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Architecture basicsThis article is sponsored in part by Lexus. For More Insights On How To Admire, Experience & Savor The Best Things On Earth, Check Out Charter — AskMen's Guide To Living Life To The Fullest. Goethe once called architecture “a kind of petrified music.” And we’re not going to recommend that you repeat that quote to anyone, because you won’t have left this article with any clearer sense of what it means. You will, however, have left this piece with the requisite equipment — names and lingo to drop, trends to reference and debates to provoke — needed to approach architecture as a confident beginner. Why accumulate this kind of casual knowledge? The first step to approaching an architecture discussion with confidence is to learn some names to drop. Big name: Le Corbusier How established a name is this early 20th-century Swiss architect? Le Corbusier once declared, “A house is a machine for living in,” and therein lies both his approach to his craft and his ultimate legacy.
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Kidipede - History Facts for KidsArchitectural DigestSchool experiments at the nanoscaleDilution and the sense of smell In the following experiment, suitable for ages 8 and above, food colouring is serially diluted, causing the colour and smell to fade gradually. The colour will fade more quickly that the smell, illustrating that even though our eyes cannot detect the chemical responsible for the colour, it is still present, as verified by the smell. In the same way as we use our eyes to see large things and our nose to smell small things, nanoscientists use special tools to analyse (and manipulate) things at the very small scale: the nanoscale. Introduction When introducing the activity, the following examples may help to illustrate how small the nanoscale is. Our nails grow 1 nm each second. Encourage students to consider the things that they cannot see directly, for example the ozone layer, dyes in stained glass windows or the colloidal nature of milk. Explain that the olfactory bulb of the brain is responsible for interpreting the smells that the nose detects. Materials
Contenidos de la Unidad didáctica.Los contenidos constituyen la base sobre la cual se programarán las actividades de enseñanza-aprendizaje con el fin de alcanzar lo expresado en los objetivos. Es necesaria la secuenciación previa de los contenidos, es decir, su adaptación a las características de un determinado grupo de alumnos (contextualización), así como su organización (secuenciación).Los criterios que se proponen para la secuenciación de los contenidos están basados en las aportaciones de la concepción constructivista del aprendizaje, las contribuciones psicopedagógicas y la propia práctica y experiencia del profesor. En el proceso de secuenciación hay varias operaciones básicas. A continuación se explican. Selección. La selección y distribución de los contenidos es una operación estrechamente ligada a los elementos de la planificación tratados anteriormente: eje(s) organizador(es), tema y guión temático. 5.1.1 Contenidos conceptuales. Es importante seleccionar el contenido porque: