Tecnología, técnicas para fomentar la creatividad,grupo 6

 Hola, somos el grupo 6 y vamos a hablaros de la técnica para fomentar la creatividad que nos ha resultado más apropiada e interesante para llevar a acabo una investigación más profunda.
Tras una búsqueda de información y una puesta en común hemos decidido hablar sobre la técnica de los seis sombreros para pensar.
-En primer lugar el método puede resultar simple o incluso infantil, pero los resultados demuestran su eficacia.
-Hay seis sombreros de colores diferentes.En cualquier momento una persona puede escoger ponerse uno de los sombreros o se le puede pedir que se lo quite. Todas las personas de la reunión pueden usar un sombreros de un color concreto durante un tiempo en un momento determinado. Los sombreros involucran a los participantes en una especie de juego de rol mental.

Cada sombrero, tiene un significado diferente, el sombrero blanco (hechos prácticos), el sombrero rojo (sentimientos), el sombrero negro (identificar problemas), el sombrero amarillo (lógica positiva), el sombrero verde (alternativas y soluciones), y por último el sombrero azul (autoridad y responsabilidad). Así cambia la forma de pensar del individuo sin llegar a molestarlo.

Esta actividad, nos estimula a ver las ideas y problemas con muchos más puntos de vista, teniendo en cuenta todos los puntos a tratar en un proyecto. Es un método sin duda efectivo, fácil de realizar en el que pueden participar muchas personas, ya que no solo se usan estos sombreros, si no que se pueden emplear otros con otros roles de manera que pueden participar un mayor número de personas al mismo tiempo.

Ésta técnica me parece apropiada, porque más que un simple juego, es desarrollar la inteligencia que efectúa lo que vas a decir.
Teníamos muchas técnicas para escoger pero esta es la que más nos ha gustado, porque era la más divertida, pensando en que se podía hacer en forma de teatro, por ejemplo, si te encuentras en un empleo, ante un problema difícil, pues como cada sombrero tiene una función, podríamos encontrar la identificación, alternativas y soluciones hacia el problema, y de este modo concienciar a la gente de que siempre va ha haber alguna manera de solucionarlo. 
Como los sombreros son difíciles de encontrar de cada color, se podrían sustituír por papeles coloreados y escribir en cada uno a la función a la que pertenece.
 En conclusión, a la hora de pensar se estimula el cerebro, y cuánto más ideas aparezcan para el problema, mejor estará funcionando y más se agilizarán los procesos neuronales. 
Nosotros pensamos que es una forma de pasar un buen rato.

The electroscope GROUP 6

During the Science week, we have been doing several activities  related to each subject. In Physics, we have been working on the electroscope, a very simple invention and at the same time useful. Its main function is to find out if a body is electrostatically charged. To make this apparatus we have used the following materials:
- A glass jar
- A wire that  works as a conductor
- Adhesive tape
- A balloon
To begin with we made a small hole in the lid of the bottle so that  the wire passes through. We folded one end of the wire into a hook and inserted it into the hole by holding it with some tape.
Then we placed two smalls sheets on the hook and close the jar. Next, we placed a small piece of foil on the outer end of the wire.
To text the electroscope, we blew up a balloon and rubbed it with the hair.
We took the balloon to the ball of aluminium foil and the two sheets which were separated, since this one was electrostatically charged.
Finally, we exposed the electroscopes in the Science week, which was an educational and  fun experience.

Writing--The electroscope--Group 2º

We are group 2: Claudia Álvarez , Eduardo Ponce , Álvaro Gonzalez, and Pablo Garcia and we are going to talk about how an electroscope works.
To make the elctroscope we used different materials like: a glass jar, some copper wire, a cork, aluminium foil, and a balloon.
Now, we are going to talk about how it works.When we put a charged object next to the  electroscope, the negative chargers are orientated to the top, while the positive ones go towards the bottom of the apparatus. As the chargers are the same
, the aluminium sheets are repelled away from each other, indicating the element has an electroestatic charge.
If the aluminium foils are separated it means that the object is charged with the same type of charge as the electroscope. Otherwise, if they come together, the object and the elctroscope have opposing charges.
By measuring the distance at which these conductors are separated, we can calculate the amount of charge of the object used,  in this case, a balloon.

How the electroscope works (Group 1)

In this essay, we are going to explain how our electroscope works. The materials used were the following: a glass jar, a plastic lid, copper wire, a cork, aluminiun foil and a balloon.

Firstly, we made a hole in the centre of the plastic lid to put the copper wire through. With the help of pliers, we removed the plastic coating at the top and bottom of the wire. Then, we cut two pieces of aluminiun foil and we put them on the bottom of the copper wire, which had been previously modified to have the form of a hook. Later, we put the cork on top of the glass jar and finally, we applied electrical tape on both sides of the lid to place correctly the cork.

When we finished making our electroscope, we used a balloon that was rubbed against our heads to create friction. When it came in contact with the peeled piece of the wire (on top), the pieces of aluminiun foil moved apart. This happens because the electrostatic energy runs through the wire and it changes the aluminiun foil, meaning they repel themselves. But one thing we noticed is that when the energy ceases, the aluminium returns to its natural state.

In conclusion, in this project we learnt all about static electricity and the different electrical charges that the materials own, for example, the balloon has negative charge that goes down, while human hair has positive charge that goes up. Therefore, this explains why some materials repel each other (electric charge polarity) when the balloon is near, but never touching, a conductive material, like copper. This involves the induction process of charging.

HOW AN ELECTROSCOPE WORKS (group 7)

When we put an object tht is already charged, the negative charge rises and the positive ones go down. The charges are the same, so the pieces of aluminium foils move apart, this means that our object has an electrostatic charge. This is the process of how an electroscope works.

Abstract Group 6

Introduction

The reason for this project is a trip made in the first quarter. In this we informed us in detail about what a CME was. Later we were entrusted with a task related to the information given which asked us to take the time in which it would take to get a CME to the earth. To carry out this task we carry out the scientific method step by step.

Methodology

In this project we have used magnitudes of time, space, speed and acceleration. It has been possible to count on the help of several folios including photos with CME and a guide to proceed to its development and understanding. It has also been possible to access videos related to CME. For the collection of the information a ruler and a pencil have been used, and for the correct understanding and advances in the investigation videos and an Excel have been used where several calculations were made to proceed to observe graphs that would facilitate the understanding. The steps followed were, first a data collection in the ESAC, second video viewing and a questionnaire, third the elaboration of an Excel.

Results
During the realization of the project were obtained results that discredited the hypothesis raised from the beginning since results were totally different from the initial approach. There was a trend regarding two calculations in different time units whose result turned out to be the same, they were very significant since they provided a knowledge regarding the maintenance of a CME when it reaches its fullness. There were some changes due to some measurement error, such as in space or errors in the conversion

Conclusion:

It has definitely been tried that all the data and calculations were correct. Like the hypothesis though it was incorrect was that they are the magnetic forces since the magnetism is the force that we consider that it is applied on a CME. This hypothesis turned out to be erroneous since it was case 1 and it was case 2. The unexpected results were that in making the necessary calculations there was an error in unit conversion, so the concordance did not happen correctly with the objective to which Was expected to arrive.These results may be useful because it would be possible to know which force acts on the CME and also to improve the hypothesis as knowledge is advanced.
The learned findings turn out to be that it does not matter whether the hypothesis is right or wrong because many scientists have thrown years and years to get the answer that verifies the goal that they want to reach.
It would be very important to continue in this "case" to learn because besides being fun we can expand the knowledge and learn part of what it is to work in a great team.
The problems encountered throughout this project is that when doing the calculations in the EXCEL program there has been a conflict of results because it was considered a bit difficult since you had to make many accounts and move from one unit to another.
In the future we could improve the research by making an advance to the machines so that we can see the sun ... etc. With more clarity since it is very beautiful.

Abstract

Hola soy un alumno de 3º de la eso de la escuela nuestra señora de las victorias y estoy escribiendo este abstract porque hemos hecho mi grupo y yo con ayuda de los profesores una investigación, que consiste en averiguar que fuerzas o fuerzas actúan sobre un CME .Para ello teníamos que saber que la aceleración es una magnitud que puede medir el cambio de velocidad de un cuerpo con el tiempo ya se con modulo,dirección o sentido. Un día mi grupo y los demás compañeros de mi clase fuimos a la esac donde nos explicaron y nos ayudaron en la investigación. Al final realizamos una hipótesis en la que decimos que los mas probable sea una fuerza gravitatoria porque se desarrolla en el espacio o una fuerza elecctromotriz porque produce radiación solar y descartamos la fuerza nuclear. Después a continuación de realizar es hipótesis seguimos con un procedimiento que trata de escoger os datos correctos para realizar los cálculos para averiguar la velocidad de la CME .Ahora continuamos registrando estos datos en una tabla .Después proseguimos con el procedimiento del 1º caso para hallar la aceleración con una fórmula que dice aceleración es igual a la velocidad total partido el tiempo total y la velocidad total partido el tiempo total es igual a la velocidad inicial menos la velocidad final partido del tiempo inicial entre el tiempo final y realizando cálculos el espacio recorrido al final del trayecto es de 4.500.000 kilómetros y una velocidad final de 434.7826087 km/s