Quantum Teaching

Quantum Teaching
2 years ago

*
* Email
* Favorite
* Favorited ×
* Download
* Embed
* Zipcast
* More…
*
* Embed this presentation Copy the code below and paste it into your website. Customize Without related content For WordPress.com blogs Close
*

We have emailed the verification/download link to "".
Login to your email and click the link to download the file directly.
To request the link at a different email address, update it here. Close
Validation messages. Success message. Fail message.

Check your bulk/spam folders if you can't find our mail.
*
Loading…
Close

×
Like this presentation?
No comments yet

Embed Video Subscribe to comments
Post Comment
Edit your comment Cancel
Speaker Notes on slide 1
Quantum Teaching - Presentation Transcript

1. Quantum Teaching Orchestrating Student Success
2. What is Quantum Teaching?
* Quantum teaching is a brain-based teaching philosophy that includes many specific guidelines for creating an effective learning environment, designing curriculum, delivering content and facilitating the learning process. Quantum teaching is about bringing joy to teaching and learning with ever-increasing “Aha” moments of discovery. It’s teaching philosophy is centered on presenting content to students in engaging and energizing ways thus allowing students to become lifelong learners who are responsible for their own learning.
3. Quantum’s Prime Directive
* Quantum teaching rests on the concept of Theirs to Ours, Ours to Theirs. It is Quantum’s Prime Directive. Here is what it means. Theirs to Ours, Ours to Theirs stresses the importance of a teacher entering a student’s world first before they get caught up in the teaching aspect. Because before a student wants to know what a teacher knows, they want to know that the teacher cares about them.
4. Quantum’s Five Tenets
* Quantum learning embodies five tenets or resident truths. They are…
* Everything Speaks-Everything from surroundings and tone of voice to distribution of materials, conveys an important message about learning.
* Everything is on Purpose-Everything we do has an intended purpose
* Experience Before Label-Students make meaning and transfer new content into long-term memory by connecting to existing schema. Learning is best facilitated when students experience the information in some aspect before they acquire labels for what is being learned.
* Acknowledge Every Effort-Acknowledgement of each student’s effort encourages learning and experimentation.
* If It’s Worth Learning, It’s Worth Celebrating!-Celebration provides feedback regarding progress and increases positive emotional associations with the learning.
5. Context and Content
* The Quantum teaching model is much like a symphony. There are many elements that factor into the learning experience. These elements are put into two categories: content and context. Context is the setting. It focuses on the atmosphere, the Foundation, and the design of the classroom. Content is equally important as the context. Learning occurs when skills are presented in a manner that allows students to explore and discover the wonders of the material being taught to them. Students will not only have opportunity to learn content, but also discover their learning styles and develop some life skills that will help them take greater responsibility for the choices they make.
6. Classroom Parameters and Guidelines
* A strong foundation is an essential part of the learning community setting guidelines that reach beyond the classroom, guiding behavior, building character, and teaching values that stick with students for the rest of their lives are benefits of a strong foundation. Students are given the tools they need to make responsible decisions and become better citizens. While the particulars of each foundation are unique and individual as each school and class, the basic elements remain the same:
* A shared purpose
* Shared principles and values
* Powerful beliefs about learning and teaching
* Clear agreements, policies, procedures, and rules
7. Purpose
* A learning community shares more than a common location; it also shares a common purpose. In the classroom, the shared purpose is for all students to develop proficiency in a subject, become better learners and interact as team players. It is up to the teacher to determine the purpose of his or her community. Once the purpose has been decided, communicate it clearly to the student’s early in the school year. It is important to build excitement around the purpose and transmit it with passion and assurance. The teacher gives student’s feedback often regarding their progress, become their coach, and provide them with their progress and how they’re playing the game. Surprise celebrations along the way keep the momentum going!
8. Principles
* Principles are like a collective conscience. They guide behavior and help establish a trusting, supportive environment. Teaching principles is really teaching character. For principles to stick, everyone in the classroom must agree they are important and hold them in high esteem. Quantum teaching uses a set of principles called the 8 Keys of Excellence. They provide a meaningful way to gain alignment and cooperation and lay the framework for a supportive, trusting, environment where each person is valued and respected. As students implement the 8 Keys, behavior problems diminish even with some challenging students. Integrating the Keys focuses on appropriate behavior. When teaching the Keys, the teacher points out things students do right! The Keys are the guiding principles to which students align their behavior. They become acceptable ways of thinking and acting. Just by mentioning the Keys, a student who misbehaves can be put back on track by challenging them to identify the problem and the solution. The Keys become automatic and become a part of their lives.
9. The 8 Keys of Excellence
* Integrity-Conduct yourself with authenticity, sincerity and wholeness. Your values and behavior are aligned.
* Failure Leads to Success-Understand failures simply provide you with the information you need to succeed. There are no failures only outcomes and feedback. Everything can be useful if you know how to find the gift.
* Speak With Good Purpose-Speak in a positive sense, and be responsible for honest and direct communication. Avoid gossip and harmful communication.
* This Is It-Focus your attention on the present moment, and make the most of it. Give each task your best effort.
* Commitment-Follow through on your promises and obligations, live your vision. Do whatever it takes to get the job done.
* Ownership-Take responsibility and be accountable for your actions
* Flexibility-Be open to change or a new approach when it helps you get the outcome you desire.
* Balance-Keep your mind, body and spirit in alignment. Spend time maintaining these three areas.
10. Agreements, Policies, Procedures, and Rules
* The foundation of the learning community includes the agreements, policies, procedures and rules by which everyone is willing to live. These agreements keep order and guide student’s actions. They clarify what the teacher expects of the students. Agreements can be school wide or established within a classroom.
* Agreements-More informed then rules, they list simple ways to make things run smoother. For example, listening quietly while another person is talking. They can also include following the 8 Keys.
* Policies-Support the purpose of the learning community. They also explain sequences of actions for certain situations. For example, it is a student’s responsibility to get and complete make-up work for their absences.
* Procedures-Allow students to know what to expect and what action to take. For example, what to do at the beginning of class or where to place homework. Familiar procedures create routine which is important to students in all grade levels. It gives students stability, control and structure.
* Rules- Stricter than agreements or policies, rules have clear consequences. Consequences might range from a warning for a first violation to a behavior conference for a third violation. Agreements, policies, procedures, and rules fulfill the brains need for purposeful, positive structure. Student’s may be given a written copy of class policies and rules and may even sign them as a contract. Student’s who are allowed to participate in determining class procedures and rules feel respected and valued.
11. Classroom Environment
* Remember, everything speaks! The classroom environment either invites and entices learners or distracts and diverts them. An environment that supports learning is fresh, alive and full of vigor. The Quantum teaching environment is one that propels learning and increases student retention.
* Visuals such as Iconic posters, affirmation posters, and color strengthen students learning.
* Props can visibly represent an idea, and in visual learning, and can also assist students who are highly kinesthetic.
* Seating plays an important role in the orchestration of learning. Desks may be arranged to support a given lesson or turned for group work. For teacher lectures or presentation disks should face forward to help students stay focused. The goal is flexibility.
* Plants, aroma, pets, and other organic elements are not what you commonly associate with the classroom. However, plants produce oxygen and the brain thrives on oxygen. A little spray of peppermint, basil, lemon, cinnamon, or rosemary increases mental alertness.
* Pets bring out the caring nature of students and offer students at elementary level the opportunity to practice responsibility, nutrition, health, and caring.
* Music helps learners perform better and remember more. It can help bring students into an optimal learning state. Music also allows a teacher to build rapport with students because through it, they can “speak their language.” Music can set the mood, enhance desired learning outcomes, and punctuate for effect. Orchestrating the elements in your environment greatly influences your ability to teach more with less effort.
12. “ Life Skills” or “Social Skills”
* Quantum teachers are masterful conductors who bring out the beautiful music within each of his or her musicians, orchestrating students authenticity and efficacy through personal skills. Otherwise known as “life skills” or “social skills”, these abilities empower each of us to build and maintain rapport and relationships with others. Not having these skills handicaps students in their lives, and it seems the “at-risk” students are often the ones who lack them. By going beyond content, teachers can equip students to be more effective in their lives. The 8 Keys make a significant difference in student’s lives, become a way of being, and are the threads that hold the tapestry of a classroom together. Basically, Living Above the Line means being accountable for one’s actions and the willingness to make corrections when needed. Living Below the Line characteristics like blaming, justifying, denying, and quitting are used as alternatives to responsibility.

What is Quantum learning

Quantum Learning is an integrated model of teaching and learning that creates passionate teachers, engaging classrooms and meaningful content resulting in accelerated student achievement. It is the masterful orchestration of research-based strategies, along with the WHY behind them, that create the powerful results. Quantum Learning is a comprehensive approach to teaching that incorporates research, best practices, effective delivery methodology, classroom management techniques, strategies for student engagement, leadership models…and the WHY behind it all.
Included in Quantum Learning trainings is brain research and models to:

1. dramatically increase student learning
2. significantly improve student behavior
3. prepare students for success through effective classroom participation and study techniques and strategies
4. teach students how to prepare for and successfully take tests – without undue stress
5. build character and help students develop life skills for emotional and social well being

Quantum Learning for Administrators focuses on school leadership, building a strong culture of mutual responsibility for student achievement, and on instructional leadership – knowing how to support teachers to be their most effective in the classroom and with parents.

Quantum Learning for Students teaches students “learning to learn” skills including HOW to learn, HOW to study, HOW to prepare for and take tests and HOW to retain learned information. It also teaches personal leadership, self motivation, and important life skills that are critical to a student’s overall success.

The Intent of Quantum Learning: To facilitate a dramatic shift in learning, comprehension and retention as well as interest in and desire to learn on the part of students. To inspire, motivate and guide teachers to be more effective and successful and to bring joy back to teaching.

continous extraction of vegetable oils

RATIFICATION PAGE

Complete report of experiment in analytical chemistry II with the title “Continuous Extraction of Vegetable Oils”, was made by :

Name : Dhidi Erwanto
Reg. Number : 081304167
Group : VI
Class : International Class Program of Chemistry

After checked by assistant and coordinator assistant, so this report have accepted.

Makassar, 4th April 2010

Coordinator Assistant, Assistant,



Ahmad Rante, S. S.Pd. Ezzar Fitriyani


Known by:
Responsible Lecturer,


Dra. Netty Heriawaty, Apt.


The Title of Experiment
The title of this experiment is “continuous extraction of vegetable oils”.
The Objectives
The objectives of this experiment, are :
To extracted vegetable oils from sample (castor, peanuts) by using Soxhlet.
To determine the rate of oils from sample by distillation method.
Background
Extraction is separation method which based on the different of solubility a solute in soxhlet. Extraction hydrodynamic is important factor to determine how big a solute was got by extracted because hydrodynamic influenced the mass of motion wide is bubble wide which located in the column. In extraction, the dispersed substances as bubbles called continue phase (Author, 2010).
The continue extraction technique especially for substances with D (the price of distribution comparison) smallest (< 1), or if the separation factor price β nearing one. If the condition occur, thus the step extraction with separator funnel become less practices, because must be done a hundred times. There is kind of tools for this process. On its principle in the tools appear continue current from the solvent by a substances solution is extract. The solvent that was brought substances which extracted, evaporated, than cooling, so that can be using again. If needed the fresh solvent can added again as continuously (Soebagio, 2003:49).
Vegetable oil is specially oils that was make from the plant. Usefulness in some food and for cooking. Some of vegetable oils usually using for as Africa oil plant. Corn, olive, radish, soy bean, candlenut, and sunflower (Author, 2010).
Candlenut (Aleuretic moluccanna) is plants which its seed usefulness as oils source from various species. His plant still familiar and the decline of cassava and involved in Euphorbiceae. Candlenut have similar in odor and texture with macadamia which have containing oils is near same. The candlenut is really toxic when still unripe. The candlenut seed containing toxic materials with low power. Because of that, really not to suggested to consume the candlenut unripe (Author, 2010).
Its native range is impossible to establish precisely become for early spread by humans, and the three is now distributed throughout the new and old world tropics. It grows to height of 15-25 m (49-82 ft), with wide spreading or pendulous branches. The leaves are pale green, simple, and ovate or rarely 5-lobed , with an acute apex 10-20 cm (3,9-7,9 in) long. The nut is round, 4-6 cm (1,6-2,4 in) in diameter, the seed inside has a very hard seed coat and high oils content, which allows its use as a candle (Kepler, Angela Kay : 1998:201).
Several parts of the plant have been used in traditional medicine in most of areas where its native. The oils an irritant and laxative and sometimes used like castor oils. Candlenut oils also used as hair stimulant or additive to hair treatment systems. The seed kernels have a laxative effect. In Japan its bark has been used on tomen. In Sumatra, pounded seeds, burned with charcoal are applied around the navel for costiveness. In Malay, the pulped kernels or baled leaves are used in poultices for headache, fever, ulcers, swollen joints, and gonarhea. In Java, the bark is used for bloody diarrhea or dysentery. In Hawaii, the flowers and the sap at the top of the husk (when just removed from the branch) were used to treat e’a (oral candidiasis) in children (Mower, Nancy Alpert, 2001:109).
The modern way of processing vegetable oils is by chemical extraction, using solvent extract, which produce higher yields and is quicker and les expensive. The most common solvent is petroleum-derived hexane. This technique is used for most of the “newer” industrials oils such as soybean and corn oils (Author, 2010).
Another way is physical extraction, which does not use solvent extracts. It is made the “traditional” way using several different types of mechanical extraction. This method is typically used to produce the more traditional oils (eg olive), and it is preferred by most “health-food” costumers in the USA and Europe. Expeller press extraction in one type, and there are two other types that are both oil preserves, the screw press and the ram press. Oil seed presses are commonly used in developer countries, among people for whom other extraction methods would be prohibiliity expensive. The amount of oil extracted using these methods variety widely, as shown in the following table for extracting mowrah butter in Indies (Author, 2010).
Method percentage extracted :
Ghani 20-30%
Expellers 34-37%
40-30% is sollent
(Janet Brachman; 2001:201).
Apparatus and Chemicals
Apparatus :
Spiral condenser
Soxhlet
Godog flask
Heatle mantle
Beaker glass 100 ml
Spraying bottle
Stative and clem
Funnel
Mortar and pestle
Analytical balance
Volumetric glass 10 ml
Chemicals :
Boiling stones
Tissues
Candlenuts
Ether
Cotton
Aquadest
Alluminium foil

Instructions
25 grams candlenuts was polished the seed till smooth as. Than closing 25 grams the smooth candlenut with paper suitable with soxhlet size, part upper and bottom layer closed by cotton and branch the corner each other. Entering the ether, into the heating flask till about 60% the godog flask volume. And adding the boiling stone into the heater flask. Done the extraction by heating the godog flask till occur 5 times circulation.
After that, we done the separating the ether solvent by using heating method the mixture and stopped the heating when not yet occurred the circulation, and the residue was got most concentrate. Evaporating the residue till the ether smells is lost. Balancing the residue and measure the volume. Calculating the oils rate. Writing the result of experiment.

Result
25 grams of candlenut + 60% ether of flask volume + extraction 4-5 circulation (2 hours) → transparent yellow → evaporated → cooling down → transparent of yellow oil. The mathematics analysis :
Weight of candlenut = 25 grams
The volume of oils = 3,01 ml
Weight of oils = 2,00 grams
Weight of empty volumetric glass = 31,9 grams
Weight of volumetric glass with oils = 33,9 grams




Data Analysis
Known : First mass of candlenut : 25 grams
Oil mass of candlenut : 2,00 grams
Solution :
Oil content = (mass of candlenut oil (practicum))/(mass of candlenut (theory)) x 100%

= (2,00 grams)/(25 grams) x 100%
= 0,08 x 100%
= 8%
Specific mass of oils (practicum) = (mass of candlenut)/(volume oils)
= (2,00 grams )/(3,01 ml) = 0,66 grams/ml
 
DISCUSSION
To got the vegetable oil, the manner is by taking plant that can produce oils. In this experiment, candlenut took as the sample to get vegetable oils from plant. The first step that doing is found the candlenut until smooth. The function of pounded is to make easy of the oil extracting process from candlenut. The vegetable oil from candlenut can easily to extracted by solvent that used. Because that manner can effecter the size of particle become smallest to make the extracting process easier. The solvent that used is ether, because the polarity of ether that relatively same with polarity that contain in candlenut that will extracted, both of that are non polar.
After the pounded step finish, the candlenut covered with filtrate paper and the upper and down side give cotton. The function of cotton is to make easy of the dilution of oils that will extracted by ether and inhibiting the powder to joined into extracting because the powder can be as the impurity. At the godog flask (heated flask) added boiling stone. The function of adding boiling stone is to inhibiting the “blow” that occur as the effect of different vapor pressure at the temperature with the atmosphere pressure and the pressure in liquid column.
After that, done extraction 4 times circulation. According to the theory, as much of circulation that done caused the big chance to get the vegetable oils (kepler;2001:183). The perfect extraction shown by the liquid in cyton colorless or the circulation occur in 20-25 times (Author. 2010). Extraction process finish to done, separating of solvent done with the soxhletation process, where the solvent evaporated in soxhlet and stopped after the circulation occur, the solvent will evaporate because have a low boiling point compare with the candlenut oil boiling point. The boiling point of ether is 34,6oC and the boiling point of candlenut oil is 31,9oC. the solvent that had been separated paced at the beaker glass. It done according to the soxhletation principle that said that simplisia filtration (oils) by continuously, the filtrating liquid (solvent) heated until evaporating, the vapor of filtrating (solvent) condensation become molecule. The water molecule by the forward cooler will go down to filtrating the simplisia (oil) in circulation flask and then entered again into flask after across the sifon pipe (Author, 2010).
Residue (oils) that got then evaporated from the solvent. Ether that had function as solvent will evaporated because the boiling point that lower than candlenut oil. The function of evaporation is to get the pure oils that free from the solvent that used. The oils that not have ether smells again have color yellowish gold or yellow (Author. 2010). Content of sample that got is 8% with the specific mass is 0,66 grams/ml. The specific mass that got little different with the theory, that is according to the theory the specific mass of vegetable oil from candlenut is 0,99 grams/ml. that can caused by some factors, some of that are less of the circulation process that done, as much of circulation that done at the extraction process, so will produce much of oils. The less of smoothness of candlenut so the result of extraction that got is less. The less of candlenut that used as the source of extraction of vegetable oils from candlenut. And the too closed of the binding rope that done at the packing process, that caused the oils difficult to dilute in solvent at extraction process.
 
Conclusion and Suggestion
Conclusion
From the experiment, can be conclude following as :
The vegetable oils from candlenuts can be extracted by soxhlet and using ether as the solvent.
The containing of sample is 8% with the density is 0,66 grams/ml and its volume is 3,01 ml.
The soxhletation principle is pulling the chemicals component done by symplia put on the klonsong which have recovery by filter paper, the balancing related simplisia, solvent heating till evaporated, the vapor solvent will be condensated become water molecules by cooler, back and down to filtering the simplisia and enter again in the flask through the sifon pipe.
Suggestion
Especially for the next student, if the students needed the big amount of candlenut vegetables oils, done the circulation is many to support it.














REFERENCES

Author. 1. 2010. Kajian Hidrodinamika Ekstrksi Cair-cair. Online (http://digilib.itb.ac.id.gdi). Accessed on 2nd April, 2010.

Author. 2010. Candlenut. Online (http://www.wikipedia.com). Accessed on 2nd April, 2010.

Janet, Brachman.2006. Oiled Processing For Small Scale Product. Germany : IPV.

Kepler, Anggel Kay. 1998. Hawaiian Heritage Plant. University of Hawaii.

Mosser, Nancy Alpert. 2001. Trickster Lives : Culture and Myth in American Victim. University of Georgia press.p.16.

Soebagio. 2003. Kimia Analitik II. Malang : Universitas Negeri Malang.

experiencis