Can you believe that copper and gold are the oldest metals? Cyprum is Latin word for copper. Copper can be found in northern Iraq and many other places in the world, but is very commonly mined in Australia. You my think that copper would not help plants grow, but news-flash it does. Coppers atomic number is 29 and the atomic weight is 63.546, atomic mass unit. Copper can be hammered into a big sheet and from there a creative sculpture. The Egyptians used copper to make objects to worship their gods. If you want to buy copper, you can get it online at a shop like Copper Smith. I think the best copper is found in an antique shop. Copper is my favorite metal, and I hope now it is yours to.
These are questions that people ask about lightbulbs all the time when talking about the history of these amazing sources of the human’s best tool, the light. The first light bulb was made in 1923 when a chemist and engineer used carbonized bamboo filaments and somehow found a way to make power or light. In 1962, Georges Claud a glass blower by trade made the neon light. You most commonly see on it on the Las Vegas strip! After all of those guys made history, Nick Holonyak made even bigger history when he invented the LED bulb. Then the Energy Dept. put LEDs together which made a bigger and brighter glow. In 2011, Philips made a 49$ bulb that could last for 27 years. Thanks to all those brilliant people who made the most helpful invention ever.
Step one — open the hinge by pulling down or up
Step two — turn the nob on the flame stem half a turn counter clock wise
Step three — light the paper-like ball on top of the flame stem
Step four — close the door and you have lighted a gas lantern
Step 1. Find the right tools: wire cutter, screwdriver, needle nose pliers.
Step 2. Make sure the power at the light switch is off.
Step 3. Additionally use power tester: 1. Put black tip into black probe 2. Red into red probe 3. If tester light blinks there is still power on.
Step 4. Pull the wire outward a little through the junction box in the wall.
Step 5. Take wire nut off of the wire that comes out of the wall (if necessary) and connect the black new wire to old black wire.
Step 6. Take wire nut off of the wire that comes out of the wall (if necessary) and connect the white new wire to old white wire.
Step 6. Check to see that you have tightened the nuts as securely as possible.
Step 7. Finally, screw the “ground wire” (the wire that is not color covered) to the screw in the mounting bracket.
DJD has begun his fourth grade innovation project. He is designing light fixtures. He began to codify his design language.
Color: The way light reflect off objects and is perceived by the human eye.
Warm Bronze and Textured Nickel
Shapes: Two or three-dimensional areas with a boundary. Shapes encourage us to have specific moods or emotions and emphasize specific areas of interest.
Equilateral triangle-based pyramids
Reflective: The ability for object to be projected back from a different angle.
Opaque: The ability of a medium to allow light to appear indirectly and less intensely.
Textured and Tinted
Tessellation: Tiling of a surface using one or more geometric shapes with no overlap and no gaps.
Mathematical, Interlocking, Patterns of patterns, Dramatic, Historic, Repeatable, New yet familiar, Randomness
Filed under DJD, Geometry
“To design is to communicate clearly by whatever means you can control or master” To my point of view this means a designer’s job is to bring happiness and satisfaction into the world by understanding what people love and manipulating how people think of the world through products to make their life better.
- Pleasing to the eye
- Does its job (right amount of space; gives off the proper light)
- I has a new/unseen before appearance
Filed under DJD, JD, Montessori
Chart 1 showing the size relationship between the Earth and the Sun.
One of the ways children show me how they are processing the impressionistic lesson of the formation of the Universe is by how they are interpreting the posters in our room which are used during the presentation.
First, the most immature child processes this wonderful impressionistic story very literally. I find this is often a young first year child. This vision is not wrong for where the child is developmentally. I know the child will see it from a different facet as he is older.
The second and third year child (and often the first year upper child) is wanting to show what he believes really happened at that moment on the Earth. His drawings are more “photo realistic.”
Volcanos spewing smoke. The sun hides herself behind a veil of ashy clouds.
For the older Upper Elementary child, the interpretation is often back to the impression of the work. He understands the work and many of the concepts literally and is now ready to put his individual stamp on Dr. Montessori’s work.
AV and JV had become interested in creating their own God With No Hands cards.
Well not cards in the case of AV. AV wants to quilt the felt to make a soft poster.
JV has been focused on a minimalist approach. JV is using cut paper. Elegant.
I find the child’s vision is very helpful for discussions of other Montessori lessons. It provides a window into the child’s thoughts, understandings, and tendencies.
I have observed some Montessori classes shading photo copies of the charts as line art sheets and making a book. I would find this difficult for me as a directress, because the meeting of the child with the story is personal and provides such a window into her soul. I wouldn’t want to miss those clues.
Our actual lesson and my charts are here. The core text is here.