LESSON PLANS
Targets, objectives & scenes for lessons
Index - ALgodoo LeSSonS
iNtrOductiON
1. CReATe SCeneS WITH ALgodoo
2. ModeL THe PLAYgRoUnd (AgeS 5-11)
3. TAngRAM (AgeS 5-11)
4. MoTIon (AgeS 5-11)
5. WHY ARe WHeeLS CIRCULAR In SHAPe? (AgeS 5-11)
6. SWIng (AgeS 7-11)
7. RoLLIng doWn A RAMP (AgeS 7-11)
8. FLoAT And SInk (AgeS 7-11)
9. MIRRoRS (AgeS 7-11)
10. RAInBoWS (AgeS 7-11)
11. CenTRe oF gRAvITY (AgeS 11-14)
12. TIPPIng TRUCk (AgeS 11-14)
13. THe SeeSAW (AgeS 11-14)
14. FRICTIon oF A SLIdIng oBJeCT (AgeS 11-14)
15. gALILeo’S InCLIned PLAneS (AgeS 11-14)
16. TWo TRACk PRoBLeM (AgeS 11-14)
17. FRee FALL (AgeS 11-14)
18. PARACHUTIng (AgeS 11-14)
19. ReFLeCTIon And ReFRACTIon (AgeS 11-14)
20. MARBLe PYRAMId (AgeS 11-14)
21. gAS (AgeS 11-14)
22. SPRIngS (AgeS 11-14)
23. ARCH ConSTRUCTIonS (AgeS 14-)
24. WATeR ToWeR (AgeS 14-)
25. geARS And CHAInS, RoPeS And PULLeYS(AgeS 14-) PRInT And deSIgn YoUR oWn LeSSon PLAn ABoUT ALgodoo
ALGODOO is a unique 2D-simulation environment for creating interactive scenes in a playful, cartoony manner. Algodoo is designed to encourage students and children’s creativity, ability and motivation to construct knowledge, making use of the physics that explains our real world. The synergy of science and art makes Algodoo as educational as it is entertaining.
ALgodoo′S MAIn FeATUReS
FUNCTIONALITY - Create and edit using simple drawing tools. Interact by click and drag, tilt and shake. Play and pause scenes, change material and appearance of objects. Use color traces, graphs, forces, etc. for enhanced visualization. Change and make your own user skins or create unique palettes for objects and backgrounds.
PHYSICAL ELEMENTS - Build and explore with rigid bodies, fluids, chains, gears, gravity, friction, restitution, springs, hinges, motors, light rays, optics, lenses.
TUTORIALS - Algodoo has several built in tutorials to get started. Have a “Crash course” to learn basic features of the software or try the “Sketch tool tutorial“ for drawing and interacting with one multi sketch tool.
METHODS - Algodoo is based on the latest technologies, from Algoryx Simulations, for interactive multiphysics simulation, including variational mechanical integrators and high performance numerical methods.
EducAtiONAL uSE
As educational software, Algodoo applies a constructionist learning paradigm, that is, learning by actually making simulations and not just running pre-made systems. The open-endedness of Algodoo is very important as a creative and motivational aspect
for users. This use model is accompanied with a lively community web site, tutorials,
a number of pre-made scenes and examples, sample lessons, and on-line user created scene repository.
Several research projects are initiated that study learning and motivational aspects of Algodoo. Algoryx’s ambition is to continue developing Algodoo based on input from user feedback and from academic science education research, and also further develop more educational material, use and evaluation models based on this.
Move
Drag tool
to objects during simulation.
Rotate
Scale
things
proportional scaling hold SHIFT.
Cut
drawing
Hold SHIFT for a straight cut.
Polygon
Hold SHIFT to draw straight lines.
Brush
brush. Draw with the left mouse
button, erase with the right.
Box
SHIFT for a square.
Circle tool
Start simulation.
and air buoyancy. Objects start to
move.
Pause
change and analyse objects when
the scene is paused.
Undo
several
steps.
Redo
Gravity
Air friction
buoyancy and air friction.
Gear
the gear icon for more options.
Plane
Useful
plane, a wall or a sealing.
Chain
link
background.
Spring
with a spring.
Fixate
or one to the background.
Hinge
with
you can turn a hinge in to a motor.
Tracer
an
trajectory.
Laser pen
Change
Settings menu - Appearance.
Texture tool
on an object. SIMULATIon ConTRoL
1. CReATe SCeneS WITH ALgodoo
Target Teachers, students
description Getting familiar with the Algodoo environment, the tools and menus by creating a scene and interacting with it.
Learning
objectives
Getting familiar with the Algodoo environment Time frame30 – 60 min
In class Let the students explore the possibilities of Algodoo. Browse through the menus to see what is in there. By choosing File:Load scene you can load different scenes. The simulation can be started and stopped at any time. The accelerometer can be turned off and on. While the simulation is running you can pull objects by using the hand tool. You can add new objects any time. Your simulation is saved by choosing File:Save scene.
1. Create planes, one on each wall/floor/ceiling.
2. Use at least two boxes.
3. Use at least two circles.
4. Use at least one spring.
5. Make at least one free form.
6. If possible tilt the device to make use of the accelerometer.
7. Use the CSG-tool to create an object.
8. Use the knife to cut objects into pieces
9. Change properties (color, material) of one of the objects.
10. Take a snapshot with the camera (if your computer have one) and add the object to your scene.11. Add a hinge and assign a motor to it.
12. Create something that moves by using hinges, motor, or by constructing own driving arrangements.
13. Add a pen to an object in order to follow its trajectory.
14. Turn on force and velocity visualization.
15. Interact with the objects by pulling them.
16. Add new objects.
17. Turn one of the objects into water.
18. Turn off and on gravity.
19. Turn off and on air drag.
20. Save your scene.
2. ModeL THe PLAYgRoUnd (AgeS 5-11)
Target Teacher ages 5-11
This lesson plan is not intended to be handed out to students but to be used as a teacher preparation and tutorial.
description The students are well familiar to the playground and there are many phenomena in that environment that can be examined making use of basic concepts in science. This lesson allows the students to explore the concepts of motion, push and pull, shapes and mechanisms and relate these to well-known everyday phenomena. Furthermore, this lesson serves as an introduction to Algodoo and the scientific idea of modelling, i.e., the idea of representing the real world with a simplified model that can be examined to gain understanding and to make testable predictions.
Learning objectives Knowing about the concepts of motion, push and pull, weight and balance. The ideas of modeling, predicting and testing.
Create computer models representing real or imaginary objects.
Time frame30 – 60 min
keywords Motion, push, pull, weight, balance, mechanism, model
In class Let the students make scenes in Algodoo of a playground, a fa-
vorite part of it or an outdoor toy. Let the students become famil-
iar with the basic drawing tools to create different shapes. Guide
the students also to make use of hinge, fixate, spring, chain, gears
in their creations. Examine the scenes together with the students.
Ask the students to describe what motions can be observed and
their relation to push and pull. Ask the students to describe their
mechanisms or toy and lead them to use the concepts of weight
and balance. Try to use the models to make a clear prediction that
can be tested in the playground. Will it work out? Ask the student
to describe what differences there are between their model and
the real world. Encourage the students to follow the procedure
Create – Predict – Interact – evaluate.
The lesson can be followed up with a visit to the playground for
testing the predictions. Another follow-up or extra exercise can
be to invent a new playground using Algodoo. Let the students
present their models for the class.
crEAtE A ScENE
Create a plane. Draw the playground by creating objects of different shapes. Connect the
objects using the tools for hinge, fixate, chain etc. to make them into mechanisms or toy
that can be found in the playground.
MAke A PRedICTIon
What makes the playground mechanisms work?
Do the objects have to be pushed or pulled?
What is the influence of weight?
ruN/iNtErAct
Run the simulation and interact with it.
evALUATe
Did the playground mechanism work as in the real world? Try to improve the model!
Target Teacher ages 5-11
This lesson plan is not intended to be handed out to students but to be used as a teacher preparation and tutorial.
description In this lesson students will create a tangram puzzle and work with different shapes. Build new shapes and investigate how the shapes are related to each other. The areas of the tans are given by Algodoo but can also be calculated as an exercise for older students.
Learning objectives Use spatial memory skills.
Use spatial visualization skills.
Learn geometric shapes.
Apply flips, slides and turns to geometric shapes.
Time frame30 – 60 min
keywords Shape, square, rectangle, triangle, right triangle, parallelogram, area
In class Ask if anybody knows what a tangram is. Draw a square on the
board and create the pieces, tans, by drawing the five lines with
help from the students. Discuss what different shapes that appear.
Discuss the concept of area. Discuss how the tans are related to
each other. Discuss how this can be visualized and explored in
Algodoo.
Let the students create scenes in Algodoo using the suggestions
you came up with together or let them use their own ideas. Help
the students make decisions and ask guiding questions.
Encourage the students to follow the procedure Create – Predict –
Interact – evaluate.
Allow the students to follow-up and share their experiences in
class after the simulation.
Turn on the grid and create a square with a side of 10 grid squares. Use the knife tool
and cut the square in the seven tans. Use an ordinary ruler to make straight lines. Start
with the diagonal cut followed by the cut between the middles of the square side.
MAke A PRedICTIon
Is it possible to make the different shapes using all the tans? What is the area of each
tan? Is it possible to mirror/flip a shape?
ruN/iNtErAct
If you run the simulation and the tans fall. Turn off the grid and pause the simulation.
Move and rotate the tans in order to build shapes. Build for example a square, a rectan-
gle and create new shapes.
evALUATe
What are the relations between the areas of the different tans? What happens when you
flip the tans? Do they represent the same shape?
Create a horizontal plane and one plane as a slope. Make objets that can roll, slide, driven by a motor, fall.
MAke A PRedICTIon
How can the object be set into motion?What makes the object stop?
ruN/iNtErAct
Explore different ways of moving the object. Rotate the planes (if you have a computer with accelerometer, tilt the PC) and move objects, watch the object slide down the plane or fall through the air. Turn off and on gravity and explore its influence on the mo-tion. Grab the object by using the hand tool. Push and pull and make the objects move in different ways.
evALUATe
What are the different causes of motion in the cases?What is needed in order to set an object into motion?
Target
Teacher ages 5-11
This lesson plan is not intended to be handed out to students but to be used as a teacher preparation and tutorial.
description
Motion is a fundamental concept in science. This lesson explores different causes of motion, such as pull, push, drop (gravity), and also introduces the term force.
Learning objectives Knowing different ways of setting an object into motion.
Knowing a cause of motion (push, pull, drop, slide) in terms of influence of a force.
Knowing about the relation between speed, distance and time.Time frame 30 – 60 min
keywords
Motion, force, push, pull, gravity
In class
Discuss what causes an object to move. Let the students suggest different ways of setting an object into motion and list them on the whiteboard. For example pushing, pulling, throwing, dropping, sliding, adding a motor.
Discuss that the cause of motion is called force.
Discuss how the size of the force influences the motion.Discuss relation between speed, distance and time.
Discuss how this can be visualized and explored in Algodoo. Let the students create scenes in Algodoo using the suggestions you came up with together or let them use their own ideas. Help the students make decisions and ask guiding questions.
Encourage the students to follow the procedure Create – Predict – Interact – evaluate .
Allow the students to follow-up and share their experiences in
class after the simulation.
crEAtE A ScENE
Create a plane. Create circular, rectangular and irregular objects and study their motion. What type of motions are observed? What is special with rolling? Can a box roll?
Experiment with dragging a heavy box over objects of different shapes. What is the behaviour?
MAke A PRedICTIon
Construct a vehicle by connecting the center of the wheels to the vehicle body using the hinge tool. This is similar to the axel in the car.
How will a vehicle with irregular shaped wheels behave? What are the advantages of having circular shaped wheels?
ruN/iNtErAct
Run the simulation and interact with it.
evALUATe
What behaviour is observed with the different wheel shapes? How long do they roll?
Adding a motor to the hinge and visualizing velocity arrows may help the analysis.
5. WHY ARe WHeeLS CIRCULAR In SHAPe? (AgeS 5-11)
Target
Teacher ages 5-11
This lesson plan is not intended to be handed out to students but to be used as a teacher preparation and tutorial.
description
This lesson allows the student to examine the motion of circular, triangular, rectangular and irregular objects on a plane. What type of motions can be observed? Can boxes roll? Build a simple transportation vehicle. Experiment with with different shapes on the wheels. Why are wheels circular in shape?
Learning objectives Knowing about rolling motion
Understanding of the wheel and simple transportation vehicles Evaluate different designs Time frame 30 – 60 min
keywords
Rolling motion, wheel, axel, vehicle
In class
Start by discussing the problem of moving heavy objects over distances.
- What type of machines are there?
- When are wheeled machines used for this?
- What are the drawbacks with using other machines - e.g. cranes have limitied range, flying machines and robots are expensive?- Are there wheeled vehicles with no motor?
Use Algodoo for studying the motion of circular, rectangular and irregular objects on a plane.
- What type of motions are observed? - What is special with rolling?
- Can a box roll?
Experiment with dragging a heavy box over objects of different shapes. Let the student construct simple vehicles with wheels of different shapes. Why are wheels circular in shape?
Encourage the students to follow the procedure Create – Predict – Interact – evaluate.
crEAtE A ScENE
Create a plane. Create a swing using rigid elements and the hinge tool. You can also use the chain tool for more realism.
MAke A PRedICTIon
Study the swing motion.
When is the velocity at maximum value? Is the velocity ever zero?
When is the contact force from swing to body at it its maximum. Why?Is the contact force ever zero?
What happens if there is no gravity?
ruN/iNtErAct
Run the simulation and interact with it.
evALUATe
Study how the forces and velocities vary with time. Add a tracer to the swing to enhance the shape of the motion.
6. SWIng (AgeS 7-11)
Target
Teacher ages 7-11
This lesson plan is not intended to be handed out to students but to be used as a teacher preparation and tutorial.
description
Swing motion is a good system for examining the concepts of force and motion. Several forces interplay. In reality the forces can be experienced, e.g., as the tickling sensation of acceleration under gravity and the pressure from the swing on the body. Veloc-ity can be experienced through the air drag. This lesson allows the students to visualize the forces that are present in a swing and understand their relation to the swinging motion.Learning objectives Understanding of gravity as a force present at all times.Knowing about force as a cause of change in motion.Knowing that several forces may interplay.
Understand the forces interplaying in swinging motion.Time frame 30 – 60 min
keywords
Swing motion, gravity, force
In class
Discuss different swing designs. Discuss what makes a swing start to move and what that motion looks like. When is the velocity at maximum speed? What is the velocity at the turn points? What makes the swing turn?
Make a simple drawing of a swing carrying a student (modelled as a box, say) sitting on a seat. Let the students create the scene in Algodoo. Encourage the students to follow the procedure Create – Predict – Interact – evaluate .
Study the forces by visualizing them as arrows. Study also the velocity visualized as arrows. Observe that gravity is present as a constant force but that the force between the seat and the stu-dent varies. Observe also that there is a force from the student to the seat – this is a contact force we experience as pressure from the seat.
Connect to the real experience of swinging. Observe how the velocity changes with time. Ask the students what would happen
if there was no gravity. Test this by setting gravity to zero.
crEAtE A ScENE
Use a plane as a ramp. Create an object (a box, a car with wheels, take a picture of an object). Add one or two planes to create a track with downhill, flat ground and uphill.
MAke A PRedICTIon
How can the object be set into motion?What makes the object stop?
ruN/iNtErAct
Let the object slide or roll down the ramp. Rotate the plane (if you have a computer with accelerometer, tilt the PC) to model different slopes.
Let the object slide or roll down to a flat surface and see how far it goes. Let the object roll or slide down to an uphill and see how high up it goes.
Change the material of the ramp to give it more or less friction and explore the motion.
evALUATe
When does the object roll really far?When does it roll high?
How does the material influence the motion?
7. RoLLIng doWn A RAMP (AgeS 7-11)
Target
Teacher ages 7-11
This lesson plan is not intended to be handed out to students but to be used as a teacher preparation and tutorial.
description
Letting objects roll or slide down a ramp opens possibilities to explore causes and effects of motion. The students can make suggestions of what to investigate and how to test Explore the as-pects of how far up on the ramp the object starts, the material of the ramp, the amount of slope and how that affects the motion.Learning objectives
Asking questions to the situation.Plan an experiment.
Predict what might happen.Evaluate the result.
Explore the cause of the motion.Time frame 30 – 60 min
keywords
Motion, force, push, pull, speed, distance
In class
Discuss what happens when an object rolls or slides down a ramp. Discuss what questions that are interesting to ask in order to explain the motion. Discuss how the height, the slope and the material influence the motion.
What happens at the end of the ramp when the plane is flat? When the plane is going upwards again? What makes the object stop?
What makes it continue its motion? How should the ramp look like in order to get an object to move as far as possible.
Discuss how this can be visualized and explored in Algodoo.Let the students create scenes in Algodoo using the suggestions you came up with together or let them use their own ideas. Help
the students make decisions and ask guiding questions.
Encourage the students to follow the procedure Create – Predict – Interact – evaluate .
Allow the students to follow-up and share their experiences in class after the simulation.
8. FLoAT And SInk (AgeS 7-11)
Target Teacher ages 7-11
This lesson plan is not intended to be handed out to students but to be used as a teacher preparation and tutorial.
description The students will create objects of different shapes and materials and investigate whether they sink and float. Investigate proper-ties of different shapes of the same material. How can steel float? Besides assigning material properties to objects, the students can also be introduced to density and investigate how numerical values of density relates to density of water. What is the density of water, when does an object neither float or sink?
Learning objectives Predict and observe the buoyancy of objects of different materi-als.
Investigate how the density of an object affects its buoyancy.
Time frame30 – 60 min
keywords Float, sink, density, buoyancy
In class Discuss what objects sink and what objects float. Discuss what
make objects float.
Why does a boat made of steel float?
How does an iceberg float?
Put up suggestions on the board. Discuss how this can be visual-
ized and explored in Algodoo. Let the students create scenes in
Algodoo using the suggestions you came up with together or let
them use their own ideas. Help the students make decisions and
ask guiding questions.
Encourage the students to follow the procedure Create – Predict –
Interact – evaluate.
Allow the students to follow-up and share their experiences in
class after the simulation.
crEAtE A ScENE
Create a container, about 2 m wide by using for example the brush tool. Drawing a large
body inside the container and select Liquify under Geometry actions. Run the simulation
to fill the container. Create an object and clone it to make a number of objects of equal
size. Assign different material to the objects.
MAke A PRedICTIon
Which objects will float and which will sink?
ruN/iNtErAct
Run the simulation and watch objects float
and sink.
evALUATe
What properties are different between the objects? Why do some float and why do
some sink? What happens with the water when the objects are put in?
RevISe SCene
Create an iceberg. Remove items from the
container if it gets too crowded.
MAke A PRedICTIon
How do you expect the iceberg to float?
What happens when the iceberg melts or
pieces fall off?
What happens if you turn the iceberg into
water?
ruN/iNtErAct
Run the simulation. Use the knife and cut pieces of the iceberg to change its shape. You
may have to remove the pieces.
evALUATe
How does the iceberg float?
What happens when its shape is changed?
How does the water level change when the iceberg melts?
Create a periscope. Mirrors are modelled by setting index of refraction to infinity. Use for example two lasers of different colors to represent the object that is observed through the periscope.
MAke A PRedICTIon
What angle should the mirrors have? Will the picture appear upside down?
ruN/iNtErAct
Rotate mirrors to see what happens to the light beams. Rotate lasers to see what hap-pens to the beam.
evALUATe
How does the angle between the light beam and the mirror affect the reflected light beam?
RevISe SCene
Create a laser labyrinth with a starting point and an end point using for example the brush tool. Put a laser at the starting point. Set the fading distance of the laser to maximum.
MAke A PRedICTIon
How can the laser beam be guided through
the labyrinth?
ruN/iNtErAct
Put mirrors in the labyrinth in order to guide the laser beam through the labyrinth. Use for example the brush tool to make the mirrors and set the index of refraction to infinity. Rotate and move mirrors for guiding.
evALUATe
Based on your solution to the labyrinth, is it possible to use fewer mirrors?
Target
Teacher ages 7-11
This lesson plan is not intended to be handed out to students but to be used as a teacher preparation and tutorial.
description
In this lesson students investigate the reflection of mirrors to di-rect light. They build devices that send light in different directions, for example a periscope.
Learning objectives To explore the effects of mirrors on the passage of light.Understand how a periscope works.To explore a simple optical labyrinth.Time frame 30 – 60 min keywords
Reflection, mirror
In class
Discuss what tools that helps us see better. Put up the suggestions on the board, for example glasses, binoculars, telescopes. Discuss what these tools do. Discuss if there are times when these tools do not help. Let the students give suggestions on how it is pos-sible to see and shine light around corners.
Discuss how this can be visualized and explored in Algodoo. Let the students create scenes in Algodoo using the suggestions you came up with together or let them use their own ideas. Help the students make decisions and ask guiding questions.
Encourage the students to follow the procedure Create – Predict – Interact – evaluate .
Allow the students to follow-up and share their experiences in class after the simulation.
Create a prism by using the polygon tool and setting material to glass.
MAke A PRedICTIon
What happens when white light hit the prism? Is the light white all the way through the prism? What happens when the color of the laser beam is changed? Do all colors behave the same?
ruN/iNtErAct
Let a white light beam shine at the prism. Create white light by decreasing Saturation. Rotate the prism, move the light beam to watch the effects.
evALUATe
Add more glass objects after the prism and investigate what happens with the scattered light from the prism. How do the different colors behave? Do they refract in the same way?
RevISe SCene
Model a raindrop by creating a transparent circle with refraction index 1.3.
MAke A PRedICTIon
What happens with a white light beam when it hits the raindrop?
ruN/iNtErAct
Let a white laser represent the sun and let the beam hit the raindrop. Rotate laser or move it up and down to alter the angle of incidence. What happens with the intensity of the refracted light?
evALUATe
Which refracted beam is actually the rainbow? What happens with the light that goes out on the other side of the rainbow?
Target
Teacher ages 7-11
This lesson plan is not intended to be handed out to students but to be used as a teacher preparation and tutorial.
description
The rainbow is a good starting point when discussing properties of light. The students investigate the influence of prisms and other transparent objects when passed by light beams. A rainbow can be modelled by letting white light refract in a transparent circle, representing a raindrop.
Learning objectives Understand that white light is a mix of all colours (wavelengths).Know the colours of the rainbow.Time frame 30 – 60 min
keywords
Visible light, prism, rainbow, spectrum, refraction, speed of light In class
Start with discussing the rainbow. How and when does a rainbow appear? Where does the light come from? Where do the colours come from?
Let the students come up with suggestions. Discuss how white light can split up into rainbow colours. Discuss other phenomena when rainbow colours appear. Demonstrate how a prisms refracts white light.
Discuss how this can be visualized and explored in Algodoo. Let the students create scenes in Algodoo using the suggestions you came up with together or let them use their own ideas. Help the students make decisions and ask guiding questions.
Encourage the students to follow the procedure Create – Predict – Interact – evaluate .
Allow the students to follow-up and share their experiences in
class after the simulation.
The rainbow appears because the intensity of the reflected beam depends on the angle between the incident beam and the reflected beam. The most intense beam is at 40°-42°. This is not the case for the light that goes through the raindrop which means that it will be blended and appears white.
crEAtE A ScENE
Create an irregular body, using for example the brush and the CGS-tool, or use a camera to take a picture of your friend and use her shape. Clean-cut the picture and suspend the body using a hinge.
MAke A PRedICTIon
Estimate the center of gravity.
ruN/iNtErAct
Start the simulation. The body will probably start oscillating so it might be necessary to help stopping it using the hand tool. When still, glue a massless, vertical, straight line from the hinge. Choose another spot for the hinge and glue another massless, vertical line. Repeat a couple of times to get 3-4 lines through centre of gravity.
evALUATe
Where do the lines intersect?Compare with the gravity vector.
11. CenTRe oF gRAvITY (AgeS 11-14)
Target
Teacher ages 11-14
This lesson plan is not intended to be handed out to students but to be used as a teacher preparation and tutorial.
description
The centre of gravity of a body is the point in which the mass of the body can be concentrated. Gravity acts as if all the mass of the body is concentrated in that point.
This lesson allows the student to explore the concept of gravity and to find the centre of gravity of an irregular body.
Learning objectives Understand and explain the concept of centre of gravity.
Discuss methods of finding centre of gravity of an irregular body.Model a situation for centre of gravity and create an interactive simulation.Time frame 30 – 60 min
keywords
Centre of gravity, mass In class
Discuss the centre of gravity.
What does it mean and what effect does this phenomenon have in real life?
How can the centre of gravity of a body be found?
Discuss possible ways of doing this with the class and put up suggestions on the board. Discuss how this can be visualized and explored in Algodoo. Let the students create scenes in Algodoo using the suggestions you came up with together or let them use their own ideas. Help the students make decisions and ask guiding
questions.
Encourage the students to follow the procedure Create – Predict – Interact – evaluate .
Allow the students to follow-up and share their experiences in class after the simulation.
crEAtE A ScENE
Create a plane as a slope and make sure friction is high enough to prevent sliding. Create a number of “trucks” by using boxes with different density to model different ways of loading a truck. The truck should be seen from the rear.
MAke A PRedICTIon
Which truck will tip over first when the plane is tilted?
ruN/iNtErAct
Start the simulation. Rotate the plane (if you have a computer with accel-erometer, tilt the PC) and watch the trucks tip over.
evALUATe
Why do the trucks tip over?
How should the truck be loaded in order to prevent tipping over? Where is the centre of gravity?Note: Observe the position of the grav -ity vector.
RevISe SCene
Rearrange the loading in the trucks in order to make them more stable.
MAke A PRedICTIon
How much can the plane be tilted before a truck will tip over? Which truck will tip over first?
ruN/iNtErAct
Start the simulation. Rotate the plane (if you have a computer with accelerometer, tilt the PC) and watch the trucks tip over.
evALUATe
Why do the trucks tip over? How should the truck be loaded in order to prevent tipping over? What consequences may this have in real life situations?
12. TIPPIng TRUCk (AgeS 11-14)
Target
Teacher ages 11-14
This lesson plan is not intended to be handed out to students but to be used as a teacher preparation and tutorial.
description
Investigate the critical point when a truck is tipping over.
The position of centre of gravity is crucial for the balance of a body.
This lesson allows the student to explore the concept of gravity and to find consequences rising from the position of centre of gravity. The example explores what causes a loaded truck to tip over, when does a book fall off a table and when does a person loose balance.
Learning objectives
Understand and explain the concept of centre of gravity.
Understanding consequences of the position of the centre of grav-ity of an object.
Understand and explain why an objects tips over/looses balance.Model a situation which demonstrates tipping over and create an interactive simulation.Time frame 30 – 60 min
keywords
Centre of gravity, mass
In class
Discuss the centre of gravity. What makes an object tip over? What does it mean and what consequences does this phenom-enon have in real life?
Discuss possible situations of “tipping over” in class and put up suggestions on the board. Discuss how this can be visualized and explored in Algodoo. Let the students create scenes in Algodoo using the suggestions you came up with together or let them use their own ideas. Help the students make decisions and ask guiding questions.
Encourage the students to follow the procedure Create – Predict – Interact – evaluate .
Allow the students to follow-up and share their experiences in
class after the simulation.
crEAtE A ScENE
Create a plane. Create a seesaw with a fulcrum and a long rectangular box. Create objects with different sizes and densities and spread them on the seesaw. Or use the camera and take pictures of your friends and yourself.
MAke A PRedICTIon
When is the seesaw in balance?
How does the seesaw’s own mass influence balance?
ruN/iNtErAct
Start the simulation. Move the objects on the seesaw to make it balanced. Rotate the seesaw (if you have a computer with accelerometer, tilt the PC) and watch the trucks tip over. and observe what happens.
evALUATe
What happens when an object is moved towards or from the fulcrum respectively?What is the relation between mass of the object and distance from the fulcrum?Relate the mass of the object to the normal force and gravity.
Suggestions for additional scenes modeling center of gravity, moment of force and lever arm:
Balancing book: When does the book fall off the table? Create a book sticking out from a table and find the critical point when the book falls to the floor.
Falling friend: What makes your friend fall with respect to centre of gravity? Take a pic-ture of you friend, clean-cut and stand her on the floor. Tilt/rotate until she falls.
Weight scales: How is a simple scale constructed? Create a scale and use if for weighing different objects.
13. THe SeeSAW (AgeS 11-14)
Target
Teacher ages 11-14
This lesson plan is not intended to be handed out to students but to be used as a teacher preparation and tutorial.
description
This lesson allows the student to explore the balance of a seesaw. By adding weights to both sides the seesaw can be kept in balance when using different fulcrums. The relation between mass and distance from the fulcrum can be investigated and give an under-standing about lever arms and moment of forces (torques). The example also opens for creating and working with balance scales.Learning objectives
Understand the relation between mass and distance to maintain balance of a seesaw.
Understand the basic principles for a weight scale.
Understand what a lever arm is and its relation to moment of force.
Model a situation for balance and create an interactive simulation.Time frame 30 – 60 min
keywords
Centre of gravity, moment of force (torque), lever arm
In class
Discuss balance of a seesaw.
How is it constructed and how does is look when no one is playing with it? What happens when kids of different sizes start playing it? Does it depend where they sit, how tall they are, what mass they have?
Discuss different aspects of playing with a seesaw in class and put up suggestions on the board. How can the centre of gravity of a seesaw be found? Discuss how this can be visualized and explored in Algodoo. Let the students create scenes in Algodoo using the suggestions you came up with together or let them use their own ideas. Help the students make decisions and ask guiding ques-
tions.
Encourage the students to follow the procedure Create – Predict – Interact – evaluate .
Allow the students to follow-up and share their experiences in class after the simulation..
crEAtE A ScENE
Create several slopes by using the plane tool. Assign different frictions/materials to the slopes. Turn on force and velocity vector visualization. Use a small boxes to investigate friction by letting it slide on the different surfaces.
MAke A PRedICTIon
Are there differences in how the box is pick-ing up speed when sliding down the differ-ent surfaces? Why?
ruN/iNtErAct
Start the simulation and watch the box slide down the different slopes.
evALUATe
What happens when the angle of the plane is increased? Decreased? Is it the same for all planes?
deveLoP SCene
Create several parallel planes using rectangular boxes of different materials. Add a stopper on each end to prevent the box from falling off the track. Use identical boxes on each track to watch the simultaneous sliding down the planes with different friction properties.
Investigate the influence on contact area on friction by using boxes of differ-ent sizes. Make sure the boxes have the same mass.
Investigate the influence of mass on friction by assigning different mass to the boxes.
14. FRICTIon oF A SLIdIng oBJeCT (AgeS 11-14)
Target
Teacher ages 11-14
This lesson plan is not intended to be handed out to students but to be used as a teacher preparation and tutorial.
description
Friction is an important concept in understanding motion. This lesson allows the student to explore friction between different types of materials. How does an object behave when it lies on a surface? What happens when the surface is inclined? What influ-ence does the material of the surface have on the motion?Learning objectives Distinguish between high friction and low friction.Understand friction as a force.
Know about the influence of mass on friction.
Know about the influence of contact area on friction.Time frame 30 – 60 min
keywords
Friction, force, velocity
In class
Discuss the properties of different surfaces. What does high and low friction means?
Discuss everyday situations when high friction is useful (tires on cars and bicycles, shoes, gloves) and when low friction is useful (skating, skiing, playground slides).
What happens in a slope with high and low friction respectively?
Discuss how this can be visualized and explored in Algodoo. Let the students create scenes in Algodoo using the suggestions you came up with together or let them use their own ideas. Help the students make decisions and ask guiding questions.
Encourage the students to follow the procedure Create – Predict – Interact – evaluate .
Allow the students to follow-up and share their experiences in
class after the simulation.
crEAtE A ScENE
Create five rectangular boxes as planes and rotate them to the different angles between 0° and 90°. Make the planes frictionless. Use identical boxes to slide down the planes. A rectangular box, fixed to the background, can be used as a starting device. Remove the shelf at the start to make the boxes start simultaneously.
MAke A PRedICTIon
Which box reaches the end of its plane first?
ruN/iNtErAct
Start the simulation and watch the boxes slide down the planes.
evALUATe
Which plane is faster?
Which ball is picking up the most speed for each second?
Is it possible to check how much speed the balls are picking up?
Run the simulation again and check for velocities. Observe which forces that are involved in the motion. What is the acceleration of the vertical plane? Is there a pattern in how speed is picked up for each plane?
ruN/iNtErAct
Run the simulation as an experiment. Make sure that velocity representation and values are turned on. Use a timer and pause the simulation every second. Write down the ve-locity for each box in a table. Plot velocity as a function of time and study the graphs.
evALUATe
What does the slope of the graph mean?
15. gALILeo’S InCLIned PLAneS (AgeS 11-14)
Target
Teacher ages 11-14
This lesson plan is not intended to be handed out to students but to be used as a teacher preparation and tutorial.
description
Galileo used rolling balls on inclined planes to develop his under-standing of acceleration. He did not have proper timing devices to measure the high speeds of free fall and used different angles of inclined planes to model different accelerations. The greater the slope of the incline, the greater the acceleration of the ball. Galileo found a ball rolling down a certain incline picked up same amount of speed for each second. That gain is acceleration.Learning objectives Model the acceleration of a falling object using Galileo’s inclined planes.
Understand the influence of gravity on an object.Time frame 30 – 60 min
keywords
Gravity, free fall, acceleration, velocity, force
In class
Discuss how something on a plane can be set into motion. Discuss the experiment that Galileo performed in order to under-stand the motion of free fall. Why did he do this experiment?Discuss how this can be visualized and explored in Algodoo. Let the students create scenes in Algodoo using the suggestions you came up with together or let them use their own ideas. Help the students make decisions and ask guiding questions.
Encourage the students to follow the procedure Create – Predict – Interact – evaluate .
Allow the students to follow-up and share their experiences in class after the simulation.
crEAtE A ScENE
Make the two tracks using rectangular boxes. Try to make smooth transitions in order to prevent bouncing. Assign steel to the balls and set the restitution to zero in order to prevent bouncing of the balls.
MAke A PRedICTIon
Which boll reaches the end of its track first?
ruN/iNtErAct
Collect the bets and start the simulation and watch the ball roll on the two tracks.
Note: Run the simulation without velocity representation first.
evALUATe
How can we explain that the ball that roll the longest way reaches the finish first?
Discuss changes in velocity. In which places do we have acceleration and how does that affect the motion?
ruN/iNtErAct
Run the simulation again and use velocity vector representation to discuss how the box is gaining speed in the slope.
evALUATe
Which type of track is fastest? Is a straight track always slower than an up-and-down-track?
Make different tracks to check different hypothesis.
Measure the speed of the ball at different places on both tracks and calculate the aver-age speeds.
16. TWo TRACk PRoBLeM (AgeS 11-14)
Target
Teacher ages 11-14
This lesson plan is not intended to be handed out to students but to be used as a teacher preparation and tutorial.
description
This problem explores the behaviour of two objects rolling on dif-ferent tracks. How does the shape of the track influence the mo-tion of the balls? The slope causes a gain in speed which will give a higher average speed through the track. The example illustrates how a change in direction means acceleration. It is also possible to discuss how speed and acceleration can be broken up into compo-nents parallel and vertical to the ground.
Learning objectives Understanding how speed can be gained by a slope Acceleration means change in direction or speed.Time frame 30 – 60 min
keywords
Acceleration, velocity, gravity, force
In class
Draw the problem on the whiteboard and ask the students which one of the balls reaches the end of the track first. Discuss different aspects of what might influence the motion.
Discuss how this can be visualized and explored in Algodoo. Let the students create scenes in Algodoo using the suggestions you came up with together or let them use their own ideas. Help the students make decisions and ask guiding questions.
Encourage the students to follow the procedure Create – Predict – Interact – evaluate .
Allow the students to follow-up and share their experiences in
class after the simulation.
FRee FALL - CReATe A SCene
Create one plane to work as ground and one as a shelf from which objects can fall. Cre-ate a number of objects with different shapes and masses for comparison. Make a small light ball, a large heavy ball, assign different materials to the same shape. Make a large featherlight object likely to fall slowly. Let all the objects start from the shelf plane. Make sure that Air drag is turned off.
MAke A PRedICTIon
Which object should come down first?
ruN/iNtErAct
Remove the shelf plane, press Play, and watch the objects fall.
evALUATe
Which object fell to the ground first?
Why? Compare velocities of the falling objects.
FALL WITH AIR dRAg - RevISe THe SCene
Turn on Air drag. Use the same objects as with the previous scene.
evALUATe
What does the slope of the graph mean?
MAke A PRedICTIon
Which object will now come down first?
ruN/iNtErAct
Remove the shelf plane, press Play, and watch the objects fall.
evALUATe
Are there differences in how the objects fall? Compare velocities of the falling objects.
17. FRee FALL (AgeS 11-14)
Target
Teacher ages 11-14
This lesson plan is not intended to be handed out to students but to be used as a teacher preparation and tutorial.
description What variables influence free fall? This lesson treats motion when there are no forces in contact with the object.
Learning objectives Free fall – falling under the influence of gravitational acceleration only.
Air drag – the influence of air drag of a falling object Time frame 30 – 60 min
keywords
Free fall, gravity, air drag, force
In class
Drop an object. Discuss what aspects that might influence the motion (mass, shape, falling height). Discuss everyday experiences such as falling leaves, feathers, rocks, parachutists. Collect sugges-tion from the students and list them on the whiteboard. Discuss possible causes of the falling motion, gravity, air drag.
Discuss how this can be visualized and explored in Algodoo. Let the students create scenes in Algodoo using the suggestions you came up with together or let them use their own ideas. Help the students make decisions and ask guiding questions.
Encourage the students to follow the procedure
Create – Predict – Interact – evaluate .
Allow the students to follow-up and share their experiences in class after the simulation.
《摄影基础课程》教学计划 1. 课程教学目标 《摄影基础课程》摄影是一门科学、一门艺术，同时也是信息传播的一种重要手段，现已 摄影在信息传播中的作用越来越重要，广泛应用于人类社会的各个领域。随着计算机技术的发 展和信息时代的到来摄影教学在21世纪的高等教育中也显得越来越重要，。 本课程主要着重介绍照相机（含相机类型、结构、使用及维护）、 黑白感光材料（含种类、性能和选用等）、摄影曝光（含正确认识曝光、曝光量估计等）、景深与超焦距（含影响景深的因素及规律、超焦距含 义的使用价值等）、摄影实践（含人物、风光、静物摄影以及运动、广 告摄影等）、黑白暗房工艺（含黑白胶卷的冲洗、黑白照片印相和放大 的制作）、摄影构图（含构图的原则和要求、影响构图的因素等）、数字摄影系统（数字相机的工作原理、性能和使用）等内容。 2. 课程的性质、目的和任务 摄影是艺术系的一门基础课程，通过本课程的学习，使学生掌握摄影基础理论和实践技能。 掌握传统单反相机和数码相机的使用方法，以及对照片的后期处理技能。讲练结合，以技术为基础，着重与摄影艺术水平的提高。 课程目的是引导学生了解摄影的基本知识，摄影所需要的各种摄影器材，通过理论联系实践的方法，去掌握并创作拍摄全过程和后期暗房操作技能。同时使学生灵活掌握摄影中常用的拍摄方法、技巧，使学生树立良好的创作和拍摄的工作作风，培养学生对社会各方面的观察、想象、思维能力，创造性地运用摄影器材创作出符合时代要求的好作品，为今后的学习、工作打下基础。 通过本课程的理论教学和实际照片的拍摄和制作，要求学生掌握摄影的一些基础知识和基本理论；熟识各种常用镜头、照相机的基本结构；胶卷的类型和成像特点；初步掌握摄影用光、曝光、取景、构图的基本知识和基本方法；基本掌握拍摄照片的技巧和黑白摄影暗房后期制作。
梅花易数入门 作者黄金情 （一）基础知识 一、《梅花易数》原理 梅花易数起于宋代易学大家邵雍——邵康节先生，以起卦简单明了，分析简易，预测准确度高而著称，正合易学爱好者入门之用。 它可取万物以成卦，用体、互、用、动卦结合五行以断成败吉凶，结合先天之数与五行四时休旺以知应验时间，数目多少。 二、《梅花易数》基础知识 1、符号与卦名的对应 乾三连，坤三断。 震仰盂，艮覆碗。 注：震上而两道（爻）断，下而一道连，如一个向上开口的容器，艮卦反之，则像口向下扣着的一个碗。 兑上缺，巽下断。 注：兑上面的一道断，称为“上缺”，巽则反之，“下断”。 离中虚，坎中满。 注：离中间断，称为“中虚”，坎中间连，两边断，称为“中满”。 2、八卦与自然和人事的对应 卦名自然人事 乾——天——父
坤——地——母 震——雷——长男 巽——风——长女 坎——水——中男 离——火——中女 艮——山——少男 兑——泽——少女 3、八卦之数 此为先天之数，其中“乾一”即乾卦先天数为一，“兑二”依次类推。 先天之数来源于古代，而其中却饱含了现代的“二进制思想”。例如：兑卦从下到上分别为—、—、—，若以二进制则表示为1、1、0，写为110，化为十进制则为1×22＋1×2＋0×2＝6，以八卦数进制的8减之：8－6＝2，此即兑卦数二的由来，其它卦以此类推。 4、地支之数 十二地支为：子丑寅卯辰巳午未申酉戌亥。依序地支之数则为：子为一，丑为二，依次亥为十二。 5、天干之数 十天干为：甲乙丙丁戊已庚辛壬癸。依序天干之数则为:一到十。例：甲为一，庚为七。 6、五行生克 五行为：水、木，火、土、金。 五行相生；水生木，木生火，火生土，土生金，金生水，水又生木。 可以此来记忆：以水来浇树木，可谓之“水生木”，干木可以生火，火烧完后变为尘土，而从矿土中可以提取金属，金属熔化可为液体（水）。
周易零基础入门教程 作者：江南易林 前言 一直以来就准备写一个周易零基础入门教程，所谓零基础教程即一个针对完全没有周易基础的人的入门教程。说是零基础，其实还是有基础的，这基础就是：必须认识汉字！ 1、我之所以决心写这么一个东西，其实也是受许多朋友（包括网上的和网下的）的鼓动，很多朋友让我帮忙推荐周易入门教程，我一般会推荐，但是推荐完心里也暗叹，心想即便他们看了那些书也未必能看懂。毕竟，在现在快节奏的生活方式下，真正有功夫和心思去钻研古文或坚持啃完一本书的人，还是很少的。并且对于一个无论什么学科的初学者而言，学习最初阶段信心的维持很重要，如果一开始就遇到难题又没有人从旁点拨，很容易有挫败感，而丧失学习兴趣和动力。实际上，大家并非傻子，智商都不低，很
多东西只要说破，去掉神秘感之后，是比较容易掌握的。所以决心写这么一个东西，也算是自己对此我所理解的周易知识来一个总结和梳理。 正式讲解之前，先罗嗦一下，做如下声明： 1．为什么“我”要来写这个教程?声明一下，本人并非什么大师或者高人。我们老家有句俗语：浮在水面上的，往往都是些小鱼小虾。本人就是这些浮在水面上的那些小鱼小虾中的一只。很多真正的高人往往或潜伏在在乡野，或在闹市，不一而足。他们或者因为年龄缘故不擅于上网，或者不习惯上网，又或者不是很善于通过文字来表达，又或者不愿意也没时间来讲述这些看似非常基础非常简单的入门问题，因为他们相信，这些问题只要稍微看看书就能明白的。而实际上，很多人就是被卡在这一看似简单的环节上了。对周易感兴趣的人是很多的，大家对周易感兴趣的目的也不一样，有些人纯粹因为好奇想稍微了解了解增加一些谈资；有些人想多掌握一门知识比如当做哲学来学习，从而获得一些启发和灵感；而真正最终会用周易来算卦的人毕竟只是少数。我感觉，作为一个中国人，对于周易这个在中国流传了几千的传统文化，适当了解是非常有必要的。即便你誓死
摄影知识入门 傅春山刘文健 第一章一张好照片的三个基本原则 摄影家的眼力 我们在书籍中，网络上常常能看到让我们拍手叫好的美丽的照片，我们也渴望自己能拍出这样的照片来，在摄影论坛上我们常常看到很多摄影初学者看到一幅好照片时问，是什么相机拍的，什么镜头拍的，光圈快门多少？其实这些都只是技术细节，即使知道了这些也无助于拍摄出佳作来。就像尽管知道了达·芬奇用的是什么颜料和画笔，却无法画不出《蒙娜丽莎》。 对于每个初学摄影的人来说，最重要的是拍摄照片时应当追求什么。在通过照片逐步理解这些指导原则的过程中，你会培养出自己的一种意识，懂得在周围世界该追求什么。这种能在周围世界中发现和捕捉到美好画面的能力就是我们所说的"摄影家的眼力"。 接下来，我们就运用几条简明的指导原则告诉你应当追求什么。 三条基本原则 现在我们在看一幅照片时，只集中讨论三条基本原则。 1．一幅好照片要有一个鲜明的主题（有时也称之为题材）。或是表现一个人，或是表现一件事物，甚至可以表现该题材的一个故事情节。主题必须明确，毫不含糊，使任何观赏者一眼就能看得出来。 2．一幅好照片必须能把注意力引向被摄主体，换句话说，使观赏者的目光一下子就投向被摄主体。 3．一幅好照片必须画面简洁，只包括那些有利于把视线引向被摄主体的内容，而剔除或者虚化那些可能分散注意力的内容。 只要根据这三条基本原则开始思考，你就会发现你作为摄影者的生活开始发生变化。
你会用新的标准去观赏一幅美丽的照片。更重要的是你会用全新的方式去观察这大千世界，运用摄影家的眼力通过取景器捕捉画面，在学习的过程中，培养观察、发现、选取周围世界各种主题的能力。 三条基本原则的运用 不论什么时候只要你打算按下快门，必须提醒自己的第一问题是： 第一、这张照片我要表现的主题是什么？ 举一张普通的日常生活照来举例，这幅作品 的主题是什么呢？它可能有很多不同的寓意--这 完全取决于你对这个主角的看法了。就拿哈姆雷 特这个角色来说吧，人们对他就争论了几百年， 一百个人心里就有一百个哈姆雷特。一幅成功的 照片对于观赏者来说，也是仁者见仁智者见智。 换句话说，一幅照片的寓意取决于观赏者对它的 理解。这和作者的意图可能一致，也可能相左。 第二，如何把观赏者的视线吸引到被摄主体身上？ 市上的照片，熙熙攘 攘的人群中，我们的 一下子注意到这位 背着缝纫机的妇女， 她背着并不轻的缝 纫机穿过集市，靠手 工挣点辛苦钱，但她
图解简单易学的两种还原魔方的常用口诀公式 前言 我们常见的魔方是3x3x3的三阶魔方，英文名Rubik's cube。是一个正6 面体，有6种颜色，由26块组成，有8个角块；12个棱块；6个中心块（和中心轴支架相连）见下图： （图1） 学习魔方首先就要搞清它的以上结构，知道角块只能和角块换位，棱块只能和棱块换位，中心块不能移动。 魔方的标准色： 国际魔方标准色为：上黄－下白，前蓝－后绿，左橙－右红。 （见图2）注：（这里以白色为底面，因为以后的教程都将以白色为底面， 为了方便教学，请都统一以白色为准）。 （图 2）
认识公式 （图3）（图4）公式说明：实际上就是以上下左右前后的英文的单词的头一个大写字母表示 （图5）
（图6） （图7）
（图8） 三阶魔方入门玩法教程（一） 步骤一、完成一层 首先要做的是区分一层和一面：很多初学者对于“一面”与“一层”缺乏清楚的认识，所以在这里特别解释一下。所谓一层,就是在完成一面(如图2的白色面)的基础上,白色面的四条边,每条边的侧面只有一种颜色,图(2). 如图（1）中心块是蓝色，则它所在面的角和棱全都是蓝色，是图(2)的反方向 图（3）和（4）则是仅仅是一面的状态,而不是一层! （1）（2） （3）（4） 注：图（2）和（4）分别是图（1）和（3）的底面状态 想完成魔方，基础是最重要的，就像建筑一样，魔方也如此，基础是最重要的。
由于上文提到过中心块的固定性，这一性质，在魔方上实质起着定位的作用，简单的说就是中心块的颜色就代表它所在的面的颜色。 一、十字（就是快速法中的CROSS ） 第一种情况如图所示： 公式为R2 第二种情况如图所示： （白色下面颜色为橙色，为方便观察，特意翻出颜色） 橙白块要移到上右的位置，现在橙白块在目标位置的下面。但其橙色片没有和橙色的中心块贴在 一起。为此我们先做D’ F’ 即把橙色粘在一起，接着 R 还原到顶层,， F 是把蓝白橙还原到正确的位置(上面的F’ 使蓝白块向左移了九十度)。 公式为D’ F’ R F 图解： 当然，架十字不只只有上面两种情况，现我们在分析下其它的一些情况吧！ 如下图： 橙白块的位置己对好，但颜色反了，我就先做R2化成第二种情况，然后用还原第二种情况的 （橙色下面颜色为白色，为方便观察，特意翻出颜色）
《摄影》课程教学大纲 一、课程基本信息 课程名称：摄影 英文名称：Photography 课程代码： 学时与学分：54学时，3学分 课程性质：学科专业选修课程 开课单位：美术学院 适用专业：美术学 后续课程：素描 二、课程教学目标 《摄影》课程是美术学专业的一门选修课程。该课程关注中小学教师基本的职业技能，是一门以实训为主的技能训练课程。本课程从基础理论与技能实训两方面入手，着重拓展学生的综合素质。 （一）知识目标 了解摄影的发生发展及相机发展历史，掌握摄影成像的基本知识及摄影画面的组成要素与摄影作品的解读方法。 （二）能力目标 通过本课程的学习与训练，学生能熟练掌握相机操作、能
够在各种光源环境下准确曝光成像、基本能够掌握场景、人像、风光、建筑等题材作品的摄影技巧与规律，独立创作作品，从而提高从教素质，缩短入职适应周期，实现以技助学的目标。 （三）素质目标 通过本课程学习来培养学生的摄影创作能力和审美素养。开拓学生的艺术视野，陶冶道德情操，促进德、智、体、美的全面发展，逐步树立正确、高尚的人生观和审美观，提高思想道德素质和文化素质，进一步提高爱国主义热情和民族自信心。 三、学时安排
四、课程考核方式及成绩评定 成绩评定：本课程考核类型为考查，总评成绩中，学生平时作业、课堂表现、自主学习等方面情况占20％；期末考试为提交作品综合考评，成绩占80％，合计总分对应五级制记录。 五、建议使用的教材与教学参考资料 建议教材： 王晓军《数码摄影入门与解析》人民邮电出版社2008年09月出版 教学参考： 施威铭《数码摄影构图圣经》清华大学出版社2010年1月出版 陈涵石《最新数码单反相机摄影手册》中国青年出版社2010年1月出版 (英) 兰福德《英国皇家艺术学院高等摄影教程(第7版)》人民邮电出版社2010年1月出版 六、课程教学内容与基本要求 第一章概述 （一）教学目的与要求 通过本章的讲授让学生了解摄影的发生发展及相机的发展
本手册不提供第三方应用的推荐，仅仅建议你如何优雅地使用 Windows 10。 1. 整理文件之必要性 在任何系统下，养成整理文件的良好习惯都明显有利于提高效率。 1.1 为文件分类 将文件夹分为几个大类别：安装(游戏和应用的安装路径)、文档(图片、音乐、视频、文稿等)、备份(安装包、字体、驱动备份)。 为图片、音乐、视频等文件新建相应的文件夹。在其中新建子文件夹来管理不同类别的图片、音乐或视频。 确定一个默认安装软件的位置。例如D:soft或D:game，最好始终把应用或游戏安装到对应的路径中，方便以后的统一查找和管理。 你可以在桌面上新建一个临时文件夹用于收集临时文件，当有空闲时间时再把它们归类到相应的文件夹中。此部分内容请参阅2.2 整洁的桌面是你最良好的工作环境。 1.2 使用「库」功能整理多个文件夹 「库」是在 Windows7 之后加入到资源管理器中的功能。 一个「库」可以整合不同位置的多个文件夹。非常利于整理不同位置的同类文件。 在资源管理器中找到「库」视图，右键可以新建库。 在任何库上点击右键菜单中的「属性」，可以选择将哪些文件夹包含到这个库中。下次访问这个库的时候就可以直接查看到所有包含在这个库中的文件夹了。 例如，将不同位置的多个音乐文件夹包含到同一个库中，就可以在一个库中同时查看它们了。 1.3 合理利用资源管理器 除了分类文件和利用「库」整理文件，你还可以把最常用的文件夹添加到侧边栏的「快速访问」中，方便你在任何路径随时访问最常用的文件夹。 按下 Windows+e 可以随时快速打开资源管理器。 1.4 整理桌面的杂乱文件与程序快捷方式
此部分内容请参阅2.2 整洁的桌面是你最良好的工作环境。 2. 「美化」之必要性 对系统进行所谓「美化」的最大意义在于：保持舒适的使用环境。 为了美化本身而美化可能起到适得其反的效果。轻简是最好的美化。 因此尽量不去使用第三方美化软件。 2.1 壁纸的选择 就像单曲循环太久的音乐，任何壁纸都会使人产生审美疲劳。 纯色及抽象化壁纸会更易产生审美疲劳，让你更常有换壁纸的冲动。 要选择一张合适的壁纸，它应该美观不杂乱。 适合作为壁纸的图片 整体色调较为柔和统一; 简洁却具有少量细节; 浅景深照片。 不适合作为壁纸的图片 饱和度过高的壁纸; 细节丰富，略显杂乱的壁纸; 简洁却过于单调的壁纸极易产生审美疲劳，风景照片相比于人文照片更易产生审美疲劳; 劲爆裸身泳装美女等。 TIPS 1. 你发现了吗，简洁却具有少量细节的人文照最适合作为壁纸且不易产生审美疲劳。我推荐壁纸最好的选择是浅景深照片或颜色较为统一的风景照。 2. 不要使用 Windows 的自带壁纸。(忠告)
易经入门基础知识系列讲座(第3讲) ——易经，是怎么发展而来的？ 我们问过大家一个问题：《易经》和《周易》是一回事吗？《易经》就是《周易》吗？在回答这个问题之前，我们先来看看古人是怎么说的。根据《周礼》的记载：“太卜掌三易之法：一曰《连山》，二曰《归藏》，三曰《周易》，其经卦皆八，其别皆六十有四”。 从《周礼》的记载中可以看出，在中国古代一共出现了三部不同的《易经》。除了《周易》之外，还有另外两部，一部是《连山易》，一部是《归藏易》，《周易》只是其中之一。《周礼》中所记载这三部《易经》，分别为夏、商、周三个不同的朝代所使用。 夏代是中国历史上的第一个王朝。根据史书记载，大禹把自己的帝王之位传给了儿子启，从此开创中国历史“家天下”的先河。而在这之前，部落联盟内部采用的是“禅让”的方式来推举部落联盟的共主。伏羲画八卦的年代，属于新石器时代的早期。而夏代，则属于新石器时代的晚期，当时的人们所使用的《易经》，据说是由伏羲所演绎的。当然也有人说，这部《易经》是由神农氏所演绎的。相比较而言，我个人认为，伏羲演绎六十四卦的说法应该更为可靠。因为，在画出八卦之后，再演绎成六十四卦，应该是顺理成章的事情。不过伏羲所演绎的《易经》，它的六十四卦的卦序与我们现在所见到的《周易》不同，它以艮卦作为六十四卦的首卦。艮卦为复卦，上卦为艮卦?，下卦也为艮卦?，艮卦?象征山，山上山下，山山相连，所以伏羲演绎的这部《易经》，又称为《连山易》。 到了商代，人们 所使用的《易经》又 与《连山易》不一样 了，据说这部《易经》 是由黄帝所演绎的。 不过黄帝所演绎的《易经》，它的卦序与《连山易》并不相同，它以坤卦作为六十四卦的首卦。坤卦?象征土，中国古代是农耕社会，农耕离不开土地，万物归藏于土地。所以，黄帝所演绎的这部《易经》，又称为《归藏易》。 到了殷商末年，当周文王被殷纣王囚禁在羑里的时候，他就利用这个被囚禁的七年多时间，对《易经》重新进行了演绎。周文王所演绎的这部《易经》，它的卦序既不同于伏羲所演绎的《连山易》，也不同于黄帝所演绎的《归藏易》，而是以乾、坤两卦作为六十四卦的首卦。周文王所演绎的这部《易经》，又称为《周
学习周易书籍
周易入门书籍（强烈推荐） 选书如选老师，因此选择书籍是一件十分重要的事。在此，向给大家推荐相关书籍，让你少走弯路，成为大师级高手！ 重要叮嘱 易学、佛经是迷宫，进门后一定要学会出得了门。正如紫钦天老师在《太极博弈原理》里面“信息对抗：命越算越薄，知命与宿命” 提到的，其实现在才最真实的，人要克服的是未来信息对现在的影响！很多人能懂一点点了，以为天下无敌，但是如果未来的信息，没有百分百准确，都是误导人的。最怕三分真，七分假。人依然会迷茫，犹豫，错失。 另外，易曰：知得也要知丧，当你得到了一些东西的时候，你也会失去一些东西。诚然，人生从某种意义上讲，没有绝对的好、坏、善、恶，而在于你的选择。为什么还要特别提醒呢因在现实中接触不少易友，一学什么易或练什么功，就顾及不到其他方面，给家庭社会造成一些不好的影响。古曰：平常心是道！不要把自己标榜成与别人不一样，否则你会一事无成。要明白你只是一个凡人，不要以为自己学易了就有什么了不起。法、侣、财、地（简单讲就是方法、同道、财力、环境）是学好功法，其实也是学好易经的最好指导。千万不要指望学易来发大财，否则你将走上不归路。以此为职业的人，是有宿因的。薄迦梵歌曰：要把成与败、得于失等同看待。患得患失不是学易人应有的心态。好好工作，养家糊口，业余修习，平凡一生这是吾师给本人的开示和指导，希望易友也能从中得到启发！ 最后以一句话与大家共勉：天行健，君子以自强不息；地势坤，君
子以厚德载物！众善奉行，诸恶莫作最为紧要！ 1、基础书 (1)周易原文注解类： 如果不读周易原文，而想彻底搞懂周易基本是不可能的，万丈高楼平地起，基础越牢，对后面的学习帮助越大。 建议采用中国易经协会会长、哲学教授刘大钧着的《周易概论》，其他如上海古籍出版社、商务印书馆等较大的岀版社岀版的《周易》都是比较可靠的。 南怀瑾老师倡导的儿童经典导读中心岀版的原文《易经》，可以帮助大家认识和听懂一些难读的字。 (2)周易精华思想融汇类： 应该说，目前只有紫钦天老师的《太极博弈原理》一书能做到这点，全书中是没有解释卦象的。但是如果对于一个研究周易几十年的学者来说，一看这书，应该明白其实里面是是蕴含了周易的推演过程，也就是即是你不懂周易，没有看过周易相关的书籍，也能从中培养到周易的思想，对理解现在所有文化(玄学，易学)都会个统一的思路，增强第六感判断力。可以说，这本书的研究意义十分珍贵！建议入门，进阶，和自我升华阶段研读一番。 2、易理及梅花六爻类 不懂易理，术数水平要想真正提高，绝不可能。学习易理有助于你搞懂自己学习的目的。 (1)易理类 张延生是一个易学实力派人物，张延生的作品（易学入门、易学应
最齐全的初级摄影教程 Prepared on 24 November 2020
最全初级摄影教程 万丈高楼平地起，学习任何一门学问都要先由基本做起。要拍好照片，一定要先掌握基本的摄影知识。 一、正确持机方法在拍摄的基本知识中，最重要的就是要拿稳相机。无论其它的摄影要素和技术掌握得有多好，只要拍摄的一瞬间有震动，照片的质量一定会因影像模糊而大大降低。虽然可以用三脚架来减低震动的可能性，但更多的时候是以手持相机拍摄为主，而且在“决定性的瞬间”内，往往不允许摄影者再花时间去放置三脚架并固定照相机。数码照相机相对于传统照相机而言，它对拍摄稳定性的要求更高。这是因为，电子元件存储信息需要一段额外的时间，通常称为“时滞”。 1、持机的正确姿势无论是站立、坐下还是跪下，持机的正确姿势都应该是：无论是站立、坐下还是跪下，持机的正确姿势都应该是： （1）、右手紧握相机一侧的握手位，食指轻触快门键，以备随时拍摄。 （2）、以左手手掌托住机身底部，用拇指和食指握住相机来稳定镜头。 （3）、两手上臂紧贴身体，尽量保持自然下垂的状态并向身体靠拢。千万不要耸起双肩。因为长时间用耸起双肩的姿势拍摄，双肩关节会出现疲劳感，更难稳定相机。 （4）垂直握持相机拍摄时，一般左手在下，右手在上，也要注意左臂紧贴身体。 2、站立或坐下摄影时的注意事项 （1）、站立摄影时，双脚宜微张，或以前后步方式站立，以便将整个身体的重量平放到双脚上。如果能借助一些固定的物体作为依靠，例如背靠树干或
墙壁等，则效果更佳。（2）、坐下摄影稳定性已经很高，但仍可借外物进一步稳定身体。以椅子的靠背或桌子作依靠是不错的选择。 3、跪下摄影时的注意事项跪下摄影时左脚应该弓起，右脚跪地，托起机身底部的左手则支撑在弓起的左脚上。一般情况下，跪姿拍摄较难稳定身体，最好也能借助固定物体作依靠，如树、墙等。 4、相机带的重要作用将相机带套在手腕上，握在虎口中绕两圈再拉紧，以拇指穿过带圈后再握紧相机，使相机和右手合二为一，不但可以减轻手的颤动，而且可以在不小心松手时将相机拉住，不至于掉到地上而损坏。二、光线的运用照片是光与影的艺术产品，将光线称为摄影的灵魂一点也不为过。要拍摄好照片，就不能不掌握光线这个关键的元素。 1、光线的性质 （1）直射光 在晴朗的天气里，阳光没有经过任何遮挡直接射到被摄者身上，受光的一面就会产生明亮的影调，不直接受光的一面则会形成明显的阴影，这种光线称为“直射光”。在“直射光”下，受光面及不受光面会有非常明显的反差，因此容易产生立体感。当太阳被薄云遮挡，阳光仍会穿透白云扩散，这时所产生的照明反差将会降低，非常适宜于人像摄影。 （2）散射光 在阴天，阳光被云层所遮挡，不能直接射向被摄对象，只能透过中间介质或经反射照射到被摄对象上，光会产生散射作用，这类光线称为“散射光”。由于散射光所形成的受光面及阴影面不明显，明暗反差也较弱，光影的变化也较柔顺，因此产生的效果比较平淡柔和。
梅花心易 □陈春林 《梅花易数》相传为宋代易学大师邵康节所著，是一部以“象数”为基础，结合易学中的“数理”进行预测的书。据说邵康节先生有一次在观赏梅花时，偶然看见麻雀在梅枝上争吵，以易理象数推衍后，预言明日夜晚会有女子前来摘折梅花，被园丁发觉而追逐，女子惊慌跌倒伤到膝盖。最为神奇的是，此预测现象果真在隔夜丝毫不差地得到验证。因此邵康节名闻于当时，大家将这种预测方法取名为《梅花易数》。梅花易数依先天八卦数理，即乾一、兑二、离三、震四、巽五、坎六、艮七、坤八，随时随地皆可起卦；并且取卦方式多种多样：可以使用声音、方位、时间、动静、地理、天时、人物、颜色、动植物等自然界或人类社会中的一切感知的事物异相，作为预测事物发展趋势的方法。 梅花易数经过千年来一代代易学大师的探索，整体预测体系得以丰富并逐步走向完善。 2007年夏天，我乘车前往安徽阜阳从事新闻采访活动。途中，看到同车的一个中年男子满面愁容，他身穿红色上衣，坐在我的正东方。我心动起卦：红色为离卦 ，正东方位为震卦 ，当时是辰时，得卦为《噬嗑》之《晋》 。我当时断为：1、离卦为心，坎卦为黑，艮卦为儿子，该男子必然是为了儿子的事情发愁；2、坤卦为学校，离卦为心，主卦显示的信息是想着学校中的儿子，并且离卦为艮卦和坤卦耗泄，还被坎卦克制，所以该男子的儿子必然是心血有问题，容易晕厥；3、好在是夏天，离卦得令，比劫帮身，无大碍。从卦象中得出这些信息之后，我就和该男子攀谈起来。我说，你不要为儿子的事情担忧了，他身体不好，但是没有大问题。该男子深感惊奇。我所使用的方法，就是“梅花易数”预测法，这种预测法是由宋代易学大家邵雍邵康节所创。它快速的起卦方法，灵活的断卦技巧，神奇的应验效果，深受后人推崇，并得到后世的大力传播和发展，进而成为中国传统预测学中一个重要分支。 易学在几千年的发展过程中，衍生了众多的预测方法，如太乙神数、六壬、奇门遁甲、紫微斗数、铁板神数、四柱、六爻、梅花易数……每一种方法都是一门高深的学问，精通其中任何一门都足以“晓古今，知未来，傲视天下”。当然，时代的发展和文明的进步，呼唤一种快速、准确的预测法，来帮助人们进行信息分析和判断事态发展。奇门遁甲等术数体系，虽然各有所长，但是在起卦、判断的速度上，明显比梅花易数逊色。实践证明，“梅花易数”具有“简便、快速、易学、神效”的特点，是迅速将易学预测功能转化为生产力、适合当代信息社会需求、深受易学家高度重视的预测方法。比如说，我们分析股票的涨停趋势，需要快速做出决定的瞬间，假使使用六爻，也许在没有得出正确结论之前，形势的发展早已是“青山遮不住，毕竟东流去”了。而梅花易数，不仅可以在瞬间做出判断，甚至是，可以在电话中使用一二分钟就可以对求测者的人生趋势进行分析。2010年6月15日下午，河北唐山的一个女子电话求测，当时我根据手机显示的时间起卦为《履》之《暌》 。我根据卦象直读，在短短几分钟之内就解读了她的诸多人生信息：1、为了感情事情求测，在感情上遇到麻烦了，喜欢上的男子比该少女大得多；2、小时候出生条件好，爸爸有职位，拥有幸福的童年； 3、23岁动姻缘，此前有三次不成功的恋爱，并且流产不下二次； 4、学历不高，大专文凭，31岁会投资，40岁到50岁财运很好，人生很辉煌。当我在电话中滔滔不绝地说该女子人生信息的时候，她深感惊讶：“陈老师，你连我的名字和八字都不知道，就可以这样断啦！佩服！”的确，梅花易数预测法的快速和挥洒自
易经入门基础知识系列讲座(第4讲) ——易经，为什么又称为周易？ 前面我们讲过，《易经》一共有三部，包括《连山易》、《归藏易》和《周易》。那么，《易经》为什么又称为《周易》呢？这是因为，在《易经》的传承过程中，《连山易》和《归藏易》都已经失传了，我们现在已经见不到了，流传下来的只有《周易》，所以我们在提到《易经》时，往往就用《周易》来替代《易经》。 那么，作为书名的“周”、“易”二字，又有什么丰富的文化内涵呢？对于“周易”的“周”字，历代易学先辈们至少总结、概括为三种不同含义的解释，下面我们就来看看这三种解释： 第一种解释是，周表示周朝，是朝代的名称，表明这部《易经》是在周代演绎的，是由周文王所演绎的； 第二种解释是，周表示周遍，是无所不包的意思。由于《易经》所讲的“三才之道”的内容包罗万象，正如《系辞传下》中所说：“易之为书也，广大悉备。 有天道焉，有人道焉，有地道 焉。”既包括了天地自然，也 包括了人类社会，所以说是无 所不包。 第三种解释是，周表示周 转，是周而复始的意思。《周易》共有六十四卦，从乾、坤两卦开始，一直到第六十三卦既济卦，表示事物的发展经历了从开始(产生)、发展到结束等过程。济，表示渡河。既济，就是说已经渡过河了。既然已经渡过河了，说明事情已经完成了，为什么还有后面第六十四卦？第六十四卦的卦名，叫未济。未济的意思是说，还没有渡过河。换句话说，就是事情还没有完成。前面的第六十三卦，说事情已经完成了；后面的第六十四卦，却说事情没有完成。那么，既济卦与未济卦所表达的意义，是不是相互矛盾？一点儿也不矛盾。第六十三卦既济卦所表达的意义，是说事物的某一发展阶段已经完成了，结束了；第六十四卦未济卦所表达的意义，则是说事物新一轮的发展阶段又开始了。 既济卦与未济卦合起来所表达的，是周而复始意思，是螺旋上升、持续发展的意思，而不是原地踏步、停滞不前。譬如现在，很多公司都在建设网站，拉队伍，建平台，填内容……经过一番忙碌以后，网站终于建成了，这就是既济。那么，网站建成以后，就没有其他工作要做了吗？显然不是！网站建成，只是这一阶段的工作完成了，后面还有运营、推广等各项工作要做，网站新一阶段的发展又开始了。这一阶段的发展与前一阶段完全一样吗？肯定不一样，这一阶段是在
摄影基础课程期末考试 总复习 Company number【1089WT-1898YT-1W8CB-9UUT-92108】
1、快门的作用是配合光圈，控制_曝光时间_。 2、镜头的种类主要包括标准镜头、广角镜头、_长焦_镜头和、定焦镜头、_变焦_镜头。 3、影响景深的三大因素是_焦距、物距、光圈_。 4、影响曝光的因素有_景物光源、照相机光圈、快门、感光度_。 5、焦距指__焦点至透镜的距离_。 6、光圈的作用是_控制镜头透光多少_。 7、影响曝光的因素有:_ 光源、景物、照相机光圈、快门、胶片的性质_。 8、根据光线的照射方向不同可分为__顺光、侧光、逆光_。 1、水平角度拍摄所得到的画面感觉较为（）。 A、平实客观 B、主体效果 C、突出主体 D、层次分明2、摄影光源的光位种类：顺光照明、（）、逆光照明。A、太阳光照明B、人工光照明C、灯光照明D、侧光照明3、感光的过程首先是感光片通过照相机有控制的曝光，作用于感光片上的银盐形成 A.可见影像 B.可见的银盐颗粒 C.影像的潜影 D.银原子4、在镜头焦距和光圈系数相同的情况下，物距和景深的关系是 A.成反比 B.成正比 C.关系不紧密 D.没有关系5、（）是指光源投射在被摄景物上的光线强弱。A、光亮度 B、光照度 C、反射率 D、光线温度4.（）焦距很短，视场角≥180°，存在严重的桶形畸变。A、变焦镜头B、微距镜头C、
广角镜头D、鱼眼镜头6、减少曝光量就会减低色彩的明度，也就会加 深（）A、饱和度 B、色彩清晰度 C、画面中灰度D、画面颜 色7、“希望工程”摄影纪实之一的“大眼睛”摄影作品的作者是（）A 吴印咸 B 郎静山 C 王文澜 D 解海龙8、夸大前景，要用（）镜头A 标准 B 中焦 C 中长焦 D 超广角9、关于新闻抓拍，下面错误的是 A.抓拍的瞬间形象自然、真切 B.抓拍就是自然主义的“有闻必录” C.不干涉对象的抓拍瞬间信息含量大 D.抓拍是新闻事件和新闻规律 的必然要求10、（）属于室外光的光线性质。 A、顶光 B、侧光 C、平光和侧光 D、直射光和散射光11、2007年12月27日美国记者约翰?摩尔拍摄的《拉瓦尔品第的暗杀》属于 A. 突发性新闻 B. 可预知新闻 C. 非事件性新闻 D. 场景性新闻摄影12、下面 镜是紫外线滤光镜。 A. UV镜 B. 偏光镜 C. 天光镜 D. 光芒镜 13、在摄影取景时，主体应该安排在画面的 A.结构中心 B. 视觉中心 C. 上半部分 D. 下半部分14、最早发现“针孔成像”原理的是 A. 墨翟 B. 孔子 C. 老子 D. 亚里士 多德15、拍摄高调照片时，其曝光以（）为宜。 A、略过 B、略不足 C、正常曝光 D、尽量超出 16、拍摄人像时人物站姿脚位取( )站态为宜。
“出纳零基础，7天快速入门”第一天：什么是出纳？ 作者：xiaolu分类：零基础7天学出纳评论：2人标签：出纳实战时间：2012-10-23 23:07 什么是出纳？大家都知道出纳肯定是管钱的呗，但是并没有那么简单的哦，做出纳首先要掌握一些必备的会计基础知识。 （一）现金的收支管理与核算 （二）银行存款的管理与核算 （三）银行结算方式与核算 （四）保管库存现金和各种有价证券，保管有关印章、空白票据 不知道你在找工作的时候，有没有发现这样一个现象：企业招会计会要求学历、要求几年工作经验，要求你会这会那，应届毕业生人家根本不收你的简历；但是招出纳的要求就相对低一些，中专毕业，甚至无需工作经验。所以，我劝你啊，如果是刚毕业，不妨降低点要求，先从出纳做起。 如果你进入出纳工作岗位，是不是想马上进入工作状态？但有没有老出纳人员为你指点迷津？如果你是自己创业或者家庭企业，前期为减少人工成本，自己做出纳想要监管现金，却毫无基础怎么办呢？别着急，从今天起、从你看到这篇文章开始，这些问题马上得到解决！ 不是有那句玩笑嘛：不想当会计的出纳不是好出纳！很多人都是从出纳做起，慢慢地升为会计，做上主管。这一期我们就讲出纳在企业中的实际操作，事无巨细，全部罗列出来，甚至细致到提醒你去银行叫号要叫对公的号！每天看这么一篇，记住怎么操作，这一系列讲完，保准让你轻松应对出纳工作中所有问题，再也不用看老会计的脸色了，老板也对你刮目相看了。
它以帮助新手快速上手为目的，是小陆在工作中都遇到过的，希望出纳朋友们在我提炼了精华的基础上用最短的时间、花最小的精力掌握这些技能，都是实实在在你工作中要用到的，会了就办得很顺利，不会，你就要出糗的啊。 那么我们熟悉一下出纳的账务处理程序，和会计的账务处理程序“原始凭证→记账凭证→账簿→报表”，也有一定的相似之处 （一）办理收付款业务 （二）填制记账凭证，交由会计主管或其他财务人员审核记账凭证 （三）根据与现金、银行存款收付有关的凭证登记现金日记账、银行存款日记账 （四）结账、对账 （五）编制出纳报表 （六）装订凭证 好了，接下来的几天小陆就按照这个框架给大家讲了。 会计凭证很多都是从出纳传递到会计，所以出纳工作的质量和效率，直接关系到企业会计核算的质量和效率。每个企业中的出纳人员不仅担负着现金、票据和有价证券的保管，同时还要办理各种款项的收付和银行结算业务。钱少了，你是要
周易入门基础知识 1.周易如入先明阴阳 《易传·系辞·上》说：一阴一阳之谓道。易经中，爻组成卦的基本单位就是“阴”“阳”，其中这个符号“—”称作阳爻，这个符号“－－’称作阴爻。 2.阴阳既明先懂八卦 卦是按照阴爻很阳爻组合而成的。八卦分别是乾兑离震巽坎艮坤。每卦由三爻构成其中记忆其符号的方法如下：（建议背熟） 乾三连坤六断 震仰盂艮覆碗 离中虚坎中满 兑上缺巽下断 八卦（单卦）不仅有其符号还有其卦象（也是其基本卦义） 其中 乾象天坤象地 震象雷艮象山 离象火坎象水 兑象泽巽象风（背诵） 3.象义既知卦重六四 六十四卦是什么呢？分别叫什么呢？按照易经上下经的顺序有如下卦序歌 乾坤屯蒙需讼师，比小畜兮履泰否； 同人大有谦豫随，蛊临观兮噬嗑贲； 剥复无妄大畜颐，大过坎离三十备。 咸恒遁兮及大壮，晋与明夷家人睽； 蹇解损益夬姤萃，升困井革鼎震继； 艮渐归妹丰旅巽，兑涣节兮中孚至； 小过既济兼未济，是为下经三十四。 （这是六十四卦在周易上下经的顺序。建议理解即可） 那六十四卦的符号卦名如何记住呢？ 只要我们记住八卦（单卦）的象（基本卦义）就可以更容易记忆和理解六十四卦 乾为天天风姤天山遁天地否风地观山地剥火地晋火天大有乾为天是指上乾下乾两卦相重，这样的卦我们叫易经六十四卦。天风姤是上乾下巽，因为乾为天，巽为风。只要我们很好理解单卦的象(基本）。就能更好的理解六十四卦的六爻符号。其中单卦的象在理解六十四卦爻辞也是有一定作用的。其的仿此类推。每天记八个六十四卦卦名，一星期左右就能差不多记住很多了，反复练习时间长了就能经久不忘。 坎为水水泽节水雷屯水火既济泽火革雷火丰地火明夷地水师 艮为山山火贲山天大畜山泽损火泽睽天泽履风泽中孚风山渐 震为雷雷地豫雷水解雷风恒地风升水风井泽风大过泽雷随
浅谈摄影基础课程的教学方法
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浅谈摄影基础课程的教学方法 广州市番禺区陈子峰 ［摘要］高等职业院校专业课的教学是着重于技能的培训，摄影教学本来就具有很强的实践性，以知识性内容为主，培养学生的创造能力，把单一技术性的课程转化为技术与艺术并重的课程。在教学过程中，不要过分强调摄影比其他学科更重要，不要只局限于摄影本身。培养学生的创新思维的和训练创作意识，以客观存在的形象为起点，激发创作思维的想象来表达自己的思想，这就是一种创作过程。 ［关键词］摄影教学、教与学、实训、技术与艺术、创意培养 导言 本文所指摄影基础课程，是全日制高等职业院校艺术设计专业中的一门课程。高等职业院校专业课的教学是着重于技能的培训，摄影教学本来就具有很强的实践性，以知识性内容为主，培养学生的创造能力，把单一技术性的课程转化为技术与艺术并重的课程，突出摄影的技能特点，强调基本功的训练，这就是“技能强化”。其目的是使学生熟练掌握摄影的基本技能和技巧，以达到专业摄影教学计划的基本要求。 一、引起学生对摄影的兴趣，激发学习的热情 只要能引起学生的兴趣，他们就能创造奇迹；只要给学生一个自我表现的机会，他们就能还你一个惊喜的结果。一位教育家说过：“所谓课上得有乐趣，这就是说学生带着一种高涨的、激动的情绪从事学习和思考，对面前展示的真理感到惊奇甚至震惊；学生在学习中意识和感觉到自己的智慧力量，体验到创造欢乐，为人的智慧和意志的伟大而感到骄傲。” 我对学生说：“要想摄影学得好，那你就把这门课程当作是一门‘玩意’，只要你觉得好玩，就会对它产生兴趣。艺术的起源就是‘玩意’”。如何才能让学生觉得好玩？ 1、学生青春爱美的天性和风光如画的校园环境是一个很好的条件，让他们拍一些人像、风光的照片，尽快培养出他们对摄影的兴趣，又能让那些“零”摄影知识的学生为专业摄影技能打下良好基础。 2、除了数码相机外，学院装还备了一批35㎜机械单反机及各种焦距的镜头，还有一架4×5英寸单轨座机，让学生用这些相机装上黑白胶卷（片）拍摄，从中认识到专业“摄影”与一般“照相”的区别。 3、让学生体验暗房技术的神妙，他们会从亲手冲洗自己拍摄的胶卷、印放照片中获得乐趣。 4、教师要对学生多指导、多鼓励，充分肯定他们在学习过程中出现的“闪光点”，调动他们的创作激情，树立信心，成为摄影学习、创作不竭的动力。有计划地组织学生参加各种摄影活动、参观各种摄影作品展览。 5、提高学生的鉴赏能力是提高艺术创造能力的基础。教育最重要的是对学生的熏陶。熏陶是来经典名作，解读就是熏陶的内容与方式之一。向学生讲述这些优秀作品创作时的故事，使学生开阔视野。首先，让学生以各自的感受去阅读，对他们的看法要给予肯定及尊重；然后，才以“公式化”的分析去讲解作者构思，以及拍摄时，
易经入门(最全解答) 对于周易的迷途者，可能需要找些入门的书籍，建议。但是百度，网站等会经常变动，比如我之前找到一个周易入门的好网站，是从百度里面搜到的，过几天就搜不到了，后悔当时没有收藏网站，所以现在把之前积累的公布出来建议或书籍发布出来，大家收藏一下。 （1）这个比较全面客观的： 数目有很多，建议你你有整体的观念，这样会比较容易学。以下这段介绍，是我保存的，觉得很好，希望对你有用。 选书如选老师，因此选择书籍是一件十分重要的事。在此，向给大家推荐相关书籍，让你少走弯路，成为大师级高手！ 重要叮嘱 易学、佛经是迷宫，进门后一定要学会出得了门。正如紫钦天老师在《太极博弈原理》里面“信息对抗：命越算越薄，知命与宿命”提到的，其实现在才最真实的，人要克服的是未来信息对现在的影响！很多人能懂一点点了，以为天下无敌，但是如果未来的信息，没有百分百准确，都是误导人的。最怕三分真，七分假。人依然会迷茫，犹豫，错失。 另外，易曰：知得也要知丧，当你得到了一些东西的时候，你也会失去一些东西。诚然，人生从某种意义上讲，没有绝对的好、坏、善、恶，而在于你的选择。为什么还要特别提醒呢？因在现实中接触不少易友，一学什么易或练什么功，就顾及不到其他方面，给家庭社会造成一些不好的影响。古曰：平常心是道！不要把自己标榜成与别人不一样，否则你会一事无成。要明白你只是一个凡人，不要以为自己学易了就有什么了不起。法、侣、财、地（简单讲就是方法、同道、财力、环境）是学好功法，其实也是学好易经的最好指导。千万不要指望学易来发大财，否则你将走上不归路。以此为职业的人，是有宿因的。薄迦梵歌曰：要把成与败、得于失等同看待。患得患失不是学易人应有的心态。好好工作，养家糊口，业余修习，平凡一生这是吾师给本人的开示和指导，希望易友也能从中得到启发！ 最后以一句话与大家共勉：天行健，君子以自强不息；地势坤，君子以厚德载物！众善奉行，诸恶莫作最为紧要！ 1、基础书 （1）周易原文注解类： 如果不读周易原文，而想彻底搞懂周易基本是不可能的，万丈高楼平地起，基础越牢，对后面的学习帮助越大。 建议采用中国易经协会会长、哲学教授刘大钧著的《周易概论》，其他如上海古籍出版社、商务印书馆等较大的出版社出版的《周易》都是比较可靠的。 南怀瑾老师倡导的儿童经典导读中心出版的原文《易经》，可以帮助大家认识和听懂一些难读的字。 （2）周易精华思想融汇类： 应该说，目前只有紫钦天老师的《太极博弈原理》一书能做到这点，全书中是没有解释卦象的。但是如果对于一个研究周易几十年的学者来说，一看这书，应该明白其实里面是是蕴含
最全初级摄影教程 万丈高楼平地起，学习任何一门学问都要先由基本做起。要拍好照片，一定要先掌握基本的摄影知识。 一、正确持机方法在拍摄的基本知识中，最重要的就是要拿稳相机。无论其它的摄影要素和技术掌握得有多好，只要拍摄的一瞬间有震动，照片的质量一定会因影像模糊而大大降低。虽然可以用三脚架来减低震动的可能性，但更多的时候是以手持相机拍摄为主，而且在“决定性的瞬间”内，往往不允许摄影者再花时间去放置三脚架并固定照相机。数码照相机相对于传统照相机而言，它对拍摄稳定性的要求更高。这是因为，电子元件存储信息需要一段额外的时间，通常称为“时滞”。 1、持机的正确姿势无论是站立、坐下还是跪下，持机的正确姿势都应该是：无论是站立、坐下还是跪下，持机的正确姿势都应该是： （1）、右手紧握相机一侧的握手位，食指轻触快门键，以备随时拍摄。 （2）、以左手手掌托住机身底部，用拇指和食指握住相机来稳定镜头。 （3）、两手上臂紧贴身体，尽量保持自然下垂的状态并向身体靠拢。千万不要耸起双肩。因为长时间用耸起双肩的姿势拍摄，双肩关节会出现疲劳感，更难稳定相机。 （4）垂直握持相机拍摄时，一般左手在下，右手在上，也要注意左臂紧贴身体。 2、站立或坐下摄影时的注意事项 （1）、站立摄影时，双脚宜微张，或以前后步方式站立，以便将整个身体的重量平放到双脚上。如果能借助一些固定的物体作为依靠，例如背靠树干或墙壁等，则效果更佳。（2）、坐下摄影稳定性已经很高，但仍可借外物进一步稳定身体。以椅子的靠背或桌子作依靠是不错的选择。 3、跪下摄影时的注意事项跪下摄影时左脚应该弓起，右脚跪地，托起机身底部的左手则支撑在弓起的左脚上。一般情况下，跪姿拍摄较难稳定身体，最好也能借助固定物体作依靠，如树、墙等。 4、相机带的重要作用将相机带套在手腕上，握在虎口中绕两圈再拉紧，以拇指穿过带圈后再握紧相机，使相机和右手合二为一，不但可以减轻手的颤动，而且可以在不小心松手时将相机拉住，不至于掉到地上而损坏。二、光线的运用照片是光与影的艺术产品，将光线称为摄影的灵魂一点也不为过。要拍摄好照片，就不能不掌握光线这个关键的元素。 1、光线的性质 （1）直射光 在晴朗的天气里，阳光没有经过任何遮挡直接射到被摄者身上，受光的一面就会产生明亮的影调，不直接受光的一面则会形成明显的阴影，这种光线称为“直射光”。在“直射光”下，受光面及不受光面会有非常明显的反差，因此容易产生立体感。当太阳被薄云遮挡，阳光仍会穿透白云扩散，这时所产生的照明反差将会降低，非常适宜于人像摄影。 （2）散射光 在阴天，阳光被云层所遮挡，不能直接射向被摄对象，只能透过中间介质或经反射照射到被摄对象上，光会产生散射作用，这类光线称为“散射光”。由于散射光所形成的受光面及阴影面不明显，明暗反差也较弱，光影的变化也较柔顺，因此产生的效果比较平淡柔和。 “直射光”会产生反差较强的光线，致使阴影较浓厚，调子变化较少，所拍出的影像线条及