'Weather and temperature'
Las siguientes flashcards las he utilizado desde 1° básico. Me gusta como rutina inicial de cada clase preguntar a los estudiantes, what's the weather like today? a lo que ellos responden el clima del respectivo día. Además, también me gusta preguntarles how's the temperature today? a lo que ellos deben responden una de las tres opciones en las flashcards. Finalmente, escribimos eso en la esquina de la pizarra y los chicos pueden copiarlo en su cuaderno.
Cabe recalcar que en esta situación es bueno ir reforzando el respetar los turnos, y darle la oportunidad a aquellos que participan menos seguido.

This is a Power Point about how the different material change with temperature exposures.

Here they will find examples of liquid and solid materials and how they change when exposed to heat or freeze.

Also, this lesson includes a video about and experiment and some questions related to it.


One of the pictures was taken from Nelson International Science Student Book 2 by  Anthony Russell.

CN02 OA4: Observe, compare and contrast the characteristics of different habitats, identifying luminosity, humidity and temperature needed for animals' survival. 

The objective of this worksheet is for students to identify characteristics of different habitats, so they can match each habitat with its description, to solve the crossword.

CN02 OA12: Recognize and describe some weather characteristics and conditions, such as precipitation, wind and temperature, among others, and also some instruments to measure weather.

Students observe the pictures, they recognize different weather conditions and instruments, and complete the crossword with the corresponding words, according to the pictures. They must use vocabulary learnt during the unit.

Use this exit ticket to check if your students understood some main characteristics of vetebrate animals.
Ask them to choose their favorite animal and describe it by writing the group the animal belongs to, body covering/temperature, type of reproduction and habitat.

El vocabulario de clima en inglés incluye términos como "sunny" (soleado), "rainy" (lluvioso), "cloudy" (nublado), "windy" (ventoso), "hot" (caluroso), "cold" (frío), "stormy" (tormentoso), "foggy" (con niebla), "humidity" (humedad) y "temperature" (temperatura). Estas palabras ayudan a describir las condiciones atmosféricas y el clima en diferentes situaciones.

Rambus Dynamic Random-Access Memory (RDRAM) was developed in the 1990s by Rambus Inc. as a high-speed alternative to traditional DRAM. It was designed to provide faster data transfer rates, making it an ideal choice for high-performance computing applications. Initially adopted by Intel for use in its Pentium 4 processors, RDRAM gained recognition for its ability to handle large amounts of data efficiently.

Key Features of Rambus Memory

One of the defining characteristics of Rambus Memory is its ability to operate at much higher clock speeds than conventional SDRAM. RDRAM uses a unique architecture, featuring a narrow, high-speed data bus that allows for increased bandwidth. Unlike traditional memory modules, RDRAM employs a serial memory interface, which reduces signal interference and improves data integrity. Additionally, it utilizes advanced signaling techniques such as Rambus Signaling Logic (RSL) to enhance performance.

Another notable feature is its heat dissipation mechanism. Due to its high-speed operation, RDRAM generates more heat than standard memory modules. To address this, Rambus developed a heat spreader that helps maintain optimal operating temperatures. This feature made RDRAM more suitable for demanding applications, such as gaming and multimedia processing.

The Rise and Fall of RDRAM

Despite its technical advantages, Rambus Memory faced several challenges that limited its widespread adoption. One major drawback was its cost. RDRAM was significantly more expensive than its competitors, such as DDR (Double Data Rate) SDRAM, making it less attractive to budget-conscious consumers and manufacturers. The licensing fees imposed by Rambus Inc. also contributed to the high cost, discouraging widespread adoption.

Additionally, compatibility issues hindered RDRAM’s success. Intel initially supported the technology but later shifted its focus to DDR memory due to market demand and cost-effectiveness. As DDR technology improved and became more affordable, manufacturers and consumers gradually moved away from RDRAM. By the mid-2000s, Rambus Memory had largely disappeared from mainstream computing, replaced by DDR variants that offered similar performance at a lower cost.

Legacy and Impact of Rambus Memory

Although Rambus Memory is no longer widely used in consumer PCs, its influence on memory technology remains significant. The high-speed data transfer techniques pioneered by Rambus paved the way for modern memory innovations, including GDDR memory used in graphics cards and high-performance computing applications. Rambus Inc. continues to develop memory solutions, focusing on next-generation technologies such as high-bandwidth memory (HBM) and security solutions for data centers.

Conclusion

Rambus Memory was a groundbreaking innovation that set new standards for memory speed and efficiency. While it faced challenges that prevented it from becoming the dominant memory standard, its technological advancements continue to shape the evolution of modern computing. The lessons learned from RDRAM have influenced the development of faster and more efficient memory solutions, ensuring that Rambus Inc.’s legacy remains an integral part of the industry.

Siempre es mejor usar el tiempo en actividades entretenidas que en escribir tanto en el cuaderno, por eso les dejo está guía simple para que los niños repasen la temperatura ambiental y el uso del termómetro.

Es muy útil para el estudio, también para hacer un cierre de la clase haciendo y leyendo la guía en conjunto.

Esta clase es una clase sobre la temperatura. Abarca los siguientes temas:

- ¿Qué es la temperatura?
- ¿Cómo la podemos medir?
- Conceptos de frío y calor.
- Estimación de temperaturas a partir de imágenes.
- Grados celcius.

 | EJE  | Ciencias Físicas y Químicas
 | UNIDAD  3 | La energía
 | OBJETIVOS DE APRENDIZAJE | Explicar que la energía es necesaria para que los objetos cambien y los seres vivos realicen sus procesos vitales y que la mayoría de los recursos energéticos proviene directa o indirectamente del Sol, dando ejemplos de ello. (OA 8) _ Investigar en forma experimental la transformación de la energía de una forma a otra, dando ejemplos y comunicando sus conclusiones. (OA 9) _ Demostrar, por medio de la investigación experimental, que el calor fluye de un objeto caliente a uno frío hasta que ambos alcanzan la misma temperatura. (OA 10) _ Clasificar los recursos naturales energéticos en no renovables y renovables y proponer medidas para el uso responsable de la energía. (OA 11)