the requesting teacher, they were able to prepare proper licenses and software to perform the lessons.

When I was learning meteorology at the geography

classes, I used to give latin name to clouds from images or photos, indicate the wind's direction and strength

basing on simple maps with isobaric curves and memorizing few

simple rules which would determine if it's going to rain or to get

cold that day, but this seemed totally unpractical in context of forecasting. I would like to do the project on meteorology.

The first stage would base on actual data collected from the

meteorology station in the area. I would ask students to observe

and record the current state of the weather by home devices. Then they would confront it with the data they get from the nearby meteorological station to discover the accuracy and locality of measurements.

The second stage would be forecasting. Seeing how the rules for

the forecasting are applied in the meteo station, they would be

able to develop their own rules and intuitions for interpretation

of their own measurements and at some point build their confidence

in their own forecasting.

The school would need the access to meteorological data and PC's with the software for it's presentation. Students would have to be equipped with the measurement devices.