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The Future Starts Now - 2012 edition

The Future Starts Now - 2012 edition
Related:  New society

Soybean Car World's first plastic car Plastic car frame patent 2,269,452 (February 13, 1942)[1] Soybean car frame patent, Fig. 2 The Soybean car, more recently referred to as the Hemp body car, was a car build with agricultural plastic and was fueled with hemp combustible (oil or ethanol)[citation needed]. Although the formula used to create the plasticized panels has been lost, it is conjectured that the first iteration of the body was made partially from soybeans and Hemp.[2][A][4] The body was lighter and therefore more fuel efficient than a normal metal body.[5] It was made by Henry Ford's auto company in Dearborn, Michigan, and was introduced to public view on August 13, 1941.[2] History[edit] Henry Ford first put Eugene Turenne Gregorie of his design department in charge of manufacturing. Because of World War II all US automobile production was curtailed considerably, and the plastic car experiment basically came to a halt. Reasoning for a plastic car[edit] Car ingredients[edit] Quotes[edit] [edit]

The positive connection between games and online learning By Mitch Weisburgh, cofounder of Games4Ed Game-based learning has the potential to drastically improve the way children are taught. Games have peculiar qualities that let them engage hard-to-reach students in a way lessons cannot. Researchers have begun to explore the intrinsic qualities of games that make them promising learning tools, and anecdotal evidence is available everywhere. I personally know a student who struggled in history until Assassin’s Creed sparked his interest in the French revolution; he is now an honors history student. Who uses games? There is a sweet spot for learning that lies between what a person can do without help, and what they can only accomplish with help. Teachers use their training and skill to create lessons that fall into their students’ zone of proximal development, but Plass, Homer, and Kinzer show in Playful Learning: An Integrated Design Framework that successful games tend to aim toward this same zone. Gamers beware, however. References:

World's first lab-grown burger is eaten in London 5 August 2013Last updated at 15:50 ET Food critics give their verdict on the burger's taste and texture The world's first lab-grown burger has been cooked and eaten at a news conference in London. Scientists took cells from a cow and, at an institute in the Netherlands, turned them into strips of muscle that they combined to make a patty. One food expert said it was "close to meat, but not that juicy" and another said it tasted like a real burger. Researchers say the technology could be a sustainable way of meeting what they say is a growing demand for meat. The burger was cooked by chef Richard McGeown, from Cornwall, and tasted by food critics Hanni Ruetzler and Josh Schonwald. Continue reading the main story Analysis Pallab GhoshScience correspondent, BBC News The world's population is continuing to increase and an ever greater proportion want to eat meat. And then of course there is the taste. "This is meat to me. Food writer Mr Schonwald said: "The mouthfeel is like meat.

Dataspill kan gi bedre undervisning Da dataspillene gjorde sitt inntog i barnerommene, var mange foreldre og lærere bekymret. Ville dataspillet stjele all oppmerksomheten fra leksene? Men dataspill kan være et godt supplement til den tradisjonelle undervisningen. Det oppdaget Birgitte Holm Sørensen og kollegene hennes da de intervjuet en rekke elever fra åttende og niende klasse: – Noen av elevene sa: Engelsklæreren vår skulle bare vite hvor mye vi snakker og skriver engelsk i fritiden. Hun er professor på ForskningsLab: It og LæringsDesign på Institut for Læring og Filosofi på Aalborg universitet i Danmark og har ledet forskningsprosjektet «Serious Games in a Global Marketplace». Skolen må anerkjenne dataspillene Men selv om spillene ga elevene ferdigheter i engelsk, så anerkjennes ikke dette potensialet på skolen. – Elevene så måpende på oss når vi spurte dem om dataspillene hadde gjort dem gode i engelsk. – Det var dataspillene som var viktige for dem, for her var engelsk et middel, ikke et mål i seg selv. Læreren må med

Sci-Fi-Nano-Future-Blog By examining decades’ worth of stored bacteria samples, researchers have determined how a benign organism evolved into a deadly pathogen that causes necrotizing fasciitis, commonly known as flesh-eating bacteria disease. Using genetic sequences from more than 3,600 strains of bacteria, scientists were able to see that it took only four steps to create the unusual microbe that spreads rapidly and destroys the body’s soft tissue. Their report was published Monday in the Proceedings of the National Academy of Sciences. Necrotizing fasciitis is caused by several types of bacteria, most commonly group A Streptococcus. "The third event was a mutation of a single letter of the genome of the organism to create an even more virulent form," said the study’s main author, James Musser, director of the Center for Molecular and Translational Human Infectious Diseases Research at the Houston Methodist Research Institute in Texas. A Long Search for Answers text and photo from Nat Geo

Ti tips om spill i skolen Er du nysgjerrig på hvordan man kan komme i gang med spill? Da har du kommet til rett sted! Her er ti tips om bruk av spill i skolen: Slik gjør du #1: Be not afraid. Det er ubehagelig å kjenne på egen manglende mestring. Spill kan handle om alt fra alvorlige temaer som sykdom og depresjon, til skattejakt, eventyr og problemløsing, og byr på et mangfold av ulike uttrykk som ikke er alltid er åpenbart om man ikke har brukt mye tid på dem. #2: Spill! Det kan synes som en selvfølgelighet, men samtidig kan det ikke gjentas nok: spill de spillene du vil bruke, ja, også de du kanskje ikke kommer til å bruke. #3: Tenk godt over hvorfor du vil bruke spill i utgangspunktet Det er fort gjort å anta at spill er bra fordi de gjør undervisningen mer interessant. Heldigvis finnes det andre, betydelig bedre argumenter for å bruke spill. #4: Tenk nøye over hvilke spillelementer du vil bruke Før du begynner, er det lurt at du har blitt bevisst hvilke elementer du vil knytte til læringen. Husk: alt med måte.

Welcome, Robot Overlords. Please Don't Fire Us? Smart machines probably won't kill us all—but they'll definitely take our jobs, and sooner than you think. Illustrations by Roberto Parada This is a story about the future. Not the unhappy future, the one where climate change turns the planet into a cinder or we all die in a global nuclear war. This is the happy version. It's the one where computers keep getting smarter and smarter, and clever engineers keep building better and better robots. The result is paradise. Maybe you think I'm pulling your leg here. But they're not. What do we do over the next few decades as robots become steadily more capable and steadily begin taking away all our jobs? Suppose it's 1940 and Lake Michigan has (somehow) been emptied. By 1950, you have added around a gallon of water. At this point it's been 30 years, and even though 16,000 gallons is a fair amount of water, it's nothing compared to the size of Lake Michigan. So let's skip all the way ahead to 2000. But wait. And that's exactly where we are.

De største utfordringene ved digitalisering av skolen - Utdanningsnytt Det fins mange myter, overdrivelser og misoppfatninger om hva som er skolens utfordringer i dag, ikke minst når det gjelder den økende digitaliseringen av skolehverdagen. Problemet er for eksempel ikke tilgang på teknologi, men hva læreren kan gjøre for å sørge for at teknologien man har tilgang på kan gi en merverdi. Vi er to artikkelforfattere med svært ulike utgangspunkt, og man skulle kanskje tro at vi har svært lite å være enige om: Simen Spurkland er en matematikk- og musikklærer som bruker masse digitale muligheter i timene sine og fremsnakker det digitale hver gang han får anledning (blant annet på mattebloggen sin), mens Marte Blikstad-Balas’ forskning ofte blir nevnt av ulike samfunnsdebattanter som et bevis på at det er nødvendig å begrense digitalisering av skolen. Likevel er det altså slik at vi er enige om det meste, både når det kommer til hva de største utfordringene i dagens digitale klasserom faktisk er, og når det kommer til hva de slett ikke er. Noen avsluttende ord

A smart-object recognition algorithm that doesn’t need humans (Credit: BYU Photo) BYU engineer Dah-Jye Lee has created an algorithm that can accurately identify objects in images or video sequences — without human calibration. “In most cases, people are in charge of deciding what features to focus on and they then write the algorithm based off that,” said Lee, a professor of electrical and computer engineering. “With our algorithm, we give it a set of images and let the computer decide which features are important.” Humans need not apply Not only is Lee’s genetic algorithm able to set its own parameters, but it also doesn’t need to be reset each time a new object is to be recognized — it learns them on its own. Lee likens the idea to teaching a child the difference between dogs and cats. Comparison with other object-recognition algorithms In a study published in the December issue of academic journal Pattern Recognition, Lee and his students demonstrate both the independent ability and accuracy of their “ECO features” genetic algorithm.

Hensiktsmessig bruk av IKT i klasserommet I denne delen rettes søkelyset mot ulike strategier for å sikre en målrettet og god faglig bruk av IKT i elevenes læringsarbeid. Denne veilederen er et supplement til Utdanningsdirektoratets mer generelle ressurser knyttet til klasseledelse, og et refleksjonsgrunnlag rundt digitale ressurser og læremidler. 3.1 Klasseledelse –tydelighet og gode relasjoner Teknologirike klasserom utfordrer klasseledelse, struktur og undervisning, men det kan også støtte lærerens ledelse og gi mer variert og tilpasset undervisning. Tydelig klasseledelse er viktig for å fremme eleveneslæringsutbytte og for å unngå utenomfaglig bruk når IKT er integrert i undervisningen. Lærerens autoritet og relasjon til elevene er viktigere og mer krevende i en digital hverdag. Læringsøkter med bruk av teknologi og Internett er ekstra sårbare for utenomfaglig IKT-bruk, fordi elevene enkelt og lydløst kan bruke teknologien til avkobling og underholdning. 3.2 Klasserommet 3.3 Undervisning Eksempel: RefleksjonsspørsmålKAMPVISE

This glass sphere might revolutionize solar power on Earth German architect André Broessel, of Rawlemon, has looked into his crystal ball and seen the future of renewable energy. In this case it’s a spherical sun-tracking solar energy-generating globe — essentially a giant glass marble on a robotic steel frame. But this marble is no toy. It concentrates both sunlight and moonlight up to 10,000 times — making its solar harvesting capabilities 35 percent more efficient than conventional dual-axis photovoltaic designs. André Broessel was a finalist in the World Technology Network Award 2013 with the globe’s design and afterward produced this latest version, called Betaray, which can concentrate diffuse light such as that from a cloudy day. André Broessel’s latest invention looks like something out of a superhero movie. In reality, though, it’s a stand-alone solar energy generator. But Broessel’s invention may be more than just aesthetically pleasing. “We can squeeze more juice out of the sun,” Broessel says. Source: NewsDiscovery

Temple Run som inspirasjon for skriving Et enkelt spill som Temple Run kan gi mye inspirasjon for skriving, både for de som synes å skrive er vanskelig eller kjedelig, eller de som synes skriving er gøy. Innledning Hvorfor ikke bruke verdens enkleste spill som inspirasjon for skriving? Temple Run er et enkelt, men ganske vanedannende spill som finnes for håndholdte enheter. Slik gjør du Første økt: Etablering av karakter Elevene spiller alene eller sammen to og to. Hvem er hovedpersonen? Andre økt: Etablering av miljø Elevene spiller alene eller sammen to og to. Hvor ligger Tempelet (land, verdensdel)? Tredje økt: Etablering av historie Elevene spiller alene eller sammen to og to. Når foregår eventyret? Skriving av historien Skriveøkter der elevene skal skrive sin historie. Mål Mål i norsk, K06 etter 4.trinn: Mål i norsk, K06 etter 7.trinn: Mål i norsk, K06 etter 10.trinn: Mål i engelsk, K06 etter 7.trinn: Utstyr Håndholdte enheter med Temple Run installert. Tips For de eldre elevene er det lurte å benytte prosessorientert skriving. Vurdering

This solar panel printer can make 33 feet of solar cells per minute Whatever oil and gas true believers want to think, the world is doing this solar power thing. It’s getting cheaper and cheaper to make solar panels, and the panels are getting more and more effective. For example: A team in Australia just built a gigantic printer that spits out solar cells at a rate, Gizmodo reports, of about 33 feet every minute. It’s not even particularly complicated technology, according to the researchers. Gizmodo writes: [The printer system] utilizes only existing printer technology to embed polymer solar cells (also known as organic or plastic solar cells) in thin sheets of plastic or steel at a rate of ten meters per minute. This particular type of cell isn’t the most efficient, but it’s the type that lends itself to uses where you need a little flexibility — solar windows, bags, or tents, for instances.

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